November 12, 2024 • 47 mins
We're talking with the Superintendent of the Memphis Shelby County Schools Dr. Marie Feagins on The Bev Johnson Show on WDIA Radio.
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Episode Transcript
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Speaker 1 (00:00):
To be done right now, and it is different than
it was even when I was in school, and certainly
when you were in school.
Speaker 2 (00:04):
It's different. Yes, we are expected to do a whole lot.
Speaker 1 (00:09):
We're surrogate parents, we are nurses, we are mental health professionals,
we are you know, provide transportation and many regards. I
remember taking students home every day when I was a teacher,
and certainly moving along the rinks. I think it's tough
to say what's missing more so than what we need
to do more of and the just consistency. Okay, right,
(00:29):
this is not you know, for lack of better words,
the work is not sexy.
Speaker 3 (00:35):
Yes, it's not.
Speaker 1 (00:36):
You've got to do the things and you have to
do them every day. It requires a lot of discipline.
It means getting up doing the same thing every day,
most of the time, the same way, and then monitoring
it and making some different decisions when things aren't working.
It requires a dedication like none other. Right, it's three
hundred and sixty five days a year, three hundred and
(00:58):
sixty six days in a leap year, where you are
dedicated to your craft as a leader, as a teacher,
as a professional school counselor, principal, whoever it is, and
the same for our students. It requires the community support.
I'm so encouraged by the level of outreach and outpouring
of our community.
Speaker 2 (01:17):
When you get into.
Speaker 1 (01:18):
A space, and especially when kids look like us, they
say that people don't care, They say that apathy is high,
and I find that not.
Speaker 2 (01:26):
To be true.
Speaker 1 (01:27):
People care if you bring them in, if you take
them along the journey. And so grateful that the board
has been supportive of being connected to the community and
really being transparent with our families, our supporters, those who
have kids in the district and those who don't. They
just want to see Memphis Shelby County Schools win and
win big. And that takes all of us pouring our resources,
(01:50):
our human capital, ourselves, our time, and certainly being open
to what innovation can look like. And so you mentioned technology.
We have to be open to and embrace artificial intelligence.
It's not going anywhere, No, it's not right. We do
have to be open to what a delicate balance of
utilizing technology means. It cannot supplement and replace a teacher
(02:13):
a book. Our kids are struggling with reading for extended
periods of time. They don't have the stamina to read
a novel yes, which means when they get on a test,
they don't have the stamina to take the test right.
And so there are a lot of different things that
we have to focus on and that we have been
focusing on, and I believe that we'll continue to turn
a corner.
Speaker 2 (02:30):
We've done some good work in quarter one.
Speaker 1 (02:32):
We'll continue to do some great work right as we
put together some different things. But folks have to stay
all in, not buy in as temporary. They got to
go all in when you can't see the vision just yet,
when the lady sounds like you just saying a whole
lot of things that don't make a lot of sense,
yet you got to hold on to it. And like
someone said, I may not agree with you all the time,
(02:53):
but I trust you with our children, and.
Speaker 2 (02:55):
I think that's all you can ask for is.
Speaker 3 (02:56):
A yes yes.
Speaker 4 (02:58):
If you've just tuned in this more, we are talking
to the Superintendent of the Memphis Shelby County Schools. Doctor
Marie Fagins is here with us. If you have a
question or two for the superintendent, we invite you to
call nine zero one five three five nine three four
two eight hundred five zero three nine three four two
(03:21):
eight three three five three five nine three four two
will get you in to us. You're listening to the
Bev Johnson Show on w d IA, the bevjncensial.
Speaker 5 (03:45):
Don't Go Away. The Bev Johnson Show returns after these messages.
Speaker 6 (04:03):
Over the time, working hard to bring you out day
never say.
Speaker 4 (04:32):
Good morning and welcome back to w d I A.
I am talking with the Superintendent of the Memphis Shelby
County Schools, doctor Marie Fagan's. Before I go to our
phone line, Doctor Fagan, I wanted to ask the question
when you came here, and I'm sure when you were
studying the school system, were you surprised about the truancy?
(04:55):
And I think and what got me when when COVID
hit I know, doctor Fagan's, we had a lot of
students who didn't go to school or didn't study online.
And but I know of you've kind of turned that around.
That truancy thing.
Speaker 2 (05:11):
So so true. And see, was I surprised when I
first got here. I think the answer.
Speaker 1 (05:14):
Would be would be no, okay, when students had to
when we all had to stay home, Yeah, for an
extended period of time. It made returning very difficult, and
it was a rush to return to quote unquote norm
without understanding that nothing will ever be normal again.
Speaker 3 (05:35):
Right.
Speaker 1 (05:36):
And so I remember telling my team, and I was
in Cleveland at the time, telling my team. Then, I'm
not sure that anyone has given, you know, attention to
or a deep observation to the impact that this experience
will have had on all of us, but certainly our
youngest people.
Speaker 7 (05:52):
Right.
Speaker 1 (05:53):
And so when we think about trauma, when we think
about the development, when we think out social interactions, a
lot of folks came back awkward, the social awkwardness, the
anxiety was exacerbated, just the general you know, appetite for
life just kind of started.
Speaker 2 (06:11):
To wait for many people.
Speaker 7 (06:13):
Right.
Speaker 1 (06:14):
And so when I think about truancy and what attendance
was looking like before the pandemic for our students, there's
no surprise that what we're experiencing right now is what
we're experiencing right now. And certainly this is a national
you know, you know, challenge and opportunity just figuring out
a where some of our students are and so you know,
(06:35):
just tracking where are students, how many of them we've
been able to you know, return, get to return back
to the system has been an opportunity for us. Certainly,
We've knocked on doors and several students were home and
they shared, you know, they hadn't been back since the pandemic,
and so this.
Speaker 2 (06:52):
Was their first return.
Speaker 1 (06:53):
And I think we can understand what that's going to
look like in our classrooms for sure, if they have
been away for quite some time. When we think about
truancy and chronic apps and teaism, certainly, you know, chronic
apps and teaism means you have to have been in
the district or been in school for at least half
of the year in order for those days to start
accumulating truancy, meaning the first day you show up, any
(07:15):
day after that, you know, consecutive absences then you start
to become truant. Certainly, there's a system in place. We
have several meetings at the school based level. I've added
one from the superintendent in terms of central office, just
one more opportunity before we have to make the referral
to the juvenile court system, because what we're not attempting
to do is be contributors to a penal system, a
(07:39):
system of punitive outcomes and consequences. Certainly, the requirement legally
is that you have to attend school, and so we
want to honor that we are, you know, in alignment
with what is required. But also we want to honor
that we have understanding and so giving empathy and being
compassionate with our students and families and the many dynamics
(08:02):
of the homes and lives that they're experience that they're having.
And so we have several students and families that are unhoused,
so we have a houseless population.
Speaker 2 (08:11):
We have several.
Speaker 1 (08:12):
Students, you know, who are are our immigrants, and so
there's just different experiences for every student. And then sometimes
our families just don't know that there's a certain number
of days that you have to be in school, or
that something happens after you've missed so many And so
we've taken it from a space of education, meaning we've
been informing our students and families that this is what
(08:33):
chronic absenteeism means, this is what truancy means. Are you
aware share with us and talk to us and talk
through it with us about the barriers you may be experiencing.
We've been able to provide translators for some of our
multi lingual learners and families where that didn't exist. Certainly
we've been able to make you know, the connections with
some resources through our partners with our students and families.
(08:53):
As we've learned many times it's transportation, sometimes it's you know,
unemployment or under employ Certainly there is food and security
being experienced, and so we want to be you know,
reflective of and certainly demonstrate understanding of the many needs
that our families, our students and families have before we
(09:14):
take that next step, because we know what's on the
other side of making that type of referral to the
juvenile court system.
Speaker 4 (09:21):
Thank you for glad. Wow, that sounds good. Let's go
to our phone lines and talk to some of our listeners.
Speaker 3 (09:27):
Thank you for waiting.
Speaker 8 (09:28):
Hi, Carl, Good morning ladies. How are both for you today?
Speaker 3 (09:34):
We're doing well. Good morning, Carl.
Speaker 8 (09:37):
I'd like to ask a question regarding funding. Could you
give me a profit percentate of funding from the city, county, state,
and federal for the benefic city school system.
Speaker 1 (09:51):
Oh, come on, man, mister Carl, you're open up early
this morning. I know the breakdown of the funding.
Speaker 8 (09:57):
You know, so certainly in your opinion.
Speaker 1 (10:01):
So, certainly, most of our funding we have our funding
body with.
Speaker 2 (10:04):
The Shelby County Commission.
Speaker 1 (10:05):
Most of our funding comes from federal and so we
receive idea for our students with the disabilities. Certainly we
receive Title one funding, receive a bit from the state
with a new TISA funding model, So that certainly in
per pupil model where it's honoring or attempting to honor
the varying needs of our students, with a base amount
(10:28):
that is about seven thousand dollars or so from the
state per student, we have the option and opportunity to
accumulate more on the other side if we attain the
outcomes that are necessary. Certainly that our funding body, though
in terms of local is the Shelby County Commission. And
so putting it all together, the bulk of it comes
from federal. Most of it goes out though fifty one
(10:52):
percent of it goes right back out in personnel. And
so I think when we hear about a one point
eight five billion dollar budget, it sounds like a lot.
In it is, it's all about what you do with
what you have, but more than half of that goes
into our personnel with benefits and salaries. We have about
another eighty million that goes into nutrition, and so you know,
we continue to go down the line with our greatest
(11:12):
expenses and transportation.
Speaker 2 (11:14):
And in that regard, here's my point.
Speaker 8 (11:18):
Suppose you are skilled of your federal funding, then what
stuff do you have to do to ensure the education
and being done for our students? Will you have to
cut some teachers? We have to get real buses, bus drivers.
Speaker 3 (11:40):
Sure.
Speaker 1 (11:41):
So if your question is if we lose federal funding,
which I think we are all aware with, you know,
a new president elect. The the what has been shared,
you know, is that the desire is to you know,
rid get rid of the Department of Educacation. Yes, and
so that's what's going along with it. It's really to
(12:02):
move funding to more of a state a municipality model.
And so our conversations and thoughts have been around what
could that look like and what do our conversations need
to consist of. I think the obvious, Yes, mister Carl,
I mean something would have to you know, you have
to take a deeper look at many areas.
Speaker 2 (12:19):
We can't get rid of teachers.
Speaker 1 (12:21):
We can't do this work without our teachers, and so
I think that just taking a deeper look at what
would have to be done if that were to be
the case is something that we started to do just
you know, well before the election started, when we learned
about what we know now to be Project twenty twenty five.
Speaker 2 (12:38):
What go ahead?
Speaker 8 (12:41):
That's my point, maim I believe a lot of people
in this city are now where Yeah, but the consequences
of the school system being cut some people think this
let me still, some people think this would not happen. Well,
(13:01):
I was told if someone tell you something, to leave though,
so if it were to occur, I just hope and
I believe that you and your staff will find a
way to overcome this. I don't know how, but I
feel confident that you will be able to do this
because if the teachers are not being paid and the
(13:21):
bus drivers are not being paid, which means a lot
of sports will probably be cut out too, because you
got to get the kids that play sports from point
A to point B and ain't not gonna walk. So
I'm just wanting you to be aware of this and
see what stuff you can do in case this happened.
(13:41):
Lord knows, I hope it does not, but I just
cannot believe that that man will not do it when
he said he will based on certain courses that you
may teach in a city school system.
Speaker 3 (13:55):
Thank you, Carl, Thank you ladies, and you're welcome. Bye bye.
Speaker 4 (13:58):
You make an excellent point. W D I a HI caller,
Hi on the air.
Speaker 9 (14:07):
Hi first and foremost. I was just like to say, Superintendent,
I appreciate everything that you're doing. And my question would
be on behalf of my daughter. Actually, she is a
teacher assistant, and I when she describes her job to me,
(14:27):
it's just it's a lot that comes with being an assistant.
Speaker 10 (14:30):
I don't you know.
Speaker 9 (14:31):
I don't know if everyone understands. And when I look
at the pay scale, it's it's just it's very small.
I'm not going to discuss exactly what it is. And
her job has so many other things than just being
in the classroom with her teacher. You have subbings, you
(14:51):
have so many duties outside of the classroom that you're
pulled constantly, and I was just one My question actually
is is there are any type of plan or anything
in the future to possibly raise this pay scale for
teaching assistant?
Speaker 3 (15:07):
Sure?
Speaker 1 (15:08):
Sure, So, first, thank you for your your your comment.
I think that when we think about teaching assistance and
just generally across the board for compensation, what I've.
Speaker 2 (15:17):
Shared with with our staff is in.
Speaker 1 (15:19):
Our compensation analysis, we look forward to receiving, you know,
the review from that. We've you know, launched out to
a third party to take that on to ensure that
across the board, school level and central office that we
are paying people what they should be paid according to
job descriptions and duties and the expectations and roles and responsibilities,
(15:40):
as well as giving great consideration to credentials, full and
total experience, whatever that might be, and so across the board,
just ensuring that we have a look taken. When I
first arrived, that was one of the first things that
is shared. I didn't want to be responsible for, you know,
saying who should make what, because you create a bigger,
you know issue, an opportunity to be fixed. But as
(16:01):
it concerns our teacher assistance, you know, that is a
heavy job.
Speaker 2 (16:05):
Teaching.
Speaker 1 (16:05):
Teaching itself is is a heavy job. The assistants who
support the work have a heavy job as well, and
so it is one of those where the day begins
and ends and everything that happens in between is very
different and cannot be determined and depicted. And certainly there
where the opportunity exists to increase compensation there we're certainly not,
(16:27):
you know, close minded to it. We'd like more of
our teaching assistants, teacher assistants to become teachers, to get
on the pathway to become full time teachers.
Speaker 2 (16:36):
But certainly we can't do the work without the assistance.
Speaker 1 (16:39):
And so I appreciate your your daughter as well as
your advocacy, you know you calling in and asking and
inquiring about the same. But certainly we've taken a look
at it all and look forward to the compensation analysis
that will come in.
Speaker 11 (16:52):
All right, thank you so much, absolutely, thank you.
Speaker 3 (16:54):
Caller, Thank you for listening. W D I A Hi caller.
Speaker 12 (17:00):
Help Felsen he James great, great hello to doctor fake
and also good morning.
Speaker 8 (17:07):
I'm a big proponent of yours.
Speaker 12 (17:09):
And uh, I just want to follow on something that's
a caller earlier asked you about if federal funds get cut.
He asked you what you're going to do? Well, I
just want to follow up on that.
Speaker 8 (17:21):
And say the question that he should have asked is
what are we going to do.
Speaker 12 (17:26):
Because this is not just on you, this is on
us the community. Uh, it's on black men.
Speaker 8 (17:31):
Uh.
Speaker 12 (17:32):
I used to to uh volunteer for that that that reading.
Speaker 8 (17:38):
Program to help young children read.
Speaker 12 (17:40):
And when I was there, what I fawking at our
school were black men. I didn't see enough black men
there volunteering. And those kids seem like they just love
being around black men. Everywhere around went. There were kids
around me, and I'm saying, okay, were all the black men?
Speaker 8 (17:59):
I saw the black women. Uh there was a police officer.
Speaker 12 (18:02):
She was a female, and I saw you know, I
just saw black women who would sign in who and
who wouldn't sign out?
Speaker 8 (18:08):
And who would sign out?
Speaker 12 (18:10):
It was mostly black women.
Speaker 10 (18:12):
So you know, I'm just.
Speaker 12 (18:14):
Asking black men to step up. And then I want
to ask you, it's all money, good money.
Speaker 10 (18:20):
You know, like if if we do, if we do
lose money.
Speaker 12 (18:24):
From wherever, it's all money, good money. And I hang
up and I'll listen to you.
Speaker 3 (18:29):
Thank good luck, thank you, mister James. Great.
Speaker 2 (18:32):
You know it's all money, good money.
Speaker 13 (18:34):
That that is.
Speaker 3 (18:35):
I just think zach fakers.
Speaker 4 (18:36):
My excuse me, But my grandmother used to say, she
would say all money is not good money.
Speaker 3 (18:41):
Yeah, just goun is not good my grandmother used to
tell me.
Speaker 10 (18:44):
Yeah.
Speaker 1 (18:44):
I recall sharing that with the board during my first interview.
You know, you know, while it is important to advocate
for funding and to you know, receive the recipients of
the same.
Speaker 2 (18:54):
Old money is not good money.
Speaker 1 (18:56):
I think in this case, though, as we think about
the potential or the consideration, the conversation that's being held
about wiping away the Department of Education, it's a different
type of money, right, And so we think about the
families and the students that would depend on what we
provide through our utilization of those funds. We do need
those moneies. We think about the average student we serve
(19:18):
sixteen thousand and growing students who have a disability. We
lose that money, we lose the type of access to
the resources that we need to provide, and it cannot
be you know, measured, and it cannot be easily replaced.
And so whereas we think about it, it's not enough.
It would certainly be problematic for us not to receive
(19:40):
it at all, our title one dollars. When we think
about I spoke about poverty earlier, and we think about
the number of students who most of our district qualifies
automatically for free lunch. So we think about feeding our students,
you know, the meals. We're continuing to work on them,
but they are meals at this point that we're able
to provide to our students at least two times a day.
Speaker 2 (20:02):
That is impacted.
Speaker 1 (20:03):
And so there is a lot on the line for
our space for Memphis Shelby County Schools that cannot be
you know, done the next day if we were to
lose the type of funding that we have head start,
we're reapplying for those funds that's twenty nine million and
that is currently being used to serve you know, just.
Speaker 2 (20:26):
Over forty four.
Speaker 1 (20:27):
Thousand students and families, and so, you know, to lose
that type of funding would be detrimental to our young
leaders and certainly to our community, to our city, and
so our advocacy is necessary, The right type of legislative
agenda is necessary. Having the conversations with legislators and the
powers that be, those who make the decisions are necessary.
(20:49):
And this has been something that has been ongoing as
most learned about the desire and the intentions. If you
will of now President elect to take this you know journey.
If you will, I believe that you know ultimately we
will be okay, and so, but the consideration has to
be done.
Speaker 2 (21:09):
Uh, the thinking has to be done.
Speaker 13 (21:11):
Uh.
Speaker 1 (21:12):
And then certainly, you know, partnering and having the right
types of conversations collectively with the community for understanding. But
certainly those who are in the seats to make the
decisions or connect with those who do. It's certainly necessary.
Speaker 3 (21:27):
W D I a high caller. Hey, comming man, I'm
doing well in yourself.
Speaker 10 (21:35):
I'm doing fine. And good morning, Dr Pagan.
Speaker 2 (21:38):
Good morning.
Speaker 10 (21:40):
All right. I'm proud to tell you that my daughter
is one of your employees. He's a substitute on your administration.
And I'm proud to tell you that.
Speaker 2 (21:48):
Awesome, awesome, thankful for her service.
Speaker 10 (21:51):
Yes, yes, ma'am, all right, I got maybe three questions
for you. I try to put them out together. Okay,
out the reading level the children reading? Is it too
soon to expect any results right now? How important what
you say it is for a child or a person
(22:12):
period to know how to read. I think it's been
really important because, in my opinion, reading uffats your ability
to speak properly and to competent things that's one question.
Second question I was talking about last week and I
was saying to her that I think it's really important
(22:33):
for a parent to engage with their children and get
them to try to figure out what they want to
do in life. I heard you mentioned earlier to have
a great impact on life, and so how important would
you say it is for a parent too, not only
to ask that child what do you want to do?
What she wants to do, but to engage and introduce
(22:54):
their child to different things, to get them to see
things that they could choose from, because at an early age,
I don't think many children.
Speaker 14 (23:03):
Really know what they want to do absolutely, and so
I think I think that's very important for a child
to engage with for a parent to engage with a
child and try to introduce them to different things along the.
Speaker 10 (23:14):
Way, and they don't make a decision and lestlie. Uh,
the evaluation that you had maybe a couple of weeks ago,
a few weeks ago or whatever, I may be incorrect,
but correct me if I am. A few people were
a little outraged about the evaluation, But wasn't it any
your contract that you had at the evaluation a short
time after you know, beginning your job.
Speaker 2 (23:37):
So I appreciate all three questions. I think your first
question I heard was, you.
Speaker 1 (23:40):
Know, is it too soon in terms of reading levels
to see any results? And then just how important is
reading in general? I think your second question was about
parental support, yes, and how that impacts and shaping what
a young leader would like to do. And then your
third question was about my evaluation, and so in that order,
reading is the heart of everything that we do. Without
(24:03):
those fundamental skills of reading, of literacy, comprehension suffers. Certainly
your speaking skills, your ability to articulate, to get in
rooms and express yourself in such a way that you
can be understood, but certainly you can shape and sharpen
some understanding suffers. To fill out employment applications, to just
(24:23):
navigate the world. It becomes a challenge. And so as
we see students who are unable to read, or they
struggle with reading, we see it show up in their behavior,
We see it show.
Speaker 2 (24:35):
Up in their attendance.
Speaker 1 (24:37):
You start to find other ways to hide and cover
up a perceived deficit. It's not too late, but certainly
it becomes more challenging the longer you wait, and the
longer it takes you to begin to develop the type
of comprehension influency skills that are necessary. And so is
it too early for us to see any results. I
(24:58):
think the data that I've been looking at internally shares
that we are moving, right. I think that's a fair
way to say that we are moving. Our diagnostic which
is what we were taking in August. You know, I
give it the observation that it needs, but I give
it the observation that it needs.
Speaker 2 (25:14):
With a balance.
Speaker 1 (25:15):
Hear me use that delicate balance a lot. It's returned
to school. Some of our students aren't in school yet.
There's a lot of things happening changing schools, and so
the results are what they are in terms of the
diagnostic at the beginning of the year. In the middle
of the year, when we return in January, we'll take
another one to see where we are. But every day,
teachers are able to see where our students are. They
(25:35):
can tell if a student is growing, They can tell
if what we're doing is working, or if we need
to make some adjustments or not. I think when it
comes to just how important a apparent support is, I
don't think it can be overstated and stated enough I
think that what I struggle with is how to make
that really plain for our families, especially as students get
(25:59):
into middle school and high school.
Speaker 2 (26:01):
Uh, you know, pre k through.
Speaker 1 (26:03):
Sixth grade, fifth grade or so at least, and in
sometimes sixth grade, there's no challenge with you know, parents
knowing that they are important in the lives of their
babies at that point, right, they can really do not
a whole lot without mom and dad and big Mama
and auntie and madea As we start to hit middle
school in high school, there becomes this you know, just
(26:24):
a drop you know, you don't need me as much.
You're growing up now, and and that becomes a massive
just letting go of too soon. Right when you are
most valuable in the times of adolescent development. That's when
kids are really figuring it out. Yes, you know all
that they've been taught. You know, they've they've they've learned
how to read, they've learned how to do some things,
(26:45):
and now they're doing these things to learn about themselves.
And so when we think about it, you need your
folks the most in your developmental stage as you make
the transition to adulthood. Uh, And so navigating that journey
I can remember or just the impact my folks had
on me, uh and I can imagine if if if
they were distant, right, and what that would have done
(27:08):
for me. And so just driving that home for our
families and just our community support in general. Just being
that figure, that face, that model, that that that that
important word of encouragement, that tough love that is necessary
as well. All of it is important when we think
(27:29):
about who you want to become. I try not to
ask students what do you want to be when you
grow up because they're so heavy, But what type of
impact do you want to leave on the world? And
they'll say, I want to help somebody, or I thought about,
you know, medicine, or I want to work.
Speaker 2 (27:42):
I want to do something with my hands.
Speaker 1 (27:43):
And then we start to think about what feels and careers,
you know, come into play with what they've just described
as how they like to leave their impact. You know,
if your footprints are left, you know, where would they
lead someone else where? I think they might lead them into,
you know, astronomy. I like, you know, NASA, and I
want to go and think about being an astronaut. Helping
(28:04):
them to put it together that way takes a lot
of the pressure off a lot of adults are still
figuring out what we want to do and who we
want to be when we grow up. And so taking
that pressure off of students and children to think about
life so far in the distance, but also sharing with
them that that life in the distance is really tomorrow,
and so you got to do some thinking, You have
to do some preparing, and it starts right here and
(28:26):
right now, and much of it comes through exposure.
Speaker 2 (28:28):
And so the better field.
Speaker 1 (28:30):
Trips that we can stand up and provide to our
students and get them outside of the four walls of
their schools serves a greater purpose. I sent all of
my students to a college. I didn't care if they
wanted to go or not. We were all going to college.
We were all going to shadow someone in terms of
a career. They were going to meet above Johnson. They
were going to meet a plumber. They were going to
meet someone who owned their own HVAC company. They were
(28:51):
going to meet a CEO. I also took them, and
this may be a little unpopular, but I collaborated with
the county and city jails, and I.
Speaker 2 (28:58):
Told them to jail.
Speaker 3 (28:59):
Absolutely.
Speaker 2 (29:00):
It was not a scared straight type deal.
Speaker 1 (29:01):
But we have options, yes, and our decisions lead us
to the outcomes of our lives. And so these are
all options. I want for you to make the best
decision based on what you have seen and what you
have learned, and so parental support, community support comes along
with that as well. I think as it concerns my valuation.
In the contract, it does state that you know each
(29:24):
year I will have any valuation, and then six months after,
not later than October, I'll have a mid year conversation, right,
an informal and so that comes at a conversation to
give some feedback about what's happening, what you want to
see more of, less of, where we can sharpen. As
it concerns our performance objectives and really having the type
of banter as a governance team that is necessary. And
(29:46):
so I think that six months into anything that did
startle a lot of people. I think my interpretation of
it was one thing.
Speaker 2 (29:53):
But here we are.
Speaker 1 (29:55):
It matters not to me. I'm doing the work and
I'm always open to feed back. No one can be
more critical of me than me. And so the types
of conversations that we'll have with the board, I look
forward to them and certainly continuing to do this tough work,
but this necessary work for our youngest leaders is what
(30:17):
I've remained focused on, keeping the main thing the main thing,
and so contractually you want to make sure that you're
aligned with those things. But certainly I'm not afraid of
an evaluation. I'm not afraid of accountability. I'm not afraid
of what comes along with the heat of this seat.
It is how I've described it, and so what I
(30:38):
look forward to most though, is as we start to
you know, check some things off, as we start to
see some things move, as we start to move this
thing forward collectively, I just want everybody to stay along
with us.
Speaker 2 (30:50):
The education system is the hub.
Speaker 1 (30:52):
It's the cores, the nucleus of the city, and so
without it nothing moves, but with it everything can fly.
Speaker 3 (31:00):
Good questions coming man, Thank you.
Speaker 10 (31:02):
Yeah, doctor Fagan. I appreciate you, and I wish you
the best and much says for you and.
Speaker 8 (31:08):
Our children, your life.
Speaker 10 (31:10):
Thank you, and I do support you.
Speaker 2 (31:12):
I appreciate your support.
Speaker 3 (31:13):
Thank you, and we're going to get these last two calls.
Speaker 4 (31:15):
Look, so as doctor Fagan get out of here, keep
her all day and get these.
Speaker 3 (31:19):
Because they've been holding Dr fagants. Okay, w D you
have time.
Speaker 4 (31:23):
Okay, well well hold on, let me get lest so
get these new Castle.
Speaker 3 (31:27):
They want to talk to you. W D.
Speaker 15 (31:28):
I a Hi caller, Hey bell, how you doing. I'm doing.
Good morning, doctor Fagan.
Speaker 11 (31:34):
Well it's afternoon now sorry, after that's all right. I
just want her to know that she has so much
support in the community because she's coming in after so
many years of this, that and the other, so much dysfunction.
She cannot fix this by herself, and she cannot fix
(31:56):
if I am, I can see a doctor fag if
I eggs overnight, because this situation didn't happen overnight. About
the tryancy, the discord, the dysfunction, the toxicity in these schools.
Doctor Fagan is coming in after the I had already
(32:16):
been cast for these things many many years ago. And
I'm from the old Shelby County School in nineteen seventy
so I'm an old head. I'm an old head, and
I just hope that she gets all the support that
she need instead of people fighting her because of teddy
stuff being teddy Teddy is there is their air. Let's
(32:39):
get behind her and make this school what it can be.
The school system what it can be. We've had some
terrible people in, we've had some good people in. My
thing is I'm on the good bandwagon with doctor Stagan.
Speaker 3 (32:52):
All right, all right, appreciate you so much.
Speaker 2 (32:54):
Appreciate you very much.
Speaker 11 (32:56):
All right, bye.
Speaker 3 (32:57):
Bye bye bye WD. I a high caller. HI call her.
You're on the air, and you hear yes, I hear
you now.
Speaker 7 (33:09):
Okay, thank you, thank you for taking my call. I
want to call it in and and and show my
support for doctor faggot UH and a wonderful, wonderful job
she's doing here in Memphis. And I was I was
coming to maybe complain about uh, the evaluation thing.
Speaker 11 (33:27):
That was going on.
Speaker 7 (33:28):
But a lot of your previous callers have answered that question,
asked that question, and she's answering it darrenly. But doctor Segan,
I just want you to know, no matter what happens,
I mean, I'm I'm a front of the MISSISSIPI Stows
myself a long time and I have never seen any
Superintendent Hill what you're doing. And I'm going my full
(33:48):
support behind you. The only thing I was sitting here
thinking on home was I wish that we could have
more UH community telling home meets with yourself so the
communions can get behind you and really showed support for
you because you're doing something so dynamic for the school
(34:09):
system that I think people are scared of it. But
this is you what we.
Speaker 8 (34:13):
Need with what the Mississippi still needs, you.
Speaker 7 (34:16):
Know, And I just want to come on the first
time call the handico. Once I heard you, yeah, once
I once I heard you on the shown, I sat
here in a call cacok. I wanted to get that
point across that you are doing a wonderful job and
it's people here in the city that really really support
what you're doing. Thank you not meet when you went
(34:37):
to the door to door and knocking on doors and everything.
I was so damn because that's something that's really needed.
Speaker 8 (34:43):
And like I said, I'm a product of Mississisis students.
Speaker 7 (34:45):
I come out on the doctor Willie Herington and looking
back on that, uh not not to do nothing on
about the harson, but I was passing along from school.
I really did get an education until I went to
college and I had to start as an im medium thing.
That's what showed me that everything that's passed along, you know,
(35:07):
that I had to learn along with BacT move at
eighteen years old, you know. And I went back over
some of my grades and stuff and oway, hey, I said,
you know what you're doing now is that's great?
Speaker 10 (35:20):
And appreciate it, you know I'm saying.
Speaker 7 (35:22):
And I want to come in personally and just say
thank you very much.
Speaker 2 (35:26):
I appreciate you.
Speaker 3 (35:27):
Thank you caller, and thank you for being a first
time caller. Thank you so much, Thank you so much.
Speaker 2 (35:32):
Right bye, bye, id more community conversations. I hear you, yeah,
and we will stand it up.
Speaker 4 (35:38):
And you know, and I was thinking that, and I
one of the things that I noticed about you, doctor Pakins.
You came in getting into the community, that's right. You
came in working, talking to parents, going out in community.
I love where you took the students and habitat or humanity.
Speaker 10 (35:54):
Right.
Speaker 3 (35:55):
You are a community person.
Speaker 2 (35:57):
That's right.
Speaker 1 (35:58):
I am a product of of a lot of people
pouring into me. I believe firmly and what a community
means for each other, but certainly what a community can
do for a school system. And so you know, oftentimes
it is how do we get better? And how do
we do this better? And it is leaning on uh
(36:18):
and and and and tapping into the resources of our community.
The more people that understand the vision, it makes the
way forward easier and better. The more people who learn
about the system and believe that it is, you know,
trending in a positive direction. The more we attract in
terms of enrollment, the more people who understand what we're
up against they use their voices for good, right and
(36:42):
and and the more students who can get involved. You
mentioned habitat for humanity. You know, community service means a
lot to me. You do what you can with what
you have, yes, right, And it takes nothing to go
out and give of your time.
Speaker 10 (36:54):
Uh.
Speaker 1 (36:55):
And certainly to build something special is what this is
all about. And so I think that we are building
a better Memphis, a better nine oh one uh and
certainly a better Memphis Shelby County schools and is there's
only one way to do that, and that is together.
Speaker 2 (37:08):
And so it.
Speaker 1 (37:08):
Certainly it's centered on our young leaders. And so it
was certainly important for me to have them there. But
we cannot do it without our work community and hearing
from the voices of those who are impacted by the work,
and so you have to get it from them first.
Speaker 3 (37:25):
I love that w D I a high caller.
Speaker 16 (37:29):
Hey, good morning be and good morning doctor Pagan.
Speaker 2 (37:32):
Good morning.
Speaker 3 (37:33):
How you Shorty Mac?
Speaker 8 (37:35):
Yeah, it's just Shorty Mac.
Speaker 16 (37:36):
I just want to be brief with the comments and
words of.
Speaker 7 (37:39):
Carried, for.
Speaker 8 (37:42):
I think you doing a.
Speaker 16 (37:43):
Great job with what you came in on. And you know,
being carried this is your new home, right, doctor.
Speaker 2 (37:51):
Pegan, That's right, it's my new home. You are correct.
Speaker 16 (37:54):
Well, let our memberany is know you ain't going nowhere
without a doubt. And uh, just keep up the good work.
I thank you of God sent to this city coming
in on a low note for the Board education, and
I think things are gonna look up. I just want
to ask one question, doctor Tago.
Speaker 17 (38:11):
I was counting confused and I'm gonna hang up after
this veb Okay, when they said where the new elect
President Trump was talking about doing well with the Department
of Education?
Speaker 7 (38:21):
Is that right?
Speaker 3 (38:22):
Yes? He said it. He said it, Shorty Mac.
Speaker 16 (38:25):
Yes, he did well without out of doubt. Well, look,
I'm gonna hang up. I just want to doctor taking
an elaborate on that for a minute. What would happen
if he did away with that? And you keep up
the good work, and God bless y'all.
Speaker 3 (38:37):
Thank you, Thank you, Shorty Mac.
Speaker 2 (38:38):
I appreciate your encouragement.
Speaker 1 (38:39):
And I'm not going anywhere this is home until I'm
no longer impactful. And so certainly again about the Department
of Education, we are aware that it is something that
President elect has you know, discussing. You know, Project twenty
twenty five as it is written, has several components in
it from labor you know, laws and and shifts in
(39:01):
that regard. And then certainly most detrimental for us would
be the doing away, uh with of of the Department
of Education and what that would mean for us in
terms of federal funds, and so internally, we were taking
a look at it, having the conversations about it, uh
and certainly will continue to monitor it as we move forward.
Speaker 3 (39:19):
And take this last call w D I a high
call her, Hei call her.
Speaker 15 (39:28):
Yes, I ain't the one. Look so happy bedrooms day.
Speaker 7 (39:34):
There.
Speaker 13 (39:34):
You know you got a great lady sitting there with
Hill alone along with you two great women there. This
woman I don't we don't know her a long but
just her job. I mean, I don't know how much
they paying her, but they paying her what she and
she working for whatever she you know she deserves every
dam that you know. I think she she was and
I hoped out the faith that you decided maybe run
(39:55):
by our mayor you such a school.
Speaker 15 (40:01):
I work with school, but he might want to move
by four more years. Nobody want to do something else
but a medal years. She's sound like we sounded like
the woman we need here, but we need her. I
want to ask her this right quick, because because you know,
my son he's not here anymore. But when he was
going to school, bab, you know, I'm notting no teacher.
I've had a problems.
Speaker 13 (40:18):
In school and I'm hearing this lady talking about cause
I was scared. You know, I was thinking about some
of the teachers that was in the school when my
son was going to school, right, I want no teacher,
but I'm knowing that you know, when he got to
cheer in that holl you tiny teacher, and I knew this,
that knows that my son.
Speaker 15 (40:32):
His speech his speech wasn't that good. You know what
I'm saying, just like mine so sometimes you know, but
I said, well, he couldn't coll for it good.
Speaker 13 (40:38):
So the teacher was in the school English field. I
think she was like she was trying to you know,
she was sending me let us saying that Jr. Son
is no feeling, and.
Speaker 15 (40:47):
So I went over there because I'm feeling some kind
of way.
Speaker 13 (40:49):
So she's like, well he's not. I said, well, ma'am,
if you can't talk good, how can you read?
Speaker 11 (40:54):
You said what I'm saying.
Speaker 13 (40:55):
I'm not even.
Speaker 15 (40:59):
That you gonna try to get these uh all, you're
gonna try to get it.
Speaker 13 (41:04):
I can't think of that literacy for cheers and back
in school because some of tears and need more attention
than just you know.
Speaker 15 (41:13):
Like I'm not saying one on womans. You know how
they used to have the classes where they have futures.
Speaker 8 (41:17):
You know what I mean?
Speaker 15 (41:17):
Do y'all are y'all having that? You know what I'm
talking about? Do you know what I'm talking about?
Speaker 2 (41:21):
Tutoring, tutoring, tutoring.
Speaker 15 (41:23):
Yeah, yeah, it's for cheers and that that you know.
Speaker 13 (41:29):
And then then then they had teachers coming, They had
other teachers coming over to the school and work with
these shoes. I don't know, she able we have decided
this program back again, but they used to have these problems.
But I just want to thank her, to commend her
bere because I've seen this lady went over there to
these people house, want to know what are you cheers
in that?
Speaker 15 (41:46):
Why did not in school? That's what I love about her,
because you.
Speaker 13 (41:48):
Were so concerned.
Speaker 15 (41:49):
I feel so some kind of way I sold my God,
nothing happened. I can't stop thanks to take my I
never writeing them so.
Speaker 3 (42:01):
Much calculated fee activated, so ansolated by tutoring.
Speaker 2 (42:06):
Tutoring.
Speaker 1 (42:06):
We do offer tutoring, and so we are always looking
for ways to expand it as well. Of course, that
requires people who want to come in and support that work,
and so we're also looking to expand our work in
terms of literacy specialists. As she mentioned, Hey her son
struggled with speaking, and certainly we understand fundamentally where that
comes from, just a lack of reading skills right and
so being able to speak and articulate and comprehend. So
(42:27):
we're looking to get literacy specialists as well to really
span across our K two spaces. But we'll have to
get into our middle school spaces as well to really
make the type of moves that we need to make,
as this is an issue an opportunity that travels across
grade levels and so until we can get our hands
wrapped around it. In the earlier ages, we get it
(42:47):
right pre K through two, we stand up better third
through sixth graders, we get better middle schools, and certainly
middle schoolers, and certainly we get stronger and sharper readers
who are our secondary, our high school students and beyond.
I appreciate her her energy about it. Speech pathologists could
have also supported her son. It could have been, you know,
a speech opportunity that wasn't necessarily just a lack of
(43:10):
reading skills. So I want to be fair about a
response to that. Just not knowing her son, a speech
pathologist may have helped as well with with with speech services.
And then I think her her overarching.
Speaker 2 (43:23):
Sentiment, you know, don't make me run for anything else.
I'm gonna be.
Speaker 1 (43:28):
Great at being a superintendent and work on being a
phenomenal lead educator and leader of leaders. I appreciate the
community support in me and belief in me and confidence
in me to you know, just lead a space, a city,
a community through education. I always considered this the avenue
to go through to make my greatest impact on the world.
(43:51):
How do you push the edges of the world for me?
That is through education. If you can provide a quality
education to more people than you, make the world around us,
the greater world around us a better place to live,
work and play.
Speaker 2 (44:02):
And so that is my focus.
Speaker 1 (44:04):
And I've been privileged to an honor to be able
to do so as superintendent of Memphis Shelby County Schools.
And I'm not going anywhere unless you know, I'm no
longer impactful, and that would be it for me.
Speaker 4 (44:18):
I love what well as our callers has said. I'm
one hundred percent behind you.
Speaker 3 (44:23):
I like what you've been doing.
Speaker 4 (44:25):
And I've told my listeners through the months you here,
I said, Hey, give our chance.
Speaker 3 (44:31):
That's right, Hey give you ourself a chance.
Speaker 4 (44:33):
Any other last words you like to say to our listeners,
Doctor Marie Fakings.
Speaker 2 (44:37):
No, I appreciate it.
Speaker 1 (44:38):
A chance, right, It's the only thing that we ask
for our youngest leaders to be provided for me having
you know, traveled around the country doing this work, that's
the only thing I've asked for, especially for our black students,
our Hispanic students, students who come from you know, underserved,
historically overlooked city and schools and places. If you just
(45:01):
give us a fair shot, right, just an opportunity. What
could be done with that chance is mountains of work,
years of success and defectiveness can come from just a
chance and just a shot. I think the onus is ours,
the responsibility is ours as a community and certainly as
an educational system to ensure that when our students do
(45:23):
receive that shot, that fair chance, that opportunity, that they're ready.
I want them to be able to stand in any room,
next to anybody and shine like the stars that they are,
and that comes from a substantive education. And so we
will continue to do this work in such a way
that you all can see the shifts and the changes
that you can feel it in the community. Because crime
(45:45):
does go down, more jobs can be held and sustained,
and then certainly more businesses and corporations want to come
into the city, more people want to live.
Speaker 2 (45:57):
In the city. Housing prices go up in terms of value,
and so environmental issues start to shift. Right, we get a.
Speaker 1 (46:06):
Cleaner space, and so a lot comes and is riding
on the education system. And so I consider it a
privilege to have this type of positive pressure to do
this work day in and out with a great team.
Speaker 3 (46:17):
Well, I thank you, I thank you. My sister. I
thank you, my sore I thank you. You are doing
a fabulous job and I want you to stay absolutely
as being an educator as well, I want you to stay.
Speaker 2 (46:29):
Thank you.
Speaker 4 (46:29):
Thank you our Memphis Shelby County School Superintendent, doctor Marie
Fagan's dot, thank you doctor Fagan's. When we come back,
we will talk to our Cairo practor doctor Bobby Myers
as we go to the other side of the Bev
Johnson Show right here on w d IA, The bevjos Show.
Speaker 5 (46:56):
Whether you're in Arkansas, Tennessee, or Mississippi on Facebook, Twitter,
or Instagram, thank you for listening to The BEB Johnson
Show on w d I, a Memphis
To be done right now, and it is different than
it was even when I was in school, and certainly
when you were in school.
Speaker 2 (00:04):
It's different. Yes, we are expected to do a whole lot.
Speaker 1 (00:09):
We're surrogate parents, we are nurses, we are mental health professionals,
we are you know, provide transportation and many regards. I
remember taking students home every day when I was a teacher,
and certainly moving along the rinks. I think it's tough
to say what's missing more so than what we need
to do more of and the just consistency. Okay, right,
(00:29):
this is not you know, for lack of better words,
the work is not sexy.
Speaker 3 (00:35):
Yes, it's not.
Speaker 1 (00:36):
You've got to do the things and you have to
do them every day. It requires a lot of discipline.
It means getting up doing the same thing every day,
most of the time, the same way, and then monitoring
it and making some different decisions when things aren't working.
It requires a dedication like none other. Right, it's three
hundred and sixty five days a year, three hundred and
(00:58):
sixty six days in a leap year, where you are
dedicated to your craft as a leader, as a teacher,
as a professional school counselor, principal, whoever it is, and
the same for our students. It requires the community support.
I'm so encouraged by the level of outreach and outpouring
of our community.
Speaker 2 (01:17):
When you get into.
Speaker 1 (01:18):
A space, and especially when kids look like us, they
say that people don't care, They say that apathy is high,
and I find that not.
Speaker 2 (01:26):
To be true.
Speaker 1 (01:27):
People care if you bring them in, if you take
them along the journey. And so grateful that the board
has been supportive of being connected to the community and
really being transparent with our families, our supporters, those who
have kids in the district and those who don't. They
just want to see Memphis Shelby County Schools win and
win big. And that takes all of us pouring our resources,
(01:50):
our human capital, ourselves, our time, and certainly being open
to what innovation can look like. And so you mentioned technology.
We have to be open to and embrace artificial intelligence.
It's not going anywhere, No, it's not right. We do
have to be open to what a delicate balance of
utilizing technology means. It cannot supplement and replace a teacher
(02:13):
a book. Our kids are struggling with reading for extended
periods of time. They don't have the stamina to read
a novel yes, which means when they get on a test,
they don't have the stamina to take the test right.
And so there are a lot of different things that
we have to focus on and that we have been
focusing on, and I believe that we'll continue to turn
a corner.
Speaker 2 (02:30):
We've done some good work in quarter one.
Speaker 1 (02:32):
We'll continue to do some great work right as we
put together some different things. But folks have to stay
all in, not buy in as temporary. They got to
go all in when you can't see the vision just yet,
when the lady sounds like you just saying a whole
lot of things that don't make a lot of sense,
yet you got to hold on to it. And like
someone said, I may not agree with you all the time,
(02:53):
but I trust you with our children, and.
Speaker 2 (02:55):
I think that's all you can ask for is.
Speaker 3 (02:56):
A yes yes.
Speaker 4 (02:58):
If you've just tuned in this more, we are talking
to the Superintendent of the Memphis Shelby County Schools. Doctor
Marie Fagins is here with us. If you have a
question or two for the superintendent, we invite you to
call nine zero one five three five nine three four
two eight hundred five zero three nine three four two
(03:21):
eight three three five three five nine three four two
will get you in to us. You're listening to the
Bev Johnson Show on w d IA, the bevjncensial.
Speaker 5 (03:45):
Don't Go Away. The Bev Johnson Show returns after these messages.
Speaker 6 (04:03):
Over the time, working hard to bring you out day
never say.
Speaker 4 (04:32):
Good morning and welcome back to w d I A.
I am talking with the Superintendent of the Memphis Shelby
County Schools, doctor Marie Fagan's. Before I go to our
phone line, Doctor Fagan, I wanted to ask the question
when you came here, and I'm sure when you were
studying the school system, were you surprised about the truancy?
(04:55):
And I think and what got me when when COVID
hit I know, doctor Fagan's, we had a lot of
students who didn't go to school or didn't study online.
And but I know of you've kind of turned that around.
That truancy thing.
Speaker 2 (05:11):
So so true. And see, was I surprised when I
first got here. I think the answer.
Speaker 1 (05:14):
Would be would be no, okay, when students had to
when we all had to stay home, Yeah, for an
extended period of time. It made returning very difficult, and
it was a rush to return to quote unquote norm
without understanding that nothing will ever be normal again.
Speaker 3 (05:35):
Right.
Speaker 1 (05:36):
And so I remember telling my team, and I was
in Cleveland at the time, telling my team. Then, I'm
not sure that anyone has given, you know, attention to
or a deep observation to the impact that this experience
will have had on all of us, but certainly our
youngest people.
Speaker 7 (05:52):
Right.
Speaker 1 (05:53):
And so when we think about trauma, when we think
about the development, when we think out social interactions, a
lot of folks came back awkward, the social awkwardness, the
anxiety was exacerbated, just the general you know, appetite for
life just kind of started.
Speaker 2 (06:11):
To wait for many people.
Speaker 7 (06:13):
Right.
Speaker 1 (06:14):
And so when I think about truancy and what attendance
was looking like before the pandemic for our students, there's
no surprise that what we're experiencing right now is what
we're experiencing right now. And certainly this is a national
you know, you know, challenge and opportunity just figuring out
a where some of our students are and so you know,
(06:35):
just tracking where are students, how many of them we've
been able to you know, return, get to return back
to the system has been an opportunity for us. Certainly,
We've knocked on doors and several students were home and
they shared, you know, they hadn't been back since the pandemic,
and so this.
Speaker 2 (06:52):
Was their first return.
Speaker 1 (06:53):
And I think we can understand what that's going to
look like in our classrooms for sure, if they have
been away for quite some time. When we think about
truancy and chronic apps and teaism, certainly, you know, chronic
apps and teaism means you have to have been in
the district or been in school for at least half
of the year in order for those days to start
accumulating truancy, meaning the first day you show up, any
(07:15):
day after that, you know, consecutive absences then you start
to become truant. Certainly, there's a system in place. We
have several meetings at the school based level. I've added
one from the superintendent in terms of central office, just
one more opportunity before we have to make the referral
to the juvenile court system, because what we're not attempting
to do is be contributors to a penal system, a
(07:39):
system of punitive outcomes and consequences. Certainly, the requirement legally
is that you have to attend school, and so we
want to honor that we are, you know, in alignment
with what is required. But also we want to honor
that we have understanding and so giving empathy and being
compassionate with our students and families and the many dynamics
(08:02):
of the homes and lives that they're experience that they're having.
And so we have several students and families that are unhoused,
so we have a houseless population.
Speaker 2 (08:11):
We have several.
Speaker 1 (08:12):
Students, you know, who are are our immigrants, and so
there's just different experiences for every student. And then sometimes
our families just don't know that there's a certain number
of days that you have to be in school, or
that something happens after you've missed so many And so
we've taken it from a space of education, meaning we've
been informing our students and families that this is what
(08:33):
chronic absenteeism means, this is what truancy means. Are you
aware share with us and talk to us and talk
through it with us about the barriers you may be experiencing.
We've been able to provide translators for some of our
multi lingual learners and families where that didn't exist. Certainly
we've been able to make you know, the connections with
some resources through our partners with our students and families.
(08:53):
As we've learned many times it's transportation, sometimes it's you know,
unemployment or under employ Certainly there is food and security
being experienced, and so we want to be you know,
reflective of and certainly demonstrate understanding of the many needs
that our families, our students and families have before we
(09:14):
take that next step, because we know what's on the
other side of making that type of referral to the
juvenile court system.
Speaker 4 (09:21):
Thank you for glad. Wow, that sounds good. Let's go
to our phone lines and talk to some of our listeners.
Speaker 3 (09:27):
Thank you for waiting.
Speaker 8 (09:28):
Hi, Carl, Good morning ladies. How are both for you today?
Speaker 3 (09:34):
We're doing well. Good morning, Carl.
Speaker 8 (09:37):
I'd like to ask a question regarding funding. Could you
give me a profit percentate of funding from the city, county, state,
and federal for the benefic city school system.
Speaker 1 (09:51):
Oh, come on, man, mister Carl, you're open up early
this morning. I know the breakdown of the funding.
Speaker 8 (09:57):
You know, so certainly in your opinion.
Speaker 1 (10:01):
So, certainly, most of our funding we have our funding
body with.
Speaker 2 (10:04):
The Shelby County Commission.
Speaker 1 (10:05):
Most of our funding comes from federal and so we
receive idea for our students with the disabilities. Certainly we
receive Title one funding, receive a bit from the state
with a new TISA funding model, So that certainly in
per pupil model where it's honoring or attempting to honor
the varying needs of our students, with a base amount
(10:28):
that is about seven thousand dollars or so from the
state per student, we have the option and opportunity to
accumulate more on the other side if we attain the
outcomes that are necessary. Certainly that our funding body, though
in terms of local is the Shelby County Commission. And
so putting it all together, the bulk of it comes
from federal. Most of it goes out though fifty one
(10:52):
percent of it goes right back out in personnel. And
so I think when we hear about a one point
eight five billion dollar budget, it sounds like a lot.
In it is, it's all about what you do with
what you have, but more than half of that goes
into our personnel with benefits and salaries. We have about
another eighty million that goes into nutrition, and so you know,
we continue to go down the line with our greatest
(11:12):
expenses and transportation.
Speaker 2 (11:14):
And in that regard, here's my point.
Speaker 8 (11:18):
Suppose you are skilled of your federal funding, then what
stuff do you have to do to ensure the education
and being done for our students? Will you have to
cut some teachers? We have to get real buses, bus drivers.
Speaker 3 (11:40):
Sure.
Speaker 1 (11:41):
So if your question is if we lose federal funding,
which I think we are all aware with, you know,
a new president elect. The the what has been shared,
you know, is that the desire is to you know,
rid get rid of the Department of Educacation. Yes, and
so that's what's going along with it. It's really to
(12:02):
move funding to more of a state a municipality model.
And so our conversations and thoughts have been around what
could that look like and what do our conversations need
to consist of. I think the obvious, Yes, mister Carl,
I mean something would have to you know, you have
to take a deeper look at many areas.
Speaker 2 (12:19):
We can't get rid of teachers.
Speaker 1 (12:21):
We can't do this work without our teachers, and so
I think that just taking a deeper look at what
would have to be done if that were to be
the case is something that we started to do just
you know, well before the election started, when we learned
about what we know now to be Project twenty twenty five.
Speaker 2 (12:38):
What go ahead?
Speaker 8 (12:41):
That's my point, maim I believe a lot of people
in this city are now where Yeah, but the consequences
of the school system being cut some people think this
let me still, some people think this would not happen. Well,
(13:01):
I was told if someone tell you something, to leave though,
so if it were to occur, I just hope and
I believe that you and your staff will find a
way to overcome this. I don't know how, but I
feel confident that you will be able to do this
because if the teachers are not being paid and the
(13:21):
bus drivers are not being paid, which means a lot
of sports will probably be cut out too, because you
got to get the kids that play sports from point
A to point B and ain't not gonna walk. So
I'm just wanting you to be aware of this and
see what stuff you can do in case this happened.
(13:41):
Lord knows, I hope it does not, but I just
cannot believe that that man will not do it when
he said he will based on certain courses that you
may teach in a city school system.
Speaker 3 (13:55):
Thank you, Carl, Thank you ladies, and you're welcome. Bye bye.
Speaker 4 (13:58):
You make an excellent point. W D I a HI caller,
Hi on the air.
Speaker 9 (14:07):
Hi first and foremost. I was just like to say, Superintendent,
I appreciate everything that you're doing. And my question would
be on behalf of my daughter. Actually, she is a
teacher assistant, and I when she describes her job to me,
(14:27):
it's just it's a lot that comes with being an assistant.
Speaker 10 (14:30):
I don't you know.
Speaker 9 (14:31):
I don't know if everyone understands. And when I look
at the pay scale, it's it's just it's very small.
I'm not going to discuss exactly what it is. And
her job has so many other things than just being
in the classroom with her teacher. You have subbings, you
(14:51):
have so many duties outside of the classroom that you're
pulled constantly, and I was just one My question actually
is is there are any type of plan or anything
in the future to possibly raise this pay scale for
teaching assistant?
Speaker 3 (15:07):
Sure?
Speaker 1 (15:08):
Sure, So, first, thank you for your your your comment.
I think that when we think about teaching assistance and
just generally across the board for compensation, what I've.
Speaker 2 (15:17):
Shared with with our staff is in.
Speaker 1 (15:19):
Our compensation analysis, we look forward to receiving, you know,
the review from that. We've you know, launched out to
a third party to take that on to ensure that
across the board, school level and central office that we
are paying people what they should be paid according to
job descriptions and duties and the expectations and roles and responsibilities,
(15:40):
as well as giving great consideration to credentials, full and
total experience, whatever that might be, and so across the board,
just ensuring that we have a look taken. When I
first arrived, that was one of the first things that
is shared. I didn't want to be responsible for, you know,
saying who should make what, because you create a bigger,
you know issue, an opportunity to be fixed. But as
(16:01):
it concerns our teacher assistance, you know, that is a
heavy job.
Speaker 2 (16:05):
Teaching.
Speaker 1 (16:05):
Teaching itself is is a heavy job. The assistants who
support the work have a heavy job as well, and
so it is one of those where the day begins
and ends and everything that happens in between is very
different and cannot be determined and depicted. And certainly there
where the opportunity exists to increase compensation there we're certainly not,
(16:27):
you know, close minded to it. We'd like more of
our teaching assistants, teacher assistants to become teachers, to get
on the pathway to become full time teachers.
Speaker 2 (16:36):
But certainly we can't do the work without the assistance.
Speaker 1 (16:39):
And so I appreciate your your daughter as well as
your advocacy, you know you calling in and asking and
inquiring about the same. But certainly we've taken a look
at it all and look forward to the compensation analysis
that will come in.
Speaker 11 (16:52):
All right, thank you so much, absolutely, thank you.
Speaker 3 (16:54):
Caller, Thank you for listening. W D I A Hi caller.
Speaker 12 (17:00):
Help Felsen he James great, great hello to doctor fake
and also good morning.
Speaker 8 (17:07):
I'm a big proponent of yours.
Speaker 12 (17:09):
And uh, I just want to follow on something that's
a caller earlier asked you about if federal funds get cut.
He asked you what you're going to do? Well, I
just want to follow up on that.
Speaker 8 (17:21):
And say the question that he should have asked is
what are we going to do.
Speaker 12 (17:26):
Because this is not just on you, this is on
us the community. Uh, it's on black men.
Speaker 8 (17:31):
Uh.
Speaker 12 (17:32):
I used to to uh volunteer for that that that reading.
Speaker 8 (17:38):
Program to help young children read.
Speaker 12 (17:40):
And when I was there, what I fawking at our
school were black men. I didn't see enough black men
there volunteering. And those kids seem like they just love
being around black men. Everywhere around went. There were kids
around me, and I'm saying, okay, were all the black men?
Speaker 8 (17:59):
I saw the black women. Uh there was a police officer.
Speaker 12 (18:02):
She was a female, and I saw you know, I
just saw black women who would sign in who and
who wouldn't sign out?
Speaker 8 (18:08):
And who would sign out?
Speaker 12 (18:10):
It was mostly black women.
Speaker 10 (18:12):
So you know, I'm just.
Speaker 12 (18:14):
Asking black men to step up. And then I want
to ask you, it's all money, good money.
Speaker 10 (18:20):
You know, like if if we do, if we do
lose money.
Speaker 12 (18:24):
From wherever, it's all money, good money. And I hang
up and I'll listen to you.
Speaker 3 (18:29):
Thank good luck, thank you, mister James. Great.
Speaker 2 (18:32):
You know it's all money, good money.
Speaker 13 (18:34):
That that is.
Speaker 3 (18:35):
I just think zach fakers.
Speaker 4 (18:36):
My excuse me, But my grandmother used to say, she
would say all money is not good money.
Speaker 3 (18:41):
Yeah, just goun is not good my grandmother used to
tell me.
Speaker 10 (18:44):
Yeah.
Speaker 1 (18:44):
I recall sharing that with the board during my first interview.
You know, you know, while it is important to advocate
for funding and to you know, receive the recipients of
the same.
Speaker 2 (18:54):
Old money is not good money.
Speaker 1 (18:56):
I think in this case, though, as we think about
the potential or the consideration, the conversation that's being held
about wiping away the Department of Education, it's a different
type of money, right, And so we think about the
families and the students that would depend on what we
provide through our utilization of those funds. We do need
those moneies. We think about the average student we serve
(19:18):
sixteen thousand and growing students who have a disability. We
lose that money, we lose the type of access to
the resources that we need to provide, and it cannot
be you know, measured, and it cannot be easily replaced.
And so whereas we think about it, it's not enough.
It would certainly be problematic for us not to receive
(19:40):
it at all, our title one dollars. When we think
about I spoke about poverty earlier, and we think about
the number of students who most of our district qualifies
automatically for free lunch. So we think about feeding our students,
you know, the meals. We're continuing to work on them,
but they are meals at this point that we're able
to provide to our students at least two times a day.
Speaker 2 (20:02):
That is impacted.
Speaker 1 (20:03):
And so there is a lot on the line for
our space for Memphis Shelby County Schools that cannot be
you know, done the next day if we were to
lose the type of funding that we have head start,
we're reapplying for those funds that's twenty nine million and
that is currently being used to serve you know, just.
Speaker 2 (20:26):
Over forty four.
Speaker 1 (20:27):
Thousand students and families, and so, you know, to lose
that type of funding would be detrimental to our young
leaders and certainly to our community, to our city, and
so our advocacy is necessary, The right type of legislative
agenda is necessary. Having the conversations with legislators and the
powers that be, those who make the decisions are necessary.
(20:49):
And this has been something that has been ongoing as
most learned about the desire and the intentions. If you
will of now President elect to take this you know journey.
If you will, I believe that you know ultimately we
will be okay, and so, but the consideration has to
be done.
Speaker 2 (21:09):
Uh, the thinking has to be done.
Speaker 13 (21:11):
Uh.
Speaker 1 (21:12):
And then certainly, you know, partnering and having the right
types of conversations collectively with the community for understanding. But
certainly those who are in the seats to make the
decisions or connect with those who do. It's certainly necessary.
Speaker 3 (21:27):
W D I a high caller. Hey, comming man, I'm
doing well in yourself.
Speaker 10 (21:35):
I'm doing fine. And good morning, Dr Pagan.
Speaker 2 (21:38):
Good morning.
Speaker 10 (21:40):
All right. I'm proud to tell you that my daughter
is one of your employees. He's a substitute on your administration.
And I'm proud to tell you that.
Speaker 2 (21:48):
Awesome, awesome, thankful for her service.
Speaker 10 (21:51):
Yes, yes, ma'am, all right, I got maybe three questions
for you. I try to put them out together. Okay,
out the reading level the children reading? Is it too
soon to expect any results right now? How important what
you say it is for a child or a person
(22:12):
period to know how to read. I think it's been
really important because, in my opinion, reading uffats your ability
to speak properly and to competent things that's one question.
Second question I was talking about last week and I
was saying to her that I think it's really important
(22:33):
for a parent to engage with their children and get
them to try to figure out what they want to
do in life. I heard you mentioned earlier to have
a great impact on life, and so how important would
you say it is for a parent too, not only
to ask that child what do you want to do?
What she wants to do, but to engage and introduce
(22:54):
their child to different things, to get them to see
things that they could choose from, because at an early age,
I don't think many children.
Speaker 14 (23:03):
Really know what they want to do absolutely, and so
I think I think that's very important for a child
to engage with for a parent to engage with a
child and try to introduce them to different things along the.
Speaker 10 (23:14):
Way, and they don't make a decision and lestlie. Uh,
the evaluation that you had maybe a couple of weeks ago,
a few weeks ago or whatever, I may be incorrect,
but correct me if I am. A few people were
a little outraged about the evaluation, But wasn't it any
your contract that you had at the evaluation a short
time after you know, beginning your job.
Speaker 2 (23:37):
So I appreciate all three questions. I think your first
question I heard was, you.
Speaker 1 (23:40):
Know, is it too soon in terms of reading levels
to see any results? And then just how important is
reading in general? I think your second question was about
parental support, yes, and how that impacts and shaping what
a young leader would like to do. And then your
third question was about my evaluation, and so in that order,
reading is the heart of everything that we do. Without
(24:03):
those fundamental skills of reading, of literacy, comprehension suffers. Certainly
your speaking skills, your ability to articulate, to get in
rooms and express yourself in such a way that you
can be understood, but certainly you can shape and sharpen
some understanding suffers. To fill out employment applications, to just
(24:23):
navigate the world. It becomes a challenge. And so as
we see students who are unable to read, or they
struggle with reading, we see it show up in their behavior,
We see it show.
Speaker 2 (24:35):
Up in their attendance.
Speaker 1 (24:37):
You start to find other ways to hide and cover
up a perceived deficit. It's not too late, but certainly
it becomes more challenging the longer you wait, and the
longer it takes you to begin to develop the type
of comprehension influency skills that are necessary. And so is
it too early for us to see any results. I
(24:58):
think the data that I've been looking at internally shares
that we are moving, right. I think that's a fair
way to say that we are moving. Our diagnostic which
is what we were taking in August. You know, I
give it the observation that it needs, but I give
it the observation that it needs.
Speaker 2 (25:14):
With a balance.
Speaker 1 (25:15):
Hear me use that delicate balance a lot. It's returned
to school. Some of our students aren't in school yet.
There's a lot of things happening changing schools, and so
the results are what they are in terms of the
diagnostic at the beginning of the year. In the middle
of the year, when we return in January, we'll take
another one to see where we are. But every day,
teachers are able to see where our students are. They
(25:35):
can tell if a student is growing, They can tell
if what we're doing is working, or if we need
to make some adjustments or not. I think when it
comes to just how important a apparent support is, I
don't think it can be overstated and stated enough I
think that what I struggle with is how to make
that really plain for our families, especially as students get
(25:59):
into middle school and high school.
Speaker 2 (26:01):
Uh, you know, pre k through.
Speaker 1 (26:03):
Sixth grade, fifth grade or so at least, and in
sometimes sixth grade, there's no challenge with you know, parents
knowing that they are important in the lives of their
babies at that point, right, they can really do not
a whole lot without mom and dad and big Mama
and auntie and madea As we start to hit middle
school in high school, there becomes this you know, just
(26:24):
a drop you know, you don't need me as much.
You're growing up now, and and that becomes a massive
just letting go of too soon. Right when you are
most valuable in the times of adolescent development. That's when
kids are really figuring it out. Yes, you know all
that they've been taught. You know, they've they've they've learned
how to read, they've learned how to do some things,
(26:45):
and now they're doing these things to learn about themselves.
And so when we think about it, you need your
folks the most in your developmental stage as you make
the transition to adulthood. Uh, And so navigating that journey
I can remember or just the impact my folks had
on me, uh and I can imagine if if if
they were distant, right, and what that would have done
(27:08):
for me. And so just driving that home for our
families and just our community support in general. Just being
that figure, that face, that model, that that that that
important word of encouragement, that tough love that is necessary
as well. All of it is important when we think
(27:29):
about who you want to become. I try not to
ask students what do you want to be when you
grow up because they're so heavy, But what type of
impact do you want to leave on the world? And
they'll say, I want to help somebody, or I thought about,
you know, medicine, or I want to work.
Speaker 2 (27:42):
I want to do something with my hands.
Speaker 1 (27:43):
And then we start to think about what feels and careers,
you know, come into play with what they've just described
as how they like to leave their impact. You know,
if your footprints are left, you know, where would they
lead someone else where? I think they might lead them into,
you know, astronomy. I like, you know, NASA, and I
want to go and think about being an astronaut. Helping
(28:04):
them to put it together that way takes a lot
of the pressure off a lot of adults are still
figuring out what we want to do and who we
want to be when we grow up. And so taking
that pressure off of students and children to think about
life so far in the distance, but also sharing with
them that that life in the distance is really tomorrow,
and so you got to do some thinking, You have
to do some preparing, and it starts right here and
(28:26):
right now, and much of it comes through exposure.
Speaker 2 (28:28):
And so the better field.
Speaker 1 (28:30):
Trips that we can stand up and provide to our
students and get them outside of the four walls of
their schools serves a greater purpose. I sent all of
my students to a college. I didn't care if they
wanted to go or not. We were all going to college.
We were all going to shadow someone in terms of
a career. They were going to meet above Johnson. They
were going to meet a plumber. They were going to
meet someone who owned their own HVAC company. They were
(28:51):
going to meet a CEO. I also took them, and
this may be a little unpopular, but I collaborated with
the county and city jails, and I.
Speaker 2 (28:58):
Told them to jail.
Speaker 3 (28:59):
Absolutely.
Speaker 2 (29:00):
It was not a scared straight type deal.
Speaker 1 (29:01):
But we have options, yes, and our decisions lead us
to the outcomes of our lives. And so these are
all options. I want for you to make the best
decision based on what you have seen and what you
have learned, and so parental support, community support comes along
with that as well. I think as it concerns my valuation.
In the contract, it does state that you know each
(29:24):
year I will have any valuation, and then six months after,
not later than October, I'll have a mid year conversation, right,
an informal and so that comes at a conversation to
give some feedback about what's happening, what you want to
see more of, less of, where we can sharpen. As
it concerns our performance objectives and really having the type
of banter as a governance team that is necessary. And
(29:46):
so I think that six months into anything that did
startle a lot of people. I think my interpretation of
it was one thing.
Speaker 2 (29:53):
But here we are.
Speaker 1 (29:55):
It matters not to me. I'm doing the work and
I'm always open to feed back. No one can be
more critical of me than me. And so the types
of conversations that we'll have with the board, I look
forward to them and certainly continuing to do this tough work,
but this necessary work for our youngest leaders is what
(30:17):
I've remained focused on, keeping the main thing the main thing,
and so contractually you want to make sure that you're
aligned with those things. But certainly I'm not afraid of
an evaluation. I'm not afraid of accountability. I'm not afraid
of what comes along with the heat of this seat.
It is how I've described it, and so what I
(30:38):
look forward to most though, is as we start to
you know, check some things off, as we start to
see some things move, as we start to move this
thing forward collectively, I just want everybody to stay along
with us.
Speaker 2 (30:50):
The education system is the hub.
Speaker 1 (30:52):
It's the cores, the nucleus of the city, and so
without it nothing moves, but with it everything can fly.
Speaker 3 (31:00):
Good questions coming man, Thank you.
Speaker 10 (31:02):
Yeah, doctor Fagan. I appreciate you, and I wish you
the best and much says for you and.
Speaker 8 (31:08):
Our children, your life.
Speaker 10 (31:10):
Thank you, and I do support you.
Speaker 2 (31:12):
I appreciate your support.
Speaker 3 (31:13):
Thank you, and we're going to get these last two calls.
Speaker 4 (31:15):
Look, so as doctor Fagan get out of here, keep
her all day and get these.
Speaker 3 (31:19):
Because they've been holding Dr fagants. Okay, w D you
have time.
Speaker 4 (31:23):
Okay, well well hold on, let me get lest so
get these new Castle.
Speaker 3 (31:27):
They want to talk to you. W D.
Speaker 15 (31:28):
I a Hi caller, Hey bell, how you doing. I'm doing.
Good morning, doctor Fagan.
Speaker 11 (31:34):
Well it's afternoon now sorry, after that's all right. I
just want her to know that she has so much
support in the community because she's coming in after so
many years of this, that and the other, so much dysfunction.
She cannot fix this by herself, and she cannot fix
(31:56):
if I am, I can see a doctor fag if
I eggs overnight, because this situation didn't happen overnight. About
the tryancy, the discord, the dysfunction, the toxicity in these schools.
Doctor Fagan is coming in after the I had already
(32:16):
been cast for these things many many years ago. And
I'm from the old Shelby County School in nineteen seventy
so I'm an old head. I'm an old head, and
I just hope that she gets all the support that
she need instead of people fighting her because of teddy
stuff being teddy Teddy is there is their air. Let's
(32:39):
get behind her and make this school what it can be.
The school system what it can be. We've had some
terrible people in, we've had some good people in. My
thing is I'm on the good bandwagon with doctor Stagan.
Speaker 3 (32:52):
All right, all right, appreciate you so much.
Speaker 2 (32:54):
Appreciate you very much.
Speaker 11 (32:56):
All right, bye.
Speaker 3 (32:57):
Bye bye bye WD. I a high caller. HI call her.
You're on the air, and you hear yes, I hear
you now.
Speaker 7 (33:09):
Okay, thank you, thank you for taking my call. I
want to call it in and and and show my
support for doctor faggot UH and a wonderful, wonderful job
she's doing here in Memphis. And I was I was
coming to maybe complain about uh, the evaluation thing.
Speaker 11 (33:27):
That was going on.
Speaker 7 (33:28):
But a lot of your previous callers have answered that question,
asked that question, and she's answering it darrenly. But doctor Segan,
I just want you to know, no matter what happens,
I mean, I'm I'm a front of the MISSISSIPI Stows
myself a long time and I have never seen any
Superintendent Hill what you're doing. And I'm going my full
(33:48):
support behind you. The only thing I was sitting here
thinking on home was I wish that we could have
more UH community telling home meets with yourself so the
communions can get behind you and really showed support for
you because you're doing something so dynamic for the school
(34:09):
system that I think people are scared of it. But
this is you what we.
Speaker 8 (34:13):
Need with what the Mississippi still needs, you.
Speaker 7 (34:16):
Know, And I just want to come on the first
time call the handico. Once I heard you, yeah, once
I once I heard you on the shown, I sat
here in a call cacok. I wanted to get that
point across that you are doing a wonderful job and
it's people here in the city that really really support
what you're doing. Thank you not meet when you went
(34:37):
to the door to door and knocking on doors and everything.
I was so damn because that's something that's really needed.
Speaker 8 (34:43):
And like I said, I'm a product of Mississisis students.
Speaker 7 (34:45):
I come out on the doctor Willie Herington and looking
back on that, uh not not to do nothing on
about the harson, but I was passing along from school.
I really did get an education until I went to
college and I had to start as an im medium thing.
That's what showed me that everything that's passed along, you know,
(35:07):
that I had to learn along with BacT move at
eighteen years old, you know. And I went back over
some of my grades and stuff and oway, hey, I said,
you know what you're doing now is that's great?
Speaker 10 (35:20):
And appreciate it, you know I'm saying.
Speaker 7 (35:22):
And I want to come in personally and just say
thank you very much.
Speaker 2 (35:26):
I appreciate you.
Speaker 3 (35:27):
Thank you caller, and thank you for being a first
time caller. Thank you so much, Thank you so much.
Speaker 2 (35:32):
Right bye, bye, id more community conversations. I hear you, yeah,
and we will stand it up.
Speaker 4 (35:38):
And you know, and I was thinking that, and I
one of the things that I noticed about you, doctor Pakins.
You came in getting into the community, that's right. You
came in working, talking to parents, going out in community.
I love where you took the students and habitat or humanity.
Speaker 10 (35:54):
Right.
Speaker 3 (35:55):
You are a community person.
Speaker 2 (35:57):
That's right.
Speaker 1 (35:58):
I am a product of of a lot of people
pouring into me. I believe firmly and what a community
means for each other, but certainly what a community can
do for a school system. And so you know, oftentimes
it is how do we get better? And how do
we do this better? And it is leaning on uh
(36:18):
and and and and tapping into the resources of our community.
The more people that understand the vision, it makes the
way forward easier and better. The more people who learn
about the system and believe that it is, you know,
trending in a positive direction. The more we attract in
terms of enrollment, the more people who understand what we're
up against they use their voices for good, right and
(36:42):
and and the more students who can get involved. You
mentioned habitat for humanity. You know, community service means a
lot to me. You do what you can with what
you have, yes, right, And it takes nothing to go
out and give of your time.
Speaker 10 (36:54):
Uh.
Speaker 1 (36:55):
And certainly to build something special is what this is
all about. And so I think that we are building
a better Memphis, a better nine oh one uh and
certainly a better Memphis Shelby County schools and is there's
only one way to do that, and that is together.
Speaker 2 (37:08):
And so it.
Speaker 1 (37:08):
Certainly it's centered on our young leaders. And so it
was certainly important for me to have them there. But
we cannot do it without our work community and hearing
from the voices of those who are impacted by the work,
and so you have to get it from them first.
Speaker 3 (37:25):
I love that w D I a high caller.
Speaker 16 (37:29):
Hey, good morning be and good morning doctor Pagan.
Speaker 2 (37:32):
Good morning.
Speaker 3 (37:33):
How you Shorty Mac?
Speaker 8 (37:35):
Yeah, it's just Shorty Mac.
Speaker 16 (37:36):
I just want to be brief with the comments and
words of.
Speaker 7 (37:39):
Carried, for.
Speaker 8 (37:42):
I think you doing a.
Speaker 16 (37:43):
Great job with what you came in on. And you know,
being carried this is your new home, right, doctor.
Speaker 2 (37:51):
Pegan, That's right, it's my new home. You are correct.
Speaker 16 (37:54):
Well, let our memberany is know you ain't going nowhere
without a doubt. And uh, just keep up the good work.
I thank you of God sent to this city coming
in on a low note for the Board education, and
I think things are gonna look up. I just want
to ask one question, doctor Tago.
Speaker 17 (38:11):
I was counting confused and I'm gonna hang up after
this veb Okay, when they said where the new elect
President Trump was talking about doing well with the Department
of Education?
Speaker 7 (38:21):
Is that right?
Speaker 3 (38:22):
Yes? He said it. He said it, Shorty Mac.
Speaker 16 (38:25):
Yes, he did well without out of doubt. Well, look,
I'm gonna hang up. I just want to doctor taking
an elaborate on that for a minute. What would happen
if he did away with that? And you keep up
the good work, and God bless y'all.
Speaker 3 (38:37):
Thank you, Thank you, Shorty Mac.
Speaker 2 (38:38):
I appreciate your encouragement.
Speaker 1 (38:39):
And I'm not going anywhere this is home until I'm
no longer impactful. And so certainly again about the Department
of Education, we are aware that it is something that
President elect has you know, discussing. You know, Project twenty
twenty five as it is written, has several components in
it from labor you know, laws and and shifts in
(39:01):
that regard. And then certainly most detrimental for us would
be the doing away, uh with of of the Department
of Education and what that would mean for us in
terms of federal funds, and so internally, we were taking
a look at it, having the conversations about it, uh
and certainly will continue to monitor it as we move forward.
Speaker 3 (39:19):
And take this last call w D I a high
call her, Hei call her.
Speaker 15 (39:28):
Yes, I ain't the one. Look so happy bedrooms day.
Speaker 7 (39:34):
There.
Speaker 13 (39:34):
You know you got a great lady sitting there with
Hill alone along with you two great women there. This
woman I don't we don't know her a long but
just her job. I mean, I don't know how much
they paying her, but they paying her what she and
she working for whatever she you know she deserves every
dam that you know. I think she she was and
I hoped out the faith that you decided maybe run
(39:55):
by our mayor you such a school.
Speaker 15 (40:01):
I work with school, but he might want to move
by four more years. Nobody want to do something else
but a medal years. She's sound like we sounded like
the woman we need here, but we need her. I
want to ask her this right quick, because because you know,
my son he's not here anymore. But when he was
going to school, bab, you know, I'm notting no teacher.
I've had a problems.
Speaker 13 (40:18):
In school and I'm hearing this lady talking about cause
I was scared. You know, I was thinking about some
of the teachers that was in the school when my
son was going to school, right, I want no teacher,
but I'm knowing that you know, when he got to
cheer in that holl you tiny teacher, and I knew this,
that knows that my son.
Speaker 15 (40:32):
His speech his speech wasn't that good. You know what
I'm saying, just like mine so sometimes you know, but
I said, well, he couldn't coll for it good.
Speaker 13 (40:38):
So the teacher was in the school English field. I
think she was like she was trying to you know,
she was sending me let us saying that Jr. Son
is no feeling, and.
Speaker 15 (40:47):
So I went over there because I'm feeling some kind
of way.
Speaker 13 (40:49):
So she's like, well he's not. I said, well, ma'am,
if you can't talk good, how can you read?
Speaker 11 (40:54):
You said what I'm saying.
Speaker 13 (40:55):
I'm not even.
Speaker 15 (40:59):
That you gonna try to get these uh all, you're
gonna try to get it.
Speaker 13 (41:04):
I can't think of that literacy for cheers and back
in school because some of tears and need more attention
than just you know.
Speaker 15 (41:13):
Like I'm not saying one on womans. You know how
they used to have the classes where they have futures.
Speaker 8 (41:17):
You know what I mean?
Speaker 15 (41:17):
Do y'all are y'all having that? You know what I'm
talking about? Do you know what I'm talking about?
Speaker 2 (41:21):
Tutoring, tutoring, tutoring.
Speaker 15 (41:23):
Yeah, yeah, it's for cheers and that that you know.
Speaker 13 (41:29):
And then then then they had teachers coming, They had
other teachers coming over to the school and work with
these shoes. I don't know, she able we have decided
this program back again, but they used to have these problems.
But I just want to thank her, to commend her
bere because I've seen this lady went over there to
these people house, want to know what are you cheers
in that?
Speaker 15 (41:46):
Why did not in school? That's what I love about her,
because you.
Speaker 13 (41:48):
Were so concerned.
Speaker 15 (41:49):
I feel so some kind of way I sold my God,
nothing happened. I can't stop thanks to take my I
never writeing them so.
Speaker 3 (42:01):
Much calculated fee activated, so ansolated by tutoring.
Speaker 2 (42:06):
Tutoring.
Speaker 1 (42:06):
We do offer tutoring, and so we are always looking
for ways to expand it as well. Of course, that
requires people who want to come in and support that work,
and so we're also looking to expand our work in
terms of literacy specialists. As she mentioned, Hey her son
struggled with speaking, and certainly we understand fundamentally where that
comes from, just a lack of reading skills right and
so being able to speak and articulate and comprehend. So
(42:27):
we're looking to get literacy specialists as well to really
span across our K two spaces. But we'll have to
get into our middle school spaces as well to really
make the type of moves that we need to make,
as this is an issue an opportunity that travels across
grade levels and so until we can get our hands
wrapped around it. In the earlier ages, we get it
(42:47):
right pre K through two, we stand up better third
through sixth graders, we get better middle schools, and certainly
middle schoolers, and certainly we get stronger and sharper readers
who are our secondary, our high school students and beyond.
I appreciate her her energy about it. Speech pathologists could
have also supported her son. It could have been, you know,
a speech opportunity that wasn't necessarily just a lack of
(43:10):
reading skills. So I want to be fair about a
response to that. Just not knowing her son, a speech
pathologist may have helped as well with with with speech services.
And then I think her her overarching.
Speaker 2 (43:23):
Sentiment, you know, don't make me run for anything else.
I'm gonna be.
Speaker 1 (43:28):
Great at being a superintendent and work on being a
phenomenal lead educator and leader of leaders. I appreciate the
community support in me and belief in me and confidence
in me to you know, just lead a space, a city,
a community through education. I always considered this the avenue
to go through to make my greatest impact on the world.
(43:51):
How do you push the edges of the world for me?
That is through education. If you can provide a quality
education to more people than you, make the world around us,
the greater world around us a better place to live,
work and play.
Speaker 2 (44:02):
And so that is my focus.
Speaker 1 (44:04):
And I've been privileged to an honor to be able
to do so as superintendent of Memphis Shelby County Schools.
And I'm not going anywhere unless you know, I'm no
longer impactful, and that would be it for me.
Speaker 4 (44:18):
I love what well as our callers has said. I'm
one hundred percent behind you.
Speaker 3 (44:23):
I like what you've been doing.
Speaker 4 (44:25):
And I've told my listeners through the months you here,
I said, Hey, give our chance.
Speaker 3 (44:31):
That's right, Hey give you ourself a chance.
Speaker 4 (44:33):
Any other last words you like to say to our listeners,
Doctor Marie Fakings.
Speaker 2 (44:37):
No, I appreciate it.
Speaker 1 (44:38):
A chance, right, It's the only thing that we ask
for our youngest leaders to be provided for me having
you know, traveled around the country doing this work, that's
the only thing I've asked for, especially for our black students,
our Hispanic students, students who come from you know, underserved,
historically overlooked city and schools and places. If you just
(45:01):
give us a fair shot, right, just an opportunity. What
could be done with that chance is mountains of work,
years of success and defectiveness can come from just a
chance and just a shot. I think the onus is ours,
the responsibility is ours as a community and certainly as
an educational system to ensure that when our students do
(45:23):
receive that shot, that fair chance, that opportunity, that they're ready.
I want them to be able to stand in any room,
next to anybody and shine like the stars that they are,
and that comes from a substantive education. And so we
will continue to do this work in such a way
that you all can see the shifts and the changes
that you can feel it in the community. Because crime
(45:45):
does go down, more jobs can be held and sustained,
and then certainly more businesses and corporations want to come
into the city, more people want to live.
Speaker 2 (45:57):
In the city. Housing prices go up in terms of value,
and so environmental issues start to shift. Right, we get a.
Speaker 1 (46:06):
Cleaner space, and so a lot comes and is riding
on the education system. And so I consider it a
privilege to have this type of positive pressure to do
this work day in and out with a great team.
Speaker 3 (46:17):
Well, I thank you, I thank you. My sister. I
thank you, my sore I thank you. You are doing
a fabulous job and I want you to stay absolutely
as being an educator as well, I want you to stay.
Speaker 2 (46:29):
Thank you.
Speaker 4 (46:29):
Thank you our Memphis Shelby County School Superintendent, doctor Marie
Fagan's dot, thank you doctor Fagan's. When we come back,
we will talk to our Cairo practor doctor Bobby Myers
as we go to the other side of the Bev
Johnson Show right here on w d IA, The bevjos Show.
Speaker 5 (46:56):
Whether you're in Arkansas, Tennessee, or Mississippi on Facebook, Twitter,
or Instagram, thank you for listening to The BEB Johnson
Show on w d I, a Memphis
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