[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6143775,"mediaKeyId","5535437-77751f8e7eebe19d375a0aefea5a2e49","parentId",5535437,"title","Knox County shifts gifted-and-talented services to teaching-and-learning; elementary model emphasizes daily small-group enrichment","audioSeconds",1425,"startMs",578735,"endMs",2004695,"viewUrl","/Search/View?dp=1&key=5535437-77751f8e7eebe19d375a0aefea5a2e49&start=578&end=2004","thumbnailUrl","https://assets.pipeline.soar.com/5535437-77751f8e7eebe19d375a0aefea5a2e49/thumbnail_578735.jpg","articleUrl","/articles/6143775/Tennessee/Knox-County-shifts-gifted-and-talented-services-to-teaching-and-learning-elementary-model-emphasizes-daily-small-group-enrichment","mediaUrl","https://secure.pipeline.soar.com/6143775-0904dad4798957218f34a8000462d916/orig.mp4?Expires=1770724920&Signature=U8doD9G-nNk7JZuJi2DvvlacPqgVbQGjciBDgosZsZzP0VV~nWtwvYURsodFvW-4f6-mGsSjMVSRe4kWJwzMgGMmh40ntnJDh8D2yImScVsl2aOBGjxTAVYmD~BzrBp3OC7I6Ptp5Q8HMbroJHsaJfA~9VjzBZgcZ~Yt3Mw9u1JBpgSiigyGJcV8h0LpRBlMPc7BxFJNOuFCHF9DHV5wYq2rOle-ZLOGmOGtCiVaNpIe9C2nmsX2CC5-NfNqxeb5B5b~CVihRqr18ivgu3UcXhYpPDGaturwWGOK4FzLGVuDUcz6YlKz1F6pI~GW9Qyy0z57iPVmolTt5iV0cOo5pA__&Key-Pair-Id=KUT5TJCACFTXG","author","Knox County Schools","date","2025-08-05T10:25:24Z","article","The Knox County Schools board heard details of a reorganization that moves services previously labeled “gifted and talented” (GT) into the teaching and learning department and into school-based delivery.
Dr. Phillips, representing the teaching and learning department, told the board that former GT coaches have been reassigned to support ELA and math content teams and that the district will increase frequency of small-group academic enrichment, particularly at the elementary level. “Under the former model, our students who had advanced learning needs met with a GT coach one time per week for a pull out small group support session,” she said. “The goal is that we increase the amount of small-group support moving from one time a week to multiple times a week.”
Key points and limits: Dr. Phillips said there will be no change to services for intellectually gifted students who have been formally identified and who receive supports under special education IEPs. Those students must continue to be case-managed by staff who hold a gifted endorsement or meet the Tennessee Employment Standard, she said; if a direct service provider lacks one of those qualifications, consultation by a qualified staff member is required and “that is required by law.”
At the elementary level, the district plans to use existing master-schedule intervention blocks — described in the meeting as a minimum 40-minute daily segment — for strategic small-group instruction that will include enrichment. The district stressed that the enrichment materials developed by the former GT team remain available and will be “highly encouraged” for use in tier 1 and intervention small groups.
Training and staffing: Dr. Phillips said the district will work with the University of Tennessee to expand the number of licensed educators at each school who can support both special education and gifted needs. The partnership was described as a roughly 9–12 month process; district representatives said they expect more qualified staff to be on school sites in the fall and suggested midyear and end-of-year checkpoints in 2026 to review progress.
Questions and board concerns: Board members asked whether GT-endorsed staff would be part of the new plan (Dr. Phillips: yes, currently reassigned GT coaches are advising principals and teachers), whether general-education classroom teachers would be expected to deliver enrichment (Dr. Phillips: yes; that teacher may be the child’s classroom teacher or another grade-level colleague depending on strategic grouping), and how the district will communicate the change to staff (Dr. Phillips: principals were briefed and are responsible for sharing details with school staff prior to students’ start date).
What remains undecided: Dr. Phillips said the district has not finalized every point about qualification pathways and how students will be identified for enriched services; those details are still under interdepartmental discussion and will be refined with special education, RTI and talent acquisition teams.
Why it matters: the reorganization changes the service delivery model from district-run GT pull-outs to school-embedded enrichment, shifts day-to-day responsibility onto general-education teams, and relies on a training partnership to expand site-level capacity. The board and district staff said they plan scheduled checkpoints to evaluate implementation.","mediaType","Video","parentTitle","8/4/25 KCS BOE Work Session","oneSentenceSummary","The Knox County Schools board heard details of a reorganization that moves services previously labeled 'gifted and talented' into the teaching and learning department and into school-based delivery.","taxTitle","Knox County, School Districts, Tennessee","taxId",13502,"location","Tennessee","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6143779,"Knox County Schools reports multi-year gains in student proficiency and graduation rates",247,560,248205,"/Search/View?dp=1&key=5535437-77751f8e7eebe19d375a0aefea5a2e49&start=0&end=248","https://assets.pipeline.soar.com/5535437-77751f8e7eebe19d375a0aefea5a2e49/thumbnail_560.jpg","/articles/6143779/Tennessee/Knox-County-Schools-reports-multi-year-gains-in-student-proficiency-and-graduation-rates","https://secure.pipeline.soar.com/6143779-e50e6b290874d5d0a3844f600f21a882/orig.mp4?Expires=1770724920&Signature=Ri2~4KkDLZbOwNBAABAxIQYGorYwyIdP7kwRQ2E-woxha2YQZOpZT8h9HBUbx~CVVjcF3YygE6GZeY8QlLLqTcmMJw4Ic63gmjJmMFlojNTb38UlT9jJwRFPpUuLpVVfrSd6a0Z1kdE1eQJl6LiKvgzGzFef7Z-85lFyCnzRIKK5p27WqA4AyuYPLFUVWYIY1iuAzMDOAYoc~KwxZqpwRn1Ko9MiDQyEM318zAEZqxWxU7y59UfLfSRrrYFuIpzar3x5Q4HWG1QEKrLkFRCepLbUBRGVaOs95FZI6spHoS3lurxNeCe44SIp5UCW3J3Lt9AnfLHbwg8CWaYocyYh8Q__&Key-Pair-Id=KUT5TJCACFTXG","Knox County Schools Superintendent Dr. Ryswick told the school board that students posted achievement gains for the fourth consecutive year across every subject and that proficiency rates in math and English language arts have risen by more than 10 percent since February 2021.
The gains coincide with a May graduating class of more than 4,200 students and a district graduation rate “hovering around 91 to 92 percent,” the superintendent said. He also said the typical graduate earned roughly three early postsecondary credits, such as AP courses, dual enrollment or industry certifications.
The superintendent framed the results as the product of layered strategies, including the district’s 865 academies now operating in all 14 high schools and targeted instructional work led by Dr. Phillips and her team. “I’ve been with the district for more than 20 years, and I can’t remember another time when we’ve seen this level of momentum,” he said.
Why it matters: sustained, multi-year gains across subgroups can affect course placement, college and career readiness work, and district planning for services. The superintendent said subgroup rates — including Black, Hispanic, Native American, economically disadvantaged and special education students — are rising alongside overall gains, but provided no subgroup-by-subgroup numeric breakdown in the meeting.
Supporting details: the district said the average graduate completed about three early postsecondary opportunities. The superintendent cautioned that additional student-growth data received from the state is embargoed; he said the district expects to celebrate those results publicly by the end of the month.
District leaders also framed the gains as evidence that staffing stability and the 865 academies are producing persistent improvements. “Principals talk about, ‘I only lost one staff member,’ ’I only lost two staff members,’ and the momentum they have going into the year,” the superintendent said.
What the district did not state: the board meeting discussion did not include a full numeric breakdown of subgroup gains, nor an immediate public release of the embargoed student-growth data. The superintendent said the growth figures will be public later in the month.
Looking ahead: district leaders emphasized the next task is to maintain and accelerate the momentum and said they will publicly present the newly received growth data once the state embargo is lifted.","Superintendent reported a fourth consecutive year of gains across subjects, a more than 10% rise in math and ELA proficiency since February 2021, about 4,200 graduates in May and a graduation rate near 91–92%. District leaders said student growth data is embargoed and will be announced later this month.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6143760,"District explains Sturkey Elementary redesign, rebid and reallocation of surplus to Hall project",349,2676695,3026160,"/Search/View?dp=1&key=5535437-77751f8e7eebe19d375a0aefea5a2e49&start=2676&end=3026","https://assets.pipeline.soar.com/5535437-77751f8e7eebe19d375a0aefea5a2e49/thumbnail_2676695.jpg","/articles/6143760/Tennessee/District-explains-Sturkey-Elementary-redesign-rebid-and-reallocation-of-surplus-to-Hall-project","https://secure.pipeline.soar.com/6143760-06d50af986b7b1a5f48a45bb3878b09e/orig.mp4?Expires=1770724920&Signature=PT11fvwRU2V1s66G~lOUvlswqrXnsgsUcWhHDI4~302-dSYL98xGESg1Bb6XeyiLMk4bb33orBW3d-sosmvRPrX27iraQhfhyt9sSoklJRkfNmkJfa3T5R3araiwMNm2Pex64dTeJJ74LmFNDqBDiEfHKW0NhUJVTudOZEAz~kytP76jwMF4gx6d9cAjivs0QDjJV84WAJdP7~LlzxDpX9ZUS86rj9wkaV0vLVOC6ZCzrTfWb1pOURg8cQzF1QnEo3wCfr~zKtxxOn~H3w~qHXtsOsKraeQY5b9j9A3eb98pa7eJ0IkOEsH7-Dy8zusWDipgAmjcW5azrikoLz27rQ__&Key-Pair-Id=KUT5TJCACFTXG","Board members asked for background on a capital-plan change that left roughly $4.2 million available after Sturkey Elementary’s redesign and rebid.
Capital staff said the original plan — developed during earlier corridor planning — included an 11-classroom wing intended to meet projected enrollment growth. When the district re-evaluated maximum and programmatic capacity, staff and architects concluded the extra wing would push the building well past intended capacity. The district then redesigned to address programmatic needs including office space, a gym and special-education classrooms rather than adding full classroom capacity.
The district said the initial construction estimate for the larger project had been about $26 million and that when the revised project was rebid it came in significantly under budget. District staff said reallocation of savings to other capital projects in the capital improvement plan is standard practice.
Administrators described how capacity is calculated: by combining staffing formulas, classroom counts and programmatic needs. They said those calculations vary by school and that the district uses enrollment projections from Knoxville/Knox County planning and internal enrollment and transportation data. Board members asked for five-year enrollment and projection data; administrators said they will share historical enrollment data and projection information on request.
Why it matters: a reallocation changes which facilities receive capital investment and can affect staffing, program placement and neighborhood service boundaries. Board members said they want transparent capacity data and asked staff to provide programmatic and maximum capacity details for Sturkey and other nearby schools.
What the meeting did not decide: the board did not take a formal vote on the reallocation at this discussion; staff said they follow the capital plan process when reallocating savings to projects within the capital improvement plan.","Administrators said an originally planned 11-classroom wing at Sturkey Elementary was removed after enrollment and capacity analysis showed the extra wing would create overcapacity; redesign focused on programmatic needs (gym, office, special education). Rebidding came in under budget and district proposed reallocating savings to Hall project.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6143764,"Public and board members call for clearer language after proposed cell-phone-related suspensions in policy J191",173,3636085,3809225,"/Search/View?dp=1&key=5535437-77751f8e7eebe19d375a0aefea5a2e49&start=3636&end=3809","https://assets.pipeline.soar.com/5535437-77751f8e7eebe19d375a0aefea5a2e49/thumbnail_3636085.jpg","/articles/6143764/Tennessee/Public-and-board-members-call-for-clearer-language-after-proposed-cell-phone-related-suspensions-in-policy-J191","https://secure.pipeline.soar.com/6143764-367e378a7e8fdf4676702f99e5e95281/orig.mp4?Expires=1770724920&Signature=OGR9hW9~xC9dMyIn3d7M~WWbtJUhuWwFYs~-~MEqrdB6i7~XSeFO8h92UWGhU6k3R7vwgGEtJ~eH2-Ugr732SiECsieoFKmARKnQ3EmhVEgg5tEeFufnUbq7vvbP2uxujsBWjmN57Cg3CM48RmTgKADk3VUKYePNhBsbSsA-fJ3~uWFxTaqdsiRoIlcLhbiahg-zZ4otBrIZFL1lx0eUbQRge-UV2d~Mhl304DRiCnZI1AQTLdQeoGVWR8j~GCXnbj8uBDH~NxhMOwH4sIe3QSXzVjDGYgtIv7g~489praIv3IXR-9~ysi0F1pf5~XHM2VS7qCy5LHUk3vy4ju5dEA__&Key-Pair-Id=KUT5TJCACFTXG","A member of the public urged the board to revise proposed changes to policy J191, saying the draft lumps minor cellphone misuse together with more serious offenses such as harassment, and that approach could lead to inappropriate suspensions.
Lance McColl, speaking in public forum, said the draft policy would allow suspension for a student who simply failed to put a phone away. “If a kid didn't put his cell phone away, then you take it away from him,” McColl said. “There’s no reason to ever suspend somebody for that.”
Board members agreed the policy language needs clarity. One board member asked that the district distinguish administrative responses to device misuse (for example, confiscation) from responses to harassment, cyberbullying and other serious misconduct. The board’s comments noted the cell-phone confiscation policy J240 already covers many low-level device issues and that J191 should not fold minor device violations into categories that trigger suspension without a clearer standard.
Why it matters: unclear policy language can create inconsistent discipline across schools and lead to confusion for students, parents and staff. Board members urged staff to review whether J191 should be restructured to separate minor electronic-device violations from conduct involving harassment or threats.
What the meeting did not decide: no formal policy change or vote occurred at the meeting. Public comment and board forum raised concerns and requested clarification.","A public commenter and several board members said policy J191 combines minor cellphone misuse with serious online harassment and could lead to confusing or excessive discipline. They urged the district to separate device misuse from harassment and cyberbullying in policy language.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6143769,"Board discusses resolution urging state lawmakers to advocate for replacement of federal education funds if cut",298,3153615,3452440,"/Search/View?dp=1&key=5535437-77751f8e7eebe19d375a0aefea5a2e49&start=3153&end=3452","https://assets.pipeline.soar.com/5535437-77751f8e7eebe19d375a0aefea5a2e49/thumbnail_3153615.jpg","/articles/6143769/Tennessee/Board-discusses-resolution-urging-state-lawmakers-to-advocate-for-replacement-of-federal-education-funds-if-cut","https://secure.pipeline.soar.com/6143769-ea364e3a7a95a167c20cb388dd0b6e3a/orig.mp4?Expires=1770724920&Signature=YjRo74De62q9TzcEKu9wPQeEm45R-SXILAWGizhjQFnCYlEntHi79KcYgqaZdbJQxM-YLS4m0~~R5DGialXdpe~FgFTxS7qtFl59AWHkwaA3cylp5LYGoA-23GV2ACRL3V8UILWC1BHKOFXx5ZmvLmd-ZDZuoxy-fcCNo-eo3N1v6-8rGGlcdI8LAcgbB1MUTiE5nL~QY8dpCfIc6fDowhloPjt7xC~OZuZXA8T0qDy2cqe1b5POPKwxnbnkYlQ9wE0fsEJTbo6xiv-eYXZFFOuikIWht5lGxB2ltycMW8S6frzCE7WIrBY96KBElT3eQ5kltwF1F9sZEtU78qCKag__&Key-Pair-Id=KUT5TJCACFTXG","Board member Miss Spike introduced a resolution asking state officials to advocate for replacement of federal education funds if the federal allocation is reduced or rescinded. She said she worked with the Tennessee School Boards Association and the central office to draft language that would urge immediate action and attention from state lawmakers.
“...I would really love to not go through this roller coaster again,” Miss Spike said, referencing earlier instability in federal funding levels. She said Knox County’s exposure is large relative to many districts and urged the state to consider the district’s mix of urban, suburban and rural responsibilities.
Board members asked for clarification about what the resolution would request. Miss Spike said the language asks the board’s legislative representatives to “fight for the money” and advocate to the General Assembly. Staff counsel and administrators indicated the item could be used for delegate assembly consideration and that the board could revisit allocation plans after final state approval and award of funds.
Staff said there is no statutory requirement identified in the discussion that would automatically trigger a board re-review of allocations if federal Title funds are reduced; however, administrators noted the board retains the ability to request additional review and reapproval of plans if it chooses. The board discussed transparency and whether reallocations that result from federal changes would be brought back to the board for consideration; administrators said the board could request such follow-ups.
Why it matters: federal Title funding supports day-to-day services and staff positions in many districts. Board members said Knox County’s exposure to potential federal cuts is higher than smaller districts and argued the state should consider district diversity and capacity before absorbing responsibilities.
What the resolution does not do: it does not create an immediate funding guarantee from the state, nor does it specify precise replacement mechanisms; it asks state lawmakers to advocate on the district’s behalf and to investigate state capacity to backfill if necessary.","A board member proposed a resolution asking state officials to support replacement or advocacy if federal education funds are reduced. Board members and staff discussed intent, process and whether reallocations of Title funds require board reapproval.","actionData","errors"]

Article not found

Knox County shifts gifted-and-talented services to teaching-and-learning; elementary model emphasizes daily small-group enrichment

Knox County Schools reports multi-year gains in student proficiency and graduation rates

District explains Sturkey Elementary redesign, rebid and reallocation of surplus to Hall project

Public and board members call for clearer language after proposed cell-phone-related suspensions in policy J191

Board discusses resolution urging state lawmakers to advocate for replacement of federal education funds if cut