This school year, Memphis-Shelby County Schools (MSCS) is introducing a new regional structure in order to strengthen the district’s support for schools and families. MSCS will now operate within four geographical regions, each led by a Regional Superintendent who will report directly to Interim Superintendent Dr. Roderick Richmond. 

These leaders will work alongside a dedicated support team to provide more focused and responsive service to the schools within their region. This approach will allow MSCS to better understand the unique needs of our schools based on their location and community, and ensure they receive the right resources and guidance to succeed.

Why This Change? 

Previously, MSCS had performance-based networks: “Soar” (A and B schools), “Ignite” (C schools), “Supe” (D and F schools). However, this school year, MSCS is re-adopting a regional structure. 

MSCS’ new regional model shifts the focus from performance labels to geographic alignment. Schools are now organized into four regions with an additional dedicated support region for our most challenged schools. This structure prioritizes localized decision-making, enhanced responsiveness, and community-centered leadership. 

This model also brings leadership closer to the schools and communities it serves. Each region is led by a regional superintendent with deep knowledge of the area, allowing for more responsive and localized support. Families will now have a clear point of contact within their region, making it easier to address concerns and access resources. 

Key Benefits of the Regional Model: 

Strengthened Community Connection: Ensuring that high-quality schools are available in every neighborhood, reducing the need for families to apply for transfers to access strong academic options. While families can still choose to apply to optional schools, each region will offer schools with optional-level programs and support. This fosters a sense of belonging, pride, and connection within communities, making it easier for families to engage locally and see their neighborhood schools as the first, best choice. 

Aligned K-12 Curriculum: An aligned K-12 curriculum allows for a more consistent, vertically aligned path from elementary through high school, making transitions smoother and strengthening student success at every grade level. 

Balanced Resource Distribution: Balanced distribution of teachers, programs and funding so that every school, in every neighborhood, has access to the same resources that students need to thrive. 

Supported Student Growth: Aligning the curriculum makes it easier to monitor student progress, identify needs early, and provide timely, targeted support, helping all students stay on track toward their goals.  

Your Voice Matters 

This shift reflects feedback from parents, educators, and community partners who asked for: 

• Greater equity in access to education and programming for all students. 
• More investment in all neighborhoods to enhance educational opportunities and resources. 
• Tailored support for students who move frequently between schools to ensure their success. 
• Stronger, feeder patterns between schools in order to improve student transitions and educational outcomes. 

The regional model addresses these needs while preserving the strengths of our former system. 

A Path Forward 

A regional structure will create a connected educational pathway, regional accountability, local leadership importance, and equitable programming. 

Connected Educational Pathway 

This pathway will focus on feeder strength to create a seamless transition from elementary to middle and high schools, promoting continuity in education. A current example of this pathway are the White Station and Whitehaven feeder patterns. 

Regional Accountability 

This structure helps to maintain organization by region, allowing for easier tracking of student progress and support from local educational leaders. For example, chronic absenteeism can usually be traced to one home that may have five children going to elementary, middle, and high schools. In a regional model, MSCS will have the flexibility to use attendance data to target that specific home. 

Local Leadership Importance 

Regional superintendents possess knowledge of their communities, enabling tailored support for schools and students. 

Equitable Programming 

Shared programming initiatives aim to eliminate disparities between “have” and “have-not” schools, promoting equity in education. People in under-resourced communities can remain in their regions with the possibility of creating hospitality hubs in the future. 

This model allows students to stay in their region without having to travel to get a quality education. A student should be able to begin and end their journey in the same system. Ultimately, the goal is that students will want to remain in their neighborhoods. 

Where Are the Regions? 

Aside from the four geographical regions (Southeast, Northeast, Southwest, Northwest), MSCS will have a fifth region: Innovation Zone (iZone). 

The iZone will serve as a dedicated support region to assist our most challenged schools effectively. It will also combine targeted help from networks to deliver focused support where it is most needed. Additionally, the iZone focuses on broad, systemic improvements derived from regional initiatives for a holistic approach. 

Who Are the Regional Superintendents? 

1. Dr. Michael Lowe – Southeast Region 

2. Dr. Kymberli Chandler – Northeast Region 

3. Lischa Brooks – Southwest Region 

4. Dr. Terrence Brittenum – Northwest Region 

5. Dr. Debra Fox-Stanford – iZone 

As MSCS moves forward, we remain committed to transparency and continuous improvement. Regional advisory councils will help guide our efforts, and our regional support teams will work side-by-side with families, teachers, and administrators to ensure every student has what they need to succeed. 

This is more than a structural shift – it’s a step toward a more connected, equitable, and effective school system that puts students and communities first. 

MSCS strives to create an inclusive environment where our students, parents, and staff have the tools to be successful. Through a regionalization model, interim superintendent Dr. Roderick Richmond is hoping to streamline operations and create a sense of pride. MSCS is proud to stimulate the future citizens of the Memphis and Shelby County areas. Remember, greatness grows here! 

If you have a story about a MSCS student, teacher, or school to highlight, please email us at communications@scsk12.org. Include the school name, story details, and an SCSK12.ORG email for follow-up.