►
Description
House K-12 Subcommittee - April 6, 2021 - House Hearing Room 2
A
B
A
A
Right,
do
I
have
a
motion
properly
motioned.
We
will
go
ahead
and
without
objection,
vote
on
adopting
this
amendment,
all
those
in
favor
of
amendment
4248,
please
indicate
by
saying
aye.
I
was
supposed
to
say
no
eyes
have
it.
We
are
back
on
the
bill
as
amended
chairman
reagan,
you're
recognized
on
hospital
1266.
C
C
Our
law
is
unclear
and
it's
challenging
to
implement,
especially
for
districts
that
do
not
have
workers
compen
compensation
insurance,
that
is
to
say,
they're
self-insured,
this
amendment
that
makes
the
bill
we
just
put
on.
There
basically
does
three
things:
it
clarifies
what
is
required
of
an
lea
that
does
not
have
workers
compensation
coverage,
in
other
words
it's
self-insured
and
when
it
comes
and
what
it
must
do
when
it
comes
to
an
injury
on
the
job.
C
Clarifies
the
law
by
deleting
the
language
shall
be
the
same
as
lea.
If
the
worker's
compensation
and
substitutes
the
language,
the
lea,
must
comply
with
the
personal
injury
rules
of
the
state
board
of
education,
personal
injury
rules
for
the
department
of
education
and
state
board
give
minimum
requirements
of
what
an
lea
must
be,
must
provide
for
personal
injury
and
personal
injury,
leave.
I'm
sure,
sorry
for
a
teacher
and
dictates
that
the
lea
must
create
a
policy
to
address
this.
C
C
B
B
So
in
section
one
is
what
I'm
asking
about
we're
changing
the
language
shall
be
the
same
if
the
as,
if
the
lea
had
workers
compensation,
what
are
the
benefit?
Differences
between
that
a
teacher
would
get
as
a
result
of
that
language,
as
opposed
to
the
language
that
they
would
get
under
the
personal
injury
rules
of
the
state
board.
Chairman.
C
Reagan,
if
I
understood
your
question
correctly
and
I
I
may
still
have
misunderstood
essentially
what
this
is
saying
that
leas
that
are
self-insured
may
have
different
benefit
packages.
This
is
saying
that
they
must
have
the
same
as
if
they
had
workers
comp
insurance,
which
all
those
that
are
not
self-insured
have
did.
Did
I
answer
your
question
representative
clemens.
B
A
D
Here
we
go
okay,
so
so
what
this
bill
does?
Research
shows
us
that
removing
students
does
little
to
create
a
more
peaceful
environment
or
safer
schools.
Students
removed
from
the
classroom
are
more
likely
to
drop
out
of
school,
more
likely
to
end
up
in
the
juvenile
justice
system.
So
what
this
bill
does
is
it
focuses
on
revising
school
discipline
policies
to
reduce
the
emphasis
on
exclusionary
practices.
D
But
where
you
have
a
kid,
a
student
who's
cut
in
class
laying
out
a
class.
You
know
I
taught
high
school
for
much
of
my
career
and
you
have
kids
laying
out
of
class,
and
then
they
suspend
them
and
it's
like
holy
cow.
You
know
how?
What
do
we
they're
they're
trying
to
remove
themselves
from
class
and
say
we
remove
them?
D
We
actually
give
them
more
of
what
they
were
asking
for,
so
talking
about
more
natural
consequences
for
that
addresses
the
behavior
who
it
hurts,
and
so
for
me,
you
know
if
you
have
a
student
who's
laying
out
of
class.
The
best
thing
to
do
is
more
time
making
up
the
time
that
they
lost
when
they
were
out
of
class,
but
it
focuses
on
the
specific
misbehavior
ensures
the
student
understands
who
and
how
the
misbehavior
affects,
so
that
they
take
responsibility
and
accountability
for
their
actions.
D
But
but
you
know,
misbehavior
kids
want
to
please
I
don't
care
if
they're
kindergarten
or
their
high
school.
They
want
to
please
adults
and
if
they're
misbehaving,
there's
a
reason
that
reason
of
acting
out
or
trying
to
avoid
an
activity
generally
comes
from
needing
trying
attention
trying
to
get
people
to
understand.
D
What's
going
on
with
them
with
aces,
you
know
the
kids,
I
taught
were
overloaded
with
aces
and
if
you
address
that
with
this
with
traditional
discipline
that
pushes
those
kids
further
away
and
gives
them
more
stress
and-
and
so
it's
it's
about
helping
the
child-
understand
the
misbehavior,
but
also
helping
the
adults,
understand
that
so
you
can
address
it
without
increasing
the
stress
but
making
that
child
understand
how
even
even
something
like
acting
out
in
class.
You
know
you're
trying
to
avoid
the
situation.
E
Thank
you
chairman,
ms
johnson.
I
agree
with
what
you're
saying
about
the
aids
part
and
everything
and
understand
the
concept.
My
question
is
this:
we
have
passed
a
bill
where
we
we
dealt
with
this
last
year
and
then
this
year,
where
we
put
in
the
teacher
discipline
act
where
we
go
through
a
step-by-step
process
to
help
our
teachers,
and
so
we
kind
of
have
that
already
going
in
place.
I
kind
of
like
to
see
us
see
how
that
works.
E
If,
if
we
were
to
pass
a
bill
like
this,
I
don't
know
if
there
would
be
a
conflicting
issue.
Of
course,
one
bill
overrides
the
other.
I
understand
that,
but
any
thoughts
on
that
is
kind
of
feel
like
we've
got
one
bill
in
place
where
we're
addressing
this
is
it
really
necessary
to,
even
though
I
understand
the
concept,
what
you're
trying
to
do
representative
johnson.
D
Yeah,
well,
you
know,
as
someone
who's
been
in,
that
classroom
for
27
years
and
and
actually
specifically
worked
with
emotionally
disturbed
behavior
disorder.
Kids-
and
I
can
tell
you
using
these
practices
in
a
year,
I
might
have
sent
three
kids
to
the
office
and
literally
my
kids
were
in
this
last
spot.
They
could
be
in
an
actual
public
school
because
they've
been
in
trouble.
So
many
times
this
works,
the
other
one
is
traditional.
D
It
doesn't
address
that
responsibility
and
accountability,
piece
and-
and
we
see
less
misbehavior.
We
also
don't
see
the
level
of
inequalities
we
do
with
students
of
color
and
disabled
students,
who
are
typically
under
the
old
model,
suspended
at
two
three
and
four
times
the
rate.
So
it's
just
a
different
approach.
C
C
We
are
working
on
the
mental
health
bill
that
kind
of
coincides
with
that
to
give
a
well-rounded
approach
to
all
aspects
of
the
student's
education.
I
do
agree
with
my
colleague
here
that
maybe
it's
too
soon
for
something
like
this.
With
that.
Mr
chairman,
I
make
a
motion
sentence.
The
general
self.
A
A
Three:
six,
three
four:
is
that
what
we've
got?
Okay,
so
without
objection?
We
will
be
voting
to
consider
this
untimely
filed
amendment
six
three,
four,
six,
all
those
in
favor,
please
indicate
by
saying
aye
aye.
I
was
supposed
to
say
no,
the
eyes
have
it.
We
now
need
a
motion
on
the
amendment
second
properly
motioned.
You
are
recognized
on
your
amendment.
G
G
A
Real
quick,
since
it
does
make
the
bill
without
objection,
let's
go
ahead
and
vote
on
adopting
this
amendment
and
then
I
do
think
we
have
one
more
thing.
We
need
to
do
and
then
we'll
get
on
the
bill
being
clean,
so
we'll
be
voting
on
adopting
amendment
6346,
all
those
in
favor,
please
say:
aye
aye,
I
was
supposed
to
say
no.
We
are
back
on
the
bill
as
amended.
A
Now
we
do
have
a
verbal
amendment,
a
correction
that
legal
called
a
drafting
error
and
I
will
need
a
motion
and
a
second
to
consider
this
verbal
amendment
motion
properly
motion.
All
right,
you
have
it
I'm
going
to
go
out
of
session
for
a
second
and
let
legal
explain
this
verbal
amendment
obsession.
B
A
All
right,
you've
heard
the
explanation
of
the
verbal
amendment,
all
those
in
favor
of
adopting
this
please
indicate
by
saying
aye
aye,
all
those
opposed
say
no
eyes
have
it
all
right
we're
going
to
roll
those.
I
need
to
we
roll
that
into
one
we're
going
to
roll
that
into
one
amendment,
and
we
are
back
on
the
bill
as
amended
house
bill.
1501
representative
cochran,
you're
recognized
thank.
G
You,
mr
chairman,
that
was
easy
enough.
This
is
a
really
kind
of
a
a
new
way
to
to
look
at
those
schools
that
are
at
risk
to
and
to
go
into
the
achievement
school
district.
These
are
not.
This
is
not
addressed,
schools
that
are
in
the
achievement
school
districts,
but
those
tier
two
schools
that
are
kind
of
right
there
on
the
cusp,
and
so
it's
the
school
turnaround
pilot
program,
where
basically,
ten
schools
in
that
tier
two
would
be
selected.
G
There's
local
buy-in
and
essentially
the
the
big
difference
between
this
and
the
asd,
and
this
the
state
does
not
come
in
and
take
over
a
school.
What
what
happens
is
there's
there's
some
funding
provided
for
for
training
and
actually
it's
a
contracted
company
comes
in
and
trains
teachers,
but
there's
local
buy-in,
there's
actually
a
turnaround
committee
that
involves-
or
that
excuse
me,
that
includes
local
teachers,
local
school
board
representatives
and
like
say
that
the
local
lea
maintains
control
of
the
school.
But
basically
this
is
it's
a
pi.
G
E
Thank
you,
chairman
and
committee,
and
let
me
support
and
back
up
represent
cochran
in
this.
We
met
this
bill
became
involved
with
it
last
summer
really,
and
it
really
it's
a
five-year
pilot
intervention
program
that
we'll
see
if
it
works
a
school
turn
around
one
thing
that
they
we
want
and
we're
moving
the
speed
of
light
around
here.
As
I
always
say,
and
so
we.
This
is
why
we
had
to
go
through
this
maneuver
to
get
this
back
home,
because
we
weren't
real
sure
that
this
was
being
carried.
E
E
This
is
a
pilot
program
to
work
with
these
schools
over
the
coming
years
and
that
that's
the
gist
of
what's
trying
to
happen
on
this
particular
bill,
and
it
you'll
have
a
a
mou
between
the
lea
and
the
turnaround.
Experts
and
and
doe
selects
in
cooperation
with
a
local
committee
that
does
that
sound
right.
G
G
G
G
The
lea
maintains
control,
I
mean,
obviously,
if
the
lea
wants
to
keep
those
principals
and
teachers
in
place,
they
can
do
that,
but
it's
a
program
where,
basically,
these
turnaround
experts,
they
provide
training,
there's
funding
provided
by
the
state
to
pay
for
that
training
and
to
and
to
pay
for
this
contract
another.
I
think
an
important
thing
and
a
big
difference
is
this:
is
a
pay
for
performance,
so
essentially,
you
would
determine
on
the
front
end
of
the
contract.
G
The
school
is
here.
We
want
it
here
at
the
end
of
that
five
years,
if
it's
not
here,
you're,
not
getting
the
full
amount
of
your
con,
the
full
amount
of
that
contract
payment,
so
so
that
that
that's
another
big
difference
is
we're
kind
of
we're.
Holding
this
count,
this
company
accountable
for
the
results
that
they
produce.
B
Representative
clemens,
thank
you,
mr
chairman
yeah,
and
I
mean
I
think
the
asd
is
terrible.
It's
a
failure,
don't
get
me
wrong.
I
I
just
have
concerns
here
about
the
state
department
and
its
contracting
ability,
choosing
a
vendor
and
then
assigning
that
vendor
to
a
school
or
an
lea
and
that
school
or
lea.
B
Having
no
say
in
this
private
company
that
the
department
of
ed
has
chosen
on
high
and
creating
an
issue
there,
where
they're
bound
by
what
that
private
company
is
telling
them
or
coaching
them
or,
however,
that
that
seems
like
it
would
create
some
issues,
even
with
the
local
buy-in,
which
sounds
great.
I
just
think
this
whole
model
of
sending
somebody
in
to
do
train
teachers
and
administrators
jobs
for
them
is
is
is
getting
problematic.
G
F
F
If
I'm
not
mistaken,
the
option
of
having
your
own
turnaround
plan
was
always
there,
but
you
had
to
develop
that
and
I
think
in
the
last
iteration
of
proposals
there
was
even
thought
about
having
different
tiers
of
schools
and
ways
to
get
out.
I
think
this
probably
corporates
part
of
that.
My
concern
and
question
is
what
happens
to
the
school
if,
at
the
end
of
five
years,
they
are
not
ready
to
come
off
of
this.
F
G
No,
I
I
at
that
point,
I
don't
it's
not
an
automatic
designation
to
the
asd,
I'm
sure
at
that
point
the
the
department
can
look
at
the
school's
performance
and
determine
whether
or
not
it
should,
but
no
it's
not
certainly
if
they
did
not
improve
at
the
end
of
the
five
years.
It's
not
an
automatic
designation
to
the
asd.
Okay.
F
And
my
concern
is
that
again,
having
had
at
one
time
about
four
priority
schools
in
my
district
high
school
and
an
elementary
school,
my
and
then
some
got
off
the
priority
list
where
the
the
principal
was
innovative.
The
community
was
involved
and
they
put
together
their
own
turnaround
plan
and
did
this
and
some
funds
were
provided.
F
I
have
questions
and
concerns
about
that.
Secondly,
I
have
question
concerns
about
the
fact
that
if
a
school
does
not
get
off
the
priority
list
at
that
moment,
they
may
perpetually
be
in
this
cycle
of
being
on
a
priority
list.
This
company
getting
paid
just
to
have
this
contract,
even
though
it's
a
pilot
right
that
it
may
get
get
a
contract
signed
again
and
then.
What
we
have,
then,
is
a
situation
where
the
next
generation
of
kids
coming
through
that
school
end
up
being
the
ones
who
are
stuck
in
this
vicious
cycle.
G
That's
not
meant
to
be
permanent.
Is
that
they
kind
of
come
in
show.
You
differ
a
different
type
of
way
to
do
things.
I
guess
again
kind
of
provide
some
a
unique
skill
set
there
and
teach
you
how
to
maintain
that,
after
after
they
have
left
and
again
with
the
ultimate
goal
being
to
keep
them
off
that
asd
list,
which
I
again,
I
think
we
kind
of
all
agree-
has
not
had
the
results
that
we
wanted.
E
Thank
you
chairman.
I
was
just
going
to
to
address
that.
Well,
I
think
we
got
off
a
little
bit
off
the
point
about
the
pilot,
the
the
private
company
or
anything.
Basically,
this
is
a
five-year
pilot
program
to
see
if
this
kind
of
intervention
may
work
currently
for
those
who
you
know
have
disappointments
with
the
asd,
if
the
state,
if,
if
a
school,
goes
into
the
asd,
it's
most
likely,
the
turnaround
is
a
charter
model,
and
so
this
would
possibly
this
what
this
does.
E
If
you
look
on
page
four,
the
school
cur
turnaround
committee
is
composed
of
the
local
school
principal,
the
local
school
board,
member
of
that
area.
Three
parents
at
the
school
two
teachers
of
the
school
working
all
in
unison,
to
see
if
we
can
find
a
model
to
where
we
can
help
the
school
stay
out
of
that
priority
status
if
it
doesn't
work
after
five
years.
That's
what
the
whole
point
is
it's
a
pilot
program
to
see.
If
this
would
work,
nothing
happens,
the
school
just
continues
to
operate
like
it
always
has
it.
G
A
A
A
E
E
Okay,
what
hb
1591
does
and
and
I'll
explain
this.
Basically,
when
we
back
in
january,
we
did
special
session.
We
did
the
third
grade
retention
and
what
this
particular
bill
says
is
that
in
the
it
clarifies
that
the
parent
or
the
guardian
of
a
student
is
the
party
with
the
right
to
appeal
that
decision
to
the
department
of
education.
We
all
believe
that
the
parent
has
the
ultimate
responsibility
to
provide
for
their
child's
education,
and
this
particular
bill
gives
the
parent
the
guardian
the
right
to
make
that
appeal.
E
If
the
child
is
recommended
for
third
grade
retention
and
they
are
in
the
approaching
category
and
then
the
second
part
of
the
bill,
it
says
that
a
parent
is
to
be
informed,
and
this
is
the
part
I
really
like
about
the
bill.
The
parent
is
to
be
informed
once
a
determination
is
known
if
the
child's
reading
is
reading
in
a
deficient
level.
E
Three
points
to
that
immediately
upon
determining
that
a
student
in
kindergarten
through
grade
three
has
a
significant
reading
deficiency
based
on
the
results
of
the
universal
reading.
Screener
most
recently
administered
by
to
the
student,
the
lea
or
the
public
charter
school
must
notify
the
student's
parent.
E
In
writing
that
the
student
has
been
identified
to
have
a
significant
reading
deficiency
and
provide
the
student
parents
with
number
one
information
about
the
importance
of
a
student
being
able
to
read
proficiently
at
the
end
of
third
grade
number
two
reading
intervention
activities
that
the
parent
may
use
with
a
parent
student
at
home
to
improve
reading
proficiency
and
then
third
information
about
the
pacific.
Reading
interventions
and
supports
that
the
lea
or
public
charter
school
recommends
for
the
student.
So
number
one
give
the
parent
as
much
notification
early
that
the
child
needs
intervention.
E
But
when
it
comes
to
third
grade
retention,
the
appeal
process
will
rest
with
with
with
the
parent.
What
will
be
the
option
for
the
parent
to
to
appeal
that
to
the
department
of
education
and
that's
the
gist
of
what
the
bill
does,
and
I
have
made
a
a
promise
to
since
we've
went
through
this?
We
don't
want
to
open
up
a
can
of
worms.
E
Again,
I
have
made
a
commitment
to
the
department
of
education
and
everyone
that
went
through
the
special
session
that
this
bill
will
continue
to
move
clean
as
it
is,
if
it's
amended
anyway,
it
will
be
pulled,
but
so
we
are
or
if
it's
yeah,
if
it's
in
any
way,
we
won't
move
forward
with
it.
But
with
that,
mr
chairman,
I
renewed
the
motion
on
the
bill.
A
B
E
Good
question,
may
I
understand
this
when
we
passed
the
original
retention
bill,
I
don't
think
we
put
in
place
exactly
the
appeal,
the
appeal
part,
as
far
as
who-
and
this
just
gives
the
parents
that
right
now,
I
think
the
teacher
would
be
have
to
say
so
also,
but
this
is
this
is
puts
the
parent
in
the
equation.
Also.
B
Yeah
I
mean
I
obviously
like
that.
I
didn't
support
the
original
legislation,
but
the
appeals
part
is
is
crucial.
I
remember
that
being
in
the
original
bill.
I
don't
know
that
the
details
of
it
were
in
there,
like
you
said,
but
I
I
have
concerns
about
a
teacher
not
having
a
say
there,
because
sometimes
students,
parent
or
guardian
might
not
have
the
full
picture.
I
mean,
while
they're
always
acting
in
the
best
interest
of
the
child.
B
E
The
sponsor
chairman,
what
thank
you
enough
if
it's,
the
will
of
the
committee
to
move
on
we'll
make
sure
we
have
clarification
on
that,
but
I
think
one
thing
good
about
this
bill.
The
section
two
is:
if
the
teacher
is
communicating
with
the
parents
all
the
way
from
kindergarten,
then
the
parent
knows,
and
the
teacher
knows
as
they
move
move
through
and
that
I
think
that
would
be
they're
all
they're
working
together.
E
E
A
What
this
bill
does
is
help
guarantee
that
these
bep
instructional
component
increases
reach
the
teachers
that
need
it.
The
most
by
having
the
state
salary
sketch
the
state
salary
schedule
match
the
bep
instructional
component
percentage
increase,
in
other
words
the
set
teacher
salary
minimum,
would
raise
that
same
percentage,
as
has
been
increased
in
the
bep.
E
Question
has
been
called
to
have
an
objection
to
the
question
hearing:
none
all
those
in
favor
moving
house
bill,
865
out
to
full
committee,
and
it
keeps
saying
I
opposed
the
eyes.
Have
it
moves
out
chairman
heston.
Let's
go
to
item
number
four
house
bill
1407.,
you
do
have
an
amendment
traveling.
Do
you
want
to
entertain
the
amendment.
E
Okay,
amendment
6141
it
rewrites
the
bill.
Would
you
like
to
add
that
to
the
bill
before
we
have
discussion?
Yes,
okay,
members,
any
objection
to
adding
61412
house
bill,
1407
hearing,
none
all
those
in
favor
say:
aye
aye
opposed
the
eyes.
Have
it
you're
now
back
on
the
bill
as
properly
amended
chairman.
Thank
you,
mr.
A
Chairman,
I
didn't
realize
when
I
filed
this
bill,
that
it
was
going
to
be
a
job
creation
bill
with
the
amount
of
lobbyists
that
have
come
to
my
office
against
this
bill.
They've
had
to
hire
all
kinds
of
staff
to
keep
up
with
the
meeting
schedule
and
and
so
we'll
address
that
a
little
bit
a
little
bit
later,
but
all
this
bill
is
as
it
stands
right
now,
with
this
amendment
is
just
a
recommendation
bill.
A
It
was
to
ask
13,
you
know
people
much
smarter
than
me
come
together
and
including
a
teacher,
a
parent
of
a
k-12
student
commissioner,
a
state
board.
There
was
13
different
members
to
basically
come
together
and
talk
about
the
teacher
evaluation
process
and
talk
about
what
works,
what
doesn't
work
and
then
make
some
recommendations,
and
that's
it
and
just
wanted
to
see
they
may
come
back
and
say.
The
evaluation
process
is
great.
Don't
change
anything
great!
A
That's
that's
what
this
the
intent
of
this
bill
was
was
just
to
get
some
ideas
and
it
obviously
did
not
go
over
well
with
almost
everybody.
It
seemed
like
you
know,
and
I
finally
just
had
to
say
you
know
we'll
just
table
this
and
we'll
actually
roll
this
to
next
year's
calendar.
If
it's
be
the
will
of
committee,
but
with
that
being
said,
entertain
that
motion.
If
anybody
would
like
to
make
it,
we.
E
A
I
believe
that
brings
us
to
the
special
calendar
correct.
That
brings
us
to
the
special
calendar
of
item
number.
One
on
the
special
calendar
is
house
bill,
46,
which
we'll
be
going
back
to
the
clerk's
desk
without
objection
house
bill
46
is
going
back
to
the
clerk's
desk
and
with
that
committee
is
cl
any
other.
Anything
else
to
say
committee
is
closed.
Subject
to
the
call
of
the
chair.
We're
adjourned.