►
Description
House K-12 Subcommittee - March 8, 2022 - House Hearing Room 2
A
Wake
up
everybody
we're
running
a
little
late.
We've
got
a
quorum
now.
I
believe
we'd
like
to
call
k12
subcommittee
to
order.
Madam
clerk,
please
take
the
roll.
B
A
Seeing
none
we
we'll
go
through
the
calendar
and
give
you
an
update
of
where
we
stand
on
some
of
these.
Some
of
them
have
been
taken
off
notice
and
some
have
been
rolled
to
the
hill.
A
I
will
say
that
we
are
going
to
hold
at
the
end,
we'll
be
calling
up
a
bill
and
and
having
the
the
department
will
be
testifying
on
and
we'll
so
we'll
have
about
15
to
25
minutes
there
at
the
end
that
we'll
end
on
that
today,
just
a
heads
up
item
number
one
is
roll
to
the
hill
house
bill
2143.
A
A
Item
number
13
house
bill
2844.,
that's
off
now
is
off
notice.
Item
number
16
house
bill.
Does
that
roll
to
the
hill
yes
house
bill
2215
was
his
rolled
to
the
hill.
A
A
18
is
not
off
notice.
Item
number
19
house
bill
591
is
rolled
to
the
hill.
D
A
A
A
A
A
That
brings
us
to
item
number
two
by
chairman,
hawk
house
bill
1939
properly
motioned,
chairman
hawk.
You
are
recognized
on
house
bill,
1939.
D
Thank
you,
chairman
and
members,
and
and
we've
had
a
really
good
discussion
between
our
our
schools,
our
school
board,
association
and
department
of
human
services.
As
to
how
potential
uses
of
tanf
funds
may
go
into
our
local
schools.
We
saw
some
innovative
things
done
with
with
our
summer
programs
and
some
after
school
programs
during
our
special
session
over
the
last
couple
of
years.
We're
still
having
some
discussions
about
this
particular
concept
and
I
think
we
may
be
able
to
get
somewhere
with.
D
We
want
to
see
how
the
tesa
fund
goes
as
well
as
how
some
of
our
tanf
opportunity
grants
go
as
well
over
the
next
over
the
next
12
months.
So
that
being
said,
I'd
like
to
take
this
bill
off
notice
with
the
idea
that
we'll
come
back
and
have
some
further
discussions.
Hopefully
when
we
all
get
reelected
so
I'd
like
to
take
it
off
notice.
Mr
chairman
and
members,
thank
you
chairman.
A
D
D
Truancy
officers
in
our
school
systems
have
been
coming
to
me
on
a
regular
basis
and
there's
concerns
about
what
do
we
do
with
an
18
year
old,
high
school
sophomore,
and
there
are
great
concerns
about
that
and
I
I
don't
want
to
project
where
we
could
be
in
the
next
eight
or
ten
years.
But
I
do
have
concerns
about
some
retentions
that
may
be
occurring
now
and
how
do
we
handle
that
as
a
state
as
school
systems?
D
There's
some
constitutionality
concerns
about
this
particular
legislation,
but
in
a
nutshell,
this
bill
says
that
when
the
student
begins
high
school
at
a
freshman
year
that
the
clock
starts-
and
they
are
obligated
to
four
years
of
attendance-
absent
graduating
early
going
to
some
other
type
of
educational
setting,
but
getting
getting
a
high
school
diploma
or
four
years
of
attendance
in
the
high
school
setting
is,
is
where
we're
going
with
this
particular
piece
of
legislation.
The
idea
comes
from
a
truancy
officer
in
in
northeast
tennessee
that
I've
worked
closely
with.
D
A
A
That
brings
us
to
item
number
four
house
bill
2455
by
representative
hicks.
C
A
There
is
no
you're
running
it
as
introduced.
Okay
represent
hicks.
You
are
recognized
to
explain
your
bill.
C
C
Current
law
says
you
have
to
hold
an
active
industry
certification.
The
bill
allows
the
industry
certification
from
to
be
used
from
any
state.
Everyone
still
has
to
meet
all
requirements
established
by
the
state
board
of
education
rules.
The
bill
doesn't
change
anything
about
the
requirements
that
they
need
to
be
enrolled
in
an
educator
preparation
program.
C
C
There
are
probably
literally
thousands
of
folks
just
like
me
across
this
state
that
are
actually
aging
out
of
the
workforce,
and
I
know
it's
a
little
scary,
but
we
talk
about
it
all
the
time
and
and
someone
like
me,
I
have
a
high
school
diploma.
C
I
didn't
didn't,
go
to
college,
never
intended
to
go
to
college
and
really
never
even
thought
about
going
to
college,
because
I
liked
the
trades
and
that's
the
path
that
I
decided
to
go.
I
learned
my
trades
from
men
just
like
me.
That's
how
I
learned
those-
and
I
think
that
folks,
like
me
like
right
now,
I
have
41
years
experience.
C
They
need
that
more
than
anything
they
need
hands-on
experience
and
folks
like
what
I'm
talking
about,
could
could
help.
With
that
you
know
I
I
have
asked
the
question
and
this
would
not
be
necessarily
a
classroom
setting.
It
would
be
more
of
a
shop
setting.
C
So
I
feel
like
someone
you
know,
I
don't
want
to
hinder
someone
like
me
from
going
this
route
to
try
to
help
these
kids.
I
think
it's
very,
very
important
and
and
this
this
is
one
reason
why
and
it's
called
opportunity,
youth
and
opportunity.
Youth
is
is,
is
kids
from
students
from
16
to
24
years
old
that
are
neither
working
nor
enrolled
in
school,
and
it's
12.6
of
kids
in
that
age
group
that
is
not
working
or
not
going
to
school
in
memphis
alone.
C
C
We
got
to
get
back
to
hard
work
and
common
sense
and
that's
sort
of
what
this
bill
does.
So
that's
that's
explaining
the
bill.
The
way
that
I
know
how
and
appreciate
your
consideration
to
pass.
A
Thank
you,
representative
hicks.
We
do
have
the
department
down
for
wanting
to
come
forward
and
to
testify
on
this
bill.
If
it's
without
objection,
we
will
go
out
of
session
and
allow
them
to
come
up
and
and
regale
us
with
their
knowledge
without
objection
out
of
session.
E
Thank
you,
chairman
jack
powers,
at
the
department
of
education-
and
I
don't
know
if
regale
is,
is
the
right
word,
or
maybe
even
knowledge
and
want
to
say
thank
you
to
the
sponsor
for
describing
the
personal
connection
that
he
has
to
this
piece
of
legislation.
E
You
know
our
position
on
this
bill
was
a
work
with
sponsor
we,
we
did
offer
an
amendment
which
is
not
the
one
on
the
bill.
E
We
certainly
hear
and
understand
the
need
to
have
flexible
pathways
to
put
occupational
teachers
in
our
classroom,
and
there
are
elements
of
this
bill
that
certainly
would
do
that
reducing
the
number
of
work.
The
number
of
years
of
work
experience
that
can
count
and
make
someone
eligible
to
receive
a
license
is
a
big
change,
as
is
changing
the
out-of-state,
certifications
and
beginning
to
sl.
To
to
accept
more
of
those
are
two
really
big
changes
that
we
believe
will
open
the
door
to
more
occupational
teachers.
E
One
of
the
things
I
want
to
touch
on
that
this
bill
doesn't
include
that
is
included
in
an
approved.
Occupational
prep
program
is
pairing
with
an
effective
mentor
teacher.
E
In
addition
to
you
know,
partnering
with
partnering,
with
that
mentor
teacher
to
help
you
kind
of
learn
the
ropes
of
teaching.
E
I
want
to
touch
just
for
a
moment
on
what
the
current
requirements
of
occupational
teacher
prep
programs
are.
These
are
requirements
that
we
believe
are
already
flexible
enough
to
allow
for
individuals
to
switch
from
their
industry
profession
into
the
classroom.
So
ut
martin
is
the
state's
largest
occupational
prep
program
right
now
and
that
that
consists
of
just
four
courses
that
can
be
taken
virtually.
E
A
F
Chairman
and
ms
powers,
thank
you
for
being
here.
We
appreciate
that
a
discussion
in
my
office
earlier.
I
questioned
the
paths
forward
for
getting
that
experience,
slash
education
and
education
or
teaching.
If
you
will
to
those
who
are
coming
in
to
do
this
kind
of
work
for
us
and
my
opinion
still
stands,
one
one
path
doesn't
seem
adequate.
This
bill
appears
to
offer
other
paths,
so
please
explain
why
other
paths
are
not
going
to
be
sufficient.
E
Thank
you
for
the
question.
I
think
the
main
reason
is
is
not
the
idea
of
having
additional
paths,
it's
what
those
paths
contain
and
what
I
just
kind
of
outlined.
The
elements
of
currently
approved
occupational
teacher
prep
programs
that
pairing
with
a
clinical
mentor
who's
already
a
successful
teacher
in
the
district
that
sequenced
in
really
specific
coursework
that
isn't
kind
of
taken
in
a
piecemeal
fashion,
but
is
designed
in
a
in
a
way
where
you're
building
upon
skills
that
you've
learned.
E
Those
are
the
really
important
elements.
One
of
the
things
that
I
also
want
to
touch
upon
is
current
occupational
teacher
prep
programs
are
job
embedded,
and
that
means
that
the
educator
gets
their
teaching
license
up
front.
So
you
don't
have
to
take
all
of
that
coursework
before
you're
allowed
to
enter
the
classroom.
You
are
getting
on-the-job
training
through
the
current
occupational
prep
programs
and
so
again,
you're
taking
that
sequence
coursework
under
the
tutelage
of
an
effective
mentor
who's
with
you
in
the
classroom,
while
you're
teaching
full-time.
G
G
E
I
think
it's
more
about
what
again
is
is
offered.
In
addition,
if
you're
going
through
those
approved
prep
programs,
which
is
pairing
with
that
clinical
mentor,
the
current
requirement
that
you
demonstrate
competency
with
some
of
those
skills
such
as
lesson
planning
such
as
serving
students
with
disabilities.
E
If
I
could,
I
have
the
the
names
of
the
courses
at
ut,
martin
that
I
can
read
off
and-
and
I
just
wanted
to
highlight
again-
the
fact
that
they
are
all
of
those
things
are
kind
of
integrated
throughout
all
of
the
courses
in
the
way
that
they
are
sequenced.
So
the
first
course
is
effective
instructional
strategies
in
managing
the
environment.
E
E
The
third
is
diagnosis
and
evaluation,
where
you
learn
how
to
design
tests
and
give
tests
that
measure
the
skills
that
you
are
teaching
as
an
occupational
teacher
and
then
the
third
is,
of
course
or
sorry.
The
fourth
is
a
course
on
educational
psychology,
where
again
you're
learning
about
proper
techniques
for
lesson
planning,
instructing
youth
and
classroom
management.
E
One
of
the
other
things
I
wanted
to
specify
too.
I
mentioned
ut
martin,
and
these
courses
are
offered
at
ut
martin,
which
is
our
largest
occupational
prep
program.
We
also
have
two
school
districts
right
now
that
are
currently
approved
to
train
occupational
teachers.
So,
to
chairman
reagan's
point
about
the
pathways,
I
would
say
that
there
are.
There
are,
you
could
say
two
pathways:
there's
the
higher
ed
pathway
and
then
knox
and
rutherford
county
are
currently
approved
to
prepare
occupational
teachers
as
well.
E
You're
saying
no,
sir
respectfully
not
quite
that
portion
of
the
bill
I
believe
is
before
the
or
which
then
lists.
So
that
is
one
of
the
options.
That's
spelled
out
as
you
can
have
completed
an
approved
program
or
be
enrolled
in
one
and
then
there's
the
or
which
mentions
the
course
work,
but
but
does
not
go
as
far
as
to
say
complete
an
entire
approved
prep
program.
G
H
H
We
are
incentivizing
our
lease
to
get
students
into
queer
technical
education
pathways
to
the
point
of
roughly
between
a
call
it
a
stipend
or
a
direct
payment
to
the
lea
of
4500
to
five
thousand
dollars
per
student,
which
is
almost
the
same
amount
of
the
basic
funding
of
sixty
eight
sixty.
I
think
it
is
if
we
have
that
incentive
to
our
lease,
which
we've
all
been
passing
bills
here
and
the
governor
is
all
in
on
cte
and
option
and
dual
pathways
when
we
when
and
if
we
pass
tisa.
H
H
What
are
the
odds
that
almost
every
high
school
student
in
the
state
of
tennessee
is
going
to
be
involved
in
career
technical?
That
mathematical
equation
could
be
something
that
just
generally
somebody's
gonna
have
to
look
at
so
help
me
understand
why
we're
fighting
about
getting
more
qualified.
Now
I
understand
you
got
some
issues
with
the
with
the
wording
here,
but
in
principle,
wouldn't
we
be
supporting
this
bill.
E
First
of
all,
chairman,
thank
you
for
the
question,
and
I
want
to
kind
of
reiterate
what
you
said
and
and
say
absolutely.
We
would
like
to
see
more
students
taking
advantage
of
these
courses
and
believe
that
tisa
offers
a
path
for
that,
as
well
as
the
governor's
some
of
the
budget
investments
that
the
governor
has
proposed.
E
E
It
is
just
the
the
position
that
it
is
important
to
maintain
a
requirement
for
what
constitutes
adequate
preparation,
and
we
believe
that,
whether
it
be
through
the
pathway
that
higher
education
institutions
offer
or
the
district
pathway
that
we've
already
had
districts
take
advantage
of
and
that
we
hope
more
districts
take
advantage
of
that.
Those
pathways
exist
already.
A
E
H
A
Does
anybody
have
any
questions
for
our
sponsor
on
the
bill
chairman
white.
I
C
Rivers
and
hicks,
you
were
recognized.
Thank
you,
mr
you
know
one
of
the
we
hire
a
lot
of
young
folks.
I
mean
we
really
do
especially
young
folks.
That
struggling
so
I
mean
one
of
the
first
things
that
I
do
is
try
to
find
their
strength
and
try
to
build
them
up.
On
that
I
mean
that
that's
one
of
the
first
things
that
that
you
need
to
do
with
young
folks
is
is
not
find
their
weaknesses
right
now.
Our
education
system
is
sort
of
trying
to
just
find
their
weaknesses
and
pound
them
on
it.
C
So
I
you
know,
that's
one
of
the
first
things
that
we
do
is
find
strengths,
build
them
up
on
it
from
there
I
mean
you
know,
work
ethic
is
just
a
huge
part
of
what's
lacking
anymore
and
and
we
really
try
to
try
to
teach
hard
work
and
work
ethic,
because
that
that
goes
a
lot
makes
up
for
a
lot
of
mistakes.
C
It
really
does.
If
you
work
hard,
then
then
you
get
along
better
with
people
and
it
makes
a
huge
difference.
So
you
know
I
mean
I
just
try
to
we.
I
would
try
to
really
get
them
to
focus
and
get
them
very
interested,
because
I
think
I
think
most
people,
you
know,
I
see
it
in
our
trade,
especially
when
I
hire
young
people.
If
you
can
get
them
interested
and
get
them
fired
up
about
it,
then,
all
of
a
sudden
one
day
the
light
goes
off
and
they
want
to
learn.
C
That's
what
happens
and
I
think
that's
what
can
happen
here
if
we
can
get
the
right
people
involved,
we're
gonna
have
to
get
the
right
people
involved.
Chairman
spicy
said
it
the
best
I
mean
you
know
we're
we're
hitting
this
all
hands
on
deck.
This
is
not
gonna
be
easy,
so
I
think
that
that
that's
very
important,
so
that's
that's
sort
of
where
I'm
coming
from
on
this.
It's
it's.
I
know
it's
a
different
lens
than
most
people's
used
to,
but
it's
it's
where
the
kids
need
to
be.
I
think.
A
A
All
right
we
will
be
turning
over
in
the
counter
a
little
bit.
We
had
a
scheduling
conflict
that
we
need
to
to
take
care
of
here.
So
we're
gonna
be
bringing
up
item
number
33
house
bill
2861
by
chairman
curcio.
J
A
Members
does
does
make
the
bill.
Yes,
sir.
All
right,
do
I
have
a
motion,
a
second
on
the
amendment.
A
Motion
in
a
second
properly
before
us
members,
without
objection,
we'll
go
ahead
and
add
this
amendment
to
the
bill,
since
it
makes
the
bill
without
objection.
We're
voting
on
adopting
amendment
13965,
all
those
in
favor,
please
indicate
by
saying
all
those
opposed
say.
No,
the
eyes
have
it.
We
are
back
on
your
bill
as
amended.
You
are
recognized
on
house
bill,
2861.
J
Thank
you,
mr
chairman
members.
What
this
bill
does
is
it
simply
changes
the
eligibility
requirement
for
the
current
already
existing
esa
program
that
we
have
in
this
state
and
it
changes
that
eligibility
criterion
to
be
a
student
that
is
zoned
to
attend
or
attends
a
school
that
is
in
the
asd
or
is
zoned
to
attend
a
school
in
an
lea
that
during
the
three-year
period
immediately
preceding
september,
1st
2025
or
thereafter
did
not
offer
students
180
days
of
in-person
learning
for
a
school
year
due
to
the
covet
19
pandemic.
A
Members
you've
heard
the
explanation
of
the
bill.
Does
anybody
have
any
questions?
Representative
clemens?
You
are
recognized.
K
J
Thank
you,
mr
chairman,
we're
simply
trying
to
change
the
eligibility
criterion,
the
bill
that
we
passed
a
couple
of
years
ago.
I
had
a
much
different,
much
more
narrow
definition,
and
this
would
change
that
definition.
K
J
Jeremy
curcio.
Thank
you,
mr
chairman,
again,
if,
if
this
were
to
address
that,
I
think
that
would
be
kind
of
a
you
know.
Periphery,
you
know
issue
we're
just
we're
just
trying
to
change
the
criterion
of
who's
of
who's
eligible.
K
You,
mr
chairman,
yeah.
Well,
I
mean
right
now.
The
posture
of
this
case
is
it's
still
pending
before
the
supreme
court
of
tennessee
is
recently
heard,
there's
obviously
inherent
issues
with
the
legislation
itself
being
unconstitutional
for
several
reasons,
and
it
seems
like
we're
trying
to
clean
that
up
and
try
to
avoid
some
sort
of
adverse
judicial
determination
for
an
inherently
unconstitutional
piece
of
legislation,
the
program
itself
being
controversial
by
nature.
So
I
I
guess
you
know
with
the
true
intent
of
this
legislation.
It's
problematic
thanks,
mr
chairman,.
J
Chairman
curcio,
thank
you,
mr
chairman.
That's
correct.
Let's
do
the
coveted
19
pandemic
chairman
piggy.
A
H
B
J
J
Chairman
curcio,
thank
you,
mr
chairman,
and
leader
love.
All
I
can
tell
you
is
exactly
the
words
we've
got
drafted
here
and
is
our
intent,
so
if
they
did
not
offer
180
days
of
in-person
learning
for
a
school
year
due
to
the
covid19
pandemic,.
G
J
Chairman
curcio,
thank
you,
mr
chairman.
They
would
have
to
be
closed
expressly
for
19
pandemic.
Okay
represent.
A
G
Thank
you
I
I
do
recall
the.
G
May
be
the
last
of
the
old
education
committee
when
we
first
started
and
some
others
too.
We
first
started
dealing
with
what
our
colleague
joe
pitch,
used
to
say:
building
the
plane
while
we're
flying
it
and
I'm
concerned
about
adding
another.
G
G
I
think
it's
gonna
be
a
difficult
lift
for
us
to
to
deal
with
the
esa's,
particularly
when
we
have
discovered
that
the
asd
is
not
really
doing
what
it
was
supposed
to
do,
and
many
of
our
schools
were
able
to
help
themselves
turn
around
outside
the
asd,
and
so
I
would
for
those
reasons
I
have
concerns
about
about
this
bill,
but
thank
you
for
all
right
for
listening.
J
No,
sir,
just
that
I
know
you
and
I
had
spoken
about
whether
or
not
this
would
have
an
impact
on
the
the
funding
and-
and
I
think
I
think
we've
got
a
determination
that
this
is
outside
of
that
discussion.
So
I
don't
doesn't
seem
like
there's
a
need
to
table
it
until
until
after
that,
discussion.
A
Chairman
reagan,
thank
you.
F
Mr
chairman,
I'm
concerned
about
my
colleague
on
the
end
of
the
dyestown
here's
constitutional
issues.
So
could
you
please
explain
how
your
bill
avoids
any
constitutional
infringements,
especially
in
light
of
the
fact
that,
obviously,
the
case
that
he
mentioned
is
in
fact
in
court
has
not
been
decided,
but
there
was
enough
question
for
it
to
go
to
the
court.
So
please
explain
how
your
bill
is
going
to
miss
that
problem.
J
Chairman
curcio,
thank
you,
mr
chairman,
happy
to
thank
you
for
asking.
So
it's
my
understanding
the
discussions
about
the
current
esa
program.
If
it
is
ruled
to
be
unconstitutional,
as
you
pointed
out,
they
haven't
made
that
determination.
Yet
one
way
or
the
other
would
be,
the
speculation
would
be
that
it's
because
it
violates
the
home
rule
provision
because
it
only
applied
to
two
communities
this.
By
making
this
apply
to
you
know
180
instructional
days
and
the
asd,
then
it
would
not
violate
that
home
rule
provision
of
the
constitution
is
our
understanding.
A
We
will
be
voting
on
house
bill
2861
without
well.
We've
already
checked
with
the
objections.
We
only
have
two
all
those
in
favor
indicate
by
saying
aye,
all's
opposed
say:
no,
no
we'll
be
doing
a
roll
call
vote
on
this.
Madam
clerk,
please
take
the
roll.
B
D
A
A
Thank
you
for
your
work
on
this
bill
fails
for
lack
of
majority
vote.
Thank
you.
A
L
Thank
you,
mr
chairman,
and
members
house
bill
2564.
L
Deals
with
corporal
punishment
and
previously
in
our
state
legislature,
we
passed
legislation
that
prohibits
corporal
punishment
for
children
with
disabilities,
but
still
children
who
are
considered
well
non-disabilities
can
be
paddled
in
our
school
system.
L
Research
has
shown
that
corporal
punishment
damages
does
damage
to
children
and
that
students
who,
I
guess
for
the
most
part,
are
subject
to
this-
has
been
poor
and
disadvantaged
students.
L
Many
children
may
come
may
act
out,
are
suffering
from
trauma
other
than
who
have
adverse
experiences
at
home,
allowing
teachers
and
administrators
to
hit
a
child
with
trauma
suffering
from
trauma
is
considered
harmful
again.
This
practice
many
believe,
is
outdated
and
should
not
be
in
our
school
system.
L
There
are
legal
concerns
about
using
corporate
punishment
and
I
guess
another
question
is
live
potential
liabilities
that
schools,
leas
or
school
systems
can
be
exposed
to
for
these
kinds
of
reasons.
Mr
chairman
and
members,
we
ask
that
we
move
forward
with
this
bill
that
would
eliminate
corporate
punishment.
A
Thank
you,
representative
hakeem.
Anybody,
any
questions
for
our
sponsor
chairman
reagan,.
F
Thank
you
and
representative
akeem.
Thank
you
for
bringing
this
bill.
It's
very
interesting,
however.
My
my
question
is
not
so
much
on
what
you
talked
about
in
the
bill.
Rather,
my
question
is
on.
Why
do
you
want
to
take
that
power
that
authority
that
decision
making
away
from
the
locals?
It
seems
to
me
that
this
is,
as
you
pointed
out,
something
that
they
can
decide
for
themselves.
We
don't
need
to
decide
up
here.
So
what
is
your
response
representative.
L
Aguim,
thank
you,
mr
chairman.
I
think,
if
we
look
at
it
from
the
point
of
view
of
liability,
I
use
that
term.
Some
children
can
be
paddled
in
such
a
manner
that
it
could
create
liabilities
for
the
school
system.
L
F
Thank
you
again.
I
appreciate
your
comments
and
I
don't
necessarily
disagree.
Yes,
sir,
but
my
point
is
that
the
decision
making
that
is
present
in
the
local
level,
they
are
the
ones
that
are
responsible
for
the
liability
issues.
They
are
also
the
ones
closest
to
the
the
people
in
that
school
district
and
would
seem
to
me
that
they
should
be
trusted.
If
you
will
to
make
that
decision.
I,
while
I
don't
argue
with
anything
you
say
I
must
point
out
that
it's
still
something
that
is
present
for
our
local
school
boards
to
decide.
L
I
guess
to
be
consistent
is
I
guess
we
said
patchwork
across
the
state
where
some
are
it's
on
the
books
but
not
being
used,
and
then
there
are
others,
whereas
more
so
where
parents
have
said
to
boards
that
they
don't
want
to
take
it
away.
Well,
is
that
I
guess
enough
meaning
to
take
it
away
from
local
hands.
H
So,
just
to
kind
of
reflect
off
what
my
colleague
has
said
here.
The
local
control
issue
is
things
that
we
argue
about
all
the
time
up
here.
H
The
people
that
sit
on
your
school
board
back
home
are
duly
elected
by
the
people
that
should
consider,
like
you,
said
the
scientific
measures
of
this,
and
whether
or
not
it
works,
whether
it
doesn't
work,
there's
probably
evidence
across
the
state
of
tennessee
of
of
districts
that
had
do
this
and
have
incidences
of
their
of
their
discipline
issues
in
their
classrooms
dropped
dramatically.
H
You
do
bring
up
a
great
point
about
the
child
that
comes
from
a
home
that
may
be
causing
aces
and
issues
in
that
manner,
but
one
of
the
one
of
the
number
one
reasons
right
now
that
we
talk
to
teachers
across
the
state.
The
reason
why
they're
getting
out
of
the
profession
is
the
lack
of
discipline
in
the
classrooms,
that's
what
teachers
are
telling
us,
and
so
whether
this
is
going
to
be
a
tool
of
the
districts
on
whether
or
not
they
determined
they're
going
to
use
this.
H
A
A
K
A
I
have
a
motion
to
consider
all
right,
we'll
be
voting
to
hear
the
untimely
file
amendment.
All
those
in
favor
indicate
by
saying
aye
aye,
I
was
opposed,
say
no
all
right
the
eyes
have
it
does
it
make
it
the
bill?
Yes,
sir,.
A
Is
that
what
we
got
all
right?
Do
I
have
a
motion
in
a
second
all
right,
properly,
motioned
we'll
be
voting
to
adopt
amendment
zero,
one,
four,
nine,
two,
five,
all
those
in
favor,
please
say
aye
all
opposed,
say
no,
the
eyes
have
it.
We
are
back
on
your
bill
as
amended.
You're
recognized
on
house
bill,
2633.
J
Thank
you,
mr
chairman,
and
essentially
what
this
bill
does
is
provide
some
clarity
in
tennessee
code
in
reference
to
two
pronouns,
and
essentially
saying
that,
if
a
school,
if
a
teacher
or
a
school
or
school
system
says
that
it
is
their
policy
to
identify
students
based
on
their
biological
sex
and
so
basically
the
records
that
they
have
the
birth
records
that
they
have
at
the
central
office.
If
it's
their
policy
to
refer
to
them,
based
on
that
based
on
those
pronouns
that
there
can
be
no
adverse
effect
taken
on
the
teacher.
J
So
there
can
be
no
adverse
disciplinary
action
and
then
there
can
be
no
adverse
civil
liability
on
the
school
or
the
school
system
again
does
not
force
them
to
adopt
that
policy.
But
if
a
school
system
adopts
that
policy
to
say
we're
we're
gonna
we're
gonna
go
based
on
biological
sex,
there
can
be
no
adverse
effects,
and
that
is
that
is
the
legislation.
A
Members,
you
have
any
questions
for
our
sponsor
question
has
been
called.
Oh
I'm
sorry,
we
have
testimony
down
for
this.
If
you
thank
you
for
that,
we
will
without
objection.
We
did
have
somebody
that
was
down
for
testimony
and
did
it
to
the
proper
manner
here.
A
So
without
objection
we'll
be
going
out
of
session-
and
I
believe
it's
henry
seaton
is
that
correct
just
come
on
up
just
make
sure
you
say
your
name
for
the
record
and
and
who
you're
with
and
you'll
have
three
minutes
for
remarks
and
then
we'll
open
it
up
for
any
questions.
If
there
are
any
welcome
and
go
ahead,
make
sure
the
red
light's
on
there
yeah
is.
M
This
good
awesome,
my
name,
is
henry
seaton
and
I
am
the
transgender
justice
advocate
for
the
aclu
of
tennessee.
Thank
you
for
having
me
here
today.
I
really
appreciate
it,
so
we
all
believe
that
k-12
education
is
a
crucial
place
for
children
to
grow
into
who
they
are
gather,
knowledge
and
experience
and
gain
skills
to
enter
into
adult
life.
Hb
2633,
though,
puts
all
of
those
things
in
jeopardy,
for
potentially
thousands
of
students
across
the
state
I
would
know
I
was
one
of
those
students.
M
Once
I
came
out,
it
was
like
my
stellar
academic
record
and
love
for
learning
were
thrown
out
the
window.
I
couldn't
really
trust
anyone
much
less
teachers.
My
junior
year,
I
had
a
couple
of
teachers
I
felt
comfortable
with,
but
mostly
all
I
heard
was
teachers
talking
to
classes.
I
wasn't
in.
I
wasn't
in
about
how
disgusting
it
was
for
me
to
transition
during
my
senior
year,
though
this
behavior
hit
its
peak
one
night.
M
My
mom
got
a
call
from
my
economics
teacher
around
9
00
pm,
saying
that
she
would
never
use
my
correct
name
or
pronouns
and
disrespecting
my
mom
for
making
the
choice
to
love
and
affirm
me
when
I
asked
my
mom
about
this.
The
other
day
she
said
quote,
I
was
shocked,
hurt
upset
mad.
I
cried
afterwards
because
I
was
so
terribly
hurt.
I
haven't
forgotten
about
it
and
I
never
will
the
next
day
the
same
teacher
told
me
that
if
I
expected
to
be
respected,
then
I
just
shouldn't
come
to
her
class.
M
So
I
didn't,
and
I
ended,
that
class
with
a
32..
My
childhood
friend
reflected
on
watching
me.
Go
through
this
saying
henry
scarcely
made
it
to
class
and
if
he
did,
he
wasn't
his
usual
perky
self.
The
head,
the
heavy
negative
atmosphere,
made
it
really
impossible
for
my
friend
to
enjoy
his
life
much
less
partake
in
his
education.
M
It's
a
feeling,
I
hope
no
one
here
ever
has
to
experience.
If
any
of
the
committee
members
are
interested
in
talking
to
my
mom
she's
offered
her
email,
so
please
see
me
after
this.
Fortunately,
my
school
gave
me
the
option
to
take
the
online
version
of
the
course,
and
I
got
the
highest
grade.
The
proctor
had
ever
seen.
Someone
get
because
of
this
incident
piled
on
to
the
teachers
who
had
no
intention
of
respecting
me.
M
I
missed
52
days
of
my
senior
year
of
high
school
two
months
of
what
should
have
been
one
of
the
best
years
of
my
life.
My
narrative
is
not
unique,
and
this
kind
of
disrespect
happens
everywhere
if
hb
2633
were
to
pass
we'd,
be
condemning
kids
across
the
state
to
the
same
type
of
treatment
I
unjustly
received.
This
can
ruin
a
kid's
potential
for
success
post
high
school.
Any
teacher
that
would
behave
like
this
to
a
student
outside
of
this
context
would
be
robustly
reprimanded
for
jeopardizing
a
student's
safety.
M
Trans
students
should
not
be
the
exception.
Hb
2633
encourages
a
dangerous
and
cruel
learning
environment
for
students
across
the
state.
I
urge
you
not
to
let
the
quality
of
our
education
go
down
just
because
someone
is
different
and
vote
no
on
hb
2633.
Thank
you
and
I'm
honored
to
take
any
questions
so
that
may
come
up.
A
I
I
And
issues
like
this
and
I'm
tr,
you
know
try
to
be
fair
to
everyone.
I
understand
the
gist
of
the
bill
and
understand
what
you're
saying
so
trying
to
get
a
balancing
act
here,
respect
for
everyone.
The
bill
says
basically
and
correct
me
if
I'm
wrong
it
insulates
a
teacher
or
other
employee
of
public
schools
from
civil
liability
or
reverse
employment
action,
should
they
as
them
their
belief
not
use
that
pronoun
so
help
me
with
that.
I
B
M
You're
recognized
yeah.
Thank
you
for
that
question
chairman.
I
think,
obviously,
I'm
not
a
lawyer,
so
I
don't
want
this
to
come
off
as
like
a
legal
argument
by
any
means,
but
from
what
I
understand
about
this
bill,
and
I
haven't
gotten
the
chance
to
see
the
untimely
filed
amendment.
M
This
does
not
insulate
or
protect
teachers
that
do
wish
to
affirm
trans
students
either.
So
it's
like
a
one-sided
argument
almost
basically,
this
is
protecting
teachers
who
use
who
choose
to
disrespect
trans
students,
but
not
teachers
who
choose
to
respect
trans
students,
even
if
that
is
in
adherence
with
their
school's
policy
and
they
could
receive
adverse
reactions
still
and
then,
along
with
that.
M
From
what
I
understand,
and
for
me
personally,
I
don't
feel
like
my
teacher
in
my
experience-
has
the
right
to
politicize
me:
has
the
right
to
politicize
a
child
and
that's
how
that's
exactly
what
was
happening
in
my
life.
So
I
hope
that
answers
your
question
chairman
follow
up.
I
Yeah,
it
does,
and
I
would
agree
with
you
that
teacher
handled
it
totally
wrong.
I
used
to
be
a
teacher
in
and
I
would
treat
all
my
students
with
with
respect
it's
just
that
we
it's
just
tough,
to
get
this
balancing
act
where
you
know
where
we
first
of
all,
we
need
to
respect
each
other,
no
matter
who
who
we
are
and
but
when
you
have
a
bill
such
as
like
this,
we
live
in
a
day
and
time.
Where
some.
I
All
I
can
say
is
is
that
I
hate
that
you
had
to
go
through
that
experience,
and
I
didn't
have
an
experience
like
that,
but
I
had
teachers
that
embarrassed
me
and
I
would
go
home
in
that
in
third
grade
and
that
you
know
I'd
feel
bad.
You
know,
but
you
know
I'm
just
trying
trying
to
understand,
because
I
you
know
want
to
respect
what
you're
saying
but
also
want
to
protect.
You
know
someone
that
acts
right
with
respect,
but
may
not
prefer
to
use
the
pronoun.
M
Yeah
and
again,
thank
you
for
that
line
of
questioning.
I
think
it's
nice
to
have
this
open
dialogue
about
it.
For
me,
I
never
had
any
sort
of
behavioral
impetus
put
on
me
in
school.
I
never
got
detention.
I
got
one
demerit
in
the
sixth
grade
one
time
because
I
talked-
and
I
remember
it
very
clearly,
but
that's
how
stellar
my
academic
record
was
right.
Like
I
was
a
great
student,
I
really
loved
learning
and
I
just
loved
being
in
school.
M
M
If
I
remember
correctly,
I
didn't
do
a
single
thing
that
was
against
the
rule.
Maybe
I
put
up
a
poster
on
the
wrong
wall
once,
but
that's
about
it.
So
this,
like
repertoire
of
respect,
is
crucial
to
me
as
well,
and
I
appreciate
you
bringing
it
up,
but
I
think,
like
I
said
before,
using
the
correct
pronouns
for
a
child
is
how
we
do
show
that
respect.
M
Even
if
it's
in
disagreement,
it
is
a
recognition
of
someone's
humanity
and
my
minds
like
we
don't
misgender
some
people
that
we
fundamentally
disagree
with,
but
we
still
use
their
correct
pronoun
right.
It's
a
recognition
of
their
humanity.
We
don't
do
that
to
literally
criminals.
We
still
use
their
correct
pronouns.
However,
trans
people,
just
shouldn't,
be
the
exception
to
that
level
of
respect
that
we
give
to
pretty
much
anyone.
I
K
Yeah.
Thank
you,
mr
chairman,
and
henry
thank
you
for
being
here,
appreciate
your
courage
and
your
willingness
to
advocate
on
behalf
of
yourself
and
others.
Can
you
elaborate
a
little
bit
on
what
type
of
mental
or
emotional
impact
your
teachers
had
on
you
when
I
think
we
agree
they
didn't
handle
the
situation
correctly.
M
Go
ahead
yeah.
I
would
love
to
thank
you
for
that
question.
I
think
I
have
some
statistics
about,
like
the
trans
community
as
a
whole
that
I
think
reflect
my
experience
pretty.
Well,
I'm
going
to
move
this
down
because
I'm
too
short,
so
in
2015,
40
of
trans
people
reported
a
suicide
attempt
and
92
of
those
people
were
under
the
age
of
25.
M
And
I
was
not
the
exception
to
that
kind
of
ideation
by
any
means
so,
and
almost
one-third
of
all
lgbtq
students
drop
out
of
high
school
compared
to
the
national
average
of
about
eight
percent,
and
I
watched
many
of
my
peers
drop
out
of
high
school
as
well,
because
they
were
watching
me
be
so
disrespected,
so
these
were
students
that
weren't
out
as
trans
but
knew
that
they
were
transgender
that
ended
up
dropping
out
because
of
watching
me
go
through
my
experience.
M
78
of
students
in
tennessee
heard
negative
remarks
about
trans
people
in
school
by
either
their
peers
or
their
teachers.
For
me,
personally,
I
received
two
death
threats
for
being
transgender
by
my
peers
in
high
school.
So
that's
something
that
really
impacted
me
as
well,
but
I
think
when
it
comes
to
my
teachers,
specifically
the
fact
that
they
weren't
even
willing
to
intervene
when
I
was
getting
my
life
threatened.
M
Just
showed
me
that
I
wasn't
valued
in
the
classroom
that,
like
all
of
the
work
that
I
had
put
in
all
of
the
curriculars,
that
I
was
a
part
of
all
of
the
honors
classes,
the
ap
courses
that
I
had
taken
were
just
like
thrown
to
the
water
and,
like
chairman
white
said
when
I
did
get
affirmed
in
school.
When
I
went
to
college,
I
graduated
laude
and
I
was
a
part
of
eight
organizations
in
school,
including
our
leadership
program.
I
was
in
the
theta
kai
fraternity.
M
I
was
the
director
of
health
and
safety
for
the
interfraternity
council.
I
volunteered
at
a
local
high
school
to
teach
about
higher
education
and,
among
other
things,
so
I
think
we
can
really
see
the
difference
between
me
not
even
being
able
to
show
up
for
two
months
of
school
versus
me.
Graduating
laude.
K
I
K
K
I
guess
I
can't
even
conceive
what
it
must
have
been
like
for
someone
in
your
position.
I
mean
compared
to
what
you
went
through
and
I
just
know
how
hard
it
is
for
anyone
else.
So
thank
you
for
your
courage
and
and
thank
you
for
the
issues
on
what
you're
advocating
today
appreciate
it.
Thank
you.
I
appreciate
it.
A
A
A
If
you
wish
to
record
it
as
a
no,
please
let
the
clerk
know
all
right,
I'm
just
going
to
let
the
audience
know
we
we've
got
to
get
back
to
item
number
one
and
our
presentation
for
department
education,
so
we
are
going
to
try
because
I
think
we
can
get
through
real
quickly,
hopefully
through
10,
11
and
12.,
if
you're,
if
you're
past,
10,
11
or
12.
I
am
sorry,
but
we
are
running
up
against
the
clock
and
we
still
have
to
get
back
to
item
number.
One
house
bill.
A
We
have
a
motion
and
a
second
cheerleading
littleton.
You
are
recognized
on
house
bill,
2021.
B
Thank
you,
mr
chairman,
and
this
bill
comes
from
the
dixon
county
leadership.
Team
they've
brought
several
bills
to
me
in
the
past,
and
I've
worked
really
well
with
them,
and
all
this
bill
does
is
expand
from
the
teachers
to
all
the
school
personnel.
The
requirement
to
complete
the
child
abuse
training
program
during
annual
in-service
training.
A
Thank
you
for
that
members.
We
do
have
an
untimely
filed
amendment
that
that
will
clean
up
this
little
bit
of
language.
It
doesn't
do
anything
to
the
the
to
the
nature
of
the
bill,
but
it
is
amendment
one
five,
two,
five
one
it
is
untimely.
Do
I
have
a
motion
to
consider.
I
K
I
I
A
I
A
B
You,
mr
chairman,
this
creates
the
job
training
for
high
school
students
act.
It
requires
the
department
of
education
to
establish
and
implement
a
pilot
program
that
addresses
the
state's
unemployment
rate
and
the
state's
high
school
dropout
rate
by
enabling
students
enrolled
in
the
high
school
to
achieve
academic
career,
personal
and
social
success.
A
All
right,
thank
you
for
that.
Chairman
sapicki,
you
were
recognized.
H
Thank
you
chairman
for
bringing
this
it's
a
very
interesting
topic
you
bring
up
here.
You
know
trying
to
correlate
the
two
unemployment
rate
with
the
dropout
rate.
I
was
wondering
I
would
like
to.
I
would
like
to
make
a
motion
to
send
us
a
summer
study,
for
one
reason
is
to
gather
more
information
on
this,
because
I
think
we're
onto
something
here
and
I
think
we
can
bring
orea
in
on
this
also.
H
A
All
those
in
favor
indicate
by
saying
aye
aye,
all
those
opposed
say.
No,
the
eyes
have
it
house
bill
2377
is
sent
to
summer
city.
Thank
you.
Oh
I'm.
Sorry,
charlie
littleton.
You
were
recognizing
that
thank.
B
You,
mr
chairman
and
committee,
I
think
this
is
a
great
idea
to
we
had
summer
study
last
year
and
we
didn't
go
very
far
with
it,
so
this
was
kind
of
something
that
we
thought
would
clean
it
up
and
we
have
some
other
things
I
think
to
discuss
with
summer
study.
So
thank
you
for
that.
B
A
All
right
that
brings
us
to
the
item
number
12
before
we
go
to
item
number
one
house
bill:
1930.
A
F
Thank
you,
mr
chair
members,
house
bill
1930
authorizes
the
school
board
of
education
or
charter
school
government
body
to
implement
the
ticket
program
as
part
of
a
school's
discipline
policy
is
nothing.
The
fiscal
note
has
no
su
no
significance,
and
the
ticket
program
is
part
of
our
community
schools.
F
Just
imagine
that
you
have
a
clipboard
with
your
names
of
your
students
on
one
side
and
about
a
hundred
infractions
that
a
child
may
do
in
a
classroom
during
the
day,
and
I
just
thought
it
was
very,
very
unique
because
I
know
when
I
have
one
child
in
that
is
cutting
up.
F
You
are
so
engaged
in
your
teaching
and
with
what's
going
on
in
the
classroom
yourself.
Oh
he's,
throwing
paper
in
in
the
garbage
can
he's
doing
well.
This
ticket
program
allows
you
to
as
you're
teaching
I
found
was,
was
very
new
because
if
a
child,
and
especially
just
some
that
you
can
identify
as
always
doing
something
all
you
have
to
do-
is
take
your
pen
and
check
that
infraction
or
whatever
it
is,
and
keep
on
teaching
that
child
already
knows
and
has
been
explained.
F
Then
it
also
allows
parents
to
participate
and
understand
clearly
why
students
are
being
removed
by
early
environment
of
the
parents
and
three
it
ensures
students
have
the
opportunity
to
correct
behavior
before
classroom
removal,
and
I
would
if
there
are
any
questions
I
would
entertain
them
now.
I
just
think
it's
something
that
could
be
used
for
teachers,
but
now
we
have
a
disciplinary
disciplinary.
F
Ways
that
that
the
state
has
passed
and
it's
in
law,
but
the
teachers
are
complaining
that
it's
so
long
it
takes
them
two
or
three
hours
to
fill
out
those
applications,
and
it
gives
them
an
opportunity
to
put
something
down
that
maybe
the
child
didn't
do,
or
maybe
they
have
to
fill
it
out,
but
they
can't
recall
everything
all
the
time.
So
I
just
thought
this
was
a
way
to
kind
of
add
on
to
what
the
teacher
would
need
to
help
them
and
to
protect
them
when
they're
removing
a
student
from
a
classroom.
E
A
I
I
We've
all
been
anxious
over
the
last
number
of
weeks
and
months
to
hear
what
exactly
is
coming
out,
and
I
can
say,
as
as
someone's
been
on
the
education
committee
for
nine
years,
that
I'm
very
excited
every
year
that
I'm
on
committee,
I
hear
about
issues
with
the
with
the
bep
formula,
and
now
we
have
an
opportunity
to
really
look
at
something.
As
I
spent
the
weekend,
I
stayed
here
all
weekend
and
studied
studied
the
bill
and
looked
at
it.
I
really
think
we
have
something
that
we
can
really
get
behind.
I
I
Secondly,
prepares
each
high
school
graduate
to
succeed
in
higher
education
or
career
or
of
the
graduates
choice,
and
it
provides
each
student
with
the
resources
to
succeed,
regardless
of
the
student's
individual
circumstances,
and
the
best
thing
I
like
about
it
is
to
the
47
46
metrics
that
we
have
in
the
bep
is
really
four
elements
of
funding
the
base,
the
student
weights,
the
direct
funding
and
the
outcome.
Funding
are
really
the
four
ways
and
we
have
categories
under
that.
I
It's
very
simple,
in
my
opinion,
and
and
this
will
put
money
into
schools-
we're
not
always
talking
about
every
year.
Well,
can
we
find
another
40
million
to
bring
our
nursing
ratio
down
from
3000
to
750?
I
My
opinion
will
eliminate
a
lot
of
that
plus
it
gives
a
lot
of
accountability.
If
you
are,
if
you
are
funding
based
upon
the
needs
of
each
child
in
that
school,
then
we
know
where
the
money
goes,
and
then
we
can
hold
our
districts,
our
schools
and
our
leadership
accountable
for
how
they
use
that
money.
So
I
think
we
are
onto
something
that
we
really
can
get
behind
and
so
with.
Having
said
that,
I
would
like
to
we
can
now
go
at
a
session
and
invite
the
commissioner
to
come
up.
A
Members
without
objection,
we
will
go
out
of
session
and
invite
the
department
to
come
up
to
give
a
brief
presentation
and
answer
any
questions
we
might
have.
Today.
A
We
are
out
of
session,
come
on
up
and
just
state
your
name
from
the
sorry
from
the
department
and
from
administration
just
state
your
name
and
who
you
represent.
N
N
Thank
you,
sir,
so
so
happy
to
be
here
this
evening
to
talk
about
the
proposed
tennessee
investment
in
student
achievement.
I
know
that
many
of
you
have
seen
this
presentation
before,
and
so
I
will
just
focus
on
some
of
the
key
parts.
N
N
The
weights
are
the
additional
components
that
is
the
base
times
a
percentage
for
those
things
that
are
specific
or
unique
to
individual
students,
and
we
will
talk
a
little
bit
about
those
direct
funding.
Are
direct
dollar
amounts
allocated
for
specific
programmatic
priorities,
as
determined
by
the
general
assembly?
In
this
proposal
it
is
focusing
on
early
literacy
and
high
school
cte.
N
In
terms
of
it
looks
like
that
didn't
come
up
in
terms
of
the
actual
proposal
itself.
There
are
a
couple
of
different
components
when
we
break
that
down
so
right
now,
what
we
have
is
a
base,
which
is
six
thousand
eight
hundred
sixty
dollars.
That
is,
every
student
would
generate
that
amount
when
we
looked
at
what
should
go
into
the
base.
Here
is
how
that
is
calculated.
N
We
took
what
is
currently
funded
under
the
bep
and
there
are
a
few
sections
of
those
46
components
which
ends
up
being
over
125
lines
of
different
requirements
depending
on
what
students
are
eligible
for,
and
we
said,
let's
make
sure
that
cte
is
funded
and
direct.
We
took
the
three
areas
that
are
currently
in
the
bep
related
to
at
risk
special
education
and
esl
or
english
learners,
and
we
put
that
in
the
weights
everything
else
went
into
the
base
that
ends
up
being
approximately
6.5
billion
dollars.
N
You
look
at
sparse,
which
is
25
students
per
square
mile
and
small,
which
is
any
district
that
is
1
000
students
or
fewer
both
of
those
are
five
percent
weights.
And
then
you
look
at
charter
schools,
and
that
is
taking
the
charter
school
facility
fund
and
moving
it
from
outside
of
the
bep
or
the
formula
into
a
new
formula
that
is
at
four
percent.
N
You
move
into
direct
funding
500
for
every
k-3
student
for
literacy
500
for
those
students
who
require
tutoring
in
fourth
grade
and
then
an
average
of
five
thousand
dollars
for
cte
programs.
Currently
under
the
bep,
the
average
is
forty
five
hundred
dollars.
This
does
increase
that
to
an
average
of
five
thousand
dollars
and
the
post-secondary
assessment
is
the
act
and
the
act
retake.
N
What
you
see
here
are
two
different
students
and
to
give
you
an
idea
of
how
the
formula
works
so,
on
the
website,
we
have
a
calculator.
Every
district
has
received
something
that
looks
somewhat
like
this.
It
is
just
multiplication
across
the
table.
So,
if
you're
looking
at
the
base,
it
is
68.60
times
the
number
of
kids
in
your
district
or
your
adm,
your
average
daily
membership.
That's
how
much
you
get
for
the
base.
N
N
Currently,
for
next
fiscal
year,
the
governor
has
proposed
an
investment
of
125
million
dollars
that
would
still
go
into
the
instructional
component
of
the
bep
moving
forward,
the
general
assembly,
if
you
just
if
you
decide
to
determine,
to
increase
teacher
salaries
in
the
way
you've
done
before.
For
example,
if
you
put
100
million
dollars
into
a
new
formula
that
would
generate
one
those
dollars
going
to
existing
educators
salaries,
so
it
ensures
that
it
goes
to
their
salaries
and
number
two
is.
N
N
N
N
You
have
three
different
ratios
that
you're,
using
or
four
divisions
that
you're
using
75
25,
70,
30
and
50
50,
depending
on
which
of
the
46
elements,
are
being
it's
being
applied
to
under
tisa.
You
have
one,
it
is
just
70,
30.
70
of
the
formula
related
to
the
base
and
the
weights
is
paid
for
by
the
state.
N
30
is
paid
for
by
all
the
districts
together.
So
I
want
to
walk
through
that
a
little
bit
when
you're
talking
about
fiscal
capacity
and
that
local
contribution
and
local
share
in
any
formula.
It
is
the
percent
that
all
the
districts
together
are
responsible
for.
We
assess
that
at
the
county
level
in
tennessee.
N
So
in
this
proposal,
similar
to
the
bep
30
of
the
base
and
the
weights
is
the
responsibility
of
all
the
counties
together,
you
think
about
that
like
going
out
to
dinner,
and
it's
your
bill
at
the
end,
when
you
look
at
the
local
contribution,
that
is
the
amount
that
each
of
you
at
the
dinner
table
actually
pays
into
it.
When
we're
talking
about
fiscal
capacity,
the
difference
is
that
is
saying,
depending
on
how
much
everyone
makes.
N
N
Some
districts
will
put
in
10
some
will
put
in
60,
and
that
is
about
the
calculation
of
fiscal
capacity
again
the
30
percent,
which
is
that
bill
you
get
at
the
end
of
your
meal.
All
the
counties
together
have
to
contribute
to
how
much
of
that
bill
each
county
is
responsible
for
is
considered
fiscal
capacity
that
is
applied
under
the
bep.
That
is
also
applied
under
tisa.
N
The
what
you
would
all
need
to
discuss
and
decide-
and
certainly
we,
the
department
from
this
perspective,
is
agnostic
to
this,
because
it's
the
70-30
split
is
whether
you
take
the
feedback
and
the
feedback
that
we
have
heard
from
the
public
has
been
one
calculation
right
now
we
used
two.
We
used
tasser
and
sieber
together,
so
we
heard
a
lot
of
feedback
about
going
to
one
and
we
looked
at
best
practice.
So
what
do
other
states
who
have
no
income
tax
due
most
other
states?
N
Those
who
don't
have
income
tax,
as
well
as
those
states
who
have
moved
to
a
student-based
model
and
that's
39
states,
have
already
moved
to
this
model.
This
is
a
tried
and
true
well-tested
across
all
parts
of
the
country
model.
Most
of
them
have
used
what
is
considered
the
simple
calculation,
which
is
sieber.
N
The
department
used
both
the
desire
to
have
one
calculation
and
the
best
practice
that
we've
seen
when
looking
at
other
states
to
go
to
that
simple
calculation,
which
is
the
cyber
model,
but
again
in
terms
of
how
much
money
the
formula
generates
that
doesn't
change
based
on
fiscal
capacity.
It
is
still
the
same
overall
number:
it's
just
how
the
local
co,
the
local
share
component
of
30,
gets
divided
up
amongst
the
districts
in
terms
of
their
bill
at
the
end.
N
N
Having
that
tied
to
how
money
is
allocated,
so
we
want
to
ensure
that
if
a
board
is
approving
a
budget
that
is
aligned
to
the
academic
goals,
they
have
for
students
for
districts
in
public
charter
schools,
an
lea
or
public
charter
school
with
a
d
or
f
may
be
asked
to
present
to
an
ad
hoc
education
finance
committee
to
discuss
funding
and
outcomes.
The
results
of
that
hearing
can
lead
to
no
action
or
one
of
two
actions
again.
N
In
terms
of
reporting,
currently,
there
is
a
federal
requirement
under
essa
for
every
school
and
district
in
the
country
to
have
school
level
expenditure
data
reported
annually
on
a
report
card.
That
means
that
every
school
and
every
district
should
be
able
to
say
this
is
exactly
what
what
money
we're
spending
and
on
what
categories
for
what
purposes
currently
under
the
bep,
because
it
is
a
district
level
right,
so
we're
taking
averages
and
ratios
at
the
district
level,
and
that
is
how
we
generate
funding.
N
N
The
other
thing
I
want
to
make
sure
to
clarify
is
that
there
are
no
additional
data
elements
that
need
to
be
collected.
This
is
all
data
that
is
already
required
to
be
submitted
accurately
and
attested
to
by
districts
every
single
year.
The
disbursement
of
funds
would
continue
to
happen
on
the
schedule
that
it
happens.
Now
we
disburse
funds
10
times
per
year.
We
would
continue
to
disburse
funds
10
times
per
year,
so
those
are
some
of
those
reporting
and
accountability.
N
Elements
that
I
just
want
to
make
sure
to
highlight,
and
then,
finally,
with
professional
development,
professional
development
will
be
provided
by
the
department.
We've
heard
lots
of
really
good
productive
feedback
about
content
related
to
requirements
and
assessments,
and
things
like
that.
So
I
just
want
to
note
that
you
will
see
that
it
says
professional
development
will
be
offered.
N
H
So
staying
at
the
macro
level,
30
thousand
feet,
we
got
plenty
of
time
to
get
into
the
weeds.
On
this
thing,
you
made
a
statement
about
the
39
states.
Is
it
yes,
sir?
Could
you
get
a
report
back
to
this
committee
of
of
the
in
the
top
ten
in
the
country?
You
pick
the
category.
You
want,
don't
care
what
it
is,
what
states
rank
in
the
top
ten
that
do
do
this
formula,
because
that's
kind
of
a
why
behind
we're
doing
this?
H
N
N
Okay,
so
if
you
look
at
the
top
ten
ranked
states
in
terms
of
performance,
I
can
either
do
that
based
on
reading
or
math.
If
I
don't
know
what
your
preference
is.
N
I
will
agree,
interestingly
enough
they're,
not
necessarily
the
same
states.
For
example,
you've
got
mississippi,
that's
in
the
middle
of
the
pack
and
reading
and
then
at
the
bottom
of
the
pack
and
math,
so
I
will
use
on
average
the
highest
performing
state.
So
you
look
at
new
jersey,
which
is
a
yes.
You
look
at
massachusetts,
which
is
almost
first
in
everything,
minnesota
virginia.
N
Turning
over
indiana
is
consistently
in
the
top
15.
utah
idaho
florida
only
in
reading
middle
of
the
pack
and
math.
So
we
are
happy
to
make
sure
to
verify,
but
the
vast
majority
of
those
states
all
use
this
formula,
not
this
formula,
but
a
student-based
formula.
Excuse
me
just
to
be
clear
chairman's.
H
It's
kind
of
diverse
there,
a
little
bit
do
you
know
antidotically
have
some
of
these
shifted
recently
or
have
they
shifted?
It's
been
a
long
path
forward.
Have
you
from
your
colleagues,
have
you
seen
a
a
quick
turnaround
in
the
classroom?
We
are
funding
the
classrooms
differently,
but
the
reason
why
we're
funding
the
classrooms
differently
is
to
get
a
different
outcome.
Yes,
sir.
H
So
and
you
know,
if
you
have
the
answer-
that's
fine
today,
because
I'm
trying
to
stay
at
the
macro
level
here,
but
if
you
could
get
us
data
on
what
something
like
this
looks
like
for
the
state
of
tennessee
from
the
department's
view
of
what
we
can
start
to
project,
knowing
what
our,
what
we're
asking
of
our
lease
of
trying
to
get
to.
I
would
love
for
somebody
in
another
state
to
read
that
list
and
have
tennessee
in
there.
So.
N
Sure,
so
what
what
I'll
do
to
follow
up
is
I'll
make
sure
to
give
those
states
that
have
been
doing
this
the
longest,
I
think
and
and
just
how
long
you
saw
in
terms
of
when
they
changed
their
formula,
the
increase
and
then
when
they
started
to
see
achievement
changes.
N
If
you
are
funding
differently
or
adding
resources
to
areas
that
you
need
the
most
and
then
you
start
to
see
those
increases
build
up
over
time,
and
then
you
have
a
tipping
point
and
that's
when
you
see
a
lot
of
these
states
have
been
kind
of
in
the
middle
just
below
middle
and
have
moved
up
to
that
top
10
top
15.,
many
of
them
and
I'll
give
indiana.
As
an
example
is
a
state,
that's
been
they've
had
their
formula
for
a
while.
N
They
are
looking
to
make
a
shift
in
their
formula
now,
but
they
are
consistently
in
the
top
15.
They
are
the
most
demographically
similar
to
tennessee.
So
that's
one
that
we
we
spend
a
lot
of
time,
looking
at
states
that
have
just
made
the
shift
to
this
are
maryland
and
texas,
two
very
different
states.
So
I
couldn't
speak
to
what
what
that
might
do
for
their
student
achievement
numbers.
H
Last
one,
mr
chairman
chairman,
and
so
your
department
and
the
subcommittees
across
the
whole
state,
have
been
working
on
this
for
six
months,
seven
months,
ish
and
this
bill
has
just
rolled
across
our
desk
for
two
weeks.
So
all
I'm
asking
is
try
to
answer
every
question
we
have
because
we
have
to
get
very
comfortable
with
this.
This
is
a
bill
we're
not
going
to
take
up
every
year,
and
so
I
would
just
hope
that
we
are
in
the
mindset
of
let's
make
sure
we
get
it
right
for
tennessee.
H
G
Much
of
the
consternation
I
think
people
have
is,
when
you
say
70,
30
percent
and
the
messaging
70
30,
except
when
you
come
testify,
then
clarity
is
given
that
it's
not
70
30
in
the
sense
of
every
county
or
lea,
will
get
70
30.
treatment,
but
that
counties
will
contribute
to
that
30
percent
with
that
being
glenn.
I'm
sorry.
N
Yeah,
I
just
want
to
clarify
it
is
not
different
than
now
in
terms
of
what
that
what
that
means.
Well,.
G
N
Yes,
I
do
and
are
you
looking
at
under
tisa
or
under
the
tasser
sieber
combination?
Okay,
so
that
would
be
just
looking
at
the
sieber
model.
So
if
I
am
looking
at
the
ones
with
the
highest
percent
that
is
going
to
be
davidson,
county
hamilton,
county
shelby,
county
williamson,
county.
N
N
I'm
sorry,
sir,
can
I
clarification
point
sure
davidson
17.99
under
sieber,
it's
17.39
under
tasser,
okay,
so
there's
not
a
meaningful
difference
between
those
two
models.
G
N
G
N
Candidly,
sorry,
I
would
defer
to
the
general
assembly
that
would
be
an
ad
hoc
committee
that
would
be
determined
by
the
general
assembly,
not
by
the
department.
Okay,.
G
N
G
G
A
G
N
G
G
B
Thank
you,
mr
chair,
and
thank
you
all
for
being
here.
I
just
want
you
to
touch
a
little
bit
on
what's
included
or
what's
covered
in
the
base
pay,
so
we
can.
We
can
make
sure
folks
are
aware
of
that.
N
Sure
so
I'm
just
going
to
so
in
terms
of
the
base.
What
we
did
is-
and
I
think
I
spoke
a
little
bit
about
this
earlier-
so
I
won't
repeat
myself,
but
we
have
the
additional
funding
that
is
in
the
base.
So
right
now
we
have
just
over
6.6
billion
dollars
allocated
to
the
base.
If
you
take
the
current
bep
and
you
take
out
the
things
that
are
captured
in
the
weights
or
the
direct
funding,
so
that's
special
education,
esl
cte
and
at
risk.
Then
that
leaves
just
under
6.5
billion
dollars.
N
B
Thank
you
and
good,
just
just
quick
follow-up
here
and
as
far
as
the
where
you
got
the
numbers
from
that
as
far
as
the
school,
those
numbers
for
for
the
school
ratios
and
all
I
guess,
that's
the
question
I'm
leading
to.
N
B
Representative
hurt
thank
you
for
sharing,
I'm
speaking
of
the
numbers
you
included
in
there.
You
you've
got
those
numbers
from
a
recommended
ratio.
Oh,
I
think
this.
B
N
Sir,
for
nurses
and
counselors
in
particular,
that
is
the
national
standard
ratios
that
we
used
one
to
250
for
counselors
and
that's
all
grades.
The
bep
currently
does
not
do
that
for
all
grades
and
then
for
nurses,
it's
at
the
one
to
750
ratio,
which
was
the
latest
from
the.
I
think
it's
the
healthy
family
survey
at
the
national
level.
Thank
you
very
much.
Yes,
sir.
A
K
K
N
K
750.,
so
we've
got
a
parallel
bill
running
and
that's
my
question
that
addresses
the
teacher
pay
addresses
the
school
nurse
only
puts
one
public
school
nurse
in
each
school,
full-time,
counselor,
the
rti
program,
interventionist
technology
coordinator,
and
that's
all
it
does,
and
the
fiscal
note
on
that
bill
alone
is
868
million
dollars
that
exceeds
the
750
you're.
Wanting
to
put
in
here
that
you're
saying
does
even
more
than
that.
So
I
I
don't
know
how
the
6860
amount
is
going
to
accomplish
what
you're
alleging
it's
going
to
accomplish.
Can
you
explain
that,
for
me.
N
I
don't
have
your
bill
memorized
or
those
dollar
figures.
I
can
say
that
everything
that
is
currently
funded
in
the
bep
we
just
went
through
those
numbers-
the
extra
114
million
you
there's
21
2021
bep
review
committee,
actually
lists
out
what
the
dollar
figures
would
be
to
get
to
those
ratios.
So
that
is
in
a
public
document.
N
On
top
of
that,
if
you
want
to
look
at
the
additions
to
all
of
the
different
levels,
you've
got
the
additional
approximately
114
million
dollars
to
the
base
you're
looking
at
1.1
billion
dollars.
That
used
to
be
for
those
things
in
the
weights.
That's
gone
up
to
1.8
and
then
on
the
direct
funding
that
moved
up
from
201
million
to
376
million,
but
but
to
be
clear
funding
a
nurse
in
every
school
is
not
the
same
thing
as
funding
one
nurse
for
every
750
students.
The
majority
of
our
schools
are
well
under
750
students.
K
Okay,
so,
given
that
well
and
just
for
the
record,
the
bill
number
is
hb
1586,
so
you
can
compare
it.
I
don't
want
to
be
misleading
or
misrepresenting
anything,
so
this
allocation
that
base
doesn't
automatically
grow
like
the
bep
automatically
grows.
How
are
we
going
to
address
that
you're?
I
think
we're
requiring
legislative
action
every
year
to
address
that,
or
at
least
at
the
end
of
the
four
years.
N
So,
every
year
that
would
be
through
the
appropriations
and
the
budget
approval
that
you
all
do.
We
would
still
do
the
regular
growth
just
like
we
do
in
the
bep,
where
we
come
and
say
we
assume
a
one
percent
adm
growth
every
year.
That
would
be
something
similar
that
we
would
do
in
any
kind
of
proposed
formula,
but.
K
Talk
to
me
about
this
four-year
time
frame,
that's
in
here
about,
I
guess
it
was
represented
to
me
by
one
of
your
liaisons
that
after
the
four
years
is
where
the
local
match
is
going
to
catch
up
to
where
it
is
today,
explain
that
to
me
sure
how
that
works.
Absolutely.
N
So
when
you
look
at
that
local
bill,
if
we're
going
back
to
that
analogy
that
you
get
at
the
end
of
dinner,
so
what
districts
together
have
to
pay
what
the
state
has
done
is
we've
actually
decreased
the
total
of
that
bill,
so
there's
no
freeze,
no
hold
harmless.
That's
not
the
right
way
to
think
about
it
right,
and
I
know
that
that's
some
language,
I've
heard
this
is
essentially
saying
this
was
the
bill.
We
are
lowering
that
bill
and
so
over
the
four
years.
K
So,
at
the
end
of
the
four
years,
though,
it's
going
to
require
additional
action
by
this
legislature,
because
right
now
we're
sitting
this
on
a
four-year
cliff,
I
mean
we're.
We
are
creating
a
cliff
where
it's
going
to
continue
to
increase
and
at
some
point
the
locals
are
going
they're
going
to
catch
up.
Just
like
you
said
at
the
end
of
four
years,
and
are
they
going
to
pay
more
who's
going
to
cover
that
differential?
If
the
legislature
doesn't
take
action,
that
you're
saying
we
have
to
take.
N
There's
no
so
to
be
clear,
there
is
no
difference
than
what
you
do
now.
Every
year
you
approve
a
budget
right,
so
every
year
you
approve
the
budget.
When
you
approve
new
bep
allocations
to
keep
up
with
that
one
percent
adm
growth,
it
triggers
additional
money
to
the
bep
that
districts
are
already
or
locals,
might
have
to
increase
every
year.
We
are
actually
saying,
instead
of
in
fiscal
year,
25
26
or
24,
25
and
26,
because
we
have
set
the
bill
lower.
It
means
that
you
won't
have
to
have
that
total
30
percent
increase.
N
There
is
no
additional
legislative
action
outside
of
what
you
already
do.
The
additional
increase
for
counties
that
happen
year
over
year
happen
every
year
under
the
bep
every
year.
What
we're
saying
is
because
we've
actually
lowered
the
local
that
local
bill
it's
going
to
take
four
years
to
catch
up
to
where
we
are
now.
So,
if
there's
no
fiscal
cliff,
the
rate
of
increase
is
the
same
as
we
are
experiencing
now.
N
We've
just
lowered
your
starting
point:
we've
essentially
taken
us
back
several
years
and
that's
where
we're
starting,
but
there's
no
difference
in
what
you
do
now.
It
just
means
that,
instead
of
locals
paying
more
next
year
and
the
year
after
and
the
year
after,
which
is
what
they
will
do
under
the
bep,
we
are
lowering
their
bill,
so
they
won't
have
to
start
paying
more
money
like
they
would
under
the
bep.
So.
N
N
What
I
am
saying
is
that
we
are
lowering
the
starting
point
now,
so
that
counties
who
otherwise
would
have
had
to
have
increased
taxes
next
year,
the
year
after
the
year
after
and
the
year
after,
won't
have
to
start
doing
that
until
fiscal
year
27.,
it
actually
means
that
more
counties
won't
have
to
increase
taxes
for
longer
under
the
bep.
That
would
start
next
year.
Every
time
you
put
money
in
the
bep,
we
have
approximately
five
to
ten
districts
who
have
to
increase
taxes
every
year
by
lowering
the
starting
point.
K
N
Special
education
and
those
are
the
option
codes
that
exist
under
the
bep.
There
are
10
special
education
option
codes
that
are
the
bep.
We
did
the
crosswalk
to
show
which
option
code
goes
which
with
with
which
uln
and
then
we
also
showed
the
addition
of
characteristics
of
dyslexia,
which
is
not
currently
funded,
and
then
the
el
tiers.
K
A
H
N
So
four
and
five
is
so
all
the
special
education
codes
are
there
one
through
ten
are
still
there
right.
When
we
took
nine
and
ten,
we
actually
increase
funding.
Those
are
students
who
might
be
homebound
residential
facilities,
cdc
classrooms,
those
students
with
the
most
significant
disabilities
and
needs.
We
actually
are
funding
at
a
significantly
higher
level.
So,
instead
of
that
special
ed
option
code
being
a
seven,
we've
increased
it
to
a
nine.
H
H
N
G
N
Look
at
seven,
eight,
nine
and
ten.
You
will
get
eight
8.5
students
per
teacher
and
then
you
have
to
figure
out.
How
much
does
that
teacher
make
divided
by
8.5?
And
then
you
get
that's
how
you
do
all
the
calculations.
That
is
very
confusing.
I
would
agree
with
you
under
this
formula.
Instead,
you
say
this
child
generates
a
uln9.
N
They
are
in
a
cdc
classroom.
They
need
significant
additional
supports,
so
they
are
funded
at
125
of
the
base.
That's
it
that's
the
whole
thing
for
that
child
in
the
bep.
You
would
have
to
say.
Well,
hopefully,
I
have
8.5
students
that
qualify
under
special
ed
option
code
8
and
then
I
have
to
divide
those
8.5
students
among
this
one
teacher
and
somehow
that
one
teacher
is
going
to
provide
appropriate
services
to
8.5
children
and
then
that
gets
funded
at
a
district
level.
N
Those
children
might
not
all
go
to
the
same
school,
which
means
now
you've
divided
that
teacher
among
8.5
students
who
may
be
in
very
different
campuses.
You
don't
know
that
right.
This
says
this
is
about
the
kid
so
the
b.
So
if
you
take
the
bep
and
the
85
plus
pages
of
the
computation
guide,
this
says
this
is
how
you
find
unique
learning
needs.
N
H
I
understand
that,
but
that's
what
I'm
trying
to
get
at
here
is
you're,
saying
this
and
we're
absorbing
this,
because
we're
going
to
have
to
go
to
our
members
and
say
the
exact
same
thing
to
them,
because
I'm
pretty
sure
if
this
gets
to
the
house
floor,
you're
not
going
to
be
on
the
house
floor
to
tell
our
members
what
this
does.
So
we've
got
to
have
this
information
representative
clemens.
Thank
you
for
allowing
me
to
do
that.
I
appreciate
it.
A
Before
I
go
back
to
you,
I
wanted
just
two
quick
things,
and
this
doesn't
have
to
be
direct
answer
now,
but
just
something
to
get
back
to
us
on,
and
maybe
this
is
a
quick
answer.
What
what's
going
to
determine
sparse
what
determines
rural
and
are
we
going
to
be
able
to
get
a
list
of
the
counties
that
are
fitting
those
criteria
at
some
point,
you
may
already
have
that
I
may
have
just
missed
it,
but
if
not
I'd
I'd
like
for
the
committee
to
be
able
to
get
that
at
some
point.
Yes,.
N
So
we're
happy
to
resend
that
information.
We
have
25
schools
that
count
as
small
and
80
schools
that
count
as
sparse.
The
small
and
sparse
definitions
are
here
with
the
references
in
terms
of
where
that
information
came
from
to
be
clear
if
you're
looking
at
small,
it
comes
from
the
small
rural
school
achievement
program.
Technically,
under
that
federal
designation,
it's
600
students
per
school
or
I'm
sorry
per
district
that
is
considered
small.
We
increase
that
to
1
000..
It
is
167
increase
above
what
the
federal
government
says.
N
We
also
did
that,
because,
when
you
look
at
the
approximate
median
of
district
size
in
the
country,
it
is
1
000
students,
it
is
45
to
50
percent
of
districts
in
this
country
are
1
000
or
fewer
students.
So
that
is
where
we
said.
Look
if
we're
at
600.
That's
what
the
fed
the
feds
say,
tennessee's
a
little
bit
different,
let's
up
that
to
what
the
median
is,
and
so
we
we
increased
it
like.
N
I
said,
167
percent
for
sparse
again,
the
federal
definition
is
10
students
per
square
mile
when
we
mapped
that
above
kind
of
the
topography
of
the
state.
Looking
at
kind
of
rivers
and
mountains
and
all
the
the
beautiful
parts
of
tennessee,
we
said
and
got
feedback
from
the
subcommittees.
That
said,
that's
not
actually
what
makes
sense
for
this
state
and
based
on
subcommittee
feedback
increase
that
to
25
to
1.
A
A
N
It
would
be
replaced
by
the
fight,
the
local,
the
fiscal
capacity
or
local
contribution
components,
so
they
would
have
that
oversight
and
then
the
recommendations
would
then
be
at
the
district
level,
because
all
of
our
districts
are
quite
different.
Some
of
the
feedback
we
got
from
subcommittees
and
the
public
said
we
want
to
continue
to
have
a
voice,
and
now
every
district
would
be
part
of
that
review
that
you
all
would
receive,
but.
A
Remain
public,
like
the
the
the
current
structure,
would
that
be
available
for
the
public?
Oh.
A
K
N
N
So
the
base
includes
similar
to
just
like
the
bep
funding
for
bus
drivers
and
transportation
that
is
currently
funded.
The
bep
moves
over
to
the
base.
There
is
now
additional
funding
for
those
districts
who
have
increased
needs
related
to
busing
and
transportation
because
of
sparsity.
We
have
to
keep
the
minutes
that
students
are
on
a
bus
to
a
minimum.
That
is
one
of
the
requirements
for
very
sparse
districts.
It
requires
longer
routes,
and
so
this
covers
the
cost
of
additional
bus
drivers,
additional
buses
and
the
cost
of
transportation
gas.
Things
like
that.
K
Yeah-
and
I
appreciate
that
I
grew
up
in
one
of
those
areas,
and
I
was
always
the
last
one
on
the
bus
and
I
don't
think
they
enforced
those
laws.
Unfortunately,
when
I
was
on
the
bus
before
I
got
kicked
off
but
sure
you
got
it,
but
the
it
seems
for
different
reasons,
I
mean,
and
you
take
nashville,
for
instance
or
knoxville
I
mean
you're
dealing
with
traffic
and
so
you're
still
dealing
with
a
time
frame
and
bussing
just
for
different
reasons.
K
So
my
you
know
my
student
doesn't
get
home
from
middle
school,
sometimes
till
he's
like
the
last
one
on
the
bus
now
and
we
live
a
mile
and
a
half
from
the
school
and
it's
an
hour
and
a
half
after
school
ends.
So
I
guess
I
I
I
just
want
to
get
on
the
record.
I
the
fact
that
density
or
is
not
considered
is,
is
concern
to
me
and
the
fourth
grade,
tutoring
who's
entering
into
those
contracts
for
the
fourth
grade,
tutoring.
N
The
state
has
no
position
on
that.
The
only
requirement
in
the
law
is
that
a
student
who
is
at
the
below
level
after
the
third
grade
is
required
to
participate
in
one
of
multiple
options.
One
of
those
is
high
dosage
tutoring.
The
district
makes
the
decisions
on
how
that
high
dosage
tutoring
would
occur.
I
would
assume
that
would
happen
during
the
course
of
the
normal
school
day
using
using
staff.
That's
what
most
of
our
districts
are
doing
now.
K
K
K
To
address
literacy,
just
literacy,
okay,
the
I
think
I
saw
some
more
of
the
five
thousand
dollars
for
cte.
Where
does
that
come
from
where's?
That
number
come
from?
Oh.
N
The
five
thousand
dollars
okay,
so
right
now
we
fund
forty
five
hundred
dollars
on
average
per
student,
and
that
includes
all
of
the
cte
elements
within
the
bep.
When
we
looked
at
best
practice
from
other
states.
What
they
have
done
is
they've
really
tried
to
provide
additional
funding
for
those
cte
pathways
that
are
high
demand,
high
wage
or
high
high
need
within
their
regions,
and
typically
those
have
higher
costs
in
terms
of
machinery,
equipment,
replacement,
etc.
N
N
We
do
that
with
the
bep.
Now
we
have
a
review
of
the
bep.
This
is
making
sure
that
we
review
the
fiscal
capacity
which
is
different
than
the
formula.
K
Okay
and
talk
to
me
about
this
education
finance
committee,
this
ad
hoc
committee,
where
are
the
guard
reels
for
this
committee?
It
seems
like
they
have
a
wide
discretion
as
to
a
school
comes
in.
You
know
a
drf
or
whatever
this
committee
who's
going
to
comprise
that
committee.
Are
there
going
to
be
guard
wells
in
place
for
if
this,
then
this
and
it
because
right
now,
basically,
what
I'm
seeing
in
your
presentation
is:
they
can
take
no
action
corrective
action
plan
inspector
general
by
the
comptroller
how's
that
going
to
work.
N
So
we
would
defer
to
the
general
assembly
in
terms
of
committee
makeup,
just
like
any
other
ad
hoc
committee
or
committee
within
the
general
assembly.
Those
are
the
actions
that
can
be
taken,
but
the
questions
points
of
interest
related
to
fiscal
management
as
it
connects
to
student
achievement.
Those
would
be
questions
that
I
would
defer
to
the
general
assembly
to
ask,
of
course,
in
terms
of
what
you
are
seeing
in
those
three
pathways
or
options.
Those
are
the
three
that
are
outlined
in
the
bill.
K
Well,
that
just
raises
another
concern.
I
mean
there's
a
lot
of
stuff
that
you've
represented,
that
is
in
here,
and
it's
going
to
happen,
but
it's
not
specifically
outlined
in
the
language
of
the
legislation
itself,
and
so
it
sounds
like
you're,
really
relying
on
a
lot
of
administrative
rule
making
to
really
fill
in
the
blanks
here
that
concerns
me
given
the
well
the
constitution,
legislative
rule
making
and
so
forth.
We
often
talk
about
administratively
legislating
up
here.
So
that's
a
concern
of
mine.
That's
overarching
a
lot
of
this.
K
How
much
money
that's
been
allocated
under
this
or
proposed
to
be
allocated
under
this
tsa
plan?
Will
the
state
department
control
and
have
the
ability
to
contract
out
how
much
money
will
you
have
control
over
to
determine
where
it
goes
and
how
it's
allocated
with
respect
to
any
contracts?
Just.
N
K
And
so,
with
regards
to
the
waiting,
do
you
not
think
I'm
concerned
about
charter
schools
and
voucher
program
if
it's
allowed
to
move
forward
or
expands
in
any
way
in
the
future?
How
that
throws
off
the
waiting
under
the
legislation?
Do
you
have
any
concerns
about
that
and
have
you
all
given
any
thought
about
how
the
weights
are
going
to
be.
K
I
guess
altered
by
the
expansion
of
charters,
a
realtor
program.
N
So
the
weight
the
weights
in
that
are
outlined
within
the
legislation
would
be
in
statute
so
that
four
percent
for
the
charter
school
facility
line
is
the
same
as
economically
disadvantages
at
25.
Those
would
all
be
codified.
So
if
there
were
shifts
in
any
charter
school
enrollment,
the
student
would
generate
that
weight.
Just
like
the
student
would
generate
the
weight
for
economically
disadvantaged
or
concentration
of
poverty.
I
do
want
to
make
sure
to
add
that
we
also
increased
the
fast-growing
infrastructure
and
facility
stipend
for
traditional
public
schools.
N
N
So
that
money,
so
just
for
making
sure
everyone
knows
that's
recurring
funding,
we
have
six
million
that
is
recurring
in
the
budget.
Right
now
has
been
recurring
funding
for
a
while.
We
had
an
additional
18
million.
That
was
one
time
charter
school
facility
funding
is
something
the
general
assembly
funds
and
has
funded
for
a
number
of
years.
This
essentially
takes
the
funding
that
is
currently
outside
of
the
bep
and
brings
it
into
a
formula.
N
One
of
the
things
that
we
wanted
to
do
was
to
ensure
that
we
could
bring
as
much
that
is
outside
of
the
formula
into
one
consolidated
place
for
transparency.
I
think
this
is
a
really
good
example
of
a
lot
of
folks
didn't
know
certain
things
were
funded
outside
of
the
bep
and
what
we
think
is
really
important
is
people
should
know
what
state
dollars
are
going
to
what.
G
Thank
you,
and
I
I
know
this
is
the
second
week
in
lenten
season,
so
I
want
to
put
on
my
rev
love
cap
and
extend
a
little
bit
of
grace
all
right.
I
do
appreciate
what
you
have
done
with
the
weights
for
economically
disadvantaged
students.
I
think
it's
important
to
note,
because
when
we
had
conversations
about
growth
and
about
student
performance,
oftentimes
poverty
was
only
calculated
once
and
so
the
fact
that
you
have
poverty
concentrated
poverty.
G
Conversations
about
economically
disadvantaged
students,
oftentimes
gets
glossed
over,
so
I
do
want
to
in
this
moment
of
grace,
thank
you
for
that
and
for
the
peace
around
our
rural
counties
and,
of
course,
english
learners,
because
I
think
we're
talking
about
the
different
learning
that
occurs
across
the
state.
G
We
have
to
make
note
of
that
and
have
to
make
sure
that
we
equip
our
districts
with
as
much
as
we
can
to
get
all
of
our
students,
so
this
is
the
second
week
of
lent,
and
so
that
is
my
moment
of
grace.
Thank
you
all.
Thank.
A
We
know
y'all
been
going
at
this
for
about
three
of
the
last
four
hours.
We're
gonna
go,
represent,
clemens,
had
one
more
question
and
then
and
then
we'll
we'll
wrap
it
up.
K
Yeah,
I
I
guess
just
final:
I'm
gonna
have
more
questions.
Let's
go
through
this
obviously
like
everybody
will,
but
I
guess
one
of
my
bigger
concerns
also
is
what's
the
rush.
This
has
been
a
six-month
process.
I
mean
if
you
look
at
lamar
alexander,
I
mean
that
took
two
years
governor
mcwherter.
Even
when
we
were
looking
at
court
action,
I
mean
that
took
two
years.
It
actually
failed
twice.
I
think,
before
it
came
back
and
passed
in
the
regular
session,
you've
been
doing
this
six
months,
I
mean
you
rushed
a
lot
of
meetings.
K
What's
the
rush,
why
don't
we
back
up
think
through
this
and
really
get
to
the
point
because,
like
you
said,
I
think
my
colleague
said
we've,
I
he
said
two
weeks.
I
think
that's
a.
I
haven't
seen
it
two
for
two
weeks,
but
at
least
not
the
amendment,
and
why
are
we
rushing
this?
This
is
too
important.
I
mean
there
is
nothing
more
important
than
the
public
education
system
and
how
we
fund
it,
and
I
and
I
I
would
agree
that
the
bep
needed
revisiting.
K
N
So
I
think
I
would
probably
have
a
I
would
probably
disagree
with
the
framing.
I
think
30
years
is
a
really
long
time
to
have
a
formula.
We've
we've
gone
through
bep
review
committee
since
2004
I've
read
every
single
review
committee
from
2004
to
2021,
and
the
thing
that
is
the
same
is
almost
all
the
recommendations
that
is
year
after
year
after
year
of
saying
that
we
need
something
different
and
nothing
happening.
We
had
a
governor
haslam
had
a
task
force
in
2014..
That
was
one
year
long.
N
It
produced
a
report
after
one
year
of
engagement.
The
recommendations
in
that
task
force
look
almost
identical
to
what
we
heard
from
the
subcommittee
feedback.
So
at
some
point,
if
you're
hearing
the
same
thing
year
after
year
after
year,
if
you've
already
done
as
a
state
an
entire
year
of
a
task
force
that
has
the
same
recommendations
and
now
we
have
a
subcommittee
process
and
we've
said
from
the
beginning:
not
everything
is
going
to
get
funded.
We
have
to
prioritize
it's
it's
the.
Why
can't?
K
A
Thank
everybody
for
their
time
today,
their
questions.
Thank
you
for
your
presentation
and
answering
our
questions.
Without
objection,
we'll
go
back
into
session,
we
will
roll
house
bill
2143
to
the
hill.