►
Description
House Education Administration Committee- March 30, 2022- House Hearing Room 1
A
A
A
A
A
Welcome
everyone.
I
appreciate
you
being
here
for
the
house
administration
education
committee
started
a
few
minutes.
Late
health
committee
had
a
good
run
going
on
members
as
we
get
started,
we'll
first
of
all
have
the
roll
call,
and
then
we
will
see
if
anybody
has
any
announcements.
Madam
clerk,
would
you
call
the
row
representatives.
B
A
Did
he
walk
out
former
state
rep
who
you
said
on
education
roger
if
you're
out
there
come
on
back
in,
let
us
say
hello
to
you
yeah
and
if
he
walks
back
back
in
anyway,
for
those
of
you
don't
know,
he's
he's
set
on
in
the
house,
he
was
in
the
education
committee
members.
Let's
we
always
like
to
begin
our
our
committee
with
a
prayer.
Let's
bow
our
heads.
A
A
Members.
Let
me
give
you
a
couple
of
things:
we're
going
to
do.
We
we're
going
to
spend
most
of
time
on
the
the
school
funding
legislation,
but
before
that
we've
still
got
about
12
13
bills.
We're
going
to
do
four
bills
that
I
picked
out
that
shouldn't
take,
but
maybe
less
than
10
minutes
is
my
estimate,
and
then
we
get
on
the
tessa
bill,
start
on
that
and
we're
going
to
start
with
item
number
two.
I
believe
that's
representative
sparks.
B
B
A
A
You
got
a
motion,
second
rewrites,
the
bill
members.
Would
you
like
to
add
this
amendment
to
the
bill
for
proper
discussion,
since
it
does
rewrite
motion?
Second
objection
to
that,
seeing
none!
I
was
in
favor
of
adding
the
amendment
one
six,
four,
two
five
on
the
house
bill,
2253
indicator,
saying
aye
opposed
eyes.
Have
it
we
now
amended
representative
sparks
you're,
recognized.
B
Thank
you
chairman.
The
last
few
years,
we've
seen
more
than
ever
that
how
critical
school
nurses
are
in
our
k-12
public
school
system.
I
think
they're
needed
now
more
than
ever.
Just
recently
at
one
of
our,
I
don't
say
better
schools,
but
we
had
a
student
that
was
literally
put
in
a
coma,
as
we
know
that
nurses
are
critical
to
the
well-being
of
our
students.
B
A
third
of
our
nurses
in
tennessee
are
placed
on
a
certified
salary
schedule,
according
to
a
report
commissioned
by
then
senator
dolores
gresham
and
chairman
kumar,
in
fact
that
the
study
reported
that
two-thirds
of
our
school
nurses
hold
an
rn
or
higher
level
on
education,
meaning
that
they
are
similarly
educated
as
our
cte
teachers
who
are
paid
the
same
as
their
other
certified
staff
chairman
I
have
someone
who
I
believe
is
on
the
list.
That's
with
the
tennessee
association
of
school
nurses,
miss
danielle
creminger.
If
she.
E
Thank
you,
mr
chair
and
committee
members,
and
our
wonderful
sponsor
representative
sparks
I'm
here
today
as
an
officer
of
the
tennessee
association
of
school
nurses
to
join
with
the
tea
and
give
our
unequivocal
support
to
house
bill
2253
with
me
today.
I
have
shannon
groom,
marjorie,
hogan
and
danielle
banks.
We
are
all
executive
members
of
tassin
school
nurses
are
highly
trained
specialized
and
licensed
healthcare
professionals.
They
directly
impact
student
attendance
and
student
outcomes.
They
serve
vital
roles
in
schools,
as
leaders,
professionals
and
health
care
advocates
all
across
tennessee.
E
They
deserve
to
be
considered
certified
by
leas.
Let
me
share
why
it's
imperative
for
the
safety
of
all
that
a
licensed
nurse
be
available
to
students
and
staff
at
all
times,
according
to
the
cdc,
40
percent
of
children
have
chronic
health
conditions.
Those
conditions
create
health
care
emergencies
that
require
immediate
attention
and
then,
according
to
the
tennessee
department
of
education,
all
students
with
a
chronic
health
care
condition
should
have
an
assessment
by
a
school
nurse.
That's
on
page
five
of
our
state
guidelines.
E
E
Today's
nurses
are
taking
care
of
students
that
are
much
more
medically
complex
examples
of
what
we're
doing
on
a
daily
basis,
are
tube
feedings,
tracheostomy
care
and
suction
urinary,
catheterizations,
ostomy
care,
managing
life-threatening
allergies,
diabetes
management,
insulin,
administration,
adrenal,
insufficiency
management
and
education,
medication,
administration,
asthma,
we're
covered
pandemic
leaders
and
frontline
heroes,
emergency
first
responders.
We
attend
and
advise
and
iep
meetings
and
504
meetings
we
create
those
ihps.
E
E
School
nurses
hold
a
license
from
the
tennessee
department
of
health
they're
required
to
attend
a
rigorous
nursing
curriculum
from
an
accredited
institution.
They
have
to
pass
a
difficult
state
board,
that's
nationally
recognized
and
called
nclex
and
they're
required
to
meet
certain
criteria
to
renew
their
licenses
biannually
their
roles
in
schools
are
as
a
professional.
E
Another
thing
I'd
like
you
to
know
is
that
the
tennessee
department
of
education
defines
a
school
nurse
as
a
professional
licensed
as
a
registered
nurse
by
the
tennessee
board
of
nursing
as
part
of
the
school
education
team.
School
nurses
manage
the
school
health
services
in
collaboration
with
their
supervising
personnel,
principal
and
superintendent.
E
A
A
A
A
B
House
bill
2226
is
regarding
the
middle
college
program
that
is
operated
by
two
year,
post-secondary
institutions
and
partnerships
with
leas.
It
permits
students
in
the
fall
of
their
junior
year
of
high
school
to
enter
into
your
institution
and
earn
a
high
school
diploma
and
an
associate's
degree.
At
the
same
time,
a
lot
of
these
people
even
graduate
from
from
college
with
associates
degree
before
they
graduate
from
high
school
95
percent
of
the
students
who
complete
the
program,
continue
on
to
get
a
four-year
degree.
A
Okay,
this
bill
that
I,
the
miller
colleges,
are
very
important
with
cte.
Any
questions.
Comments
equate
to
represent
powers,
questions
be
called
objection
hearing
all
those
in
favor
2226,
going
out
to
finance
ways
of
means,
indicative,
saying
aye
opposed
eyes
have
it.
Thank
you,
mr
chairman.
Thanks,
sir.
A
A
A
B
I
believe
you
all
got
a
spreadsheet
that
chairman
curcio's
interns
were
so
as
I'm
so
thankful
that
they
worked
on
where
they
looked
up
and
studied
each
one
of
our
colleges
in
the
state
and
right
now
we
have
somewhat
of
a
discombobulated
system
how
we
do
things
are
not
really
standard
statewide,
and
this
would
simply
instruct
tasser
to
look
at
that
be
sure
we're
adopting
the
best
policies
and
procedures.
Statewide,
especially
you
know,
a
crime
on
campus
is
very
serious
thing.
B
We
want
to
be
sure
all
these
crimes
are
reported
and
handled
properly,
just
for
process
of
discovery
and
retention
of
data.
We
just
need
to
ensure
that
those
calls
are
stored
and
retrievable
and
we
have
access
to
those
for
any
legal
proceedings
or
any
civil
matters
in
the
future.
Thank
you,
chairman
and
committee,
I'll,
take
any
questions.
Okay,.
A
A
A
A
A
B
Thank
you,
mr
chairman.
Thank
you
committee
house,
bill
2341
was
brought
to
me
and
it
requires
that
all
school
personnel,
instead
of
only
teachers,
be
trained
at
least
once
every
three
years
on
the
detection,
intervention,
prevention
and
treatment
of
human
trafficking
and
because
in
2018
a
trafficking
situation
was
uncovered
at
a
tennessee
public
high
school.
The
person
who
identified
the
situation
witnessed
suspicious
behavior,
tried
to
talk
to
the
students
and
initially
wasn't
sure
what
he
was
seeing.
It
took
him
weeks
or
longer
to
call
the
authorities
to
share
his
suspicions.
B
He
was
not
a
classroom
teacher
and
under
current
law,
no
one
at
schools,
except
for
teachers,
are
trained
in
detecting
and
intervening
where
there
may
be
trafficking
of
students,
and
you
know
this
was
very,
very
disturbing,
and
we
we
just
want
to
make
sure
that
a
situation
where
people
that
are
on
the
front
lines
with
students,
whether
or
not
they're,
teaching
or
not,
are
able
to
take
this
training
to
be
able.
You
know
to
to
see
what
might
be
happening
to
report.
B
So
that's
what
we
just
wanted
to
make
sure
that
we
have
provided
the
training
for
anyone
that
might
be
dealing
with
the
students
so
that
they
could
report
this
and
so
really
what
it
does.
It
just
says
if
the
lea
says
that
employees
deal
directly
with
the
students,
that's
the
ones
that
the
local
lease
would
be
able
to
determine,
who
deals
directly
with
the
students
and
who
they
would
want
to
require
to
go
through
this
training.
G
A
A
Last
fall
early
last
fall
the
department,
the
administration
all
started
working
on
a
plan
to
see
after
30
years
of
bep.
If
we
could
come
up
with
a
plan
that
would
better
fund
our
our
k-12
education,
and
so
we
have
before
us
the
tennessee
investment
and
student
achievement
act
we
commonly
refer
to
as
tisa
or
tisa.
I
think
we're
pronouncing
different
ways
tissa,
and
so
the
bill
has
been
before
us.
A
There's
been
tons
of
work
done
on
this
last
fall
before
we
ever
came
into
session,
and
we
have
been
working
on
this
diligently
since
we
came
in
the
session
in
january.
Working
on
different
drafts.
One
thing
I
can
say
is
that
this
discussion
has
been
totally
open.
All
this
time
we
have
been
listening,
the
department's
been
listening
across
the
states.
A
Last
week,
toss
was
in
town,
and
I
spoke
too
many
talls
tennessee
organization,
school
superintendents
and
I
spoke
to
many
of
the
superintendents
at
their
their
morning.
Breakfast
I've
been
getting
letters
from
districts
all
across
state
and
our
superintendents
from
what
I'm
hearing
they
are
pleased
with
where
we
are
on
this
particular
legislat
legislation.
A
For
the
past
three
weeks,
we
have
left
this
bill.
It
came
before
k-12
under
chairman
haston
and
for
three
weeks
this
bill
has
laid
in
in
in
the
subcommittee
and
we've
been
talking
about
it,
and
we
have
allowed
amendments
to
come
forth
from
the
general
public
as
well
as
as
members
in
the
general
assembly.
A
A
A
That
is
the
amendment
and
members.
I
will
let
the
commissioner
and
the
department
administration
do
most
of
the
explaining
since
we're
fortunate
to
have
them,
but
this
is
the
amendment
that
came
out
of
of
k
through
12
subcommittee.
It
is
the
original
draft,
plus
any
amendments
that
were
added
during
they
were
all
rolled
together
so
16403..
A
Now,
let
me
just
say
these
words
as
we
go
through.
I
have
been
on
the
education
committee
for
nine
years
and
ever
since
those
entire
nine
years,
we've
always
had
people
say
the
bep,
the
bep
we
just
we're
not
fully
funding
it,
and
only
only
known,
and
so
I
am
very
pleased
with
where
we
are
with
this.
As
a
matter
of
fact,
I'm
even
satisfied
with
what
came
out
of
out
of
of
subcommittee
and
I'm
getting
that
from
many
of
the
superintendents.
A
You
are
funded
per
student
and
personally,
I
think
this
puts
a
lot
of
flexibility,
a
lot
of
accountability
on
our
districts
to
take
the
money
they're
they're
being
given
and
use
it
on
their
student
needs.
Education
is
about
the
student.
Education
is
not
about
all
the
other
things
that
we
a
lot
of
times,
try
to
put
before
us,
so
they
will
be
funded
based
on
student
needs
and
there's
three
priorities:
empower
each
student
to
read
by
third
grade
prepare
each
high
school
graduate
to
succeed
in
higher
education
or
the
career
of
their
choice.
A
You
know,
cte
is
so
important
now
and
then
providing
student.
The
resources
to
succeed,
regardless
of
the
students
and
individuals
circumstances,
and
then
this
has
four
really
four
elements
of
funding.
You
have
a
base
funding
which
is
basically
what
the
bep
was.
All
these
are
elements
in
there,
and
then
you
have
funding
based
on
student
weights
depending
on
on
the
type
of
students
in
there,
and
we
get
into
that
in
the
details
and
then
there
is
direct
funding
for
things
outside
the
base
funding
and
then
there's
an
outcome
funding.
A
We
fund
our
colleges
based
upon
graduation
of
our
students
and
they
get
the
extra
money
that
way.
This
was,
if
there's
incentives
where
you
have
third
graders
reading
on
third
grade
level
by
the
end
of
third
grade,
there's
an
incentive
there's
for
the
least
to
draw
down
additional
funds.
So
there's
a
lot
of
parts
that
I'm
really
happy
with.
I
feel
very
comfortable
with
it
at
this
stage,
but,
mr
chairman,
if
we
could
at
this
point
in
time,
yes,
sir.
G
C
A
G
A
I
I
There
was
three
amendments
that
made
the
bill
that
we
looked
at
in
the
subcommittee,
so
the
last
amendment
we
adopted
in
the
subcommittee
that
made
the
bill
and
those
other
amendments
we
adopted
last
week
have
been
combined
into
this
one.
That
is
absolutely
correct.
Okay,
so
not
the
previous
versions
in
the
original
versions
of
the
bill.
A
G
G
A
G
Well,
do
and
I'll
take
a
a
second
here
as
chairman
to
to
acknowledge
folks.
We
have
a
big
bill
before
us.
A
lot
of
discussion
to
be
had
today
and
I
know,
there's
a
lot
of
questions.
So
what
I'll
ask
as
we
move
forward
is
members
please
be
respectful
of
other
members
and
the
questions
they
have
as
we
discuss
and
have
presentations
and
ask
questions
if
we
have
commentary,
let's
keep
that
to
a
minimum
and
get
to
questions.
I
know
we
all
have
statements
we
want
to
make,
and
that
is
understandable.
G
We
want
to
get
there,
but
we
also
want
to
make
sure
we
get
the
questions
in
a
timely
manner,
so
we
can
get
answers
in
a
timely
manner.
So
I
would
ask
that
that
respect
be
shown
and
of
your
colleagues
as
we
move
through
today.
So
with
that
we
will
go
out
of
session
and
we
have
a
guest
speaker,
dr
kathy
beck,
make
your
way
up
to
speak,
please
and
for
the
record,
if
you'd
state,
your
name
and
who
you're
with
and
you'll,
have
three
minutes,
dr
beck.
Thank
you.
E
Okay,
my
name
is
dr
kathy
beck,
I'm
the
director
of
schools
for
chetham
county
school
district
good
afternoon,
and
thank
you
so
very
much
for
allowing
me
to
testify.
It
is
my
honor
to
share
with
you
my
experience
in
regards
to
the
tennessee
investment
and
student
achievement
act.
I
did
serve
on
the
school
personnel
subcommittee.
E
I've
been
in
my
position
for
five
years,
and
I
can
certainly
tell
you
that
the
biggest
challenge
I
face
on
a
daily
basis
is
creating
a
budget
that
allows
us
to
offer
a
high
quality
education
for
all
students
in
cheatham
county
in
cheatham
county.
We
are
surrounded
by
some
of
the
highest
paying
districts
in
the
state.
Chetham
county
is
a
rural
county
with
very
little
local
tax
base
to
support
a
competitive
teacher
salary.
We
often
hire
new
teachers
only
to
be
able
to
keep
them
for
about
three
years.
E
Having
having
the
additional
funding
that
tissa
would
offer
would
help
us
to
recruit
and
retain
high
quality
teachers,
and
this
in
turn
would
enable
us
to
ensure
that
all
students,
regardless
of
location
or
learning,
need,
are
served
at
a
high
level
prior
to
the
esser
funding
from
the
federal
government.
Our
budget
did
not
allow
us
to
meet
the
recommended
nurse
to
pupil
ratio.
E
Once
esther
goes
away
without
tissa,
we
will
not
be
able
to
meet
this
ratio,
we
had
a
student,
he
was
six
years
old
and
he
went
into
an
elementary
office
to
see
the
nurse
we
were
lucky
in
that
we
have
nine
nurses
now
to
serve
13
schools.
He
was
complaining
of
pain
in
his
jaw
and
as
the
nurse
that
was
there
began
to
examine
him.
She
started
applying
the
stroke
protocol
as
she
was
concerned
with
his
symptoms.
He
was
six
years
old
and
he
was
having
a
brain
aneurysm
in
the
office
of
our
elementary
school.
E
If
the
nurse
had
not
been
there
that
day
to
apply
the
stroke
protocol,
that
little
child
would
not
have
made
it
out
of
the
office
when
I
took
this
job
five
years
ago,
I
learned
that
cheatham
county
did
not
have
the
funding
for
high
quality
curriculum.
We
did
not
have
curriculum
for
any
of
the
core
subjects.
Our
county
commission
then
approved
for
a
one-time
allotment
for
me
to
be
able
to
purchase
curriculum
in
ela
and
math.
E
Tissa
offers
a
recurring
fund
so
that
all
of
the
students
in
chetham
county
are
assured
a
guaranteed
and
viable
curriculum
aligned
to
current
standards.
This
helps
supports
access
for
all
students
and
raises
the
bar
so
that
all
students
can
meet
high
expectations
and
have
the
opportunity
to
be
competitive
for
entry
into
a
university.
A
trade
school
or
a
job
cheatham
county
is
a
best
for
all
school
district.
E
Rsr
budget
went
for
instructional
materials
and
personnel
to
move
the
needle
for
student
achievement
when
esser
goes
away,
we
will
greatly
struggle
to
continue
to
provide
for
the
most
basic
needs
that
other
districts
take
for
granted.
Tsa
will
give
us
the
ability
to
continue
serving
our
students
instructionally
in
the
highest
quality
possible
and
to
meet
the
high
expectations
for
the
state
of
tennessee.
E
G
E
E
We
have
an
elementary
school
that
is
larger
than
two
of
our
high
schools
and
it
does
not
have
up
until
recently
with
the
essa
funding
and
assistant
principal.
So
we
will
be
able
to
address
things
like
that
that
other
school
districts
take
for
granted
art
teachers.
We
did
not
have
art
teachers
in
elementary
most
basic
things
that
that
we
would
want
to
put
in
place
to
make
sure
that
all
students
have
a
high
quality
education.
We
will
be
able
to
do
with
this
funding.
G
I
I
Thank
you,
mr
chairman,
and
what
is
your
looking
down
the
road
so
three,
four
years
down
the
road
when
the
local
match
catches
up?
What
what
are
the
have?
You
looked
at
putting
any
safeguards
in
place
that
is
going
to
prepare
you
for
any
additional
local
funding,
you're
going
to
have
to
provide
at
that
time
and
what
steps
you
might
have
to
take
to
provide
the
funding
required.
E
I
I
E
It
certainly
is
just
not
a
big
big
enough
piece
of
pie.
As
I
said
when
I
got
here
five
years
ago,
we
did
not
even
have
textbooks
or
curriculum.
Certainly
that
has
been
a
struggle
in
regards
to
the
budget.
Our
local
sales
tax
is
is
challenged.
You
know,
cheatham
county
is
very
rural
and-
and
so
just
like,
I
said,
basic
things
like
art
for
elementary
music
classes,
any
kind
of
focus
on
the
arts,
high
quality
curriculum,
making
sure
that
we
have
assistant
principals
in
schools
that
have
high
populations.
E
E
I
You
recognize
thank
you,
mr
chairman,
last
one,
I'm
sorry,
and
so
I
I
will
get.
I
was
getting
that
I
may
have
not
been
clear
the
structural
problems
with
the
bep,
the
inherent
fundamental
problems
with
the
bep
themselves.
I
I
don't
think
anybody
here
would
disagree,
or
I
hope
not,
that
the
pie
needs
to
be
bigger
sure,
but
this
is
really
looking
at
how
you
slice
it
up
and
placing
a
value
on
each
child.
I
E
It's
written
from
my
perspective,
and
I
please
know
I
am
no
school
finance,
guru
or
expert
in
any
measure.
I
am
an
expert
in
instruction,
but
I
would
say
the
bep
is
so
complicated
that
I
couldn't
begin
to
explain
it
to
anyone.
I
I
I
never
know
exactly
what
to
expect
what
we're
going
to
have.
We
were
able
to
take
the
components
of
the
tsa
funding
and
we
ourselves
were
able
to
take
our
own
data,
plug
it
into
the
tusa
formulator
formula.
Generator.
E
I'm
not
sure,
that's
the
correct
word,
but
it
was
very
easy
to
see
what
we
would
get
so
for
me
in
my
role
just
having
this,
the
more
simple
model
based
on
student
needs.
I
think
that
would
be
much
more
ambitious
for
school
districts
across
the
state.
You
know
to
have
a
one-size-fits-all
and
a
resource-based
funding
doesn't
really
meet
the
needs
of
individual
students
as
well
as
this
formula
does.
H
E
H
E
H
I
assume
you
work
with
your
school
board.
Yes
and
the
elected
members
of
your
of
your
school
board.
You
put
together
a
budget
with
them,
yes
and
you're,
going
to
put
together
a
budget
based
off
of
the
4.2
million
dollar
increase.
Yes,
currently
the
people
in
your
district,
the
citizens
in
your
district,
are
paying
for
100
of
100
teachers.
H
Are
you
going
to
use
the
4.2
million
to
make
them
whole
so
that
your
local,
your
local
taxpayers,
don't
have
to
pay
for
them
anymore?
What
what
is
your
goal
on
in
theory,
what
you're
going
to
ask
your
school
board
to
do
with
that
4.2
million,
and
then
the
follow-up
question
to
that
is
what
you're
going
to
do?
How
is
that
going
to
move
your
outcomes
to
where
we
get
more
kids
provision.
E
All
right,
let
me
think
about
the
different
pieces
of
your
question.
Certainly,
we
would
use
some
money
to
help
raise
our
salaries
and
benefits.
Yes,
we
would
like
to
be
able
to
find
100
of
our
teachers,
as
you
know,
with
the
bep
funding
75
of
our
teachers.
It's
always
difficult
for
us.
In
our
end,
when
we
get
the
message
that
there's
going
to
be
a
four-point
raise
for
our
teachers
and
then
the
bep
doesn't
fund
for
that,
so
that
would
be
really
nice
to
have
them
all
under
one
umbrella.
H
H
E
E
We
were
able
to
purchase
for
the
lower
ones,
but
I
I
think
the
big
piece
of
it
would
be
raise
teacher
salaries
and
benefits
so
that
we
could
be
competitive
and
we
can
retain
our
teachers
and
it
doesn't
become
a
revolving
door
to
go
to
the
higher
paying
districts
and
continue
with
curriculum.
That
has
been
a
struggle
for
us
the
whole
time.
E
Professional
development,
I
think,
is
very
much
needed
in
an
ongoing
manner
to
make
sure
that
we
can
pay
for
professional
development
that
our
teachers,
when
they
come
straight
out
of
college,
that
we
can
train
them
and
how
to
provide
first
best.
Instructional
practices
for
our
students
have
programs
to
make
sure
our
ongoing
progress.
Monitoring
that
when
we
take
the
the
tn
ready
in
april
that
we
have
progress,
monitored
all
along
and
that
it's
not
a
there's.
No
surprise
as
to
what
our
students
are
able
to
know
that.
B
G
A
One
of
the
members
that
on
the
full
committee
that
weren't
sitting
on
the
subcommittee,
because
it
was
mentioned
about
charter
schools,
charter
schools
in
the
original
draft.
If
you
were
charter
school
student,
that
was
one
of
the
weights,
so
it
was
put
into
the
tisa
formula.
That
is
one
of
the
amendments
we
adopted
last
week.
Charter
schools
have
been
moved
back
out
of
the
tissa
formula,
and
now
they
would
be
directly
funded
like
they
always
have
been.
So
they
are
not
a
part
of
the
tissa
funding
formula.
G
Thank
you,
chairman
white
members.
Next,
we
have
on
our
list
we'll
go
out
of
session
and
next
on
our
list.
We
have
representatives
from
the
department
of
education
and
from
the
administration.
So
if
y'all
would
make
your
way
up
to
the
tables
in
front
of
us-
and
I
I
believe
they'll
be
bringing
us
up
to
date
on
where
we
are
at
this
point.
F
Thank
you,
sir,
so
I
will
just
start
with
some
brief
comments
and
so
to
start
and
give
give
an
idea
of
where
we
are
at
this
time.
So
we
had
a
great
opportunity
of
having.
I
think,
a
really
robust
discussion
in
the
subcommittee
want
to
walk
through
where
we
are
with
the
bill.
Some
of
those
adjustments
and
amendments
that
chairman
white
referred
to
so
in
in
tusa.
F
It
is
a
student-based
funding
formula
what
it
what
it
allows
for
is
a
base,
that's
the
funding
that
would
go
to
any
student,
no
matter
where
they
live.
The
weights
specific
to
unique
learning
needs
students
who
are
in
sparse
or
small
communities
and
then
certainly
wanting
to
make
sure
that
every
student
gets
funded
based
on
those
individual
needs.
We
go
to
direct
funding.
Those
are
looking
at
things
like
tutoring.
F
One
of
the
amendments
that
was
was
made
in
the
subcommittee
was
to
include
both
those
students
who
are
scoring
at
the
below
level
as
well
as
well
as
those
who
are
scoring
at
the
approaching
level
in
that
third
grade
tcap.
I
think
really
important
as
we
strive
for
ensuring
every
child
is
reading
proficiently
or
at
least
proficient
on
the
by
third
grade.
This
additional
funding
will
be
very,
very
helpful
and
important
for
our
school
districts.
F
Additional
funding
within
that
direct
category
includes
k-3
500
for
every
k-3
student.
It
also
increases
the
funding
for
cte.
We
know
that
that's
incredibly
important,
we
heard
from
districts
in
the
subcommittee
feedback
and
elsewhere
that
the
cost
of
keeping
updated
machinery
equipment,
ensuring
that
we
have
up-to-date
programs
that
that
that's
more
expensive
and
so
you'll
see
an
increase
five
thousand
dollars
on
average
per
student
and
then
certainly
continues
to
pay
for
the
act
and
the
act
retake.
F
The
last
component
of
a
student-based
formula
includes
outcomes.
One
of
the
amendments
that
you
will
see
includes
within
that
outcomes
that
we
must
call
a
committee.
We
added
some
additional
folks
to
make
sure
that
it
was
very
clear
who
would
be
on
that
committee
and
those
would
be
recommendations
that
would
go
through
rule
making
process.
F
One
of
the
other
things
that
was
added
in
terms
of
the
amendments
ensures
that
the
state
board
of
education
will
either
provide
a
positive,
a
neutral
or
a
negative
recommendation
through
that
rule
making
process
in
that
rule
making
process.
It
goes
through
a
public
comment
period.
It
includes
a
significant
stakeholder
feedback.
It
would
then
go
to
the
state
board
for
a
recommendation
before
it
went
to
the
government
operations
committee,
at
which
point
they
would
review
any
of
the
rules.
F
So
there
are
kind
of
three
stages
to
that
rule,
making
process
for
all
of
the
components
in
the
bill,
and
that
was
a
pretty
significant
and,
I
think,
very
important
change.
I'm
happy
to
answer
any
questions
that
you
have.
The
only
thing
that
I
would
say
is.
I
think
that,
going
through
the
number
of
weeks
and
a
lot
of
the
feedback
and
amendments
that
have
been
made,
the
bill
is
stronger.
F
In
doing
that,
we
were
able
to
provide
updated
projections
to
every
school
district.
They
now
have
those
both
what
the
tisa
formula
would
produce
or
generate
for
the
students
they
serve
and
then
separately
the
fiscal
capacity
and
local
contribution.
We
have
that
modeled
out
for
the
bep
and
tisa
from
this
year,
so
fiscal
year,
23
through
fiscal
year
30..
I
want
to
make
sure
all
of
you
have
those
for
your
districts.
We
also
have
a
binder
that
includes
those
printouts
for
every
single
district
in
the
state,
and
it
is
really
important.
F
I
think
the
graph
helps
to
show
this
idea
of
a
fiscal
cliff
is
just
inaccurate.
When
you
look
at
the
bep
projected
fiscal
year,
23
through
fiscal
year
30,
you
can
see
in
the
charts
exactly
what
happens
to
the
local
contributions
year
over
year.
It
is
really
important
to
kind
of
dig
into
that
within
our
local
communities.
We
provided
that
information
again
to
our
superintendents
as
well
as
to
to
all
of
you.
G
G
I
Thank
you,
mr
chairman,
and
just
a
quick
clarification.
So
these
direct
allocations
that
go
to
the
lea
and
subsection
d
there
on
page
11
of
the
new
amendment
specifies
this
that
they
must
be
administered
and
allocated
by
the
department
of
the
lea
in
which
the
students,
a
member
for
the
duration
of
the
student's
membership,
so
that
money
we're
portraying
this
as
a
dollar
value
on
each
child,
which
is
questionable,
but
so
once
the
lea
gets
that
money
for
the
membership
of
that
child.
I
F
And
so
I
I'm
so,
I
just
to
clarify
you're
talking
about
just
the
for
direct
funding,
so
like
a
cte
or
the
k
through
okay.
Thank
you,
sir,
so
yeah.
So
it
continues
to
be
flexible
funding.
So
if,
if
a
student
moves
from
district
a
to
district
b
january
23rd
to
january
24th,
whatever
funding
is
generated
for
that
student
remains
flexible,
it
is
district
autonomy
in
terms
of
making
decisions
that
are
in
the
best
interest
of
their
local
communities,
similar
to
how
it
is
under
the
current
formula.
I
Follow-Up
yeah,
so
my
question
is
we're
saying
we're
putting
the
value
on
all
these
dollar
value
on
these
direct
allocations.
For
you
know
a
charter
school
say
once
that
school
gets
that
funding
it
goes
into
a
pot
it
doesn't,
it
must.
Does
it
have
to
be
spent
on
that
child?
For
that
specific
purpose,
you
recognize
yes,.
F
Sir,
so
so
no
so
the
fun
the
student
and
the
specific
needs
of
that
child
is
what
generates
the
funding.
The
total
students
and
the
funding
they
generate
is
all
together,
and
then
the
district
makes
the
decisions
at
the
district
level
that
they
believe
are
most
important
for
moving
student
achievement
forward.
Now.
F
So
you
will
be
able
to
see
that
crosswalk
between
you
know
this
school
generated
five
hundred
thousand
dollars
for
k
through
three
literacy,
and
this
is
how
much
they
actually
spend
on
k-3
literacy,
so
you'll
be
able
to
see
and
have
transparency
into
spending
based
on
the
funding,
that's
generated
both
at
the
school
and
the
district
level,
but
it
remains
flexible.
The
only
exception
to
that,
of
course,
is
the
a.c.t
or
post-secondary
assessments
that's
outlined
in
terms
of
paying
for
the
act
and
the
retake.
I
Follow-Up
yeah
I'm
just
trying
to
see
how
it's
different
from
the
bep
in
that
regard,
because
the
bep
the
schools
get
the
these
these
funds
and
they
can
spend
them.
However,
they
want
so
I
I
thought
it
was
my
understanding
that
that
was
problematic
and
that's
why
you
wanted
this
funding
to
follow
the
child,
but
now
you're
saying
it
goes
into
one
pot
and
the
school
is
going
to
spend
it.
However,
they
want.
So
I
guess
I'm
curious
as
to.
I
F
That
is
all
the
funding
side.
I
think
what
you're
speaking
to
is
the
spending
side,
and
it
is
just
kind
of
a
philosophical
belief
about
local
control
and
wanting
to
make
sure
that
districts
can
make
those
really
critical
decisions
based
on
the
needs
of
their
communities,
believing
that
those
closest
to
the
students
can
make
the
most
informed
and
best
decisions
for
those
students
that
they
serve.
Both
formulas
do
that.
I
think
the
transparency
and
reporting
on
how
those
funds
generated
are
actually
spent.
H
F
H
F
H
F
Yes,
sir,
so
the
intent
of
the
funding
would
be
similar
to
the
charter
school
facility
grant
that's
funded
outside
of
the
bep,
and
it
would
be
to
support
things
like
rent
for
that
charter.
Schools
might
pay
or
sometimes
having
to
purchase
a
facility.
It
would
be
for
that
same
intent
as
the
funding
exists
now.
H
So
a
student
that
goes
to
a
public
school,
a
little
portion
of
that
baseline
will
have
capital
outlay
in
it.
For
them,
a
student
that
goes
to
a
charter
school
will
have
a
little
bit
of
capital
outlay
for
each
one
of
their
students,
plus
we're
going
to
give
them
something.
On
top
of
that,
so
far,
am
I
right.
F
Yes,
sir,
that's
correct,
and
so
currently,
because
when
it's
under
a
grant,
you
put
restrictions
on
a
grant
or
you
can
put
restrictions
on
a
grant
moving
as
much
as
possible
again
from
outside
the
formula
to
wanting
it
to
be
in
one
place.
It
would
allow
for
that
same
flexibility.
I
will
say
that
we,
we
typically
have
more
subscription
or
more
requests
for
that
charter.
School
facility
fund
for
facility
needs
because
they
have
their
basic
kind
of
capital
and
then
paying
rent
or
whatever
else
they
might
need
to
do.
H
J
Thank
you,
mr
chairman,
thank
you,
commissioner,
and,
and
you
know
I
think
we
we've
talked
about
this
just
a
little
bit.
I
think
this
is
the
formula
is
moving
in
the
right
direction.
I
think
it's
it's
much
more
transparent
and
just
got
a
few
questions
just
on
practical
application
of
it
like
once
it's
out
in
the
field.
You
know
it
looks
nice
now.
I
just
want
to
make
sure
that
that
it's
that
it's
agile
when
it's
out
there.
J
So
if
you
don't
mind,
I'm
going
to
ask
just
a
couple
couple,
quick
questions,
one
just
for
some
clarification
on
on
the
portion
where
it's
talking
about
direct
allocations.
So
what
we
were
just
discussing
when
we,
when
we're
looking
at
our
projections,
that
the
ones
that
project
out
to
fiscal
year
30
are
those
direct
allocations
included
in
those
projections
or
that's
kind
of
out
or
that's
outside.
F
J
Some
assuming
you
know,
obviously
that
that
means
that
that
could
generate
some
extra
funding
for
each
student.
That's
not
proficient
there,
which
I
understand
tell
me,
though,
how
do
we
make?
How
do
we
make
sure
that
that
doesn't
become
a
perverse
incentive?
You
know
where,
where
the
the
more
students
that
a
school
is
producing,
that
who
are
not
proficient
they're
receiving
more
funding.
For
that
I
understand
the
purpose,
but
how
do
we
make
sure
that
that
doesn't
have
an
unintended
perverse
incentive.
F
Yes,
sir,
and
I
think,
a
very,
very
good,
fair
question:
one
of
the
things
is
last
special
session.
The
general
assembly
passed
the
learning,
loss
and
student
acceleration
act,
and
I
think
one
of
the
components
of
that
is
for
those
students
who
are
not
yet
on
track
or
mastered
for
third
grade
reading
tcap.
They
are
required
to
obviously
there's
there's
the
retention
pathway.
I
think
all
of
our
superintendents
will
probably
choose
either
testing
retake.
If
you
are
below
you
must
provide
summer
programming
and
tutoring.
F
F
I
think
all
of
them
are
incentivized
to
accelerate
achievement
and
show
their
great
work,
but
but
from
a
safeguard
perspective,
because
I
think
that's
what
you're
asking
for
we
do
have
an
accountability
system
and
that
accountability
system
will
have
letter
grades
a
through
f
and
so
that
that
is
kind
of
that
academic
accountability.
To
ensure
that
we
are
reflecting
the
good
work,
that's
happening
in
our
districts
across
the
state.
J
And
then
just
one
final
one-
and
this
one
is-
is
a
little
bit
of
a
bigger
question.
So,
hypothetically,
let's
say
in
two
years:
the
general
assembly
we
say
we
want
to
give
teachers
a
two
percent
raise
on
the
on
the
state
portion
of
funds.
We
want
to
make
sure
that
they're
getting
a
two
percent
raise
and
we
want
to
make
sure
that
that
gets
two
teachers
if
we
say
that
if
we
pass
that
plug
that
into
the
machine,
tell
me
tell
me
how
that
works
in
this
new
formula.
If
you
don't
mind,
commission.
F
Yes,
sir,
so
one
of
the
things
that
we
would
just
from
a
step-by-step
perspective,
general
assembly,
says
we
want
to
make
sure
that
we
have
100
million
dollars
for
educator
salary
increases.
So
what
we
would
do
is
we
would
want
to
say
here's
what
that
would
look
like
if
you
put
100
million
in
the
base
and
here's
what
that
ends
up
generating
in
the
total
formula
once
it
goes
through
the
weights
and
we're
able
to
say
this
is
the
state
cost,
and
this
is
the
local
cost.
F
It's
just
a
matter
of
whether
you
would
like
to
put
more
into
public
education,
or
you
want
to
cap
it
just
at
the
100
100
million
dollar
mark
as
a
placeholder,
and
then,
if
I
might
one
of
the
things
I
forgot
to
say
and
and
would
be
remiss
if
I
didn't
is
that
we
have
on
the
outcome
side.
At
least
the
current
proposal
for
outcomes
does
have
a
20
outcomes,
essentially
weight
for
third
graders,
who
are
proficient
on
the
tcap
40
for
those
who
are
economically
disadvantaged.
F
C
F
The
the
district
would
have
flexibility
in
terms
of
how
they
choose
to
to
spend
their
funding.
We
do
have
that
accountability
system,
though
that
certainly
measures
performance
of
students.
I
also
would
again
say
that
I
believe
our
districts
are
going
to
invest
in
ways
that
are
going
to
accelerate
achievement,
and
I
believe
metro
nashville
falls
into
that
category.
Of
course
sure.
C
C
C
That's
what
gives
me
pause
about
just
saying:
yes,
they
have
the
flexibility.
If
the
money
is
supposed
to
follow
the
child,
then
how
do
we
ensure
that
the
programs
are
for
that
child
because
oftentimes
with,
I
think,
title
one
dollars?
It's
it's
that
child
generates
dollars
and
other
students,
of
course,
can
benefit
from
it.
But
at
least
those
dogs
do
address
that
child
right,
and
so
that's
that's
my
concern.
I
hope
you,
you
know,
think
about
that
when
we're
when
we're
going
through
this
process,.
F
I
think
three
years
ago
we
wouldn't
have
expected
the
types
of
things
we
would
need
to
spend
money
on
during
a
pandemic,
and
thank
goodness,
we
have
some
flexibility
in
how
we
can
do
that.
I
think
none
of
this
prevents
the
general
assembly
from
coming
back
and
making
different
decisions
in
the
future.
I
think
a
student-based
formula
allows
for
that
flexibility
so
that
it
can
grow
and
evolve
with
the
students
who
are
in
our
public
schools
each
and
every
day.
F
I
trust
that
our
accountability
system
holds
districts
accountable
for
certain
outcomes
that
you
all
have
said.
You
want
to
make
sure
we
hit
and
in
public
schools
across
the
state
and
as
our
student
populations
change,
our
districts
are
changing
and
growing
and
tennessee
continues
to
grow
as
a
state.
F
We
have
got
to
have
a
formula
that
grows
with
the
state
that
kind
of
flexibility
allows
for
districts
to
make
dynamic,
real-time
decisions
in
the
best
interest
of
their
students,
and
that's
why
I
believe
that
autonomy
is
so
important
without
that
you
cut
you
hamstring,
our
districts,
so
to
speak,
and
it
really
says
this
is
how
we
think
you
should
spend
the
money
today.
We
don't
know
what
that's
going
to
look
like
in
10
years.
Flexibility
allows
for
a
formula
to
grow
with
the
districts
that
the
students
that
they
serve.
D
Thank
you,
mr
chair,
and,
and
thank
you,
commissioner,
and
team
for
being
here
along
the
lines
of
my
what
my
colleague
mentioned
after
a
a
great
spurring
from
his
wife,
can,
can
those
funds
be
spent
on
anything
outside
of
that
subject
matter,
I
know,
there's
flexibility,
but
is
it
flexibility
within
that
space,
or
is
it
flexibility
for
anything?
Commissioner?.
F
If
they
are
truly
flexible
funds
and
again
and
and
this
is
something
I
I
would
want
to
take
a
step
back
and
just
make
sure
that
I
am
I'm
being
very
kind
of
clear
and
transparent
with
you
all-
I
believe
that
districts
will
make
good
decisions
on
behalf
of
their
students.
That
is
the
foundational
principle
that
I'm
operating
from,
and
it
requires
additional
support
to
help
districts
in
terms
of
professional
development.
We've
seen
great
things
happen
as
a
result
of
the
legislation
that
you
all
passed
in.
F
Early
literacy
really
transformational
changes
that
continue
to
happen
across
elementary
schools
in
the
state.
There
are
lots
of
programmatic
things
that
can
be
done
and,
coupled
with
that,
I
believe
that
when
districts
are
given
additional
funding
and
the
flexibility
to
respond
to
the
needs
of
their
local
communities,
they
will
step
up
and
make
those
really
good
strategic
decisions,
especially
when
we
give
them
their
support.
F
F
What
did
we
think
that
districts
would
use
it
for
and
what
did
they
actually
use
it,
for
you
all
will
see
that
every
single
year,
in
a
way
that
you
can
now
so
if,
in
three
years
you
don't
like
what
you
see,
you
can
always
come
back
and
make
changes,
and
that's
one
of
the
the
nice
parts
about
having
this
type
of
a
formula
and
we've
seen
other
states
do
that
and
and
think
through,
as
they
see
formulas
evolve
with
their
changing
demographics,
so
that
I
just
want
to
offer
those
comments.
Represent
parks.
D
F
So
I
I
think
it
would
there's
a
couple
of
things
that
that
can
happen.
So
certainly
the
reporting
part
of
that
is
is
a
really
big
part
of
local
accountability.
I
think
that
what
we
will
see
is
parents
and,
and
frankly,
teachers
and
all
sorts
of
folks
will
say
hey.
This
is
money
I,
as
an
elementary
school
teacher,
I'm
supposed
to
be
getting
to
support
literacy.
F
F
There
is
that
provision
within
within
this
legislation
that
allows,
in
the
house
version
an
ad
hoc
committee
to
address
those
concerns.
So
you
have
three
different
ways
that
you
could
approach
that
in
in
the
current
legislation
and
then
certainly
there's
lots
of
other
programmatic
components
within
statute.
D
You
know
why
why
we
didn't,
and
especially
in
certain
areas
like
literacy,
you
know
why
we
did
not,
specifically,
you
know,
make
it
so
that
that
money
will
go
to
literacy
regardless,
because
we
know
that
literacy
is
an
issue
for
us
statewide
right
and
and
why
didn't
we
just
stand
on
that
on
that
basis,
that
this
money
is
not
flexible?
At
least
this
portion
of
it
and
and
then
some
other
areas
that
are
that
are,
I
think,
extremely
vital
to
the
performance
of
and
well-being
of
student.
D
We
just
stuck
to
our
guns
and
saying
this
is
not
flexible
and
then,
if
we've
improved
in
those
areas,
10
years
down
the
road.
Instead
of
the
reverse
of
of
what
you
said
or
with
the
reverse
of
what
you
said,
if
we've
improved
in
those
areas
10
years
down
the
road,
then
we
come
back
and
make
the
changes
legislatively
to
relax
it
a
little
bit.
But
there
are
some
areas
that
we,
I
just
believe
that
we
just
have
to
be
zero
tolerance.
D
F
Yes,
sir,
and
so
I
I
would
say
one
thing
and
just
unequivocally,
if
you're
putting
money
into
early
literacy,
I
I
genuinely
believe
you
will
see
all
of
those
dollars
used
for
early
literacy
and
I
just
unequivocally
believe
that
that
is
what
you
will
see,
especially
when
we
look
at
spending
now
and
how
folks
are
spending
their
s
or
dollars.
That
being
said,
I
think
one
of
the
things
that
I
would
really
encourage.
Folks
to
think
about
is,
is
that's
a
resource-based
formula.
F
You
are
saying
we,
as
a
general
assembly,
are
telling
local
experts
in
education
that
we
think
you
must
spend
the
money
this
way
and
we
want
to
kind
of
box
you
in.
In
that
way,
I
could
see
district
a
who
may
be
at
that
school
is
seeing
really
high
rates
of
early
literacy
and
what
they
actually
find
is
that
they're
at
you
know,
75
85
of
students
who
are
at
that
critical
third
grade
reading
benchmark,
and
they
think
that
you
know
what,
with
this
early
with
this
funding,
I
might
get
more
bang
for
my
buck.
F
If
I
invest
in
resources
here,
maybe
I
want
to
have
more
counselors.
I
want
to
increase
rti,
that's
not
necessarily
direct
for
literacy
or
they're,
saying
we
are
continuing
to
see
great
progress
in
literacy,
but
our
math
scores
just
are
not
where
they
need
to
be.
That
might
be
example,
number
one.
I
can
also
think
of
example,
number
two,
where
literacy
rates
and
or
reading
on
the
third
grade
tcap
are
below
ten
percent.
We
have
schools
in
our
state
that
are
below
five
percent.
F
Frankly,
they
are
going
to
need
more
than
five
hundred
dollars
per
student.
They
might
want
to
shrink
class
sizes
and
they're
going
to
bring
funding
in
from
maybe
the
weights
they
get
on
economically
disadvantaged.
They
might
want
to
ensure
that
the
additional
funding
they
get
for
students
with
disabilities
allows
for
smaller
group
sizes
to
really
address
the
needs
of
the
students
that
they
serve.
F
That
is
the
type
of
flexibility
we've
got
to
have,
and
I
would
say
if
I
put
my
elementary
school
principal
hat
on,
I
would
want
to
ensure
that
I
could
make
the
most
informed
decisions
for
the
cohort
of
students
that
I
have
understanding
that
those
cohorts
are
going
to
ebb
and
flow
and
change
and
evolve
over
time
depending
on
the
community
in
which
I
serve
so
it
is.
It
is
operating
with
the
belief
that
districts
will
make
the
right
decisions
that
we
have
clear,
transparent,
reporting
for
accountability
purposes.
We
have
data
to
see.
F
Are
we
getting
the
return
on
investment
in
those
dollars
and
we
are
always
able
to
make
changes
or
adjustments
if
you
are
not
seeing
the
investments
in
the
strategic
way
that
you
like?
But
it
is
operating
from
that
belief
that
flexibility
is
really
important
to
meet
the
needs
of
a
very
diverse
state.
H
The
intent
with
this
new
plan
is
to
maximize
our
effort
to
move
our
sorry.
The
intent
of
the
legislation
is
to
move
to
give
maximum
flexibility
so
that
the
locals
can
can
make
the
best
decisions
on
what's
going
to
move
the
ball
for
their
students
in
proficiency,
so
that
we
can,
we
can
have
more
graduates
that
graduate
high
school
that
are
on
grade
level,
that
can
read,
write
and
do
math
that
can
perform
at
the
highest
levels.
That's
basically
the
gist
of
it,
and
I
understand
the
flexibility
part
here.
H
But
that
wasn't
the
end
of
the
story.
It
was
and
by
the
way,
you
have
to
send
us
a
plan
so
that
we
can
make
sure
that
you're
spending
the
money
appropriately,
because
in
those
essay
plans
that
were
sent
into
the
department
we
and
there's
been
some
conversations
about.
Some
districts
really
didn't
want
to
spend
it
on
what
the
esther
plan
was
for
and
we
had
to
go
back
and
say
hold
on
one.
H
Second,
that's
not
what
it's
for
it's
for
this
and
with
this
investment
we're
making
an
extra
billion
or
plus
dollars
that
every
year
we
give
a
pay
raise
every
year
we
give
cost
to
living
every
year.
We
increase
this
budget
more
and
more
and
more
by
2030.
This
thing
might
be
11
12
billion
dollars
because
we're
investing
in
the
future
of
tennessee
it
would
give
it
would
for
some
of
us.
It
may
give
us
more
a
comfort
level
with
this
to
say
at
the
beginning.
H
Are
you
doing
it
and
with
that
flexibility
with
a
bill
we
just
passed,
they
could
take
that
money
and
use
it
to
pay
for
upgrades
on
three
new
schools
and
we're
really
not
going
to
say
anything
because
they're
knocking
it
out
of
the
park
right
now
or
or
an
oak
ridge
or
a
williamson
county
right.
I
I
think
we
really
need
to
just,
and
this
where
we
may
have
to
debate
this.
H
F
Yeah
and
the
only
thing
that
I
I
would
say-
and
I
know
you've
heard
me-
get
this
analogy
in
a
different
format,
but
it
we
do
have
an
accountability
system
right
and
that
is
to
say
these
are
the
goals
that
we've
set
as
a
state,
and
here
is
how
close
or
how
far
away
you
are
from
meeting
those
goals.
I
think
one
of
the
challenges
is:
if
we
tell
folks
how
to
bake
the
cake,
we
say
these
are
the
ingredients.
F
This
is
how
we
want
you
to
bake
it
and
then
we're
going
to
hold
you
accountable
to
how
well
you
do
what
we
told
you
to
do
it
really
dilutes
the
ability
for
districts
to
say
we
are
going
to
make
strategic
decisions,
and
then
you
state
hold
us
accountable
to
the
outcomes
for
that.
Now
that
that
is
again,
I
think
something
that
I
certainly
can
appreciate
is
is
kind
of
the
two
philosophies
of
local
control
in
in
spending.
We've
always
said
this
is
a
funding
plan,
not
a
spending
plan.
F
We
want
districts
to
be
able
to
make
those
strategic
decisions.
I
do
think
there
are
provisions
in
here
that
allow
for
additional
accountability
if
we
get
to
a
point
where
those
spending
decisions
do
not
feel
strategic
in
increasing
outcomes.
But
I
think
it's
really
important
just
from
a
kind
of
that
local
component,
that
our
very
rurals,
our
suburbans,
our
urbans,
our
you
know
special
school
districts,
our
towns
that
they're
able
to
be
flexible
to
meet
those
very
different
needs,
especially
with
some
of
our
communities
that
continue
to
grow
very
very
quickly.
F
They
are
going
to
probably
need
to
make
evolving
and
changing
decisions
on
how
they
spend
that
funding
based
on
how
much
change
is
happening
in
their
local
communities.
And
that
would
just
be
the
kind
of
comments
I
would
offer
really
leaning
on
our
a
through
f
system
as
the
way
that
we
hold
accountable
for
decisions
and
the
reporting
on
the
funding
for
return
on
investment.
H
Well,
I'm
going
to
I'm
going
to
hold
this
up,
so
you
know
what
I'm
working
off
of
okay,
so
representative
asked
a
question
about.
So
let's
give
a
hypothetical
and
then
I'm
going
to
give
you
a
why
behind,
and
you
can
answer
that
question
the
base
right
now
is
68.60
and
you
have
weights
associated
with
that,
and
every
one
of
those
weights
has
a
percentage.
That's
a
calculation!
H
Yes,
sir,
I'm
assuming
we.
We
did
something
very
detailed
that
came
up
with
the
6860
to
break
that
down
as
a
base,
and
then
we
did
research
and
and
and
figured
out
economically
disadvantages.
25
percent,
et
cetera,
et
cetera
and
all
the
weights
are
there,
so
that
when
we
start
this
process,
a
a
unique
learning
need
number
one
for
a
student
that
gets
debased.
H
That's
unique
learning
he's
going
to
get
an
additional
15
percent
to
address
that
learning
need,
and
I'm
assuming
that,
because
we
made
the
6860
in
the
15,
we
figured
out
that
that
calculation
will
make
sure
that
that
lea
in
the
23-24
school
year
we'll
be
able
to
meet
the
needs
of
that
student.
Who
has
that
unique
learning
need
number
one?
Okay,
we
come
back
the
following
year
and
we
give
a
pay
raise
and
let's
say
that
pay
raise
changes
that
that
baseline
two
hundred
dollars.
H
Well,
now
that's
going
to
be
a
all
those
all
those
weights
are
going
to
be
recalculated
that
unique
learning
need
number
one
whose
needs
were
being
met
the
previous
year
by
the
lower
number,
because
of
the
recalculation
of
the
higher
amount
that
student
will
have
additional
funding
for
that
unique
learning
need
number
one,
but
they're
already
their
needs
have
already
been
met.
Last
year,
they're
being
met
is
an
lea
required.
H
H
We
have
flexibility
with
that
money
and
they
could
use
that
money
elsewhere.
Am
I
seeing
that
right
that,
if
we
give
a
pay
raise,
the
needs
are
already
being
met.
There's
a
recalculation,
there's
additional
funds
and
there's
nothing
that
restricts
the
lea
from
saying
wait.
A
second
you've
got
to
use
it
for
that
unique
learning
need.
Is
there
anything
that
restricts
them
from
moving
to
elsewhere?.
F
So
two
things
I
would
offer
there
so
first
is:
if
you
look
at
unique
learning
needs,
not
all
teachers
are
funded
in
the
base
so
that
child
who's
being
served.
Let's
say
it's
a
child
with
characteristics
of
dyslexia
and
they're,
getting
a
uln
ii,
the
teacher
who
is
supporting
that
child
with
characteristics
of
dyslexia
when
you
increase
the
base
and
it
increases
that
weight
that
also
allows
for
that
teacher
to
see
a
salary
increase.
F
That
might
be
what
the
district
decides
to
do
with
that,
to
create
that
kind
of
equity
across
all
of
their
educators
and
and
frankly
increase
what
that
dollar
amount
can
be.
So
that
might
take
up
quite
a
bit
of
that
increase.
I
think,
secondly,
is
that
when
you
are
looking
at
the
needs
of
that
child,
when
you
have
an
increase
to
the
base
and
it
increases
the
weights,
it
does
allow
for
additional
supports
to
be
provided.
Maybe
what
districts
are
seeing
is
that
you
know
this
group.
F
When
we
had
a
very
very
small
rti
section,
we
were
able
to
keep
it
really
tight
and
do
high
dose
tutoring
within
rti.
We
saw
students
in
that
school.
Accelerate
significantly
faster.
Now,
let's
replicate
that,
with
this
increase
that
we've
received,
we
can
now
do
that
for
more
groups
of
students,
so
those
are
two
kind
of
use
cases.
F
I
think
you
wanted
to
in
the
hypothetical,
but
really
want
to
underscore
that
many
of
our
teachers
end
up
being
funded
through
weights
economically
disadvantaged
helps
to
fund
even
more
counselors
or
nurses
or
social
workers
or
school
sites
right.
This
unique
learning
needs
helps
us
to
fund
more
staff
for
students
with
disabilities
and
characteristics
of
dyslexia.
So
when
you
increase
the
base,
it
really
does
allow
for
that
additional
salary
increase
for
all
of
our
school
personnel
who
do
that
really
critical
work
with
students.
H
I
I'm
hoping
everybody's
listening
to
what
you're
saying,
but
there's
nothing
that
requires
them
to
do
that
correct
I
mean
if,
if
the
needs
are
being
met
of
the
unique
learning
need
won
and
the
pay
increase
is
given
and
the
lea
chooses
to
keep
all
their
teachers
in
that
baseline,
they
can
or
they
could
sprinkle
them
out
elsewhere.
If
they
want
to,
because
it's
it's
not
a
spending
formula,
it's
a
funding
formula.
They
have
the
latitude
to
put
the
teachers
wherever
they
want
to
want
to
put
them.
F
Yes,
I
think
the
only
the
only
clarification
I
would
offer
is
that
we
do
know
that
things
get
more
expensive
year
over
year,
so
the
the
chances
that
you
would
be
able
to
provide
the
same
services
with
no
increase
is
is
probably
not
where
we
are
headed.
So
you
think
about
the
sparse
weight
right.
We
can
think
about
transportation
costs
the
need
to
change
out
school
buses.
The
increased
cost
of
gas,
which
I
know
a
lot
of
our
districts-
are
thinking
a
lot
about.
F
Those
are
all
things
that
when
you
increase
the
base,
it
increases.
Let's
say
that
sparse
weight
amount
and
it
allows
for
those
rural
school
districts
to
ensure
that
they
have
really
safe
buses.
We've
had
we've
had
a
lot
of
bus
accidents
right.
You
want
to
make
sure
that
you
can
change
out
that
fleet
and
make
sure
that
you
can
pay
for
those
for
that
that
gas
etc
same
thing's
going
to
happen
when
you
think
about
the
needs
of
our
unique
learners,
you
have
materials
that
you
need
to
replace
additional
materials
resources,
supplies
staff.
F
Those
are
all
going
to
be
things
that
you
either
want
to
ensure
that
you
are
maintaining
competitive
compensation
or
that
you
can
replace
the
materials,
so
students
have
that
to
learn
with
and
those
materials
do
get
expensive
year
over
year.
So
I
think,
there's
a
lot
of
reasons
why,
when
you
put
more
money
into
the
base,
it
allows
for
you
to
keep
up
with
the
other
things
that
are
funded
in
the
weights.
H
Chairman's
picking,
but
we
could
handle
all
those
issues
with
cost
of
living
increases,
so
we
we
could
do
cost
adjustments
to
inflation
like
like
fuel
right
now
right.
We
could
come
back
next
year.
As
the
generals
tell
me
and
say
you
know
what
in
the
weights
there's
transportation
costs,
we
want
to
tweak
that
a
little
bit
higher.
So
we
could.
We
have
the
ability
to
go
in
there
and
tinker
with
that
baseline
right.
H
B
Thank
you,
mr
chairman.
In
the
subcommittee
we
had
a
director
that
gave
some
testimony.
He
gave
the
analogy
of
you
know.
Being
a
superintendent
under
the
bep
is
similar
to
being
a
ceo
of
a
business,
but
you're
told
that
here's
here's
your
budget,
but
90
of
it's
locked
into
this
good
luck
with
the
other
10
percent,
and
we
can,
you
know,
kind
of
go
back
and
forth
on
if
that
90
is
accurate
or
not,
but
you
know
the
bep.
The
problem
I
have
with
the
bep
is
by
design
it's
restrictive.
B
B
B
B
B
F
Yes,
sir,
and
if
I
might,
I
want
to
give
two
concrete
strategies
that
are
in
this
in
this
formula
proposal
and
then
also
an
example,
a
real-time
example
in
our
districts.
Right
now,
so,
first
and
foremost
in
terms
of
guard
rails,
I
think
and
how
we
get
the
support.
There
is
a
really
strong,
professional
development
requirement
that
is
in
this
in
this
legislation
that
ensures
that
it's
not
just
about
understanding
the
formula
and
how
you
generate
funds
and
where
those
funds
come
from,
but
it
is
about
strategic
funding
and
spending.
F
So
how
do
you
spend
the
dollars
you
get
to
maximize
student
achievement
and
there's
also
a
section
on
how
do
you
have
fiscal
accountability,
to
ensure
that
when
you
invest
those
funds,
you
get
a
return
on
investment?
That
is
for
anyone
who
is
part
of
that
oversight
and
or
development
of
of
budgets
within
our
within
our
public
school
systems.
I
think
that's
a
really
important
part
of
our
professional
development.
I
will
also
say
that
superintendents
and
our
we
have
a
statewide
conference
every
fall.
F
That
was
the
number
one
thing
that
they
asked
for,
so
our
superintendents
are
proactively
before
the
tsa
legislation
was
ever
proposed.
Superintendents
were
actively
asking
for
that
level
of
support.
We
had
a
session
on
that
someone
came
and
provided
strategic
kind
of
funding.
It
was
in
the
esser
and
the
esr
vein,
but
it
had
it
was
extremely
popular.
F
Our
superintendents
want
to
do
the
right
thing
and
they
want
to
increase
achievement,
and
I
think
that
that
ask
that
they
made
of
the
department
that
we
are
following
up
with
with
professional
development
shows
that
they
are
willing
to
make
the
right
decisions
and
want
to
learn
more
about
strategic
budgeting.
This
proposal
allows
for
that
professional
development
to
happen
across
the
state
for
our
directors
of
schools,
our
school
board
members,
our
our
school
and
district
leadership
teams
to
really
be
informed.
F
On
the
second
part,
we
have
reporting
and
accountability.
Again,
I
think,
for
the
first
time
we
would
be
able
to
actually
show
return
on
investment.
These
are
the
dollars.
This
is
how
they
were
spent.
Here's
what
happened
with
growth
within
our
school
districts,
based
on
how
those
dollars
were
spent-
and
I
can
answer
those
types
of
questions
that
I
know
you
all
have
for
me
each
and
every
year,
but
I
actually
want
to
give
an
example
of
how
it
is
shifted.
Right
now,
in
real
time
we
talked
to
a
director
in
northwest
tennessee.
F
He
said
that
what
he
did
is
when
he
saw
the
calculator
online,
the
tesa
calculator
that
director
bec
referenced.
He
went
in
and
said
what
I
don't
know
am
I
spending
right
now
an
amount
on
each
of
my
schools
that
the
formula
would
generate,
or
am
I
thinking
about
it,
a
little
bit
differently,
so
he
was
able
for
each
of
his
schools
to
put
in
the
exact
students
enrolled
in
attending
that
school
and
show
how
much
the
tisa
formula
would
would
generate
for
each
of
his
schools.
F
F
Two
two
of
my
high
schools
who
have
similar
demographics,
one's
knocking
it
out
of
the
park
on
the
act
and
the
other
isn't
doing
so
well,
and
I
might
need
to
think
about
investing
differently.
He
was
able
to
have
those
types
of
conversations
within
his
own
district
because
he
understood
where
the
money
was
coming
from.
F
He
had
a
tool
to
be
able
to
figure
out
where
that
money
should
be
generated
and
for
which
students
and
why
and
to
start
to
have
conversations
on
the
return
on
investment
that
he's
currently
he's
currently
seeing
within
the
investments
he's
making
now
in
his
school
system.
That's
just
with
the
calculator
online.
F
So
when
we
think
about
what
can
happen
with
really
strong
professional
development
over
a
15-month
period
and
additional
funds
to
meet
the
needs
of
our
students,
I
believe
that
we
will
continue
to
see
strong
acceleration
in
our
school
districts
and
I
do
believe
we
will
see
districts
working
together
to
strategize
as
groups
and
cohorts,
because
they
work
very
well
together
to
accelerate
achievement.
I
do
we
are
already
seeing
that,
even
just
in
in
working
through
the
nuances
of
a
funding,
funding
formula
change.
B
F
Yes,
sir,
so
a
concrete
example
I,
as
a
parent
of
two
public
school
students,
I
would
know
how
much
is
generated
for
each
of
my
two
girls.
This
is
how
much
the
formula
generates
for
them.
I'm
able
to
see-
and
this
is
all
hypothetical
of
course
I
would
be
able
to
see
how
much
money
is
generated
for
their
school.
I
would
also
be
able
to
see
how
that
funding
generated
at
the
school
was
spent
at
my
at
my
daughter's
school
next
year
schools.
F
So
I
would
be
able
to
see
that
in
real
time.
So
as
a
parent,
I
now
have
a
different
level
of
transparency
and
accountability.
I
can
say
this
is
how
much
money
was
generated
for
my
early
elementary
school
student.
Can
you
help
me
understand
how
you
spent
that
money,
and
I
think
you
can
all
believe
and
understand.
I
will
be
having
those
conversations
right
so
that
that
I
can
do
now
and
I
would
be
able
to
do-
and
I
can't
do
that
now
in
the
same
way,
community
members
are
able
to
see.
F
This
is
how
much
money
was
generated
for
my
local
school.
Here's.
How
much
money
was
spent
on
my
local
school
and
here's?
What
it
was
spent
on
is
that
really
aligned
to
the
type
of
investments
that
we
want
to
see,
and
now
I
can
have
a
very
different
level
of
engagement
and
involvement,
so
that
trust
but
verify
is
actually
what
happens
now.
But
it
is
just
trust
because
there
isn't
a
way
for
the
state
to
report
accurately
on
how
that
money
was
spent
at
the
school
level.
F
F
Then
there
is
spending
in
46
different
components,
but
I
as
a
parent,
I,
as
a
teacher
I
as
a
community
member
I
as
a
general
assembly
member
I
as
a
principal,
I
might
not
have
that
same
line
of
sight
into
how
that
money
was
spent
and
on
which
groups
of
students
and
be
able
to
link
that
to
to
student
achievement
and
acceleration.
You
can
do
that
with
a
student-based
formula
and
that's
what
I
think
is
so
powerful.
It
is
the
verify
part
of
it.
F
B
F
So
so
a
couple
of
different
ways,
so
I
think
it
depends
on
the
grade
level,
of
course,
for
early
literacy.
We
now
have
a
universal
screener,
so
we
have
those
checks
at
the
beginning,
the
middle
and
the
end
of
the
year
for
all
of
our
other
kind
of
third,
through
12th
grade,
we
are
able
to
see
that
through
the
end
of
the
year
testing,
that
is
what
we
have
is
the
state
level
reporting.
We
certainly
have
kind
of
lag
reports
such
as
graduation
rates,
act,
performance,
etc.
F
F
This
is
a
formula
that,
because
it
shows
what
the
needs
of
the
students
are
based
on,
a
number
of
different
characteristics.
Districts
will
be
able
to
have
that
strategic
budgeting
before
the
school
year
even
starts,
and
still
maintain
that
flexibility
to
address
the
data
as
it
progresses
throughout
the
year.
G
Thank
you,
sir.
Okay
members.
We
we
have
four
left
on
our
list
here
that
are
all
follow-ups
from
previously
being
recognized,
so
I'm
gonna
start
working
through
them
and
and
trust
that
we'll
we'll
be
some
pointed
follow-ups
here.
But
if,
if
you
remember
that
hasn't
been
recognized
and
you
you
have
a
question,
please
catch
get
this
get
recognized
while
we
follow
up
with
with
these
members.
So
first
I
recognize
chairman
sapi.
H
H
H
H
States-
and
this
is
not
for
today-
this
is
just
maybe
if
you
can
give
us
some
data
information
of
the
39
states
that
have
gone
to
this.
Can
you
look
back
at
them
and
see
what
statistical
changes
they've
had
in
outcomes
in
a
five-year
time
span,
and
then
what
statistical
outcomes
or
financials
are
financial
changes
to
the
distribution
of
funds
between
the
state
and
locals
or
or
cost
of
education
per
student?
Can
you
get
us?
H
You
know
some
data
on
that,
so
that
we
can
see
hey
these
are
these
are
39
states
that
have
already
done
this
in
five
years?
Here's
where
they
are
educationally
here's
where
they
are
financially,
so
we
can
kind
of
get
some
more
data
to
support
what
we're
trying
to
do.
Yes,
sir,
that's
all
I
need
thank
you.
J
Thank
you
and
the
discussion
on
accountability,
kind
of
just
sparked
this,
so
I
think
there
there
are
two
different
types
of
accountability:
there's
there's
top
down,
but
there's
also
bottom
up
and
you
you
we're
kind
of
going
to
the
same
spot.
I
was
already
thinking
with
one
of
your
other
answers,
but
I
think
by-
and
you
can
just
again
just
kind
of
offer
your
comments
on
this,
but
I
think
when
the
bep
is,
is
so
enormous
that
even
people
in
government
don't
understand
it.
J
The
public
certainly
can't
use
that
to
hold
their
school
districts
accountable.
I
do
think
one
major
advantage
to
this
is
that
by
providing
people,
voters
very
clear
information
and
hey.
This
is
what
this
is.
The
funding
that
was
sent
to
your
district.
This
is
what
it
was
supposed
to
be
spent
on.
How
did
they
do?
J
I
think
that's
where
your
accountability
can
I'm
I'm
a
local
control,
I'm,
as
you
know,
I'm
someone
who
advocates
for
for
local
flexibility-
and
I
do
I
think
you
there
is-
that
accountability
when
you
provide
free
people,
good
information
and
so
and
again,
I
think
you
were
kind
of
going
that
direction
with
with
one
of
your
your
your
answers
as
well,
and
so
I
just
want
to
say.
I
do
think
that
that
is.
J
That
is
a
strength
here,
that
we
are
providing
much
clearer
information
than
we've
ever
provided
before,
and
then
it
it's
at
least
allowing
local
voters
to
say
all
right.
This
is
this
is
pretty
clearly
what
they
got.
How
did
they
do
so?
I
didn't
really
intend
to
come
in
here
and
provide
you
a
talking
point
for
the
bill,
but
I
I
do
think
that's
a
really
good,
a
good
selling
point
for
it.
I
Thank
you,
mr
chairman,
a
few
follow-ups
to
what
was
said
with
regards
to
transparency.
You
keep
saying,
commissioner,
that
with
this
plan
we
will
know
exactly
how
districts
are
spending
these
monies,
and
I
don't
want
to
get
caught
up
in
this
false
narrative
that
our
only
choices
are
the
bep
or
tisa,
because
that's
not
our
only
two
options.
All
right.
F
So
it
is
a
federal
requirement
to
report
under
essa
how
you
are
spending
at
the
school
and
at
the
district
level,
and
now
it
is
broken
up
by
student
groups,
so
looking
at
economically
disadvantaged,
english,
learners,
etc.
That
is
that
is
a
federal
requirement,
either
under
essa
or
sr
right
now,
because
of
how
we,
how
we
do
ratios
and
averages
in
the
bep,
we
are
not
able
to
necessarily
do
that
at
a
school
level.
F
So
one
example:
there
are
parts
of
the
bep
and
while
we
say
there
are
46
components,
it's
divided
up
into
well
over
120
different
lines.
When
you
look
at
how
you
break
apart.
Well,
if
I
have
265
students,
I
generate
this.
If
I
have
266,
I
generate
that
same
student
goes
to
school,
a
one
student
difference,
and
now
you
have
a
different
amount
of
funding.
F
Similarly,
you
have
parts
of
the
bep
that
generate
funding
based
on
single
district
counties,
so
a
county
that
is
the
district
districts
that
have
multiple
systems
within
the
county
and
whether
or
not
those
multiple
systems
within
the
county
generate
enough
funding
to
have
let's
say
a
librarian
or
counselor
understanding.
That
is
very
complicated
and
confusing,
but
that
is
our
current
formula.
So
no
in
those
situations
where
you
are
in
many
cases
dividing
the
cost
of
the
superintendent-
that's
one
example:
multi-system
counties
get
proportional
shares
of
that
funding.
F
So
not
every
counties
have
been
funded
for
a
superintendent.
They
get
the
proportional
share
of
that
funding.
So
it
is
going
to
be
very
hard
to
report
at
the
school
level
or
at
the
district
level.
How
much
is
being
spent
for
this
or
that,
because
you
are
pulling
from
different
parts
of
the
bep,
all
of
that
to
say
districts
produce
a
budget.
F
You
can
certainly
look
at
what
their
budgets
are,
but
it
is
not
in
a
consistent
and
codified
way
that
allows
for
us
to
report
to
you
here
is
what
the
spending
looks
like
here's,
what
you
spent
money
on
and
here's
what
that
looked
like
at
the
school
level.
We've
heard
that
feedback
overwhelmingly
from
our
school
districts.
Now
that
we
have
this
financial
reporting
requirement
that
goes
on
the
accountability
report
card
every
year.
It
is
very,
very
difficult
to
break
apart
how
the
funding
is
generated
and
try
to
apply
that
to
different
school
systems.
F
F
Sorry,
I
just
I
I
wanted
to
say
I
not
there's
a
difference
and
again
and-
and
I
don't
want
to
continue
to
kind
of-
I
don't
mean
to
harp
on
this,
but
I
just
want
to
make
sure
I'm
very,
very
clear
that
is
the
difference
between
how
money
is
generated
and
how
money
is
spent
and
so
right
now.
Yes,
they
can
absolutely
say
how
they
spend
their
funding.
F
What
districts
cannot
do
is
say
here
is
what
money
was
generated
for
these
students
at
this
school
aligned
to
spending,
but
they
can
say
sure
I
for
any
school
here's
how
much
money
went
to
the
school,
but
it
doesn't
necessarily
align
to
how
those
funds
were
generated,
because
that
all
happens
at
an
aggregate
level.
So
I
just
want
to
separate
spending
and
funding
revenue.
I
Clementine,
okay-
and
I
understand
the
difference
in
that-
I
just
you
had
said
that
earlier.
We
want
to
know
how
our
schools
are
spending
this
money,
and
I
anyway,
maybe
I
misunderstood
you,
but
I
want
to
get
back
to
this.
What
I
see
consistently
running
through
this
document
is
this
false
narrative,
that
outcomes
are
somehow
in
direct
correlation
to
how
funds
are
spent,
and
I
think
you
spoke
to
that
a
little
there,
because
I
I
don't
there
needs
to
be
accountability.
There
must
be
transparency.
I
I
don't
think
this
bill
provides
that,
to
the
extent
we
would
I
would
like-
or
my
taxpayers
would
like,
but
to
to
argue
that
outcomes
are
direct
correlation,
how
funds
are
spent
with
regard
to
this
stuff.
Getting
to
my
colleagues
question
from
davidson
county-
and
you
know
we're
putting
all
this
money
into
a
pot
and
they're
going
to
be
spending
it,
how
they
want
still
and
yet
we're
going
to
hold
them
accountable
and
just
justify
that
based
on
the
fact.
I
Well,
we
generated
it
based
on
this
number,
you
spend
it
on
this
number
which
you
can
do,
but
now
you
didn't
spend
it.
How
we
won-
and
you
didn't
have
the
outcomes
we
want,
even
though
you
addressed
you
know,
maybe
they
put
more
emphasis
on
cte.
They
put
more
emphasis
on
disadvantaged
children,
but
that
doesn't
necessarily
answer
all
the
questions
and
solve
all
the
problems
with
regards
to
outcomes
and
so
just
hypothetically
not
to
pick
on
cheatham
county,
but
they
were
here
and
I
think
she
said
she
was
getting
4.8
million.
I
I
I
Well,
we
don't
know
what
the
direct
allocation
for
charter
schools
is
because
the
bill
doesn't
say
it,
I'm
just
going
to
assume,
let's
say
five
percent,
because
that's
what
you
had
the
weight
as
so
that's
about
343
dollars.
I
think,
based
on
that
60
based
on
that
base
amount.
So,
if
a
child,
if
that
school
opens
in
cheatham
county,
they
don't
get
any
each
child
doesn't
get
a
single
weight
and
300
kids
walk
out
that
door
at
77
203.
I
Each
2.16
million
dollars
just
walked
out
of
cheetham
county
schools
into
a
charter
school
with
one
charter
school
at
300
students.
Now
they
are
left
with,
let's
say,
2.7
million
of
that
4.8
increase,
yet
we're
going
to
hold
them
accountable
and
expect
them
to
cover
all
these
things
that
are
outlined
in
the
base
amount
in
the
recitals.
I
We're
going
to
expect
them
to
perform
all
these
functions,
that
you're
putting
in
here
and
then
hold
them
accountable,
and
if
they
don't,
if
they
get
a
d
or
an
f,
we're
going
to
haul
them
up
here
and
institute
some
corrective
action
send
them
to
asd,
whatever
the
board
decides
to
do
that.
How
is
that
fair,
commissioner?
That
is
a
that.
F
So
I
think
I'm
trying
to
understand
the
what
what
material
difference
in
terms
of
tisa
versus
the
bep
specific
to
charter
schools.
What
I
would
say
is
that
it
is
now
significantly
more
clear
and
transparent
exactly
what
that
dollar
amount
is,
or
I
would
actually
say,
we
have
a
number
of
districts
that,
because
of
averages
and
ratios,
it
would
be
significantly
less
clear
what
what
that
actual
figure
looks
like,
but
the
statute
around
public
charter
schools
is
something
that
is
separate
from
this
formula.
So
I
think
I
might.
I
F
So
so
currently,
because
it
was
moved
from
the
weight
to
the
direct
that
happens
through
the
appropriations
each
and
every
year.
So
just
like
cte,
the
the
500
we
have
those
as
placeholders.
What
you
will
see
in
the
in
the
allocations
that
we
had
in
projected
allocations
is
we
just
took
that
same
dollar
amount
that
had
been
in
the
weights
and
moved
that
down
into
the
direct
funding.
So
it's
the
equivalent
of
the
four
percent
so
that
there
was
a
just
a
clear
move.
I
Mr
clements,
thank
you,
mr
chairman.
Well,
the
bill
doesn't
say
four
percent.
It
says
that
apartment
shall
it'll
happen
through
the
rule
making
process,
essentially
that
amount's
going
to
be
up
determined
by
subsection
c
there.
All
all
of
those
direct
allocations
are
going
to
be
determined
in
that
manner.
So
I
guess
the
fact
that
we
don't
know
what
that
amount
is
going
to
be.
And
look
I
mean
it's
no
secret.
I
mean
yes,
charter.
I
Schools
can
exist
in
tennessee
right
now,
but
we
know
that
there
is
a
plan,
or
at
least
a
hope
for
50
new
ones,
open
they're
not
coming
to
nashville
we're
almost
saturated,
if
not
already
so
they're
going
somewhere.
So
that's
why
I
said
hypothetically
cheatham
county
commissioner:
do
you
have
a
response
to.
F
Yeah,
just
for
kind
of
accuracy
of
the
record,
the
department
and
the
state
board
do
not
determine
the
appropriations.
We
have
a
rule,
but
those
appropriations
in
terms
of
those
dollar
figures
are
determined
in
the
budget
that
is
then
approved
by
the
general
assembly
in
whatever
numbers
that
you
all
come
up
with
through
the
appropriations
bill.
So
we
will
not
come
up
with
those
numbers
that
will
need
to
be
proposed,
discussed
and
then
voted
on
by
the
general
assembly.
F
I
Recognizing
thank
you,
but
I'll
make
the
point
that
we
don't
know
you
we're
at
being
asked
to
pass
this
bill
and
we
don't
even
know
that
amount.
So
we
don't
even
know
the
real,
the
real
impact
of
any
of
these
direct
allocations
and
how
they're
going
to
play
in
any
various
county.
There's
just
so
many
unknowns.
I
That's
that's
kind
of
the
point
I'm
making,
but
yet
we're
going
to
hold
these
counties
accountable
and
and
just
pass
a
bill
that
has
all
these
outcome,
incentives
that
we
don't
know
that
are
going
to
be
made
through
rulemaking,
and
then
we've
also
created
a
section
in
here
for
corrective
action
to
haul
these
schools
back
in
based
on
a
letter
grade,
but
we're
not
doing
anything
to
to
adequately
fund
these
schools.
That's
the
base
problem
here,
the
6860.
I
F
I
think
the
other
thing
that
I
would
want
to
offer
is
that
currently-
and
I
know
we
spoke
about
this
in
the
subcommittee-
there
is
a
lot
of.
There
are
a
lot
of
decisions
the
department
currently
makes
within
the
department.
It's
not
in
rule.
We
put
a
lot
of
rule
making
into
this
proposal
because
we
believe
that
those
decisions
we
are
currently
making
internally
should
go
through
rulemaking.
We
think
that's
really
important
for
a
public
transparency
process.
I
I
would
say
that
for
for
this
implementation,
it's
giving
it
15
months.
F
It
is
not
something
that
gets
implemented
next
year
and
that's
so
that
we
can
have
that
rule
making,
so
that
that
level
of
certainty
is
is
codified
and
we
have
provided
a
starting
place.
Conversation
where
we
have
provided
information
related
to
cte
to
public
charter
schools
to
the
k
through
three
weight,
the
tutoring.
Those
dollars
are
in
those
projections,
and
that
does
signal
and
provide
some
very
concrete
information
on
what
those
appropriations
will
be.
F
But
certainly
it
would
not
be
for
the
department
to
tell
the
general
assembly
what
you
choose
or
choose
not
to
appropriate
next
year.
These
are
for
direct
funding
that
does
come
down
to
the
decisions
that
you
would
make
for
the
fiscal
year
24
budget
and
we
will
implement
those
decisions.
But
you
do
see
those
those
numbers
in
here
based
on
how
we
have
developed
the
projections
and
certainly
what
we
expect
would
be
necessary
to
have
the
outcomes
that
we
think
our
our
students
deserve
and
that
our
districts
have
asked
for.
Okay,.
G
I
I
appreciate
it
and
my
district's
very
concerned
about
this
obviously,
and
others
should
be
as
well,
and
I
know
they
are.
But
I
will
just
point
out
that
there
are
several
things
in
here
that
the
department
has
discretion
to
provide
with
nothing
more
than
the
input
of
a
body
that
you
would
appoint
and
and
and
then
the
state
board
can
only
provide
a
positive,
negative
or
neutral
recommendation.
I
I
I
Are
you
concerned
about
any
of
this
additional
funding
they're
getting
getting
eaten
up
by
that
part
of
it
and
not
being
able
to
spend
on
the
other
things
within
the
bill,
and
this
is
again
getting
back
to
the
fact
that
we
need
a
bigger
pie,
but
that's
a
lot
of
counties
that
are
currently
under
that
baseline
amount
that
are
going
to
have
to
raise
expenses
just
to
satisfy
that
requirement,
and
then
you
have.
It
stepped
up.
I
I
think,
to
45
000
over
the
next
four
or
five
years,
you're
getting
again
working
towards
that
cliff
that
they're
gonna
have
to
cover
if
they
follow
your
suggestion
and
again
I
don't
disagree
with
teacher
pay
raises.
I
think
we
should
be
paying
them
a
whole
lot
more
than
that,
but
with
that
reality,
they're
gonna
have
to
increase
those
expenses
yet
cover
all
these
other
things
that
you're
saying
have
to
be
covered
and
then
hold
them
accountable.
I
Representative
clemens
so
answer
the
question:
please
yeah,
so
are
you
expecting
those
counties
to
spend
a
significant
portion
of
their
increased
funding
on
those
teacher
pay
raises?
And
if
so,
how
do
you
expect
them
to
accomplish?
The
other
things
that
we're
going
to
hold
them
accountable
for
your
commissioner.
F
Great,
so
I'm
going
to
unpack
a
few
things
just
to
make
sure
we're
operating
under
accurate
information,
so
I
think
that
the
first
thing
is
in
the
current
law.
When
you
designate
additional
funding
for
teacher
salary
increases,
the
state
board
is
required
to
increase
their
minimum
salary,
so
that
is
that
is
unchanged.
Here
I
would
say,
second,
is
that
minimum
salary
is
at
thirty,
eight
thousand
000.
F
One
of
the
things
is
with
the
125
million
dollar
increase
proposed
in
governor
lee's
budget,
and
that
certainly
you
all
will
will
determine
if
we'll
go
into
the
appropriations.
That
would
lead
to
an
increase
to
that
minimum
salary
of
40
thousand
dollars
the
department
and
the
state
board
had
that
conversation
over
a
year
ago.
One
of
the
reasons
that
we
did
not
do
it
last
summer
was
because
we
were
in
the
middle
of
a
pandemic.
We
did
indicate
publicly
that
we
would.
F
The
department
would
recommend
forty
thousand
dollars
is
the
minimum
salary
that
is
built
on
the
funding
that
you
all
have
generously
provided
for
educator
salaries
to
date.
In
terms
of
keeping
up,
I
want
to
be
very
clear
because
I
know
you've
mentioned
this
a
few
times.
We
have
an
entire
book
of
every
district
projection
through
fiscal
year
30..
F
So
if
you
all
decide
that
you
want
to
put
in
more
money
for
teacher
salaries,
I
will
say
proactively.
Thank
you
very
much
appreciated
we'll
take
that
anytime.
You
want
to
give
it
and
it
would
require
the
state
board
to
increase
that
minimum
salary.
What
that
ensures
is
it
protects
your
investment.
It
says
that
if
you
put
in
100
million
in
recurring
dollars
that
that
money
doesn't
just
go
to
one
time
increases
for
existing
teachers,
it
raises
that
minimum
salary
to
ensure
that
that
becomes
a
hundred
million
dollars.
F
That's
invested
in
teachers,
salaries
every
single
year
forever
more.
It
safeguards
that
investment
for
our
educators
and
ensures
that
those
dollars
get
to
educators,
salaries
and
that's
what
you
intend
and
I
think
it's
really
important
that
they
make
it
there.
So
those
are
just
a
couple
of
things
I
wanted
to
make
sure
to
clarify
based
on,
I
think,
just
in
terms
of
the
kind
of
accurate
information
related
to
the
bill
and
projections,
we've
provided.
G
D
D
Oh,
my
god,
I'm
sized,
I
did
not
mean
to
do
that.
I
did
not
mean
to
do
that,
but
it's
done
touche
right
right
and
thank
you
miss
chair
and,
commissioner
so
and
I'm
still
with
you
in
principle
the
I
got
a
couple
of
questions,
though
so
are
there?
Are
there
any
variables
in
the
bill,
because
this
question
came
up
about
variables
that
that
we
don't
have?
D
F
D
Thank
you.
Thank
you,
mr
any
any
or,
or
or
all
in,
in
regards
to
okay.
They've
already
received
projections
based
on
what
they
think
is
going
to
be
allocated
to
the
district,
and
I
know
there
are
still
some
moving
parts
that
that
to
this
to
point,
have
not
been
plugged
in
so
is
there
anything
in
those
moving
parts
that
we've
been
discussing,
that
you
know
that
have
not
been
plugged
in
that
would
make
the
allocation
projections
that
we've
sent
to
them
already
different.
F
So
the
these
are
the
projections
and
the
dollars.
The
only
thing
that
is
a
dollar
amount
is
in
the
direct
funding.
That
is
something
that
we
have
budgeted
based
on.
The
funding
that
fna
has
told
us
would
be
available
for
future
years.
We've
wanted
to
make
sure
that
there
was
funding
available.
The
only
thing
that
would
change
those
projections
is
if
the
governor
proposed
the
general
assembly
made
decisions
that
you
all
made
the
decision
to
lower
it
right
now.
F
This
is
what
we
would
presume
and
assume
is
the
funding,
just
as
we
do
in
the
bep.
This
is
the
funding
that
is
generated
in
the
formula.
The
numbers
that
you
see
here
are
the
ones
that
you
would
see
reflected
next
year,
of
course,
you're
the
general
assembly.
You
can
make
any
changes
that
you
want,
but
it
would
have
to
be
something
that
you
all
decide
to
do,
but
that
this
is
what
we
have
budgeted
for.
F
So
the
funding
that
is
generated
is
going
to
be
based
on
the
average
daily
membership,
so
students
who
are
enrolled
in
attending
classes
at
the
school.
So
whatever
that
looks
like
and
again
we
would.
We
would
collect
that
data
and
report
on
it
monthly,
as
opposed
to
we
have
a
few
reporting
periods
throughout
the
year,
so
we
would
get
that
on
a
more
regular
basis.
So
that
is
how
you
would
know
how
much
is
generated
at
the
school
in
terms
of
how
the
money
is
spent.
F
That's
going
to
vary
from
district
to
district,
some
of
our
districts.
Those
are
fully
centralized
decisions.
Some
of
our
districts
include
principals.
Many
of
our
districts
include
other
staff
teachers,
families
in
their
budget
processes.
All
of
our
districts
have
to
go
through
a
public
budget
process.
It
goes
to
the
school
board,
there's
usually
a
first
hearing
and
a
second
hearing
before
they
vote,
but
our
budgeting
process
typically
starts
actually
in
in
december
january,
sometimes
even
earlier
than
that
in
november
and
goes
through
the
entire
spring.
D
F
D
But
yet
the
decisions
are
are
are
being
made.
You
know
at
the
district
level
and
and
and-
and
you
know
as
to
add
on
to
that-
let's
say:
there's
a
school
in
a
high
poverty
area.
Let's
say:
there's
a
school
in
a
diverse
district
right
that
has
affluence
and
a
little
bit
of
poverty
and
and
and
at
the
the
school
in
the
in
the
poverty
area.
They're
struggling
with
reading,
but
overall,
that
district
has
great
reading
scores.
D
But
this
school
in
particular,
is
struggling
and,
and
the
district
wants
to
increase
their
science
scores,
and
so
with
the
flexibility
of
that
money,
those
those
monies.
How
do
we?
How
do
we
guard
or
keep
outside
of
the
honor
system?
How
do
we
ensure
that
the
the
resources
are
being
applied
and
and
and
not
being
overlooked
or
or
forsaken
in
in
that
high
poverty
area,
where
they're
generating
money
for
that
in
that
school
commission,
you
recognize.
F
F
How
I
spent
the
money
and
whether
or
not
that
was
effective,
and
it's
that
continual
growth
mindset
that
we
have
in
the
same
way
we
have
for
academics
and
for
our
students.
We
want
to
make
sure
that
if
districts
are
making
decisions
or
schools
are
making
decisions,
they
get
the
data
back.
They
realize
this
worked,
we're
going
to
keep
doing
it
or
this
didn't
work
and
we're
going
to
make
a
change.
F
But
now
we
have
a
lot
more
transparency
in
where
the
funding
is
coming
from
and
how
those
dollars
were
spent
related
to
the
students
who
were
there.
So
I
totally
agree
that
that's
a
critical
component
of
any
good
accountability
system
in
any
good
funding
system.
I
would
like
for
us
to
be
able
to
have
that
information
to
report
back
to
you
in
a
way
that
we
cannot,
under
the
current
funding
formula.
D
You,
mr
chair,
and
and
and
thank
you
for
that,
commissioner
and
but
but
I
want
to
let's
look
at
the
reality
of
that.
You
have
a
principal
who
who's
doing
the
best
that
she
can
or
he
can
and
their
their
staff
is
doing
the
best
that
they
can
with
the
allocation
that
they
receive
from
their
district
and
and
even
though
it's
in
print,
and
so
the
two
things
one.
D
Secondly,
you
know
we've
been
having
a
lot
of
a
lot
of
discussion
about
dna
and
and
birth
certificates.
How
do
you,
how
does
a
a
a
person
that
says
that
that's
told
he's
the
father?
Ask
a
woman
who
just
had
a
baby
to
I
want
a
dna
test.
How
does
that
principal
say?
Hey
the
superintendent
is
not
putting
the
money
into
this
school
without
facing
the
ire
of
the
superintendent
or
or
his
henchmen
or
her
henchmen,
and
so
so,
how
do
we
make
that?
D
F
Yes,
sir,
so
I
think
that
is
part
of
the
the
accountability
report
card.
So
part
of
the
federal
requirement
is
that
we
report
on
that,
and
so
we
wouldn't.
I
think
it's
a
fair
point.
If
you're
the
principal,
you
don't
want
to
really
call
out
your
superintendent,
and
so
what
happens
is
that
from
from
the
department's
perspective,
we
report
on
that.
So
we
say
this
is
how
much
funding
was
generated
for
this
school.
This
is
how
much
was
spent
on
that
school,
and
it
actually
goes
on
the
public
accountability
report
card.
F
So
we
are
able
to
say
this
is
how
much
money
the
kids
in
this
school
were
supposed
to
receive
in
terms
of
spending
and
supports
based
on
what
they
generated.
Here's,
how
much
the
school
actually
spent
on
those
children
for
the
funds
that
they
generated.
So
we
actually
do
that
publicly
and
transparently
reported
now
in
terms
of
accountability
on
hey,
you
didn't
do
that
right
right,
then
they
then
there
is
an
outlet
for
that
and
in
the
house
version
that
is,
that
is
coming
to
an
ad
hoc
committee.
H
Be
very
brief,
so
the
department
has
been
working
on
this
since
last
summer
with
all
the
committees
with
all
of
the
people
that
have
that
have
provided
information
here.
I
don't
know
the
exact
date
that
the
committee
got
it.
Maybe
four
or
five
weeks
ago,
this
bill
has
gone
through
numerous
rewrites.
H
H
F
One
of
the
best
practices
is
that
you
provide
significant
time
before
implementation.
We've
seen
lots
of
states
who
have
been
able
to
provide
that
for
professional
development,
anything
that
any
adjustments
that
the
general
assembly
might
want
to
make.
So,
yes,
sir,
you
would
have
that
opportunity
next
session.
F
E
F
Starting
august
1st
that
data
that's
collected,
so
if
you
were
to
make
a
meaningful
change,
let's
say
on
the
formula,
and
I
want
to
be
clear:
nothing
really
on
the
formula
has
changed.
It's
been
a
lot
of
the
support.
The
big
change
has
been
moving
the
charter
to
direct
and
increasing
funding
for
tutoring,
but
the
actual
formula
has
not
shifted
in
in
the
amendments.
F
What
I
would
say
is
that,
if
you
wanted
to
make
adjustments,
certainly
that
increased,
that
would
be
something
that
we've
seen
or
if
you
wanted
to
make
adjustments
related
to
who
sits
on
committees
and
some
of
the
amendments
that
we've
seen
here.
But
it
is
about
implementation
so
that
you
have
professional
development
enough
time
for
budgeting.
Helping
people
understand
change.
H
F
I
I
think
what
I'm
saying
is
that
I
think
that
we
there
are
two
different
examples
that
you
provided.
One
is:
can
you
make
changes
to
a
funding
formula
next
session?
Yes,
you
can
do
that
any
session.
You
could
do
that
to
the
bep,
so
that
is
that
is
yes.
You
can
do
that.
I
think,
in
terms
of,
is
it
advisable
to
make
a
shift
a
meaningful
shift
in
how
school
districts
are
funded
three
to
six
months
before
they
they
actually
receive
those
funding?
That
is
not
considered
a
best
practice.
F
I
would
say
we
have
projected
things
out
to
fiscal
year
30.
If
there
was
something
quote,
unquote
catastrophic.
That
would
be
something
for
the
general
assembly
to
consider.
I
don't
see
anything
that
would
forecast
that
that
would
happen,
but
that
is
always
the
the
will
of
the
general
assembly
if
you
wanted
to
make
a
change
to
any
part
of
the
statute,
of
course,
so
I
that
would
be
my
answer
to
that.
G
A
A
These
are
great
questions
that
we've
had,
but
these
are
the
same
questions
we've
been
asking
I've
been.
I
say:
I've
been
on
the
education
committee
for
nine
years.
We've
been
asking
these
same
questions
for
the
nine
years.
I
know
probably
long
before
that.
Why
are
high
school
graduations
rates,
not
where
they
should
be?
Why
is
fourth
and
eighth
grade
math
and
science
and
reading
scores
on
the
nape
scores,
not
not
better?
A
Why
is
our
third
grade
reading
that
better
we're
asking
the
same
questions
and
so
whether
it's
the
bep
or
a
system
like
this,
which
I
have
spent
a
lot
of
time,
studying,
which
I
think
will
give
us
more
accountability,
as
the
commissioner
said
that
I
think
that
is
something
we
need
to
consider.
Also
ask
the
same
questions.
Ask
your
head:
if
we're
on
the
same
system
that
we
are
now
or
any
of
those
questions
answer
under
the
current
bep
one.
A
A
Now
we
could
just
put
in
a
rainy
day
fund,
forget
about
it
or
or
some
other
department
if
we
wanted
to,
but
this
state
is
very
focused
on
improving
education,
but
we're
going
to
want
to
put
a
billion
new
dollars
into
education
under
this
this
formula
moving
forward,
so
we're
concerned
like
what
about
next
year.
We
want
to
put
another
100
million
and
we
really
wanted
to
go
to
teacher
salaries
or
we
well
well
think
about
tennessee
growing.
A
You
know:
we've
got
ford
plant
coming
we're
talking
about
investing,
possibly
500
million
in
an
nfl
stadium
in
the
city,
bringing
more
tourism
in
we've
got
oracle.
We've
got,
we've
got
growth,
industrial
growth
and
state.
I
would
hope.
Maybe
in
five
years
our
education
budget
is
up
to
12
billion
instead
of
9
billion
15
billion
in
education.
A
A
A
But
if
you
put
another
100
million
in
next
year-
and
you
do
a
lot
of
long-term
teacher
salaries,
but
so
the
weights
do
increase
we're
putting
more
money
in
education,
that
is
our
decision
and
our
schools
will
have
one
thing
I
really
like
about
this:
our
schools
are
leadership.
This
is
going
to
require
tremendously
great
leadership
on
the
local
level.
A
They
will
be
getting
the
money
and
they
have
the
flexibility
to
make
their
districts
shine
and
those
that
that
lead
well,
they're
going
to
shine
and
those
that
don't
they're
going
to
be
left
behind,
and
this
could
be
very
noticeable.
So
I
think
that's
where
a
lot
of
accountability
comes
into.
So
I
think
we
need
to
keep
all
these
things
in
mind.
G
G
B
You,
mr
chairman,
last
week,
actually
chairman,
hurt-
and
I
had
a
number
of
directors
and
school
health
coordinators
contact.
Our
offices,
noting
a
technical,
technical
correction
that
probably
needed
to
be
made,
and
we
worked
with
the
department
on
this
language
and
what
the
technical
technical
correction
does
an
amendment.
Is
it
returns
program
language
regarding
who
will
serve
as
the
coordinator
and
also
the
listing
of
how
an
lea
addresses
the
health
needs
of
school
children
and
that's
what
the
amendment
does
I'll
be
glad
to
answer
any
questions.
G
A
G
G
H
You
members,
this
is
kind
of
just
signaling,
it's
not
requiring
anything,
but
it's
signaling
that
one
of
the
bills
that
we
get
all
the
time
is
our
ratios
for
our
nurses
and
our
our
school
counselors
and
our
rti
interventionists.
It's
not
requiring
them
to
do
this.
It's
just
signaling
about
the
intention
of
the
funding
of
the
bill,
one
full-time
public
school
nurse
position
for
each
750
students,
one
full-time
public,
school
counselor
position
for
reach,
250
students
and
one
full-time
response
to
instruction
intervention
position
for
each
for
each
500
students.
H
J
G
I
H
A
A
A
H
Chairman,
that's
precisely
right:
if
we
don't,
how
are
we
going
to
penalize
them
for
not
doing
something,
we're
not
encouraging
them
to
do
if
we're
going
to
run
a
bill
and
and
mysteriously
not
tell
them
how
what
our
nurses
ratios
are
they're
operating
off
existing
practices,
and
so
all
this
does
is
just
kind
of
signal
to
them.
They
still
have
the
flexibility
they
can
do
this
or
not.
They
can
do
whatever
they
want.
H
G
G
H
Thank
you
members.
This
is
a
a
an
amendment
that
what
it
does
is
it.
It
allows
us
to
reward
teachers
that
are
performing
at
highest
levels
with
a
performance
bonus,
it's
subject
to
available
funds
that
would
be
swept
out
of
the
outcomes,
funds
that
that
are
swept
into
the
department
that
aren't
aren't
realized,
and
it's
just
a
way
for
us
to
reward
our
teachers
that
are
performing
at
a
high
level.
G
F
So,
thank
you,
sir.
So
two
two
points,
so
one
is
any
funding
that
is
not
used,
for
whatever
the
outcomes
committee
determines
would
be
would
be
funded.
So
right
now
the
proposals
that
you
have
third
grade.
Tcap
proficiency,
you
have
a
ct
scores
of
21
and
you
have
earning
a
tier,
two
or
tier
three
industry,
credential
plus
post
high
school.
F
If,
after
any
student
who
qualifies
who
generates
the
outcomes
funding,
any
funding
that
is
remaining
from
that
pot
could
be
used,
but
until
we
actually
have
the
students
each
and
every
year
it
would
be
a
variable
amount
right
now
our
budget
is
based
on
what
we
have
projected
those
outcomes
to
be
in
the
first
year
of
implementation,
and
so
that
is
what
we've
backwards
mapped
into
it.
So
it
would
be
a
relatively
small
pot
based
on
what
the
current
outcomes
proposal
is
that
certainly,
that
committee
would
look
at
okay.
Thank
you.
K
F
G
D
H
A
great
that's,
a
great
comment
and
the
reason
why
the
bill
was
written
was
it
so
that
in
our
large
metropolitan
cities
that
teachers
that
are
performing
at
four
level,
four
or
five
on
growth
would
be
able
to
take
advantage
of
of
this
bonus.
So
this
isn't
linked.
This
is
this:
is
their
overall
effectiveness?
That's
what
it
is.
So,
basically
it
opens
it
up
to
every
teacher
in
the
entire
state.
That's
moving
our
students
forward
at
the
above
or
significantly
above
expectations.
I
Thank
you,
mr
chairman,
and
and
thank
you
sponsor
for
answering
my
colleagues
question.
I
I
guess
my
concern
is,
and
I've
had
I've
expressed
these
concerns
with
the
ground
with
regard
to
the
outcome,
incentives
that
we
don't
even
know
what
they
are
yet
and
they're
subject
to
available
appropriations.
I
Obviously
my
concern
is
you
know
that
a
lot
of
the
challenges
our
teachers
are
facing
happen
outside
the
classroom
in
in
the
community
and
and
I
feel
like
we're
disproportionately
rewarding
teachers
who
teach
in
areas
of
high
socioeconomic
standing
or
in
areas
that
are
sometimes
more
conducive
to
high
performance
in
the
classroom,
because
we
know
everything
that
happens
outside
that
school
gets
brought
into
that
school.
So
I
I
guess
my
concern
is,
and
could
you
address
my
concern
that
this
would
disproportionately
reward
teachers
in
more
affluent
communities
and
and
potentially
chairman.
H
Speaking
another
great
question:
I
think
what
this
would
do
is
level
the
playing
field
across
the
state
of
tennessee,
where
a
student
that
would
take
that
would
be
teaching
in
germantown
that
has
high
proficiency
levels.
You
get
a
teacher
teaching
in
davidson
or
one
of
our
major
metropolitan
cities.
They
could
still
attain
this
bonus
by
their
growth
scores
and
right
now,
in
davidson
county,
we
have
probably
some
of
the
greatest
growth
in
the
whole
state
of
tennessee.
H
These
teachers
should
be
able
to
take
part
if
they're
taking
a
student,
that's
two
years
behind
and
they're
getting
them
back
up
to
grade
level.
They
should
be
rewarded
for
that,
even
though
that
student
may
not
test
proficient
they're
still
able
to
attain
this
bonus
because
of
the
growth
that
they're
doing
for
those
students,
so
it
should.
It
should
level
the
playing
field
across
the
state.
G
A
A
That
is
one
outcome
that
could
be
funded
through
the
state
that,
if
you
are
a
district
that
has
more
students
reading
on
grade
level
by
the
end
of
third
grade,
but
if
we
dictate
how
these
funds
are
going
to
go,
then
we
kind
of
take
away
those
opportunities
too.
So
I
would
think
that
they
already
have
the
flexibility
to
use
the
dollars,
just
as
the
chairman
says,
but
let's
don't
dictate
that
this
led
them
to
the
opportunity
to
use
it
for
a
multitude
of
reasons.
H
Yeah,
I
think,
that's
precisely
why
we
have
to
add
it
in
is
because
we
we
are
trying
to
give
salary
increases
to
our
teachers,
and
we
get
to
complain
all
the
time
that
they
don't
wind
up
with
our
teachers.
This
is
a
way
for
us
that
if
we
have
available
funds
that
that
the
that
that
the
outcomes
committee
can
allocate
those
funds
directly
to
teacher
bonuses
who
are
performing
at
the
highest
level,
so
we
at
least
have
some
opportunity
of
available
funds
to
get
these
bonuses
to
the
teachers.
So
that's
all.
B
Thank
you,
mr
chairman.
I
think
that
I've
already
heard
in
the
discussion
that
the
teachers
are
going
to
be
looking
for
or
are
going
to
be
getting
a
pay
raise
through
this
process
is
that
is
that
correct?
It's
when
all
the
if
this
passes
on
through
there
is
going
to
be
some
pay
raise
out
there
for
the
teacher
of
some
sort.
B
Okay,
the
reason
that
I
wanted
to
clarify
that
I
feel
like
we're
getting
now
the
cart
way
out
in
front
of
the
horse,
with
already
talking
about
bonuses
down
the
road
for
something
that
we've
not
even
implemented
here
in
the
present
and
gotten
those
first
pay
raises
in
place
to
begin
with,
I
just
wanted
to
bring
that
to
the
conversation.
Thank
you
thank.
J
J
How
would
it
then
be
distributed
to
those
above
expectation,
teachers
and
significant
those
who
score
above
expectations
and
significantly
above
expectations
are
the
funds?
Are
the
leftover
funds
from
the
state
equally
divided
to
the
districts,
and
then
the
districts
gives
give
them
to
those
like
how
does
that
flow
work?
If
this
were
an
amendment
were
to
were
to
be
attached
to
it,.
H
Well,
in
theory,
once
the
wants
to
once
the
department
of
education
knows
who
our
level
four
or
five
teachers
are,
they
could
do
it.
Excuse
me
they
could
do
a
direct
payment
down
to
the
district,
with
those
teachers
already
identified
to
distribute
to
them,
or
we
could
do
a
straight
bonus
plan
from
the
state
satisfaction.
H
G
G
Sorry,
too
late
chairman
all
right.
Next
moving
right
down
the
list,
we
will
be
on
back
to
chairman
supiki
for
his
final
amendment
there.
What
number
you
showing
chairman,
mr
piggy
16574,
amendment
same
number.
We
have
one
six,
five,
seven,
four
motion.
Second,
on
the
amendment
promotion
and
a
second
chairman,
you
are
recognized
this.
H
Is
by
far
the
most
controversial
amendment
I've
ever
written
in
my
entire
life
and
I'm
sure
chairman
white
will
absolutely
hate
it
like
he
does
every
one
of
my
amendments
I
make,
and
I
know
what
I'm
no
and
I
know
he's
getting
direction,
and
I
understand
that.
That's
fine
and
I
know
the
department
is
opposing
most
of
these
and
that's
fine.
H
G
G
C
You,
mr
chairman,
and
as
many
people
know
that
the
ratios
for
school
districts
vary
across
the
state
from
the
state
contributions
to
the
la's
match,
and
my
district
is
one
of
those
that
has
a
almost
opposite
effect
where
I
think
present
day.
Davidson
county's
contribution
is
somewhere
around
62
63
percent
and
the
state
contributions
around
37
38
and
so
not
to
hurt
other
school
districts,
but
I
think
it's
just
as
we
start
thinking
about
how
the
state's
changing
and
how
fiscal
capacity
is
going
to
be
changing
across
the
state.
C
G
A
Therefore,
in
the
years
to
come,
that
50
base
in
the
state
increases
it's
more
and
more
every
year,
because
because
of
the
physical
capacity
of
of
these
different
counties,
so
I
think
it's
dangerous.
At
this
point,
I
think
we're
kind
of
getting
the
car
for
the
horse
to
put
this
in
the
legislation
at
this
time.
If
we
want
to
talk
about
direct
funding,
as
we
did
with
the
charge,
we
took
the
charters
out
and
put
them
in
direct
funding.
G
F
B
B
G
B
B
So
I
I
think
just
to
walk
through
this
math
part
it's
about
where
the
floor
ends
up
being
applied,
and
I
think
you've
got
two
things
going
on
here.
If
you
look
at
where
the
floor
is
applied
with
the
way
the
bill,
the
amendment
is
proposed
right
now
it
looks
at
that
average
rate
and
it's
going
to
bring
everyone
up
to
50
of
the
average.
That's
why
it's
impacting
so
many
districts
at
such
a
high
dollar
figure.
B
I
think
to
the
chairman's
point
earlier
part
of
the
challenge
is
that
this
amount
will
always
grow
as
we
invest
more
money
in
schools.
If
that
is
the
will
of
the
general
assembly
in
future
years
and
as
student
count
across
the
state
grows,
the
local
share
will
also
grow.
Therefore,
that
gap
up
will
also
grow,
so
you've
got
an
indeterminate
amount
that
will
go
up
every
single
year.
D
Thank
you,
mr
chair,
and
I'm
just
trying
to
you
know,
wrap
my
mind
around.
It's
been
a
long
day,
and
so,
if
we're,
if
we're
is,
let
me
ask
this,
is
it?
Is
it
in
the
language
of
the
amendment?
That's
not
properly
stated
to
reach
the
goal
that
he's
trying
to
reach
and
what
does
that
language
need
to
say.
F
So
I
I
will
be
answering
that
so,
if
I
am,
let
me
make
sure
I
understand
the
intent.
The
intent
is
to
ensure
that
those
districts
that
currently
contribute
more
than
50
percent,
that
they
are
established
a
floor
for
those
those
couple
districts.
So
then,
I
think
you
would
want
to
reflect
it
that
clearly
and
just
say
any
district,
whose
local
local
contribution
is
more
than
50
percent
will
establish
a
floor
of
50
percent
or
the
state
shall
shall
stop,
shall
establish
a
50
percent
floor
it
would.
G
G
A
A
C
C
Yes,
we
got
arena
money,
but
we
got
arena
bonds
and
we
got
we
got
infrastructure,
and
so
we
have
capacity,
but
we
also
have
bills.
We
got
to
pay
and
accountability,
so
I
don't
want
to
hurt
other
counties
because
that's
that's
not
fair,
so
I
know
I
got
actually
some
place
to
go
at
6,
30
called
lee
chapel
for
bible
studies.
I
got
to
conduct.
G
G
K
G
G
K
K
The
journey
to
number
one
here
is
based
upon
the
fact
that
currently,
the
school
districts
in
our
nation
that
are
ranked
number
one
in
terms
of
third
grade
literacy
and
in
keeping
with
the
intent
of
our
the
bill
before
us.
This
is
aimed
at
third
grade
literacy.
Eventually,
I
hope
to
make
it
to
8th
grade
literacy,
but
with
this
plan,
every
district
will
be
held
to
a
15
growth
standard
over
the
course
of
three
years.
K
But
I
need
to
point
out
to
you:
it's
not
a
straight
15
percent,
it's
15
of
a
gap
and
I'll
I'll
come
back
to
that
with
greater
explanation
in
just
a
minute
on
the
next
slide.
If
you
look
the
incentive,
that
is
the
the
idea
that
we're
going
to
reward
districts
for
meeting
this
goal
is
their
autonomy
of
spending
remains
unchanged.
In
other
words,
if
they're
hitting
their
goals,
the
state's
not
going
to
come
in
and
stir
their
pot
for
them,
the
money
is
given
to
the
districts.
K
K
If
the
outcome
is
not
reached,
a
district
will
qualify
in
what
the
bill
calls
an
opportunity
district
and
a
progress
review
board
which
is
defined
in
this
district
in
this
bill.
Rather,
as
the
commissioner
of
education,
the
chair
of
the
state
board
of
education,
two
members
appointed
by
the
speaker
of
the
senate
and
two
members
appointed
by
the
speaker
of
the
house.
K
This
progress
review
board
would
then
step
in
offering
support.
The
support
could
be
recommendations
for
additional
training
changes
in
curriculum
material.
Any
number
of
things
that
this
board
sees
as
an
opportunity
to
help
probably
help
this
opportunity
district
on
the
next
slide.
You
have
a
big
circle
that
says:
different
districts
have
different
challenges,
and
this
is
where
the
fifteen
percent
of
growth
measure
over
three
years
is.
It
says,
to
help
soften
the
the
impact
of
differences,
you'll
notice
that
there's
an
example
given
there
of
district
a
which
is
not
doing
too
well.
K
They
only
have
a
20
percent
third
grade.
Reading
literacy
rate
district
b
is
doing
better
with
40.
By
the
way
these
numbers
are
theoretical.
District
c
is
doing
really
well
at
60
percent.
So
what
this
bill
proposes?
If
you
look
at
the
next
slide
as
a
bar
graph,
is
that
district
a
to
hit
the
goal
of
70
percent
has
to
has
to
improve
by
50
percent
of
that
20
from
70.
K
So
they've
got
a
50
approval
requirement,
however,
fifteen
percent
of
that
would
be
seven
and
a
half
percent
of
the
total
district
b
has
an
opportunity
for
thirty
percent
growth
overall,
but
fifteen
percent
of
that
would
be
seven
and
a
half
percent,
I'm
sorry
4.5
and
district
c,
which
is
doing
well
already,
couldn't
get
15
if
they
tried
there's
only
10
left
for
them
to
get,
but
the
difference.
15
of
the
difference
is
1.5.
K
The
idea
behind
this
is
that
it
doesn't
punish
any
district
for
failing
to
achieve
it,
because
it's
based
on
the
differences
over
time
this
this
board,
that
we
talked
about
well
three
years
of
assessment.
There
will
reassess
that
and
move
if
they
make
progress.
They'll
move
the
floor
up,
which
will
decrease
the
amount
of
improvement
they
have
to
make
at
reach
each
cycle,
but
eventually
they'll
close
that
gap
all
the
way
to
make
tennessee
number
one
in
the
nation
on
third
grade
literacy.
K
I
realize
that
this
has
been
very,
very
brief
and
perhaps
somewhat
confusing.
I
want
to
point
out
to
you
that
the
change
that
was
made
between
the
originally
filed
amendment
and
this
one
is
on
paragraph
some
paragraph
c1,
and
there
was
a
phrase
left
out
of
the
original
bill,
which
was
talking
about
15
of
the
gap.
That
is,
that
was
why
the
untimely
amendment
was
necessary.
K
J
Thank
you,
chairman
reagan,
and
so
let
me
talk
through
a
scenario
and
then
maybe
you
can.
You
can
explain
it
to
me.
So,
as
I've
heard
you
explain
the
amendment,
could
you
could
you
be
in
a
situation
where,
as
you
mentioned
earlier,
where
you
have
a
school
district
at
60
proficiency,
which
right
now
in
our
state
would
be
pretty
phenomenal?
J
That
maybe
didn't
you
know,
doesn't
get
that
1.5
in
the
in
the
three
years
right
and
so
that
triggers,
let's
just
call
it
the
negative
effect
of
I'm
assuming
that
would
be
more
training.
Is
that
tell
me
kind
of
kind
of
tell
me
what
the
stick
is
if
they
don't,
if
they
don't
reach
that
15
of
the
gap,
and
then
I'm
gonna
ask
a
quick
follow-up:
that's
okay!
All
right.
K
Kevin
reagan,
this
particular
situation,
you've
highlighted
this
board
that
is
outlined
here,
would
assess
with
the
district
what
their
problems
were
potentially
and
then
make
recommendations
to
them.
It
may
be
additional
training.
It
may
be
a
curriculum
change,
any
number
of
things
that
this
board
comes
up
with
to
suggest
and
oh
by
the
way
when
they
suggestions
are
agreed
to
by
the
district,
then
they
have
to
spend
the
money
that
that
requires.
That's
that's
the
stick:
they
lose
some
of
their
spending
autonomy.
K
J
J
If
you
have
one
in
the
60s
right
now,
we
all
of
us
would
consider
that
phenomenal
and
so,
if
they
don't,
if
they
don't
raise
their
scores
by
1.5
percent,
that
they
literally
would
have,
they
would
have
less
autonomy
than
maybe
a
school
district.
That's
only
achieving
25
or
33
proficiency,
but
that,
but
they
they
had
a
15
growth
in
their
gap.
You
know
they
close
their
gap
by
15,
but
they
could
still
be
at
a
very
low
overall
proficiency
rate,
so
they
kind
of
keep
some
autonomy
and
some
spending
autonomy.
J
While
you
have
very
high
achieving
districts
who
don't
keep
that
same
autonomy
because
they
weren't
you
know,
maybe
they
weren't
able
to
close
that
gap
as
much
that
that
that's.
My
main
concern
is
that
you
actually
could
have
really
good
districts
that
are
doing
that
doing
things
correctly
and
then,
because
they
didn't
get
that
15.
Suddenly
the
state
steps
in-
and
maybe
we
do
something
that
stops
that
progress
that
that's
that's
my
main
concern.
K
We
need
to
have
everybody
improving
now
the
amount
that
each
district
has
to
improve
is
depending
on
how
well
they're
doing
the
better
they're
doing
the
smaller
total
amount
they
have
to
improve.
That's
a
recognition
of
the
fact,
the
closer
you
get
to
the
top,
the
the
more
effort
and
time
money
it
takes
to
get
that
last
little
bit
of
increment.
K
J
J
Does
that
district
have
the
option
to
say:
hey,
we
don't
like
your
recommendations.
We
don't.
We
don't
think
your
recommendations
are
going
to
work
any
better.
We've
been
achieving
better
than
anyone
else
in
the
state.
Does
that
district
have
the
option
to
tell
the
state?
No
we're
not
going
to
accept
that
or
do
they
have
to
accept
the
state's
recommendations
and
then,
as
you
mentioned
earlier,
when
they
accept
those
they
have
to
spend
the
money
that
way.
K
The
straightforward,
thank
you,
the
straightforward
answer.
Your
question
is
it's
going
to
be
based
on
an
agreement
between
the
board
and
the
district,
but
the
straightforward
answer
to
it
is
going
to
be
yes
because
they're
not
hitting
the
goal
they're
doing
good,
not
the
intent
here
because
of
their
their
performance
is
not
to
penalize
them,
but
they're
still
not
hitting
the
goal.
K
G
F
So,
thank
you
for
the
question,
sir.
We
we
have
worked
with
with
the
chairman
on
on
the
language
related
to
this,
based
on,
I
think
what
what
his
intent
was
here.
The
only
thing
that
I
would
clarify
is
in
the
current
language.
It
does
require
I'm
just
going
to
read
the
actual
language,
and
that
way
you
can.
F
You
can
tell
me
if
I'm
wrong,
sir,
it
does
require
the
lea
to
complete
the
training,
but
there
isn't
a
kind
of
requirement
in
terms
of
spending
of
funds,
and
so
I
would
just
want
to
make
sure
for
district
clarification.
That's
currently
what
the
language
says,
but
we
did
we.
We
did
have
a
preview
of
the
amendment
all.
D
A
A
It
doesn't
hurt
the
only
according
his
amendment,
there's
no
other
action
other
than
additional
training
if
I'm
correct
on
that
chairman
reagan
specified.
So
I
do
not
have
a
a
an
issue.
If
this
amendment
does
go
on
it's
additional
accountability,
we
could
see,
but
you
know
we
do
have
accountability
already,
but
I
have
no
problem
with
this
particular
amendment.
B
B
I
could
imagine
the
frustration
of
a
high
performing
school
coming
up
very
short
or
a
low
performing
school,
making
great
progress,
but
yet
coming
up
just
a
little
short,
and
if
that
happens
over
a
series
of
years,
I
could
imagine
the
frustration
of
those
administrators
being.
You
know
what
I'm
done.
I'm
out
of
here,
I've
been
given
this
all
I
got
for
two
or
three
years.
I
keep
getting
my
chops
busted,
no
matter
what
I
do
I'm
out
of
here.
B
K
Thank
you.
Let
me
clarify,
I
mentioned
it,
but
didn't
hit
on
it.
This
is
a
three
year
period,
so
they
can
have
annual
ups
and
downs.
It's
the
three
year
number
that
counts.
So,
if,
if
they,
if
they're
I
mean
assuming
a
linear
progression,
they'd
get
the
five
percent
per
year,
which
would
add
up
to
15.,
but
one
year.
Maybe
they
get
seven
and
a
half
the
next
year
they
get
six
or
four.
K
Everybody
knows-
and
I
you've
heard
this
the
saying
from
year
to
year.
You
know
this
class
is
really
great
and
this
class
is
not
kind
of
thing.
By
going
over
three
years,
that
average
is
out-
and
I
I
think
that
would
address
your
concern
there,
if,
if
they're
frustrated
over
a
three-year
period,
they're
still
not
doing
something.
Right
and
again,
this
bill
is
intended,
as
chairman
white
pointed
out,
to
have
an
absolute
standard
of
accountability.
K
Tennessee
will
be
number
one
if
we
hit
that
goal,
so
things
are
not
changing
over
time,
the
what
they
call
the
amos
that
changes
year
to
year.
This
is
not
going
to
change
and,
frankly,
we
don't
have
to
hit
70.
I'll,
be
honest
if
we
get
68
we're
still
going
to
be
number
one,
but
the
point
I'm
getting
to
is
there's
an
absolute
number
that
you
look
at.
That
is
your
goal.
It
doesn't
change
over
time
and
it
is
something
that
everybody
can
shoot
for.
D
There's
more
bureaucracy
to
it,
and
if
we
already
got
accountability
measures
in,
let's
just
try
to
try
to
get
to
hearing
the
bill,
so
we
can
so
we
can,
you
know,
get
on
with
whatever
it
is
state
business
we
got
to
get
on
in
regards
to
this,
to
you
know
our
education
funding,
you
know
we're
it's
already
overloaded.
So
thank
you,
sir.
K
B
Thank
you
for
bringing
the
amendment
I
I
think
it
is
good
to
have
some
goals
and
targets
associated
with
this.
So
I
appreciate
that
I
will
just
note
some
of
the
language
in
the
bill
here
that
I
think
might
alleviate
some
of
the
concerns
earlier.
It
says
here.
If
the
board
determines
further
action
is
necessary,
then
the
board
shall
recommend
that
the
commissioner
of
education
require
the
lea
to
complete
training
in
addition
to
the
requirements.
B
You
know,
I
would
say
the
board
might
just
say:
that's
you're
doing
well
we're
not
going
to
recommend
anything
to
the
commissioner
once
if,
if
the
recommendation
is
made,
the
commissioner
still
would
have
the
ability
to
look
at
it
and
recommend
either
you
know
a
lesser
amount
of
training
or
say
you
know
we
we
think
in
this
state.
My
point
is:
there's
some
exit
ramps
along
the
way
to
protect
those
higher
performing
schools,
but
I
do
think
that
this
could
be
a
good
vehicle
to
be
able
to
share
best
practices.
G
A
Thank
you
committee
and
thank
you
all
for
giving
three
out
three
plus
hours
to
this.
What
I
will
end
on
at
this
point
and
the
bills
at
the
will
of
the
committee.
At
this
point
we
did
spend
the
last
three
weeks
in
subcommittee
getting
the
good
foundation.
We
looked
at
six
different
amendments
today
to
kind
of
address
some
are
added.
Some
were
not.
A
I
feel
very,
very
good
about
this
particular
this
particular
one,
like
I
say,
the
nine
years,
I've
certain
education
committee,
the
bep
formula
from
30
years
ago
that
was
created
during
a
time
whenever
the
small
school
district
you
know
sued
the
state
because
it
wasn't.
I
think
that
was
right,
not
enough
funding,
so
we
we
pushed
it
we're
at
an
opportune
time
now.
People
have
told
me
no
well,
let's
put
off
next
year
or
maybe
next
year.
Well,
we've
got
an
election
between
now
and
next
year.
There's
not
a
guarantee.
A
All
of
us
will
be
back,
there's
not
a
guarantee
that
the
billion
dollars
will
be
there,
there's
not
a
guarantee
on
a
lot
of
things.
I
think
the
administration,
the
department
and
even
all
of
us
have
put
a
lot
of
time
and
effort
in
this
and
I
feel
very
comfortable
with
it
and
I'd
be
willing
that
to
the
will
of
the
community
committee,
let's,
let's
move
this
forward
and
continue
to
address
any
issues,
but
I
feel
very,
very
strongly
this
is.
This
is
a
good
bill.
I
A
If
I
did,
I
absolutely
did
thank
you
if
I
did
imply
that
absolutely
not
funding
I'm
a
strong
believer
that
money
is
a
resource
you
need,
but
it
doesn't
fix
anything.
We
fix
it
through
proper
leadership
through
proper
accountability,
but
you've
got
to
have
the
you've
got
to
have
the
funding
to
go
along
with
it.
So
absolutely
not
funding
is
needed,
but
it
is
not
what
changes
anything.
I
I
A
A
Chairman
now
I
wouldn't
put
a
dollar
figure:
that's
what
the
administration
has
offered
a
billion
dollars
when,
when
many
states
are
cutting
back
because
they
outspent
in
the
past,
we
were
very
conservative.
State
were
and
we're
growing
we're
very
blessed.
So
we
have
a
billion
dollars
to
put
in
right
now.
My
my
wish
in
in
the
coming
years
that
we
we
continue
to
put
more
and
more
money
into
education,
is
that
is
that
important,
we're
nowhere
near
where
we
need
to
be
as
a
state?
A
I
Thank
you,
and
you
know,
a
billion
is,
is
a
lot
of
money,
but
considering
we
over
collected
1.8
billion
just
between
august
and
january
alone,
and
this
year
in
state
sales,
taxes
we're
sitting
in
over
6
billion
in
the
general
and
recurring
fund
for
education
alone,
and
we've
got
a
rainy
day
fund
of
1.55
billion.
I
mean
I
yeah
a
billion
dollars
a
lot
of
money,
but
we
have
the
money
to
invest
in
education
regardless
of
the
fund.
I
That's
my
last
question
to
you
is:
do
all
of
the
unknowns
in
this
legislation
not
make
you
lose
sleep
at
night?
We
don't
know
what
outcome
goals.
Are
we
don't
know
what
direct
allocation
amounts?
Are
we
don't
know
any
of
the
corrective
action
what's
possible
on
that
front?
A
lot
of
this
is
contingent
on
future
rule
making
and
subject
to
available
funds
and
you're
right.
I
Some
people
have
already
announced
they're
not
going
to
be
here
next
year,
so
we
don't
know
what's
going
to
happen
in
the
future
and
we
don't
know
who's
going
to
be
government
operations
or
you
know
looking
over
those
rules
and
so
forth.
So
does
none
of
those
unknowns,
make
you
lose
sleep
at
night
and
give
you
pause
in
pushing
through
this
rush
legislation
chairman
right
now,
thank.
A
You
number
one,
I
don't
think
it's
rushed.
It's
been
worked
on
and
talked
about
for
many
years.
I
would
answer
your
question,
but
also
asking
you:
do
you
feel
comfortable
where
we
currently
are
in
the
current
funding
formula?
We've
got
the
same
questions
with
the
current
firm
formula
and
what
we
are
doing
is
we
are
allowing
districts,
the
flexibility
to
take
more
money
and
spend
it
the
way
that
that
will
fit
their
students
in
their
district.
So
those
things
I
do
feel
good
have,
I
ever
felt
good.
A
You
know
the
same
thing
with
the
bep
formula,
the
47
metrics
and
resource
funding,
and
on
and
on
and
on.
We
could
ask
the
very
same
questions
on
that,
but
this
is
a
much
simpler
formula
based
upon
student
needs,
which
I
think
will
go
a
long
way
in
address
addressing
our
problem.
As
far
as
the
amount
of
money
you'll
take
that
up
administration,
you
know
we
have
a
billion
extra
being
offered
to
us,
and
so
we
will
move
on
with
that
chair.
G
I
Yeah,
so
to
answer
your
question
again,
I
directly
answer
your
question
that
you
asked
me
is:
I
don't
think
this
is
an
either
or
I
don't
think
this
is
a
bep
and
I
don't
think
tisa
are
the
only
two
options
and
if
the
administration
is
to
be
believed,
they've
only
been
working
on
this
for
six
months,
so
I
do
think
it's
rushed.
I
don't
think
they've
been
working
on
it
for
years
if,
if
they
say
what
they
say
is
accurate,
so
I
don't
want
to
get
trapped
into
this
false
narrative
of.
I
If
you
think
the
bp
is
great
or
or
this
is
better
because
that's
not
our
only
options,
I
think
that
we
all
could
take
our
time.
I
mean
we
just
slap
five
new
minutes
and
we
don't
know
what
the
fiscal
note
of
the
bill
is
as
it
entered
this
committee
today.
There
is
no
fiscal
note,
so
I
think,
taking
our
time
slowing
this
down
all
of
us
sitting
around.
I
We
digested
a
lot
of
information
in
the
last
four
weeks
in
our
subcommittee
and
full
committee,
and
not
all
of
us
have
had
every
question
we've
asked
answered.
Our
chairmen
have
been
great
and
been
patient
with
people
like
me,
I
will
openly
admit,
but
I
do
think
this
is
rushed
and
I
do
think
there
are
too
many
unknowns
and
I
got
to
tell
you:
I've
got
a
lot
of
uncomfortable
constituents
and
hearing
from
people
across
state
of
tennessee,
not
just
in
davidson
county
with
this.
I
A
No,
I
appreciate
the
comments,
the
the
thing
I
would
just
comment
on
too
and
anything
like
this
you've
got
to
have
a
starting
point
and
move
forward
now,
the
in
the
bill.
The
legislation
is,
this
would
not
go
into
effect
to
2023
2024,
and
so,
if
you
put
something
out
there
and
then
you
start
doing
the
policies
and
if
you
do
find
issues
as
we
discussed
earlier,
you
can
address
those.
But
until
you
get
to
that
point,
you
never
get
to
that
point.
A
I
said
on
the
bep
review
committee
after
chairman
harry
brooks
left
for
a
number
of
years,
and
we
continually
asked
these
same
questions
trying
to
how
do
you
fix
the
bep
formula
and
we
could
could
look
for
more
money
and
all
these
things,
but
we
never
got
there,
and
I
appreciate
the
administration
bringing
this
to
a
point
that
we
can
address
a
lot
of
the
issues
that
we've
had.
So
I
the
answer
question
I
do
feel
comfortable
at
this
point.
H
H
How
are
we
going
to
get
more
kids
proficient
and
I
have
a
school
board
chairman
and
I
have
a
county
commission
budget
chairman
that
are
telling
me
their
questions
are
not
getting
answered.
I
represent
my
district.
My
district
is
telling
me
they're
not
getting
their
answers.
It's
rushed.
We
don't
know
the
consequences
or
unintended
outcomes.
H
I
think,
if
we
have
more
time
we're
not
even
in
slow
motion,
yet
I
think
if
we
have
more
time,
we
can
get
this
building
where
we
want
it,
and
for
that
reason,
if
we're,
if
we're
going
to
vote
today,
to
move
this
out,
I
can't
support
it.
For
one
reason,
my
district
is
not
is
not
in
a
position
that
that
they're
they're
comfortable
with
this
bill.
The
question
I
have
for
the
bill
sponsor
is
one
that
you've
asked
many
people
who
stood
in
your
position
due
to
the
fact
that
we've
had.
H
A
Chairman
white
first,
first
of
all,
let
me
say
this:
we
said
the
will
of
the
committee
when
you
say
we're
moving
too
fast.
If
you're
talking
about
continuing
on
to
discuss
this
this
session
or
if
you're
talking
about
next
year.
That's
what
I
was
referring
to,
I'm
not
I'm
not
pushing
this
committee
tonight,
one
way
or
the
other.
I
want
everybody
to
get
their
their
questions,
their
questions
answered.
A
But
to
answer
your
question
as
far
as
when
we,
when
we
this
is
a
process
and
when
we
got
it
that
shows
the
flexibility
in
how
much
the
administration
department
as
well
as
the
committee,
is
listening
to
all
the
stakeholders.
That's
why
we've
had
several
rewrites
and
then
we've
added
amendments
as
things
come
along.
So
no
I'm
not
pushing
this
bill
out
tonight,
but
I
do
think
that
we
are
far
enough
along
that.
We
that
we
can
do
that
this
year
and
not
keep
putting
it
off.
H
No
it's.
This
is
how
it's
going
to
work
and
it's
going
to
be
okay,
so
we're
not
even
a
flow
motion.
Yet
every
time
we've
had
one
of
these
meetings
in
subcommittee,
we've
come
back
the
following
week
with
more
amendments,
because
people
have
had
time
to
listen
to
what
was
said,
and
then
it
brings
up
issues
that
we're
continuing
to
fix.
So
if
we
can
get
it
to
the
point
that
it's
in
the
right
position
and
we
all
like
it
and
it's
good,
we
move
it
forward.
H
A
Yeah
this
is
the
education
committee's
bill.
I
sat
on
one
committee
one
time
where
we
we
voted
on
a
bill
out
of
and
went
to
finance
and
got
totally
changed
and
didn't
come
back
to
education
and
what
we
voted
on
was
a
different
bill
when
it
went
came
out
of
there.
So
you
know
I
would
totally
agree
with
you
on
that.
A
If
we
continue
to
go
forward,
but
there
again,
I'm
at
the
will
of
the
committee
when
we
feel
comfortable
that
we
have
something
moving
forward
better,
it
doesn't
if
it
doesn't
have
to
be
tonight,
because
if
it's
next
week-
but
I
do
think
we're
at
a
point
in
time
where
we
don't
need
to
lose
this,
this
golden
opportunity
to
do
something
this
session.
While
we
have
spent
all
this
time
on
it.