►
Description
House Education Administration Committee- February 9, 2022- House Hearing Room 1
A
B
A
Thank
you
very
much
members.
Anyone
have
any
recognitions
and
or
comments
you'd
like
to
make.
As
we
begin
the
committee
seeing
none
hearing,
none
always
like
to
start
the
committee
out
this
education
committee,
which
we
oversee
legislation
that
deals
with
governing
our
children
so
always
like
to
start
our
committee
with
a
prayer
so
bow
your
heads,
please
holy
father.
We
come
before
you
asking
for
your
wisdom
and
your
guidance,
because
all
wisdom
comes
from
you.
A
You've
given
us
great
responsibility
to
understand
the
things
that
come
before
us
for
the
benefit
of
the
young
children
across
our
state
watch
rovers
guide
us
protect
our
schools
and
our
teachers
and
give
us
strength
to
christ's
name.
We
pray
amen.
Thank
you.
Okay,
we're
members.
We
have
four
bills,
but
this
before
we
start
the
bills,
because
we've
got
a
couple
that
might
take
a
little
bit
of
time.
We
got
a
10-minute
presentation.
Was
that,
okay,
with
is
that
going
to
mess
you
all
schedule
up?
A
Okay,
yeah,
we'll
give
you
special,
we'll
give
you
special
consideration,
but
we
got
four
and
may
drag
on
a
little
bit.
So
this
we
have.
We
have
with
us
books
from
birth,
mr
james
pond.
We
invited
him
to
come
back,
give
us
an
update
on
what's
going
on
in
early
childhood
literacy.
So
without
further
ado,
mr
pines,
you
you
may
begin
just
make
sure
your
mic's
on
and
state
your
name
and
for
the
av
record.
C
C
First,
we
really
wanted
to
thank
the
committee
for
the
tennessee
success
act.
I
think
the
strong
message
that
was
conveyed
around
education
and
literacy
has
really
provided,
I
think,
some
fertile
ground
for
some
important
conversations
to
happen
across
the
the
early
literacy
landscape.
So
thank
you
today,
we'd
like
to
speak
to
you
about
the
work
of
our
foundation
and
how
we're
contributing
to
early
literacy
efforts
here.
D
Well,
I
did
it
once
sorry:
okay,
my
name
is
dean
hoskins,
the
vice
president
of
the
foundation,
and
I
wanted
to
just
give
you
a
quick
and
brief
overview
to
show
you
just
how
much
the
foundation
and
our
efforts
to
support
families
across
the
state
with
children
since
2019
predominantly
a
lot
of
growth.
You'll.
Remember
that
from
2004
forward
we
manage
and
oversee
and
support
with
the
legislators.
Legislature's
help
the
dolly
parton
imagination
library
program,
which
is
referred
to
as
our
birth
to
five
book
delivery,
we're
serving
approximately
286
000
children
monthly.
D
D
D
Additionally,
we
have
expanded
our
storybook
trail
program.
We
are,
we
will
be
in
41
different,
either
state
or
local
parks
by
this
summer,
where
we
take
typically
an
imagination
library
book
and
we
take
use
a
quarter
mile
trail
to
help
a
child
in
a
family,
read
that
book
as
they
are
outside
to
bring
home
to
children
and
families.
That
literacy
is
a
part
of
everyday
life
and
about
every
activity
that
you
do
and
so
marrying
those
outdoor
activity,
experiences
with
with
literature
and
with
reading
as
well.
D
Excuse
me
those
three
programs.
Now
we
have
seen,
particularly
in
light
of
the
coveted
school
interruption,
and
yet
the
the
winds
were
brewing
earlier
than
that
that
caregivers.
Although
we
say
you're
the
a
child's
first
teacher,
not
everyone's
prepared
to
be
a
child's
first
teacher
or
feels
equipped
to
be
a
child's
first
teacher,
sorry
and
so
putting
tools
in
the
hands
of
caregivers
became
an
important
focus
that
we
wanted
to
to
delve
into.
We
have
partnered
with
a
company
called
ready
for
k.
D
It
is
a
text
based
evidence-based
program
that
sends
a
text
into
the
family.
That
has
the
ability
to
opt
out
if
they
do
not
want
to
participate,
gives
the
to
their
phone
a
tip
on
monday,
wednesday
and
friday
that
build
on
a
theme.
So
on
monday
they
get
a
fact
about
literacy
and
reading
and
the
importance
of
that
wednesday
and
friday.
They
get
suggested
every
day,
easy
to
implement
ideas.
The
one
I
got
today,
acting
as
if
I'm
a
four-year-old,
is
about
about
helping
them
build
a
story.
D
D
We
have
sent
23
million
messages
since
january
of
last
year
to
participants
and
it
is
funded
through
this
calendar
year.
We
are
in
discussions
with
tdoe
about
remaining
esser
dollars
that
would
fund
it
all
the
way
through
calendar
year,
23
and
and
perhaps
beyond.
There
is
research
and
feedback
being
done
around
that
program.
C
C
We
were
the
first
organization
to
have
scholastic,
do
an
at-home
delivery
to
students
across
the
state
and
now
what
we're
doing
is
using
that
very
same
program
to
scaffold
into
a
lot
of
the
summer
programming
that's
being
done
either
around
the
summer
camps
or
other
initiatives
that
school
districts
are
using
to
support
their
children
and
so
just
sort
of
building
on
this
in
year.
One!
C
Oh,
sorry,
we
don't
have
the
right
slide
here.
So
I'll
just
go
back
to
this
sit
in
year,
one
we
had
initially
wanted
to
do
a
pilot
to
be
able
to
provide
evidence-based
research
around
whether
or
not
it
was
making
a
difference
in
terms
of
children's
third
grade
reading
scores.
If
we
were
making
an
impact
in
terms
of
changing
that
child's
perception
of
themselves
as
a
reader
and
their
motivation
to
read,
and
so
we
initially
launched
this
program
in
2020
just
prior
to
covet,
our
intention
was
to
serve
about
35
000
students.
C
We
did
that
through
private
funding
and
then
when
covet
happened,
the
department
of
education
had
actually
come
to
us
and
said:
could
we
partner
with
you
to
expand
this
program
and
make
it
more
accessible
to
a
larger
number
of
students?
So
we
responded
to
that
need
and
were
able
to
serve
another
55
000
students
through
that
program.
C
So
the
parents
know
what
am
I
doing
with
these
books.
How
do
I
interact
with
my
child
and
make
this
beneficial,
and
then
we
have
two
years
of
research
behind
this,
so
lipscomb
university
has
partnered
with
us
to
take
a
look
at
rti
screeners
that
are
pre
and
post
program
and
then
also
doing
a
motivation
survey
with
students
to
look
at
their
perception
of
themselves
as
a
reader
in
their
motivation
summer.
If
we
can
change
and
shift
those
two
things,
we
increase
a
culture
of
reading
for
our
children.
C
So
in
this
in
the
coming
years,
we're
really
going
to
be
looking
at
efficacy.
So
we'll
be
wrapping
some
additional
research
and
and
dollars
around
looking
at
how
this
is
impacting
those
third
grade,
reading
scores,
which
is
you
as
a
committee,
are
all
looking
to
accomplish,
because
we
know
what
the
implications
of
a
third
grade
reading
is.
C
All
right,
so
next
is
something
that
we've
put
in
place
in
looking
at
k
to
three
in
the
book
selection
process.
We
really
wanted
this
to
be
tennessee
specific.
We
didn't
want
this
to
just
be
early
literacy
experts
speaking
into
this,
and
so
we've
created
an
educator
advisory
council
to
address
this.
D
We
selected
21
individuals
from
across
the
state.
We
represent
every
region
of
the
state,
the
grand
regions.
We
also
have
a
cross
section
of
district
leaders,
principals
and
grade
level
teachers
who
have
been
working
on
reviewing
a
list
of
books,
a
universe
of
books
for
each
grade
that
will
be
delivered
this
coming
summer
of
22..
D
We're
excited
about
this
particular
new
advisory
group
that
will
walk
with
us
so
that
we
stay
aligned
with
tennessee
standards.
We
stay
aligned
with
the
curriculum,
that's
being
used
in
the
schools
across
the
state
which
varies
and
that
we
are
engaging
our
teachers
in
the
books
that
are
being
delivered
and
that
they're
going
to
use
in
their
classrooms.
C
So
the
the
last
and
final
thing
we
wanted
to
talk
to
this
committee
about
and
we're
most
excited
about
is
select
which
stands
for
the
state:
early
literacy,
education,
collaborative
of
tennessee
I've
provided
a
report
that
we
did
this
this
past
year.
This
was
birthed
again
in
2019,
as
I
was
traveling
the
state.
C
I
realized
that
we
had
lots
of
regional
early
literacy
efforts,
putting
a
lot
of
innovation
and
ideas
behind
their
efforts
as
well
as
resources
and
funding,
but
none
of
those
initiatives
had
actually
talked
to
each
other,
so
the
between
the
nashville
blueprint,
memphis
first,
eight,
the
chattanooga
basics.
All
these
initiatives
were
not
having
internal
conversations
and
shared
learning
around
early
literacy,
and
so
we
realized
there
was
an
opportunity
to
bring
these
groups
together.
C
We
intended
on
doing
that
in
2020
and,
of
course,
life
happened,
but
this
past
september
we
did
bring
that
group
together.
We
brought
16
principals
from
across
the
state
to
have
some
meaningful
conversations
around
the
efforts
that
they
were
having
how
we
might
be
able
to
move
forward
in
a
more
effective
way,
and
we
had
a
really
great
progress
report
so
that
reports
there
for
you
to
read
at
your
leisure.
C
The
two
key
things
that
came
out
of
that
were
one
that
the
governor's
early
literacy
foundation
was
really
poised
as
a
non-partisan
organization
that
doesn't
have
an
agenda
to
be
a
convener
of
early
literacy
efforts
across
our
state
and
second,
was.
There
was
an
opportunity
for
us
to
serve
as
a
conduit
both
for
the
general
assembly
for
this
committee
for
the
department
of
education
and
all
of
the
early
literacy
efforts
across
the
state.
C
And
we
found
that
there
were
four
and
I'll
give
you
a
fifth
benefit
of
what
we
want
to
accomplish.
Through
doing
this,
first
and
foremost,
is
that
we
want
to
create
a
map
of
early
literacy
efforts
across
our
state.
I
don't
think
we
know
collectively
all
that
is
actually
happening
across
our
state
who's.
Doing
what
so
it'll
give
us
an
opportunity
to
look
at
what's
being
done,
how
it's
being
funded
and
how
it
aligns
with
the
tennessee
literacy
success
act
as
well.
C
Now
it's
about
75.
it'll
probably
grow
to
100.
By
the
time
we
actually
host
the
event,
but
we're
looking
at
this
as
an
opportunity
for
us
to
be
able
to
convey
truly,
what's
happening
in
early
literacy,
looking
at
at
best
practices
and
then
providing
reports
to
the
department
of
education
to
this
committee
and
to
our
early
literacy
partners,
so
that
we
can
align
and
be
rowing
in
the
same
direction
on
our
efforts
around
early
literacy.
And
then
I
promise
you
a
fifth
benefit
to
this.
It's
that
we
are
privately
funding
this.
C
C
So
I've
provided
a
logic
model.
I
obviously
won't
walk
you
all
through
this,
but
you
could
read
it
at
your
leisure,
our
three
primary
goals.
Our
long-term
goals
at
this
is
one
to
create
a
a
workforce,
readiness
in
the
next
generation
post-secondary,
engagement
and
third
grade
reading
scores,
but
our
efforts
are
all
listed
out
here.
We'll
continue
to
refine
this
model.
C
A
E
E
This
is
more
of
what
that
that
intervention
should
look
like
a
collaborative
supportive
environment.
You
know
to
our
leas
and
and
our
students,
teachers
and
and
and
and
their
family
and
the
parents
of
of
these
students.
This
is
what
it
should
look
like,
but
too
many
times
we
have.
We
take
an
antagonistic
approach
to
you
know
turning
around
our
deficiencies
in
in
education,
and
it
should
never
be
an
antagonistic
approach.
It
should
always
be
a
collaborative
supportive
approach
and
it's
just
like
it's
just
like
raising
a
child.
E
You
know,
if
you're,
if
you,
if
you
use
positive,
reinforcement
and
and
and
support
you
know,
you're
gonna,
you're
gonna,
it's
highly
possible
that
you're
gonna
get
an
amazing
outcome
from
that
child
and
the
same
thing
that
that
model
works
on
a
macro
scale.
You
know
if
you're,
using
positive
interventions
and
support
and
and
versus
you
know,
an
antagonistic
or
or
abusive
relationship
between
you
know
the
state
and
the
schools.
E
You
know
for
for
what
he's
doing
and
more
importantly,
I
want
to
applaud
you
know
your
team
and
and
y'all's
approach
to
bringing
everybody
together
so
that
we
can
raise.
You
know
our
proficiency
in
in
literacy
together
as
a
unit
for
all
of
our
people
in
tennessee.
Thank
you
so
much,
but
you
had
to
have
a
devil
dog
on
board
to
make
make
that
happen
to
you.
No,
no!
No,
no
slide
against
you!
You
know
because
I
I
appreciate
you
too
right
right.
Okay,
she's.
A
A
C
A
F
A
That
is
correct.
Does
he
rewrite
the
bill?
It
does.
Sir.
Thank
you,
okay
members.
Would
we
like
to
go
ahead
and
add
that
to
the
bill
and
motion?
Second,
I
was
in
favor
of
adding
amendment
one
two,
eight
nine
five
on
to
house
bill
1754
and
it
kept
saying
aye
opposed
the
eyes.
Have
it
we're
back
on
your
bill
is
admitted.
You
may
begin.
F
F
The
original
bill
was
drafted
to
allow
to
expand
current
tennessee
code,
annotated,
which
states
that
those
adjunct
professors
could
currently
go
into
grades,
9
through
12,
and
also
work
with
their
lea
and
and
become
a
school
teacher.
In
that
capacity,
the
original
bill
was
going
to
go
down
to
k
through
12
and
greater
minds
than
mine
prevailed
and
the
department
of
education
stepped
forward
and
offered
me
a
very
reasoned
response
to
to
reduce
that
to
the
middle
school
through
the
12th
grade.
F
Just
simply
because
when
you're
an
adjunct,
professor,
you
typically
have
a
discipline
of
specialty
like
biology,
economics,
political
science,
chemistry
and,
typically,
in
our
k,
through
five
space,
it's
it's
a
little
more
gener
general
and
there's
a
as
we
know
the
governor
and
this
body
is
wanting
to
focus
on
literacy.
So
I
amended
the
bill.
The
amendment
essentially
allows
an
adjunct,
professor
to
work
with
their
local,
lea
to
become
a
teacher
in
the
middle
school
and
high
school
space
and
chairman
I'll,
be
glad
glad
to
accept
questions
and
comments.
A
G
Thank
you,
mr
chairman,
and
chair
lee
smith.
Thank
you
for
bringing
us.
I
think
it's
an
excellent
bill.
However,
there's
been
some
confusion.
I
got
some
phone
calls
this
afternoon.
I
want
to
make
it
clear,
or
rather
I
would
like
for
you
to
make
it
clear
that
this
is
not
hiring
adjunct.
Professors
in
lieu
of
fully
qualified
teachers
that
are
licensed
in
our
state
but
to
actually
address
shortages,
is
that
correct.
F
Thank
you,
chairman
and,
and
to
chairman
reagan's,
very
artfully
spoken.
This
is
not
to
displace
anyone,
that's
in
the
the
current
practice
or
licensure
of
teaching.
Rather
instead,
it
opens
up
an
opportunity
at
the
local
age
educational
agency,
for
them
to
take
care
of
vacancies,
substitution,
substitute
teachers
and
and
to
make
that
decision
locally.
This
is
just
enabling
legislation
for
that.
That
decision
to
be
made
locally
chairman.
G
A
F
F
A
A
I'm
gonna
call
for
the
question
questions
been
called
for,
so
all
those
in
favor
of
moving
house
bill
754
to
accounting
rules
in
the
cable
saying
I
opposed
moves
out.
Thank
you.
Thank
you.
So
much
committee
and
chairman.
Thank
you.
Very
much
brings
us
to
item
number
two,
which
is
chairman
whitson
house
bill.
1667..
A
We
have
a
motion.
Second
amendment.
Is
your
amendment
one
three,
three,
three,
seven,
that's
correct,
mr
chairman.
Okay,
question.
Second,
on
the
amendment,
all
those
in
favor
of
adding
it
to
the
bill
and
keep
saying
aye
opposed
eyes.
Have
it
we're
now
back
on
your
bill
as
amended,
you
may
describe
it.
H
Thank
you,
mr
chairman.
Thank
you
committee
house,
bill.
1667
is
the
state
librarian
coordinator
bill.
I've
been
carrying
this
thing
for
a
few
years
and
it
always
gets
to
budget
sub
and
goes
behind
the
budget.
I
will
hope
we
can
get
it
out
this
year.
A
few
years
ago
I
had
the
opportunity
to
address
the
tennessee
association
of
school
librarians.
H
To
support
school
and
district
level
instructional
programs,
like
I
said,
we've
been
working
on
this
for
several
years.
The
committee
has
always
supported
it,
but
I
hope
this
year
we
can
find
the
funding
and
working
with
the
department
of
education
on
that
and
with
that.
Mr
chairman
committee,
I
renew
my
motion.
B
A
I
I
A
Got
a
motion
in
a
second
on
the
amendment,
any
objection:
okay,
all
those
in
favor
adding
one
two,
six,
eight
nine
amendment
to
the
house
bill
three,
two
four
and
it
keeps
saying
aye
opposed
the
eyes.
Have
it
is
that
the
only
amendment
you
have,
sir?
Yes,
okay,
we're
now
back
on
your
bill
as
property
amended,
you
may.
I
Proceed.
Thank
you,
chairman
white.
This
is
a
bill
that
would
change
the
grading
scale
in
the
ten
in
the
state
of
tennessee
from
the
current
scale,
which
is
sort
of
a
seven
point
scale
to
a
ten
point
scale.
For
example,
the
current
seven
point
scale
says
an
a
is
ninety
three
to
a
hundred
a
b
is
eighty
five
through
ninety
and
so
on
and
so
forth.
I
This
bill
would
change
the
grading
scale
to
a
10
point
scale,
so
90
to
100
would
be
an
a
80
to
80
through
89
would
be
a
b
and
so
on
and
so
forth.
The
intent
of
this
bill
is
to
level
the
playing
field
between
tennessee
and
virtually
every
other
state
in
the
u.s,
including
all
of
the
states,
all
eight
that
border
the
state
of
tennessee.
They
all
have
a
ten
point
scale.
We
have
this
seven
point
scale.
I
Here's
why
it
would
level
the
playing
field
if
you're
in
the
state
of
tennessee,
and
you
have
a
92,
that's
a
b
and
if
you're
in
kentucky
or
arkansas
or
georgia-
and
you
have
a
92,
that's
an
a
leveling.
The
playing
field
is
important
when
our
tennessee
students
compete
for
admissions
to
colleges
around
the
country
like
harvard
or
duke.
We
don't
want
students
from
kentucky
to
get
in
in
front
of
students
from
tennessee
who
all
have
92s,
but
they
have
a
4.0
and
our
students.
Don't
this
has
implications
that
are
even
broader
than
that.
I
Our
tennessee
students
also
compete
for
scholarship
money
across
the
country
with
many
organizations,
non-profit
entities,
corporations,
coca-cola
offers
scholarships
and
it's
based
partly
on
gpa
right
now.
Our
tennesseans
are
are
not
con,
don't
have
a
level
playing
field
with
their
competitors,
because
our
gpas
are
lower
for
the
same
numerical
grades.
Let
me
bring
up
a
couple
of
other
points.
When
students
transfer
into
the
state
of
tennessee
from
another
state,
they
could
see
their
letter
grades
drop
if
a
sophomore
at
a
high
school
in
another
state
has
a
92
and
they
transfer
into
tennessee.
I
That
92
goes
from
an
a
to
a
b.
We
have
evidence
that
students
have
actually
gone
back
to
their
original
state
so
that
their
gpa
wouldn't
drop.
This
has
implications
for
our
military
families,
who
often
are
transferred
around
the
the
country
and
are
often
transferred
into
the
state
of
tennessee
and
have
their
high
school
students.
I
Gpa's
dropped
just
because
a
92
or
maybe
an
84
is
a
lower
grade
in
this
lower
letter
grade
in
the
state
of
tennessee
than
in
other
states.
So
this
is
a
bill
to
layer
level.
The
playing
field.
A
consequence
of
this
bill
would
be,
however,
that
more
students
would
become
eligible
for
hope,
scholarship,
lottery,
money.
That's
not
really,
my
intent
for
bringing
the
bill,
I'm
not
trying
to
spend
more
hope,
scholarship
lottery
money,
but
you
can
see
how
it
would
increase
eligibility,
and
so
the
bill
does
have
about
a
three
million
dollar
fiscal
note.
I
But
if
I
had
to
make
a
few
comments
on
that,
I
would
say
that
the
lottery
commission
in
the
2021
fiscal
year
turned
over
to
the
state
of
tennessee.
Around
482
million
dollars
proceeds
about
376
million
dollars
worth
of
those
proceeds
were
allocated
towards
hope,
scholarship.
The
general
assemblies
merit
awards
aspire
awards.
Dual
enrollment
awards
with
over
a
hundred
million
dollars
left
over.
This
extra
amount
gets
swept
into
the
tennessee
promise
endowment
fund
again.
My
goal
isn't
really
to
spend
more
hope,
scholarship
money,
but
this
bill
would
cost
about
three
million
dollars.
I
We've
got
over
a
hundred
million
dollars
extra
or
we
did
in
the
2021
calendar
year.
I
think
it's
important
to
give
our
tennessee
students
an
equal
opportunity
to
get
into
harvard
or
duke
or
be
awarded
a
coca-cola
scholarship
or
allow
families
to
transfer
into
the
state
of
tennessee
and
not
have
their
kids
gpas
drop
simply
because
they
cross
state
lines
be
happy
to
answer
any
questions.
Thank.
A
E
You
thank
you,
mr
chair,
and
and
thank
you
for
for
bringing
this
bill,
but
your
intent
should
be
to
spend
more
of
the
lottery
money
because
there's
more
tennessee
students
going
to
college,
and
so
you
know
I
I
would
make
that
a
talking
point.
Actually,
you
know
if,
if
it's
going
to
put
more
people
more
of
our
students
in
in
you
know
higher
ed
and
different
places,
we
should
do
that.
E
J
And-
and
you
don't
have
to
answer
this
today,
but
if
you
can
get
clarification
for
us,
because
I
have
a
feeling
because
it's
lottery
dollar
it's
going
to
go
to
the
lottery
calendar,
how
would
this
bill
affect
somebody
that
is
a
sophomore
right
now
or
a
freshman
in
college
under
seven
point
scale
that
did
not
qualify
for
hope
but
they're
going
through
college
right
now?
Would
they
be
able
to
go
back
and
get
their
grades,
adjusted
to
the
10
point
so
now
they
could
qualify
for
hope.
J
A
Thank
you,
members.
If
I
will
may
point
out
as
we
move
forward
we're
always
at
the
will
of
the
committee.
It
does
have
a
two
point
where
right
here,
the
three
million
we
should
pull
out
the
whole
scholarship
money.
The
administration's
got
a
bill,
probably
coming
forth,
to
raise
the
hope
dollars
up
this
year,
so
that
would
probably
even
go
up,
but
because
we
do
have
a
lottery
calendar
where
we,
where
we
look
at
all
lottery
bills
as
they
go,
come
through
usually
about
10
a
year.
A
I'd
like
to
make
the
motion
that
we
send
this
to
chairman
lafferty's
committee
of
higher
education,
where
we
put
bills
on
the
lottery
counter,
so
we
can
deal
with
them
all
at
one
time
as
we
determine
how
much
lottery
money
we
are
going
to
spend
for
the
year.
So
I'd
like
to
lay
it
out
in
the
form
of
a
motion.
If
you'd
like
to
have
a
discussion
first,
let's
raise
your
hand
we
do
we
do.
We
have
a
second
but
the
chairman's
people.
K
First
of
all,
I'd
like
to
point
out
to
my
colleague,
representative
parkinson
that
I'm
already
signed
on
to
this
bill
so
they'll.
Obviously
let
anybody
on
it,
but
my
question
was
about:
why
would
we
re-refer
it
to
another
committee?
Has
that
already
been
assigned
to
that
committee,
or
is
this
a
new?
K
A
Okay,
I
can
address
that
in
higher
education
we
have
dealing
with
higher
education
bills,
spent
spending
money
for
higher
education.
We
have
a
lottery
calendar
that
flows
through
the
subcommittee
of
higher
education.
Where
then,
we
can
take
all
these
up
at
one
time,
and
so
that's
been
the
process
for
a
number
of
years.
K
Well,
thank
you,
mr
chairman,
and
I
I've
been
aware
of
that.
I
guess
that
lottery
calendar,
but
I
thought
that
was
a
discretion
of
the
chairman,
who
kind
of
put
it
on
a
special
calendar
of
their
own
committee
within
that
committee
at
that
time,
not
re-referring
it
from
others
to
that
location.
Maybe
that
may
be
my
misunderstanding.
J
A
B
B
A
J
I
appreciate
the
attention
that
this
bill
has
brought.
I
know
it's
been
wearing
on
a
lot
of
people
in
here,
and
I
do
apologize
for
that.
That
was
not
the
intent.
The
intent
was
to
bring
more
diversity,
more
balance,
more
independence
to
the
state
board
of
education.
Currently,
all
nine
members
that
are
appointed
by
the
governor
and
confirmed
by
this
general
assembly
are
there.
J
Now
I've
been
doing
research
and
trying
to
figure
this
out,
but
I
have
yet
to
find
anybody
that
has
been
before
an
education
committee
for
confirmation
on
the
state
board
has
been
denied
by
the
education
committee.
I
can't
find
one
now:
I've
been
doing
research
for
many
many
years
back
and
that
kind
of
control,
and
this
and
first
of
all,
let
me
tell
you
this.
This
has
nothing
to
do
with
the
current
governor.
J
This
has
to
do
with
creating
balance
in
the
state
board
of
education
so
that
no
one
branch
separation
of
powers
here,
no
one
branch-
can
control
and
you've
been
on
this
education.
With
me,
the
state
board
of
education
could
quite
possibly
be
the
most
powerful
and
most
important
board
in
the
state
of
tennessee
that
controls
the
rules
and
policies
from
the
bills
that
we
enact
here
and
to
make
sure
that
the
department
of
education
who
last
week
was
opposing
this
bill,
which
made
me
scratch
my
head.
J
J
E
Thank
you.
Thank
you,
mr
speaker,
and
thank
you
chairman
for,
for
you
know,
bringing
the
bill
up,
but
I
I
think
that
we,
if
you
know
this,
the
state
board
exists
because
we
created
the
state
board
here
right
in
this
in
this
body,
and
you
know
their
powers
exist
because
we
gave
them
the
power
in
this
body,
and
so,
if
we
ever
want
to
eliminate
the
state
board,
we
can
just
eliminate
the
state
board
in
this
body.
E
We
make
the
rules
for
the
citizens,
we
make
the
rules
for
the
governor,
we
make
the
rules
for
the
courts,
the
judges
and
we
make
the
rules
for
ourselves
as
members,
it's
almost
unchecked
power,
and
so
you
know
I
don't
understand
why
this
this
legislation
is
necessary,
because
we,
if
you,
if
we
don't
like
what
the
state
board
is
doing,
you
can
just
eliminate
the
state
board
or
you
can
pass
some
legislation
just
remove
one
member.
If
you
want
to
so
this.
E
I
think
this
is
unnecessary
and
and
then
not
just
that
we
we
we
already
have
the
checks
and
balances
to
you,
know,
approve
or
disapprove
anybody
that
the
governor
tries
to
put
on
the
state
board,
but
we
approve
them,
you
know,
and
so
we
don't
want
them
to
hear
all
we
gotta
do
is
say:
no,
we
don't
want
them,
send
somebody
else.
So.
Thank
you,
sir.
B
Thank
you,
mr
chairman.
I
I
am
in
favor
of
this
bill.
I've
been
up
here
21
years,
and
there
was
a
time
when
the
executive
branch
had
most
of
the
power
and,
if
I
understand
it
right,
what
this
does
is
what
we
do
with
most.
Nearly
every
other
board
is
equal
power
shared
with
the
executive
branch,
and
so
I
strongly
urge
you,
gentlemen
and,
ladies
in
this
room,
to
support
this.
We
need
to
share
the
power.
We
are
accountable
every
two
years
and
we
answer
for
our
appointments.
B
J
To
agree
with
my
colleague
here
and
my
other
colleague,
we
do
have
the
ability
to
change
whatever.
We
need
to
change,
to
make
sure
that
we
keep
balance
to
make
sure
that
one
person
doesn't
have
the
power
to
reach
into
a
committee
or
to
reach
into
a
board
and
wield
influence
over
those
members,
because
that
member
that
person
appointed
them
or
for
a
department
to
come
into
a
board,
because
those
members
were
appointed
by
the
same
person
and
want
things
to
happen
a
certain
way.
J
We
have
to
maintain
that
balance
to
make
sure
that,
when
this
board
that
we
confirm,
we
make
sure
that
that
board
has
the
autonomy
and
the
balance
to
do
what's
best.
For
for
the
students
of
tennessee,
we
are
talking
about
a
board
that
can
really
direct
education
in
tennessee,
based
off
of
the
policy
and
the
rules
that
they
make
on
the
bills
that
we
write.
J
A
E
Thank
you
and
just
a
very
quick
response
to
my
my
colleague.
I
I
understand
what
you
what
you're
saying
and
what
you're
doing
you
know
and-
and
you
know
for
the
record,
you
know
I
ain't
never
been
a
fan
of
the
state
board
anyway,
you
know
but
but
but
you
know,
you
know
when
we
were
getting
slapped
with
charter
schools
and
and
asd
rules
and
and
appeals.
You
know
only
directed
what
I
could
what
I
saw
as
directed
at
shelby
county
schools,
but
I
I
still
think
that
we
already
had
that
balance
in
place.
A
J
A
G
Thank
you,
mr
chairman,
and
a
very
short
speech
in
support
of
this
bill.
Ladies
and
gentlemen,
this
is
about
governance,
and
I,
like
the
comments
my
colleague
put
forward.
This
is
not
a
slam
on
the
current
administration
not
intended
to
be,
but
the
idea
of
good
governance
is
that
we
balance
the
power
of
our
government,
as
the
founders
did
from
the
very
beginning
of
our
nation.
G
B
J
No,
it
does
not.
These
board
members
serve
for
a
prescribed
amount
of
time,
and
so
you
have
a
trigger
date.
That
starts
the
process.
If
the
state
board
excuse
me,
the
state
board
will
look
at
the
makeup
of
the
board
right
now,
based
off
of
those
congressional
districts
find
out,
there's
any
any
holes
right
now
in
those
appointments
and
then,
as
these
appointments
start
to
roll
off
in
their
sequential
order
moving
forward
over
time,
then
those
would
be
assigned
to
the
correct
member
to
replace
them.
A
L
Thank
you,
mr
chairman,
and
members
thanks
for
allowing
me
to
come
before
the
committee
today,
I'm
here
this
afternoon
to
share
with
you
that
the
governor
is
opposed
to
this
legislation.
There
are
generally
a
few
boxes
that
we
look
at
when
we're
analyzing
education
policy
with
the
governor.
Does
this
solve
a
problem?
L
Does
this
promote
student
achievement
and
reward
teacher
excellence?
Does
this
make
things
better
for
education
in
the
state
this
bill
does
none
of
those
the
process
as
it
currently
stands?
Has
the
governor
making
an
appointment
to
the
state
board
of
education
and
the
legislature
confirming
or
rejecting
those
appointments?
L
L
This
is
a
process,
that's
been
working
well
for
years
and
we're
fortunate
to
have
a
state
board
that
has
high
quality
members
and
high
quality
staff
members.
We
have
several
new
members
that
we've
appointed
to
the
board
of
late,
and
we
feel
confident
that
these
individuals
and
these
new
roles
will
add
value
to
the
state.
L
A
K
L
Thank
you
for
the
question.
I
can
speak
to
the
importance
of
this
board.
This
board
works
to
carry
out
the
functions
of
the
legislation
that
you
all
pass.
As
a
rule-making
body,
the
executive
branch,
the
department
of
education
works
with
the
board
to
lend,
support
and
and
assistance
as
needed
and
as
the
sponsor
noted,
it's
a
very
important
board.
L
The
governor
understands
the
importance
of
the
board
and
spends
a
lot
of
time
deliberating
before
appointments
are
made
to
that
board.
We
have
an
entire
office
that
is
dedicated
to
appointments
and
confirmations,
and
we
make
sure
that
those
folks
who
are
appointed
are
high
quality
individuals
that
can
really
add
value.
There
are
new
members
to
the
board
and
some
of
those
have
not
been
confirmed
yet,
and
we
look
forward
to
walking
through
the
confirmation
process
on
those.
K
Thank
you,
mr
chairman,
and
thank
you
for
that
answer.
You
know
I
I
don't
often
agree
with
this
governor's
educational
agenda,
but
I
do
understand
that
if
the
governor
has
an
education
agenda
and
the
people
he
appoints
to
that
board,
you
know
we're
there
and
generally
seek
to
carry
out
that
agenda
to
the
best
of
their
ability,
the
legislature,
we
still
have
the
ability
to
act
as
checks
and
balances.
On
that
I
mean
the
process
for
those
you
know.
L
So
those
rules
are
subject
to
again
another
check
by
the
legislature
through
the
gov
ops
process
and
one
that
the
chairman
knows
well
and
you
all
can
approve
or
reject
those
rules
as
well.
So
not
only
is
there
a
check
on
the
nominees
themselves,
but
there
is
a
check
on
the
rules
and
the
work
product
of
the
board.
A
L
A
J
J
J
J
The
textbook
commission
and
the
standards
review
committee
are
broken
up
like
this,
but
not
the
state
board,
because
that's
the
final
say
and
that's
what
control
a
governor
can
have
over
the
education
of
our
students,
no
matter
who
it
is
sometimes,
as
some
of
my
colleagues
have
said.
Sometimes
they
agree
with
the
governor
and
sometimes
they
don't.
But
what?
If
we
all
disagreed
with
the
governor
and
we've
got
a
state
board
of
education
that
is
answering
to
a
governor
and
a
department
or
a
commissioner
of
education,
with
the
backing
of
the
department
of
the
governor?
J
I
have
ultimate
confidence
in
lieutenant
governor
mcnally
and
speaker
sexton
and
the
governor
governor
lee
to
as
this
process
takes,
takes
and
moves
forward
to
appoint
good
quality
people
representing
all
the
different
parts
of
tennessee
based
off
the
congressional
districts
in
each
grand
division.
So
one
doesn't
have
the
ability
to
pick
one
in
one.
Grand
division
has
to
be
spread
out
across.
J
J
K
Thank
you,
mr
chairman,
and
you
know
this
is
an
interesting
topic
and
and
look
the
legislature's
got
an
agenda
or
the
governor's
got
an
agenda.
I
don't
think-
and
I
don't
know
if
you're
actually
denying
that
there
is
an
education
agenda
or
whose
should
control,
which
I
think
you're
saying
the
legislature's
your
control.
But
I
think
we
have
control
over
the
rulemaking
process.
Ultimately,
and
it
goes
through
the
government,
ops
committee
and
we
certainly
have
a
lot
of
leverage
there
to
control
agenda.
But
you
know.
K
K
A
A
J
J
Balanced
on
the
state
board
of
education
to
make
sure
that
one
department
does
it,
one
branch
of
government
doesn't
have
authority
or
autonomy
over
it.
That's
it
it's
it's!
It's
the
separation
of
powers
in
our
constitution
or
not
reinvent
the
will
here
we're
just
trying
to
protect
the
board
to
make
sure
they
can
make
the
best
decisions
based
off
of
the
speaker
house,
the
lieutenant
governor
and
the
governor.
M
M
Secondly,
the
budget
we
vote
on
the
budget
and
have
influence
input
as
to
what
the
educational
outcomes
we're
looking
for
and-
and
I
have
to
concur
with
with
my
colleague,
representative
clemens,
I'm
trying
to
find
out.
I
hear
you
saying
balance,
but
if
you're
already,
if
we
already
have
the
ability
to
stop
ex-person
from
being
a
part
of
the
board,
we
already
have
the
ability
to
interject
in
regards
to
the
budget.
J
A
J
J
J
This
is
what
we're
going
to
do
without
fear
of
repercussions
from
the
governor's
office
to
remove
them
from
a
committee
or
from
a
board
that
maybe
the
governor
doesn't
like
the
vote.
They
took.
The
checks
and
balances
should
rest
over
here
right
now.
It
all
rests
with
the
governor
with
the
state
board
and
the
department
of
education.
A
M
Again,
we
have
the
when
I
say
the
authority
when
a
nominee
comes
before
us
for
the
state
board,
we
can
vote
that
person
up
or
down.
Is
that
correct?
You
recognize
yes,
sir.
The
the
budget
when
the
governor
presents
us
an
educational
budget,
we
have
the
ability
to
vote
it
up
or
down
or
modify.
Is
that
correct,
correct?
M
A
J
J
What
we're
saying
is
we
want
to
get
on
the
front
end
of
that
on
the
pre-start
where
these
nominees
that
are
coming
to
us
are
already
attained,
the
balance
of
being
nominated
by
different
branches.
The
budget
comes
to
us
from
the
executive
branch.
This
is
what
the
governor
wants
and
you're
right.
We
do
have
that
option,
but
the,
but
the
creation
of
that
governor's
budget
on
the
general
assembly
is
very
limited,
very
limited.
We
get
it
post,
we
get
a
nominee,
that's
given
to
us
and
you've
been
here
with
me.
J
We
have
a
meeting
upstairs
on
the
eighth
floor
and
we
spend
five
minutes
with
these
people
and
then
we
vote,
whereas
if
we
had
the
confidence
that
these
these
nominees
were
being
broken
up,
then
the
pre-confidence
we
have
on
who
were
on
who
we're
approving,
would
give
us
the
balance
ahead
of
time
to
know
that
these
are
coming
from
different
viewpoints.
So
you
just
don't
have
one
viewpoint
ramming
down
education.
A
M
M
I
J
J
It
could
be
whatever
governor
because
governor
lee
for
sure
will
have
after
if
he
gets
reelected
we'll
have
only
four
more
years
and
that's
it
and
then
you're
going
to
have
a
new
governor
come
in
here
and
under
the
current
system
that
governor
will
start
to
appoint
people
to
the
board
based
off
of
what
we've
heard
an
educational
agenda,
to
make
sure
that
when
the
department
wants
something,
the
department
wants
a
rule,
a
certain
way
this
is
already
set.
This
has
nothing
to
do
with
our
literacy
success
act.
J
We
worked
very
hard
with
the
governor's
staff
on
that
ad
nauseam,
just
trying
to
make
sure
we
get
it
right.
The
summer
school,
we
work
a
lot
with
the
governor,
I'm
not
saying
governor
lee.
This
body
works
a
lot
with,
with
the
governor's
office
to
craft
legislation,
he's
put
forth
a
bunch
of
bills
right
now,
and
somebody
made
a
comment
about
book
banning,
there's,
there's
all
kinds
of
bills
out
there
that
we
work
with
the
governor
on
and
that's
why
the
implementation
date
was
so
that
it's
not
a
a
rash.
J
A
Okay,
no
follow-up,
okay,
representative
castner
questions
been
called
for
has
been
seconded,
so
we're
now
on
house
bill
1838
was
asked
for
a
roll
call,
so
we're
going
to
ask
the
clerk
to
call
the
roll
those
voting
I
or
voting
no
make
your
self
known
parliamentary
question
we're
getting
ready.
Okay,
so
you're
recognized
for
parliamentary
questions.
Sorry,
mr
chairman,.