►
Description
House Higher Education Instruction Subcommittee - March 15, 2022 - House Hearing Room 3
A
B
A
C
Thank
you,
mr
chair,
and
I
know
you
all
are
googling
just
loving
my
purple.
Sport
coat
and
you've
seen
a
few
of
those
around
today.
I'd
like
to
welcome
the
men
of
omega
sci-fi
fraternity
from
across
the
state
here
are
down
the
hill,
a
couple
of
my
fraternity
brothers
there
in
the
back
so
like
to
welcome
them.
A
Members
anyone
else
saying
no,
we
have
a
full
counter,
we're
going
to
try
to
get
through
today
and
be
able
to
close
the
committee
today
members.
So
if
you'll
hang
with
us
and
just
be
ready
to
vote,
we'll
get
we'll
get
through
this
pretty
quickly.
First
up
on
is
house
bill
2833
by
chairman
white,
we're
rolling
that
to
the
heel.
A
A
D
You,
mr
chairman
and
committee,
this
we're
all
moving
the
speed
of
light
around
here,
but
let
me
give
you
just
a
brief
explanation.
This
is
brought
to
you
by
chambers
of
our
chamber
of
commerce.
In
memphis,
it's
called
the
industry
4.0
diploma.
What
we're
trying
to
put
into
place
is
you
all
know
having
tech
degrees,
creating
tech
degrees
is
so
important,
and
let
me
just
kind
of
read
you
a
couple
paragraphs.
If
I
can
get
enough
on
give
you
enough
understanding.
D
It
requires
the
state
board
of
education
to
develop
a
high
school
diploma
for
next
gen
technology
industry
4.0
diploma
by
allowing
for
more
flexibility
for
students
to
pursue
dual
enrollment
and
work
based
learning
opportunities
in
high
school.
The
legislation
also
focuses
on
the
following
two
supporting
functions.
It
defines
the
role
of
a
career
coach
to
support
students
in
identifying
dual
enrollment
and
or
work
based
learning
pathways
that
support
their
career
interests.
D
It
also
had
another
part
that
we
took
out
dealing
with
cete
teachers
resident
hicks
had
a
bill
that
would
that
sufficed,
and
so
we
took
that
part
out
of
this
and
we're
going
with
representative
hicks's.
But
this
legislation
speaks
to
the
urgent
need
businesses
have
for
the
employees
with
technical
and
vocational
skills.
This
legislation
helps
to
create
a
more
direct
pipeline
between
students,
graduating
high
school
and
job
sites
where
vacancies
exist
now,
so
it's
an
industry
to
help
our
high
school
students
move
on
into
tech
degrees
and
that's
the
overall
gist.
D
A
Members,
you
heard
the
explanation
on
the
bill.
Any
questions
for
the
sponsor,
seeing
no
questions
for
the
sponsor
you're,
all
okay,
voting
questions
being
called
all
those
in
favor
of
sending
house
bill
2429
to
full
education
instruction,
say:
aye
oppose
no
chairman
white
you're
on
your
way
to
education
instruction
full
sir.
Thank
you,
sir
next
up
house
bill
757
by
chairman
white
you're,
recognized
sir,
have
a
motion.
A
second
we'll
be
working
off
an
amendment.
I
do
believe
it's
zero
one.
Four
three,
four
six
is
that.
A
A
D
Sir,
yes,
certain
committee,
this
was
brought
to
me
by
the
state
board.
This
is
one
of
the
many
cleanup
bills
that
we
get.
This
is
cleaning
up
our
educational
title,
title
49
cleanup
bill.
It's
got
13
13
sections
in
it
and
if
I
can
just
give
you
a
synopsis
sections
one
and
two
clarifies
the
language
prohibiting
the
use
of
common
core
materials
in
tennessee
classrooms
that
we
passed
last
year.
D
Sections
three
through
five
clarifies
the
role
of
the
state
to
adopt
standards
and
the
role
of
the
district
is
to
adopt
curriculum.
Regarding
the
family
life
curriculum
section,
six
deletes
an
outdated
state
board
of
education
rule
making
requirement
related
to
personal
injury
leave
then
to
finish
up
on
section
7
through
12.
It
shifts
the
rule
and
policy
making
authority
about
school,
bus
manufacturing
and
safety
standards
from
the
state
board
of
education
to
the
department
of
safety.
E
Thank
you
chairman.
Thank
you,
chairman
white,
for
bringing
this
I
just
based.
I
don't
know
that
I
have
a
question.
Maybe
just
a
comment.
I've
been
down
here
and
common
core
has
been
in
every
single
committee
for
every
single
year.
It
seems
like
all
we
do
is
keep
cleaning
up
the
mess
of
common
core.
Is
there
an
end
in
sight.
A
D
I'll
be
afraid,
yeah,
let's
just
say
yes,
but
no
I'd
be
afraid
to
answer.
I've
been
up
here.
13
you've
been
up
here,
14
that
has
been
before
us
the
entire
time
as
we
started
addressing
it
many
years
ago,
but
so
this
is
this
what
we
did
last
year.
This
is
just
claire,
putting
some
clarifying
language
around
what
we
did
last
year
on
the
common
core
issue
chairman.
E
F
F
Tca
496
1302
c
is
amended
by
deleting
subsection
one
and
substituting
the
following
one.
Prior
to
the
adopting
a
family
life
curriculum,
each
lea
shall
conduct
at
least
one
public
hearing,
at
which
time
the
program
must
be
explained
to
the
members
of
the
public,
and
the
public
must
have
an
opportunity
to
speak
and
express
their
opinions
and
concerns
the
lea
shall
schedule
a
public
hearing
not
less
than
once
each
september.
A
F
That
answers
my
question
so
there's
already
some
restrictions
in
there.
It's
not
you
know
no-holds-barred
or
whatever.
So
I
just
I've
had
a
number
of
parents
express
concerns
to
me
about
sexuality
and
of
individuals
in
schools
being
a
part
of
class
discussions,
and
a
lot
of
parents
feel
like
that's
something
that
belongs
in
the
home
and
not
in
our
schools.
So
I
just
want
to
express
that.
Thank
you,
mr
chairman.
I
wasn't
trying
to
bushwhack
you
with
that
question
or
anything
yeah.
A
D
A
Okay,
any
other
questions
for
the
sponsor
the
bill
out,
seeing
none
all
those
in
favor
of
sending
house
bill,
757
to
education,
instruction,
full
say:
aye
opposed
no
chairman
white
you're
on
your
way
to
education
instruction
full
before
you
leave.
If
you
would
let
legal
know
your
intentions
on
2833.
A
A
A
Representative
hurd
is
running
back
and
forth
presenting
bills.
So
without
objection,
I'm
going
to
roll
this
to
the
heel
house,
bill
1850
is
rolled
to
the
heel.
Next
up
is
house.
Bill
535
by
chairman,
hawk,
is
off
notice.
Next
up
is
house
bill
20,
I'm
sorry
house
bill
535
goes
to
the
special
calendar.
A
A
A
H
Thank
you
chairman.
This
makes
a
change
to
section
c,
as
recommended
by
the
department,
and
it
speaks
to
raw
scores
for
tcap,
which
will
be
provided
to
the
lease
no
longer
no
later
than
10
days
after
the
close
of
the
testing
schedule
and
the
raw
scores
for
the
conversion
table
will
be
provided
no
longer
than
15
days
after
the
testing
schedule.
Close
of
the
testing
schedule.
That's
the
amendment.
C
A
H
The
20-day
window
will
give
the
same
testing
time
window
time,
but
we'll
move
it
back
to
the
end
of
the
school
year
to
give
maximum
time
for
our
teachers
with
to
work
with
our
students,
preparing
them
for
the
test
and
reviewing
all
the
information
this
will.
This
will,
in
essence,
provide
extra
instructional
time
for
teachers
to
spend
with
our
students.
H
H
I
So,
first
of
all,
I
would
just
like
to
say
very
respectfully
to
the
sponsor
and
the
committee
we
take
our
jobs
as
implementers
very
seriously
at
the
tennessee
department
of
education
as
written.
This
bill
is
not
possible
for
us
to
implement.
We
did
offer
an
amendment
late
last
week,
which
was
not
put
on
the
bill
this.
This
latest
amendment
that
was
just
presented
to
the
committee
was
not
one
that
we
had
seen.
I
We
do
have
issues
with
this
20-day
testing
window
at
the
end
of
school
and
I'll
outline
those
complications,
as
well
as
the
returning
all
scores
within
10
days.
Right
now,
the
commissioner
has
statutory
authority
to
set
the
testing
window
and
she
does
so
considering
a
variety
of
complex
factors.
She
considers
the
fact
that
we
have
147
school
districts,
all
of
whom
may
end
school
on
a
slightly
different
date.
Currently
school
and
calendar
end
dates
range
from
the
middle
of
may
to
early
june.
I
I
Setting
a
single
testing
window
statewide
allows
us
to
maximize
the
cost
effectiveness,
we're
collecting
all
of
our
tests
at
the
same
time
we're
sending
them
to
get
scored.
At
the
same
time,
it
is
more
valid
and
it
is
less
burdensome
on
our
schools
and
districts.
I
want
to
point
out
one
thing:
that's
really
important
to
keep
in
mind
here
as
written.
This
would
not
make
the
testing
window
uniform,
and
that
is
because
of
what
I
just
mentioned.
J
I
Because
of
this,
these
complicating
factors
and
how
complex
this
is
and
the
will
to
get
this
right.
For
our
kids,
we
proposed
asking
a
third-party
organization,
the
comptroller's
office
of
research
and
education,
accountability
to
actually
come
in
and
study
the
feasibility
of
pushing
this
window
back.
I
K
J
So
chairman,
I
think
what
I
would
say
to
that
front
and
it's
actually
exactly
what
I
wanted
to
say
a
second
ago.
So
thank
you
for
the
question.
We
are
not
opposed
to
the
concept
of
trying
to
push
this
back
and
figure
out
a
way
to
maximize
instructional
time.
We
need
to
do
so
to
make
sure
three
things
are
true,
one
that
we
can
allow
for
more
instructional
time
as
the
sponsor
mentioned.
J
As
you
just
mentioned,
your
question
two,
that
we
maintain
test
security,
validity
and
reliability
to
make
sure
having
multiple
windows
doesn't
create
issues
with
having
a
valid
and
reliable
assessment.
That's
one
of
the
main
reasons
to
have
a
single
uniform
window
and
then
three
to
make
sure
we're
doing
in
a
way
that
does
not
create
testing
challenges
with
other
tests
like
ap
assessments
and
some
of
those
other
things,
so
that
we're
not
by
pushing
it
back
complicating
and
putting
a
whole
bunch
of
other
testing
outside
of
the
the
tcap
assessment.
E
J
Currently
is
that
your
question
ma'am
department?
Thank
you,
chairman
apologies.
Yes,
there
is
there's
a
three-week
window
that
is
uniform
for
all
school
districts
across
the
state.
Currently,
that
window
is
large
enough
that
there's
some
flexibility,
that
you're
not
testing
for
that
full
three
weeks,
but
it
is
uniform
across
the
state.
Currently,
the
bill
is
proposed
would
change
that.
E
So
if
I'm
understanding
chairman-
and
so
if
I'm
understanding
this
correctly,
what
what
the
bill
tends
to
do
before
us
is
to
have
more
instruction
time
in
front,
so
the
children
will
be
more
prepared
for
the
test
and
that's
one
week
and
then
then,
the
week
in
the
middle
is
to
test
the
children
and
then
the
next
week
is
to
do
get
the
results
back.
How
does
that
just
give
me
the
boots
on
the
ground
sure
on
how
this
works.
J
Chairman
good,
thank
you.
The
way
it
works
currently-
and
I
think
it's
april
18th
through
may
20th-
is
the
current
testing
window.
So
that
is
a
say
that
again.
Thank
you
chairman
april
18th
through
may
20th
is
this
year's
testing
window,
so
in
that
three
week
period
districts
have
to
conduct
their
testing
for
their
students
within
that
period.
It
is
the
same
window
for
each
district
across
the
state.
They
can
do
it
at
the
front
end.
They
can
do
it
at
the
back
end.
They
can
do
it
in
the
middle.
J
They
can
spread
it
out
throughout
those
three
weeks
if
they
so
choose.
The
fact
that
it's
uniform
maintains
test
security,
reliability
and
validity.
The
issue
with
this
bill
is
proposed
is,
if
we're
just
going
to
back
out
from
the
last
day
of
school,
20
days,
20
calendar
days.
That
is
not
the
same
date
for
our
school
districts.
J
As
mr
powers
mentioned,
we
have
some
school
districts
that
that
end
their
school
year
in
the
second
week
of
may,
and
we
have
some
that
push
to
early
june,
and
so
that
is
going
to
create
the
way
the
bill
is
written.
At
least
three
possibly
four
different
assessment
windows
than
we
have
currently
or
the
other
option
would
be,
and
we
don't
want
to
do
this.
The
department
says
we
can't
do
that
and
have
a
reliable
and
valid
test.
J
So
we
are
going
to
set
the
same
window
for
every
district
and
you're
going
to
have
to
figure
it
out,
regardless
of
when
your
last
day
of
school.
Is
that
that's
not
a
good
solution
here
either,
and
I
think
we
acknowledge
that,
which
is
why
we
think
this
issue
needs
to
be
studied
further
and
for
us
to
look
at
this
comprehensively
and
come
back
with
a
solution,
and
we
think
involving
the
comptroller's
office
and
have
spoken
to
them
about
this,
and
they
are
willing
and
eager
to
do
this
sort
of
study.
A
J
So
I
misspoke,
because
I
can't
read
jack's
handwriting
it's
april
18th
to
may
10th,
not
the
20th
and
then
the
second
thing
I
would
say
is:
I
would
push
back
on
the
notion,
even
if
it
were
five
weeks,
it's
more
secure
because
everyone
is
doing
it
at
the
same
time.
If
you
have
a
district,
that's
their
window
is
starting
and
closing
before
another
district
starts.
That's
where
the
security
issues
come
in
and
that's
why
having
a
uniform
assessment
window
is
so
important,
but
I
apologize
for
getting
those
dates
wrong.
The
first
time
around
clarifying.
J
No
sir,
that
window
is
longer
than
is
needed
for
the
testing
to
give
them
flexibility.
Things
can
come
up,
such
as
my
block
schedule
or
how
I
want
to
arrange
students
I
might
want
to
spread
it
out.
More
make
up
tests
which,
like
you
just
mentioned,
are
often
a
big
one,
but
the
idea
there
is
to
give
districts,
flexibility
and
support.
J
We
have
staff
that
works
with
district
assessment
coordinators
to
work
these
things
out
an
event
in
advance
and
help
them
problem
solve,
and
all
that,
but
that
window
is,
is
ample
in
order
to
make
sure
that
they've
got
ample
time
to
get
the
testing
taken
care
of.
But
that
does
not
mean
or
suggest
that
you're
testing
for
that
entire
three
week
period.
There's
not
that
amount
of
testing
that's
needed
so.
J
Chairman
that
is
correct.
However,
you
are
still
within
the
same
window
and
you
are
collecting
the
materials
at
the
same
time.
That's
the
difference.
If
you've
got
a
window
that
closes
before
another
one
starts
materials
are
getting
shipped
back,
new
materials
get
shipped
out.
You
create
those
logistical
issues
and
raises
more
issues
of
security.
Chairman
weaver.
E
J
J
The
raw
scores
would
come
back
to
districts
within
10
business
days,
so
you're
talking
may
20th,
essentially
maybe
a
couple
days
later,
if
there's
a
weekend
in
there
and
then
the
conversion
tables,
which
is
allows
you
to
show
what
the
raw
scores
are
going
to
translate
to
in
terms
of
proficiency,
would
be
another
five
business
days
after
that,
the
full
score
reports
would
come
later
on
in
the
summer
months
in
terms
of
the
full
breakdown
and
stuff
that
goes
public
to
everyone.
But
districts
get
that
information
first
and.
I
Go
ahead
chairman,
if
I
could
one
thing
I
wanted
to
just
specify
here
is
this
year:
under
our
current
contract
with
pearson,
for
the
assessments
we
are
on
track
to
have
raw
scores
back
by
may
20th
and
then
the
performance
level
data
which
we're
all
thinking
about
when
we
say
below
proficient
advanced
by
june
20th.
So
that's
what
our
current
setup
is.
F
Thank
you
chairman,
you
may
have
been
addressing
this
question
was,
I
was
wondering
by
contract.
Is
the
the
vendor
given
a
minimum
number
of
days
that
they
have
to
compile
the
data
and
the
scores
before
they're
required
to
provide
them
back
to
the
department
of
ed
and,
what's
that
time
frame,
department.
I
Thank
you
for
the
question
in
terms
of
how
long
they
can
actually
take.
I
think,
if
I'm
understanding
your
question
correctly,
is
how
long
can
it
take
them
to
actually
get
to
these
two
contractual
dates
which
is
may
20th
to
june
20th?
I
don't
know
the
answer
to
that,
sir.
I
would
have
to
go
back
in
and
read
the
contract,
but
we're
happy
to
follow
up
about
that.
A
B
H
Another
teacher
said
yes
testing
at
the
end
of
the
school
year
like
we
used
to.
I
don't
know
about
that
part
of
it,
but
she
said
would
be
helpful
because
we
it
would
give
teachers
more
time
to
cover
the
standards
with
less
pressure
to
rush
through,
and
I
just
think
at
the
end
of
the
day,
there's
always
opposition
to
change.
There's
always
there
there.
Just
is
I've
been
in
a
position
with
companies
that
I
have
worked
with
that
wanted
me
to
make
changes
within
the
company
that
I
felt
like
could
not
possibly
happen.
H
I
didn't
know
how
I
would
accomplish
that,
but
when
it
is
a
task
that
is
given
to
me
was
given
to
me
to
do
in
a
lot
of
circumstances,
I
had
to
figure
out
a
way
to
do
it
and
I'm
just
asking
for
no
less
for
our
for
our
kids,
because
I
do
believe
what
our
teachers
have
said,
that
this
will
help
them
have
more
instructional
time.
They
don't
have
to
rush
through.
Our
kids
will
know
more
about
the
material,
and
with
that
I
will
stand
for
questions.
L
Thank
you
sherman,
so
obviously
we
have
some
amazing
teachers
and
I
wanna
definitely
mention
some
teachers
that
I
also
reached
out
to
as
well.
In
regards
to
this
whole
this
piece
of
legislation,
I
got
an
opportunity
to
sit
by
you
in
another
committee
when
we
got
to
hear
a
compelling
story
about
this
from
a
superintendent
at
that
moment,
and
so
I
went
back
and
asked
teachers
as
well,
and
so
this
was
something
that
they
really
re
in
our
district.
L
C
C
But
I
don't
know
if
we're
going
to
get
what
we
like,
because
then
it's
going
to
be
in
the
middle
of
a
you
know,
big
athletic
event
that
this
school
is
might
want
to
all
go
to
murfreesboro
for
is,
or
it's
going
to
be
in
the
middle
of
of
a
big
time
that
that
that
that
region,
or
that
lea
has
but
they're
going
to
be
forced
to
test
in
the
middle
of
that
and
they're
going
to
be
zero
exceptions.
And
that's
that's.
That's
my
only
concern.
That's
why
I
like
the
window.
C
C
As
we
know,
things
happen
during
testing
in
real
time
and
and
there's
folks
working
long
hours,
so
probably
more
than
going
20
days
based
on
147
leads
date
back
that
and
make
that
the
window
they're,
probably
just
going
to
put
a
hard
date
out
there
and
that's
that's
that
causes
me
some
some
consternation
and
concern.
So
how
would
you
respond
to
that.
H
A
Chairman
chairman's
privilege
here,
as
you
know,
I
visited
many
school
systems
across
the
state
and
spoken
to
hundreds
and
hundreds
of
teachers
and
gone
through
the
list
of
bills
that
we've
all
been
considering
and
every
time
I
came
to
this
20-day
testing
window.
Every
teacher
said
now.
I
have
time
more
time
to
teach
my
kids
and,
with
our
test
scores
the
way
they
are
with
what
we're,
considering
with
tesa,
trying
to
move
this
state
in
a
different
direction
in
education.
A
E
E
Lord
knows
some
of
the
things
we've
been
doing
over
and
over
again
have
not
been
given
us
different
results,
and
possibly
this
can
and
again,
if
the
teacher
is
for
it
and
wants
to
try
this,
and
we
want
to
do
the
best
and
we're
on
this
committee,
because
we
care
for
our
teachers
and
our
students,
not
the
departments,
but
we
care
for
what
they're
doing
on
the
ground.
So
I
thank
you
for
bringing
I'll
be
supporting
it.
K
H
Chairman,
I
don't
really
know
chairman
reagan,
that
I
have
an
answer
for
that
that
it's
I
I
believe
that
that
can
be
done,
regardless
of
when
the
testing
window
is
set.
If
we
move
this
back
to
20
days
before
the
end
of
school,
I
I
believe
that
it
we
can
still
accomplish
the
security
of
the
test
and
the
timeliness
and
and
getting
it
distributed.
I
believe
that
can
be
accomplished,
but
how
that
could
be
accomplished.
K
Thank
you.
I
do
support
the
concept.
Let's
start
with
that,
but
having
run
large
organizations
myself,
I
also
realized
that
you
must
make
allowances
for
practical
limitations
and
unless
we're
going
to
do
one
of
the
two
things
they
suggested,
which
is
tell
everybody
to
end
on
the
same
date,
which
I'm
not
adverse
to
by
the
way.
That
does
create
a
little
bit
of
a
problem,
perhaps
for
our
mountainous
areas,
which
have
snow
days
and
they
end
late.
K
But
nonetheless,
if
we
end
on
the
same
date,
your
proposal
has
a
merit
and
that
they
can
handle
everything
in
that
time
frame.
But
unless
we
tell
everybody
to
end
on
the
same
date,
there's
a
current
window
that
they
mentioned
that
runs
from
early
may
to
the
june
time
frame
and
the
in
that
time
frame
there.
It's
it's
not
20
days
before
the
end
of
school.
K
K
A
In
your
opinion,
knowing
that
and
what
the
department
of
education
would
probably
tell
the
leas
about
what
the
window
is
for
opportunity
from
the
vendor
to
get
their
test
back
in
compliance
with
the
10
and
15
days,
that's
in
your
bill
that
nobody
seems
to
be
objecting
to.
Nobody
seems
to
be
objecting
to
so.
If,
as
if
an
lea
that
was
finished
june,
2nd
for
the
last
day
of
school,
they
would
start
their
testing
the
window,
call
it
may
15th.
A
H
A
Any
other
questions
for
the
sponsor
question
has
been
called
any
objection
to
the
question,
so
I'm
seeing
none
all
those
in
favor
of
spending
house
bill,
sending
house
bill,
2460
to
house
house
instruction
full
say:
aye,
aye
oppose
no
eyes.
Have
it
chairman
rudder,
we'll
see
you
next
week
in
education
instruction.
Thank.
A
A
A
G
Thank
you,
mr
and
committee,
and
I
apologize
for
my
tardiness.
I
stand
before
you
today
with
house
bill
1850,
which
is
a
we've.
Come
to
the
point.
It's
been
a
an
interesting
development
for
this
bill
because
we've
been
through
a
couple
of
sponsors
of
groups
working
with
it
and
we've
finally
gotten
here
today
to
present
it
to
each
of
you,
but
I
believe
we're
in
a
good
posture
house
bill
1850
has
amended.
G
It
expands
the
course
access
program
to
allow
for
courses,
internships
brought
by
businesses,
the
us
armed
forces
for
profits
and
trade
associations
and
allows
the
possibility
for
students
to
gain
credit
for
taking
those
courses,
provided
that
the
course
has
been
approved
through
the
proper
channels
and
with
that,
mr
chair,
I
know
there's
a
couple
folks
here
that
want
to
speak
on.
It
could
maybe
provide
even
more
clarity
and
answer
questions
more
thoroughly.
A
M
Perfect,
my
name
is
jennifer
javia
and
I'm
here
from
yes
every
kid
and
thank
you
so
much
for
allowing
me
to
speak
on
behalf
of
this
bill
today.
I
just
wanted
to
kind
of
get
in
front
of
you
guys
answer
any
questions
you
may
have
and
then
share
a
couple
of
examples
on
states
that
are
currently
doing
this
and
have
passed
this
and
thoughts
behind
it.
For
example,
if
you
guys
may
sharing
some
examples
on
how
a
kid
may
benefit
from
this,
my
favorite
example
is
a
kid
at
a
school.
M
That's
not
doing
so
well,
and
this
kid
has
this
opportunity
to
go
outside
of
the
school,
to
learn
about
a
topic
that
they're
most
interested
in.
Maybe
it's
hvac
or
plumbing.
They
sell
their
uncle
doing
it
and
they
realize
this
may
be
for
me,
so
they
go
out
of
school.
They
take
an
externship
or
an
internship
with
a
local
hvac
plumbing
company.
They
realize
that
hey,
I
need
to
add
freon
to
this
unit.
I
need
to
figure
out
how
to
calculate
that
freon
edition
math
is
important.
M
Oh
and
now
I'm
working
with
a
gas
electrical
heater
or
a
gas
heater.
Oh
that's
chemistry!
We
need
to
make
sure
that
this
house
doesn't
go
kaboom,
so
we
need
to
figure
out
how
to
work
with
chemicals
and
now
they're,
bringing
this
learning
that
they
are
having
outside
of
school
and
they're
in
1990
and
their
passions
outside
of
school
back
into
school
and
they're,
realizing
how
everything
adds
up
together.
So
what
we're
here
with?
M
In
my
opinion,
I
definitely
think
that
they
should,
just
because
those
students
are
students
at
the
end
of
the
day,
why?
Why
are
we
so
interested
in
education?
Why
is
everyone
here
today
for
k-12
students
right
there's,
so
many
different
hearsay,
they're
safe?
They
go
to
the
school,
that's
cool.
At
the
end
of
the
day
it
the
students
are
the
ones
that
we
care
about,
and
if
those
students
in
those
failing
districts
have
the
opportunity
to
kind
of
go
further,
I
definitely
will
allow
it
to
themselves.
M
L
M
Appreciate
that
and
if
you
guys
had
a
couple
men
like,
I
don't
know
how
much
time
I
have
left,
but
this
is
my
life
here
right.
I
was
born
in
india.
I
came
here
when
I
was
about
six
months
old,
because
my
dad
was
like
your
mom
was
forced
out
of
school
in
10th
grade
you're.
He
was
forced
out
of
school
in
his
first
year
of
college
and
then,
when
he
came
here,
he's
like
education
is
everything
make
what
you
can
out
of
it.
M
So
when
I
was
in
like
as
a
10
year
old
11
year
old,
I
found
opportunities
outside
of
my
failing
district
because
it
was
in
the
best
part
of
town.
I
was
first
published
when
I
was
12
years
old.
I
interviewed
everyone
from
my
hero,
john
mccain,
on
to
every
and
anyone
starting
at
12
years
old.
So
it's
just
one
of
those
things
that
I
was
given
that
opportunity,
and
I
can't
imagine
every
single
other
student
not
having
the
opportunity
to
do
so.
A
M
A
F
F
I
had
three
issues
that
maybe
I
could
get
you
to
address
and
if,
if
they're
more
a
proper
basis
for
legal,
I
completely
understand
whatever
not
trying
to
bushwhack
or
anything
like
that.
One
is
a
lot
potential
liability
for
the
schools
if
someone's
going
off
site
and
going
to
do
one
of
these
programs,
the
others
in
question
related
to.
Can
you
give
us
some
more
details
of
different
types
of
courses
that
schools
have
been
apparently
they're
already
doing
this
somewhat
and
then
the
other
the
cost?
F
M
Are
those
are
fantastic
questions
so,
first
and
foremost
the
school,
the
schools
or
depending
on
how
the
rules
are
promulgated,
the
schools
or
the
board
has
to
approve
of
each
and
every
offer
that
they
receive
at
the
table.
So
if
there's
it's
the
museum
down
the
street,
that
is
offering
a
course
on
art.
If
it
is
a
ballet
instructor
or
for
it
is
a
robotics
team,
they
have
to
be
approved,
so
the
liability
comes
with
that.
I
believe
your
second
question
was
the.
M
Different
types
of
questions-
and
that's
that's
where
I
shine
right
number
one:
every
not
every
skin,
every
single
school
is
going
to
have
robotic
sports.
Not
every
school
is
going
to
offer
ballet.
Not
every
school
is
going
to
offer
4-h
courses.
Anything
of
those.
Every
single
student
is
interested
in
something
different
and
it's
not
feasible
for
every
single
school
to
offer
every
single
topic.
So
this
allows
this
creates
an
opportunity
outside
of
the
classroom
to
realize
that
learning
does
happen
everywhere.
So
robotics
it
could
be
math
going
further.
M
M
F
Thank
you,
mr
chairman.
Thank
you
very
much.
I
appreciate
your
passion
and
I
think,
if
we
all
think
back
in
our
career,
that
we
may
remember
some
student,
that
just
didn't
wasn't
digging
the
school
routine
whatsoever,
but
they
did
have
skill
sets
and
you
know
wanted
to
pursue
other
things,
and
so
this
sounds
like
a
good
idea.
So
thank
you
for
being
here
and
appreciate
you
speaking
with
us.
Thank
you.
Thank
you,
chairman.
A
A
N
C
G
The
intention
of
the
bill
and
what
I
believe,
the
the
the
amendment
stated,
was
that
students,
the
intention
of
students
from
those
schools,
can
access
the
course
courses,
but
the
schools
that
are
rated
at
a
d
or
an
f
cannot
offer
the
courses
and
the
premise
behind
that
is
the
way
I
understand
is,
if
they're
struggling
with
their
schools.
Currently
we
don't
need
to
expand
more
courses.
We
need
to
focus
on
improving
those
first
and
then
moving
forward
with
possibly
those
down
the
road.
A
You
without
seeing
any
more
questions,
we
are
ready
to
vote
on
house
bill
1850
for
to
send
the
full
education
instruction.
All
those
in
favor
say
aye
aye
oppose
no,
have
you
have
your
vote
recorded
with
the
with
the
clerk
representative
chairman
hurt?
You
are
on
your
way
to
education
instruction
full
sir.
Thank
you
very
much.
Thank
you,
mr.
A
A
A
Okay,
it's
a
all
those
and
now
we
do
a
roll
call
vote
on
this,
because
here's
what
it
takes,
the
rules
state
that
we
have
to
take
all
the
members
and
what
a
majority
of
that
that
is,
six
members.
There's
11
members
of
this
committee
plus
one
for
the
speaker,
so
it
takes
seven
votes
to
to
reconsider
our
action
from
last
year.
Seven
votes!
A
I
A
O
Yeah,
the
this
bill
is
the
transparency
and
charter
schools
finance
act.
You
know
we
all
hear
over
and
over
and
over
again
charter
schools
are
public
schools.
We
we
get
told
that
many
times
over
again.
This
is
just
giving
charter
schools
the
same
equality
that
public
schools
have
that
their
finance
is
open
to
the
public.
O
You
know
the
salaries
and
other
payments
made
to
each
charter.
School
employee
employees
of
the
charter
school
are
paid
through
a
contract
between
the
school
and
a
third
party,
I.e
charter
management
organizations,
the
salaries
and
other
payments
made
to
each
such
individual
from
that
third
party,
the
amount
and
description
of
all
contract
payments
that
exceed
ten
thousand
dollars
and,
lastly,
is
the
amount
of
all
monies
and
payment
received
by
that
charter
school,
so
their
public
school
we're
told
so
our
public
schools,
you
know
we
even
go
through
the
pta's
books.
O
You
know,
I
don't
know
how
many,
how
many
people,
the
the
comptroller
and
other
people
have
brought
charges
against
ptas
for
misappropriation
of
funds.
Well,
this
is
public
dollars.
These
are
supposedly
public
schools.
Let's
look
at
their
finances
just
like
we
do
public
schools.
It's
only
fair
and
if
they
want
to
be
public
schools,
let's
treat
them
like
public
schools.
C
Thank
you,
mr
chair,
and,
and
thank
you
for
for
bringing
this
bill
forward
now,
it's
it's.
It's
a
stronger
statement
than
they're
supposed
to
be
public
schools
and
I'm
fine
with
they
advertise.
I
hear
it
all
the
time
charter.
Schools
are
public
schools,
that's
a
definitive,
clear
statement
and
the
public
has
a
right
to
know
how
their
dollars
are
being
spent
in
public
schools.
This
isn't
this
isn't
a
partisan
thing.
This
is
nothing
but
clarity.
C
What
does
this
school
cost?
What
does
the
schools
in
my
district
cost?
I
can
find
out
today
to
a
dime
what
it
costs
to
run
the
schools
in
my
district,
except
one,
the
one
charter
school.
That
is
this
in
my
district,
so
I
I
thank
you
for
bringing
this
bill
that
this.
This
is
a
simple
bill
that
makes
a
lot
of
sense.
So
thank
you.
Yeah.
O
Mr
chairman,
go
ahead,
yeah
in
in
response
to
that.
You
know.
Currently
you
know
it's.
The
big
four
counties
that
were
majority
of
the
charters
are
well
with
what's
been
proposed
in
the
general
assembly
this
year,
hate
davidson
county
and
shelby
county,
we're
saturated
with
charters.
Charters
are
coming
to
your
towns,
they're
not
coming
to
my
towns
anymore.
They
they
have
saturated,
so
they're.
Coming
for
your
folks
tax
dollars
in
your
town
and
and
with
50
more
charter
schools
going
to
be
spread
out
across
the
state.
O
Your
constituents
are
going
to
want
to
know
where
their
tax
dollars
are
going
since
they're,
going
away
from
their
known
public
schools
and
what
they
know
how
much
their
teachers
are
making.
They
know
how
much
is
being
spent
on
the
football
team
and
they
know
what
you
know
the
principal's
making
they
deserve
to
know
where
the
dollars
are
going
in
these
charter.
Schools.
L
O
O
So
many
times
now,
these
schools,
a
charter
management
organization,
will
run
x
number
of
these
schools
and
it'll
be
llc
and
they're
hidden
behind
the
corporate
veil,
where
no
one
gets
to
know
where
the
money's
going
and
who's
pocketing
the
money.
This
is
going
to
pierce
that
corporate
veil,
so
the
taxpayers
know
where
their
dollars
are
going.
A
O
F
Thank
you
chairman,
because
this
bill
deals
with
public
monies
and
how
public
monies
are
spent.
I
think
it
is
imperative
that
anybody
accepting
public
monies
open
their
books
and
see
how
the
money's
being
spent
to
the
taxpayers.
I
think
it
shows
accountability
and
responsibility
and
transparency,
I'm
going
to
support
you
bill.
Thank
you.
Thank
you.
O
Not
to
the
extent
that
a
public,
a
public
school
which
they're
supposedly
a
public
school,
are
you
know,
I
can't
find.
I
can't
get
information
on
what
the
director
or
administrator
or
principal
of
a
charter
school
is
making
that
that's
not
known.
They
can
pay
them
whatever
they
can.
They
can
pay
whomever.
O
E
So
it's
even
hard.
If
I
may
make
a
comment,
it's
even
hard
to
find
out
where
the
grants
and
the
monies
come
in
into
public
schools
and
the
influences
from
out
of
the
state,
it's
very
difficult
to
find
that
information.
For
you
know
your
regular
joe
citizen
such
as
myself,
I
mean,
if
you
don't
know
where
to
go
and
dig
into
the
weeds
through
all
of
the
stuff
you
you
can't
find
it.
E
I've
been
talking
to
the
comptroller
and
how
we
can
make
a
icon
or
something
more
visible,
like
a
checkbook
transparency
act
for
all
education
to
where
you
can
go
in
and
find
out
who's
getting
the
salary
how
much
for
contracts?
How
much
for
curriculum!
I
mean
all
that
stuff
because,
as
you
said,
this
is
public
money
and
most
everyone
up
here
believes
that
there
should
be
more
sunshine
on
public
money,
but
it
also
needs
to
be
able
to
be
found
easy
as
well.
O
Chairman
yeah
and
chair
lady,
you
would
be
shocked
the
amount
of
grant
dollars
that
are
going
to
these
charter
schools,
above
and
beyond
what
your
local
lease
are
required
to
give
them
from
the
state.
All
these
grants
that
could
be
going
to
public
schools
are
going
to
these
charter
schools,
who
you
know
we
don't
get
to
get
to
know
where
our
tax
dollars
are
going
so
you'd
be
shocked
at
the
tens
of
millions
that
are
being
sent
out.
A
I
Thank
you,
chairman
jack
powers
at
the
tennessee
department
of
education.
We
are
flagged
on
this
bill
because
we
believe
it's
duplicative
and
it
in
some
cases
expands
some
oversight,
as
it
is
related
to
charter
schools
past
what
is
currently
in
code
related
to
the
audit
of
public
schools.
So
the
bill
duplicates
several
provisions
that
are
already
in
code
related
to
charter
schools,
such
as
conflict
of
interest
requirements,
open
records
and
state
audit
procedures.
I
That
covers
and
gives
the
authority
to
audit
all
financials
for
charter
management
organizations
already
I'll
mention
this
kind
of
goes
a
little
bit
further
again
than
what
is
currently
allowable
for
public
schools.
Under
this
bill.
A
charter
management
organization
such
as
kipp
may
operate
schools
in
multiple
different
states.
This
would
require
them
to
submit
the
financials
not
only
for
their
tennessee-based
schools,
but
potentially
schools
that
they
operate
in
in
utah
or
arizona
or
any
other
number
of
states
which
goes
past.
What
we
require
of
public
schools.
N
Thank
you,
mr
chairman,
thank
you
for
being
here,
quick
question.
You
used
the
word
audit
and
we
understand
all
public
schools
can
be
audited,
but
I
think
they
questioned
that
or
this
bill
is
really
pertaining
to.
Is
the
public
public
information
act?
That's
why
I
have
smarter
people
around
me
to
help
me
through
this.
N
I
K
I
K
F
I
A
F
My
question
is:
it's
my
understanding.
We
can
find
out
what
a
director
of
schools
a
principal,
a
teacher
is
actually
being
paid
through
the
county
budget,
or
at
least
the
range,
but
it's
my
understanding,
at
least
based
on
representations
of
representative
mitchell,
that
you
can't
find
that
information
out
about
principals
directors,
administrators
and
charter
schools,
because
they
are
behind
the
charter.
Schools,
operation,
opera,.
F
I
A
I
A
A
Much
any
questions
now
hold
on.
We
know
we
have
questions
coming
up
in
full
committee,
so
we'll
work
to
make
sure
that
we
have
people
here
to
make
sure
to
answer
these
questions
in
full
committee.
So
remember
we're
passing
a
bill
forward.
It
is
the
final
calendar
we're
passing
a
bill
forward
to
make
sure
we
can
get
these
questions
answered
in
full.
Are
we
okay
with
that?
Yes,.
A
I'm
going
to
fix
that
and
have
him
fix
it
before
he
gets
there
representative.
You
have
an
effective
date
of
2021
so
make
sure
you
get
that
fixed
before
it
goes
to
full.
Okay,
all
those
in
favor
of
sending
house
bill
1559
on
the
full
education
instruction
say:
aye
my
hold
on
1564..
Sorry
about
that
house,
bill
1564,
say:
aye
opposed
no
you're
on
full
instruction.
If
you
want
to
get
that
amendment
done
and
then
we'll
have
testimony
to
clarify
next
up
members
house
bill
2400,
you
are
recognized,
sir.
A
A
K
A
K
Thank
you,
mr
chair.
Ladies
and
gentlemen,
the
committee,
as
we
know,
being
members
of
this
committee
and
have
had
several
reports
put
before
us
illiterate
society,
is
an
essential
element
for
a
free
society
require
this
requires
states
to
to
ensure
that
we
do
everything
we
can
to
create
the
maximum
amount
of
literacy
among
our
citizens.
K
Consequently,
what
is
essential
is
to
make
sure
that
we
know
with
data
what's
going
on,
what's
causing
the
problems
and
again,
especially
with
our
teachers
and
the
impact
on
the
literacy
for
our
students.
What
this
bill
does
is
puts
forward
a
data
gathering
method
so
that
we
have,
by
k
through
three
a
teacher
and
from
that
k
through
three
teacher,
the
source
of
their
education,
as
in
which
teacher
college
or
a
program
they
went
through.
K
It
also
requires
that
teachers
that
are
being
rated
above
average
and
those
right
below
are
tracked.
Similarly,
it
gives
us
the
opportunity
to
be
able
to
do
data
comparisons
to
see
what
teachers
colleges
are
are
producing
high
quality
literacy
teachers
for
us
in
k-3,
and
also
identify
those
that
are
potentially
not
doing
so.
K
The
last
part
of
this
bill
actually
does
something
that's
already
established,
but
I'll
point
it
out
anyway.
It
allows
the
state
board
of
education
to
place
on
probationary
status
or
revoke
approval
for
any
education
program
provider
or
any
other
for
that
matter.
Tennessee
education
issuing
educator
issuing
entity
on
probation
or
revoke
their
status
if
it's
unsatisfactory.
K
K
K
K
A
C
Thank
you.
Thank
you.
Thank
you,
mr
chair,
and
I
I
I
too,
like
data,
understand
the
need
for
it
and
I'm
good
with
taking
the
data.
I
am
I
I
strongly
support
that.
We
we
need
to
understand
how
our
students
are
doing
and
and
and
and
but
this
bill
does
more
than
that,
the
the
way
I
the
way
I
read
it
it
it's
it's
it's
punitive
to
a
university,
a
college,
a
university.
C
You
can
say
the
state
already
does
it,
but
this
is
tying
it
to
metrics
and
measures
that
the
data
presents
itself
in,
and
I
don't
know
I
don't
think
in
this
environment.
I
know
in
this
environment
when
we're
already
looking
at
teacher
shortages
where
we're
we're
struggling,
we
don't
have
many
teacher
programs
across
the
state
of
tennessee
for
a
state,
our
size,
there's
the
less
than
double
digits
are
ones.
C
C
I
agree.
We
need
to
understand
how
our
students
are
doing.
We
had
special
session
last
year
when
first
walking
in
to
do
it
and
we
still
just
keep
piling
on
and
piling
on
and
piling
on.
We
haven't
even
started
the
the
measurement
of
the
third
grade
proficiency
and
we're
already
saying
well,
if
you're
wrong
we're
going
we're
going
to
fire
the
school
that
you
graduated
from
and
and
and
and
and
no
longer
use
those
students.
I
just
think
this
is
it's
premature.
C
The
data
gathering
is
great,
let's
start
day
one,
but
to
tie
it
to
a
negative
of
really
negative
like
doing
away
with
the
teacher
prep
program,
which
is
basically
what
you're
saying
here.
When
we
don't
have
many
and
we
don't
have
enough
teachers,
I
I
just
don't
think
that's
where
we
should
be
in
2022
when
we,
when
we've
just
passed
some
some
really
good
measures,
some
really
good
bills
and
have
a
special
session
on
this
and
before
we
can
get
out
the
gate.
We're
already
stumbling
over
ourselves.
K
Thank
you,
mr
chair,
and
to
my
colleague
here.
I
will
point
out:
there's
nothing
in
this
bill
that
requires
punishment
that
you
have
indicated
the
state
board
already.
Has
this
authority
this
bill
simply
points
out
that
they
can
exercise
that
authority
that
they
already
have.
I
will
also
point
out
to
you
that
getting
teachers
from
teacher
providers
epps
as
they
call
them
education
program
providers
that
are
not
producing
quality
output,
doesn't
solve
our
problem
getting
out
of
the
gate.
I'm
sorry,
sir.
K
we
have
made
progress,
we
went
from
49th
to
35th,
but
then
we
stagnated
and
we've
slid
back
and,
quite
frankly,
in
third
grade
literacy.
We
have
gone
from
bad
to
worse,
so
we've
got
to
do
something
just
the
great
bills
that
we've
passed.
I
do
agree
with
you
they're
good
bills,
but
this
does
not
change
that
this
is
not
levy
punishment
without
the
state
board
so
saying,
and
they,
as
I
pointed
out,
they
have
that
authority.
Already.
This
just
emphasizes
that
authority.
K
A
F
Thank
you,
chairman
briefly,
is
the
department
of
education
have
a
position
on
your
bill,
or
this
proposed
legislation
and
question
number
two:
can
you
walk
me
through
a
little
bit?
Are
we
testing
the
teachers
or
are
we
testing
the
educator
provider
that
prepares
the
teacher?
If
you
walk
me
through
that
test
and
who
are
we
getting
data
on?
Thank
you
all
right.
K
We
are
not
testing
the
teacher.
Let's
start
with
that,
we're
not
testing
the
provider.
What
we're
doing
is
analyzing
the
results
of
teachers
who
come
from
providers
and
again,
let
me
emphasize
the
praxis
test
which
basically
qualifies
teachers
for
licensure.
That's
what
the
teachers
colleges
or
the
epps
brag
on
and
again
I'm
telling
you
up
front
representing
tennessee
taxpayers.
I
don't
care
I
submit.
Neither
should
you
what
we
should
care
about
is
whether
or
not
our
third
graders
can
read
on
grade
level
at
the
end
of
third
grade
and
that's
what
this
is
about.
K
You
capture
that
data
and
you
work
it
back
through
the
teachers
that
were
instructing
those
back
to
the
education
provider
that
trained
them
now,
contrary
to
my
colleagues
opinion
here,
this
is
aimed
at
teachers
who
have
only
been
out
of
their
education
provider
coursework
for
three
years,
those
that
have
been
out
for
20
years,
if
they're
producing
poor
quality.
We
that's
a
different
kettle
of
fish.
L
That's
like
us,
going
back
and
saying:
oh
well,
they
did
poorly
in
gen
ed,
so
they
need.
We
need
to
stop
having
that
teacher
as
the
teacher
or
a
student
who
went
to
law
school
and
decided
that
they
they
were
going
to
pass
out
of
the
law
school
and
we
and
then
they
took
on
a
job
like
in
to
defend
cases
where
they
knew
they
weren't
going
to
win
and
they
always
lost
them
and
so
to
say
that
oh
yeah,
they
they
always
lost
the
case
that
they
knew
they
weren't
going
to
win.
L
That's
on
the
fault
of
the
school
to
blame.
I
don't
agree
with
the
c,
but
I
love
the
rest
of
the
bill
and
I
do
think
we
do
need
to
take
the
the
data
on
this.
So
I
really
do
think
and
hope
that
you
would
reconsider
taking
that
part
out
for
the
passing
of
this
bill,
but
I
I
I
really
enjoy
the
rest
of
the
bill.
L
K
Thank
you,
mr
chairman,
on
page
two
sub
paragraph
three,
this
is
how
the
number
and
percentage
the
person's
license
to
teach
students
in
kindergarten
through
k
to
grade
three
k
through
three
are
employed
in
a
tennessee
school
trained
by
a
tennessee,
a
state
board,
approved
educator
provider
or
another
entity
responsible
for
managing
or
offering
your
your
your
extension
of
that
to
high
school
and
and
law
school.
Sir,
is
inaccurate.
N
Thank
you
miss.
I
know
you
and
I
both
were
both
math
people
and
we
agree
on
on
a
lot
of
math.
That's
one
thing
that
you
can't
fudge
is
numbers,
and
the
one
thing
that
I
wanted
to
bring
to
attention
on
this
is
the
assumptions
that
go
along
with
making
this
equation
as
we
go
through
the
data.
It's
assuming
that
every
student
is
at
the
same
starting
level.
N
So
but,
for
instance,
if
I
have
teacher
a
that
taught
at
vanderbilt
and
they
go
to
a
high
performing
school
system
or
school,
and
I
have
another
teacher
b
that
said
belmont
that
goes
to
a
low
performing
school
system
and
the
sc
and
that
their
students
don't
perform
in
the
in
teacher
b's
class,
but
they
do
at
the
high
performing
school.
That's
not
indicative
or
whatever.
The
word
is
of
that
teacher's
performance.
It
may
just
be
the
starting
points.
N
So
that's
the
only
problem
that
I
have
with
this
that
we're
this
equation
assumes
that
everybody's
starting
on
a
level
playing
field.
In
order
for
this
actually
to
work,
you
would
have
to
take
a
sample
of
teachers
and
put
them
in
equal
places.
In
equal
starting
points
in
order
to
have
the
actual
measurements
to
come
out,
so
that's
where
I
kind
of
have
a
disconnect
with
this
bill,
and
I
hope
that
understands
what
you
understand.
What
I'm
saying.
K
Reagan
to
my
colleague,
I
would
submit
to
you
that
if
we
collect
the
data,
gaussian
distributions
will
prevail.
You
will
have
an
average
performance.
You'll
have
standard
deviations
on
either
side
of
that.
Furthermore,
you
can
use
some
advanced
techniques,
logistic
regression,
some
other
techniques
that
I
routinely
used
in
business
world,
just
to
take
care
of
the
problems
about
what
you
were
talking
there.
A
You
very
much
question
have
been
called
in
the
objection
of
the
question
being
called
I'm
seeing
no
objection,
all
those
in
favor
of
house
bill,
2057,
going
on
to
education
instruction,
say:
aye
aye
opposed
no,
no
eyes
have
it
you're
on
the
education
instruction
full.
That
concludes
the
regular
calendar
members.
We
have
one
bill
on
special
calendar
one
bill
on
special
calendar.
We
can
take
it
up
and
we'll
be
done
representing
moody.
E
E
A
O
E
A
A
E
You
so
much
so
quickly.
This
is
dealing
with
our
individualized
education
account
program,
the
ieap,
and
this
would
include
children
with
a
specific
learning
disability
who
also
meet
the
additional
criteria,
and
with
that,
mr
chairman,
I
do
have
an
out-of-state
guest,
a
parent
if
she
could
have
a
couple
of
minutes
to
tell
her
story.
Members.
A
P
We
had
special
education
policy
in
ohio
and
it
excluded
certain
levels
of
disability,
and
it
was
the
hardest
thing
that
I
ever
went
through
as
a
parent
is
that
some
children
had
options
when
their
school
system
was
failing
them
and
other
children
did
not.
So
I
think
to
keep
it
brief
to
just
reiterate
to
you
all
that
this
doesn't
change
what
you
already
have
in
front
of
you,
but
it
adds
one
category
that
was
left
out
and
that
is
those
with
specific
learning
disabilities
and
it
will
address
children
with
dyslexia.
P
It
is
a
category
that,
if
given
the
proper
remediation
and
intervention,
these
individuals
can
actually
overcome
their
disability
and
be
able
to
possibly
even
reduce
the
amount
of
educational
supports
that
they
need
would
need
later
on.
Not
every
student
with
that
particular
diagnosis
or
categorization
would
need
to
opt
in
to
your
iea
program.
P
It
would
take
a
great
deal
in
order
for
them
to
actually
get
to
that
point,
but
at
least
it
would
give
parents
an
option
if
their
public
school
system
and
their
their
regular
iep
process
was
not
affording
them
the
needs
that
or
the
resources
that
they
needed.
So
I
appreciate
you
giving
me
a
couple
minutes.
If
you
have
any
questions
or
any
statements,
I'd
be
more
than
happy
to
take
them.
Members.
A
E
A
Question
has
been
called
no
objection
to
the
question
being
called
all
those
in
favor
of
sending
house
bill
751
on
education
instruction,
say:
aye,
close
no
eyes
have
it
chairman,
you're,
on
271
members.
Thank
you
for
your
service
to
the
great
state
of
tennessee.
Over
this
session,
you
have
done
a
fantastic
job.
The
debate
has
been
very
lively
and
well
thought
out
at
this
moment.
I
need
a
motion
to
adjourn
it
to
call
it
a
chair
for
this
committee
motion
to
adjourn,
call
and
chair.