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Description
House Education Administration Committee- February 24, 2021- House Hearing Room I
A
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C
Dear
heavenly
father,
lord,
we
come
to
you
in
supplication,
asking
for
wisdom
and
knowledge
as
we
listen
to
arguments
here
and
make
good
decisions
for
the
people
of
tennessee
lord.
As
a
member
of
the
education
committee
and
members.
Here,
lord,
we
ask
for
your
guidance
and
wisdom
to
help
make
tennessee's
educational
system
the
best
in
the
country
so
that
our
students
can
have
the
best
education
anywhere
so
that
they
can
live
fruitful
lives
that
they
can
make
great
decisions
in
their
life
and
be
productive
citizens.
Lord,
we
ask
for
guidance
as
we
move
forward.
A
Thank
you
chairman,
specifically
members.
Before
we
begin,
we
have
a
presentation
first,
that
we're
going
to
do
and
I'll
tell
you
about
that
in
a
second,
the
tennessee
commission
on
education,
recovery,
innovation,
which
is
a
result
of
legislation
we
passed
just
last
last
session.
I
want
to
read
you
a
letter
from
one
of
our
school
superintendents
that
I
got
and
you
probably
got
also
the
other
day.
A
It
says
I
write
this
letter
today
to
say
thank
you
for
your
support
of
education.
Your
generous
financial
support
for
extended
learning
for
the
summer
learning
loss
bill
is
appreciated.
You
have
given
districts
the
opportunity
to
have
a
lasting
impact
on
student
learning.
Your
resources
along
the
cares
act.
Funding
is
extremely
beneficial
to
our
district
as
we
navigate
the
waters
for
increasing
student
success.
A
A
The
opposition
is
often
out
of
fear
about
change,
but
by
remaining
faithful
and
giving
others,
the
vision
have
seen
great
things
happen.
The
learning
loss
bill
is
a
good
move
forward.
It
may
take
some
time
to
embrace
the
change,
but
being
ready
is
important
again.
I
appreciate
your
commitment
and
assistance
with
helping
our
students,
as
I
meet
with
our
administrators,
to
plan
to
talk
around
benefits
for
students
and
the
logistics
of
summer
planning.
Our
district
sent
a
survey
to
all
our
teachers
regarding
the
summer
teaching
opportunities
with
no
details
or
mention
of
pay.
A
We
had
over
100
teachers
say
they
were
interested.
What
a
testament
to
the
commitment
of
our
educators.
I
am
very
excited
about
the
potential
for
academic
growth
with
our
students
with
the
summer
program
and
the
tutoring
for
the
year
as
we
traverse
this
summer
session.
I
am
sure
we
will
find
elements
that
need
to
be
adjusted
for
improvement,
but
but
what
a
great
way
to
start.
Thank
you
for
the
resources
and
vision
and
thank
you
for
listening,
signed,
linda
cash,
director
of
the
brad
accounting
schools.
A
D
A
So
we
have
a
presentation.
Last
session
we
passed
the
legislation
creating
the
tennessee
commission
on
education,
recovery
and
innovation,
and
we
have
they
came
out
with
a
report
in
december
to
begin
things
with,
and
I
want
to
recognize
we
have
with
us
today,
dr
joey
vaughan,
director
of
the
master
city,
schools,
tara,
scarlett,
president
of
the
scarlet
family
foundation,
dr
marie
chisholm
barn
burns
dean
of
the
college
of
pharmacy
and
ut
health
science
center.
A
E
She
is
the
president
of
three
separate
tea
cats
in
west
tennessee
and
she
is
an
extraordinary
wealth
of
knowledge.
So
what
I
would
say
to
start
us
out
and
we'll
we'll
certainly
get
into
this.
Is
you
know
this?
Last
year's
is
proven
to
be
obviously
a
great
challenge,
but
at
the
the
same
time,
when
you
face
a
situation
like
we
have
it's,
it's
also
a
time
to
think
about
innovations
and
what
can
be
done
better.
Our
commission,
chairman,
tara,
scarlett.
F
Thank
you
so
much.
I
appreciate
you
all
having
us
here
today.
I
wanted
to
quickly
walk
you
through
who
is
on
this
commission.
So,
as
you
all
are
quite
well
aware,
we
had
three
commissioners
that
were
selected
from
governor
lee
three
from
lieutenant
randy
mcnally
and
also
three
from
the
speaker,
cameron
sexton,
dr
chisholm
burns,
dolores
gresham,
which
was
she
was
recently
added
to
our
commission
in
january,
and
then
glenn
swift,
all
appointed
by
lieutenant
governor
randy
mcnally
and
then
from
governor
lee
todd
dixon.
F
Who
is
a
local
in
nashville.
He
runs
a
charter
school
called
valor
collegiate,
dr
yolanda
jones.
Best
today
she
doesn't
run
one
tennessee
college
of
applied
technology.
She
runs
three
joey
vaughan,
who
is
my
vice
chair,
and
he
also
is
a
superintendent
of
schools
in
manchester
city
schools,
dr
jones,
who
is
a
he's
a
cardiac
doctor,
I
remember
correctly
frank
rothermell
and
then
myself
and
what's
interesting
about
this
group
of
people.
Is
it's
an
interesting
mix
of
business
backgrounds
as
well
as
education
backgrounds,
as
well
as
medical
backgrounds.
F
E
You
created
this
education
recovery
and
innovation,
commission
and
its
charge
is
to
recommendations
the
general
assembly,
the
state
board
of
education,
the
department
of
education,
the
tennessee
higher
education,
commission,
the
state
institutions
of
higher
education,
on
strategies
to
close
educational
gaps
resulting
from
school
closures
and
and
here's
the
big
one.
And
this
is
what
takes
the
departure
from
some
of
what
other
states
have
done,
and
to
modernize
the
state's
educational
structure
from
kindergarten
to
career,
to
create
more
flexibility
in
the
delivery
of
education
to
students.
E
E
And
they
were
a
point
not
to
make
policy
but
to
give
advice
so,
while
administratively
attached
to
the
state
board
of
education,
remember
that
these
folks
serve
with
no
compensation
at
all.
There
was
no
fiscal
note
on
the
legislation,
so
their
mileage
from
memphis
and
all
of
that
there's
no
vm,
there's
no
meals.
I
had
hot
coffee
waiting
for
them,
so
so
that
was
good.
E
But
while
administrative
launched
the
state
board
of
education,
their
responsibility
is
the
same
to
the
board
of
the
higher
education
commission
assembly
and
their
scope
is
set
by
you
all
through
that
act
to
be
long-term.
In
terms
of
how
do
we
think
about
things
moving
forward
and
down
the
road?
And
I
will
tell
you
we
have
taken
and
mr
chairman,
you
were
present
with
us
at
our
very
first
meeting
and
we
were
appreciative
of
having
you
there.
We
have
taken
great
pains
to
ensure
that
this
commission
operates
independently.
E
F
You
know
I've
spoken
with
a
lot
of
people
across
the
country
about
the
work
that
we're
doing
with
this
education,
recovery
and
innovation.
Commission
and
no
state
in
the
union
is
doing
something.
This
bold,
no
state
in
the
union
is
doing
something
this
forward
thinking.
So
I
applaud
the
work
of
the
general
assembly
last
summer
to
actually
move
forward
with
something
like
this
and
take
this
level
of
initiative.
F
I
I
think
when
it
was
originally
set
up.
We
had
this
strong
belief
that
kobud
would
be
gone
by
christmas
yeah.
We
we
all
recognized
that's
from
what
was
requested
of
that
first
report
is
to
understand
how
covet
is
affecting
education.
The
reality
is,
we
don't
know,
it'll
be
a
long
time
before
we
actually
know
the
true
effects
covet
has
had
on
students
on
educators
on
parents,
families
and
others,
but
in
that
report
we've
provided
as
much
information
as
we
had
at
that
time.
F
There's
a
small
amount
of
national
research
that
was
included
a
small
amount
of
information
that
we
had
from
the
department
of
education
and
from
tennessee
higher
education
commission
to
provide
as
much
as
a
picture
as
we
could
at
that
period
of
time,
you'll
be
receiving
an
update
of
that
document.
Opening
this
spring
you'll
also
receive
a
report
next
january.
F
My
guess
is
you'll
actually
receive
it
in
december,
because
we're
not
gonna
be
working
on
christmas
eve,
but
that'll
be
looking
at
what
are
some
strategies
and
recommendations
that
we're
seeing
that
are
best
practices
or
innovations
that
maybe
we
need
to
be
thinking
about
things
differently.
How
can
we
adopt
different
ways
of
being
able
to
help
our
educators
to
propel
forward
and
to
be
able
to
leap
over
any
issues?
F
If,
god
forbid,
we
have
another
covet
19
pandemic
happen
where
we
have
the
natural
devastations
that
happen
with
the
tornadoes
across
middle
tennessee
almost
a
year
ago.
So
what
are
the
things
that
we
can
look
at
and
there's
a
lot
of
great
amazing
ideas?
Some
of
them
tested
some
of
them,
not
that
we
are
in
the
process
of
exploring
and
that's
what
we
expect
to
report
back
to
you
next
end
of
this
year,
beginning
of
next
year
and
then
there'll
be
another
report
in
june
of
2022..
G
A
A
H
So
I'm
joey
vaughn
with
manchester
city
schools,
and
I
appreciate
you
giving
this
opportunity
to
be
here.
I
echo
superintendent's
cash's
letter.
Thank
you
that
was
beautifully
written
and
I
too
would
like
to
thank
you
for
the
bold
steps
that
you're
taking
and
that
you
have
taken
with
the
special
legislative
session
superintendents
and
schools
across
the
state.
Thank
you
for
your
work.
H
I
will
begin
with
talking
a
little
bit
about
the
learning
loss
piece.
One
of
the
first
things
we
looked
at
is
the
importance,
as
you
identified
as
you
have
identified,
is
the
helping
prepare
students
for
long-term
success
by
ensuring
that
students
are
proficient
in
literacy
and
numeracy
in
kindergarten
through
third
grade
one
of
the
things
that
we're
looking
at
as
as
a
commission,
we
need
to
define
literacy
in
the
state
of
tennessee,
because
there
are
different
measures
that
we're
looking
at.
H
So
we
need
to
find
a
consistent
piece
that
will
will
do
that,
but
k
through
three
literacy
and
numeracy
are
important.
We
also
want
to
look
at
implementing
continuous
quality
improvement
programs
that
have
definitive
outcomes
and
when
you
look
at
definitive
outcomes,
we
think
that's
a
very
important
part
of
what
education
is.
We
need
to
know
exactly
where
we're
going
and
how
we're
going
to
get
there.
When
we
have
a
new
program,
we
we
need
to
be
very
specific
in
in
what
we're
doing.
I
H
When
we
look
at
the
second
area,
well-being
has
done
a
really
good
job
in
the
past
few
years,
when
we
look
at
social,
emotional
learning,
but
now
we
have
with
with
the
pandemic.
There
are
more
social
emotional
needs
not
only
for
our
students,
but
also
for
our
employees
and
their
families.
So
we
have
school
systems
are
providing
meals,
we're
providing
homework
help.
I
And
we're
looking
at
post-secondary
and
career
preparedness,
improving
education
transitions
and
I'm
looking
at
transitions
and
articulations
from
high
school
to
traditional
post-secondary
careers
and
also
career
and
technical
and
work
based.
Learningless
students
should
be
able
to
benefit
so
also
parents
can
benefit
and
prepare
them
in
a
pathway
that
ensures
a
viable
job
and
career.
H
And
then
we
get
to
technology
gaps
and
again
we
thank
you.
The
the
investment
from
our
state,
as
well
as
from
federal
sources,
has
been
phenomenal
in
providing
technology
for
our
students,
but
we
still
have
considerable
vari
barriers
to
the
virtual
learning,
such
as
access
to
technology,
as
well
as
high
speed
connectivity.
H
H
The
funding
has
been
there
and,
and
it
will
come,
but
at
this
point
we're
still
waiting
on
on
some
of
those
devices.
So
that's
been
a
considerable
challenge,
but
again
thank
you
for
for
that
support,
and
once
again,
the
the
connectivity
in
hard
to
reach
areas
in
our
state
is
a
real
issue,
and
I
know
that
you're
aware
of
that.
So
thank
you.
Those
are
our
four
main
areas
that
we're
looking
at
as
a
commission.
F
Thank
you,
chairman
white
I'll.
Add
to
those
four
areas
of
focus.
Concern
we
ran
across
is
supporting
those
students
who
are
most
vulnerable.
There's
a
a
lot
of
students
that
we
believe
are
going
to
be
kind
of
that
will
likely
be
falling
through
the
cracks
and
we
need
to
ensure
that
we
are
able
to
support
them
in
the
best
possible
way.
As
we
continue
to
explore
those
four
areas.
F
I
think
that
that
is,
we
have
found
as
a
group,
that's
quite
valuable,
and
that's
not
only
with
a
focus
in
early
education,
but
also
virtual
teaching,
and
that
is
something
that
is
you
know
most
teachers,
as
many
of
us
have
now
gotten
quite
familiar
with
zoom.
Most
teachers
were
not
taught
how
to
teach
in
the
virtual
environment,
and
we've
got
to
ensure
that
our
post-secondary
institutions
are
helping
to
think
differently
about
how
and
what
expectations
we
have
from
teachers
in
the
virtual
and
the
in-person
environment.
F
F
F
F
That's
frustrating
enough!
Imagine
a
home
where
you
actually
don't
have
connectivity.
You
don't
have
devices
as
what
joey
vom
is
just
talking
about
that's
a
challenge
when
you're
trying
to
learn
in
a
virtual
environment.
If
you
can't
connect-
and
you
don't
have
a
device
and
you're
trying
to
use
the
use
your
phone-
the
investment
proposal
of
200
million
dollars
to
support
broadband
access
across
the
entire
state,
I
applaud-
I
think
everything
comes
down
to
execution
and
that's
really
really
important
for
everyone
to
be
thinking
about
inside
and
outside
this
room.
F
Another
area
is
well-being
focus.
This
has
become
a
pretty
big
concern
over
the
past,
probably
five.
Ten
years,
it's
become
an
extraordinarily
large
concern.
Over
the
past
nine
months,
I
have
two
small
kids
and
I
guarantee
you
that
they,
along
with
all
the
other
kids,
that
they're
their
same
age,
will
have
the
effects
of
covid
the
rest
of
their
lives.
F
F
The
last
thing
here
I
wanted
to
bring
up
is
area
of
alignment
is
more
meaningful,
high
school
diplomas.
This
is
a
big
conversation
that
we
had
in
our
some
of
our
commission
meetings
and
there's
a
quote
in
our
report.
I
have
no
no
expectation
that
all
of
you
have
remembered
this,
but
I'm
going
to
read
this
to
you
over
the
past
three
years.
Tennessee
continues
to
see
graduation
rates
close
to
90
percent,
while
only
40
percent
of
their
students
are
ready
for
college
experiences
based
on
the
tennessee
department
of
education's
ready
graduate
metric.
E
So,
looking
forward
into
other
areas
of
emerging
priorities,
it's
just
easier
to
call
it
eric
than
the
tennessee
education
recovery,
innovation,
commission.
We
just
call
it
eric
something
that
the
the
members
looking
at
is
competency-based
measures
of
student
success
and
advancement,
allowing
students
to
progress
at
their
own
pace
across
the
k-12
spectrum
through
post-secondary
educational
systems.
You
know
we
oftentimes
think
about,
we
go
to
university
and
we
can
sit
down
and
we
can
take
a
clep
test
and
you
gotta
be
on
your
clip
test
and
you
gotta
be
in
that
course
in
college.
E
The
idea
of
the
the
idea
of
competency-based
measures,
also
in
k-12.
Well,
what
has
been
the
thing
that
has
stopped
that
the
most
in
the
past?
It's
that
if
the
student
leaves
early,
the
bep
funding
for
that
student
leaves
with
that
student,
so
that
stands
as
a
barrier
to
students
moving
at
their
own
pace.
E
And
so
how
do
you
get
the
altruistic
idea
of
allowing
students
to
move
in
k-12
the
way
they
already
can
in
higher
education
and
not
hurt
small
rural
communities
by
reducing
those
bep
dollars?
So,
that's
something
that
that
the
commission
is
looking
at
because
it's
it's
a
big
thing
where
just
the
function
of
the
system,
the
way
it
works
stands
as
a
potential
impediment
for
children.
E
So
that
leaves
it
to
me
as
the
staff
person.
That's
that's
kind
of
on
point
to
talk
with
them.
Is
I
hear
from
these
folks
one
after
another
and
they're
all
talking
about
this
integration
right
and
then
they
get
together
and
that
two
years
of
post-secondary
the
ease
of
transitions?
There
is
incredibly
important
whether
this
is
pcat
or
community
college
or
universities.
E
Again.
What
would
need
to
be
done
to
the
funding
structure
so
that
folks,
in
dr
vaughn's
position,
who
are
superintendents
of
schools,
are
not
having
to
make
budget
cuts
that
are
necessitated
because
his
juniors
and
seniors
are
moving
on
in
higher
education
early?
This
is
one
of
those
things
obviously
very
difficult
to
tackle.
If
you
know,
you've
got
the
next
election
cycle
coming
up,
but
you
all
created
this
commission
because
of
their
independence,
to
be
able
to
think
about
and
and
talk
about
those
things
ensuring
higher
education.
Innovations
are
continued
and
expanded.
E
One
thing
I
would
say
for
freshmen
and
sophomore
members
of
the
legislature
is
that
you
are
in
a
state
that
has
uniquely
taken
on
the
business
of
of
innovating
in
higher
education,
most
states
when
they
get
two
or
three
transfer
pathways
done.
It
is
time
to
have
fireworks
now
the
state
of
tennessee
and
I'm
a
k-12
guy,
but
the
state
of
tennessee
in
higher
education
has
58
to
60.
E
E
The
tennessee
promise
the
tennessee
reconnect,
the
tennessee
reverse
transfer,
where,
if
you
happen
to
drop
out
in
your
junior
or
senior
year,
instead
of
all
of
your
credits
just
expiring,
those
credits
can
transfer
back
to
the
community
college
and
you're
issued
an
associate's
degree
so
that
if
a
life-changing
event
happens,
a
parent
passes
away.
Somebody
gets
pregnant
life
changes.
You
don't
have
three
years
of
college
that
don't
translate
into
anything.
E
E
I
I
want
to
also
take
this
moment
because,
as
you
know,
with
no
fiscal
note,
we
we've
all
certainly
done
our
best,
and
it
is
a
heck
of
a
thing
to
try
to
edit
a
20-something
plus
page
report
written
by
the
commissioners,
okay,
and
to
do
that
in
the
constraints
of
a
public
forum.
It
is
literally
page
by
page-
and
it
was
all
done
on
zoom
calls
because
they
can't
get
together
because
of
the
pandemic
right,
and
so
that
was
the
process.
They
undertook
to
get
this
thing
together
and
to
get
it
to
you.
E
F
A
Well,
thank
you
so
very
very
much.
I
appreciate
you
all
coming
and
I
can't
say
thank
you
enough
to
the
nine
members
who
have
volunteered
so
much
their
time
when
we
were
running
this
bill
last
session
always
said
that
it
won't
be
worth
the
paper
that
we
pass
it
on
unless
we
have
nine
good
people
on
there
who
will
really
take
to
task
and
we
do
have
them.
I
want
to
say
thank
you.
Thank
you
for
the
presenters
today
represent
parks,
and
you
had
a
question
a
while
ago.
G
E
Representative,
I
I
think
it's
it's
all
of
the
above
and
I
I
wish
I
wish
dr
chisholm
burns
was
here.
She
she
is
extraordinary
not
only
a
doctor
of
pharmacy
and
ut
health
science
center
dean,
but
an
incredible
advocate
for
underserved
communities,
for
poverty-stricken
communities
and
and
all
of
all
of
the
all
of
those
concerned
and
different
groups,
which
have
certainly
got
various
educational
discrepancies.
E
F
Talked
a
lot
about
those
students
that
are
most
vulnerable
and
that's
where
we're
seeing
some
of
the
largest
education
gaps
before
covid
even
came
about
right,
and
so
you
know
if
we
define
those
most
vulnerable
students,
those
are
the
ones
that
are
falling
behind
the
most.
If
you
were
to
look
at
those
students,
primarily
from
a
demographic
standpoint,
looking
at
primarily
low-income
students,
students
of
color
and
special
special
needs,
students
have
been
really
the
the
three
primary
groups
again
that
was
pre-coded.
F
G
G
I
J
F
Well,
these
areas
of
alignment
are
based
on
the
recent
special
session
bills,
and
so
that's
we,
it
was
an
area
of
focus
that
we
thought
was
important
as
we
were
going
through
our
initial
discovery.
In
our
first
report,
we
thought
we
found
that
educator.
Prep
programs
have
a
lot
of
opportunity
to
advance
and
to
help
support
teachers.
It's
not
something
that
we
have
have
identified
any
specific
strategies
at
this
point
or
how
to
measure
them
we
were.
J
Thank
you,
mr
follow
up
on
that
the
I
appreciate
the
fact
that
you're
saying
yes,
we
are
in
agreement
that
we
have
an
issue
there,
but
my
my
question
is:
if
you
can't
measure
it,
you
can't
manage
it.
If
you
can't
manage
it,
you
can't
improve
it.
So
going
back
to
the
first
question
is
how
are
you
going
to?
How
do
you
measure
it
now
and
how
are
you
going
to
change
any
measures?
Do
you
have
any
ideas.
E
Mr
chairman,
if
if
I
may
first
of
all,
I
would
say,
remember
we're
at
the
point
right
now,
where
we're
doing
a
year's
worth
of
meetings,
the
law
says
they
have
to
meet
four
times,
we're
probably
going
to
meet
twice
that
number
of
times,
okay,
and
that
the
the
deliverable
and
recommendations
are
due
at
the
tail
end
of
the
year.
At
this
point
in
time,
we've
had
one
meeting
this
year.
E
E
I
think
the
input
is
would
be
a
wonderful
thing,
but
ultimately
they'll
have
recommendations
when
the
next.
You
know
when
the
report
comes
out
at
the
tail
end
of
the
year
when,
when
the
law
tells
them
to
have
that,
in
terms
of
that
now
you
can
talk
to
nine
members
and
they'll
all
have
different
ideas,
but
they
haven't
voted
as
a
body
to
make
a
recommendation
on
it.
Thank
you.
K
Thank
you,
mr
chairman.
You
know
one
point
that
the
study
I
thought
brought
up
that
was
of
note,
was
when
you
were
talking
about
graduation
rate,
so
so
the
high
graduation
rate,
but
low
proficiency
rate,
and
it's
a
it's
a
bill
that
I
carried
last
year.
I
think
representative
suppicky
is
carrying
one
related
to
that
this
year
and
I
don't
know
how
deeply
you
delved
into
that
problem.
K
So
they
kind
of
it's
it's
kind
of
a
negative
incentive
there,
where
they're
that,
where
they
kind
of
just
pass
students
on
regardless,
if
they're
prepared
for
that
next
step,
and
so
I
don't
know
immediately
what
the
solution
is
for
that.
But
I
think
in
the
same
way
that
tennessee
has
been
innovative
in
other
ways.
In
other
education
solutions,
we're
gonna
have
to
get
innovative
on
this
as
well,
and
stop
just
handing
people
a
piece
of
paper
and
make
sure
that
they're
actually
prepared
for
that
next
step
in
their
lives.
K
F
F
We
so
just
put
a
nail
in
that.
I
mean
yes,
agree,
that's
what
the
data
is
telling
us
there's
a
lot
more
information
that
I
think
that
needs
to
that.
We
need
to
learn
from
that.
In
our
first
meeting
of
this
year
we
had
some
people
come
and
talk
with
us
about
ideas
of
what
other
districts
or
other
research
is
showing
about.
You
know
things
we
might
want
to
think
about
when
it
comes
to
k-12
and
preparing
students
for
the
next
step.
H
You
I
just
I
just
want
to
to
say
that
I
think
that
as
a
state
we're
doing
something
really
well
right
now
and
that
is
identifying
that
college
ready
and
work
ready
are
not
necessarily
the
same
thing,
so
the
work
that
we're
doing
with
tcats,
I
think,
is
phenomenal.
I
love
that
you
guys
are
pushing
that
and
and
and
ladies
and
gentlemen,
but
graduate
ready
is
not
just
college
ready,
so
we've
got
to
we.
I
think
we
need
to
be
sure
that
we
throw
that
out
there
as
well.
So
thank
you.
L
So
I'd
like
to
see
a
lot
more
focus
on
those
issues
and
how
to
identify
those
students,
assess
them
and
then
make
sure
we
get
them
the
treatment
or
the
education
that
they
need
to
address
those
needs
because
that's
going
to
have
a
direct
impact
on
their
educational
performance.
So
that's
my
ask.
I
appreciate
it.
H
I
will
say
that
is
exactly
right
and
the
work
that
we
do.
I
know
that
you're
looking
at
maybe
expanding
the
availability
of
guidance
count
school
counselors
as
well
as
school
social
workers
school
today,
students
are
coming
to
school
today
that
look,
nothing
like
school
did
when
we
were
there.
So
all
of
those
areas
are
things
that
we're
dealing
with
and
and
it's
going
to
it's
going
to
continue
to
be
a
focus
throughout
the
state.
B
A
That
okay
well,
thank
you
very
much.
Well,
thank
you
all
for
being
here.
I
appreciate
last
session.
We
had
the
vision
for
this
bill.
We
wanted
nine
good
out
of
the
box
long-term
visionaries
to
help
us
where
we
headed
with
education
until
we
already
had
a
lot
of
issues
and
then
the
covet
hit
and
just
compounded
those.
I
can't
thank
you
enough.
Thank
you
for
being
here
and
very
much
appreciate
it
look
forward
to
it
to
another
follow-up
anything
we
can
do
for
you
in
the
meantime.
Let
us
know.
A
J
Thank
you,
mr
chairman.
Thank
you
committee.
The
summary
of
this
bill
requires
the
department
of
education
to
survey
all
local
education
agencies
to
determine
whether
the
number
of
licensed
speech,
language
pathologists
is
sufficient
to
meet
certain
students,
needs
and
report
its
findings
and
recommendations
to
the
education
committees
of
the
senate
and
house
of
representatives
by
january.
The
15th
2022.
A
Okay,
members,
with
that
explanation,
questions
to
the
sponsor
question
questions
been
called
for
the
bill.
Any
objection
to
the
question
saying
none
of
those
in
favor
of
moving
house
bill,
23
out
to
calendar
and
rules,
please
indicate
by
saying
aye
opposed
guys
have
it
moves
out.
Thank
you.
Representative.
Darby
item
number
two
house
bill:
zero,
zero,
zero.
Six
representative,
picky
you're
recognized,
got
a
motion
in
a
second.
A
C
Begin.
Thank
you,
mr
chairman
house
bill.
Six.
Ladies
and
gentlemen,
is
our
college
coaching
initiative
bill
from
last
year
that
we
passed?
It
sets
up
a
four-year
pilot
program
to
address
the
children
in
the
college.
Coaching
initiative
that
have
life
comes
up
and
bites
them
and
pulls
them
out
of
their
pathway
to
to
a
associate's
degree
or
their
college
education.
It's
a
250
000
a
year
grant.
C
This
came
to
us
came
to
myself
about
two
years
ago
and
if
you
remember
the
members
that
were
sitting
here,
we
got
a
presentation
from
mike
krauss.
He
talked
about
the
57
graduation
rate
on
tn
promise,
and
he
got
to
thinking
about
this
with
lou
henman
over
here
from
from
t
heck
about.
How
can
we
move
that
number
up
and
what
they
came
up
with?
Was
this
plan
to
help
these
kids
in
the
college?
Coaching?
C
Is
that
maybe,
on
their
first
time,
going
to
college
first
family
member
trying
to
make
it
work
and
then
something
happens
and
drags
them
out
of
college,
and
this
is
going
to
create
a
grant
from
a
grant
fund
for
places
like
tennessee,
achieves
knox
promise
the
ayers
foundation
and
others
who
administer
the
college
coaching
initiative
when
they
have
a
bona
fide
issue
that
is
pulling
them
out?
Maybe
not
enough
money
for
their
labs.
C
A
A
Questions
been
called
for
any
objection
to
that
question.
Hearing
none.
All's
in
favor
of
moving
house
bill,
zero,
zero,
zero,
six
out
to
finance
ways
and
means,
please
indicate
saying
aye
aye
opposed
guys
have
it
moves
out,
brings
us
to
item
number
three
house
bill
16
by
representative
picky,
you're
recognized.
A
A
G
A
C
Thank
you,
mr
chairman.
Members
of
the
committee.
You
know
this
teacher's
discipline
act
is
the
one
that
we
had
from
last
year
ran
it
through
all
the
committees
passed
91-0
on
the
house
floor,
and
then
we
were
bit
by
covet
last
year
since
then,
as
you
know,
there's
been
some
concerns
about
the
bill,
mainly
from
the
disability
community.
C
C
I'm
sorry
for
our
teachers
that
if
they
would
have
the
training
to
possibly
identify
something
that
might
be
behavioral,
could
be
mental
health
that
they
can
make
the
proper
referrals
so
that
that
child
can
get
the
screener
screenings
or
the
necessary
help
they
they
need
to
create
a
plan
forward
for
them
so
that
they
can
stay
in
the
classroom
and
be
a
productive
student.
That's
what
this
amendment
does.
So
I'm
asking
the
committee
to
please
put
this
on
the
bill
to
get
in
a
better
position
for
our
disability
coalitions.
B
B
C
You,
mr
chairman,
so
the
question
is:
does
it
undo
anything
we
have
in
place
right
now,
and
the
answer
sir,
is
no,
it
does
not.
What
it
does
is
that
this
bill
as
its
whole
will
provide
a
structured
environment
for
our
teachers
to
operate
in.
That
brings
those
those
different
entities
in
into
the
life
of
a
student
to
make
sure
that
we
don't
miss
anybody.
L
But
I
would
love
before
we
let
this
bill,
as
amended
out
of
this
committee,
to
give
people
the
opportunity
to
give
us
feedback
on
whether
or
not
that
amendment
satisfies
their
concerns,
because
I
don't
know
that
oh
I've
heard
concerns,
but
I
don't
know
if
they're
good
with
the
amendment
or
not.
So
you
know
I
hate
to
delay
this,
I'm
generally
in
favor
of
the
spirit
of
legislation
and,
like
I
said
if
we
could
give
people
a
week
to
see
this
amendment
and
then
see
if
they're
good
with
it
who
have
legitimate
concerns.
C
Thank
you,
mr
chairman,
remember
my
statement.
Never
said
we're
good
with
it.
My
statement
was
got
him
to
a
neutral
position
and
I
did
not
say
everybody.
I
did
my
best
to
reach
out
to
as
many
as
I
possibly
could.
The
spirit
of
the
bill
has
not
changed.
The
intent
of
the
bill
has
not
changed.
The
intent
of
the
bill
is
to
provide
a
process
and
we'll
be
voting
on
the
bill.
C
The
process
of
how
a
teacher
has
the
ability
to
remove
a
permit
a
permanently
a
disruptive
student
who
repetitively
disrupts
their
classroom,
but
they
have
to
follow
a
process
and
currently
across
the
state
leas.
Do
it
how
they
want
to
back
and
forth.
This
will
create
a
process
uniformly
across
the
state
that
teachers
will
need
to
follow
and
in
the
bill
and
I'll
get
into
the
bill
once
we
get
there.
There
is
a
step,
it's
step,
four.
A
C
Thank
you,
oh
I'm.
Sorry,
you're,
you're,
you're
working!
Thank
you,
mr
chair.
I'm
rusty
at
this
right
now.
Sorry,
the
spirit
of
the
bill
is
a
couple
things
number
one
to
make
sure
that
no
teacher
can
arbitrarily
permanently
remove
a
student
from
their
classroom
number
two
to
bring
to
bear
a
process
that
will
identify
and
help
identify
those
students
that
may
have
some
other
issue.
Besides
a
discipline
issue,
they
may
have
a
behavioral
issue.
They
may
have
a
home
issue,
that's
affecting
the
way
they
behave
in
the
classroom.
C
A
Thank
you.
Thank
you
very,
very
much,
so
your
your
intention
is
to
give
structure
in
the
classroom
for
the
teachers
or
many
times
where
we
have
these.
These
issues,
disruptive
issues.
Okay,
representative
clemens,
you
made
a
comment
that
you
did
not
do
that
in
the
form
of
a
motion
right.
You
just
made
a
comment.
L
No,
mr
chairman,
it's
the
will
of
the
committee.
I
just
wanted
the
opportunity,
rather
than
have
to
vote
up
or
down
on
the
final
bill
just
to
be
able
to
hear
back
before
we
voted
one
way
or
the
other
from
the
community
as
to
whether
or
not
they're
good
with
I
didn't
want.
I
didn't
intend
to
misrepresent
that
you
said
they're
good
with
it.
I
just
said
I'd
like
to
know
if
they're
good
with
it.
So
thank
you.
I
did
not
put
it
in
the
form
of
an
option.
K
Thank
you,
mr
chairman
representative,
you
just
had
one
question
on
the
on
the
amendment
for
training,
for
the
teachers
is,
it
is,
would
you
kind
of
envision
that,
as
maybe
something
that
the
department
of
education
would
would
develop,
and
maybe
they
can
do
it
in
an
in-service
or
something
like
that?
Just
to
know
what
you,
what
you
had
in
mind
there.
C
Thank
you,
mr
chairman.
That's
a
great
question.
Currently,
the
tennessee
department
of
education
pulled
from
their
website
has
mandatory
training
that
is
required
for
all
teachers,
and
then
they
have
a
training
that
they
advise
them
to
take
too
part
of
it
is
aces.
Part
of
it
is
behavioral
part
is
looking
at
children
and
trying
to
identify
them.
So
teachers
will
get
the
training
that
they
need.
With
the
amendment
we're
putting
on
here,
teachers
will
get
the
training
they
need
already
on
the
department
websites.
A
G
A
A
Okay,
you
made
a
motion,
trust
us,
harold,
okay,
okay,
well,
we've
got
two-thirds.
Now,
let's
go
back
to
the
voting
on
the
amendment
three
four,
nine
five:
nine
on
to
house
bill,
16.,
all
those
in
favor
of
adding
it
to
the
bill,
president
came
to
say:
aye
aye
opposed
guys
have
it.
Your
bill
is
properly
amended.
Chairman
picky,
you
may.
C
Thank
you,
mr
chairman.
Now
we're
back
on
the
bill
as
amended
committee,
we
have
a
couple
people
here
that
want
to
testify
on
behalf
of
this
bill
and
its
relevancy
to
what
goes
on
right
now
in
tennessee
and
how
this
can
help
us
even
more.
I'm
chairman
I
like
to
go
out
of
session
so
that
they
can
testify.
A
D
Thank
you
for
letting
me
have
the
opportunity
to
be
here
today.
This
is
a
bill
that,
when
I'm
always
open
and
honest
when
first
came
out
disturbed
me,
so
I've
been
going
back
and
forth
with
it
to
be
sure
that
it
met
the
needs
of
the
districts.
I
do
want
to
just
briefly
point
a
few
things
out.
I
vetted
this
with
principles.
I
visited
it
with
some
teachers
administration
and
I
just
want
to
focus
on
in
my
opinion
and
the
opinion
of
my
administrators
and
teachers.
D
It's
a
bill,
that's
based
on
safety
and
gives
the
teachers
a
voice
that
may
not
always
be
heard
in
the
classroom.
We
meeting
with
some
of
our
young
teachers
not
feeling
like
they
had
that
voice
to
say
I'm
having
difficulties
with
my
classroom.
I
I
need
some
help
a
lot
of
times.
They
would
not
speak
up.
One
of
my
principals
voiced
a
strong
opinion
that
it
is
a
bill
that
doesn't
just
expect
collaboration.
D
It
helps
us
mandate
collaboration
so
that
in
those
steps
where
you
are
working
with
a
student-
and
I
want
to
be
clear-
we're
working
with
students
we're
working
with
teachers
and
we're
working
with
administration
so
that
we
can
get
the
best
outcome
not
only
for
the
the
student
who
may
have
adverse
reactions
may
have
trauma
in
their
lives
because,
most
of
the
time
in
my
experience,
a
teacher,
a
student
does
not
intentionally
misbehave.
There
is
something
we
need
to
get
to
the
bottom
of
what's
happening,
so
this
bill
brings
in.
D
If
you
go
back,
brings
in
not
only
a
notification
in
writing,
but
the
teacher
has
had
to
go
through
the
proper
processes
of
classroom
management.
It
also
speaks
up
and
says
that
a
counselor
must
be
involved.
We
must
make
adequate
response
to
reach
out
to
a
parent.
The.
In
my
opinion,
the
purpose
of
this
bill
is
more
of
a
collaboration.
I
know
it's.
It's
called
the
teacher
teacher
discipline
bill,
but
in
my
opinion,
in
the
opinion
of
my
staff,
it
is
more
about
collaboration
around
a.
D
How
do
we
help
the
child
that
is
obviously
in
trauma
or
can
be
dangerous,
because
that's
the
truth
in
some
of
the
classrooms
we've
got
danger
and
does
it
allow
for
the
teacher
to
continue
teaching
in
a
manner
that
is
beneficial
for
most
of
the
students?
So
one
of
the-
and
I
just
want
to
read
this
to
you
because
I
think
it's
important-
and
this
is
from
one
of
my
actually
from
one
of
my
principals-
a
teacher
this
bill.
D
I
think
when
I
have
administrators
who
are
looking
at
that
and
teachers
as
well
saying
this
is
a
collaborative
method
that
that
would
be
one
of
my
focuses
safety
collaboration.
It
comes
back
to
a
lot
of
times.
Well,
I
had
a
principal
say:
well:
does
this
keep
me
from
addressing
lack
of
classroom
management?
D
So
when
I
had
that
question,
I
actually
started
digging
a
little
deeper.
It
does
not.
It
actually
helps
us
begin
to
implement
classroom
management
and
make
sure
we're
having
those
those
in
place.
One
of
the
biggest
pieces
from
my
administrators
was.
Does
this
take
me
out
of
the
decision
making
and
if
you
read
this,
it
does
not.
If
there
is
a
conflict
of
what
the
teacher
says,
what
the
student
says,
the
principal
has
the
the
final
say,
and
this
is
what
we're
going
to
do.
D
Our
ultimate
goal
is
to
help
a
student
as
much
as
we
can
allow
classrooms
to
continue
learning.
We
want
no
more
learning
laws,
but
eventually
we
want
the
best
situation
for
the
student
in
that.
I
also
spoke
to
my
my
special
ed
department,
because
I
knew
that
was
a
concern.
This
is
their
response.
By
the
way,
I
think
I
have
the
best
special
ed
egg
director
in
tennessee
that
her
view
and
the
view
of
her
staff
is
that
we
already
have
most
of
these
rules
and
regs
in
code.
D
K
There
you
first
off
I'd
like
to
thank
chairman,
hasting
and
chairman
sapiki
for
their
hard
work
on
this,
along
with
represent
parkinson
and
some
of
the
other
folks
that
were
with
us
on
this
last
year
and
add
valuable
input
to
this
bill.
I
think
most
of
the
areas
of
concern
that
you've
gotten
has
been
evolved
around
the
process.
I
think
people
who
have
criticized
this
bill
simply
hadn't
read
it
and
I
think
what
they
failed
to
understand
was
the
process.
K
K
It
does
provide
a
pathway
for
to
remove
kids,
who
are
repeatedly
or
substantially
interferes
with
that,
but
it
outlays
outlines
a
great
process.
Most
importantly,
the
students
behavior
is
in
violation
of
the
lease
code
of
student
discipline
or
policy
or
code
of
conduct.
The
lea
sets
their
own
code
of
conduct
and
policy,
so
they're
writing
their
own
policy.
K
So
one
of
the
arguments
has
been
that
local
control
would
be
diminished.
Nothing
could
be
further
from
the
truth
on
that,
then
there's
six
steps
that
are
taken.
It
starts
on
page
four
and
page
five
of
the
bill
and
prior
action
taken
number
one.
You
had
to
take
action
to
reduce
the
student's
disruptive
behavior
to
provide
consequences
for
the
students,
disruptive
behavior
number
three.
K
This
is
where
it
starts
stepping
up
and
we
step
three
conduct
an
oral
conference
either
by
documented
telephone
conversation
or
an
in-person
discussion
with
the
students,
parent
or
guardian
regarding
the
student's
disruptive
parent
involving
the
parent
early
in
the
process.
Our
goal
is
to
keep
kids
in
the
classroom
as
much
as
possible
and
in
the
school
step.
Four
is
the
big
big
item
that
I'd
tell
you
to
take
a
look
at
provided
an
opportunity
for
school,
counseling
or
other
support
services,
including
chairman
love.
K
It
would
include
aces
and
other
things
so
deemed
appropriate
to
address
the
students
appropriate
behavior,
step,
five
develop
and
implement
a
plan
to
improve
the
student's,
behavior
and
conference
with
the
student.
And
finally,
then,
you
issue
a
disciplinary
referral
under
tennessee
code
496-3703
to
address
the
student's
disruptive
behavior,
keep
in
mind.
Each
student's
discipline
policy
or
code
of
conduct
is
adopted
by
local
boards
of
education
or
public
charter
school.
The
legislation
must
comply
with
all
state
and
federal
laws,
including
the
individuals
with
disabilities
act
and
section
504,
the
rehabilitation
act.
K
J
Yes,
mr
chairman,
thank
you.
My
questions
for
the
director
cash.
My
daughter
is
a
school
teacher
and,
like
all
the
teachers
in
public
schools
gets
an
evaluation.
Classroom
management
is
a
critical
part
of
that
evaluation.
Is
it
not
mike?
Yes,
sir,
it
is,
and
in
in
your
opinion
and
that
of
your
staff
that
you've
relayed.
If
I
understood
it
correctly,
this
is
actually
helping
the
teachers
benefit
in
terms
of
their
evaluations.
Is
that
correct.
D
Yes,
sir,
actually,
if
you
ever
have
the
opportunity
to
read
the
evaluation
model,
it
actually
is
part
of
the
model.
It's
actually
in
domain,
two
under
classroom
management
and
when
you're
talking
about
classroom
management,
it
is
responsibility
of
the
administrators
to
assist
these
teachers
in
and
that-
and
I
will
just
read
one
of
them.
It
states
that
creates
communication
consistently
enforces
standards
for
students
behavior.
So
that
means
that
the
teacher
must
have
a
plan
and
we're
in
reinforcements.
In
my
opinion,
this
bill
matches
the
expectations
on
the
teacher
evaluation.
L
D
L
Right,
yeah:
okay,
that's
what
I
want
to
get
clarification
on,
I'm
sorry!
I
misheard!
You
also.
You
know
a
lot
of
the
concern
that
I've
heard
we've
all
heard
about
is
the
unidentified
mental
health
issues
and
as
well
as
the
aces
that
haven't
been
identified
or
recognized.
Yet
what
is
your
position
on
how
this
law
would
impact
that
or
prohibit
a
proper
treatment
of
the
students
under
the
law?
In
that
regard,.
D
Actually,
in
in
my
opinion,
I
think
it
makes
it
happen
faster
because
you
now
have
a
set
of
procedures
that
say
hey.
This
is
a
red
flag.
We've
got
a
student
that
may
have,
and
so
you
have
to
involve
other
people,
so
it
it.
No
one
is
going
to
be
standing
on
an
island.
So
now
you
have
these
procedures
in
place
that
the
teacher
alerts
alerts
the
administration.
The
administration
then
has
responsibilities
to
check.
D
So
those
pathways
say
we
have
a
student
that
we
need
more
support
with
and
in
that
that's
why
the
counselor
is
is
a
part
of
it,
and
I
know
in
bradley
county
we've
done
a
lot
of
work
with
restorative
practices
and
aces,
and
so
my
my
teachers
and
have
all
been
trained
on
recognizing
that
and
we
also
have
outside
counselors
in
our
building.
So
in
my
opinion,
this
puts
a
collaborative
eye
on
wow
there's
something
wrong
here.
D
A
C
You
asked
about
hours
so
on
the
tn
department
of
education
website,
it
states
what
they
recommend
already,
and
so
these
programs
are
already
put
in
place
for
our
teachers
and
administrators
and
principals
to
be
able
to
take
advantage
of
so
by
adding
this
amendment
to
now,
they'll
be
accessing
this
even
more
across
the
state
of
tennessee,
instead
of
certain
parts
of
it
being
optional.
Now
now
they
will
go
ahead
and
do
it.
Okay,.
J
C
C
G
Well
kind
of
a
couple
couple
things
one:
you
know
my
daughter:
who's
who's
attending
school
she's
in
10th
grade
she's
attending
school
through
shelby
county
schools
virtually
and
she's
excelled
quite
a
bit
in
the
virtual
setting,
and
I
asked
her.
She
has
4.3
gpa
at
one
of
the
best
high
schools
in
memphis
middle
college,
and
I
asked
her.
G
This
is
one
that
you
know
is,
you
know,
has
the
steps
ordered
and
it's
a
common
sense
approach
to
you
know
making
sure
that
our
children
are
in
an
environment
that
is
conducive
to
learning?
I
would
ask,
though,
and
I'll
probably
get
ran
out
here
with
rakes
and
pitchforks
with
his
ass,
though,
is
there
any
way
that
we
can
include
disruptive
parents
on
this
bill.
A
A
A
C
Thank
you,
mr
chairman,
in
working
with
t
double
s,
double
a
the
original
language
that
we
had
last
year
when
we
passed
this
bill,
they
thought
that
this
amendment
would
get
it
better
in
line
with
current
law.
It's
basically
that's
all
it
does
it
just
aligns
it
better
with
current
law.
That's
all
it
does.
A
C
Zbiki,
thank
you,
mr
chairman,
I'll,
give
a
brief
description
here
and
then
be
try
to
take
questions
from
everybody
house.
Bill
3
requires
that
a
student's,
gender
for
purposes
of
participation
in
public
middle
and
public,
middle
or
high
school
interscholastic
athletics
must
be
determined
by
the
student
sex
at
the
time
of
birth,
as
indicated
on,
the
student's
birth
certificate
requires
the
student
to
provide
other
evidence
indicating
the
student's
sex
at
the
time
of
birth.
C
C
C
In
order
to
experience
the
personal
satisfaction
of
victory,
gain
opportunities
to
participate
in
state
and
regional
events,
gain
access
to
opportunities
to
be
recruited
and
offered
athletic
scholarships
by
colleges
and
more
and
whereas
it
is
unfortunate
for
some
girls
that
those
dreams,
goals
and
opportunities
for
participation,
recruitment
and
scholarships
can
be
directly
and
negatively
affected
by
new
school
policies.
Permitting
boys
who
are
male
in
every
biological
respect
to
compete
in
girls
athletic
competitions
if
they
claim
a
female
gender
identity
and
whereas
allowing
boys
to
compete
in
girls.
C
Athletic
competitions
discriminates
against
girls
by
regularly
resulting
in
boys,
displacing
girls
in
competitive
events
and
excluding
specific
and
identifiable
girls
from
opportunities
to
compete
at
higher
levels
and
from
public
recognition,
critical
to
college,
recruiting
and
scholarship
opportunities.
That
should
go
to
those
outstanding
female
athletes.
Athletes
and
whereas
studies
show
that
boys
on
average
can
be
physically
stronger
than
girls,
have
more
skeletal
muscle,
mass
than
girls
and
more
upper
body
and
lower
body
strength,
which
can
result
in
injury
to
girls.
L
A
C
Recognize,
no,
that
is
incorrect.
Title
ix
pro
title
ix
permits
that
based
off
of
what
title
ix
premise
was:
if
a
girl
wanted
to
play
football
on
the
boys
high
school
team-
and
there
is
no
female
football
team
to
play
on
they're
allowed
to
play
on
the
girls
team.
If
there's
no
girls
golf
team
and
they
want
to
play
golf,
they
can
play
on
the
boys
golf
team
they
play
from
the
male
tees,
but
they
play
on
the
boys.
C
L
C
C
H
L
B
Thank
mr
chairman,
most
of
the
questions
I
was
going
to
ask
libsyn
clemens
asked
I
was
trying
to
figure
out
if
we
had
instances
where
women
were
displaced
by
persons
in
other
sports,
but
also
to
make
sure
that
this
does
not
exclude
anyone
from
participating.
In
athletic
events,
I
think
to
speak
answered.
I
believe
it
doesn't
prevent
anybody
participating
in
sports
in
high
school,
correct.
A
G
C
G
G
G
G
C
The
fiscal
note
is
not
significant.
There
is
no
court
litigation
being
done
in
tennessee
on
this
legislation.
There
may
be
no
legislation
on
no
litigation
on
this
bill.
There
may
be
some
every
bill
we
pass
is
object
to
litigation.
The
one
thing
that
we
did
specifically
on
tennessee's
bill
that
we're
talking
about-
and
you
know,
you've
all
heard
of
other
states
that
already
passed
this.
We
made
sure
that
we
focused
on
the
competitive
balance
for
our
girls,
the
safety
for
our
girls
and
the
opportunity
for
scholarship
advancements
that
makes
this
bill
unique.
G
Thank
you,
mr
chairman.
I
guess
one
reason
I'm
asking
I
see
where
administration,
not
just
for
a
case
like
this,
but
some
other
cases
that
may
be
perceived,
that
we're
going
to
have
legal
problems
on
anywhere
from
seven
to
eight
million
dollars,
and-
and
you
know
I
guess
I'm
asking
do
we
set
any
limits
on
on
you
know
cost
when
it
comes
to
an
issue
like
this.
Well
I
mean,
maybe
you
can
give
us
some
insight
on
this.
C
I
can't
I
think
this
is
a
major
issue
that
we
have
to
address
to
make
sure
that
we
are
protecting
female
sports
exactly
why
title
ix
was
created
back
in
the
70s
to
make
sure
the
opportunity
is
there
for
our
female
athletes
to
enjoy
the
same
opportunities
that
male
athletes
have
and
I'll
go
into
that
with
look
at
scholarships.
Look
at
look
at
college
sports.
Look
at
the
opportunities
that
females
have
to
get
a
scholarship
to
attend
a
major
university
on
for
athletics.
C
This
bill
is
in
support
of
that
to
make
sure
that
there's
no
interference
to
them
that
they
have
all
the
opportunities
to
gather
those
those
scholarships
and
awards
yeah.
If
it's
contested
in
court,
I'm
sure
our
attorney
general
will
do
the
best
to
defend
it
as
he
can,
and
hopefully
we
will
prevail
that
we're
going
to
protect
our
females.
Our
female
athletes
in
in
our
middle
school
and
high
school
sports.
A
Okay,
we've
got
emotions
from
previous
questions.
Any
objections
hearing
none
all
those
in
favor
of
movement
house
bill,
zero,
zero,
zero,
three
at
the
calendar
rules
and
it
came
to
saying
aye
aye
opposed
the
eyes.
Have
it
moves
out.
Thank
you
committee
that
completes
our
calendar
for
the
time
and
we'll
see
everyone
next
week,
motion
to.