►
Description
House Education Instruction Committee- March 9, 2022- House Hearing Room 1
A
A
B
B
B
C
B
Thank
you.
So
much
do
any
of
the
members
have
any
introductions
or
recognitions
you'd
like
to
make
all
right
representative
parkinson.
D
E
B
B
And
I
will
see
first
of
all,
we
may
have
a
couple
of
things
to
clean
up
on
the
calendar
for
anybody
that
may
be
here
for
something
in
particular
right
now
on
house
bill
number
two
on
the
calendar
house
bill
2153
the
sponsor
all
right,
we'll
take
I'll.
Take
that
back.
We've
got
someone
to
cover
the
sponsor
was
representing
bills
in
several
committees
today,
but
we
will
go
back
now
to
number
one
back
on
our
calendar
number
one
house
joint
resolution,
zero.
Eight
one
three
has
been
requested
to
be
rolled
one
week.
B
G
G
B
B
All
right,
the
motion
is
amended.
Would
you
like
to
is
added
to
the
bill?
Would
you
like
to
explain
the
amendment
first
I'll
be
glad
to
this?
Is.
H
Just
an
amendment
that
was
worked
on
by
the
committee
attorney
with
discussion
to
make
sure
we
we
satisfied
the
true
intent
of
the
bill.
B
H
No
man
this
is
house
bill.
2553
is
just
seeking
to
add,
provide
a
virtual
option
to
adult
high
schools.
B
All
right
members
with
that
I
see
representative
sparks,
has
a
question.
I.
H
That
would
be
an
individual
one
by
one
basis.
I
really
don't
know.
I
know
a
lot
of
times.
There's
a
you
know
in
the
closest
community
there
may
be
access
to
to
broadband
through
a
library
or
something
like
that.
Other
than
that
I
would,
I
would
guess
they
would
just
need
to
find
access
or
maybe
make
the
trip
to
the
not
use
the
virtual
option
and
have
to
make
the
choice.
Thank
you.
E
Thank
you,
cheerleading
movie
moody
and
I
I
support
your
bill,
but
for
the
sake
of
the
record
as
well
as
those
in
the
audience,
could
you
give
us
kind
of
a
thumbnail
of
what
your
bill
is
doing
in
general.
H
Thanks
for
that,
and
currently
we
have
adult
high
schools-
and
the
goal
of
this
is
just
to
provide
them
a
virtual
option
to
be
able
to
do
this
online
and
have
the
the
virtual
option,
but
still
meet
the
state
board
standards,
but
to
have
that
virtual
option
in
order
to
to
pursue
their
ged
or
high
set.
A
I
guess
I'll
just
one:
I
got
a
quick
question,
for
you
is
the
reason
that
we're
having
to
do
this
bill
is
because
of
the
bill
that
we
passed
last
year.
Are
we
doing
a
special
session
where
you
couldn't
have
virtual
school
over
a
certain
amount
of
days,
or
is
this
just
something
new
that
we're
doing.
H
B
D
You
thank
you
mom.
Thank
you,
representative
warner
he's
in
fellow
east
winger,
so
you
know
I
want
to
thank
you
for
bringing
this
legislation
and
actually
want
to
sign
on
to
the
bill.
You
know.
One
of
the
things
that
that
I
mentioned
in
in
the
previous
special
session
was
that
you
know
we
should
not
throw
the
baby
out
with
the
bathwater
in
regards
to
virtual
education,
especially
with
everything
we've
learned
in
it.
D
We've
learned
not
what
not
to
do,
and
you
know,
take
the
good
things
that
we
did
learn
and,
and
you
know
and
build
on
those
things,
and
it's
interesting.
You
know
the
dynamics
of
state
in
the
state
legislature.
Anyway,
you
know
when
virtual
learning
was
first
introduced.
You
know
during
race
to
the
top.
You
know
all
the
democrats
hated
it
right
and
then,
when
the
when
coveted
hit,
all
the
democrats
loved
it
and
the
republicans
hated
it,
and
so
now
you
know
you're
bringing
something.
That's
specifically
for
adults.
D
I
understand
you
know,
but
I
I
I
appreciate
you
bringing
this
and
and
but
I
I
do
believe
that
we
need
to
make
sure
that
we
build
upon
those
good
things
that
came
out
of
virtual
learning
and-
and
you
know
because
at
some
point
regardless
how
you
feel
about
it,
virtual
learning
is
going
to
be
the
way
and
all
of
our
college
students
are
doing
it,
and
so
you
know
all
of
our
other
students
need
to
be
prepared
to
go
into
college.
You
know
to
do
it
also.
H
Thank
you,
madam
chair,
and
I
would
just
agree
with
that.
I
think
handled
the
appropriate
way.
There
is
a
a
good
use
for
virtual
learning
and
and
again
as
we
learn
as
we
move
through
these
times,
we're
we'll
do
what
we
can
to
to
to
benefit
from
that.
I
also
want
to
say
I'm
not
sure
if
you
I
mean
you
may
have
already
signed
on.
I
know
we
had
some
sign-ons
last
week.
I
was
thinking
you
were
one,
but
if
not
I'll,
let
you
know
for
sure.
Thank
you
for
that.
B
B
B
That's
what
I
have
all
right.
You
have
a
motion
and
a
second
on
your
amendment
and
I
see
it
rewrites
the
bill.
So
we
will
will
any
objection
to
adding
the
amendment
to
the
bill.
All
right.
We
have
a
question
in
favor.
Adding
this
amendment
to
the
bill
say
aye
any
opposed
all
right.
You
are
in
proper
order.
C
Thank
you
chair,
lady
moody.
This
is
a
bill
that
would
make
several
changes
to
tennessee
code
governing
charter
schools.
Some
of
these
changes
are
probably
relatively
minor.
I've
got
a
list
of
about
five
or
six
of
them
that
I
thought
I'd
briefly
mention
the
first
one
says
that
if
a
charter
school
applicant
does
not
plan
to
provide
transportation
services
for
its
students,
then
it
doesn't
have
to
submit
a
transportation
plan
in
its
application.
C
A
second
change
says
that
if
a
charter,
school
administrator
or
organizer
operates
charter
schools
in
an
lea,
then
when
it
has
a
new
application
for
an
additional
charter
school,
the
the
application
process
must
review
the
performance
of
the
existing
charter
schools
of
that
entity.
C
C
An
additional
change
through
this
bill
says
that
the
charter
school
can
give
additional
weight
to
students
who
are
at
risk
or
economically
disadvantaged
in
this
lottery.
Sometimes
charter
schools
are
not
fully
subscribed
and
they
have
open
seats.
This
bill
would
place
some
limits
on
the
number
of
students
who
could
attend
a
charter
school
from
outside
the
lea.
If
the
charter
school
has
open
seats
and
those
seats
would
will
not
be
filled
by
students
from
within
the
lea,
then
this
bill
says
that
the
charter
school
cannot
enroll
more.
C
This
bill
says
that
if
a
charter
school
is
somehow
in
non-compliance
with
with
existing
laws,
that
the
authorizer
of
the
charter
school
must
develop,
must
provide
an
intervention
policy
or
plan
to
the
charter
school
so
that
they
have
a
chance
to
respond
and
make
the
necessary
corrections
unless
the
non-compliance
is
sort
of
of
an
emergency
type
situation.
C
The
kinds
that
are
mentioned
in
the
bill
would
include
fraud,
financial
fraud,
then
no
intervention
policy
needs
to
be
provided
or
if
some
kind
of
a
health
or
safety
issue
arises.
But
if
it's
some
kind
of
a
non-compliance
issue
that
doesn't
rise
to
that
level,
the
charter
school
gets
the
opportunity
to
hear
about
the
instance
of
non-compliance
gets
the
opportunity
to
try
and
remedy
the
situation
before
its
charter
is
revoked.
B
Thank
you
for
that
explanation.
I
see
we're
getting
a
list
of.
If
you
want
to
be
on
the
list,
please
let
us
know
I
see
yes
also
just
for
the
committee's
information.
B
There
is
someone
here
if
you
need
to
call
someone
to
testify
to
add
what
they
know
to,
but
right
now
we
will
start
with
representative
parkinson.
D
Hey
thanks,
madam
chair
to
the
sponsor.
Some
of
these
changes
are,
are,
I
think,
are
good
changes.
What
did
you
name
all
of
the
changes
or
is
this?
It.
C
Well,
the
the
bill
is,
it
does
have
some
additional
sections,
some
of
them
that
I
didn't
mention
if
you
want
to
hear
more,
have
to
do
with
the
enrollment
preference
of
students
into
the
charter
school
for
employees
of
the
of
the
charter
school.
If
the
charter
school
has
an
has
an
employee
who
has
a
child
who
wants
to
enroll
they're
permitted
to
give
that
student,
some
preference.
C
D
Parkinson's,
thank
you,
madam
chair.
Now,
with
these
proposed
changes.
Do
these
also
pertain
to
the
the
state
charter
commission
and
the
achievement
school
district.
C
D
And
I'm
a
little
unclear,
madam
chair:
can
we
go
out
of
session
with
legal
to
because,
if
the,
if
the
state
charter
commission
is
in
l.a,
which
it
is
and
the
achievement
school
district
is
an
lea
based
on
what
I
was
getting
from
you
just
so
we're
clear
just
what
I
was
getting
from
you.
D
You
know
there
was
some
language
in
there
that
said
that
your
interventions
have
to
be
made.
You
know
by
the
lea
and
something
about
property,
going
back
to
the
lea
and
and
things
of
these
nature,
so
these
these
entities
are
leas.
So
can
we
get
clarity
on
that?
Madam
speaker,
I
mean
madam
chair.
I
guess
I
promoted
you.
B
Thanks
or
no
thanks,
but
yes,
we
with
no
objection
we'll
go
out
of
session
and
legal.
We
would
like
to
hear
from
you.
D
Sure,
with
the
sponsor's
testimony
he
made
mention
of
leas,
and
so
I
wanted
to
know
if
these
changes
to
charter
schools
also
have
the
same
application
that
they
would
with
a
public
lea,
well,
a
local,
lea,
as
they
would
with
the
state
lease
that
exist.
D
And
thank
you
for
that.
You
know
so.
The
achievement
school
district
charter
schools
are
public
charter
schools.
So
that
means
that
all
of
these
changes
would
also
apply
to
the
achievement
school
district
and
the
state
charter
commission,
because
those
schools
are
public
charters.
Also,
am
I
correct.
D
Okay,
thank
you.
Thank
you.
Thank
you,
madam
chair,
and,
if
you
want
to
go
back
in
session,
unless
somebody
else
has
questions.
Oh
I'm
sorry,
someone
else
has
a
question
for
legal.
L
B
Representative
dixie
did
you
have
a
question
for
legal?
No,
no,.
B
Okay,
any
other
questions,
while
we're
at
a
session
all
right
see
none
we're
back
in
session
and
back
to
our
list
representative
dixie
you're.
Next.
A
Thank
you
matt.
I
feel
like
I
can't
get
up
here.
I
feel
like
a
little
kid
in
a
big
stool.
I
have
a
question
for
you.
You
made
a
you
made
a
a
statement
about
if
the
charter
schools
were
to
go
out
of
business
or
no
longer
go
into
existence
that
it
would
go
back
to
to
the
lea.
So
I
think
that
what
you're
referring
to
is
section
three
f
number
two,
and
it
says
if
the
charter
school
is
closed.
A
For
any
reason,
then
the
public
charter
school
is
responsible
for
all
debts
of
the
par
of
the
public
charter
school.
The
authorizer
says
I'll
assume
the
debt
from
a
contractor
good
to
service
made,
and
I
think
you
understand
what
I'm
going
with
this,
and
so
in
nashville
we
had
a
charter
school
that
went
out
of
town
and
it
left
the
metro,
nashville
public
school
system
500
with
the
500
000
debt,
you
know,
holding
the
bag
and
the
teachers
and
the
vendors
still
had
to
get
paid,
and
we
paid
that
bill.
A
C
Madam
jim,
the
bill
does
not
address
surety
bonds,
and
so,
if
that's
something
that
someone
were
interested
in
adding,
then
it's
not
currently
in
the
bill.
No.
A
Yeah,
I
know
it
doesn't
address
it.
That's
why
I
asked
the
question,
but
I
think
that
we
should
put
it
in
there
to
protect
the
taxpayers,
because,
right
now
we
have
our
charter.
Schools
are
have
multi-million
contracts
with
with
out
there,
and
the
lea
could
possibly
be
held,
holding
a
bag
for
this,
and
I
don't
think
that's
fair
to
the
lea,
because
that
money
could
be
going
to
other
places
that
really
need
it
to
give
resources
to
schools
that
really
need
it,
but
instead
they're
paying
for
a
defunct
charter
school
and
I'm.
A
This
is
not
something
that
could
happen.
It
has
happened
and
it's
happened
multiple
times,
and
so
I
think
that
you
should
look
into
this
to
make
sure
that
this
doesn't
happen
again
and
how
can
we
protect
our
lease
and
the
taxpayers
so
we're
not
using
our
frivolous
using
money
in
in
the
frivolous
ways
and
being
a
good
student,
get
a
good
steward
of
our
money.
C
C
A
H
There's
nothing
in
chapter
13,
that's
dealing
with
the
public
charter
schools,
but
there
may
be
something.
That's.
E
B
C
B
All
right
well
and
representative:
dixie
disappeared,
okay,
members
and
well,
let's
see
representative
harris.
Did
you
get
your
okay
any
other
questions?
B
All
right
question
has
been
called
on
the
bill.
Seeing
no
objection
all
in
favor
of
passing
house
bill
2468,
please
say
aye
any
opposed
eyes
have
it.
You
go
to
gov-ops.
B
G
You,
chairman
and
chairman
hasten,
normally
carries
this
bill.
It
is
administration
bill
and
I'm
glad
to
stand
in.
He
is
over
in
finance
sub.
As
all
of
you,
I
have
the
experience
right
now.
Many
of
us
are
in
multiple
committees
at
once,
so
it's
just
kind
of
difficult
to
juggle
everything
but
happy
to
present
this
bill.
B
B
G
No
ma'am,
sorry
about
that-
I
should
have-
should
not
have
ran
headlong
into
the
description
before
we
put
the
amendment
on
but
as
amended,
it
would
set
rigorous
standards
for
computer
science,
education.
It
would
require
computer
science,
education
throughout
k-12
in
various
different
ways,
provide
free
professional
development
for
tennessee
educators,
to
kind
of
update
and
and
really
dig
into
what
we
probably
should
have
done
five
or
ten
years
ago
I
mean
computers
are
everything
is
run
now
I
mean
everything
is
run
on
technology
and
our
children.
G
Many
times
know
how
to
work
our
ipads
and
even
our
phones
better
than
many
of
us
do,
but
they
need
that
professional
education
on
it
to
take
it
to
the
next
level
so
that
when
they
hit
the
job
force,
they
are
ready,
willing
and
able
to
address
any
type
of
technology
that
they
might
meet
there.
So
this
just
updates
those
standards
to
ensure
that
we
are
teaching
computer
science
at
every
level
of
education.
E
Thank
you,
madam
chair,
and
I
support
this
bill
I'll
state
that
right
up
front,
but
I
want
to
call
to
the
attention
of
my
colleagues
as
well
as
those
watching
online,
that
we
have
a
serious
issue
in
our
state,
especially
with
numeracy
or
if
you
will
math
capability.
Only
22
percent
of
our
eighth
graders
are
on
grade
level
with
their
ability
to
to
work
math,
it's
27
in
the
third
grade.
E
This
computer
science
course
that
we're
mandating
here,
which
is
much
needed.
I
might
add,
because,
quite
frankly,
our
society
is
going
that
way
and
we
need
to
teach
our
children
how
to
handle
that.
But
computer
science
is
itself
very
math
intensive,
so
we're
going
to
have
to
do
something
to
ensure
that
our
elementary
school
and
grade
school
slash
middle
school
students
get
up
on
the
step
with
their
math
proficiency.
In
order
for
this
computer
science
class
course
to
work.
Thank
you,
madam
chair.
G
You,
mr
chairman,
and
mr
chairman,
I
agree
wholeheartedly
and
in
fact
the
state
board
of
education
will
be
tasked
with
establishing
a
comprehensive
age,
appropriate
computer
science,
education
standard,
and
as
part
of
that,
I
would
hope
that
they
would
take
those
comments
well
into
account
and
make
sure
that,
if
you
are
teaching
computer
science
that
that
you
are
creating
a
very
good
foundation
for
math.
As
part
of
that,
if
you
don't
understand
math,
you
can't
truly
understand
how
how
computers
work.
G
B
Thank
you,
leader,
chairman
white,.
L
Thank
you,
cheerleading,
and
I
just
want
to
say
thank
you
little
amber
for
carrying
this
along
with
chairman
haston,
and
I
also
want
to
thank
the
administration.
This
bill
was
brought
to
me
last
year
because
of
its
fiscal
note,
and
the
department's
need
to
be
engaged
in
all
a
little
bit
more
than
what
we
could
handle
at
the
time.
So
thank
you
for
doing
this.
I
think
this
would
be
great
for
our
for
our
schools
and
our
young
people.
Thank
you.
B
B
B
All
right,
thank
you.
So
much
members,
we
have
a
couple
of
people
that
would
like
to
testify.
I
think
I
guess
I'll
just
ask
if
you
want
to.
I
do.
Have
you
on
the
list,
and
I
see
we
have
charlie
buffalino
with
department
of
education
if
you'll
come
forward,
all
right,
we'll
take
us
out
of
session.
Thank
you.
N
Thank
you
very
much
chair
lady
and
members,
charlie
buffalina,
with
the
department
of
education
I
am
joined
by
my
colleague
I'll.
Let
you
introduce
yourself.
N
Last
year,
under
the
learning
loss,
remediation
and
student
acceleration
act,
the
general
assembly
took
made
made
a
law
to
strengthen
our
our
options
for
students
who
are
not
reading
proficiently
at
the
end
of
third
grade
and
really
what
the
purpose
behind
that
law
is,
is
to
offer
high
quality
opportunities
for
students
to
remediate
and
accelerate
their
learning
so
that
they
are
prepared
by
that
time
they
get
to
fourth
grade
for
students
who
are
in
that
below
category,
so
those
students
who
are
most
behind
in
terms
of
third
grade
reading
proficiency-
and
that
is
the
group
we
are
talking
about
under
this
piece
of
legislation.
N
Our
concerns
with
this
bill
is
proposed
is
that
if
we
on
the
front
end
and
I'm
sorry,
I
misspoke
this
bill
is
talking
about
the
approaching
students,
so
not
the
below
students
I
just
mentioned,
but
those
who
are
still
not
proficient
in
terms
of
third
grade
reading
proficiency.
Those
students
could
take
either
of
the
two
options
that
I
was
talking
about.
N
Nevertheless,
those
students
are
not
proficient
on
third
grade
reading
and,
if
we're
going
to
take
a
group
of
students
on
the
front
end
and
say
you
know
we're
going
to
use
a
different
instrument
and
and
possibly
something
that
that
will
show
that
a
student's
still
not
proficient
on
tcap,
but
maybe
these
students
don't
have
to
do
those
things.
We
think
we're
removing
high
quality
intervention
opportunities
that
those
students
need
to
get
caught
up
on
grade
level.
There's
been
some
discussion
on
different
assessments
and
what
sort
of
measures?
N
What
and
I'll
turn
that
over
to
my
colleague,
dr
coons,
but
for
us
this
isn't
about
third
grade
reading
retention
for
third
grade
reading
retention's
sake:
it's
about
giving
high
quality
opportunities
to
our
students
who
need
them
to
get
caught
up
and
beyond
grade
level
so
that
they
can
succeed.
Moving
forward
and
I'll
turn
over
to
dr
coons.
O
Yeah,
I'm
happy
to
discuss
what
the
state
adopted
benchmark
assessment
system
is
and
what
it's
intended
to
do.
It
really
provides
districts
the
opportunity
to
select
one
of
the
approved
universal
reading,
screeners
that
were
approved
by
the
state
board
in
july.
Those
universal
reading
screeners
are
intended
to
measure
how
a
student
is
progressing
in
reading
in
kindergarten
through
third
grade,
and
it's
about
the
ability
to
read
text
it's
about
the
ability
to
did
it
was
I
able
to
read
a
grade
level
text.
Was
I
able
to
understand
basic
questions?
O
The
tennessee
comprehensive
assessment
system
actually
measures
something
different.
It
measures,
whether
or
not
a
student
can
read,
understand,
take
that
knowledge
that
they
built
from
that
reading
and
apply
it
to
our
grade
level
standards,
whether
it's
a
written
task
where
they're
showing
what
they
know
on
the
written
task
or
whether
it's
a
multiple
choice.
It's
the
ability
to
read,
understand
and
use
standards.
With
that
knowledge,
we
believe
that
third
grade
is
the
first
time
students
really
do
that
well
and
are
expected
to
do
that.
Well
to
be
proficient.
O
That's
why
the
tennessee,
the
tn
ready
assessment,
really
measures
that
comprehensive
set
of
standards
that
measures
all
of
those
things
that
a
student
is
able
to
do
to
be
proficient.
The
benchmark
system
is
not
intended
to
measure
whether
or
not
a
student
is
proficient
on
standards.
It
measures
whether
or
not
a
student
can
read
on
grade
level
and
all
the
components
that
go
into
reading
to
be
able
to
accept
access
that
text.
So
can
I
put
sounds
into
letters?
B
Thank
you
thank
you
for
being
here
for
that
members.
Any
questions
for
the
department
chairman
white.
N
Yes,
sir,
the
law
says
that
this
portion
of
the
law
that
we're
talking
about
would
go
into
effect
at
the
end
of
the
22-23
school
year.
So
we
would
be
talking
about.
Students
who
are
entering
third
grade
next
year
is
is
would
be
that
first
cohort.
Okay,
thank
you.
I
O
I
think
it's
tremendously
detrimental
because
students
who
can
read
on
grade
level
doesn't
that
doesn't
mean
I
can
do
the
things
I
need
to
do
with
reading
and
do
the
things
the
standards
expect
me
to
do.
It
just
means
I
can
access
the
reading
text
at
my
grade
level,
those
students
wouldn't
receive
interventions
and
being
able
to
apply
that
reading
knowledge
and
be
able
to
do
that.
O
It
holds
them
further
and
further
behind,
because
they're
focusing
on
how
to
read
the
text,
not
how
to
understand
and
use
the
text,
so
it
pulls
that
student
further
further
behind
and
we
see
that
in
our
assessment
results
is
that
a
student
who's
behind
in
third
grade
continues
to
fall
further
and
further
behind.
With
that
work.
I
I
It
seems
like
with
with
and
chairman
white-
and
I
worked
very
hard
on
this
literacy
bill
along
with
other
members
up
here,
to
get
this
in
a
position
to
address
the
students
that
are
first
of
all
below
and
this
bill
doesn't
address
them,
but
the
students
that
are
approaching
approaching
is
not
on
grade
level
approaching
is
not
on
grade
level,
which
means
they're
not
performing
at
the
expectation
level
that
we
expect
of
on
grade
level.
I
My
concern
with
this
bill
is:
we've
just
passed.
The
literacy
bill
we've
just
gone
through
one
year
of
summer
school
and
we're
in
the
current
year
of
tutoring
question
for
the
department
is:
are
we
seeing
benefits
from
the
summer
camps
and
the
tutoring
going
on
right
now
with
those
students
that
are
approaching.
O
We
are
seeing
benefits
from
summer
programming.
We
did
do
an
analysis
of
that
and
are
seeing
benefits
for
our
students
who
are
in
summer
programming,
and
we
just
received
our
second
winter
benchmark
back
from
this
year
and
with
the
tutoring
and
work
working
through
those
results.
We
are
definitely
seeing
improvements
from
our
students.
Last.
B
H
Thank
you,
madam
chair,
and
thank
you
both
for
being
here.
This
may
be
a
little
skewed
from
the
actual
bill,
but
you
both
educational
professionals
and
have
been
in
the
education
business
for
years
and
years.
Would
you
agree
that
probably
the
single
most
important
factor
on
whether
children
up
to
the
age,
three
or
whatever
learn
to
read,
is
having
an
adult,
a
family
member
mom
or
dad
grandmom
granddad
brother
sister
uncle
somebody
that
will
sit
down
with
them
and
read
with
them
on
a
daily
basis
and
go
over
stuff
with
them?.
N
N
If
it
wasn't
there,
and
so
I
think,
that's
a
critical
component,
we
have
done
a
lot
of
work
in
our
early
literacy
work
to
work
with
parents
directly
to
try
to
provide
some
of
these
resources,
and
dr
coons
can
speak
to
that
a
little
bit,
but
would
agree
with
you
that
that
is
just
a
tremendously
important
head
start.
Jump
start
that
that
really
can
help
make
a
lot
of
these
things
easier.
As
students
progress
through
the
education
system.
O
I
would
agree
with
mr
buffalino,
who
said
it's
an
important
factor
that
the
family
is
involved
and
it's
definitely
something
we're
working
on.
Through
the
reading
360
initiative,
we're
visiting
schools
donating
20,
000,
getting
ready
to
read
backpacks
for
families
that
and
strategies
to
support
that.
I
think
this
is
separate,
because
families
are
important,
but
there
still
are
challenges
that
students
have
and
being
able
to
read
and
be
proficient
and
it's
important
for
them
to
get
that
support
from
a
school-based
opportunity.
H
Thank
you
both
very
much
for
that.
I
really
just
wanted
that
sort
of
public
service
message
to
get
out
there,
because
I
don't
know
if
we
emphasize
that
enough
and
all
tennesseans.
We
need
to
make
an
effort
to
try
to
tackle
this
problem
and
get
our
reading
scores
up
for
our
third
grade
students,
and
I
hope
everyone
will
make
an
effort
and
think
about
that
and
keep
it
at
the
front
of
the
fourth
thought
of
mine.
So
thank
you
all
for
your
efforts
and
thank
you,
madam
chair.
D
Thank
you,
madam
chair,
and
along
those
lines
of
my
one
of
my
favorite
colleagues.
What
if
the
parents
can't
read.
O
That's
a
great
question
as
part
of
those
getting
ready
to
read
backpacks
in
our
decodables.
We
have
strategies
and
qr
codes
that
help
the
family
engage
in.
Those
sounds
first
activities
without
proficiency
in
reading,
so
it
actually
builds
the
opportunity
for
family
members
to
sit
right
side
by
side
with
their
child
and
learn
together,
because
those
qr
codes
that
the
phone
can
read,
give
the
instructions
and
give
the
reading
for
the
families.
It's
a
really
exciting
part
of
our
new
initiative
that
we're
working
on
around
simple
moments
for
families.
D
And-
and
I
appreciate
that,
I
just
think
it's
important
to
note
that
you
know,
let's
be
careful
not
to
just
point
the
finger
at
parents,
because
we
have
generations
of
individuals
in
our
state
across
the
entire
state
that
have
maybe
not
received
the
either
the
interventions
or
or
the
education
that
they
that
we're
supposed
to
deliver
to
them.
And
so
thank
you
for
that.
B
Yes,
representative,
sparks.
I
Just
want
to
ask
you
know,
I
know
this
is
important.
We
got
to
get
this
right.
You
know
I'm
a
little
torn
on
this
on
this
piece
of
legislation
I
brought
up.
I
think
it
was
last
week
or
in
finance.
Our
prison
budgets
increased
600
million
dollars.
Since
I
was
elected
up
here
now,
it's
about
1.2
1.3
billion
dollars,
so
we
got
to
get
get
this
right,
but
you
know
trying
to
reach
these
students.
I
mean
there's
a
lot
of
them
from
broken
homes,
and
I
like
what
you
know.
I
What
bruce
is
talking
about.
Representative
griff
is
talking
about,
but
there's
a
lot
of
families
that
don't
have
time
to
read
their
kids
they're
too
busy
working
a
lot
of
them
in
social,
economic,
high
levels
of
poverty.
But
what
are
we
doing?
That's
creative
to
get
these
young
men
and
women
interested
in
reading.
I
You
know,
I
think
the
tutoring
is
is
awesome.
I've
heard
good
things
about
the
tutoring.
I
see
some
people
in
the
audience
that
have
that
I've
reached
out
to
that.
It
echoed
those
those
sentiments.
But
what
are
we
doing?
That's
creative
to
really
get
these
kids
interested
in
reading.
O
One
of
the
exciting
opportunities
that
that
we
have
this
summer
is
we
had
over
10
000
teachers
do
the
early
reading
training,
which
was
really
geared
at
this.
This
concept
that
we're
talking
about
about
early
reading.
We
will
be
launching
a
secondary
literacy
training
that
helps
our
secondary
teachers,
really
think
about
what
is
important
in
literacy,
how
to
support
literacy
in
their
classrooms
and
how
to
engage
and
support
those
students
who
are
struggling
and
re-engage
back
in
some
of
the
reading
work.
I
Yes,
ma'am
and
I
know
folks
are
working
hard.
I
just
don't
want
to
be
here
in
four
or
five
years
and
we
don't
even
move
the
needle
and
we
spend
all
this
money.
I
know
I'm
not
alone
in
my
feelings
on
this,
but
I
just
want
to
share
a
quick,
quick
story.
My
wife
has
done
substitute
teaching
and
teaching
for
years.
I
watched
her
in
the
sunday
school
class
about
about
a
year
or
two
ago.
It
was
a
young
man
that
was
really
rough.
I
I
mean
just
a
little
four-year-old
just
acting
up
so
I
was
so
concerned.
I
went
back
to
check
on
her
and
the
little
boy
was
so
patient.
Just
looking
up
at
my
wife
and
just
and
I
was
like
what
does
what's
going
on
my
wife,
I
said
what'd,
you
do
to
this
child,
she
said
well,
I
just
got
him
involved
and
I
run
across
a
quote.
I
I
B
Thank
you
well
seeing
know.
Others
I
will
I
just
you
know.
Reading
is
so
vital
and
it's
the
key
to
our
freedom
and
and
your
prosperity,
and-
and
I
just
want
to
make
a
plea
to
anyone
listening
that
you're
there's
no
case
too
hard,
no
matter
how
old
you
are
or
where
you
are,
there
is
someone
that
wants
to
help.
You
learn
to
read
and
do
not
be
ashamed.
B
Please
take
advantage
of
what
we
have
here
in
in
our
state,
because
we
want
to
see
everyone
succeed
and
that's
a
good
important
part.
So
I'll
just
make
that
plea
to
anyone
else
out
there
and
thank
you,
I
don't
see
anyone
else
on
the
list
for
our
department
of
ed.
So
thank
you
for
coming
forward
and
we
thank
you
for
being
here.
Thank.
B
Our
next
group
that
would
like
to
testify
is
we
have
kelly
johnson,
who
is
with
the
superintendent,
with
clinton,
county
schools
and
susie
boyd
clinton
city.
I'm
sorry,
that's
on
my
paper
wrong,
then
clinton
city
and
then
we
have
susie
boyd,
who
is
the
literacy
coach
at
clinton,
city,
schools
and
ben
taurus?
Who
is
our
tsva
representative
and
again,
even
though
I
said
all
that
will
y'all,
please
say
it
for
the
record.
B
Thank
you
all
for
being
here
and
for
giving
your
testimony.
Are
there
any
questions?
First
from
our
members
for
this
group.
J
Okay,
I
guess
I'll,
I
will
start
thank
you
so
much
for
allowing
us
to
be
here
today,
I'm
here
to
represent
not
only
clinton
city
schools,
but
to
represent
districts
across
the
state
of
tennessee.
We
thank
you
for
your
work
that
you
have
done,
placing
an
emphasis
on
literacy.
It
is
one
of
the
most
important
things
that
we
can
do
as
public
schools.
I
just
want
to
give
a
few
highlights
on
where
directors
and
school
systems
stand
with
with
regards
to
using
one
data
point
to
make
such
an
important
decision.
J
Students
in
third
grade
are
eight
and
nine
years
old,
and
this
is
the
first
time
that
they
have
taken
a
standardized
test.
Learning
to
take
a
multiple
choice
test
is
a
is
a
genre
within
itself.
That
requires
quite
a
bit
of
instructional
time
to
teach
them
how
to
take
that
assessment.
J
J
In
fact,
tdoe
and
their
roughed
draft
of
the
waiver
process
has
placed
this
very
assessment
on
their
waiver
process,
so
we
are
simply
requesting
to
use
it
on
the
front
end
we're
not
trying
to
keep
children
out
of
summer
school.
We
can
invite
anyone
to
summer
school.
We
just
don't
want
to
have
detrimental
punitive
conversations
about
retention
based
on
one
data
point.
J
This
assessment
is
in
state
law.
So
if
it's
good
enough
for
state
law,
it
should
be
good
enough
for
us
to
use
to
hold
retention
conversations
with
students.
I
think
we
are
all
in
agreement
about
the
third
grade.
Reading
on
grade
level,
you
just
referred
to
the
the
prison.
The
research
on
retention
is
clear.
J
It
is
not
a
valid
intervention,
it
decreases
a
child's
ability
or
chances
of
graduating
from
high
school
and
it
increases
their
chances
of
going
to
prison,
and
we
can
think
that
parents
are
going
to
take
advantage
of
summer
school
and
the
tutoring,
but
we
are
boots
on
the
ground
and
we
see
how
we
are
struggling
to
get
children
to
participate
in
summer
school
right
now.
Our
retention
rates
will
skyrocket
and
we
very
well
not
stand
trading
one
problem
for
another.
J
It
just
gives
students
the
opportunity
to
show
what
they
know
and
multiple
data
sources,
even
tea
and
promise
and
middle
college
applications
allow
for
multiple
pathways.
So
if
it's
good
enough
for
high
school
students
to
have
multiple
pathways
and
multiple
data
points,
why
would
we
not
give
that
opportunity
to
our
eight-year-olds?
J
It's
not
increasing
the
high
stakes
testing.
I
know
that
has
been
said,
but
if
you
allow
students
multiple
opportunities
to
show
what
they
know,
it
actually
decreases
the
high
stake
testing
that
will
be
associated
with
tea
and
ready.
So
I
just
urge
you.
I
know
that
you
want
to
see
how
the
bill
has
played
out,
but
these
are
children.
J
These
are
children
and
we
need
to
make
decisions
and
get
it
right
on
the
front
end,
instead
of
waiting
to
see
how
it
plays
out
and
we've
got
a
set
of
kids
that
we
did
not
take
care
of
and
give
them
a
safety
net
to
fall
under
with
multiple
sources
of
data.
So
I
appreciate
your
time
and
your
consideration
we'll
answer
any
questions.
B
K
Okay,
I'm
just
going
to
talk
a
little
bit
about
grade
level
reading
and
what
grade
level
reading
means
to
a
literacy
coach.
So
it's
it's
not
one
number
on
a
multiple
choice
test.
K
I
think
about
reading,
and
I
know
that
it
has
five
components.
There's
a
phonological
piece
to
it
being
able
to
hear,
sounds
phonics
piece
being
able
to
look
at
the
words
on
the
page
and
crack
the
code.
It's
understanding
words,
it's
vocabulary.
It's
fluency.
It
is
reading
with
accuracy.
It
is
reading
with
expression
is
reading
at
a
good
rate.
K
Fluency
can't
be
measured
on
a
multiple
choice
test.
It
just
cannot,
and
ultimately
it's
the
comprehension
piece
and
there
are
different
levels
of
comprehension,
there's
the
very
literal
level,
just
understanding
and
getting
the
gist,
and
we
want
we
want
more
than
for
of
that.
More
than
that
for
our
students,
we
want
it
to
be
at
a
much
deeper
level.
We
want
them
to
be
able
to
analyze
text,
think
about
it
critically
and
to
analyze
it
be
able
to
draw
conclusions.
K
All
of
that
has
to
take
place
simultaneously
when
they're
reading,
they
read
the
words
and
then
have
to
construct
meaning
from
what
they've
read,
but
it's
just
more
than
that,
because
there's
lots
that
affects
comprehension,
the
genre.
Is
it
a
narrative?
Is
it
a
story
that
has
a
causal
change
chain
where
there's
a
character?
K
There's
a
setting,
there's
problem:
the
problem
is
solved
the
beginning
middle
and
then
that's
what
a
lot
of
our
third
grade.
Students
are
really
familiar
with,
but
they
also
have
to
read
informational
text,
which
is
completely
different.
It
has
a
set
of
vocabulary
that
is
very
specific
and
if
a
child
comes
with
not
a
lot
of
background
knowledge,
a
lot
of
poverty,
kids
come
without
world
knowledge,
but
they're
having
to
read
a
text
on
canning
day
canning,
preserves
or
an
informational
text
on
the
high
frequency
pitches
that
whales
use
to
communicate.
K
K
If
I
were
to
be
asked
to
assess
a
student's
ability,
I
would
do
a
lot
of
things.
I'd
first
start
with
a
word
reading
test
from
that
I'd
have
to
look
at
the
errors
that
were
made
inside.
Do
I
need
to
assess
some
phonics
then
I
would
do
a
vocabulary
test.
I
would
have
to
listen
to
that
child
read
and
note
the
fluency
what
mistakes
are
being
made
then
from
there
I
might
go
to
a
reading
passage
with
some
comprehension
questions,
but
it's
just
so
much
more
complex
than
reading
a
text
in
80
minutes.
K
G
Madam
chairman,
I
don't
have
much
to
add,
except
districts
are
just
simply
asking
to
use
another
state
approved
measure
from
for
promotion
from
third
to
fourth
grade.
That's
what
districts
are
asking
for.
I
mean
you've
heard
the
the
experience
at
the
district
level
from
from
individuals
that
have
to
deal
with
students
on
a
on
a
daily
basis
and
address
these
needs
for
students.
So
that's
simply
what
districts
are
asking
for.
B
Thank
you
all
right.
We
do
have
a
list
of
folks
that
would
like
to
ask
you
all
a
question
if
you
don't
mind,
staying
a
little
longer
there.
Thank
you,
chairman
white.
L
Thank
you,
chair,
lady,
okay,
I'm
glad
we're
having
this
discussion
and
far
a
bit
for
me
to
disagree
with
anything.
You
say
because
you,
your
boots
on
the
ground
every
day.
So
let
me
ask
a
couple
questions
from
from
our
perspective:
do
you,
or
do
you
not
agree
with
this?
We
keep
hearing
that
only
34
of
our
third
graders
are
reading
on
grade
level.
Is
that
is
that
a
a
true
number
or
where
does
that
come
from.
J
Can
I
answer
each
state
sets
its
own
cut
scores,
so
tennessee
has
chosen
to
set
its
cut
scores
for
on
track,
mastered
and
approaching.
The
approaching
is
a
very
large
category.
It
is.
I
do
not
believe
that
you
can
equate
grade
level
reading
with
where
you
fall
on
a
tea
and
ready
assessment.
Reading
is
much
more
complex
than
that.
L
Okay,
well,
thank
you.
So
here's
my
question.
I've
been
on
this
committee
for
nine
years
and
every
single
year.
We
continue
to
talk
about
the
lack
of
third
graders
reading
on
grade
level,
and
so
two
years
ago
the
committee
said
you
know
at
what
point
are
we
going
to
take
this
serious
and
that's
where
the
special
session
came
from
the
legislation
on
the
third
grade
retention
and
we
realized
that
it
raised
a
lot
of
issues,
so
we
put
in
place
the
summer
school
and
everything
y'all
know
all
that.
L
J
I
can't
stand
before
you
as
an
educator
and
say
that
we
can
accurately
100
percent
with
reliability
and
valid
validity,
assess
it
through
a
multiple
choice,
standardized
assessment
in
one
in
one
sitting
and
what
would
look
like
proficient
right
now
if
we're
using
tea
and
ready,
what
would
look
proficient
in
tennessee
and
another
state
might
be
approaching
or
might
be
mastered.
Each
state
sets
its
own
cutoff
scores,
and
so
I
don't.
L
J
I
I
don't,
I
don't
think
directors
are
ever
arguing
about
intervention
for
children
if
I
feel
like
that,
a
child
or
a
teacher
feels
like
a
child
and
we've
got
multiple
sources
of
data
other
than
one
multiple
choice
assessment.
That's
only
60
percent
reading
I
would
advocate
for
summer
school
or
tutoring.
L
F
F
We
have
contracts
with
companies,
corporate
contracts
with
companies
that
make
these
tests
and
they're
in
the
millions
and
gazillions
of
dollars
and
there's
jobs
to
protect
and
there's
things
to
put
in
place
in
our
classroom,
and
I
will
say
that
I
would
like
to
see
a
recipe
change
here.
We
can.
You
know
I
go
to
my
district
when
I
tour
the
schools
and
my
teachers.
Tell
me
terry
lynn.
F
Our
kids
are
reading,
and
I
mean
there's
some
kids
who
aren't,
but
by
golly
a
good
teacher
knows
how
to
teach
their
children
and
they
also
know
what
tests
work
and
what
don't
and
we
constantly
sit
up
here
and
we
spend
millions
of
dollars
on
contracts
that
write
something
from
a
corporate
perspective
and
they
have
no
clue
or
no
idea
what
goes
on
on
boots
on
the
ground,
and
I
wanted
to
ask
the
sponsor
the
genesis
for
why
he
wanted
this
bill,
but
why
he
was
bringing
this
bill
forward
and
I
I'm
understanding
it
and-
and
you
know
it's
probably
too
late
for
us
to
change
in
the
middle
of
the
stream.
F
F
I
appreciate
the
the
eff,
the
the
sacrifice
and
the
efforts
our
teachers
put
in
to
eyeball
the
eyeball
with
these
kids.
You
should
be
making
the
test.
You
should
be
the
ones
writing
these
tests
used
to.
When
I
was
in
school,
a
teacher
gave
me
a
test.
Maybe
you
members
can
attest
to
this
as
well,
no
pun
intended,
but
that
teacher
would
give
a
test
on
a
friday,
and
on
monday
I
had
my
grade.
I
knew
where
I
was.
My
teacher
knew
where
I
was.
F
The
teacher
knows
where
their
kids
are
not
some
corporate
entity
from
out
of
state
that
comes
and
sits
and
gets
our
money
every
stinking
budget
year,
and
we
pay
them
60
million
65
million
dollars
and
they
don't
have
a
clue
how
to
teach
a
child
how
to
read.
I
guess
they
probably
don't
even
read
to
a
child,
so
my
suggestion
is,
we
are
tracking
the
we
have
the
wrong
dog
in
the
wrong
hunt.
I
might
have
said
that
wrong,
but
it
doesn't
matter.
F
The
point
is
we're
we're
not
doing
our
children
any
justice
if
we're
setting
our
kids
up
to
fail
and
keeping
all
these
programs
in
place,
it's
just
to
keep
the
gasoline
in
them,
and
that's
no
pun
either,
because
we're
running
out
of
that,
I'm
just
saying
we
need
to
get
back
to
the
basics
and
our
teachers
in
our
schools.
They
know
our
school
directors,
they
know
how
to
teach
for
gosh
sakes.
It's
really
simple.
Just
let
them
write
the
test,
let
them
teach
and
little
susie
will
find
out
her
grade
on
monday
end
of
story.
J
Just
absolutely,
we
can't
narrow
down
a
child's
knowledge.
You
cannot
as
much
as
we
want
to
create
a
factory
model
for
schools.
These
are
human
beings
that
are
multifaceted
that
are
different
from
day
to
day.
Research
tells
us
that
teachers,
when
they're
grading,
an
essay
depending
on
their
mood,
can
sway
up
to
two
years
on
how
they
grade
that
essay
depending
on
their
mood.
J
So
it's
not
fair
for
us
as
to
put
an
eight-year-old
in
a
situation
that
given
a
day
where
they
have
to
sit
for
80
minutes
without
getting
up
and
concentrate
on
testing
to,
let
that
determine
instructional
decisions
that
we
make
from
day
to
day.
We
have
plethora
of
data.
We
have
to
look
at
multiple
sources
of
data,
because
each
assessment
has
its
own
strengths
and
weaknesses,
but
my
concern
about
this
bill
is
written.
J
Despite
contrary
to
what
department
of
ed
said
and
subcommittee,
we
do
not
get
proficiency
scores
until
july.
We
get
raw
scores
in
may
raw
scores.
Tell
us
nothing!
It
tells
you
how
many,
how
many
questions
the
kid
got
correct?
That's
it!
It
is
not
attached
to
proficiency
in
any
way.
So
unless
some
major
changes
happen,
we
don't
get
those
proficiency
scores
until
july
when
the
window
of
summer
school
is
already
over
and
so
that
there
you
have
limited
for
your
below
basic
kids.
B
Thank
you
very
much.
We
don't
have
anyone
else
on
the
list
representing
manus.
P
Thank
you,
madam
chair
man.
You
guys
make
a
great
case.
You
know
thank
you
all
for
being
here
from
east
tennessee
from
one
east
tennessee
into
another.
So
thank
you
all
for
being
here.
P
You
know,
I
I
think
I
heard
you
reference
one
time
only
high
stakes
and
and
it's
my
understanding,
they're
not
being
forced
to
be
retained.
So
it's
not
one
time
only
and
and
help
me
understand.
I
think
they're
given
opportunities
for
for
high
quality
interventions.
Is
that
not
the
way
you
guys
see
it.
J
Correct
it
is
you
attend
summer
school
or
you
attend
summer,
school
and
tutoring
there?
There
are
some
options
there.
Yes,
we
are
not
arguing
giving
children
help.
We
are
arguing
attaching
a
punitive.
If
you
do
not
do
this,
and
really
it's
not
up
to
the
child.
If
your
parents
choose
to
not
make
you
do
this,
then
we're
going
to
retain
you
and
the
research.
Just
is
clear
on
retention,
that
that
is
not
an
effective
intervention
right.
P
P
P
I
I
I
don't
know
where
this
conversation
might
have
been
when
we
were
going
through
that
conversation
and
that
discussion,
my
apprehension
is,
you
know,
are
we
are
we
going
to
give
it
time
to
work?
I
I
promise
you,
I
understand
what
you're
saying,
but
do
we
do
we
change
it
before
we
really
give
it
an
opportunity,
or
do
we
wait
and
let
it
play
out
and
then
certainly
take
in
to
consideration
the
things
that
you're
bringing
before
us
today,
which
again
I
totally
respect.
B
J
Okay,
please,
I
think
my
only
response
to
that
is
that
we
aren't
dealing
with
just
a
factory,
a
factory
product,
we're
dealing
with
children,
and
I
think
we
have
to
get
it
right
on
the
front
end.
As
far
as
you
know,
this
is
a
state
approved
we're
not
coming
wanting
to
do
our
own
thing.
We
have
a
state-approved
assessment
that
is
in
state
law
that
has
standardized.
J
You
know,
measures
that
we
have
to
adhere
to
across
the
state
that
measures
100
percent
reading,
so
why?
If
all
of
those
things
are
in
place,
if
it
is
in
state
law
and
we
are
mandated
to
give
it,
why
are
we
giving
it
if
we
can't
use
it,
and
if
it's
good
enough
for
a
tdoe
waiver,
when
a
parent
makes
a
waiver
to
tdoe?
J
Why
couldn't
we
use
that?
On
the
front
end,
I
mean
we
can
still
tell
parents
that
they
need
to
that.
We
recommend
summer
school
and
highly
recommend,
but
even
with
the
state
law
and
the
retention
law,
we
can't
force
them
to
go
to
summer
school.
We
can't
force
them
to
tutoring,
we'll
just
have
to
retain
them,
and
so
I
think,
if
we
were
coming
to
you
today
saying
let
us
just
use
our
anecdotal
records,
I
could
see
where
there
would
be
a
concern,
but
this
is
a
state-approved.
J
K
So
much
when
you
think
about
that
comprehension
component
of
that
measure.
K
K
My
hope
in
my
perfect
literacy
world
is
that
the
second
time
they
take
that
benchmark
that
they
do
a
little
bit
better,
because
they've
had
some
instruction
on
third
grade
reading
standards.
Slash
skills,
then,
by
the
time
that
third
one
rolls
around
they
have
they've
had
a
whole
year
of
instruction
and
those
standards
have
been
spiraled
numerous
times
through.
K
K
One
and
those
benchmarks
progressively
get
more
difficult,
starts
out
at
a
low
lexile
470
and
the
last
one
ends
at
6
30
by
spring.
So
it's
getting
up
to
the
high
end
of
the
lexile
range
in
third
grade.
B
All
right,
thank
you.
As
your
chairman.
I
need
to
remind
everyone.
We
are
at
a
10-minute
warning.
We
have
to
be
out
of
this
room
by
12
30.,
so
we
have
a
couple
of
more
remarks
to
be
made
asked
to
be
recognized
for,
while
we're
out
of
session
chairman
sapiki,
all
right
and
next
on
the
list.
Chairman
white.
L
Very
quickly,
I
was
just
gonna
make
an
unpaid
political
announcement,
the
new
funding
formula
that's
coming
before
us
in
tessa.
We
are
going
to
put
more
money
in
our
k-3,
so
I
hope
that
that
will
help
us
address.
Don't
ask
this
question
now,
but
what
do
we
need
to
do
in
k1
and
2
with
the
extra
money
coming
in,
so
that
we
can
not
be
addressing
third
grade
so
much?
Thank
you.
B
Q
Thank
you,
madam
chair,
and
thank
everyone.
You
know
really
great
arguments
and
points
and
and
and
and
illustration,
but
you
know
I
I
kind
of
go
back
to
the
10
years
ago.
When
I
was
on
county
commission,
there
was
a
big
push
and
it
was
a
truth
in
advertisement,
push
and
it.
Well,
I
I
remember
pat
summitt
being
a
leader
in
that
basically
saying
we're
we're
we're
lying
to
and
about
our
children
in
terms
of
where
they
are.
Q
Q
I
remember
when
I
first
joined
this
committee,
the
chair
of
subcommittee
talked
about
getting
to
the
top
and
that's
where
we
want
to
be,
and
you
know
within
two
weeks
of
me
being
here,
we
had
a
special
session
on
education
and
I
cross
party
lines
because
I
believe
that
third
grade
literacy,
however,
you
measure
it
we're
not
where
we
need
to
be.
However,
you
measure
it
statewide
we're
not
nearly
where
we
need
to
be,
and
we
need
to
do
some
things
to
get
us
where
we
need
to
be
take
some
tough
time.
Q
I
don't
consider
summer
school
reading
as
punitive.
I
I
I
don't
consider
it
when
they're
providing
the
transportation
that
child
something
will
be
done
with
that
child
during
that
summer
period
of
time,
rec
center
something's
going
to
be
done
with
that
child
because
most
of
us
work
so
we're
going
to
provide
transportation,
we're
going
to
provide
lunch
and
we're
going
to
give
them
enhanced
learning
during
that
time,
and
then
we're
going
to
have
group
tutoring
and
then
individual
tutoring.
Q
Those
are
I'm
sorry
with
urban
rural
suburban.
If
our
child's
not
learning
those
are
some
great
tools
that
we're
going
to
put
in
their
hand
by
the
experts
and
so
to
say
after
that,
that's
a
punitive
process.
I
just
disagree,
so
I
you
know,
I'm
not
going
to
step
off
my
soapbox
here.
There's
a
lot
more.
I
can
say,
but
but
I
do
want
to
ask
the
sponsor
of
the
bill.
Why
bring
this
now
when
we
haven't
even
taken
one
iota
worth
of
data?
Q
Why
bring
this
measure
about
this
about
these
approaching
children
now,
why
not
bring
it
if
we're
failing,
I'm
great
or
if
we're,
if
we're
penalizing
kids
that
are
going
to
make
23s
and
24s
on
acts?
Fine,
but
that's
not
where
we
are
23
24
is
not
where
we
are
today
and
not
we're
not
near
there.
So
why
bring
this
piece
of
legislation
now.
M
Good
question
and
glad
you
asked
it
because
I
was
reflecting
on
that
during
the
testimony
you
say
when
we
don't
have
one
iota
of
data,
I
would
actually
say
we
have
two
or
three
iotas
of
new
data.
Now,
when
we
look
at,
as
was
mentioned
summer
school
attendance
and
who
attends
who
doesn't,
I
know
many
of
y'all-
probably
don't
know,
but
I
used
to
be
a
teacher
and
we'd
have
parent-teacher
conference.
M
Invariably
it
was
the
great
students
parents
who
would
show
up
the
ones
that
I
really
needed
to
talk
to
never
showed
up,
which
was
part
of
the
problem.
I've
had
trouble
holding
down
a
job
over
the
years.
I
sold
insurance
as
well,
and
this
is
actually
to
your
point.
M
One
of
the
things
we
would
have
and
the
law
actually
accounted
for
was
buyer's,
remorse
or
buyer's
reflection.
I
could
sell
them
that
insurance
policy,
but
within
30
days
they
have
time
to
reflect
on
it
and
they
could
get
all
their
money
back.
They
could
make
a
decision.
After
a
little
time
of
reflection,
we
could
have
passed
this
bill
to
be
implemented
like
so
many
of
our
bills
are
as
soon
as
it
was
passed,
but
we
didn't
we
left
time
for
reflection
and
implementation.
M
Well,
when
you
do
that,
just
like
other
contracts,
like
I
mentioned,
you
take
advantage
of
that
time
to
reflect
and
adjust.
Accordingly,
we
have
some
data,
it's
been
a
while,
since
we
passed
this,
and
I
think
the
data
indicates
that
we
need
just
a
tad
more
reflection.
Obviously
this
has
become
a
controversial
bill.
M
I
think
I've
answered
your
question
there
on.
Why
now,
because
we
do
have
more
information.
We
have
had
time
to
reflect
this,
isn't
a
major
change.
There
are
options
in
the
law
now
for
people
to
decide
whether
or
not
to
promote
that
child.
All
we're
looking
at
here
is
not
sinking
the
ship
of
education.
If
this
passes,
that
would
not
happen.
M
What
we're
looking
at,
as
it
was
testified
to
approaching,
is
a
large
range
looking
at
that
higher
end
of
that
approaching
group
and
giving
another
measuring
tool
a
state
approved
measuring
tool
which
measures
whether
or
not
someone
can
read
on
grade
level.
Everybody
here
has
been
talking
about
reading.
What
we're
doing
is
talking
about
a
test.
B
Question
has
been
called.
We
are
out
of
time
so
members
without
objection.
We
will
vote
now
on
our
bill
before
us
house
bill
sorry
house,
bill
1077
and
everyone's
awake
right.
I
don't
need
anybody
to
scream,
but
let
your
yes
be
yes
and
your
no
be
no
and
all
in
favor
of
passing
the
bill.
Please
say
aye
any
opposed.
B
Nose
nose
prevail
and
I
bill
fails.