►
Description
House Education Instruction Subcommittee - February 22, 2022 - House Hearing Room 2
A
A
C
A
A
A
A
A
D
D
I
don't
know
if
you're
aware
of
this
or
not,
and
I'm
sure
most
of
you
are
dealing
with
education.
We
have
some
textbooks
that
have
pornography
in
them
in
our
schools
and
we've
had
parents
and
others
that
have
come
to
us
and
expressed
their
concern
with
this,
and
so
what
this
bill
does
and
I'm
carrying
this
for
speaker,
sexton.
D
What
it
does
is.
It
establishes
this
process
to
bring
in
the
obscene
materials
that
have
been
gathering
in
our
public
education
institutions.
Here's
what
it
does.
It
requires
the
state
textbook
commission
to
establish
uniform
standard,
defining
what
a
harmful
what
is
harmful
to
minors
for
use
by
the
leas
and
the
public
charter
schools
in
identifying
and
removing
materials
from
their
libraries.
D
D
Right
now
there
are
10
members
that
are
on
this
board.
This
would
add
three
three
more
members,
two
voting
members
and
one
ex-officio
member
to
the
state
textbook
commission
right
now
the
governor
does
three
speaker.
The
house
does
three
and
lieutenant
governor
does
three.
This
would
allow
the
lieutenant
governor
and
the
speaker
of
the
house
to
have
an
additional
person
that
they
put
on
that,
and
these
would
be
librarians.
The
ex-officio
member
would
be
the
state
tennessee
librarian,
which
I
think
is
now
through
the
secretary
of
state's
office.
E
A
couple
questions
one:
I
think
this
bill
does
two
separate
things:
if
I'm
correct
one,
it
has
to
do
with
books
and
libraries
and
the
second
one
is
about
the
commission.
That's
appointed
correct.
How
many
members
is
changing
the
members
and
I
just
want
to
ask,
is
it?
Are
you
saying
it's
going
to
be
two
librarians
of
the
twelve?
A
E
D
D
I
don't
know
what
that
excuse
me
go
ahead.
I
don't
know
what
the
number
would
be
of
actual
books.
That's
been
brought
in
that's
having
obscene
material,
but
I
will
just
say
this
to
you
and
to
all
of
the
committees.
If
you
have
not
read
me
and
earl
and
a
dying
girl,
you
should
read
it.
It's
a
fifth
grade
material
that
I
would
not
be
allowed
to
use
on
regular
television.
A
D
A
A
A
A
F
A
It's
zero
one:
four,
zero,
six,
six,
okay,
you've
heard
the
explanation.
Do
I
have
a
motion
to
add
this
amendment
on
motion
to
second
the
objections
to
taking
the
vote?
To
add
this
on
to
the
bill,
let
me
say
all
in
favor
say:
aye
knows:
chairman
chairman,
you,
your
amendment
is
on
the
bill.
You
want
to
give
us
any
other
explanation
on
this.
F
No,
that's
just
what
it
does
again.
It
will
align
all
math
science
and
social
studies,
textbooks
and
instructional
materials
to
the
state
academic
standards
by
these
dates.
In
the
amendment,
it
prohibits
the
state
board
of
education
from
granting
waivers
for
textbooks
or
instructional
materials
that
are
not
aligned
to
our
state
academic
standards
by
that
date,
and
with
that.
A
Committee
members,
if
you
remember
the
literacy
bill,
we
already
did
this
with
ela
we're
just
syncing
up
the
other
four
four
categories.
That's
all
we're
doing
any
objection
to
taking
the
vote
on
the
question
nope
now,
seeing
that
all
those
in
favor
of
house
bill
2108
is
amended,
say
aye
opposed
no
eyes
haven't
chair
moody,
you're
on
to
full
education.
A
A
A
A
A
H
Name
and
who
you
are
thank
you,
mr
chairman
ben
torres
tennessee
school
boards
association.
So
we
brought
this
bill
to
leopard
representative
leatherwood
and
it
just
allows
the
students
results
on
the
state
adopted
benchmark
that
the
student
is
required
to
take
to
be
used
to
demonstrate
that
the
student
is
proficient
for
promotion
from
third
to
fourth
grade
the
reason
we
brought
this
bill.
H
H
A
I
There
we
go
is
that
better
kelly
johnson,
director
of
clinton,
city
schools,
and
so
I
come
to
you
today
to
let
you
know
that
I
think
that
we
are
all
on
the
same
page
with
knowing
the
importance
of
reading
on
grade
level.
I
don't
think
that
directors
across
the
state
are
arguing
that
we're
moving
in
the
right
direction
with
that.
That
is
an
important
milestone.
I
We
have
attempted
to
work
with
the
department
of
ed
on
this
since
the
third
grade
retention
law
was
enacted
last
year,
and
I
just
want
to
kind
of
give
you
some
information
and
then
hope
that
you
all
can
can
help
us
work
towards
making
this
this
law
a
little
better.
There
are
a
few
concerns
about
using
tnready
data
solely
in
making
this
decision
and
I'll
try
to
go
through
those
points
very
quickly,
as
I
know
that
you
are
very
familiar
with
tea
and
number
one.
I
When
we
look
at
ela
standards
in
third
grade,
you
have
a
pro.
You
have
90
standards,
but
when
you
break
those
down
into
sub
standards,
third
grade
teachers
have
approximately
116
standards
to
teach
in
third
grade
and
145
days
before
tea
and
ready
assessment
is
given.
So
that
is
equals
about
one
day
per
standard
for
students
to
master
what
they
need
to
show
on
tea
and
ready.
I
Students
in
third
grade
are
eight
and
nine
years
old.
It's
the
first
time,
they've
ever
taken
a
high
stake,
standardized
test
in
grades
k
through
two.
They
are
learning
how
to
read.
They
are
learning
to
crack
the
code
in
third
grade
that
shifts
over
to
them
learning,
to
read
for
information
and
to
make
context,
and
meaning
out
of
that.
That
is
a
huge,
significant
shift.
I
Tea
and
ready
addresses
five
areas:
literature,
informational
text
vocabulary,
written
expression
and
conventions.
Every
year
the
department
of
education
gives
school
teachers
what's
called
an
assessment
blueprint
that
tells
us
how
what
percentage
of
questions
are
going
to
be
in
each
one
of
those
categories.
I
So
when
you
combine
that
with
what
is
what
written
expression
constitutes?
40
percent
of
that
ela
test
is
on
conventions
and
writing.
That's
important
and
our
kids
need
to
know
how
to
do
that,
but
when
we
look
at
saying
reading
on
grade
level-
and
we
tie
that
to
prison
rates
and
everything
else
that
we're
trying
to
correct
only
60
percent
of
the
tnready
test
is
solely
testing
reading.
Forty
percent
of
it
is
on
conventions
and
writing,
and
this
is
the
first
time
they've
had
a
high
stakes
test.
I
Multiple
choice
is
a
genre
within
itself.
You
know
we
have
to
teach
test
taking
strategies,
and
this
is
the
first
time
that
our
eight
and
nine-year-olds
have
done
that.
We
know
that
social
and
emotional
is
my
time
up
already
three
minutes
already
three
minutes,
and
somebody
asked
me
a
question
about
why
we
want
to
use
universal
screeners.
J
What
did
they
say
on
capitol
hill
yeah
yeah
did
I
hit
it?
Am
I
on
was
yes,
I'm
susie
boyd,
I'm
the
literacy
coach
for
clinton
city
schools
not
too
long
ago.
Kelly
asked
me
what
is
grade
level
reading
and
it
took
me
a
minute
to
think
about
it,
because
it's
it's
not
just
a
number.
It's
a
variety
of
things.
So
I
thought
long
and
hard
about
that.
J
So
I
started
with
our
standards
document
and
at
the
very
tail
end
of
our
standards
document
published
by
tdoe.
It
tells
us
that
third
graders
should
be
reading
it
in
a
lexile
range
of
420
to
820
lexile's
measure.
Difficulty
of
of
the
text
basically,
is
what
it
is.
So
it's
a
pretty
broad
range.
So,
as
a
literacy
coach,
I
know
that
there
are
five
pieces
in
literacy.
There's
phonological
awareness
just
being
able
to
hear
the
sounds:
there's
phonics
looking
at
words
on
a
page
and
being
able
to
crack
the
code
and
apply
phonics
skills.
J
J
Is
it
literature?
Is
it
informational
text?
The
vocabulary?
That's
used,
weighs
heavily
on
reading
comprehension?
Are
there
text
features?
Do
the
text
features
play
a
very
vital
role
in
the
meat
of
the
text
and
sentence
structure
is
a
very
basic
sentence
structure.
What
about
the
words
that
are
used?
Are
there
lots
of
words
and
phrases?
Is
there
a
dialogue,
that's
used
which
totally
changes
the
difficulty
level
of
a
text?
J
A
K
K
So,
in
your
opinion,
would
would
you
would
you
say
that
this
that
more
points
are
dedicated
to
grammar
than
reading
on
this
test,
or
would
you
I'm
just
trying,
because
I
think
I
mean
if
a
child
can
read
a
child,
can
lead
and
of
course
a
child
must
be
able
to
comprehend
what
they
read,
and
that
is
hopefully
what
we're
really
going
after.
But
if
there's
is
there
more
emphasis
on
the
other
part
which
you
said
was
writing
and
punctuation?
J
I
So
the
way
that
it
played
out
last
year
was
not
really
in
line
with
what
teachers
were
told
would
happen
about.
60
of
the
test
was
direct
questions
directly
related
to
what
they
were
reading
and
then
what
they
were
comprehending
in
a
multiple
choice,
format,
40
percent
of
that
test
was
on
conventions
and
then
in
third
grade
they
have
to
sit
for
80
minutes
in
one
sitting,
read
two
passages
answer
approximately
20
questions
and
then
write
two
prompts
they
are
the
only
grade
level
that
has
to
write
two
problems.
I
So
when
we
look
at
an
eight
and
nine
year
old
sitting
for
80
minutes
being
asked
to
have
the
stamina
their
first
time
in
a
standardized
test
and
I'm
not
I'm
I'm
40
and
ready,
it
gives
us
good
information.
I
am
just
saying
that
we
also
have
a
state
approved
benchmark,
which
is
all
about
reading.
Every
part
of
that
is
about
the
foundational
pieces
of
reading
and
the
state
department
has
put
supports
into
place
where
they
we
have
to
give
that
in
a
standardized
manner.
The
teachers
don't
test
their
own
kids.
I
It
has
to
be
given
during
a
certain
window.
There
are
standardized
features
that
have
been
put
in
that
and
so
that
I
hope
could
be
considered
as
an
additional
piece,
because
that
is
specifically
reading,
and
then
we
can
couple
that
with
the
tea
and
ready
just
to
where
we're
not
putting
these
high
stake
tests,
multiple
choice
to
determine
a
child's
trajectory.
K
Well,
I
just
wanted
to
say
this:
we're
determining
whether
a
child
can
go
to
the
next
grade
and
so
and
there's
got
to
be
various
data
driven
to
to
move
that
child
forward,
because
you
know
we've
worked
hard
over
the
years
to
make
sure
we
don't
pass
a
child
through
and
then
they
get
to
eighth
ninth
tenth
grade.
They
can't
read
so
we're
all
kind
of
got
our
eyeballs
on
that.
K
But
what
we
don't
want
to
do
is
take
it
to
the
extreme
and
then
have
a
kid
not
be
able
to
go
to
the
next
grade,
because
maybe
the
focus
is
on
a
punctuation
or
a
grammar
versus
the
mo
the
70.
I'm
sorry
did
you
say
60
on
reading
and
reading
comprehension.
That
seems
to
be
the
the
goal
to
me.
So
I
guess
my
question
is
one
more
question
and
then
I'll
be
done.
Chairman
is
so.
K
Why
do
you
feel
that
students
with
approaching
category
because
there's
different
categories
and
these
children
that
are
approaching
are
some
of
those
kids
are
the
ones
that
don't
move
forward?
Is
that
correct
some
some?
Well?
Why
do
you
think
that
they
should
be
promoted
from
third
to
fourth
grade
if
they
have
high
reading
okay,
I'll?
Let
you
expand
and
I
appreciate
it
and
then
I'm
done.
Thank
you.
I
So
the
approaching
category
is
the
largest
category
that
we
have,
and
last
year
the
category
it
ranged
from
the
30,
the
35th
percentile
to
the
68th
percentile.
So
we
had
students
that
scored
in
the
68th
percentile.
Now
that's
not
percentage.
That
doesn't
mean
they.
They
answer.
68
percent
of
the
questions
correctly,
they
scored
68
percentile
and
those
kids
would
be
very
well
on
track
to
score
21
or
better
on
an
act.
So
there
is
a
subset.
I
don't
think
any
of
us
are
arguing
about
the
below
basic
the
below
basic.
I
Yes,
we
need
to
go
forth
with
this
past,
but
there
is
a
group
within
that
approaching
category
that
I
think
it
is
in
the
best
interest
of
children
that
if
we
have
another
data
source
that
is
valid
and
and
focuses
completely
on
reading,
which
is
what
we're
trying
to
address
that
it
would
behoove
us
to
allow
districts
to
use
that.
I
will
say
that
I
serve
on
the
executive
council,
superintendent's
executive
council
and
in
our
last
meeting
they
proposed
a
rough
draft.
A
I
J
J
A
I
I
A
A
True,
but
we
do
have
on
track.
Correct
and
students
are
scored
on
track
and
students
are
scored
approaching
and
students
are
scored
below.
And
if
I
remember
right,
the
the
literacy
bill
that
we
passed
said
for
summer
school
or
for
for
promotional
issues,
especially
for
summer
school,
the
children
that
were
below
gained
first
access
and
as
long
as
you
had
enough
seats,
then
we
could
filter
in
into
the
approaching.
A
So
I'm
trying
to
understand
here,
because
I've
heard
these
arguments
as
soon
as
the
bill
was
passed
from
superintendents
across
the
state
of
why
they
wanted
to
use
other
things,
and
I'm
not
going
to
go
into
why
they
said
what
they
wanted
to,
because
it
would
not
be
good
for
those
superintendents.
Those
came
out,
but
if
we
have
tn
ready
across
the
state
and
a
child
doesn't
score
well
on
t
and
ready
they're
going
to
probably
take
a
fourth
grade
test
two
and
a
fifth
grade
test
and
a
sixth
grade
test.
A
A
I
I
don't
think
it
isn't
either
or
it
is.
It
is
you're
looking
at
both
of
those
you're
looking
at
multiple
sources
of
data
in
education.
It
is
never
good
to
make
a
determination
on
one
piece
of
data.
It's
just
not
you.
You
look
at
multiple
sources
and
you
create
a
picture.
It's
kind
of
going
to
the
doctor.
You
know
when
you
go
to
the
doctor,
you're
gonna,
do
your
analysis.
You're
gonna,
do
blood
work
and
do
blood
pressure,
you're
gonna
do
weight
and
he's
gonna
get
a
picture.
L
L
The
question
I
have
for
you
is
kind
of
sort
of
a
thousand
foot
question
and
I
don't
want
to
put
any
of
you
on
the
spot
and
but
suppose
you're.
You
know,
we've
got
a
mission
here
to
try
to
teach
our
kids
to
be
proficient
reading.
Writing
math
and
you
know
we.
We
have
a
population
of
students
that
come
to
us,
we're
there's
there's
always
I
don't
think
human
nature
is
really
going
to
change.
L
L
The
issue
is
that
our
kids
can't
read
part
of
the
problems
with
the
testing
and
I
was
a
little
somewhat
skeptical
and
anyway
I
started
trying
to
get
a
copy
of
the
that
reading
test
they
took.
I
actually
got
finally
got
ahold
of
it
was
difficult,
but
I
got
some
old
test
questions
and
the
test
questions
really
kind
of
convoluted
I
felt
like,
and
I
kind
of
tended
to
believe.
Well,
maybe
this
director
of
schools
was
kind
of
on
to
something.
L
L
What
do
we
need
to
do
and
if
you
know,
if
we
need
to
engage
parents
more,
you
know,
are
we
adequately
addressing
that
to
get
them
into
buying
into
the
system
to
make
sure
their
kids
are
learning
to
read
at
home
so
when
they
come
to
the
school?
So
if
whoever
wants
to
take
this
on,
I
don't
know
who's
going
to
be
the
brave
soul
on
this
one.
J
I
I
just
think
we
have
to
be
very,
very
careful
as
as
susie
boyd
did
such
a
great
job
of
describing
what
it's
like
to
read
on
grade
level.
It's
very
complex,
it
doesn't
fit
nicely
into
a
box
and,
frankly,
tea
and
ready
has
its
merits,
but
every
assessment
has
strengths
and
weaknesses.
That's
why
it's
important
that
you
look
at
multiple
assessments
when
you're
making
decisions.
I
It
is
very,
very
difficult
to
determine
a
child's
accurate
reading
level
on
a
multiple
choice
test.
A
lot
of
that
is
test
taking
where
you
learn.
If
a
child
is
reading
on
grade
level
is
through
one-to-one
interactions
through
your
running
records
through
your
small
groups,
and
so
I
don't
want
us
to
sell
ourselves
shorts.
I
think
that
our
students,
our
students,
are,
are
making
some
very,
very
good
gains,
but
I
don't
think
that
we
can
allow
one
multiple
choice:
assessment
to
determine.
L
I
I
think
what
we
are
looking
at
today
is
very
different.
When
we
went
to
school
we
did
not
have
the
social
pressures.
We
did
not
have
the
social
emotional
issues.
We
did
not
have
the
anxiety.
I
will
tell
you
clinton.
City
schools
is
a
pre-k
through
sixth
grade
district,
so
our
focus
is
on
elementary
and
in
my
whole
career
of
education.
K
I
just
have
a
one
question
again:
I
mean
we're
all
trying
to
figure
out
the
best
way
to
to
see
our
kids
succeed
and
do
well,
and
if
it's
not
fun
for
these
little
kids,
it's
not
going
to
do
well,
but
I
know
we
have
to
have
benchmarks.
So
would
you
just
in
your
own
words,
just
tell
me
one
more
time
why
we
should
use
benchmarks.
I
I
I
So
100
of
that
test
is
about
a
child's
individual
reading
ability
using
the
foundational
skills.
So
I
think
why
we
would
like
to
use
it
is.
It
goes
if
it
is
mandated
in
law
that
we
give
it
and
we
are
giving
it
if
it's
not
good
enough
to
use
for
something.
Why?
Why
are
we
giving
it?
Let's
just
not
test
if
we
can't
use
it
for
something,
that's
beneficial
for
kids,
so
I
don't
think
it
replaces
the
tea
and
ready,
because
the
tea
and
ready
has
good
information
too.
I
I
think
you
have
to
look
at
the
assessments
and
know.
There's
not
a
perfect
assessment.
All
have
strengths
all
have
weaknesses
so
allowing
us
to
use
two.
The
timing
of
that
is
also
beneficial,
because
we
give
that
at
the
beginning
of
may
we
have
that
information
and
time
to
make
a
decision
about
summer,
school
or
tutoring
or
retention
our
t
and
ready
scores.
We,
unless
something
changes,
we've
not
gotten
proficiency
scores,
we'll
get
cut
scores
back.
We
won't
get
proficiency
scores
back
until
july
summer.
Schools
already
happened.
K
So
you
don't
even
have
an
opportunity
to
learn
to
see
what
you've,
what
the
child
has
learned
through
the
tennessee
ten
ready,
because
they're
already
in
summer
school
correct
so
that
asset
I
mean
that
that
mechanism
is
not
beneficial
to
help
the
child
right
or
the
teacher
for
that
matter.
Okay,
thanks.
A
A
C
Session
you
for
being
here,
I
appreciate
it.
However,
two
questions
arise
first
off
the
assessments
that
we're
talking
about
here.
We
have
to
have
some
methodology,
by
which
we
make
a
statewide
judgment,
which,
of
course
drives
the
question
of
funding
that
we
allocate
from
up
here.
So
how
is
how
is
this
model
that
you're
talking
about
going
to
fit
into
that?
Whoever
wants
to
tackle
that
so.
H
I'll
address
it
through
the
state
or
sorry,
mr
go
ahead.
I'll
address
it
through
the
state.
The
state
board
has
promulgated
rules
and
regulations
around
the
literacy
success
act
and
using
the
universal
screener.
So
you
have
the
universal
screener
provided
by
the
department
of
education.
If
a
district
wants
to
use
a
different
universal
screener,
they
have
to
get
approved
by
the
state
board
of
education.
When
you
look
at
the
rules
and
regulations,
there's
a
comprehensive
requirement
that
they
have
to
meet
with
that
screener-
and
I
can.
H
So
when
you
look
at
the
universal
screeners
they're,
using
even
in
the
state
board
rules
and
regs
they're
they're
saying
districts
use
these
universal
screeners
to
identify
students
that
are
at
risk
for
significant
reading
deficiencies,
for
instance
students
that
score
between
the
16th
and
40th
percentile
on
the
nationally
norm.
Universal
reading
screener
are
designated
at
risk
for
significant
reading
deficiency,
so
those
benchmarks
are
already
being
used
by
the
district
to
identify
all
right.
H
A
C
Question
that
that
is
before
us
in
terms
of
the
bill
here
to
the
sponsor
the
these
assessment,
we're
talking
about
basically
moving
children
forward.
If
you
will
to
the
next
grade
level
and
and
tied
to
this
bill,
please
give
me
a
comment
on
why
you
think
your
method
is
going
to
be
better
at
that
than
what's
proposed.
I
Thank
you
number
one.
It
solely
focuses
on
reading
your
tn
ready
score
is
60
reading
40
percent
conventions
and
writing.
Second
of
all.
It's
it
won't
be
you're
using
one
or
the
other
you
use.
You
want
to
be
able
to
look
and
give
them
your
tea
and
ready
test.
A
child
can
come
in
and
be
anxious
or
be
sick.
We've
had
kids
throw
up
on
tests,
we've
had
all
kinds
of
crazy
things
happen.
They
could
get
offline
on
the
test
on
the
multiple
choice,
tests
and
totally
throw
them
off.
I
This
gives
us
another
opportunity
to
where
we're
not
making
a
life-altering
decision
based
on
one
single
test.
When
we
look
and
we're
holding
our
rti
meetings
when
we're
holding
our
data
meetings
in
clinton
city,
we
have
a
graph
that
has
multiple
sources
of
data
that
we
are
looking
to
create
a
big
picture
of
children.
I
There
again,
not
one
assessment
is
going
to
be
the
end,
all
to
be
all
watches,
which
is
why
it's
important
that
we
maintain
the
fidelity
of
having
a
valid
test,
that
the
state
has
the
information
that
the
state
board
has
set
some
benchmarks
on,
so
where
we
are
consistent
across
the
state.
But
we
are
allowing
the
children
the
opportunity
to
show
what
they
know
in
multiple
assessments.
A
So
members,
let's
let
me
get
you
back.
Let's
get
back
on
the
bill
here.
The
the
amendment
as
as
provided
by
the
sponsor
says,
the
students
results
on
the
state
adopted
benchmark
assessment.
Most
recently
administered
to
the
student
demonstrates
that
the
student
is
proficient
as
determined
by
the
state
board
of
education.
A
It's
not
a
culmination
of
all
three,
it's
just
the
last
one,
which
means
we
could
have
a
student
that
fails.
The
first
two
passes
the
third
one,
and
we
would.
What
they
want
to
do
is
move
that
child
forward
off
that
one
test
that
doesn't
address
all
of
our
standards
right
now,
so
I'd
be
cautious.
I
would
be
very
cautious
on
this
right
now
yeah.
We
have
no
more
questions
for
you.
Thank
you
for
your
attendance.
Thank
you.
We
have
charlie
buffelin
at
the
department
of
education
to
come
up.
M
Thank
you,
charlie
buffalo,
with
the
department
of
education
and
I'm
joined
by
my
colleague,
our
chief
academic
officer,
dr
lisa
coons.
I'll,
be
brief
and
then
turn
over
to
dr
coons.
I
do
want
to
take
us
just
back
a
little
bit
to
the
bill
from
special
session.
The
learning
loss,
remediation
and
student
acceleration
act
that
put
this
provision
into
law.
This
is
not
about
retention
for
retention's
sake.
It's
about
identifying
students
who
are
not
fully
proficient
in
the
third
grade,
ela
standards
and
providing
rigorous
interventions
that
we
think
will
lead
to
growth
approaching.
M
Students
are
not
at
that
level.
They
are
not
proficient
at
the
end
of
the
third
grade
ela
standards,
and
for
that
reason
the
administration
is
opposed
to
this
piece
of
legislation.
It
has
been
a
decade
of
a
third
grade,
reading
retention
law
on
the
books
in
which
it
was
not
implemented
in
a
way
that
that
functioned.
M
We
have
just
now
put
something
into
place
that
we
think
puts
some
strong
guard
rails
and
provides
pathways
for
rigorous
interventions
that
we
think
our
students
need,
and
a
student
who
is
approaching
again
is
still
in
need
of
some
of
those
extra
interventions.
So
we
in
the
governor's
office
would
like
to
see
this
law
implemented
as
it
was
written,
and
then
we
can
sort
of
start
talking
about
how
it's
working
or
how
it's
not
I'm
going
to.
M
Let
dr
coons
talk
a
little
bit
about
the
assessments,
but
there
is
one
thing
I'll
mention
something
was
mentioned
about
a
waiver
earlier,
there's
an
appeals
process,
that's
part
of
the
law
that
was
put
into
there.
That
says
the
department
shall
develop
an
appeals
process
in
conjunction
with
the
state
board
of
education.
N
N
So
a
universal
reading,
screener
measures
whether
or
not
I
can
access
the
text
whether
or
not
I
can
comprehend
it
on
a
basic
level,
but
the
tcap
says
I
now
understand
what
I
read
and
I
can
apply
it
to
the
grade
level
standards
in
third
grade.
Those
are
very
different
things.
You
can't
replace
a
universal
reading
screener
that
says
I
can
access
a
text
with
a
an
assessment
that
says.
I
truly
understand
that
text.
I
can
apply
what
I
understand
it
and
I
know
what
I
need
to
do.
N
We
start
doing
that
in
third
grade,
and
that
is
why
the
tcap
it
starts
in
the
third
grade
because
developmentally
we
expect
kiddos
to
do
more
than
just
understand
what
they're
reading,
but
they
actually
actually
have
to
understand
and
apply
that
learning
that
they've
gotten
from
those
texts
to
apply
to
skills
and
standards
within
the
tcap.
So
that
might
be
writing.
It
might
have
comprehension,
it
might
have
punctuation.
It
might
have
all
of
those
things
that
are
included
included
in
the
benchmark.
A
Thank
you
a
little
chairman
privilege
here
so
in
the
amendment
that
we're
that
we're
considering
here,
it
says
the
most
recently
given
benchmark
assessment
if
they
score
proficient
on
that
it
doesn't
answer.
My
question
is
what,
if
they
failed,
the
first
two
do
is
the
third
benchmark
a
summation
of
the
entire
year,
or
is
it
just
from
where
they
should
be
from
the
second
to
the
third
everyone
to
answer
that.
N
Sure
I'm
happy
to
answer
that,
so
the
benchmark,
actually
measures
am
I
fluent
so
is
my
fluency
better.
It
only
measures
a
subset
of
the
standards,
the
universal
reading
screen
or
the
state
benchmark,
never
measures
the
entirety
of
the
standards,
so
they
only
measure
a
certain
set
of
standards
three
times
so
they're
measuring
fluency,
they're,
measuring
basic
comprehension,
so
they're
only
measuring
a
portion
of
the
standards
all
three
times.
You
never
get
a
whole
snapshot
of
the
entire
standards
or
that
application
component
that
the
tcap
measures
so.
A
M
B
It
I
think
the
chairman
made
a
good
point,
though,
about
the
last
test.
It
just
seems
like
that
we
could
find
some
common
ground
here
and
if
it's
a
combination
of
all
three
benchmarks
and
a
certain
level
on
the
other
I
mean,
I
think,
I'm
in
agreement.
I
think
the
the
last
one
is
probably
a
step
too
far,
but
a
combination
of
the
three
or
all
three,
I
think,
would
be
possibly
a
fair,
a
fair
safety
net
there
for
for
kids,
but
I'll
I'll
wrap
up
there.
G
Well,
if
chairman
hasten
wanted
to
make
that
as
a
friendly
amendment,
we'd
probably
consider
that,
but
while
he's
contemplating
that
option,
I
would
like
to
address
some
of
the
points
that
were
made
as
far
as
there
being
three
tests
and
the
last
one
being
counted
well
often
times
were
tested
multiple
times
on
something,
and
it
shows
a
progression
that
would
show
there's
a
progression.
Maybe
they
did
fail
it
the
first
time.
G
But
what
we're
doing
is
adding
a
sixth
section
into
this
section
of
code,
and
it
says
a
student
who
is
not
proficient
in
ela
is
determined
by
the
students
achieving
a
performance
level
rating
of
approaching
and
goes
on.
Most
recent
tcap
tests
may
be
promoted,
may
be
promoted,
it
doesn't
say
they
will
be
promoted,
they
may
be
promoted.
So
all
we're
doing
here
is
just
allowing
the
students
results
on
the
state
adopted
benchmark
assessment
to
also
be
considered
when
determining
whether
or
not
to
promote
these
kids.
G
A
A
C
You,
mr
chairman,
and
just
go
back
to
what
representative
griffey
said.
We
didn't
get
those
writing
on
the
wall
until
the
eighth
grade
back
where
I
came
from,
so
we
were
a
little
bit
behind
the
times
house.
Bill
2742
requires
that
curriculums
in
grades,
9-12
teach
the
virtues
of
capitalism
and
the
constitutional
republic
form
of
government,
the
u.s
as
compared
to
other
political
and
economic
systems
such
as
communism
and
socialism
in
schools.
C
L
Thank
you,
mr
chairman.
Thank
you
chairman
powers
for
bringing
this
bill.
I
fully
support
this
bill
and
I
would
simply
comment
just
from
news
reports,
not
so
much
around
tennessee,
but
certainly
around
the
country.
It
appears
that
there
is
a
concerted
effort
to
actually
do
just
that
is
indoctrinate
a
number
of
our
high
schools
about
the
virtues
of
communism
and
marxism
and
socialism,
which
is
fundamentally
abhorrent
to.
I
think,
the
american
dream,
the
american
idea,
the
principles
of
capitalism,
our
judeo-christian
belief
system,
and
you
know
treating
others
like
you
want
to
be
treated.
L
So
I
want
to
applaud
you
for
bringing
this
bill,
and
I
hope
that
it
not
only
teaches
our
students
the
virtues
of
capitalism,
but
also
the
horrors
and
damages
and
the
damaging
effects
that
socialism,
communism
and
marxism
has
brought
upon
the
world
and
how
capitalism
has
actually
brought
more
people
in
the
history
of
the
world
of
bringing
people
out
of
poverty
is
capitalism.
So
thank
you,
mr
chairman,
for
bringing
that.
Thank
you
chairman.
Thank
you.
A
A
O
O
A
I
want
to
bring
the
committee
back
into
session
here.
Members
will
be
working
off
an
amendment
here
at
0-1-2-3-2-0
we're
going
to
need
to
take
this
as
untimely
filed,
but
it
is
a
amendment
that
we
need
to
put
on
the
bill.
Need
a
motion
on
this
motion
in
a
second.
Is
there
any
objection
to
adding
this
on
to
the
bill.
O
Added
in
the
amendment,
but
the
amendment
does
make
the
bill,
but
the
one
thing
I
added
was
that
the
material,
if
it's
already
available
online,
meets
the
criteria
of
the
material
being
available
to
the
parent.
This
legislation
talks
about
all
material
that's
presented
in
the
classroom
is
to
be
made
available
to
parents.
O
K
O
O
B
A
A
With
that
explanation,
members
I'd
like
question
amendment.
Second,
please,
okay,
any
objection,
no
objection!
All
those
in
favor
of
adding
amendment
zero,
one,
two
three,
two
zero
to
the
bill
say:
aye!
You
pose
no
amendments
on
the
bill,
representative,
cass.
Any
further
explanation
renew
my
motion.
Any
questions
for
the
bill
presenter
upon
seeing
none
question.
Okay,
we
take
the
vote,
questions
being
called
all
those
in
favor
of
house
bill,
1723,
moving
on
to
full
education,
say:
aye
opposed
no
eyes
have
it
you're
on
the
full.
Thank.
P
Says
an
adult
high
school
may
provide
virtual
instruction.
An
adult
high
school
that
provides
virtual
instruction
shall
satisfy
the
requirements
established
for
adult
high
schools
by
the
state
board
of
education.
So
currently
we
have
adult
high
schools.
We
have
virtual
instruction-
and
this
will
just
allow
adult
high
schools
to
offer
virtual
instruction.
K
A
A
So
there
was
an
issue
that
had
popped
up
that
there
this
may
possibly
be
redundant,
but
we're
unclear
on
that
right
now.
So
I
don't
want
to
hold
the
chairman
up
right
here
on
his
bill
on
something
that
may
or
may
not
be
even
be
an
issue
the
chairman
and
legal
can
get
together
and
make
sure
that
there
is
no
issue
here
and
then,
if
there
is
no
issue,
there'll
be
no
amendment
in
the
full
committee.
A
If
there
is
if
there
is
an
issue,
they'll
fix
it
in
the
full
committee
and
we'll
be
fine
with
that,
it's
just
a
small
fix.
That's
all!
It
is
any
other
questions
for
the
bill,
presenter
questions
being
called
okay.
Thank
you
very
much.
Any
objection
to
the
question
I'm
seeing.
None
all
dale
is
in
favor
of
moving
house
bill.
2553
to
the
full
education
committee,
say:
aye
opposed
no
hi
savage
chairman
you're
on
the
full
committee.
Thank
you.
F
F
A
F
A
Simple
and
in
our
charter
schools
right
now,
working
with
our
lease
there's
language
in
there
about
disseminating
information-
that's
not
really
protected
on
these
students
for
the
charter,
schools
and
all
we're
doing
is
adding
the
ability
for
the
charters
for
the
to
give
email
addresses
and
phone
numbers,
and
most
recent
schools
attended
to
the
charter
school.
So
they
can
a
communicate
with
these
students
better
in
a
more
timely
manner
and
be
able
to
have
a
better
background
of
where
these
students
may
or
may
not
have
come
from.
That's
what
the
amendment
does.
F
F
A
F
A
Yes,
I'll
read
the
I'll
read
the
current
language
and
code
and
then
I'll
give
you
the
edition,
how's,
that
it
says
within
30
days,
of
receiving
a
request
from
an
authorizer
or
a
public
charter
school
approved
to
operate
one
or
more
schools
within
a
geographic
boundaries
of
the
lea.
The
lea
shall
provide
at
no
cost
a
list
of
student
names
ages
addresses
new,
would
be
email
addresses
phone
numbers,
the
most
recent
school
attended
dates,
attended
and
then
now
old,
stuff
date
of
attendance
and
grade
levels
completed.