►
Description
House Education Instruction Committee- February 2, 2022- House Hearing Room 1.
B
Good
morning,
members
and
folks
out
watching
on
tv
and
those
that
have
joined
us
live.
You
are
tuning
in
to
education,
full
instruction
committee,
and
we
are
glad
to
have
you
here.
I
apologize
for
being
a
few
minutes
late,
but
you
know
we'll
just
blame
it
on
being
our
second
time
to
meet,
but
anyway,
we'll
be
better,
more
prompt
and
we
like,
I
always
prefer
to
let
we'll
start
with
the
calling
of
the
role
clerks.
Please.
B
Thank
you
so
much,
and
that
is
victoria
and
her
lovely
assistant
is
laura
goins.
So
we're
glad
to
have
you
here
today
laura
and
our
sergeant
of
arms
is
wayne
hawkins,
and
we
thank
you
and
last
week
our
legal
analyst
was
not
able
to
be
with
us,
but
we
have.
We
will
have
with
us
katie
roberts.
So
we
thank
you
for
being
here
with
us
today.
B
B
B
C
C
The
original
form
of
this
bill
had
some
issues
with
it
that
some
some
members
had
and
some
lobbyists
had,
and
we
tried
to
work
through
those
the
best
we
can
to
provide
a
framework,
and
all
this
bill
does
is
provide
a
framework
so
that
you
get
away
from
the
arbitrariness
of
a
district
takeover,
that
there
is
a
uniform
process
that
has
to
take.
It
has
to
take
place
so
that
every
district
across
the
state
of
tennessee
is
treated
equally
and
fairly
when
it
comes
to
this
type
of
recommendation.
C
C
You
if
you'll
follow
along
with
the
amendment
I'll,
go
through
section
by
section
for
you
and
try
to
explain
what
happens
in
the
first
part
of
the
bill
section
one.
It
talks
about
491,
209
and
49
1
210..
Those
are
the
matrixes
in
which
we
look
at
districts
at
the
state
level.
What
scores
they
get?
Graduation
rates
act.
Scores
attendance
records,
truancy,
records,
it
even
gets
into
financial
responsibility,
how
they
manage
their
finances.
Do
they
have?
C
C
Then
the
commissioner
shall
provide
guidance
and
technical
assistance,
guidance
and
technical
assistance
to
the
lea
in
developing
and
implementing
a
school
turnaround
plan
for
the
best
interest
of
our
students,
or,
if
the
commissioner's,
not
getting
that
cooperation
for
some
reason,
which
I
can't
imagine
we'd
be
sitting
here.
Looking
at
anything
past
us
if
the
true
intent
of
these
of
these
directors
and
these
school
boards
is
for
the
best
outcome
of
our
students.
C
C
C
We've
had
three
since
2017,
where
we've
granted
we've
waived
those
results,
so
the
constitutionality
of
looking
backwards
would
not
be
there,
because
we
can't
it's
impossible
because
there's
no
data
to
support
it.
It
would
only
be
moving
forward
three
consecutive
years
or
that
lea
has
not
met
his
responsibilities
now.
The
first
part
was
measured
responsibilities
to
one
or
more
now,
it's
one
or
more
for
three
consecutive
years
again.
C
Once
again,
we
can't
go
backwards.
We
have
to
move
forward
again
three
consecutive
years,
so
now
we're
looking
at
22
23,
23,
24,
24
25,
and
then
this
bill
could
possibly
come
into
effect.
Possibly
if
this
number
two
happens,
then
the
commissioner
assumes
all
powers
of
governance
for
the
late
in
order
to
ensure
that
the
lea
students
students,
once
again,
students,
are
provided
a
free
public
education
that
affords
the
students,
educational
opportunities
that
are
substantially
equal
to
the
educational
opportunities
provided
by
other
lease
to
bring
everybody
up.
C
That
would
be
the
mission
of
this
bill
to
bring
everybody
up
section
b.
Talks
about
the
local
match
would
still
stay
in
a
pla
in
in
effect,
so
the
local
responsibilities
to
the
schools
would
still
stay
in
effect,
while
the
commissioner
of
education
works
with
that
current
superintendent
and
that
current
elected
school
board
to
get
a
turnaround
plan.
C
C
C
If
the
superintendent
is
replaced
by
the
commissioner
and
or
the
commissioner
decides
to
appoint
trustees,
local
from
that
lea
trustees
to
help
turn
that
district
around
get
it
headed
in
the
right
direction,
support
the
superintendent
moving
forward.
The
commissioner
could
elect
to
leave
the
superintendent
in
place
and
put
trustees
on
the
school
board
to
help
things
get
turned
around.
C
C
If
a
superintendent
is
fired
for
cause,
they
cannot
be
rehired
for
five
years
to
a
superintendent's
position.
They
can
be
an
assistant
superintendent,
they
can
be
the
director
of
curriculum.
They
can
be
a
director
of
many
different
things.
They
can
be
a
principal,
but
if
they're
fired
for
cause,
the
consequence
of
that
means
they
couldn't
be
a
superintendent
for
five
years.
A
C
Well,
once
the
once
this
happens,
the
commissioner
of
education
will
continue
to
monitor
turnaround
or
is
the
school
system
turning
around
and
headed
in
the
right
direction.
Are
we
getting
better
results
in
our
in
our
tcap
scores?
Are
we
getting
better
results
in
our
act?
Scores
focusing
on
the
children.
C
That's
a
recurring
theme
here
I
keep
saying
is
focusing
on
the
children
of
the
district.
Are
they
getting
what
they
need
to
be
the
best?
They
can
be
all
of
this
from
the
initiation
of
the
commissioner.
Invoking
this
taking
over
the
district
maximum
of
five
years
and
then
the
district
has
to
go
back
to
local
control
if
it's
on
the
direct
path
in
a
quicker
manner,
it
can
be
quicker
than
that
metro
nashville
took
about
two
years
two
years
and
they
were
headed.
An
upward
upward
trajectory.
C
Only
thing
I'm
talking
about
folks
are
kids.
The
question
you
have
to
ask
yourself
is:
what
are
they?
Who
are
they
talking
about
ever
since
I've
gotten
up
here
three
years
ago,
and
many
of
you
have
sat
on
this
committee
with
me
for
three
years
I
have
advocated
for
our
teachers
and
our
pr
and
our
students
for
their
success.
C
I
know
all
these
people
will
run
to
our
our
friends
on
the
senate
and
try
to
kill
this
bill
over
in
the
senate.
So
please
think
about
that.
This
is
about
our
kids.
It's
not
about
who's.
Who's
got
the
power,
it's
about
our
kids
and
the
outcomes
and
the
opportunities
that
they
have
for
success
in
their
life.
B
Thank
you,
chairman
and
members.
I
know
some
of
you
are
starting
to
say
you
want
to
be
on
the
list
and
we're
keeping
up
with
that.
We
do
have
a
presenter
and
she
is
here
so
miss
bugs.
We
would
like
to
welcome
you
to
come
up
and
have
a
seat
there
if
you're
comfortable
sitting-
and
I
think
you
know
the
button
to
push
you
know,
they're
on
your
microphone
at
the
base.
Here
comes
someone.
You
know
well.
D
Thank
you
so
much
for
the
opportunity
good
morning,
everyone.
My
name
is
christian
buggs.
I
am
a
tennessee
parent,
tennessee
public
schools,
parents,
one
of
the
youngest
students
here,
a
pre-k
student
named
christopher.
I
am
a
former
tennessee
public
schools
teacher
in
both
a
charter
and
zone
school.
I
am
honored
to
serve
as
board
chair
for
metro,
national
public
schools.
So
thank
you
all
so
much
for
the
opportunity
to
speak
with
you
all.
D
I
first
want
to
thank
you
for
again
for
serving
in
this
capacity.
I
know
it
is
a
tough
one,
especially
in
the
the
times
we're
in
now.
I
also
want
to
thank
you
all
for
visiting
our
public
school
system.
Just
recently,
though,
we
are
home
to
the
highest
performing
school
in
the
entire
state
and
a
number
of
other
optional
schools
with
like
charters
and
magnets.
D
We
appreciate
you
visiting
three
of
our
zone
schools,
two
of
which
have
consistently
been
reward,
schools
and
two
of
which
have
successfully
both
rolled
off
and
remained
off
of
the
priority
list.
So
when
I
think
about
the
time
we
spent
together,
I
want
to
both
offer
context
around
around
our
school
district
and
ask
questions
about
how
this
bill
will
support
an
increase
in
student
outcomes
across
our
state
or
at
least
across
our
city.
I
regularly
speak
with
school
board
chairs
across
the
other
144
districts
and
we
all
agree.
D
We
could
use
increased
collaboration
and
support
from
state
entities.
In
particular,
though
we
have
questions
around
the
goal
of
state
takeover
I.e
this
bill,
because
this
bill,
as
it
reads,
looks
to
allow
the
state
to
take
over
districts
that
underperform,
but
not
only
is
this
language
vague.
It
would
set
a
precedent
that
could
reach
all
corners
of
the
state.
D
We
all
want
to
improve
the
best
edu.
We
all
want
to
provide
the
best
possible
education
to
all
one
million
of
tennessee
students,
but
does
this
amendment
set
a
precedent
that
is
a
best
practice
that
would
allow
other
students
to
experience.
What
I
had
the
opportunity
to
is
the
asd.
Has
it
been
successful
and
proven
it
does
this
bill?
Allow
for
improvement?
D
B
D
E
D
We
have
a
number
of
reward
schools.
We
have
a
number
of
schools
that
have
seen
a
level
five
in
growth
consistently.
We
have
a
number
of
schools
that
have
been
rewarded.
Schools
are,
for
you
know,
five
to
ten
years.
It
depends
on
what
you
label
as
high
performing,
and
I
also
want
to
offer
this
context.
30
of
students
in
nashville
come
into
first
grade
already
one
grade
level
behind
and
we
look
at
socioeconomically
disadvantaged
students,
students
who
are
differently
able
students
who
are
labeled
minority.
D
That
looks
like
more,
like
75
percent
of
students
coming
into
first
grade
already
a
grade
level
behind
so
at
my
son's
school,
the
school
that
serves
all
five
homeless
shelters
in
nashville.
We
see
an
incredible
amount
of
growth
in
the
first,
their
first
four
years
of
education,
but
we
don't
see
as
much
proficiency.
That's
still
a
high
performing
school,
though,
because
we
have
students
that
are
gaining
two
years
of
ela
or
literacy
proficiency
in
one
year,
yeah.
E
Well,
thank
you
and
I
don't
disagree
with
anything.
You
say
I
think
that's
our
challenge.
You
got
the
high
performing
as
I
visit
a
lot
of
schools
and
the
kids
who
kind
of
get
it
they're
they're
they're
moving
on,
but
that
other
eighty
percent,
you
know
say
20,
are
moving,
but
the
other
80
and
that's
the
challenge
that
we
have
as
a
state.
E
D
F
G
G
All
of
us
on
this
committee
have
that
near
and
dear
to
our
hearts
for
our
state
the
question
straight
forward,
though,
coming
most
recently
out
of
the
business
world,
I
was
a
consultant
to
businesses
and
when
I
walked
into
the
first
business
I
ever
went
into
the
the
impact
on
the
bottom
line
was
the
first
thing
they
they
mentioned.
It
doesn't
matter
what
they
do.
It
matters.
What
the
impact
of
the
bottom
line
is.
Our
state's
bottom
line
has
been
improving
for
the
last
10
years.
G
We've
moved
from
49th
in
the
nation
to
35th,
but
then
we
stagnated
and,
of
course,
the
most
recent
covet
infection
problem
with
online
learning
has
made
it
worse,
but
the
bottom
line
is
tennessee
can
be,
and
in
my
estimate,
should
be
in
the
top
ten.
What
we
are
doing
now
is
not
getting
us
there.
The
bottom
line
is
not
improving.
G
Now
to
your
schools
that
you're
going
to
this
is
not
an
indictment.
We
have
high
performing
schools
all
over
the
state.
I
have
one
of
the
highest
performing
in
my
district,
so
this
is
not
a
criticism
of
those
that
are
doing
what
they're
supposed
to.
However,
those
that
are
underperforming,
which
is
what
this
bill
is
aimed
at,
must
have
something
to
help
them
correct
their
their
performance,
because
the
bottom
line,
that
is
our
students,
our
children,
are
not
being
served
well,
we,
the
taxpayers,
give
our
school
districts
money
and
we
expect
a
product
in
return.
G
That
product
is
a
good
citizen
graduate
who
can
contribute
to
our
economy
and
that's
completely
apart
from
what
the
students
should
be
getting.
We
have
an
obligation
to
the
students
as
well
the
issue
before
us
is:
we
have
schools
in
our
state
and,
dare
I
say,
even
school
districts
that
are
not
meeting
that
challenge.
So,
from
your
perspective,
you
arguing
against
corrective
action
on
the
basis
that
your
school
doesn't
need
it
or
your
district
doesn't
need
it,
but
what
about
the
rest
of
the
state?
Your
answer,
please.
D
Great
question
and
thank
you
for
that.
I
would
offer
you
different
context,
I'm
a
scientist
by
nature
right
and
so
when
I
think
about
a
state
takeover.
Having
already
been
an
option,
that's
been
in
use
across
the
state
for
what
10
years
and
not
seeing
an
increase
in
scores
across
the
state.
Asd
schools
are
struggling
because
teaching
in
public
schools
is
hard.
We
need
resources,
we
need
professional
development.
We
need
to
be
able
to
recruit
teachers.
My
argument
is
not
that
we
don't
need
to
do
something
different.
D
B
H
H
So
the
state
board
of
education
in
consultation
with
the
commissioner
of
education,
establishes
performance
goals
and
measures
for
schools,
and
that
is
based
on
student
achievement,
student
growth
and
other
appropriate
indicators
of
performance,
and
then
priority
schools
are
based
upon
that
and
it
includes
the
bottom
five
percent
of
schools
in
performance,
all
public
high
schools,
failing
to
graduate
one-third
or
more
of
their
students
and
schools
with
chronically
low
performing
subgroups.
They
have
not
improved
after
receiving
additional
targeted
support
pursuant
to
apical
laws
and
rules.
F
B
B
F
H
B
I
Thank
you,
madam
chairman.
This
is
for
legal.
It
was
brought
to
my
attention
that
there
may
have
been
some
concern
that
the
way
the
bill's
written
it
could
interfere
with
the
contract's
provision
of
the
tennessee
constitution,
but
I've
also
gotten
other
information
that
it
doesn't,
because
our
school
districts
are
actually
subdivisions
of
the
state
so
and
there
may
be
attorney
general.
It
may
have
opined
on
this
or
not.
I
don't
know
if
legal
has
any
information
on
that.
B
I
That
says
the
state
can't
interfere
with
contracts,
but
I've
also
been
there's
been
some
indication
that,
because
the
school
boards
are
subdivision
political
subdivisions
of
the
state
that
that,
wouldn't
that
the
constitution
provision
would
imply-
because
it's
actually
the
state
is
contracting
with
itself
with
the
school
director
of
schools.
So
I'm
just
trying
to
get
some
clarification.
It
might
resolve
an
issue
that
was
brought
to
my
attention.
I
J
Thank
you.
It's
actually
the
tennessee
constitution,
article
1
section
20.,
and
I
just
want
to
clarify
this-
says
that
no
law
impairing
the
obligations
of
contracts
shall
be
made.
The
elected
school
board
of
education
has
a
contract
than
with
the
director
of,
and
can
the
commissioner
remove
that
director
when
the
commissioner
is
not
a
party
to
that
contract?
G
C
B
C
J
I
Thank
you,
madam
chair,
and
I
guess
this
is
another
one
for
legal.
You
know
I
guess
the
bill
could
always
be
tweaked.
That
says,
any
director
of
schools
that
fails
to
have
to
meet
performance
standards
for
three
years
in
a
row
is
automatically
unqualified
to
continue
in
that
role
or
something,
and
therefore
we
wouldn't
be
interfering
with
a
prior
contract.
It
would
just
be
a
provision
of
all
contracts
going
forward
and
therefore
there
would
be
no
tennessee
constitutional
interference
with
contracts,
provision.
I
So
if
the
bill
was
tweaked
that
says
to
be
a
director
of
schools,
you
cannot
have
been
an
existing
director
of
schools
for
three
years
with
failing
performance.
You
would
therefore
no
longer
be
qualified
to
be
a
director
of
schools
in
tennessee.
That
would
be
a
prospective
provision
of
law
if
we
enacted
it
and
then
those
teachers
from
this
point
forward
that
failed
to
have
a
performing
school
three
years
in
a
row.
The
school
district
director
excuse
me
for
three
years,
a
row.
H
B
K
K
School
year
and
then
says
more
about
has
five
years
to
to
improve
or
relinquish,
but
what
I
heard
was
that
you
know,
because
of
all
these
whole
harmless
things
that
this
will
not
start
that
the
data
would
not
start
until
pretty
much
after
passes
of
this.
That's
not
what
I'm
reading
so
so
could
you
could
you
give
me
a
a
definitive
statement
as
when
the
commissioner
heard
this
bill,
as
amended,
be
able
to
take
over
an
lea.
B
K
However,
when
I
read
this-
and
I
read
it
verbatim,
it
said
the
commissioner
may
assume
all
governance
for
an
lea
beginning
in
the
2022-2023
school
year
and
then
it
says
more
about
not
having
powers,
so
I
just
want
to
understand
from
a
legalistic
standpoint.
I
know
what
I
heard,
but
if
this
bill
is
to
pass,
when
can
a
commissioner
take
over
a
school
system?
K
H
Katie
robertson,
legal
services,
the
2017-2018
school
year,
the
assessments
were
not
used
to
identify
as
a
priority
school
and
then
also
in
the
2019-2020
school
year.
In
the
2020-21
school
year
it
was
if
80
of
the
enrolled
students
took
the
tcap,
then
they
would
not
be
used
to
identify
as
a
priority
school.
H
K
B
C
C
Okay,
absolutely
so
the
implementation,
sir,
is
a
trigger
every
bill
we
write
here
has
a
trigger
date
in
it
of
when
everything
that
follows
starts
to
happen.
But
if
you
get
into
section
two,
sir
of
section,
two,
a
two:
that's
where
it
talks
in
that's
when,
if
the
commissioner
is
going
to
take
over
a
governance
right
well,
if
you
look
in
there,
it's
got
three
consecutive
years
of
data.
C
Legal
has
just
told
you
that
that
data
can't
be
backwards,
because
there's
no
three
consecutive
years
so
now
moving
forward.
Implementation
of
this
of
this
bill
would
start
in
22
22
23
school
year,
but
because
we
can't
look
backwards
because
there
is
no
way
to
link
three
consecutive
years
as
per
laid
out
in
section
two
of
the
bill.
Your
question
would
be
moot
because
it
would
have
to
be
three
consecutive
years
in
the
future,
because
there's
no
way
to
go
three
consecutive
years
in
the
past,
because
they
don't
exist
from
this
state
backward
three
years.
K
Thank
you,
madam
chair
again.
That's
I
I
say
I
disagree
in
terms
of
this
says:
may
assume
all
there's
nothing
on
the
other
side
of
all
them,
in
my
opinion,
that
this
is
a
a
takeover
at
this
point.
But
then
could
I
also
ask
you,
I
think
I
heard
legal
say
that
schools
that
did
not
meet
the
80
percent
threshold
would
have
their
numbers
taken
into
the
consideration,
thereby
giving
a
pathway
to
last
year
plus
two
previous
years,
so
for
those
schools
that
did
not
in
in
last
school
year
meet
that
80
percent.
C
C
C
C
C
Like
I
said,
moving
forward,
we'd
have
to
have
three
years
of
statistical
data
now,
provided
that
on
not
being
a
fortune
teller,
we
don't
know,
what's
going
to
happen
in
the
next
three,
be
able
to
implement
it
and
this
general
assembly
forgive
everybody's
test,
scores
and
hold
harmless
for
another
year,
which
would
which
would
then
again
two
years
from
now
break
the
chain
in
there
were
many
safeguards
put
in
here.
All
of
these
things,
you're
talking
about
representative,
is
about
the
safeguards
from
the
original
bill.
C
Once
again,
I
keep
coming
back
to
the
kids
here.
It
seems
like
we
keep
defending
the
superintendents.
We
keep
defending
the
system
instead
of
defending
our
students
now
you're
entitled
to
that.
I
I
appreciate
that
and
as
the
presenter
of
this
bill,
I'm
going
to
try
to
answer
everybody's
question
here
to
the
best
of
my
ability
and
it's
just
the
language.
Madam
chairman.
K
B
K
F
You
it's
like:
where
do
we
start?
You
made
a
couple
statements
in
you
when
you
were
presenting
a
bill
that
you
know
you
insinuated?
No,
you
didn't
intimidate.
You
said
that
some
leas
aren't
doing
everything
in
their
power
to
make
tennessee
schools
the
best
in
the
nation,
and
I
just
don't.
I
think
that
most
superintendents
would
probably
take
offense
to
that
and
and
who
would
fight
against
the
improvement
for
their
students,
and
I
had
a
couple
questions
is
one
before
we
start.
F
I
did
go,
look
up
connie
smith,
so
connie
smith,
she
head
up
the
state
education,
accountability
office,
and
this
comes
from
an
interview
that
she
had
with
wplan
news,
and
one
of
the
questions
was
what's
a
state
takeover
and
she
asked
the
question
answer
that
question
and-
and
she
asked
to
ask
some
other
questions-
and
this
was
one
of
her
statements.
She
said
I
want
to
work
with
our
school
director
to
look
at
the
audit,
so
that
tells
me
that
she
did
not
take
over
the
schools.
F
F
C
F
C
F
C
So
it
is
if
you,
if
you
read
once
again
with
me,
section
two
okay,
so
it
says
the
lea
has
not
let
me
back
up.
This
is
after
the
technical
assistance
and
working
with
the
the
current
people
are
not
working.
Then
the
commissioner
can,
if
the
la
has
not
met
the
performance
goals
and
measures
for
now.
Now
it's
a
minimum
of
three
years
on
top
of
one
or
more
of
its
priority
or
focus
schools
another
on
top
of
that
a
three-year
benchmark
too.
C
F
F
Right
I'll
take
that
as
no
the
other
thing
it
seems
like
this
bill
is
creating
a
basically
a
statewide
asd
and
we
we've
talked
about
asds.
You
know
how
I
feel
about
them
and
I
just
feel
like
historic.
We've
had
enough
historical
information
on
asds
of
the
non-performance
of
of
making
to
basically
basically
do
the
job
that
they
were
set
out
to
do
so.
This
is
basically
going
to
put
more
in
this
asd
in
a
statewide
asd.
Is
that
a
true
statement.
C
No,
that's
completely
false.
The
asd
is
a
targeted
school
and-
and
you-
and
I
have
had
numerous
conversations
about
this
about
our
consternation
with
the
achievement
school
district
and
I
think
getting
off
on
a
little
bit
of
a
small
tangent
here.
I
think
we
need
to
look
at
that
seriously
about
the
performance
of
that.
C
What
this
looks
at
is
as
a
district-wide
and
that's
why
you
bring
in
the
performance
data
you
can
have.
You
can
have
one
bad
school.
We
all
have
a
school,
that's
that
is
just
not
performing
where
it
should,
but
to
use
just
that
one
school
to
trigger
the
whole
thing.
That's
not
fair
and
that's
why
you
got
to
have
the
three
years
of
data
there
after
after
the
commissioner
has
provided
technical
assistance
and
support
to
that
district
to
try
to
turn
the
district
around
and
if
that
doesn't
work,
then
the
next
step.
C
C
C
Well,
you
know
what
we
better
start:
building
more
prisons,
drug
addiction,
alcoholism,
teen,
pregnancy,
gang
violence
on
and
on,
and
on
enough,
please
these
are
our
children
folks,
and
I
even
what
we
do
here
guys.
Ladies
and
gentlemen,
whatever
we
do
here,
god
willing
it
moves
forward,
it's
still
got
to
go
through
the
senate,
and
I-
and
hopefully
we
can
argue
over
there.
F
Moody,
thank
you.
You
know
you're
my
favorite
chili,
but
I
just
wanted
to
just
make
sure
that
we
are
we're
clear
here.
I
think
everyone
on
this
committee
understands
that
this
is
about
the
students
and
we
want
to
make
sure
the
students
have
the
best
educational
experience
that
they
could
possibly
have,
but
I
think
that
sometimes
we
impose
our
will
on
the
school
system
without
getting
all
the
stakeholders
at
the
table
and
talking
to
you,
that's
why
it
was
important
for
me
to
ask
you.
How
did
the
commissioner
feel
about
this?
F
F
That
is
drastic
as
this
is
that
we
definitely
have
to
have
all
stakeholders
on
the
same
page
when
we
do
this-
and
I
just
want
to
make
sure
that
we
look
at
this,
because
this
is
a
this,
like
you
said
earlier,
this
is
the
nuclear
option
and
we
want
to
make
sure
that
before
we
push
that
button,
that
is
the
absolutely
last
resort
that
we
have.
So,
let's
just
be
crystal
clear
and
let's
talk
it
out
and
let's
not
rush
through
this,
and
if
we
need
more
time
to
effect
to
feather
this
out.
F
C
I
know
katie's
sitting
there,
so
I
don't
I'm
trying
to
do
this
right.
So
49,
1601
innovations,
innovation
zones
established,
allows
schools.
Commissioner,
the
school
superintendent
to
appoint
staff
and
leadership
at
schools
allows
for
maximum
autonomy
over
financial
programs
and
staffing.
Any
director
can
be
terminated
for
cause.
Any
director
in
the
state
of
tennessee
can
be
terminated
for
cause.
C
This
bill
has
been
going
on
since
last
year.
The
amendments
to
the
bill
haven't
changed
the
nature
of
the
bill.
All
it's
done
is
put
more
preventative
measures
in
place.
That
makes
the
hurdles
even
more
difficult
for
the
commissioner
of
education
and
to
invoke
the
nuclear
option
and
that's
what
it
is.
C
C
C
C
The
commissioner
number
one
will
give
technical
assistance
and
support
to
help
them
get
out
of
the
bottom
five
and
maybe
we'll
keep
making
the
bottom
five
percentage
higher
and
higher
and
higher
in
in
in
our
testing,
to
where
we're
leading
the
nation
in
education
and
our
bottom
five
is
leading
the
nation
in
education
and
statistics,
everybody's
fighting,
because
they're
so
close.
So
ma'am
chairman,
I'm
sorry
for
drawing
on
there
a
little
bit.
B
E
E
There
are
the
fortunate
few
that
will
and
we're
fighting
for
the
very
least
of
these
on
on
these
bills.
So
chairman
sepiki,
my
question
is:
ever
since
I've
been
up
here.
Of
course
we
formed
the
asd
the
priority
schools,
where
the
f.
If
the
state
schools
weren't
performing
that
district,
we
would
take
them
over
and
put
them
in
the
asd.
Now
I've
always
been
a
supporter
of
that,
but
I
am
also
willing
to
admit
it's
been
a
challenging.
E
Is
my
friend
in
front
of
me
right
here
from
shelby
county
foster
male
time,
but
that's
how
we
got
the
innovation
schools
because
they
asked
these
schools
in
my
opinion,
but
we
have
been
challenged
as
a
state.
So
my
question
as
we
put
this
out
for
the
146
147
districts,
how
do
and
our
guest
speaker-
and
I
hope
I
don't
miss
quota-
but
she
said
that
she
understood
the
need
for
improvement,
corrected
acts
corrective
action,
but
this
bill
was
not
the
answer.
E
C
C
C
They
are
some
of
the
problems
are
created
by
us,
but
there
has
to
be
accountability
somewhere
when
the
rubber
meets
the
road
when
we're
graduating
kids
in
high
school,
that
aren't
on
grade
level
in
reading
writing
and
math
that
are
scoring
very,
very
poorly
on
an
act
that
are
struggling.
Our
graduation
rate
in
our
t
in
our
community
colleges
is
51
now
tennessee
promise
51.
C
Our
employers
in
the
private
sector
are
telling
us
begging
us
to
fix
this
system,
because
the
students
we're
turning
out
are
not
ready
for
the
real
work.
The
the
real
world
remedial
coursework
in
our
colleges
and
universities
is
an
all-time
high
on
and
on
and
on.
If
we
all
work
together,
focusing
on
the
same
goal
of
our
children,.
C
C
I'm
worried
about
the
other
kids.
I
didn't
get
to
see,
that's
all
and
helping.
I
I
really
wish
and
I'm
going
to
hear
I'll
get
off
my
soapbox
here
in
a
second.
You
know
what
I
really
wish
we
could
do
is
park
a
bunk,
a
bunch
of
teachers
up
here
in
front
of
us
in
committee
and
just
have
them
tell
us
how
to
fix
the
system.
C
C
That's
what
we
got.
That's
the
real
challenge
chairman
is
we
got
to
get
that
connection
back
to
this
body
and
those
teachers
in
the
classroom
to
tell
us
how
to
solve
the
problems-
and
I
know
this
body
if
they
get
those
teachers
up
here,
we'll
solve
those
problems,
real
quick
hope
to
answer
your
question,
mr
chairman,.
L
L
I
believe
that
everyone
on
this
committee
understands
you
know
where,
where
our
struggle
is
and-
and
I'm
not
trying
to
tell
you
how
to
market
your
presentation
or
how
you
do
your
presentation,
but
many
of
us
been
on
this
committee
long
before
you
got
here
and
we've
been
understanding
where
the
struggle
is
so
the
whole
passionate
plea
about
you
know
the
children
we
we
wouldn't
be
on
this
committee.
If
we
didn't
all
feel
the
same
way
about
the
children,
so
so
you
know
to
to
keep
beating
that
drum.
You
know.
L
L
But
but
technically
you
know
is
this
sound
legislation?
You
know
that
would
actually
be
beneficial
to
our
education
system
and
to
our
our
students.
You
mentioned
that
everyone
is
on
board.
Who
is
everyone?
Because
I
hadn't
not
one
single
person
that
I've
talked
to
said
they
support
this
or
agree
with
this.
C
No,
no,
what
I
was
trying
to
reference.
There
was
doc
george.
I
think
dr
ray
right
has
started
in
a
direction.
That's
been
very
positive
now
for
shelby
county
school
district
in
relationship
to
dealing
more
with
the
state
and
getting
some
help
from
the
state
were
in
the
bill.
Like
section
one,
that's
how
I
was
trying
to
reference
there
that
collaboration
between
the
state
and
the
local
district
now
looks
like
shelby
county
starting
to
become
a
poster
child.
I
guess
you
know
what
I'm
saying
yeah
of
that
type
of
collaboration.
L
Understood
understood,
and-
and
so
I
I
was
I
was-
I
was
looking
at
well
or
listening
to
you
rather
in
regards
to
technical
assistance,
and
I
was
trying
to
trying
to
capture
this
as
fast
as
I
could.
So.
I'm
not
saying
anything
incorrect
that
you
might
have
said,
but
technical
assistance
will
be
given
by
the
commissioner
of
the
state
and-
and
so
my
question
is
with
this-
is
and
then
after
that's
just
unclear
and
then
after
that,
technical
assistance
is
given.
L
C
So
in
the
bill
section
two
starts
starts
where,
if
has
not
met
the
performance
goals,
and
then
you've
got
the
three
years
I've
talked
about
before
of
statistical
data,
then
the
commissioner
can
assume
governance
nobody's
replaced.
Yet,
okay
school
board
stays
right
where
they
are,
the
superintendent
stays
right
where
they
are
and
then
and
then
the
su.
Then
the
commissioner
of
education
provides
technical
assistance,
help
oversight
to
whatever
they
need,
keeping
them
in
control,
but
now
saying:
okay,
we
really
we
got
to
get
this
done
and
so
nobody's
replaced.
C
Then,
if
the
commissioner
feels
like
she's,
I
keep
saying
she
I'm
sorry.
If
the
commissioner
feels
like
they're
not
getting
the
support
from
the
district,
then
the
commissioner
has
to
take
a
recommendation
of
replacement
to
the
state
board
of
education
and
before
that
replacement
takes
place.
That
state
board
of
education
has
to
weigh
in
on
all
the
all
of
the
guidelines
of
performance
data,
priority
schools
three
years
and
then
the
state
board
of
education
has
to
say
yay
or
nay.
Yes,
we
agree
with
you.
L
C
C
C
If,
after
that,
time,
they're
still
not
performing,
then
if
they
would
go,
if
the
commissioner
would
go
to
the
state
board
based
off
of
the
performance
data,
she
would
have
to
sorry.
The
commissioner
would
have
to
make
the
case
to
the
state
board
of
education
of
this
is
the
problem
identified
by
this,
so
it'd
have
to
be
real
hard
data.
That's
why
we
took
it
out
of
the
bill
where
the
commissioner
could
make
this
decision.
C
That's
why
we
put
it
to
the
state
board
of
education,
which
is
confirmed
by
all
of
us,
and
it's
supposed
to
be
a
true
representation
across
the
whole
state
of
tennessee
of
education
experts,
so
those
education
experts
would
be
weighing
in
on
the
commissioner's
request,
people
who
are
versed
in
education,
people
that
understand
this
whole
education
and
policy
and
yeah.
That's
that's
where
we
get
to
thank
you.
B
B
J
Thank
you,
madam
chair.
You
know
I
just
want
to
make
this
one
point.
Real,
quick
and
and
connie
smith
is
going
to
be
an
icon
before
this
is
all
over,
but
I
want
to
make
sure
that
we
don't
misunderstand
that
there
was
a
precedent.
My
my
research
shows
me
that
there
wasn't
a
precedent
and
I
think
that's
important.
J
That
is
there's
not
a
precedent,
that's
similar
to
the
situation
we're
currently.
Speaking
of
so
I
will
make
that
point,
and
I
do
think
you
know
we
all
we
wouldn't
be
here
if
we
didn't
care
about
kids
and
we
spend
lots
of
time
focusing
on
education.
So
it's
obvious.
We
care
about
kids,
it's
about
the
process.
I
think
that
we're
debating
right
now
and
the
process
that
I
I
think
kind
of
just
to
summarize
and
bring
this
all
I'll
try
to
be
as
brief
as
I
possibly
can.
J
It
talks
about
removal
or
appointment
of
school
board
members,
and
there
is
a
process
and
the
process
is
before
the
removal
or
appointment
functions
are
exercised.
The
commissioner
shall
also
appear
before
the
education
committee
of
the
senate
and
the
education
administration
committee
of
the
house
of
representatives
for
that
purpose
and
present
the
reasons
for
the
proposed
actions.
J
My
biggest
concern
is,
we
are
taking
away
the
voice
of
an
elected
official.
I
have
the
utmost
respect
and
confidence
in
commissioner
schwein.
It's
not
about
that,
but
there
should
be
a
due
process
where
it
comes
before
an
elected
body
and
not
left
up
to
the
commissioner
in
an
appointed
position
or
the
state
board
in
appointed
positions.
C
M
M
We
need
more
social
workers
in
our
schools,
we
need
less
smaller
class
sizes,
and
until
we
really
dig
down
into
this
education
system
this
year
and
really
get
to
the
meat
of
the
problem,
you
know
we
can
throw
all
the
money
we
can
throw
all
of
the
departments
that
we
want
to
at
it.
I
believe
it's
really
not
going
to
make
much
of
a
difference,
and
I
just
want
to
be
on
record
saying
that
I'm
going
to
stay
positive
about
education
at
this
time.
M
N
C
C
N
I
appreciate
you
saying
that,
because
because
the
reason
I
want
you
I
I
wanted,
that
echoed
is
because
I
don't
hear
it
discuss
much
and
I
think
we
got
to
get
to
the
root
of
the
problems.
I
don't
think
I
can
support
your
legislation
here
as
it's
written
right
now.
I'd
like
to
hear
from
the
commissioner
herself
and
someone
mentioned
huffman
earlier
when
I
was
one
of
three
other
lawmakers
that
asked
for
him
to
resign
years
ago.
N
I
had
a
lot
of
money
spent
against
my
next
election,
big
money-
I'm
still
here,
and
I
did
it
because
60
something
school
superintendent
signed
a
letter
of
no
confidence,
proverbs
scissors,
wisdom
and
multitude
of
counselors.
I
think
the
idea
that
you
had
about
bringing
teachers
up
man
let's
go
for
it,
because
I
want
to
hear
from
teachers
a
lot
of
teachers
are
afraid
to
speak
up.
That's
the
here's!
What
I'm
hearing
from
teachers
they
feel
like?
They
don't
have
support
from
the
administration.
That's
what
I'm
hearing
from
teachers.
N
Teachers
are
wanting
to
quit
and
I'm
like
man,
why
you
want
to
quit?
Teaching
I'm
not
talking
about
knowing
about
teachers
of
the
year
teachers
that
are
good,
solid
teachers.
What
can
we
do
to
re
recruit
and
retain
those
teachers?
I
couldn't
imagine
being
a
teacher
today.
I
couldn't
imagine
being
on
the
school
board
today.
Could
you
imagine
being
on
the
school
board?
Who
wants
to
be
on
school
board?
I
wouldn't
be
on
school
board
right
now,
but
what
I
want
to
say
is
put:
let's
let
our
locals
decide.
N
You
know,
we've
made
a
lot
of
changes
up
here.
Locals
are
a
little
upset.
I
voted
for
the
partisan
school
board.
Races
I'll
stand
by.
I
support
the
charter
school
last
month
or
two,
I'm
the
only
one
in
my
entire
county
supported
supporting
it's
lonely.
Politics
is
often
lonely,
but
I
think
choice.
Parents
choice,
it's
an
option.
It's
an
option.
N
I
think
the
discussion
of
all
the
issues
we
talked
about.
I
appreciate
representative
hicks
talking
about
these
issues
and
meeting
with
teachers,
and
I
want
to
hear
from
teachers
my
cell
phones,
615-525-3198
they're,
welcome
to
call
me
I'm
sure
I'll
get
lit
up
with
phone
calls,
but
I
worry
about
the
future.
Our
prison
budget
is
1.3
billion,
1.3
billion,
sadly
growing.
We
incarcerate
more
people
than
than
china.
N
Think
about
that
chairman
reagan,
china,
we
incarcerate
more
people.
What
is
it
it
goes
back
to.
Education
goes
back
to
that.
Family
unit
goes
back
to
myriad
of
issues.
The
drugs
mental
health
childhood
trauma
social
workers.
Thank
you
for
saying
that
school,
counselors
nurses.
How
do
we
continue
to
fund
this?
I
get.
I
want
to
support
the
governor.
That's
a
lot
of
money.
He's
talking
about
it's
a
lot
of
money.
I
want
to
make
sure
we
get
a
good
return
on
investment.
Just
like
sipiki
would
want
a
good
return.
N
A
A
N
C
The
representative,
who
just
spoke
probably
hit
the
nail
on
the
head
about
this
bill.
Our
teachers
are
afraid
to
come
forward.
Why?
Who
controls
the
teachers
think
about
that?
One
think
about
that
who
controls
the
teachers?
Why
are
our
teachers
scared
to
come
up
here
and
talk
to
us
answer
that
question
for
you
right
there
off
the
off
topic
there,
but
that's
a
great
comment
and
you
all
know
it's
true
and
it's
not
it's
not
the
teachers
are
the
problem.
B
B
B
B
B
I
I
A
L
If
you
don't
mind
quickly,
thank
you,
madam
chair,
and
to
my
colleague
in
order
to
get
that
roll
call
vote.
We
have
to
ask
for
that
before
the
vote
now
the
only
way
to
to
change
that
is.
If
madam
chair
decides,
she
wants
to
she
or
she'll,
allow
it
or
to
challenge
the
chair
as
much
as
I'm
with
you,
because
I
did
have
some
things
that
I
wanted
to
point
out
about
this
bill.
Parliamentary
wise.
We
are,
you
have
to
ask
for
the
roll
call
vote
before
that
vote
was
taken
over.
I
Madam
chair
and
I
certainly
fully
respect
you
and
your
rulings
and
so
forth.
It
was
my
understanding
that
if
there
was
a
voice
vote,
but
there
were
sufficient
numbers,
three
or
more
hands
to
challenge
that
voice
vote
on
calling
the
question
that
there
would
be
a
roll
call
vote
on
calling
the
question
first
and
that's.
Why
I
raised
my
hand,
because
I
wanted
to
continue
to
at
least
have
another
opportunity
to
say
something
about
the
bill
before
we
took
a
vote,
but
I'll
certainly
defer
to
whatever
the
chair's
ruling
is.