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From YouTube: House Education Instruction Committee- March 31, 2021
Description
House Education Instruction Committee- March 31, 2021
C
D
A
A
C
Thank
you,
madam
chair.
Now.
This
is
a
bill
that
deals
with
apprenticeships
and
high
schools
and
has
three
basic
things.
It
does
pretty
simple
bill
one.
It
requires
each
public
high
school,
including
public
charter,
high
schools
to
designate
a
teacher,
a
principal
or
some
other
employee
council,
or
someone
to
serve
as
the
apprenticeship
training
program
contact
for
this
for
the
school.
C
The
second
thing:
it
requires
the
department
of
education
to
compile
and
publish
to
its
website
a
directory
of
the
name
and
contact
information
for
the
training
program,
contact
for
for
each
public
high
school,
and
finally,
it
just
requires
the
department
of
education
to
update
that
list.
Every
year
by
september,
the
1st
the
department
of
education
is
deferred
on
this
bill,
and
the
fiscal
note
shows
that
they
feel
that
they
can
do
all
of
this
within
their
existing
resources.
A
B
A
A
C
Thank
you,
madam
chairman
and
committee
house
bill
487
is
a
drafting
code.
1744
is
a
very
simple
bill.
It
looks
at
the
current
code,
which
has
inserted
that
a
family
life
curriculum
will
be
taught
in
counties
that
to
age
groups
15
through
17
year
olds
and
that
in
counties
that
have
a
a
pregnancy
rate
of
19.1
per
1000.
C
What
this
simply
does
is
it
removes
those
age
limitations
and
instructs
counties
to
develop
a
family
life
curriculum
based
on
current
criteria
already
in
code,
and
it
removes
that
age
limitations
making
it
age-appropriate
and
it
removes
those
pregnancy
triggers
and
again.
This
has
nothing
to
do
with
changing
the
criteria
or
adding
a
criterion,
and
instead
just
removes
those
limitations
and
opens
it
up
for
all
counties,
and
with
that,
madam
chairman
I'll,
be
happy
to
take
questions.
A
Thank
you
for
that
explanation.
Do
we
have
any
questions
from
the
members
all
right
questions
been
called
seeing.
No
opposition
all
in
favor,
say
aye
any
opposed.
No,
your
bill
passes
on
to
calendar
and
rules.
Thank
you,
chairman
of
committee.
Thank
you
and
number
three
on
our
calendar.
Excuse
me
house,
bill
1537
by
chair,
lady
weaver.
E
A
E
Hey,
thank
you
chairman.
Thank
you.
Committee
members.
Again
this
year
has
been
the
year
of
focus
on
on
content.
This
bill
is
really
simple.
This
amendment
states
that
the
department
of
education,
nor
any
other
of
its
officers
tasked
with
training
newly
appointed
members
of
the
commission,
shall
attempt
to
influence,
interfere
with
or
otherwise
affect,
one
the
commission's
review
or
recommendation
of
textbooks
and
instructional
materials.
E
This
commission
is
their
mission,
is
to
be
watchmen
on
the
wall
and
to
watch
what
content
goes
before
our
children
and
that's
what
we're
tasked
to
do
as
an
education
committee
is
to
to
confirm
those
members
on
that
commission.
This
keeps
the
commission
independent
they're
on
their
own
and
that's
what
the
bill
does.
F
Thank
you,
madam
chair.
Why
would
we
not
ask
the
folks
that
we're
we've
employed
and
that
spend
their
full
time
furthering
the
public
education
causes
in
in
in
the
state
for
their
input?
I
mean,
as
you
say,
we
we
approve,
but
to
say
that
they
should
not
have
any
input
to
build
a
firewall.
There,
I
think,
is,
is
a
bit.
E
Well,
we
have
had
experiences
where-
and
this
is
probably
before
your
watch,
sir,
but
we've
had
experience
where
the
commission
was
influenced
or
coerced
or
basically
their
authority
was
undermined
and
we
set
these
people
up
to
do
the
task
and
basically
the
commission
protects
the
department
of
ed.
So
the
department
of
ed
should
be
actually
thanking
the
commission
for
being
the
the
wall
of
protection.
F
E
F
F
We
we
need,
as
chairman
picky
says,
we
need
the
best
and
the
brightest
to
make
our
school
systems
the
best.
So
again
we're
we
are
approving,
so
we
will
do
our
due
diligence
but
to
have
no
input
from
the
people
that
we've
hired,
that
we
said
we're
hiring
the
best
and
the
brightest
to
work
for
us
and
to
work
for
the
people
of
the
state
of
tennessee
to
to
sever
their
abilities
to
to
bring
us
names.
I
I
think
is
a
is
a
is
a
bit
draconian.
E
E
E
I
might
not
be
here
the
next
term,
but
they'll
probably
be
here.
You
know
what
I'm
saying
so,
I'm
just
saying
is
we
set
the
policy?
The
departments
are
the
ones
that
work
for
us,
that's
how
it's
supposed
to
be,
because
we
are
accountable
to
what
happens
down
here,
not
departments
and
not
the
agencies.
So
we
set
the
policy.
The
education
committee
is
the
one
that
confirms
these
folks.
That
voluntarily
also
have
a
passion
at
what's
before
their
children.
Some
of
them
are
mothers,
grandmothers,
they're
very
they
have
high
stakes
in
what's
before
our
kids.
A
D
E
D
D
E
D
D
D
G
G
That
may
you
know,
even
even
you
know,
spur
the
the
textbook
commission
to
to
see
something
differently,
and
I
just
don't
want
us
to
be
absent
of
that
by
by
putting
this
this,
this
separation,
you
know
between
the
textbook,
commission
and
administration.
Now,
do
I
agree
with
you
wholeheartedly
about
you
know
trying
to
put
pressure
on.
G
I
I
think
we'd
be
cutting
off
our
nose,
despite
our
face,
if
we,
if
we
created
this
this
this
separation
between
them
this
this
this
wall,
to
where
the
and
also
I
think
it's
important,
also
that
we
we're
careful
about
creating
an
entity,
that's
tied
to
state
government
that
is
beyond
reproach,
so
to
speak
and
and
and
because,
once
we
pass
this
into
law,
we're
we're
stuck
with
it.
And
so
that's
just
that's
my
my
position
on
that
and
chair
lady
weaver,
respectfully.
E
C
E
What
do
you
think
the
the
the
morale
of
that
commission
would
be
after
a
period
of
time
if
they're
not
listened
to,
if
their
ideas
are
not
considered
after
a
period
of
time?
It
weakens
that
commission
we
had
a
problem
with
having
attendance
and
not
having
a
quorum
of
the
commission
attending,
and
why
is
that
so
because
their
opinions
were
not
regarded,
their
opinions
were
weakened
by
the
department
and
that's
not
the
mission
statement
of
the
commission.
The
commission
is
at
the
helm.
E
C
C
Think,
apart
a
lot
of
the
times
when
we
and
that
we
have
even
in
our
bills
in
the
process,
we
don't
get
enough
stakeholders
involved
and
because
everyone
is
not
going
to
agree,
but
in
order
for
us
to
get
up
to
an
equitable
solution,
we
have
to
have
all
sides
around.
So
I
think
part
of
the
commission
and
the
department's
job
is
to
not
always
have
the
same
view,
but
some
way
come
out
to
what's
best
for
our
students,
so
I
I
just
think
that
maybe
this
could
hamper
that
effort.
C
E
A
B
A
A
B
Okay,
thank
you.
Let
me
give
you
the
committee
a
little
bit
background
and
then
also
have
the
department
of
education's
miss
eve,
carney
and
charlie
buffalino
here
that
can
answer
questions
also,
but
everyone
knows
that
the
federal
government
requires
each
state
to
have
a
intervention
plan
in
their
state
for
your
low-performing
schools.
B
Well,
back
in
2010,
the
general
assembly
passed
the
achievement
school
district
for
our
state
and
what
this
legislation,
but
one
thing
we
didn't
do
back
then
we
we
got
the
asd
started,
but
we
really
did
not
come
up
with
a
good
plan
of
time.
Just
because
we
thought
we
had
10
years
is
how
these
schools
would
transition
out.
So
we're
approaching
right
around
eight
years.
I
believe
now.
B
So
what
this
particular
bill
is
doing
with
is
putting
in
place
a
transition
plan
for
the
asd
schools
coming
in
the
future
and
by
the
way,
a
task
force.
An
asd
task
force
met
last
summer
and
all
the
way
through
the
fall
until
january
and
to
put
in
the
best
things,
and
so
let
me
just
kind
of
give
you
the
context
and
then
a
few
more
points,
and
then
we
can
bring
up
the
department
if
it's
the
will
of
the
committee.
B
The
achievement
school
district
was
first
established
in
2010
to
serve
as
tennessee's
most
intensive
intervention
for
priority
schools
under
the
achievement.
School
district
state
legislation
prior
to
schools
identified
for
placement
in
the
asd
were
transferred
from
the
local
school
board's
jurisdiction
to
the
jurisdiction
of
the
asd.
B
Once
in
the
asd,
the
mission
was
to
turn
around
the
school
academically
and
then
return
to
the
district
of
origin.
The
creation
of
the
asd
spurred
an
unprecedented
focus
on
the
lowest
performing
schools,
both
at
the
state
and
district
level,
with
multiple
districts
implementing
high
quality
district-led
interventions,
which,
by
the
way
is
one
thing.
I've
always
appreciated
asd
because
it
caused
our
lease
to
also
look
at
plan
plans.
B
The
challenge
is
the
first
cohort
of
asd
schools
approach
the
statutory
exit
point
of
10
years.
We
need
a
robust
framework
for
schools
to
exit
asd
governance.
Schools
face
a
looming
deadline
with
no
secure
path
to
continue
serving
their
communities
and
their
students,
and
so
the
solution
in
this
bill
is
the
legislation
creates
clear
opportunities
for
the
asd
schools
to
continue
serving
students
and
communities
if
they
have
shown
adequate
performance.
B
These
multiple
pathways
include
options
to
return
to
the
lea
of
origin,
applying
to
the
tennessee
public
charter
school
commission,
which
this
general
assembly
set
up
last
last
year.
It's
a
nine-member
commission
that
also
has
a
school
director
or
a
director,
or
they
can
remain
under
the
governance
of
asd
if
the
parents
so
choose
with
a
60
percent
a
vote.
B
This
legislation
also
provides
short-term
facility
security
by
requiring
that
the
local
lea
allow
the
charter
schools
to
purchase
and
or
lease
the
facility
that
they
are
in
for
at
least
three
years
or,
of
course,
purchase
it
at
fair
market
value
and,
lastly,
by
creating
multiple
pathways
for
schools
to
exit
the
asd
governance.
Schools
are
empowered
to
work
with
their
community
district
of
origin
and
state
charter
authorizers
in
determining
the
best
course
of
action
to
improve
outcomes.
For
the
students
they
serve
with
that,
madam
chairman,
I
renew
the
motion.
G
Thank
you.
Thank
you,
madam
speaker.
Get
some
roll
right
back
to
the
top.
So,
mr,
mr
chairman
and
chairman
white,
the
what's
the
what's
the
difference,
and
we
had
a
brief
discussion
about
this
and
you
you
know
what
my
concerns
are
about
it.
What's
the
difference
under
the
old
law,
it
said
that
tell
me
what
it
said
about
schools
returning
back
to
the
lea
and
you
can
you
can
relax.
Mr
chair,
you
look
a
little
stressed
over
there.
I'm
I'm
going
to
be
kind
to
you.
B
What's
the
difference.
Well,
that
is,
that
is
the
thing
there
really
was,
not
a
clear
exit
plan.
That's
why
the
task
force
met
last
this
past
summer
and
everything
to
come
up
with
this
particular
plan.
There
wasn't
a
clear
one
as
we
have
gone
through
the
past
eight
years,
like
in
anything
priority.
Schools
are
very
difficult
to
turn
around
and
we
in
the
state
found
that
out,
and
so
there
has
been
successes,
there's
also
been
failures,
and
so
we
always
want
just
the
best.
B
Well
so
that
we
create
the
asd?
Well,
the
challenge
is
there,
like
I
say,
a
lot
of
the
these
low-performing
schools
have
many
many
challenges.
We
know
that,
but
that
doesn't
negate
from
the
fact
that
we
really
really
are
trying
and
will
continue
to
try.
There
have
been
successes
and
failures,
so
there
hasn't
been
a
clear
exit
plan.
This
puts
three
pathways
in
for
the
exit
plan
moving
forward,
but
it
basically
protects
those
that
are
higher
performing
than
those
that
are
not.
G
You
thank
you,
madam
chair,
madam
chair.
If,
if
you
don't
mind
because
my
my
my
fellow
delegation
member
who
I
love
right,
he
didn't
give
me
an
answer
to
my
question.
So
if
we
can
go
out
of
session
for
a
second
for
legal
to
to
answer
what
the
law
currently
says
about
schools,
the
asd
and
schools,
returning
to
the
lea,
if
you
don't
mind,
I
just
want
to
want
to
know
so
I
can
know
what
I'm
asking
okay.
H
John
williams,
office
of
legal
services
in
491,
614,
subdivision
k1,
it
says
a
school
that
has
been
removed
from
an
lea
and
placed
in
the
asd
shall
remain
in
the
asd
until
the
school
is
no
longer
identified
as
a
priority
school
pursuant
to
491
602
for
two
consecutive
cycles,
beginning
with
the
2017
priorities.
Priority
school
list,
provided,
however,
that
no
school
shall
remain
for
more
than
a
10-year
period.
G
A
H
G
Thank
you
and
and
madam
chair,
and
if
you
would
be
a
little
patient
with
me
today,
you
know
this
is
near
and
dear
to
my
heart.
If
you
don't
mind
so,
the
the
the
commissioner
in
consultation
with
the
lea
prior
to
the
10
years
is
supposed
to
develop
a
transition
or
is
that
after
the
10
years
or
in
and
is
it
still
didn't,
say
anything
specifically
about
the
schools
that
didn't
that
still
underperformed
under
the
asd?
Is
there.
H
G
H
G
F
F
A
G
G
I
Thank
you.
Thank
you.
Thank
you,
chair
lady,
and
thank
you
chairman
white,
for
carrying
this
piece
of
legislation.
Just
a
few
brief
comments
on
this.
I
think
really
why
this
piece
of
legislation
is
timely,
as
was
mentioned
by
chairman
white,
we
are
coming
up
on
the
asd
being
in
existence
for
10
years.
We
believe
that
there
is
some
clarity
needed
in
statute
is
in
terms
of
what
some
of
those
exit
plans
are
and
very
much
what
started.
This
process
was.
I
That
law
being
passed,
kicked
off
a
series
of
stakeholder
meetings
that
we
had
with
a
lot
of
interested
parties,
which
identified
a
lot
of
the
issues
and
the
need
for
clarity,
some
stability
for
those
schools
and
clear
pathways
for
all
involved
that
really
have
fed
into
this
piece
of
legislation
and
what
it's
proposing
a
couple
things
to
sort
of
point
out.
This
is
about
creating
both
autonomy
for
operators,
who
have
been
performing
well
and
having
high
results
to
have
the
opportunity
for
those
select
schools
to
apply
to
the
commission
directly
to
continue
operating.
I
The
commission
would
have
full
authority
to
approve
or
deny,
as
well
as
set
the
process
for
how
they
will
hear
those
applications,
and
we
don't
intend
to
have
any
of
those
schools
start
moving
until
after
the
22-23
school
year.
But,
as
chairman
white
said,
there
are
also
some
schools
that
have
not
been
showing
that
level
of
high
growth
that
should
not
be
given
that
opportunity
to
sort
of
apply
directly
to
the
commission.
I
I
Our
sort
of
primary
objective
here
is
for
schools
that
that
are
making
progress
and
serving
students
and
families
well
that
they
have
the
opportunity-
and
it's
just
the
opportunity
to
continue
to
serve
those
families
and
to
do
so
in
a
way
that
is
as
the
least
disruptive
to
those
students
and
families
in
terms
of
their
education
services.
That's
certainly
what
we
are
trying
to
accomplish
here
and
dr
carney.
If
you
have
any
additional
comments,
please
feel
free.
I
J
I
would
just
say
to
add
charlie's
comments.
This
is
an
intervention
that
we
are
trying
to
solve
for
ways
to
exit
students
from
schools
that
have
varying
success
rates
and
so
really
trying
to
be
thoughtful
about
limiting
the
disruption
to
students
and
families
who
are
currently
being
served
by
these
schools.
In
this
current
intervention.
K
I
Thank
you
for
the
question
representative.
So
the
bill
lays
out
that
districts
would
have
the
option
if
a
school
exits
the
asd
and
is
approved
by
the
commission,
to
change
essentially
an
authorizer,
they
would
need
to
either
offer
to
sell
the
facility
to
the
district
or
lease
or
I'm
sorry.
Excuse
me,
sell
the
facility
to
the
charter
operator
or
lease
the
facility
at
or
below
fair
market
value
for
a
period
of
three
years
only
three
years,
so
the
purpose
of
that
is
obviously
finding
facilities
can
be
a
real
challenge.
I
It
creates
at
least
a
short-term
sort
of
stability
there
so
that
if
a
charter
school
is
going
to
need
to
find
a
more
permanent
home
if
the
switch
is
taking
place,
there
is
at
least
a
certain
period
of
time
by
which
they
could
continue
to
use
that
facility.
But
the
district
would
be
compensated
and
there
is
some
additional
language
in
there
if
they're
in
terms
of
each
could
get
their
own
separate
appraisal.
K
K
K
I
Okay,
I
think
I
understand
the
question,
so
I
I
don't
believe
it
would,
what
the
language
says
and
and
and
there's
sort
of
an
existing
process
here
that
we're
sort
of
modeling
this,
after
with
vacant
or
under
utilized
facilities.
If
a
district
has
those
they
have
to
publish
those
on
a
list
so
that
charter
schools
have
the
opportunity
to
be
a
part
of
that
process,
and
the
reason
for
that
is
just
public
taxpayers
paid
for
these
buildings
to
be
used
for
schools,
and
so
it
should
continue
to
have
an
educational
purpose.
I
All
that
this
bill
would
say
was
that
they
would
have
to
provide
if
they
are
selling
the
facility.
The
occupying
operator,
if
they're
going
to
the
commission
and
have
that
pathway,
a
ride
of
first
refusal
to
purchase
that
facility
at
or
below,
fair
market
value
or
the
leasing
option
that
I
already
described.
A
A
D
H
D
H
D
Thank
you
so
question
on
on
not
question
on
the
bill.
A
question
on
this
bill
is:
what
is
the
process
for
a
a
school
in
the
asd?
According
to
this
bill,
who's
the
authorizer
who's
going
to
take
them
over,
and
I
assume
it's
the
charter
school
commission,
and
will
they
be
acting
as
the
lea
then
going
forward.
I
J
So,
within
our
school
state
accountability
model
for
school
accountability,
we
have
a
criteria
by
which
you
exit
priority
status.
There
are
several
gates
through
which
that
are
opportunities.
For
that
to
happen,
the
first
one
would
be
a
one-year
success
rate
that
exceeds
the
10th
percentile
for
the
most
recent
year
for
the
two
most
consecutive
years.
The
second
option
would
be
exceeding
the
15th
percentile
one-year
success
rate
for
the
most
recent
year.
There's
also
the
opportunity
earning
a
t-boss
four
or
five
for
the
two
most
recent
years.
J
I
I
So
if
that
were
to
happen-
and
they
were
that
the
commission
and
the
bill
speaks
to
some
rule
promulgation
to
allow
them
to
set
up
their
process
for
how
they
are
going
to
take
any
of
these
transfers
from
the
asd
and
the
charter,
commission
would
have
full
autonomy
to
approve
or
deny
at
that
point
at
that
point
in
time,
the
charter
commission
would
become
the
authorizer
and
the
lea
for
that
school.
Going
forward.
I
If
I
understand
your
question
correctly,
yes,
I
think
you're
referring
to
authorizer
fees
that
that
sort
of
current
yes
and
so
so.
Every
charter
school
in
the
state
there
there's
an
authorizer
fee.
That's
paid!
That's
true
for
district
authorized
schools!
That's
true
for
commission
authorized
schools!
That's
true
for
asd
authorized
schools.
So
if
it
shifted
to
the
commission
that
authorizer
fee
would
go
to
the
commission.
A
G
G
You
can
knock
your
head
for
that
too.
We
all
we
all
know
the
same
thing.
It
has
come
on.
Y'all.
Okay,
listen,
madam
chair!
If,
if,
if,
if
you
will,
if
you
can
gather
for
a
moment
of
truth
from
all
of
us,
so
that
we
can
get
this
thing
right,
you
know
we
we
we
understand
and
and
department
is
not
an
indictment
on
on
you.
So
you
know
you
don't
have
to
look
at
me
still
face
we're
from
the
same
area
right
from
the
west
coast
together.
G
So
let's,
let's
be
west
coast
brothers
for
a
second,
so
you
know
you
know
the
the
asd
has
not
performed
to
the
to
the
level
that
we
wanted
it
before
that.
That's
that
better,
for
you,
a
little
softer
right
and
so,
and
so
with
with
that
understanding,
there
are
some
schools
that
that
did
not
come
off
of
the
priority
list
and
the
majority
of
them
haven't
and
unless
we're
going
to
have
conversation
and
truth,
y'all
yeah.
No
indictment
on
anyone,
you
know
we
try
things.
G
I
J
Good
question
just
here
to
answer
your
question
in
terms
of
the
portfolio
of
schools.
Currently,
in
the
asd
there
are
27
schools
serving
8
971
students,
27
of
those
schools.
23
of
those
are
charter.
Schools,
four
are
continuing
to
be
directly
run
by
the
department
in
terms
of
the
schools
that
have
met
the
criteria
that
I
just
outlined.
We
have
over
the
since
2012
we
have
had
three
schools
meet
the
priority
exit
criteria.
J
I
will
also
add
that
we've
had
10
schools
that
have
moved
out
of
the
bottom.
Five
percent
and
four
of
those
schools
have
maintained
that
for
two
consecutive
years.
So
there's
there
are
things
there
are
noteworthy
growth
and
progress
taking
place,
but,
as
you
noted,
and
we
would
certainly
underscore
it
is,
it
is
very
hard
challenging
work
and
sometimes
longer
takes
longer
than
we
would
want.
But
three
schools
have
met
the
criteria
that
I
outlined.
G
And
and
agreed
100
with
everything
that
you
just
said,
and
so
I
want
to
be
clear
that
this
is
the
you
know,
my
my
questioning
and-
and
I
hope
I
can
speak
for
everyone
on
the
committee-
is
not
an
indictment
on
the
teachers
and
the
students
you
know
of
the
of
these
schools,
but
you
know,
but
I
do
want
us
to
have
a
conversation,
the
truth,
so
that
we
can
get
the
solutions
that
are
that
are
needed
to
to
create
those
continued
successes.
So
three
of
them.
G
J
Yes,
sir,
the
exit
criteria
for
the
achievement,
school
district
and
priority
status
would
apply
to
all
schools.
However,
this
legislation
is
specific
to
the
exit
of
charter
schools.
The
transition
plan
that
was
discussed
earlier
by
chairman
white
would
be
applied
to
the
direct
run
schools.
There
would
be
a
transition
plan
developed
prior
to
their
exit
and
transition.
J
So
ultimately
they
will
transition
out.
There
will
be
a
transition
plan
developed
last
summer,
charlie
referenced
public
chapter
777
and
the
legislation
requiring
the
department
to
develop
a
transition
plan
that
we
were
that
was
submitted
to
the
education
committees.
That
legislation
also
had
language
that
no
school
could
exit
prior
to
the
2425
school
year
so
where
that
process
will
begin
that
that
transition
plan
will
begin
to
be
developed.
But
right
now
that's
the
current
language
and
something
we're
addressing
in
this
amendment.
J
G
Okay,
so
so
let
me
ask
you
this
just
shifting
a
little
bit
and
and
then
I
want
to
come
back
to.
I
just
got
a
few
questions.
Madam
chair,
the
the
fair
market
value.
Let's
talk
about
that.
If
a
school
building
was
going
to
be
shuttered
by
the
lea
and
the
let's
say,
one
of
the
the
schools
decide
they
want
to
stay
in
the
school
stay
in
that
building.
I
I
G
Sorry,
right
and
and
and
no
trip
ups-
you
just
literally
just
gave
me
this
question,
so
the
language
specifies
that
you
know
in
that
negotiation.
The
money
the
investment
made
into
the
building
by
the
the
charter
would
come
out
of
the
come
out
of
that,
come
off
the
top.
So
so
is
that
being?
Is
that
the
same
for
both
the
lea
and
the
charter,
because
some
of
the
leas
have
made
investments,
capital
improvement,
investments
in
these
buildings
also,
while
the
asd
charters
were
operating
in
them,
so
is
that
is
that
in
the
legislation
too,.
G
Okay,
okay,
okay,
okay,
okay
and
but
but
I
think
that
for
clarifying
purposes
that
language
needs
to
be
added
into
this
bill,
if
at
all
possible,
so
that
so
that
you
know,
there's
not
an
appearance
of
a
weighted
negotiation
being
being
sent
forth.
Did
that
make
sense
to
you
just
now,
you're
here,
mr
chairman?
G
I
So
what
this
legislation
sort
of
lays
forth
is,
if,
if,
if
sort
of
they,
they
meet
that
priority
exit
status
or
determined
to
have
shown
significant
growth
to
have
that
opportunity
if
they
don't
meet
that
status,
it's
sort
of
up
to
the
charter
operator
at
that
point
right
there.
Let
me
finish
in
the
sense
that
up
to
their
10-year
sort
of
agreement,
they're
allowed
to
continue
to
sort
of
exist
in
the
asd.
It
was
mentioned
earlier
by
legal.
I
The
commissioner
has
the
authority
to
remove
a
school
from
the
asd
at
any
time,
so
there's
no
guarantee
they
would
get
the
full
10
years.
But
if
you
don't
have
an
approved,
it's
the
same
with
like
an
existing
charter.
Actually,
if
you
don't
have
an
existing
charter
charting
a
charter
agreement,
they
could
sort
of
try
to
return
to
the
lea.
I
They
could
give
up
the
school
if
they
so
chose,
or
at
the
end
of
it
they
could
have
the
opportunity
as
if
they
were
a
new
start
charter
school,
to
apply
to
the
district
to
see
if
the
district
wanted
to
authorize
them
and
if
they
were
denied.
They
could
appeal
to
the
charter
commission,
which
is
exactly
what
the
process
would
be
for
a
new
start
charter
school.
So
I
I
would
anticipate
that
some
of
those
schools
ultimately
would
wind
up
being
closed,
but.
G
I
I
I
got
your
question
now,
so
you
know
priority
lists
will
continue
to
be
run
right.
So
that's
a
new
process
every
three
years,
dr
carney,
I
don't
know
if
you
can
speak
to
the
next
one
sort
of
coming
up,
but
that
bottom
five
percent
is
constantly
sort
of
readdressed.
Every
three
years
schools
are
put
on
different
tiers
of
intervention.
I
You
know
first
being
sort
of
district-led
and
then
there's
a
phase
two
and
then
sort
of
an
ultimate
asd
possibility
there
for
the
option
for
for
a
school
to
come
under
the
umbrella
of
the
asd,
and
so
those
future
sort
of
lists
may
identify
the
same
schools
or
new
ones.
But
I
think
it's
our
intention
to
sort
of
proceed
with
this
transition
plan
for
all
the
schools
that
are
currently
in
there
and
then
it
will
be
sort
of
an
asd,
2.0
or
sort
of
new
looking
process
in
the
future.
G
And
so,
and
and
that's
what
I'm
trying
to
get
at,
and
I
think
I
think
that
we
just
for
you
know
I
always
talked
mentioned.
You
know
we
want
to
make
sure
that
the
department
of
education's
credibility
is
intact,
with
with
everyone,
the
members,
the
the
lease
and
and
and
everyone
involved,
and
I
think
that's
a
good
thing.
I
think
that
the
department
of
education,
having
that
credibility
where
people
believe
in
and
you
know
what
they're
doing
in
the
direction
and
everyone's
moving
in
the
same
direction
together
as
a
unit.
G
E
G
G
Yes,
ma'am,
yes
ma'am,
and
I
just
I
thank
you
and
I
just
want.
I
just
want
clarity.
I
guess
we're
whistling
instead
of
gambling
now,
but
I
appreciate
that
I
I
I
expected
that
from
chairman,
sir
picky,
but
I
did
not
expect
that
from
you
right
so
so
and
I
just
want
clara.
This
is
an
important
deal.
It's
a
very
important
bill
for
all
of
us.
G
It
is,
and
so,
if
y'all,
just
if
you
don't
mind,
just
bear
with
me
for
a
few
more
minutes,
so
the
the
those
schools
that
are
underperforming
with
the
asd,
just
so
I'm
clear
they
they
do
not.
They
won't
they'll,
be
shuttered
or
they'll,
but
they'll
be
able
to
apply
with
the
lea.
Is
that
is
that
what
happens.
J
Yes,
sir,
and
I
think
the
most
important
thing
from
what
you
shared-
and
I
appreciate
your
comments,
because
when
we
convened
the
group
of
stakeholders
last
summer
and
we
met
every
month
through
the
entire
fall,
the
one
thing
that
we
took
away
from
that
is
that
this
transition
and
any
transition
plan
for
an
asd
school
to
return
to
the
lea
or
any
or
to
the
charter
commission.
For
that
matter,
it
should
not
be
a
one-size-fits-all.
J
It
has
to
be
done.
School-Specific
plans
should
be
developed
with
the
stakeholders
and
that's
why
we
that
plan
would
never
be
something
that
the
department
would
develop
in
isolation,
but
with
the
stakeholders,
the
community,
the
school
leaders,
the
lea,
and
that
is
the
way
that
that
plan
is
developed.
But
to
your
point,
a
school
that
is
underperformed
in
the
asd.
J
We
would
be
taking
more
rigorous
steps
to
intervene
while
they're
still
in
the
asd,
but
also
knowing
that
we're
talking
about
the
transition
of
students
and
so
making
sure
that
we
have
a
sound
transition
plan
for
all
students
in
that
process.
So
it
could
be
that
they
go
and
apply
to
the
lea
and
are
denied,
but
there
still
would
be
a
transition
plan
to
ensure
that
all
students
are
thought
fully
transitioned
as
seamlessly
as
possible.
Thank.
G
You
thank
you
much
clearer
than
your
your
your
partner,
I'm
just
kidding
last
question.
Why?
Why-
and
this
goes
this
goes
to
again
to
to
lea-
I
mean
to
department
credibility.
You
know
why
are
we?
Why
did
we
not
because,
under
the
legislation,
the
original
legislation
we
said
these
schools
would
be,
you
know,
would
transition
back
to
the
lea?
That's
that's
that's.
I
think
that
was
the
spirit
of
the
of
the
of
the
original
legislation,
but
why
are
we
not
giving
the
districts
the
first
right
at
these
schools?
G
And
let
me
let
me
further
qualify
that
we
have
a.
We
have
a
process
in
place
for
appeals
for
charters.
You
know
if
the
district
doesn't
want
a
charter,
they
can
appeal
to
the
charter.
Commission
and
the
charter
commission
can
approve
it
under
this
legislation
in
in
the
spirit
of
cooperation
with
all
of
the
districts
that
are
affected.
We
could
have
said
in
this
legislation,
and
I
wish
you
would
give
it
some
real
consideration.
G
Let's
give
the
if
a
school
is
going
to
transition
if
a
school
comes
out
of
a
district,
that
district
should
have
the
ability
to
say
yey
or
nay
in
regards
to
that
school,
even
if
you
wanted
it
to
continue
to
be
a
charter.
That
charter
should
should
that
district
should
have
the
first
right
of
of
hey.
We
want
our
students
back,
we
weren't
sorry
about
that.
Google's
kicking
in.
We
want
our
students
back,
you
know
into
the
district
and
it's
negotiated
from
there
as
to
what
that
looks.
G
Like
now,
let's
say,
for
instance,
if
it's
a
high
performing
charter,
which
we
all
love
for
the
record,
if
it's
a
high
performing
charter,
they
you
know
they
transition
back
to
the
district.
The
charter
says:
hey:
we
want
to
remain
a
charter,
the
district
says.
No,
we
don't
want
you
to
be
a
charter.
The
charter
can
then
go
based
on
the
law.
Now
can
then
go
and
appeal
to
the
charter
commission,
which
always
approves
the
stuff
in
shelby
county
anyway.
J
Thank
you
for
that,
and
I
would
just
say
that
this
amendment
really
is
just
about
providing
an
alternate
pathway
to
streamline
the
process
just
for
higher
performing
charter
schools.
These
are
not
new
start
schools.
These
are
schools
that
have
been
serving
kids
well
in
communities
currently,
and
our
concern
is
that
in
the
current
process
that
you
just
alluded
to,
where
the
charter
commission
is
solely
the
appellate
authority,
there
is
a
process
there
and
it's.
It
is
first
the
application
to
the
laa
denial
by
the
lea
appeal
to
the
lea
denial.
J
G
Completely
understandable,
but
our
pathway
that
we
have
works
right
now.
You
know
for
the
appellate
process
and
even
in
this
amendment
you
can
expedite
the
the
the
decision
making
and
the
appellate
process.
So
it
doesn't
disrupt.
You
know
any
transition,
but
we
have
a
system
in
place
and
and
we're
circumventing
you
know
the
lea
in
this,
and
so
I
really
want
y'all
to
think
about
that.
Thank
you,
madam
chair.
Thank
you
committee
members
for
your
indulgence.
I
really
appreciate
you.
A
A
A
B
A
B
Okay,
what
this
does
committee,
basically
there's
just
two
quick
objectives-
is
brought
to
me
by
the
state
board
of
education.
Basically,
we
passed
a
bill
earlier
administration
bill
where
we,
where
our
instruction
materials
and
textbooks
would
align.
We
had
the
common
core
issue,
and
so
we
passed
that
bill
so
that
it
would
deal
with
that.
But
now
this
particular
bill
also
says
that
these
that
the
districts
can
ask
for
a
waiver
on
their
textbooks
instruction
materials.
B
B
No,
but
there
are
some
instructional
materials
what
I
have
been
explaining
to,
because
we
did
pass
that,
but
there
are
some
exceptions
out
there.
I
think
we
went
through
these
discussions
earlier,
where
it
may
not
be
common
core,
but
the
the
district
may
be
using
something:
that's
not
really
common
corpus
aligned
to
state
standards,
but
they
do
have
to
ask
for
a
waiver
process.
So
it's
got
to
go
through
the
process
as
a
state
board.
F
Thank
you,
madam
chair,
and
just
just
to
get
some
clarity
on
on
the
statement
that
was
just
made,
because
I
know
we.
We
we've
discussed
this
pretty
exhaustively
there.
There's
there's
potential
overlap,
so
I
I
think
what
I
heard
may
not
be
totally
accurate.
I
think
the
key
is.
It
aligns
fully
with
state
standards
if
fully
aligning
with
those
state
standards
has
some
information,
because
it's
all
you
know
it's
education
that
that
might
be
within
a
common
core
but
is
not
strictly
common
core,
but
the
the
material
is
the
same.
It's
okay.
F
A
Thank
you
any
other
questions.
All
right
questions
been
called
no
objection
all
in
favor
of
house
bills,
755
so
yeah
any
opposed
moves
on
to
government
ops.
I
will
turn
the
we've
reached.
The
end
of
our
calendar
for
today
and
cheerleading
weaver
will
be
cheering
as
we
present
this
bill.
Thank
you,
chair.
E
E
L
Thank
you,
madam
chair.
I
just
I'm
trying
to
figure
out
what
precedent
this
sets
it.
So,
if
there's
any
uncomfortable
topics
or
whatever-
and
there
are
several
that
I
think
that
we
would
cover
in
the
course
of
a
school
day,
are
we
allowing
any
family
any
parent
to
opt
out
their
kids
with
any
other
topic
that
we
may
discuss,
or
is
it
just
isolated
with
sexual
orientation.
A
A
E
E
This
might
help
you
know.
I
found
out
too
that
even
in
supplemental
materials,
when
a
teacher
or
a
parent
sees
a
book
or
a
novel
that
some
student
has
read
and
the
parent
is
not
agreeable
to
that,
they
can
go
to
the
principal
and
the
principal
can
also
give
them.
I
know
like
a
a
a
permission
slip
or,
as
miss
representative
mooney
said
an
instructional
day
to,
in
other
words,
it's
not
held
harmless.
The
child
will
still
be
instructed,
but
they
don't
have
to
partake
in
that
in
them.
E
L
Within
any
so
if
we
are
reading
a
any
kind
of
book
to
the
madam
chairs
statement,
if
we're
reading
any
kind
of
book
that
may
reference
lgbt,
does
that
mean
that
the
student
could
be
could
opt
out
of
just
that
class?
It
may
not
even
be
a
class
based
on
sexual
orientation
or
anything
like
that.
But
if
you're
reading
a
play
or
whatever
and
there's
reference
to
an
lgbt
character,
is
there
can
we
opt
out
of
that
as
well?.
L
L
That
is
very
concerning
to
me,
and
it's
concerning
to
me
the
precedent
that
we
are
s
sitting
here
and
it
seems
like
it's.
We
we're
talking
about
it
a
lot.
I
I
just
don't
want
the
education
instruction
committee
for
this
assembly
to
be
known
as
as
this
you
know,
and
I
think
we
need
to
think
long
and
hard
about
what
we
do
before
we
pass
things
like
this.
L
E
A
A
E
F
Thank
you,
madam
chair,
and
this
will
be
sean
sweet
and-
and
that
is
one
thing
that
that
I
guess
what
concerns
me
and
and
it's
not
this
bill
I
just
want
to
be.
I
I
think
it's
not
this
bill
and
that's
that's
that's
you
know
the
the
classroom
is
a
dynamic
environment,
very
dynamic,
and
if
a
student
brings
up
a
subject,
it's
not
not
a
set
curriculum,
it's
not
in
the
syllabus,
but
something
happened
at
home.
Something
happened
on
tv,
it's
all
over
tv
so
and
they
bring
something
up.
Is
it
I?
F
A
E
E
Okay,
all
right
with
that
being
said,
the
rest
of
the
ones
that
we
have
on
here.
If
you'll
just
pause
for
a
minute,
we
need
to
go
out
of
session
and
we
have
a
guest
here.
We
have
mr
michael
ratty
rady.
Would
you
come
up
to
the
microphone?
Please
make
sure
it
is
turned
on,
go
test123
and
tell
us
who
you
are
and
what's
your
favorite
ice
cream.
E
M
Thank
you,
madam
chair
and
committee,
for
the
opportunity
to
submit
testimony
against
hb529.
My
name
is
michael
rady,
my
pronouns.
Are
he
him
his
and
I
am
a
resident
of
nashville
like
tennessee's
education,
commissioners
for
six
of
the
past
10
years,
I
am
an
alum
of
teach
for
america.
I
have
worked
as
a
third
grade
teacher
curriculum,
writer
and
administrator
at
some
of
the
highest
performing
charter
schools
across
the
country.
I
know
what
top
quality
instruction
looks
like
and
what
education
proposals
are
most
likely
to
improve
academic
and
life
outcomes
for
children.
M
M
The
middle
grade
book,
the
family
fletcher,
takes
rock
island,
tells
the
story
of
a
fictional
family,
of
two
dads:
four
kids,
two
cats
and
a
dog
and
their
summer
vacation
to
a
place
called
rock
island.
The
plot
involves
a
fence
that
blocks
the
path
to
their
favorite
lighthouse
and
the
arrival
of
a
new
ice
cream
truck
the
book
does
not
discuss
sex,
it
doesn't
teach
children
to
be
gay.
M
M
How
would
hb
529
affect
this
lesson?
The
teacher
would
need
to
tell
her
school
administration
over
30
days
before
teaching
the
lesson,
and
she
would
need
to
create
a
warning
notice,
alerting
parents
of
this
supposedly
controversial
material,
and
then
she
would
need
to
plan
an
alternate
lesson
for
students
whose
parents
opted
them
out
of
the
lesson
she
need
to
find
another
teacher
to
supervise
any
opt-out
students
during
the
block
with
teachers
as
stretched
for
time
as
they
are
there's
little
doubt.
All
these
additional
burdens
would
push
the
teacher
to
choose
not
to
teach
this
book.
M
Hb529
sends
the
message
that
being
lgbtq
plus
is
something
to
be
ashamed
of,
just
like
the
pink
triangles
hitler
forced
lgbtq,
plus
people
to
wear
during
the
holocaust
or
the
yellow
stars
he
forced
on
jews.
These
warning
notices,
brew,
fear
about
and
hatred
toward
a
minority
group,
especially
harming
lgbtq
plus
students
who
already
face
higher
levels
of
bullying
at
school.
As
a
teacher
as
a
curriculum
writer
and
as
a
queer
person,
I
urge
you
to
vote
no
on
hb
529
tennessee
students
and
families
deserve
better
than
this.
I'm
happy
to
take
questions.
E
Okay,
thank
you.
Thank
you
for
that.
We
are
really
short
on
time.
We
have
to
be
out
here
in
two
minutes,
so
we're
going
to
go
ahead
and
go
back
out
of
session.
I
mean
in
session.
I
thank
you,
sir
and
chairman
sapicki
you're
recognized
question
has
been
called.
It's
been
seconded
all
righty,
all
those
in
favor
of
house,
bill,
529,
say
aye.