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Description
House Education Instruction Committee- February 23, 2022- House Hearing Room 1
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A
Good
day
and
welcome
to
full
instruction
education
committee
we'd
like
to
get
the
members
in
their
seats,
please
we're
waiting
on
a
on
a
quorum.
I
don't
know
that
we
can
take
any
action,
but
I'll
tell
you
what
we
can
do.
Would
you
we're
first
going
to
say
we
welcome
you
here
and
we
always
start
off
our
committee
by
saying
the
pledge
of
allegiance.
So
would
you
all
join
us?
As
we
say,
the
pledge
of
allegiance.
A
B
A
That's
what
we're
waiting
on
for
all
you
folks
wondering
when
is
this
committee
going
to
get
started?
That's
what
we're
waiting
on
a
quorum.
As
you
know,
it's
a
busy
time
of
the
season.
Members
are
in
other
committees
presenting
other
bills,
so
this
is
what
it
is.
This
is
what
we
do
and
we're
so
glad
that
you're
here
with
that
being
said
clerk.
Would
you
please
take
the
role.
A
B
A
D
Again,
my
apologies.
We
had
an
interesting
prior
committee
and
the
clerk's
office,
my
hats
off
to
them
for
giving
us
some
extra
time
to
try
to
get
caught
up
over
there.
So
thank
you
again
to
chair
lady
weaver
and
for
again
for
your
patience
and
join
and
we
pray
today
will
be
a
good
day
for
you
to
be
here
and
thank
you
any
day
is
a
good
day
for
you
to
be
here.
So
thank
you,
chairman
white.
B
D
Thank
you.
Yes,
it's
good
to
see
your
room
full
all
right,
seeing
no
other
personal
orders,
we'll
start
with
first
bill
house
bill,
1840.
B
You
chair,
lady,
I
know
you've
had
a
big
and
rich
day,
so
I
appreciate
you,
your
indulgence
house
bill
1840
will
allow
students
who
fulfill
the
requirements
of
the
tennessee
work
ethic,
distinct
distinction
program
to
be
recognized
as
a
tennessee,
tri-star
scholar.
It's
it's
another
way
to
recognize
our
hard-working
cte
students
who
have
who've
done
the
work
and
and
committed
to
continue
to
do
the
work
could
give
them
a
heads
up
on
getting
interviews
with
employers
and
it's
a
good
piece
of
legislation.
D
Thank
you
very
much
for
that
explanation.
I
see
we'll
start
a
list.
I
see
representative
hicks
you're
recognized.
B
Thank
you,
madam
chair,
and
thank
you
chairman
hawk
for
bringing
this
legislation
and
thanks
for
nicewanger
foundation
for
all
the
work
that
they
do.
I
know
they
was
instrumental
in
this
and
we
really
appreciate
it.
You
know
anything
that
we
do
in
education
is
is
great,
but
we
good
work
ethic
is
is,
is
what
these
folks
are
doing,
they're
showing
interest,
and
I
think
that
they
need
to
be
rewarded
for
that.
B
So
it's
it's
very
important
moving
forward,
especially
with
everything
the
way
that
the
state
and
education
is
going,
and
I
appreciate
you
bringing
this
thanks.
Thank
you.
D
B
E
You,
lady
chairman,
this
bill,
says
the
office
of
the
comptroller
of
the
treasury
shall
annually
conduct
a
review
of
the
implementation
of
this
part.
The
department
of
education
shall
provide
any
information
requested
by
the
office
of
the
comptroller
of
the
treasury
to
the
comptroller's
office
as
soon
as
possible.
D
F
F
Absolutely,
madam
chairman
committee,
this
was
a
request
of
some
of
the
members
here
that
had
an
issue
with
a
teacher
to
have
the
ability
to
remove
the
proficiency
scores
from
their
evaluation.
The
original
bill
in
this
language
denied
that
this
puts
it
back
in
so
a
teacher.
If
they
score
a
level
four
or
five
on
their
growth
and
observation
they
could.
They
can
invoke
the
level
four
or
five
exception
and
exclude
the
proficiency
scores
of
their
student.
Basically,
it
puts
it
back
into
framing.
It
was
before
the
bill.
The
only
difference
is
in
the
bill.
F
Is
it
still
remains?
Observation
will
come
down.
10
percent
from
50
to
40
proficiency
will
go
up
from
15
to
25
in,
and
that
is
basically
a
reflection
of
that,
and
I
think
I'm
saying
it
right
that
tisa
that's
coming
out
from
governor
lee
about
having
outcomes
based
funding
for
for
our
our
lease
to
help
get
better
outcomes.
It
just
kind
of
aligns
with
that
to
start
to
just
slowly
move
tennessee
more
towards
growth
and
proficiency,
and
that's
what
the
amendment
does.
It
just
puts
the
exception
back
in
there
ma'am.
C
F
The
way
the
bill's
written
it's
a
cumulative
issue
there,
but
what
the
scores
were
were
50
50
observation,
35
growth,
15
proficiency,
it'll
be
now
40
percent
observation
growth
stays
the
same.
At
35
proficiency
will
move
up
10
to
25,
however
the
exception
for
for
the
proficiency,
it
will
be
put
back
into
the
bill.
G
Chairman,
let
me
ask
you
sometimes
it's
hard
for
me
to
get
my
head
around
a
lot
of
this,
but
you
know
one
of
the
biggest
complaints
I
get
is
from
teachers,
the
stress
and
how
much
is
put
on
them.
Is
this
offering
them
a
little
bit
of
relief
in
any
way
chairman.
B
F
Offers
them
the
exact
same
relief.
They
have
right
now
that,
if,
like
I
said,
if
a
teacher
scores
a
level
four
or
five
on
growth
and
observation
right
now,
they
have
the
ability
to
discount
the
proficiency
scores
of
their
students.
They
will
continue
to
have
the
ability
to
discount
the
proficiency
schools
proficiency
scores
of
their
students.
Okay
and.
H
You're
very
benevolent
today,
madam
chair,
I
appreciate
it
my
question
representative
picky:
can
you
exp
one
more
time?
I'm
sorry
I'm
a
little
slow
today,
but
can
you
explain
the
difference
between
what
we're
doing
now
versus
what
we
have
now.
F
Yeah,
yes,
I
think
I
can
jeremy
thank
you
and
I'll
I'll
go
slow
as
everybody
needs
me
goes,
not
a
problem.
So
currently
our
teacher's
evaluation
process
is
made
up
of
three
parts:
observation
growth,
scores
of
their
students
and
proficiency
scores
of
their
students.
F
Currently,
those
percentages
broken
up
in
their
evaluation,
are
50
percent
observation,
35
growth,
15
proficiency
because
of
tisa,
which
is
the
new
funding
mechanism
and
outcomes
based
funding,
we're
slowly
as
wanting
to
move
towards
more
outcomes
for
our
students,
we're
going
to
decrease
observation
by
10,
which
takes
it
down
to
40.,
leave
growth
the
same
at
35
and
bump
the
proficiency
scores
of
our
students
by
10
to
25
total.
That's
it
so
40,
35
and
25.
F
Some
members
had
a
concern.
The
original
bill
took
out
the
exception
of
proficiency,
and
so
listening
to
the
members
of
this
committee.
I
put
it
back
in
so
everything
that
a
teacher
has
available
to
them.
Right
now
is
available
to
them
in
the
future.
Same
thing
same
same
option
to
remove
that,
but
a
teacher
that
scores
better
with
their
kids
on
proficiency
will
get
a
bump
in
their
score.
Okay,.
D
You
are
welcome
any
other
questions
on
the
amendment
all
right.
Seeing
all
right
questions
been
called
see,
no
opposition,
all
in
favor
of
adding
the
amendment,
please
say:
aye
aye,
any
opposed,
say
no
all
right.
The
amendment
is
now
added
on
to
your
bill
and
we
have
one
person
on
our
list
that
has
asked
to
speak,
and
that
is
jim
ry
and
if
you'll
come
forward-
and
you
know
what
we
need
from
you
name
who
you're
with
thank
you
and
and
we've
got
three
minutes
for
you.
I
Thank
you,
madam
chair,
as
always
appreciated,
jimrai
tennessee
education
association.
We
do
appreciate
the
sponsor
listening
to
our
concerns.
We
believe
that
options
for
teachers
are
critical.
We
need
multiple
measures
and
anytime
you
take
something
away
from
a
teacher.
We
don't
believe
that
that
is
best
for
the
teacher
or
for
the
students.
I
I
We
are,
we
believe,
strongly
that
we
should
not
back
away
from
the
observation
models
that
we
have
and
that
they
should
remain
at
fifty
percent
that
when
you
begin
to
understand
how
hard
we've
worked
on
making
the
evaluation
process
fair,
understood,
measurable
and
consistent,
a
change
like
this,
we
believe
will
not
improve
student
outcomes
and
that
it
is
not
going
to
improve
teaching
practice.
So
again,
I
will
say
that
the
two
areas
of
the
bill
that
I
discussed
in
subcommittee,
where
teachers
have
options
to
improve
their
evaluation
scores.
I
We
appreciate
that
from
the
from
this
committee
and
from
the
sponsor,
but
it
is
our
strong
preference
that
we
do
not
devalue
observations
in
the
evaluation
models
that
are
approved
by
the
state
and
with
that,
madam
chair,
I
take
any
questions.
If
there
aren't
any.
D
D
No,
no,
no,
it
is
all
on
me.
No
thank
you
so
now
that
we're
proper.
Are
there
any
questions
for
mr
rye,
while
he's
here?
Yes,
representative,
parkinson,.
H
I
Again,
we're
discussing
increasing
the
15
that
teachers
can
choose
from
a
list
of
outcomes
for
of
student
outcomes
right,
it's
not
just
proficiency,
but
there
are
many
different
things
of
demonstrable
data
that
teachers
can
choose
from
for
that
15
and
increasing
that
to
25
is
what
the
bill
is
doing,
but
we
look
at
it
as
a
devaluation
of
the
observations
and
we
believe
we're
strong
believers
in
observation
that
if
I
go
back-
and
I
look
at
when
this
original
bill
passed
to
race
to
the
top,
many
of
you
were
here
for
that.
I
One
of
the
concerns
that
was
expressed
and
that
we
agreed
with
is
having
a
consistent
process
where
administrators
are
working
with
their
teachers
and
observing
their
teachers
to
demonstrate
teaching
practice.
As
you
can
imagine,
classroom
management
is
a
critical
skill
in
for
student
learning
and
to
be
able
to
observe
classroom
management
with
the
pre-meeting
and
then
the
post-meeting
in
an
observation
is
has
been,
I
think,
an
important
part
of
improving
teaching
practice
to
lessen
that
doesn't
really
make
any
sense
to
us.
D
B
Thank
you,
I
figure
I
might
as
well
chirp
up
now.
Whatever
these
the
observational
components
are
the
best
practices
of
sort
of
our
teachers
who
seem
to
have
the
best
outcomes
and
most
success
and
performance
of
their
students,
are
there
some
core
characteristics
that
seem
to
carry
over
among
the
sort
of
the
best
teaching
and
teaching
practices
and
are
those
shared
with
throughout
the
system.
Just
the
general
knowledge
information
question.
Thank
you.
D
I
Yes,
thank
you
for
the
question.
I
appreciate
it.
Yes,
there
is
or
again
we'll
just
use
the
idea
of
classroom
management
right.
Classroom
management
looks
very
different
if
you're
in
kindergarten
or
you're
in
fourth
grade
or
you're
in
seventh
grade
it
just
does
so
the
observation
to
be
able
to
improve
classroom
management,
how
we
have
students
and
teams.
I
The
direct
contact
of
teachers
with
one-on-one
or
small
group
learning
understanding
those
and
getting
that
feedback
that
you
get
through
the
observation
to
improve
those
practices,
I
think,
has
been
a
tremendous
boon
for
the
teaching
practice
and
for
the
learning
of
our
students,
and
so
it's
been
the
reason
why,
when
the
race
to
the
top
was
first
passed
back
in
2010
was
the
idea
that,
having
that
constant
observation,
many
periods
over
the
year
is
a
proper
and
important
way
of
improving
teaching
practice
it
it
also,
if,
if
practice
is
being
successful,
you
can
then
have
teachers
work
with
each
other
right.
I
I
So
again,
I
appreciate
what
the
sponsor
is
is
talking
to
us
about
about
the
other
measures
that
teachers
can
choose
from
and
increasing
that,
but
there
was
a
reason
why
we
landed
on
50,
because
that
professional
interaction
between
administrators,
evaluators
and
the
teachers,
I
think,
are
an
important
part
of
of
of
making
our
schools
the
best
they
can
be.
D
Thank
you
next
on
the
list
we
have
our
representative
rudder
and
then
I
see
you.
E
I
It
can
vary
depending
on
the
school
system
and
the
school,
but
usually
it
is
an
administrator,
an.
I
Also,
those
observations
can
increase
if
it's
deemed
necessary
in
an
evaluation.
If
a
teacher
gets
a
lower
evaluation
score
that
those
observations
increase,
because
you
want
to
work
with
those
teachers
to
improve
their
teaching
practice.
I
That's
correct
principal
or
assistant
principal
or
whoever
has
been
designated
to
be
the
evaluator.
E
We're
saying
40,
but
we're
weighing
proficiency
a
little
bit
more.
Tell
me
why
that
you
think
that
that
is
not
a
good
idea,
because,
in
my
mind,
proficiency
is
actually.
E
If
the
student
is
on
grade
level,
do
they
understand
the
material
it's
more
about
what
they
know
so,
wouldn't
that
be
more
important
than
an
observation
from
an
administrator
and
especially
when
we're
only
reducing
that
by
10
percent?
Why
don't
we
put
more
value
on
what
the
student
is?
Actually
you
know,
moving
from
third
grade
to
fourth
grade
and
being
proficient
at
a
third
grade
level
would
seem
to
be
very
important
to
me.
I
Thank
you
for
the
question
chairman
rudder.
I
do
appreciate
that
to
be
clear
that
the
15
percent
that
teachers
can
choose
right
now
is
not
only
prof.
It's
not
just
proficiency.
There
are
many
valid
ways
of
of
teachers
can
choose
that
15.
For
example,
if
I'm
a
teacher
in
an
untested
subject,
let's
say
I'm
a
music
teacher
at
a
high
school
right
and
we
don't
have
an
eoc
for
music
right.
That
teacher
on
that.
15
can
choose
from
a
variety
of
things
of
student
outcomes,
for
example
a
graduation
rate
in
the
school.
I
I
There
are
other
measures
that
we
can
look
at
that
teachers
can
choose
from
as
the
outcomes
not
just
proficiency,
and
so
it's
it
can
be
proficiency,
and
that
is
an
option
for
a
teacher
to
choose,
but
it's
not
the
only
option.
So
I
want
to
be
clear
on
that
15.
I
There
are
many
options
for
those
teachers
and
the
reason
why
we've
always
been
interested
in
options
is
multiple
measures
and
to
be
able
to
choose
those.
Multiple
measures
is
a
good
way
to
measure,
not
only
student
progress,
but
also
how
a
teacher
is
performing
and
we're
always
interested
in
looking
at
as
many
ways
to
evaluate
the
teacher
and
their
good
teaching
practice.
But
I
really
do
appreciate
the
question.
Thank
you.
A
Thank
you,
chairman,
and,
and
thank
you,
mr
rye,
for
being
here
and
to
my
colleagues
point
so
the
bill.
A
If
I
understand
the
bill
students,
if
they're
performing
better
in
proficiency,
which
is
what
they
know,
which
is
content
of
what
they've
been
taught
if
they
are
growing
in
that,
then
the
teacher
gets
a
bump
in
her
evaluation.
Why
is
that
a
bad
thing,
because
proficiency
is
what
we
want
our
our
children
to
know.
We
want
them
to
know
the
content
of
the
material
and
that's
what
this
bill
alludes
to.
A
I
Sure,
thank
you.
It's
a
great
question,
charlie
weaver,
so
the
if
I
could
take
the
second
question.
First.
I
Thank
you
when
we
value
something
we
value,
something
how
we
place
it.
For
example,
when
I
am
setting
up
a
test
for
my
class,
I
am
interested
in
focusing
on
the
things
I
taught
my
students
and
let
them
know
these
are
the
critical
areas
in
which
you
will
be
tested,
and
my
students
know
to
focus
on
those
areas
right.
How
we
place
as
percentage
in
the
evaluation
is
from
this
body
is
a
direct
indication
of
how
we
value
things
and
and
again
our
position
has
always
been.
Evaluation
is
critical.
I
The
first
part
of
your
question
about
proficiency.
Again
many
teachers
don't
have
a
proficiency
score
they're,
looking
at
other
measures
that
they
can
choose
from.
There
are
there's
a
list
of
approved
items
that
they
can
choose
from,
but
one
other
aspect
of
proficiency
is
that
also
it
is
somewhat
of
a
moving
target.
I
I
So
proficiency
is
not
necessarily
a
boom
here,
it
is,
it
is
a
80
is
a
b
90
plus
is
an
a
and
so
on
that
that
also
has
some
variability.
I
And
the
observation
is
the
means
of
improving
those
teaching
practices,
and
that
is
why
we
have
always
said
that
50
saying
it
is
half
how
you
are
dealing
with
your
administrator.
How
you're
dealing
with
those
evaluators
is
really
important
and
if
we
lessen
that
our
concern
is,
is
that
well
we're
telling
people
it's
not
as
important?
And
that
is
our
position
on
the
bill.
I
will
say
again.
A
You
know
mr
jim
yeah,
I'm
I'm
going
to
agree
to
disagree
with
you,
because
I
really
believe.
First
of
all,
a
good
teacher
wants
to
know
that
their
kid's
getting
it.
That
is
a
joy.
Every
teacher
gets
when
they're
teaching
a
child
and
the
light
bulbs
go
off
and
they're
and
they're
understanding
and
they're
growing
and
they're,
successful
and
they're
doing
well
to
me,
that's
the
most
highest
reward,
a
teacher
who's
there
for
the
right
reason
will
receive
the
observation.
That's
that's
part
of
the
ingredient,
but
observations
they're
there.
A
You've
had
teachers
be
observed
by
by
folks-
and
I
mean
it's
part
of
the
equation,
but
I
don't
think
I
really
I'm
glad
that
we're
doing
something
different,
we're
moving
in
a
different
area
here
and
we're
really
looking
at
what
is
best
for
the
child
and
the
proficiency
that
knowing
knowing
that
that
kid
knows
that
content.
You
know
we
talk
about
teachers,
knowing
content
in
teachers,
licensing
licensure
bills,
we're
all
you
know,
wanting
those
teachers
to
know
content.
Well,
we
want
our
children
to
know
that
content
too
and
be
proficient
in
it.
A
I
Madam
chair,
so
to
be
clear:
there's
not
one
member
of
my
organization
that
doesn't
want
to
see
kids
pass
ever
we
there's
nothing
more
important
for
a
teacher
than
have
a
student
succeed.
I
It
is
what
we
drive
every
day
to
accomplish
and
that
our
understanding
of
how
we
improve
our
teaching
practice,
which
then
improves
student
outcomes,
is
our
issue
here.
I
want
to
be
very
clear
on
the
15
that
teachers
can
choose
a
variety
of
things
to
add
to
there.
It's
not
just
proficiency.
There
are
other
measures
that
they
can
choose
from.
I
These
are
important
ideas
right.
These
are
important
aspects
of
actual
student
outcomes
and
again
to
say
that
we
want
our
kids
to
know
the
content,
to
demonstrate
the
content
and
to
become
successful
citizens,
whether
that
is
getting
a
great
job,
passing
the
military
exam
to
go
in
the
military
or
going
on
to
college.
We
all
have
the
same
aspirations
for
every
child.
It's
just
in
this
particular
bill.
I
don't
want
this
to
then
seem
to
be
somehow
we
want
to
lessen
student
data
because
that's
not
our
intent.
I
I
am
here
to
say,
though,
that
observations
have
been
a
critical
part
of
improving
teaching
practice,
which
then
improves
student
outcomes
and
if
we
lessen
that
our
concern,
as
always
that
the
observations
will
be
less
important
and
we
find
as
our
professional
practice
that
is
critical.
I
appreciate
your
question
chairman
weaver.
I
really
do.
D
I
just
want
to
remind
the
committee
that
we
did.
We
wanted
to
have
some
time.
No,
because
there's
someone
after
you
two
anyway,
we
we
have
asked
superintendent,
linda
cash
to
be
here
with
us
later
and
the
department
and
we're
running
out
of
time,
so
to
be
to
be
fair,
don't
leave
yet
because
representative
parkinson,
you
are
next
on
the
list.
H
I'll
be
brief,
chair
lady,
thank
you.
I
think
I
get
this
now.
So
it's
not
it's
not
there's
not
a
if
I'm
not
mistaken,
and
maybe
I'm
wrong
you're
not
up
here,
advocating
for
less
proficiency,
so
to
speak
as
much
as
for
in
in
the
evaluation
as
much
as
you're
advocating,
for
you
know
to
have
more
observation
because
observation
I
see
it,
as
is
the
investment
in
the
teacher
to
get
the
teacher
to
to
having
you
know
the
proper
output
to
get
the
higher
level
of
proficiency
am
I
did.
I
did.
H
All
of
these
students
are
not
coming
in
as
cookie
cutter
students
at
the
same
level
of
proficiency
when
they
come
in,
so
so
that
proficiency
evaluation
portion,
you
know
it
is
is,
is
encompassing
all
of
the
students
and
all
of
the
students
are
different.
Am
I
correct
in
in
their
levels
and
where
they
are
when
they
get
to
that
teacher.
I
Sorry,
there
are
thousands
and
thousands
and
thousands
of
teachers
that
do
not
teach
in
a
tested
subject.
Right
I
mean
we
can
go
through
the
laundry
list.
They
don't
have
any
eocs
or
they're
in
a
grade
that
that
doesn't
generate
a
tv
score
and
these
teachers
choose
out
of
the
15.
I
Many
different
things
that
15
moving
to
25
in
this
bill
is
not
only
proficiency.
There
are
a
variety
of
other
things
that
teachers
can
and
often
do
choose.
They
may
choose
what
their
level
the
level
the
the
amount
of
students
that
scored
on
track
or
mastered
in
a
in
that
15.
I
But
I
want
to
be
clear
for
everybody
in
this
committee
that
observation
is
an
essential
part
of
our
professional
makeup
and
to
improve
student
outcomes.
We
believe
it
should
stay
at
50
percent.
I
appreciate
all
the
questions
and
I
I
need
to
get
going
out
of
this
so
appreciate
it.
F
Madam
chairman
committee,
that
was
a
trip
right
there.
Let
me
tell
you:
we
have
gone
everywhere,
except
on
this
bill.
Let
me
let
me
make
a
couple
things
very
clear
here
from
beginning
there
were
some
members
in
this
subcommittee
that
I
serve
on
that
ask
for
this
change.
Nobody
out
here
asked
me
for
this
change,
not
one
person,
the
respect
I
have
for
you
of
what
you
wished
for.
I
acquiesce
to
first
of
all,
second
of
all,
this
50
35
15.
F
What
these
numbers
are
the
amount
of
time
that
a
principal
spends
observing
a
teacher
is
not
changing,
none
of
it.
It's
all
the
same.
It's
just
the
scoring
part
of
it
and
here's.
What's
something
to
consider.
The
last
number
I've
heard
was
roughly
90.
Something
percent
of
our
teachers
in
the
state
of
tennessee
are
level
four
and
five.
D
D
Thank
you.
Thank
you.
Everyone
we
did
ask
last
week
to
hear
from
our
textbook
commission
chairman
miss
linda
cash,
who
is
superintendent
of
bradley
county
schools,
and
we
appreciate
you
making
your
way
to
us
today.
I
know
you're
very
busy
and
it
wasn't
a
short
drive
and
I
thank
you
for
coming,
and
so
we
we
will
turn
the
microphone
over
to
you
and
members.
If
you
have
some
questions,
we
also
wanted
some
time
with
the
department.
J
D
Members,
yes,
chairman
reagan,.
K
Thank
you,
madam
chair,
and
thank
you
for
being
here,
dr
cash.
We
appreciate
you
taking
the
time
out
of
your
busy
schedule
to
talk
to
us
on
the
textbook
commission.
As
I
understand
it,
you
correct
me
if
I'm
wrong,
there
are
bids
put
in
by
publishers
to
satisfy
the
estate
standards.
Is
that
correct?
That
is
correct
in
in
those
bids?
It's
my
also
also
my
understanding
that
we
tend
to
get
the
same
companies
putting
the
bids
in
all
the
time,
whereas
maybe
perhaps
some
of
the
other
higher
quality
companies
don't
bid.
J
Well,
what
I
can
tell
you
is
that
it
is
an
open
bid,
so
there
is
no
reason
that
anyone
who
wants
to
bid
for
that
cannot
bid
the
textbook
actually
themselves
make
the
decision,
whether
to
bid
or
not
to
bid
the
standards
are
all
the
same
and
their
tennessee
standards
that
it's
that
it's
based
on
the
bids
are
based
on
what
we're
looking
for
in
tennessee,
so
it
doesn't
preclude
anyone
from
bidding
on
on
the
on
the
textbooks
adoptions.
Madam.
K
K
Follow
up
on
that,
then
do
we
have
textbooks
submitted
that,
in
fact,
do
not
meet
our
state
standards?
Your
opinions
on
that
well.
J
They
would
they
would
be
reviewed,
so
anyone
who
submits
to
the
bid,
then
they
would
go
through
the
review
process
and
in
the
review
process,
which
would
be
done
by
the
the
advisor
advisories
that
that
we
we
have
them
review
from
the
school
levels.
They
would
determine
at
that
point
whether
they
met
the
standards
or
did
not
met
the
standards.
K
My
concern
is
that
the
textbooks
that
they
are
allowed
to
choose
from
are
not
as
adherent
to
our
standards
as
perhaps
they
should
be,
and
obviously
there's
a
matter
of
matters
of
opinion
between
reviewers
and
so
forth.
Your
commission
is
responsible,
I
think,
for
making
those
recommendations
so
again,
have
you
seen
any
circumstances
like?
I
think
math
is
the
next
one.
That's
up
that's
correct.
Have
you
seen
circumstances
in
some
of
the
math
textbooks
that
we
have
material
in
there?
That's
not
related
to
our
state
standards.
J
In
the
current
editions
that
were
adopted
before
this
process
is
that
what
you're
referring
to?
Because
we
have
not
adopted
anything
this
time
around
we're
in
the
process
right.
K
J
In
my
observation
and
I'm
going
to
come
out
of
the
role
as
the
textbook
commission
at
this
point,
but
in
my
role
as
an
administrator
when
you
are
moving
in
and
out
of
classrooms-
and
you
are
looking
at
textbooks
that
are
being
used,
the
job
of
the
teacher
is
to
be
sure,
they're
teaching
those
standards,
they're
always
going
to
be
things
in
there.
That
may
not
directly
align
with
tennessee
standards
but
support
that
objective,
and
in
that
sense
I
think
that
we
can
do
a
better
job
of
being
sure
they
are
aligned
to
tennessee
standards.
J
That's
why
this
as
the
math
math
standards
were
adopted
by
the
state
board.
They
are
pretty
stringent
in
their
in
what
we're
looking
for
so
as
they're
being
reviewed,
they
are
actually
using
the
rubric
that
is
directly
aligned
with
the
tennessee
standard.
So
in
this
textbook,
adoption
review
that
that's
the
process
that
we'll
be
having
has
been
done
in
the
past,
but
they're
more
stringent.
At
this
point,.
D
Thank
you
next
on
our
list
is
representative
dixie.
C
J
So
in
the
textbook
adoption
process,
the
the
standards
the
standards
are
set
by
the
state
board
and
then,
when,
once
those
standards
are
set
by
the
state
board,
you
then
go
through
a
process
with
putting
those
putting
those
standards
out
there
to
be
sure
they're
made
to
all
publishers
once
the
publishers
know
and
acknowledge
the
standards.
The
next
piece
that
happens
is
you
are
going
through
the
process
of
of
choosing
some
advisors
that
will
review
those.
You
know
they're
trained
to
review
the
publishers
when
they
bid
they
are
bidding
on
those
standards.
J
Once
those
once
those
publishers
have
been
identified.
They
then
go
to
those
advisors
that
have
been
trained
on
where
to
look
for
the
textbooks,
what
we're
looking
for
and
they
have
a
direct
rubric
once
those
have
been
put
out
and
reviewed.
They
then
will
go
to
these
to
the
district
level.
At
that
point,
the
district
level
of
those
approved
adoptions-
and
I'm
I'm
going
through
fast
because
they,
the
adoptions,
do
have
to
be
approved
by
the
state
board
before
they're
shifted
to
the
districts.
J
So
it
is
you,
your
standards
are
made,
the
bids
go
out,
they
come
back
in,
they
are
reviewed
by
the
advisors,
those
are
sent
to
the
state
board.
The
state
board
approves
the
list,
then
they
go
back
down
to
the
districts
for
review
and
approval.
So
the
districts
go
through
a
pretty
hefty
process
of
reviewing
those
textbooks.
C
Well,
thank
you
because
it
seems
like
that
is
a
very
lengthy
process
and
there's
several
different
eyes
on
this
bill,
and
I
don't
know
I
guess,
because
sometimes
you
hear
book
commission,
you
just
assume
it's
for
all
all
commissions,
and
I
know
you
were
very
specific
when
you
said
textbooks,
is
there
a
different
process
for
how
they
get
into
libraries.
J
And-
and
I
may
have
to,
I
can
tell
you,
from
the
district
level,
about
library,
books
and
and
being
a
long-term
educator.
There
are
some
rules
and
regs
in
in
the
in
the
librarians
and
they
are
qualified
to
look
so
when
the,
when
the
book
lists
go
out,
the
librarians
and
their
committees,
because
I
know
at
every
school
that
I've
been
in
we've
had
committees
that
review
those
they're
looking
and
previewing
those
the
publishers
again
will
send
them.
J
You're
looking
at
genres
that
are
coming
in
topics,
non-fiction
fiction,
you're,
getting
the
gamut
of
all
those
that
come
in,
so
there's
a
process
for
reviewing
those
and
making
sure
that
they
are
appropriate.
I
will
tell
you
that
I'm
100
sure
we
don't
get
every
textbook
right,
our
every
library
book
right
for
that
community,
but
there's
also
at
that
point
a
process
in
place
at
the
district
level
that
allows
a
parent
to
file
a
concern
or
complaint
first
at
the
school
level.
J
And
then,
if
it
goes
beyond
the
school
level,
it
would
come
back
to
the
central
office
for
review.
In
that
sense.
So
there
is
a
review
process.
There
are
thousands
of
books
that
come
into
the
library
so
to
truly
vet
thoroughly.
Thousands
and
thousands
of
books
would
be
a
task
that
would
be
monumental,
but
you
are
looking
at
what
is
grade
level
appropriate.
J
C
J
And-
and
I
I
can
tell
you
that
in
our
county
at
each
school
level,
we
have
a
committee
made
up
of
teachers
and
parents
that
help
review
those
books
again,
and
I
will
tell
you
I
will
not
promise
you
that
some
books
may
slip
through
that
may
be
labeled
incorrectly
and
should
not
be
in
a
in
a
kindergarten
or
first,
and
we
depend
on
other
people
to
really
help
us.
J
If
that's
found,
we
will
move
it
or
review
it,
and
in
some
cases
we
have
sections
that
are
are
pulled
and
they're
in
a
different
area
that
have
to
have
parental
permission
in
order
to
check
out
just
because
we,
as
a
as
a
as
a
group
of
educators,
want
to
be
that
line.
That
says
there
may
be
something
it
may
not
be.
It
may
not
be
grade
level
appropriate,
but
you
may
want
your
your
student
to
have
access
to
it.
D
Next
on
our
list
chair
lady
weaver,.
A
Thank
you
chairman.
Thank
you,
miss
cash.
I
always
look
forward
to
you
being
here,
and
I
appreciate
your
heart
and
your
passion
for
putting
good
instructional
materials
before
our
students
in
tennessee.
I
know
that
is
your
mission
and
you
work
hard
and
the
rest
of
you
on
the
commission
do
as
well,
and
I
appreciate
that
appreciate
the
fact
that
this
committee,
this
and
the
general
assembly
put
in
place
a
commission
that
our
eyeballs
and
watch
men
on
the
wall
or
watch.
Ladies
on
the
wall
for
our
kids.
Thank
you
for
that.
A
So
I
rely
on
you
on
a
lot
of
insightful
insight
and
some
information.
One
thing
I
want
to
to
ask
you
so
we're
talking
about.
We've
talked
about
the
textbook
commission.
What
in
the
supplemental
materials?
I
know
we're
looking
to
see
how
we're
going
to
navigate
that
going
forward
throughout
our
schools.
A
The
spirit
of
of
a
watchman
over
supplemental
materials
is
not
to
handcuff
our
teachers.
We
want
them
to
be
creative.
We
want
them
to
be
able
to
grab
things
to
use,
but,
and
we
and
unfortunately
we
just
have
some
who
are
pulling
things
in
that
are
not
under
our
tennessee
standards.
Can
you
tell
us
how
the
textbook
commission
is
going
to
incorporate
supplemental
material
as
a
watchman
on
the
wall.
J
But
what
I,
as
an
administrator
and
director
schools,
would
highly
recommend
is
that
there
are
pieces
in
place
specifically
at
the
district
level
that
ensures
that
we
are
not
supplanting
the
textbooks
that
have
been
adopted
and
vetted,
but
that
we
are
choosing
supplemental
material
that
complements
or
enriches
the
material
that's
being
taught,
but
with
processes
in
place
that,
if
a
teacher
is
going
to
use
supplemental
material,
they
have
at
the
school
level
in
the
district
level
processes
in
place
that
ensure
that
it
is
quality
material
that
is
aligned
with
the
standards.
That
should
be
taught.
A
Thank
you
for
that,
and
that
is
it
that
is
key,
that
our
locals
are
are
more
succinct
or
more
focused
on
that
and
what's
going
on
in
our
districts,
and
I
know
in
my
district,
they
have
some
of
those
policies
in
place
to
do
that.
So
I
have
one
other
question
and
I
I
don't
know
it
might
not
be
in
your
in
your
wheelhouse,
but
there
is
going
forward
going
to
be
there's
been
discussion
on
tutoring
and
how
tutoring
is
going
to
start
helping
kids
who
are
needing
it,
which
rightly
so.
A
J
What
I
can
speak
as
far
as
the
the
tutoring
in
that
that
is
in
place.
Currently,
I
know
that
it
is
honestly.
I
don't
have
the
in-depth
knowledge
of
how
they're
choosing
material
for
that,
but
I
it
would
be
from
an
approved
list
from
the
from
the
from
the
state
department,
and
I
will
defer
that
to
the
state
department
to
enrich
that
a
little
bit
more
but
with
the
tutoring
would
still
have
to
support
tennessee
standards
and
in
in
supporting
those
tennessee
standards.
J
If
you're
doing
what
is
right
for
kids
you're
going
to
look
at
their
benchmark
testing
and
see
where
they're
weak,
and
so
that
you
can
choose
the
material
that
fills
in
those
holes
within
it
with
an
approach
that
moves
them
on,
but
the
material
that
is
in
in
if
you
did
best
for
all.
I
think
there
is
a
listed
piece,
but
I
also
know
that
in
bradley
county
we
have
teachers
that
are
also
teaching
and
it
is,
it
is
high
quality.
So
there
is
a
method
to
how
we
teach
it.
J
A
Well,
I
know
that
I
would
like
to
make
sure
just
as
as
one
who
sits
on
and
maybe
other
members
as
well,
just
if
any
textbook
that
is
used
in
the
state
of
tennessee
to
teach
our
kids,
I
just
want
to
make
sure
that
we
have
we
have
a
watchman
over
it
and
we
have
eyeballs
over
it
so
that
it
does
match
with
what
we
what
we
believe
here
in
tennessee.
Thank
you
so
much
thanks
for
what
you
do.
I
appreciate
you.
Thank
you
chairman.
B
B
And
I
appreciate
it,
you
have
made
the
knox
county
school
system
better
and
bradley
county
is
very
fortunate
to
be
able
to
retain
you.
Thank
you
very
much.
Thank
you.
F
Thank
you,
I'm
sorry
for
coming
been
late
again.
Thank
you,
dr
cash.
For
being
here.
I
guess
it
was
knox.
County's
loss
and
bradley
county's
gain
so
by
the
way,
if
you're
ever
looking
for
a
job,
let
us
know
we
might
want
to
talk
to
murray
county.
F
So-
and
I
may
have
missed
something
here-
some
so
I'm
if
I
did
just
let
me
know
so,
textbook
commission
there's
a
bill
making
its
way
through
the
house
right
now
about
waivers
about
eliminating
waivers,
making
sure
that
anything
used
in
our
classrooms
in
tennessee
has
gone
through.
The
textbook
commission
has
received
approval
of
the
textbook
commission
and
ratification
by
the
board,
making
sure
that
everything
that
filters
into
our
classrooms
has
been
approved.
J
So
what
I
will
tell
you
is
that
I
believe
that
sometimes
districts
have
to
if
they've
chosen
a
a
textbook
adoption
that
is
not
bringing
forth
the
results
that
they
need.
J
I
think
they
do
need
to
have
some
options
of
change
and
they
can
do
that
at
any
time
currently
from
approved
list
with
the
waivers,
I
would
want
to
say
that,
if
you
are
are
asking
for
a
waiver
that
it
would
have
to
be
vetted
pretty
thoroughly
and
it
would
still
have
to
be
approved
at
some
point,
it
should
never
be
a
blanket
waiver,
it's
well.
What
what
are
you
using?
J
How
are
you
using
this
and
whether
they
went
if
they,
if
they
went
through
the
textbook
adoption
that
we
took
another
look,
I
would
hate
to
say
never,
because
sometimes
you
do
find
that
it
it.
It
may
or
may
not
meet
the
needs
that
we
thought,
but
I
think
you
have
to
have
a
thorough
review
and
not
just
a
blanket
so
and
my
hopes
would
be
that
we're
doing
a
great
job
with
vetting
those
textbooks
so
that
we
have
a
good,
solid
list
that
should
be
beneficial
to
all.
All
schools
in
all
districts.
F
F
So
we're
getting
ready
to
start
the
math
method.
Math
adoption
have
you
talked
about
that
process?
Yes,
okay,
have
you
talked
about
the
the
potential
vendors
we
have
applying
for
that?
Do
you
know
any
of
them.
J
I
have
not,
we
do
know
we
had
a
preliminary
list.
I
do
not
have
those
with
me,
but
if
this
committee
or
any
committee
would
like
a
list
of
that,
we
have
the
preliminary
ones.
That
said
they
were
interested.
J
F
And
just
and
just
to
follow
up.
Most
of
us
are
aware
of
the
ela
adoption
issues
we
had
where
the
textbook
commission
said
things
did
not
meet
our
standards.
J
Yes,
I
can,
and
we
as
the
textbook
commission,
we
had
a
role
in
reviewing
and
setting
the
standards
not
saying
looking
at
the
rubric
and
being
sure
the
rubric
was
appropriate.
So
I
can
assure
you
that
they
would
have
to
meet
those
stringent
standards
that
are
set
forth.
D
Thank
you
and
seeing
no
others,
I'm
sure
we
could
think
of
many
more
things.
We
would
love
to
ask
you
as
soon
as
you
leave,
but
I
appreciate
you
being
here
and
again.
Thank
you
for
the
great
work
you
are.
J
D
D
First
of
all,
again
to
be
sure
I
took
us
out
of
session
we're
still
out
we're
out
of
session
officially,
but
I
re,
I
see
another
textbook
commission
member
laurie,
cardoza
moore,
if
you'll
give
us
a
wave,
thank
you
for
being
here
today
and
I'm
going
to
take
a
point
of
privilege
and
give
a
shout
out
to
my
superintendent,
john
combs,
who
is
the
vice
chair
of
your
textbook
commission.
So
I'm
glad
to
know
that
he
is
there
too,
with
you
all
so
again.
Thank
you
for
all
your
work.
You're
very
welcome.
Thank
you.
D
Thank
you
for
coming,
and
I
know
the
department
again
has
a
hard
stop,
but
if
you
will
make
your
way
quickly
and
we
will
ask
you
what
we
can
while
we
can-
and
thank
you
for
being
here
and
members,
be
thinking
if
you
have
any
questions
for
the
department,
while
they're
here
we'll
start
making
a
list
representative
sapiki,
I
will
recognize
you
and
if
you
all
again
will
identify
yourselves
for
us
as
we
begin.
We
thank
you
all
for
being
here.
L
L
If
that's
all
right,
my
name
is
charlie
buffalino,
I'm
the
assistant
commissioner
of
policy
and
legislative
affairs,
I'm
joined
by
jay
klein,
who
you
know
well
our
director
of
legislative
affairs
and
then
four
other
additional
members
of
our
cabinet,
sam
piercy,
our
deputy
commissioner
of
operations,
from
my
left,
to
the
to
from
your
left,
to
right,
christy
ballard,
our
general
counsel,
lisa
coons,
our
chief
academic
officer
and
eve
carney,
our
chief
of
districts
and
schools,
and
we're
happy
to
answer
whatever
questions
you
and
your
members
might
have.
F
Thank
you
all
for
being
here,
so
we
are
considering
one
of
the
most
one
of
the
biggest
investments
in
tennessee's
education
in
30
years.
The
question
I
have
for
you
is:
we
just
receive
a
massive
infusion
of
money
into
our
k-12
systems
through
esser.
F
We
know
that
that
money
is
going
to
be
flowing
through
our
systems
and
be
allocated
out
to
especially
address
the
learning
loss
of
our
students
in
k
through
12..
Can
you
give
us
a
outlook
on
how
that's
looking
going
forward?
I
know
some
of
that
and
then
kind
of
segue
into
summer
school
and
how
that
worked
out
and
where
you
think
we
are
right
now
in
regards
to
the
the
testing
window
coming
up
for
us
in
in
may.
M
Thank
you
for
the
question
again
eve
carney
chief
of
districts
in
schools.
I
want
to
speak
to
the
esser
part
you're
correct
an
infusion
like
we've.
Never
seen
in
education
really
intended
to
do
several
things
prepare
respond,
prevent
the
pandemic.
Much
of
that
is
around
learning.
Loss
of
the
monies
we
received
90
was
awarded
to
districts
in
three
rounds
of
funding.
M
Essentially,
the
first
round
of
funding
will
expire
september
of
2022,
the
second
round
in
september
of
23
in
the
final
round
in
24.
M
to
date,
sr1
is
90
expended
by
districts,
and
that
is
that
is
the
first
infusion
of
funds,
and
they
they
were
ideally
at
that
point
working
on
safety,
remote
instruction
things
of
that
nature.
Sr2
was
really
more
around
thinking
about
long-term
solutions
for
recovery.
Some
of
that
was
still
technology,
but
also
additional
supports
social
distancing
things
like
that.
Sr3
was
the
largest
infusion
at
4.2
billion.
It
is
currently
only
at
five
percent
expended.
M
There
was
a
significant
amount
of
federal
requirements
on
that
last
set
of
funds,
and
so
we
expect
that
districts
now
will
now
that
all
plans
have
been
approved.
We
will
see
more
of
an
uptick
in
the
spending
down
of
those
sr3
dollars
which
had
a
pretty
broad
use
of
funds
across
our
state.
F
If
I
go
go
back
and
forth
save
time,
so
in
sr3,
which
is
the
biggest
chunk,
I'm
I'm
sure
that
districts
had
to
present
plans
on
how
they
were
going
to
spend.
That
can
you
talk
about,
hopefully
not
football
fields
or
basque
or
gymnasiums
for
basketball,
but
hopefully
programs
for
our
kids
to
get
them
caught
up?
Is
the
department
going
to
keep
track
of
those
to
see
hey?
We
spent
money
on
this
and
we
got
these
great
results.
F
We
spent
money
on
this
and
didn't
really
move
the
needle
and
then
maybe
with
what
tisa
is
coming
out
with.
I
guess
this
can
be
hard
to
say.
Tees
is
coming
out
with
about
outcomes
of
our
students,
allowing
leas
to
have
flexibility
onward
to
keep
incorporating
those
those
best
practices
at
maybe
the
department
of
education's
recommendation
of
hey
these
really
work
to
create
like
a
database
or
an
online
database.
Can
you
talk
about
that.
M
I'd
be
glad
to,
I
would
say,
I've
done
this
work
at
the
department
for
a
number
of
years.
There
have
never
been
the
level
of
plans
that
were
required
that
we
are
seeing
for
the
third
round
of
sr
funding.
There
were
there
were
five
documents
per
district,
so
about
790
total,
and
that
was
really
about
ensuring
that
stakeholders
were
engaged.
M
There
was
a
requirement
for
stakeholder
engagement
as
well
as
a
comprehensive
needs
assessment
of
what's
needed,
because
we
know
that
the
pandemic
impacted
districts
very
differently
across
the
state,
and
so
the
flexibility
was
there,
but
it
was
really
to
be
informed
by
a
needs
assessment
also,
which
was
turned
in
for
review
the
ones
that
will
be
required
to
be
updated.
Every
six
months
is
the
health
and
safety
plan.
We
are
in
a
different
place
in
the
pandemic
now
than
we
were.
M
You
know
a
few
months
ago,
certainly
six
months
or
longer
ago,
so
that
is
part
of
the
ongoing
review
of
those
plans,
that's
kind
of
underway
right
now
for
that
health
and
safety
plan.
The
other
big
piece
of
that
is
what
we
call
the
spending
plan,
which
is
what
districts
identified
in
that
needs:
assessment
and
stakeholder
engagement,
that
they're
funding.
We
did
see
a
number
of
districts
investing
in
in
student
outcomes
and
in
in
supports
directly
for
students
to
address
the
the
needs
that
emerged.
Academic
needs
and
other
needs
from
the
pandemic.
M
To
your
point
about,
we
are
collecting
them.
We
are
monitoring
those
that
is
certainly
something
that
is
already
underway.
We,
my
team,
one
of
my
divisions,
is
monitoring
sr1
right
now
as
part
of
their
monitoring
of
federal
dollars.
It's
been
kind
of
embedded
into
that
process.
We
also
will
be
looking
at
as
districts
begin
really
to
spend
into
that
sr3
pot.
We
expect
to
see
and
track
those
outcomes
for
students
and
really
try
to
capture
those
best
practices.
F
Go
ahead
to
mr
buffalo,
you
want
to
answer
a
second
part
of
that
question.
We
asked
earlier.
F
L
I'm
not
surprised
we
have
that
happen
with
dr
carney
quite
a
bit.
I
believe,
if
I
can
help.
The
second
part
of
your
question
was
asking
about
monitoring
and
databases
going
forward
of
sort
of
what's
been
effective.
That's
certainly
something
that's
part
of
our
long-term
goals,
and
you
know
we're
going
to
unveil
a
lot
more
details
tomorrow.
L
F
Thank
you,
okay,
so
let
me
let
me
shift
gears
a
little
bit
here
and
if
you
can't
answer
this
question
just
say
you
can't
answer
the
question
right
now,
because
I
don't
want
to
steal
the
governor's
thunder
here,
because
that'd
be
bad,
so
I've
seen
a
sheet
that
was
produced
that
shows
the
potential
funding
per
district
potential
funding
per
district
in
teso
and
there's
a
potential
of
of
because
of
that's
increasing
for
every
county
and
lea
across
the
state.
F
There
may
be
extra
money
at
the
local
level
that
now
is
not
allocated
because
it's
made
up
by
the
state's
funding
and
I
may
be
going
somewhere.
You
probably
can't
talk
about
it
am
I
am
I
headed
that
way.
I
am
okay,
so
I'll
I'll
withdraw
that
question.
Is
there
any
problem
at
the
department
on
implementation
and
enforcement
of
the
law?
G
I
appreciate
your
time
appreciate
of
the
chairman's
passion
you
know
a
couple
weeks
ago.
He
brought
up
and
I
loved
your
comments
about
hate,
to
say
the
pathway
to
prisons.
You
know,
and
I
think
they
called
it-
the
is
it
the
texas
prison
bed
model
that
goes
back
to
the
correlation
of
third
grade
reading
assessment.
I
was
kind
of
reading
some
of
that
and
saying
some
say:
it's
a
myth.
Some
say
it's
true,
but
what,
when
you
have
kids
that
fall
through
the
cracks?
What
what
we
have
all
this
money?
G
That's
coming
in
and
I'm
seeing
more
problems
with
mental
health?
I
mean
I
was
meeting
with
a
lot
of
firefighters
today
talking
about
trauma
and
it's
real,
I
mean
you
know.
Suicide
rate
among
firefighters
is
they'll
they're
more
likely
to
commit
suicide.
They
are
be
killed
on
the
job.
It's
pretty
astounding
if
you
go
back
and
study
those
the
issue,
but
the
issue
of
childhood
trauma
going
back
on
the
third
grade.
Reading
assessment,
you
know
we
I'm
on
finance,
we,
our
prison
budgets,
increased
600
million
dollars.
G
Since
I
was
elected
in
2010,
600
million
dollars,
that's
astronomical!
It
just
doesn't
seem
like
anyone's
really
going
after
those
that
are
kind
of
lost.
You
know
often
say:
there's
no
lobbyists
advocating
for
those
things-
and
I
know
the
chairman
is
passionate
about
those
areas,
and
I
appreciate
him
bring
it
up,
because
not
many
people
bring
it
up,
but
what
what?
What
are
we
doing
as
a
state
to
address
those
third
graders
or
those
second
graders?
G
Those
fourth
graders
that
just
are
falling
through
the
cracks,
because
I
know
teachers
are
they've,
got
their
hands
full,
I
mean
there's
a
breakdown
with
families,
lack
of
fathers
in
the
homes
I
mean,
there's
so
many
social
economic
issues
out
there
and
you
all
deal
with
it,
and
you
know
the
limited
time
I
have
up
here.
I
want
to
be
able
to
hopefully
impact
this,
just
like
the
chairman
and
others
do.
But
if
you
had
a
silver
bullet,
what
would
it?
What
would
it
be
that
we
could
do
it?
L
So
I'm
going
to
defer
to
thank
you
for
the
question.
Thank
you
very
much
for
the
question
I'm
going
to
defer
to
my
colleague,
dr
coons,
but
I
will
say
that
both
the
department
and
the
governor's
office
share
your
passion,
your
concern
in
that
area.
It's
of
utmost
importance
to
governor
lee
and
commissioner
schwinn.
Perhaps
dr
kuhn
can
share
some
stuff.
That's
going
on
now.
N
Sure
I'm
happy
to
speak
about
academic
interventions,
so
one
of
the
things
that
you
passed
in
the
tennessee
literacy
success
act
was
the
universal
reading,
screener
that
we
collect
three
times
a
year
that
is
more
to
ensure
children
don't
fall
through
the
cracks
than
to
catch
them
up,
because
it
tracks
more
closely
how
they're
progressing
with
their
reading
processes.
So
it
helps
us
understand
if
a
student
is
hearing
sounds
if
they're
making
sounds
to
words
if
they're
learning
to
read.
N
So
we
have
those
early
warning
systems
inside
that
universal
reading
screener
to
help
us
understand
how
our
children
are
developing
and
it's
really
just
a
dipstick
check
to
see
how
reading
is
going.
So
it's
important
for
us
to
understand
much
earlier
and
you
provided
us
that
opportunity
through
the
tennessee
literacy
success,
act
to
better
understand
how
our
children
are
learning
to
read
much
earlier.
So
it
helps
us
put
those
preventative
measures
in
earlier.
We
have
several
different
interventions
that
we're
focusing
on.
N
We
have
the
rti
squared
model,
which
helps
us
understand
whether
children
need
academic
interventions,
more
significant
interventions
or
if
they
need
a
special
education
or
an
iep.
That
helps
us
understand
that
support
process
and
puts
that
intervention
in
place.
But
given
the
pandemic,
given
where
we
are,
we
need
additional
interventions
for
students
because
they
did
have
that
in
that
disruptive
opportunity.
So
we
have
the
opportunity
to
do
summer
programming
based
on
the
legislature.
That
was
a
wonderful
opportunity.
N
N
So
that
is
a
new
intervention
that
we've
been
putting
that
would
put
in
place
based
on
the
legislation
that
you
passed
and
we
are
seeing
a
great
deal
of
impact
for
that
to
help
the
additional
part
is
the
tennessee
all
core,
the
tennessee,
all
core
grants
that
are
part
of
our
esser
allocation.
Allow
our
students
to
have
one
to
three
tutor,
one
to
three
ratio:
student,
tutoring
and
based
on
research.
N
That's
kind
of
not
the
silver
bullet,
so
much,
but
the
sweet
spot
of
where
we're
seeing
a
great
deal
of
acceleration
and
we
have
districts
across
the
state
who
have
opted
into
that.
Tennessee
all-core
high
dosage
low
ratio
tutoring
in
that
low
high
dosage
low
ratio
tutoring,
which
means
I'm
getting
at
least
two
30-minute
sessions
a
week
in
a
one-to-three
ratio.
We
are
seeing
some
significant
promising
practices.
N
I
was
in
county
carter,
county
and
lenoir
city
this
past
week,
watching
our
tutors
really
work
with
our
students
and
that
one
to
three
ratio
really
has
that
individualized
time
that
ability
to
really
focus
on
that
student
and
support
that
student
with
literacy
and
math
gaps
that
they
have
so
very
impressive.
Things
are
happening
and
have
been
happening,
but
much
more
significant
since
the
extraordinary
session
last
year,
both
with
the
tutoring
and
the
summer
programming
and
the
opportunity
really
to
understand,
what's
happening
in
early
grades
literacy
and
understand
where
our
students
need
more
support.
F
Briefly,
to
piggyback
off
that,
I
sat
in
a
presentation
with
representative
sparks
for
about
45
minutes
last
yesterday
on
how
we
get
the
prisoners
reacclimated
into
society
and
on
and
on,
and
it's
daunting
task
work
and
the
solution
to
that
is
it's
a
lot
cheaper
is
to
get
them
on
the
front.
End
get
these
kids,
the
the
literacy
stuff,
we're
doing
the
summer
school
stuff
we're
doing
the
retention.
F
It's
all
part
of
a
plan
to
make
sure
that
when
they
graduate
high
school,
the
world
is
open
to
them
through
opportunity,
instead
of
the
prison
cells
in
tennessee,
and
I
think
if
we
can
focus
on
that
as
a
committee
of
making
sure
that
our
kids,
through
your
help,
making
sure
that
our
children
in
our
k-12
system
are
prepared
for
life
to
make
good
decisions,
hopefully
one
day,
we'll
be
closing
prisons.
So
thanks
for
all
you
do.
D
D
On
with
questions,
but
thank
you
for
the
work
you're
doing
and
thank
you
for
joining
us
in
a
hurried
session
here
today.
We're
pleased
to
hear
from
you
always
so.
Thank
you
I'll
gavel
us
back
in
session,
so
that
now
I
can
say
we
are
out
of
time
and
we
are
out.
D
May
I
tell
you
something
real
quick,
dr
cash
sent
me
in
a
text
saying
that
that
bid
list
will
not
be
available
till
march.
The
7th
so
be
on
the
lookout
for
that
email
from
me
around
that
time,
and
thank
you
all.