►
Description
House Education Instruction Subcommittee - March 1, 2022 - House Hearing Room 2
A
A
I
will
take
one
today.
You
know.
During
the
pandemic,
we
had
a
big
issue
with
constituents
across
the
state
of
tennessee
having
issues
with
unemployment,
and
we
fielded
hundreds
of
calls,
like
most
of
you
probably
did
of
people
trying
to
get
their
unemployment
claims,
and
there
was
one
person
that
I
could
always
go
to
at
the
department
and
she
always
helped
with
a
smile.
Her
name
is
tia
zeke
see
she's
in
the
back.
I
want
to
say
thank
you
for
all
the
work
you
did
for
the
people
of
tennessee.
A
Just
remember
not
significant
on
my
bills.
Okay,
we
have
a
calendar
today,
there's
a
lot
of
rolls
going
on
today,
so
we're
just
going
to
work
through
the
calendar.
First
up
is
house.
Bill
2153
by
chairman,
hasten
to
have
a
motion
motion.
A
second
chairman,
hasten
you're
recognized.
Do
you
have
an
amendment
on
the
bill,
sir.
A
Believe
one
four
one,
six,
zero!
You
have
a
motion
in
a
second.
Does
it
rewrite
the
bill?
Yes,
it
does
members,
let's
put
this
on
the
bill,
to
get
it
in
the
proper
form,
all
those
in
favor
of
adding
zero
one.
Four
one,
six
zero
to
the
bill
say:
aye
opposed
no
eyes
have
it
chairman.
You
are
in
good
position
right
now,
go
and
present
your
bill.
Thank.
D
You,
mr
chairman
committee,
I'm
glad
to
carry
this
for
the
administration.
What
this
does
this
bill
helps
ensure
our
students
are
going
to
have
a
inside
track
for
all
the
technology,
jobs
that
are
coming
into
our
state.
This
bill
does
so
in
three
key
ways:
it's
one
that
sets
rigorous
standards
for
computer
science,
education,
two.
It
requires
instruction,
in
course,
offerings
and
computer
and
science
for
all
tennessee
students
and
three.
It
provides
free,
professional
development
for
tennessee
educators
and,
with
that
I'll,
be
glad
to
answer
any
questions.
A
B
D
E
D
E
A
Any
other
questions
for
chairman
chairman.
I
got
a
quick
question
for
you.
This
is
also
extending
down
in
the
middle
and
elementary
yes,
okay
with
the
thought
process
of
possibly
getting
a
substitute
in
in
in
higher
I'm
sorry
in
high
school.
Is
there
any
thoughts
on
possibly
in
middle
school,
making
some
exceptions
for
stuff
required
go
ahead.
D
Good,
I
will
add
every
I'll
go
ahead
and
read.
Some
of
this
here.
That'll
add
some
clarity
that
every
high
school
student
must
complete
a
full
year
of
computer
science.
We
mentioned
that
every
middle
school
student
must
receive
at
least
one
course
in
computer
science,
education
and
every
elementary
school
student
must
receive
age-appropriate
computer
science
education
through
their
instructional
program.
So
it
will,
it
will
go
on
down.
A
A
A
Oh
long
day,
next
up
is
house
bill
1683
by
chairman
powers,.
A
Like
a
mo
hold
on,
I
don't
see
him
here:
let's
hey,
let's
roll
him,
let's
roll
him
three
spots
and
we'll
continue
on
without
objection.
A
A
Yes,
sir,
thank
you.
You've
heard
a
motion
on
that
in
a
second.
Is
it
make
the
bill,
sir?
It
makes
the
bail
let's
go
ahead
and
put
it
on
the
bill,
all
those
in
favor
of
adding
zero
one,
four
zero,
six
seven
to
the
bill
say
aye
oppose
no.
It
is
in
the
proper
position.
Representative
castle.
You
are
recognized.
F
What
this
legislation
attempts
to
do
is
do
what
colleges
do,
which
is
allow
young
people
to
clep
out
of
courses.
The
amendment
limits
it
to
english,
one
integrated
math,
one
algebra,
one
and
foreign
language.
G
Sorry,
my
daughter
was
calling
me,
let
me
know,
they're
heading
home
from
take
that
call
quick
question
in
order
to
take
this
into
the
course
test
is:
are
there
any
benchmarks
or
requirements
that
say
I've
met
this
so
I'm
eligible
to
take
the
test,
or
can
you
just
take
the
test
say
I
could
just
walk
in
and
say
all
right,
I'm
ready
to
take
the
test
yeah.
You.
F
Can
at
the
beginning
of
your
freshman
year-
and
this
is
written
for
again-
english-
one
integrated
math,
one
algebra,
one
and
foreign
language-
it's
so
this
is
the
first
step
I
hoped-
and
I
hope
you
guys
take
it
further
as
we
as
the
as
it
proves
successful.
F
But
yes,
so
as
a
freshman,
you
would
walk
in
and
take
the
course
at
the
beginning
of
the
year.
And
if
you
pass
this
standard
test,
then
you
would
get
credit
and
you
would
have
completed
english
one
with
this
test
and
the
goal
is
to
get
these
young
people
that
are
seeking
college
or
seeking
post
high
school
and
get
them
out
of
high
school.
So
they
can
start
their
careers.
All.
G
H
A
A
F
I
Thank
you,
mr
and
thank
you
to
the
sponsor.
I
I
I
like
this
bill
in
in
general,
with
with
one
exception
and
and
that's
the
foreign
language
requirement.
I
I
guess
you
know
for
from
a
math
and
an
english
standpoint
there
there
are
things
you
need
to
know.
I
You
know
sentence
structure
things
like
that,
whereas
when
you
get
to
the
foreign
language,
you
know
there's
a
lot
of
conversational
that
goes
on
during
the
course
of
a
semester
and
to
to
have
one
test
that
may
pick
up
on
all
the
all
the
vocabulary
that
you
that
you
learned,
I
think,
would
be
a
a
tall
tall
order
so
that
that's
that's
the
one
piece
that
that
gives
me
consternation.
Can
you
speak
on
why
you
included
foreign
languages
in
this?
I.
F
Can
but
if
I
would
like
I'd
defer
to
the
chairman
who
this
this,
this
came
from
him
actually
and
he
has
a
verse,
some
very
good
story.
A
Thank
you,
representative
representative
mckenzie.
We
had
an
issue
down
in
murray
county
of
a
student
from
a
south
american
country
whose
parents
spoke
ex
fluent.
They
were
both
college
professors.
The
child
spoke
fluent
spanish
and
could
have
probably
taken
and
or
given
the
test
in
spanish,
and
so
what?
What
the
hope
here
is
teachers
would
recognize
a
student
like
that
that
would
have
the
opportunity
to
test
out.
I
Thank
you
and
I
I
appreciate
that
that
ex
that
explanation,
but
I'll
I'll
I'll
give
a
counter.
I
had
a
friend
of
mine
that
had
middle
school-aged
children
and
they
worked
for
one
of
these
three-letter
agencies
and
spent
time
in
south
america,
and
they
emerged
himself
in
spanish.
You
know
they
they
they,
they
did
a
lot
and,
and
the
students
came
home
in
in
high
school,
but
they
weren't
prepared.
I
They
took
spanish,
fully
anticipating
on
blowing
it
out
and
making
sure
it
is,
but
they
hadn't,
because
they
hadn't
really
learned
a
lot
of
the
again.
They
learned
conversational,
spanish
and
I'll
say
the
same
thing.
What
happened
with
this
person
that
that
grew
up
in
a
household,
but
they
don't
understand
that,
there's
more
to
english,
as
we
know
from
our
english
classes
than
speaking
the
language.
I
F
A
A
A
J
I
think
so
it
it
makes
substantive
changes.
A
J
Thank
you,
chairman
sipigi.
This
is
a
bill
that
makes
several
changes
to
the
code
that
governs
charter
schools.
It's
actually
brought
to
me
by
the
tennessee
charter
school
center
that
surveys
different
charter
schools,
I'd
like
to
go
through
a
few
of
the
changes.
Some
of
these
changes
seem
relatively
minor
or
benign.
Some
of
them
actually
make
the
code
a
little
stricter
on
charter
schools.
J
I
think
there's
one
change
that
might
make
things
a
little
more
lenient
on
charter
schools,
maybe
as
a
first
example,
when
a
charter
school
applicant
doesn't
plan
to
provide
transportation
services,
this
bill
says
they
don't
have
to
provide
a
transportation
plan.
I
think
that's
fairly
minor.
They
wouldn't
be
providing
transportation
services
as
another
example
of
a
fairly
minor
change.
If
the
lea
changes,
the
grade
bands
that
go
into
elementary
schools,
middle
schools
and
high
schools,
they
have
to
notify
the
charter
school.
J
There
are
a
couple
of
these
changes
that
I
think
probably
make
things
a
little
stricter
on
charter
schools,
for
example,
if
a
charter,
school
administrator
or
entity
has
multiple
charter
schools
in
a
lea,
then,
when
a
charter
school
applicant
for
an
additional
charter
school
comes
forward,
the
lea
must
consider
these
other
charter
schools
operated
by
this
administrator,
the
administrators.
Other
schools
need
to
be
considered
when
they
apply
for
an
additional
charter
school.
J
An
additional
change
is
that
it
this
bill
would
cap
the
number
of
students
who
could
attend
a
charter
school
from
outside
the
lea
at
25
percent.
That's
a
cap!
No
more
than
that.
It
allows
charter
schools
to
give
additional
weight
to
students
who
are
at
risk
when
a
charter
school
is
over
subscribed.
The
charter
school
needs
to
use
a
lottery,
to
figure
out
who's,
to
determine
who's,
going
to
be
able
to
attend
the
charter
school.
J
This
provision
would
allow
at-risk
students
to
have
a
little
bit
greater
weight
and
then
here's-
maybe
a
last
change
that
I'd
like
to
highlight.
If
a
charter
school
appears
to
be
out
of
compliance
on
some
issue,
there
are
certain
circumstances
in
which
the
lea
would
need
to
provide
the
charter
school
with
an
intervention
plan
so
that
the
charter
school
would
have
the
opportunity
to
make
the
appropriate
and
necessary
changes
before
the
lea
revokes.
The
charter
school.
That's
only
under
certain
conditions,
there
are
other
conditions
under
which
the
intervention
plan
would
not
have
to
be
provided.
J
A
J
J
The
idea
is,
we
don't
want
a
charter
school
to
seek
its
application
to
be
approved
in
a
in
a
county
that
maybe
has
a
friendlier
governing
body
and
then
locate
right
on
the
other
side
of
the
county
line
in
order
to
get
students
from
a
neighboring
county
that
whose
application
process
they
didn't
go
through.
If
you
cap
the
number
of
students
that
can
go
to
a
charter
school
from
outside
the
lea
at
25,
then
it
limits
a
charter
school
from
being
able
to
to
do
that.
E
J
E
Fella,
thank
you,
and
if
the
charter
school
is
going
to
reach
capacity,
as
does
that
take
into
account
the
25
percent,
that's
outside
the
lea,
or
is
it
based
upon
the
capacity
of
children
that
are
in
the
la
district?
I
believe.
J
Students
from
outside
the
lea
can
only
be
admitted
if
the
charter
school
is
not
otherwise
at
capacity.
If
the
charter
school
is
at
capacity,
they
can't
take
students
from
outside
the
lea
and
that's
when
this
lottery
process
is
is
used
to
determine
which
students
of
the
oversubscribed
sample
get
to
attend.
Thank.
E
A
Sherman's
privilege
does
the
does
this
process
reset
every
year,
as
these
children
are
in
second
grade
and
they
go
to
third
grade.
Does
the
application
process
reset
so
that,
if
there's
more
more
students
from
the
lea
that
want
to
attend
that
charter
than
those
those
out
of
out
of
lea
charter
students,
would
they
be
now
not
be
able
to
attend?
So
it's
only
available
on
open
seats
after
everybody
in
the
district?
Has
the
opportunity
to
attend.
J
Chairman,
I
don't
specifically
know
the
answer
to
that
question,
but
I
can't
imagine
students
having
to
go
through
the
lottery
every
year.
I
would
imagine
once
they're
enrolled
in
the
in
the
charter
school.
Maybe
if
that
occurs
in
second
grade,
I
would
think
they
could
continue
that
they
wouldn't
be
they.
They
wouldn't
have
to
go
through
this
lottery
every
year,
otherwise
they
might
be
in
a
in
a
different
school
every
other
year.
I
I
don't
think
that's
the
way
it
currently
is
fair
enough.
Chairman.
F
G
Thank
you,
mr
chairman,
could
you
explain
you
said
that
if
a
if
a
applicant
has
other
charter
schools
in
the
lea
that
there
it
would
be
taking
in
consideration,
can
you
explain
like
how
that
would
work.
J
I
Thank
you,
mr
chair,
so
going
back
to
the
the
out
of
district
process,
it
says
first
it
says
that
the
the
that
tuition
may
be
charged.
So
that's
not
a
guarantee.
They
they
don't
at
some
point.
They
don't
have
to
charge
tuition.
Is
that
correct?
It's
optional.
J
J
I
I
think
you
know,
and
so
that's
so
so
my
question
is
when
that
money
comes
in.
Does
it
follow
the
same
funding
formula
like
I
know
the
that
the
the
lea
gets
to
keep
a
portion
of
it,
for
you
know
like
administration
of
the
benefits
and
all
that
other
stuff
does.
Does
this
tuition
that
comes
into
that
to
that
receiving
lea
gets
funneled
the
same
way?
If
you
know
what
I'm
asking.
J
This
bill
would
not
change
how
that
money
is
divided
or
allocated.
It
just
ensures
that
the
money
goes
first
to
the
lea,
instead
of
somehow
being
routed
directly
to
the
to
the
charter
school
as
a
first
destination,
which
I
think
that's,
I
think
that's
what
the
lea
would
want,
the
money
going
to
them.
A
A
K
Oh
yes,
sir,
we
do
have
an
amendment
untimely,
it
merely
updates
the
effective
date
and
I'm
assuming
I.
A
One
four:
that
is
the
right
one:
we
have
a
motion
and
a
second
on
it.
It's
an
untimely
filed
amendment
that
is
to
consider
the
amendment.
We
need
a
two-thirds
majority
to
be
able
to
consider
this
untimely
filed
amendment.
All
those
in
favor
of
this
untimely
file,
amendment
say
aye
to
hear
it
oppose.
No,
we
will
now
consider
it.
Let's
add
this
to
the
bill
motion
in
a
second
add
this
to
the
bill.
K
Thank
you
chairman
and
thank
you
committee
members
for
agreeing
to
bring
this
field
into
the
correct
form.
If
you
think
you've
seen
this
bill
before
you
probably
have
seen
a
version
of
it
before
this
whole
idea
was
brought
to
me
by
the
melrose
high
school
students
and
the
white
station
high
school
students
in
memphis
tennessee.
K
K
K
We
discovered
that
there
was
some
question
about
whether
title
one
funding
could
be
used
for
those
purposes,
so
this
bill
merely
creates
an
opportunity
for
the
different
departments
who
are
listed:
the
department
of
labor
and
workforce
development,
tsac
tennessee
student
assistant
corporation,
the
department
of
education.
Of
course,
department
of
human
services
would
all
collaborate
with
orea
the
office
of
research
and
education,
accountability
to
figure
out
how
to
get
driver's
ed
back
into
our
schools.
So
we'll
have
more
competent
and
confident
students
driving
on
our
streets.
E
Thank
you,
mr
chairman,
thank
you
sponsor
for
bringing
this
bill.
I
think
it's
a
smart
approach
to
let's
get
some
information
and
see
whether
driver
is
able
to
help,
I
would
simply
throw
out.
Maybe
you
might
want
to
consider
amending
it
that
we
also
include
firearm
safety
for
them
to
study
that
and
see
whether
adding
that
course
to
part
of
the
driver's
head
might
result
in
more
gun
safety
in
tennessee
and
students
to
be
aware
of
guns
just
how
dangerous
they
are
and
what
it
takes
to
responsibly
own
and
use
them.
A
No,
no
we're
off
we're
off
the
bill.
I
I
know
the
wares
of
doing
that
in
dangers.
Questions
being
called
any
any
objection
to
the
question
upon
seeing
none
all
those
in
favor
of
sending
house
bill
1325
on
the
full
edge
say:
aye
oppose
no
you're
on
your
way.
Thank
you.
A
Members
we
have
chairman
powers
here:
let's
roll
back
to
house
bill
1683
got
a
motion
in
a
second.
There
are
no
amendments,
correct,
correct
chairman
powers
in
a
proper
position.
Go
ahead.
All
right!
Thank.
H
You,
mr
speaker,
I'm
sorry,
mr
chairman,
I
didn't
give
you
a
promotion,
yeah
and
committee.
This
is
the
time
release
bill
that
we
have
been
working
on
for
many
years
back
in
2015,
we
actually
passed
a
a
time
release
course
and
then
in
20,
I'm
sorry
in
2019
we
come
before
the
body
and
we
were
able
to
get.
We
asked
for
a
full
credit
for
this
time,
release
course
away
from
the
school.
We
got
a
half
a
credit
which
was
great
kind
of
a
compromise.
At
that
time.
H
I'm
sure
everybody
wanted
to
kind
of
see
what
how
it's
going
going
and
and
what
we
were
doing
in
2020.
We
actually
came
and
asked
for
a
transportation
bill
to
remove
the
liability
of
anybody
transporting
the
students
away
from
the
school
to
to
take
the
time
release
course
this.
This
is
nothing
new.
We've
been
doing
this
for
seven
years
now,
and
other
states
have
already
implemented
this
georgia,
ohio,
florida,
south
carolina
matter
of
fact,
there's
11
states
that
have
the
time
release
course.
H
So
all
we
were
wanting
to
do
was
talk
to
you
about
possibly
raising
the
credit
to
one
full
credit
for
that
one
hour
away
from
school,
where
they
take
the
time
release
course,
and
this
is
already
a
statewide
application-
it's
already
permissive,
not
mandatory
any
any
county
can
do
it.
Any
school
system
can
do
it
and
it
all
has
to
go
through
the
local
lea.
H
So
at
this
time
I
would
like
to
just
take
a
moment,
and
we
have
a
couple
of
people
that
are
speaking
on
it
today
that
that
from
that
school,
and
so,
if
you
don't
care,
I
would
like
to
have
them
come
forward
and
and
talk
just
a
little
bit
about
what
they're
doing
at
the
school.
A
Without
objection
we're
going
to
go
out
of
session,
I
have
stephanie
lloyd,
lynn,
ray
and
zach
lloyd.
If
you'll
step
up
to
the
chairs
in
front.
A
Since
you're
all
going
to
share
time
here,
we'll
we'll
give
you
a
total
of
five
five
minutes.
Okay.
So
if
you
look
at
me
I'll,
let
you
know
how
far
you're
along
okay,
if
you'll
just
introduce
yourself
and
then
go
ahead
and
tell
us
what
you
want
to
talk
about,
make
sure
your
red
light's
on.
A
L
B
L
So
our
understanding
is
that,
when
this
bill
initially
passed
in
2019
to
allow
for
half
an
elective
credit,
we
we
were
told
that
the
representatives
wanted
to
see
how
how
it
went
and
determine
the
academic
rigor
before
allowing
a
full
academic
credit
for
religious
release
time.
Since
then
we
started
when
I
began
teaching
at
the
clc
in
the
fall
of
2019.
We
had
15
students.
L
We
currently
have
45
students,
so
our
program
has
increased
since
then,
and
as
representative
power
said,
all
of
this
is
gone
goes
through
the
local
school
board
level
for
approval
before
any
credit
is
granted.
L
L
They
analyze
texts,
they
determine
central
ideas
based
on
the
biblical
text
they're
reading.
They
support
their
interpretations
with
textual
evidence
and
they
learn
how
to
participate
in
collaborative
discussions
regarding
their
personally
held
religious
views.
We
have
no
desire
to
to
religiously
indoctrinate
anyone.
This
bill
would
allow
for
any
religious
release
time
program
to
exist
if
they
can
meet
those
standards
in
order
to
in
order
to
meet
the
standards
for
the
the
school
board.
To
approve
that
credit.
M
I
was
the
first
teacher
for
this
class
back
in
2018,
and
so
I
have
that
point
of
view,
as
ms
stephanie
does
and
then
I
also
have
the
point
of
view
of
a
public
school
administrator
and
how
this
would
enhance
my
student
body,
and
so
what
we're
asking
for
here
today
is
not
a
stretch,
but
just
for
equal
and
fair
treatment
for
full
credit.
As
ms
stephanie
said,
this
is
a
very
rigorous
class.
M
Some
of
her
students
have
even
I
wouldn't
say,
complain,
but
they
they've
said
this
is
one
of
the
hardest
classes
that
we
take.
You
know
and
why
can't
we
have
a
full
credit,
but
you
know,
as
an
administrator,
you
have
to
weigh
things
and
and
make
sure
that
they're
that
you
are
in
line,
and
so
why
would
I
want
my
students
to
attend
this
class
and
so
there's
data
out
with
schoolministries.org?
M
You
can
check
my
proof
check
me
on
this,
but
students
that
attend
these
release
time
classes
in
other
states
administrators
are
finding
that
they
come
back
to
the
school.
They
they
score
higher
on
standardized
testing.
They
are
better
behaved.
Their
attendance
increases
overall,
they're,
a
better
citizen
and
and
so
we're
pleased
with
that-
and
I
would
be
pleased
with
that
as
an
as
an
administrator
as
a
teacher
in
that
class,
we,
I
taught
world
view,
and
so
not
only
the
christian
world
view,
but
all
other
world
views
we're.
M
M
B
A
A
B
First,
I
know
I
know
for
sure
no
just
very
quickly.
I
come
just
on
behalf
of
the
students
we
have
again
had
students
there
that
had
discussed
the
the
pros
of
this
class
again.
Not
all
of
them
are
looking
at
it
from
a
religious
background,
they're
looking
at
it
just
from
a.
B
Again,
make
that
equal
for
them
to
have
an
opportunity
in
whatever
elective
class
that
they
take,
that
they're
offered
there
at
the
high
school
that
they
have
that
opportunity
to
have
that
full
full
credit
as
they
take
that
class.
So.
A
G
All
right,
thank
you.
Thank
you
for
being
here.
Do
you
I
just
want
to
take
this
time
to
actually
ask
you
some
questions
of
some
boot
underground.
How
this
really
happened
so
where's
your
class,
that
the
class
setting
is
it
on
the
campus
of
the
school
or
is
it
outside
of
the
school.
M
It's
on
the
one
of
the
perimeters
that
we
have
to
meet
is
it
has
to
take
place
off
campus,
which
our
campus,
the
church
campus,
is
adjacent
to
the
school,
we're
within
just
100
feet
or
so
of
school
sidewalks.
So
the
the
students
walk
to
our
campus
and
we
have
a
family
life
center
that
we've
we've
converted
into
classrooms
and
that's
where
it
takes
place.
So.
M
M
The
the
teacher
and
the
administrator
or
director
of
the
learning
center
also
the
I'm
not
sure
about
now.
I've
been
out
of
the
classroom
for
a
while
does
the
the
administrator
from
the
school
are
they
they're
releasing
them
there
they're
on
the
sidewalk,
with
them
as
they're
coming
up?
M
A
Okay,
thank
you,
representative,
griffey.
E
Thank
you
chairman,
thank
all
three
of
you
all
for
coming
today
and
providing
that
information
to
us,
and
I
just
can't
help
but
think
how
important
it
would
be
if
we
had
a
credit
every
year,
nine
through
twelve,
a
full
credit
for
students
to
get
involved,
religion
and
learn
about
religion,
not
just
christianity,
but
all
the
world's
great
religions,
and
how
many
of
our
problems
in
society
today
are
mirror
the
problems
we
have
in
our
school
as
far
as
bullying
and
problems
with
drug
use
and
inappropriate
sexual
behavior
and
stuff,
and
I
just
can't
help
but
think
that
our
schools
and
our
communities
in
tennessee
and
our
nation
wouldn't
be
better.
E
If
we
had
this
course
available
to
all
our
high
school
students
and
they
could
actually
take
the
class
on
the
high
school
campus
because
you're
not
just
focusing
on
christianity,
it's
a
number
of
religions
that
you're
actually
learning
about.
So
I
just
wanted
to
express
my
thoughts
and
appreciation
to
you
all
for
being
here
and
what
you're
doing.
Thank
you.
A
Any
other
questions
thank
you
for
coming
to
testify.
Today.
We
really
appreciate
it.
Thank
you
for
what
you
do.
Members
we're
back
in
session
back
on
the
bill
house
bill
1683,
chairman
powers,
you
want
to
add
anything.
H
Please
just
wanted
to
mention,
too,
that
there
are
some
other
schools
that
this
was
passed
and
it
was
a
statewide
application,
farragut
in
knoxville,
they're
they're
forming
a
board
right
now.
To
do
that
and,
like
I
said,
everything
has
to
go
through
the
local
lea,
but
they
have
had
their
own
board
of
directors.
So
there
are
other
schools
that
are
starting
to
to
come
across
the
state
that
are
hopefully
and
hopefully,
it'll
spread
all
95
counties.
I
Thank
you,
mr
a
couple
of
questions.
Well,
I
guess
a
general
statement.
You
know
it's.
This
is
in
in
theory
a
a
good
thing
when
you
have
a
county,
that's
kind
of
mono
theological
in
in
in
in
its
makeup.
I
When
we
spread
this
across
the
state,
I
don't
think
we'll
get
there
and
it's
also
a
good
thing,
as
as
testimony
led,
the
campuses
are
are
kind
of
a
joint.
You
know
that
that's
what
they
they
kind
of
design
in
utah,
with
with
the
mormons
every
campus,
has
a
mormon
center
next
to
it,
but
that's
that's
how
they
they
kind
of
intrinsically
grew,
and
there
there's
some
some
rural
counties.
I
You
know,
especially
some
some
some
rural
areas
in
knox
county
that
that
are
that
way
like
a
farragut,
but
that's
not
the
case
all
over.
Have
you
had
my
question?
Have
you
heard
about
the
pilot
program
that
they
tried
in
knox
county
at
inscep
elementary.
H
We
do
have
and
that's
what
we
passed
on
the
transportation
bill
a
few
years
ago
that
if
they
like
a
school
bus
driver,
wanted
to
to
use
his
own
time,
you
know
independent
contractor
to
transport
the
students
back
and
forth,
and
that
removes
any
kind
of
liability
from
them.
So
if
it's
more
than
just
a
short
distance,
you
know
that
they
they
can
provide
transportation
for
them.
But
no,
I'm
not
familiar
with
the
institute
program.
I
Yeah,
and
so
with
that
one
they
we,
it
never
happened,
thank
goodness,
but
they
had
a
atheist
group
for
lack
of
a
better
term
that
that
petitioned
to
to
pull
the
kids
out
and,
like
I
said
they
had
a
pilot
program
with
a
a
a
baptist
center,
and
so
that,
just
you
know
again,
it
was
messy,
and
so
when
we
when,
when
we
try
to
to
to
spread
this
across
our
very,
very
diverse
state
that
that
just
concerns
me
as
a
christian
that
that
concerns
me.
I
So
that's
that's
it's
one
of
these
intended
unintended
consequences.
So
I
I
I
see
in
in
the
write
up
here.
You
call
it
religious
moral
instruction
is
there
are
there
limits
to
that?
Is
there
a
curriculum
that
that
that
these
places
are
going
to
only
talk
about
this
to
this
and
nothing
outside
of
that.
H
Mr
chairman,
go
ahead
the
the
local
lea
they
have
to
approve
any
type
of
curriculum
that
that
comes
before
them
and
they
develop
the
those
guard
rails
that
you're
talking
about.
So
the
local
lea
has
to
approve
that
curriculum
for
them.
So
that's
one
reason
that
you're
not
going
to
have,
I
don't
think
any
kind
of
radical
groups
that
are
that
are
going
to
try
to
form
because
the
locals
would
have
to
approve
it.
E
Thank
you,
mr
chairman,
thank
you
sponsor
for
this
bill,
which
I
think
is
a
very,
very
good
bill.
I
just
had
a
question.
Participation
in
the
class
is
strictly
voluntary.
Nobody's
forcing
these
students
to
do
that
and
then
follow
up
follow
up
is,
will
it
be
a
half
credit
to
one
credit
for
the
entire
high
school
four
year
period,
nine
through
12
or
one
credit
per
each
year,
9
9,
10,
11
and
12
grades,
or
do
you
know
how
that
happens?.
H
E
A
A
A
A
Is
it
timely
or
untimely,
sir?
I
believe
I
filed
it
in
time.
What's
your
drafting
code
14
533,
it's
untimely
filed
members.
We
need
to
consider.
Thank
you.
Second,
all
those
in
favor
of
considering
amendment
zero,
one,
four,
five,
three
three
say:
aye
opposed.
No
okay
does
this?
Does
this
make
the
bill.
C
It
does
not
make
the
bill,
but
it
amends
a
substantial
part
of
the
bill.
It
cuts
out
section
three
and
four,
and
it
also
deletes
section
one
a
it
deletes
during
and
after
school
hours,
let's
go
ahead
and
get.
A
C
The
amendment
lowered
the
fiscal
from
66
million
to
not
significance.
C
A
drill
would
be
to
carry
out
a
remote
learning
either
they
that
would
be
up
to
the
local,
la
and
the
department
of
education
to
decide.
It
could
be
like
on
a
holiday
or
a
special
session,
where
they're
at
home
they're
going
to
run
through
actual
remote
learning
classes
to
make
sure
the
system's
working
wouldn't
be
in
all
day.
It
would
just
be
a
test
to
make
sure
everything's,
working
and
people
students
are
signed
down
again.
A
Click
clarification
on
this.
This
is
a
technology
test.
Yes,
this
is
not
a
where
we're
going
to
go
out
we're
going
to
go
virtual
for
a
day
and
we're
going
to
teach
the
whole
day
at
home.
This
should
be
a
technology
test
for
the
lea
to
make
sure
they
have
the
capacity
in
the
event.
If
we
have
to
go
virtual
they'd
be
able
to
do
it.
Yeah.
C
That's
why
it's
not
an
all-day
test,
it's
just
a
test
that
set
up
certain
students
and
test
the
system.
I
C
I
Could
you
explain
what
the
change
was
that
took
it
from
66
to
non-significant
what
the.
C
What
we
had
included
unintentionally
in
there
is
it
was
saying
basically
that
if
it
was
instructing,
if
a
school
did
not
have
the
technology,
they
were
to
purchase
it
or
have
it,
and
this
does
not
require
that
this
is
only
applies
to
test
the
remote
learning.
If
the
school
system
already
has
that
capability.
A
Can
I
give
clarification
here,
jim
representative
mckenzie,
the
what
was
removed
was
in
the
original
bill.
It
was
requiring
that
leas
would
have
to
purchase
textbooks
and
curriculum.
That
would
be
virtual.
Also,
that's
why
the
tremendous
fiscal
note
that'd
be
a
huge
burden
to
our
local
leas
right
now,
but
we
wanted
to
make
sure
that
in
the
event,
we
did
go
virtual
again
for
some
reason
the
technology
was
in
place
that
would
be
able
to
be
seamless
for
our
students.
A
I
Thank
you.
So
I
think
I
heard
you
say
that
this
bill
is
not
for
an
actual
in-person
learning
session.
Is
that
correct.
C
Chairman
they
would
do
a
test,
they
could
have
a
certain
number
of
students
go
home
and
test
it.
It's
not
for
like
carry
out
a
real
class,
an
all-day
class
session,
it's
just
to
how
they
would
promulgate
the
rules
working
with
the
department
of
education
and
how
they'd
go
home
and
test.
It
could
be
a
certain
number
of
students.
It
could
be
a
certain
number
of
classes
that
would
that
would
test
this
and,
like
I
said
it
could
be
during
hours
or
it
could
be
after
hours.
Thank
you.
G
Thank
you,
mr
chairman.
I
guess
I've
noted
when
we
went
to
virtual
schools.
We
had
a
lot
of
issues
with
kids,
not
having
access
to
internet
or
the
capabilities
to
sign
on.
I
think
how
are
we
going
to
address
that?
Because
I
think
that
if
we
just
have
a
test
of
the
ones
who
actually
have
it,
but
I
think
that
maybe
we're
putting
the
cart
before
the
horse
on
this
one.
G
C
F
C
Well,
like
like
it
said
it,
it
says
in
the
bill
that
the
drill,
whatever
whatever
shortcomings
or
problems,
that
the
the
the
tests
discover
there
they
are
to
address
as
best
they
can.
Of
course,
it's
presently
not
now
the
responsibility
systems
to
to
purchase
broadband
we've
been
trying
to
take
care
of
that
with
grants,
but
that's
not
a
part
of
this
bill.
This
is
simply
a
test
of
the
existing
school
systems,
remote
capabilities.
A
As
we
move
forward,
we
probably
need
to
make
sure
that
we
do
everything
we
can
to
roll
out
broadband
to
as
many
students
as
we
can
in
the
state
of
tennessee
and
where
I
think
working
together.
We
probably
all
agree
that
that
is
a
priority
that
we
need
to
probably
take
on.
So
any
other
questions
for
the
bell,
sponsor
questions
being
called
any
objection
to
the
question
upon
seeing
none
all
those
in
favor
of
sending
house
bill,
1964
to
full
ed,
say:
aye
opposed
no
you're
on
the
full
head.
A
A
N
Thank
you,
mr
chairman
and
members.
What
I'm
presenting
to
you
is
a
desire
to
broaden
the
knowledge
and
understanding
of
our
young
people,
of
our
shared
history
here
in
america,
in
one
area
of
that,
that
I
think
needs
to
be
enhanced
is
knowledge
of
contributions
by
african
americans
in
our
state
and
in
our
nation.
N
What
this
bill
attempts
to
do
is
to
require
appropriate
age
instruction
between
grades
five
through
eight,
and
this
would
not
be
done
next
year.
N
N
I'm
of
the
opinion
that
black
history
intersects
every
period
of
american
history,
every
war
that
this
nation
has
had
going
back
to
the
revolutionary
war.
Black
people
have
participated
in
those
wars.
On
behalf
of
our
nation
and
again,
what
we're
attempting
to
do
is
to
share
with
students
in
general,
some
of
the
positive
contributions
not
only
to
our
state,
our
nation
and
the
world
of
people
of
color.
A
Members
you've
heard
the
explanation
on
the
bill
represented
mckenzie.
I
Thank
you,
mr
and
thank
you
sponsor
for
bringing
this
bill
forward.
You
know
I'll
I'll
share
a
personal
story.
You
know,
as
it
relates
to
to
me
and
my
career
I'll,
never
forget
it.
I
The
eighth
grade,
mrs
stooksbury,
was
a
u.s
history
teacher
and
it
wasn't
in
the
curriculum,
but
she
she
pulled
out
a
week
and
just
had
some
some
some
training
on
on
on
prominent
black
inventors
and-
and
I
didn't
realize
that
you
know
the
whole
concept
of
refrigeration
for
chemical
that
that
was
fred,
frederick
jones
had
that
and
that
piqued
my
interest.
I
So
thank
you
for
for
bringing
this,
because
it's
just
you
never
know
what
what
that
one
thing
is
it
may
be,
you
know
it
may
be
science,
it
may
be
history
and
maybe
athletics,
but
just
just
just
to
put
as
much
in
front
of
our
students
as
we
can
to
to
talk
about
the
whole
you
know,
fabric
of
of
this
great
country
is
is,
is
a
good
thing.
So
thank
you
for
bringing
this.
N
Thank
you,
mr
chairman.
When
we
look
at
some
of
the
concerns
and
problems
we
have
with
our
young
people,
it
may
be
crime,
it
may
be
other
areas
in
their
lives
dealing
with
aces.
You
know,
I
think,
if
people
have
an
appreciation
and
understanding
of
themselves
and
can
share
that
through
their
actions
with
others,
I
think
it
bolsters
what
we
talk
about.
A
Rep
representative,
you
know
you-
and
I
have
been
talking
about
this
for
almost
two
years
now.
Yes,
sir,
and
you
know
I
will
help
you
any
way
possible
to
get
these
standards,
because
the
names
you
you
spoke
of
are
people
that
everybody
everybody
should
aspire
to
for
the
lives
that
they've
led
I've
struggled
with
this
one
because
of
the
standards.
A
I
think
we
have
to
be
very
cautious
here
and
I
will
I
will
do
my
best
to
help
you
get
these
names
and
other
names
inserted
into
the
standards,
not
only
in
five
through
eight,
but
in
nine
through
twelve.
There
should
be
these
names
to
be
talked
about
too.
We
opened
the
door
for
issues
with
asian
history,
hispanic,
history
native
american
history,
irish,
european
german.
A
All
these
played
vital
roles
in
the
development
of
our
country,
and
I
would
want
to
make
sure
that
we
had
an
opportunity
to
explore
all
these
different
cultures
that
made
the
united
states
what
it
is
and
because
we're
so
close
to
the
adoption
period,
I'm
very
cautious
about
adding
this
in
right
now
and
I'm
just
telling
you
up
front.
This
is
why
I'm
not
going
to
vote
for
this
bill
is.
A
I
want
to
make
sure
that
we
have
the
ability
to
not
only
just
insert
something
in
particular,
but
saturate,
the
entire
social
studies
and
history
that's
being
taught
to
our
children
of
all
the
nuances
of
all
the
people
that
made
up
our
country.
So
I
just
want
to
let
you
know
that
okay,
okay,
representative
griffey.
E
Thank
you
very
much,
mr
chairman,
and
thank
you
sponsor
for
bringing
this
bill
couple.
Other
names
that
popped
in
my
mind
that
everybody
may
not
know
but
great
black
american
americans,
dr
ben
carson,
judge,
bernice
donald
who's,
the
first
black
bankruptcy
judge
and
I
believe
in
the
nation,
odell
horton
senior,
the
first
black
district
judge
in
memphis.
I
I
clerked
for
as
a
law
clerk
for
a
number
of
years.
E
So
absolutely
african-american,
history
is
part
of
american
history
and
america
has
a
history,
we're
not
always
perfect,
but
we
are
americans
and
we've
got
to
bring
everybody
together.
On
that
my
question:
it
kind
of
mirrors
what
the
chairman's
concerns
are.
I'm
wondering
why
not?
Why
require
the
department
of
education
to
do
it
rather
than
the
state
board
of
education
to
put
the
black
history
in
the
part
of
the
standards.
N
Representative
mckee,
oh
I'm
sorry,
thank
you,
mr
jim.
I
think
what
trent
I
believe,
it's
the
department
of
education
that
would
help
set
the
standards
for
curriculum
and
what
would
be
in
there
with
the
lease.
N
E
Follow-Up.
Thank
you.
Thank
you,
mr
chairman.
I
just
I
I
tend
to
agree
with
the
chairman.
I
think
we
already
have
a
requirement
for
the
the
state
board
to
include
multicultural
diversity
in
their
framework,
and
there
needs
to
be
a
balancing
because
you're
going
to
have
other
minority
groups
wanting
their
history
as
well.
E
N
I
I
would
only
respond
that
we've
had
on
the
books
for
years
what
we
should
do
and
nothing
has
materialized,
and
I
guess
what
I'm
asking
is
that
would
this
be
a
start
in
the
effort
to
to
bring
about
that
broader
history
that
we're
talking
about,
instead
of
doing
it
all
at
one
time,
so
to
speak
waiting
to
do
it
all
at
one
time,
chairman
dixie.
G
Okay,
thank
you.
I
just
didn't
want
to
jump
in
front
of
my
friend
there
all
right.
I
think
that
you,
you
know
we
hear
arguments
on
both
sides.
I
think
it's
one
of
those
things
that
if
not
now
win,
and
it's
one
of
those
things
we
keep
kicking
the
can
down
the
road
at
what
point
do
we
just
do
it
at
this
time
you,
the
chairman,
just
made
a
mention
that
right
now
we're
getting
ready
to
set
the
standards.
G
So
if,
if
now
isn't
the
time
to
make
a
inclusive
history
of
all
of
our
history,
not
their
history,
not
my
history,
not
your
history,
america,
united
states,
history,
and
how
do
we?
When
do
we
make
time
to
do
that?
If
not,
now
it's
not
the
time.
When
is
the
time,
and
I
think
that
we've
been
the
temperature
in
this
country,
especially
in
tennessee,
even
in
this
house
chamber,
is
so
high
right
now
and
it's
so
divisive
at
what
point
do
we
come
together
and
say
you
know
what?
Let's?
G
G
You
know
every
one
of
us
here
right
here
knows
who
neil
armstrong
is,
but
who
knows
who
catherine
johnson
is
most
people
probably
don't
even
know
who
that
is,
but
that's
an
important
part
who
made
neil
armstrong
what
he
is
to
get
to
get
him
where
he
was
so,
let's
go
back
right
now,
it's
the
time
for
us
to
get
it
right.
Let's
not
kick
the
can,
and
then
I
said
this
is
just
a
start.
This
is
just
the
beginning.
It's
going
to
take
a
long
road.
G
You
know
we
can't
write
curriculum
in
in
three
weeks
or
two
weeks,
but
I
think
this
is
a
start
to
where
we
can
open
the
door,
move
the
ball
down
the
field,
and
then
next
year
we
can
continue
to
expand.
But
at
some
point
we
have
to
dig
our
foot
in
the
ground
and
say
we're
going
to
be
responsible
for
this.
We're
going
to
take
this
to
the
next
level
because
we
want
to
see
us
come
together
and
we're
tired
of
being
divided.
A
So
if
this
bill
does
not
make
it
out
of
here,
I
would
suggest
that
we
carry
on
that
conversation
tomorrow
with
those
individuals
tasking
them
with,
with
the
chore
of
what
we're
trying
to
do
here
today
to
make
sure
that
when
we
do
get
those
standards
back
and
our
students
start
to
learn
social
studies,
they
do
learn
about
the
diversity
in
tennessee
and
I'll
be
happy
to
help
you
on
that.
One
representative,
griffey.
E
I
was
just
going
to
follow
up
representative
sound
like
you,
you
seem
to
indicate
that
we're
not
teaching
any
black
history
in
in
our
social
studies
in
our
high
school
or
junior
high
grades.
Right
now
that,
surely
that's
not
the
case.
N
B
E
This
last
follow-up-
and
I
appreciate
everything,
you've
said,
and
I
would
just
because
there's
a
limited
time
in
the
history
they're
going
to
have
to
some
subject's
going
to
be
included,
not
included.
I
just
kind
of
wonder
if
you
want
to
change
this,
that
the
the
let's
see,
if
you
want
to
include
the
state
board
of
education
to
require
inclusion
of
black
history
african
american
history
in
our
in
our
schools
as
part
of
the
curriculum.
I
can
support
that.
B
B
Thank
you,
mr
chairman
and
mr
sponsor.
I
support
the
concept
behind
your
bill,
we'll
start
with
that
at
the
expense
of
giving
my
gray
hair
away.
Here
I
have
I
served
with
members
of
the
tuskegee
airmen
and
I
have
nothing
but
the
highest
respect
for
them
and
cannot
do
anything
more
than
praise
them.
So
I,
while
I
support
your
concept,
my
concern
rests
with
the
issues
that
have
been
brought
up.
B
For
that
reason,
sir,
I'm
going
to
have
to
say
that
in
keeping
it
in
line
with
the
standards
that
we
already
require,
if
you
could
modify
your
bill
to
put
the
state
board
in
charge
of
the
department
of
education
or
at
the
suggestion
of
the
chair,
bring
this
up
for
our
in
our
confirmation
hearings,
I
think
I
would
be
more
than
happy
to
line
up
and
support
you.
Thank
you,
mr
chair.
N
There's
nothing
in
my
mind,
magic
about
the
department
of
education
doing
this
if
if
it
was
acceptable
or
feasible?
Mr
chairman,
I
would
be
accepting
that
modification
for
the
border
board
of
education.
I
mean
the
state
yes
state
board
of
education
to
do
it.
A
N
A
D
D
A
Okay,
we
need
to
take
you've,
heard
a
motion
in
a
second
to
consider
this
untimely
file
amendment
any
objections
to
that.
It's
on
scene,
none
all
those
in
favor
of
considering
this
say,
aye
aye
opposed
no
being
considered.
You
want
to
give
us
a
brief
explanation.
Yeah.
A
D
You,
mr
chairman,
and
thank
you
to
the
tsba
and
the
department
for
working
on
getting
this
language
to
me
and
getting
this
final
amendment.
What
this
bill
does
is
allow
teachers
the
ability
to
use
formative
tests
like
benchmark
assessments
as
a
component
in
their
evaluations.
D
A
G
This
may
be
a
question
for
you,
and
I
don't
know
if
you
can
answer
this
or
not,
but
I'm
just
wondering,
because
I'm
not
really
sure,
but
it
is.
I
think
that
it
seems
like
each
district
have
different
measurements
for
teachers,
especially
evaluations.
Do
we
have?
Is
there
or
currently?
Is
there
a
standard
where,
if
I
had
a
teacher
that
apples
to
apple's
evaluation,
if
I
had
one
in
washington
county
that
would
be
the
same
in
tipton
county?
G
O
Charlie
buffalino
with
the
department
of
education,
so
I
believe
I'll
try
to
restate
your
question
you're,
asking
about
apples
to
apples
comparisons
in
terms
of
the
the
performance
for
teachers
in
these
areas.
So
what
we
are
talking
about
with
this
bill,
as
amended,
is
one
section
of
our
teacher
evaluation
system,
and
that
is
the
achievement
portion.
So
we
have
under
current
law-
and
I
know,
there's
a
piece
of
legislation-
that's
moving!
That
would
change
this
slightly.
O
We
have
50
for
observation
50
for
achievement,
which
is
split
into
two
categories:
35
for
tvos
and
growth
and
15
for
these
achievement
metrics.
So
the
apples
to
apples
comparison
is
really
in
that
growth
component,
because
that's
based
off
the
same
assessments,
the
tcap
statewide
and
that's
going
to
be
the
same
across
great
bands
in
the
state.
There
are
several
different
metrics.
Currently
that
can
be
selected
locally
to
be
used
as
that
achievement
metric.
It's
the
teacher's
choice
in
consultation
with
a
school
building
level
principle
under
what
those
are.
B
Thank
you,
mr
chairman,
and
mr
peflino
or
dr
buffalo.
The
issue
that
I
have
with
this
is
well
as
one
of
my
colleagues
used
to
say.
If
you're
smart
enough
to
be
in
front
of
us,
we
can
call
you
docker,
but
anyway,
promotions
everywhere.
The
the
question
that
I
have
revolves
around
the
points
you
just
made,
and
that
is
the
ability
to
compare
across
the
state.
B
B
O
Go
ahead,
charlie,
not
dr
buffalino,
with
department
of
education.
No,
I
think
it's
a
fair
point
and
it's
a
little
bit
of
a
balancing
act
with
that
multi-tiered
measurement
approach.
That's
why
you
hear
the
department
and
the
administration
often
be
so
adamant
about
preserving
that
tvos
component
and
candidly.
We
had
some
concerns
with
this
bill
as
initially
filed,
because
it
would
have
jeopardized
that
right
in
that
it
would
have
allowed
some
of
these
other
measures
to
be
used
to
calculate
growth,
which
is
not
something
we
can
even
currently
do
under
our
evaluation
system.
O
But
if
we
can
it
eliminates
that
ability
to
do
it
on
that
critical
value.
Added
portion
of
this
those
achievement,
metrics
and
using
multiple
of
them,
have
been
in
place
since
we've
had
an
achievement
portion
of
that.
You
know
we
can
look
at
comparisons
for
educators
who
select
the
same
achievement
measures,
but
we
have
chosen-
and
when
I
say
we
I
mean
the
broader
we
in
terms
of
the
general
assembly
department,
everyone
to
allow
some
flexibility
in
what
options
are
chosen
within
that
specific
15
percent
component.
B
Thank
you,
and
just
for
the
record,
can
we
now
currently
do
a
statewide
comparison
in
that
component.
O
I
would
say
no
excuse
me,
thank
you
chairman
I
I
would
say
no
because
there's
too
much
variance
in
what's
selected,
we
could
look
at
a
single
component
and
say
all
of
the
teachers
who
are
selecting
this
component
in
this
grade
level.
Yes,
we
can,
but
we
couldn't
do
a
meta
sort
of
comparison
of
every
teacher
in
the
state.
We
could
just
compare
those
who've
selected
like
measures.
B
E
D
Thank
you.
One
thing
I
will
say
is
that
you
know
the
two:
the
two
tests
you'll
be
able
to
use,
or
they
would
be
able
to
use
from
the
from
summative,
would
be
the
state
adopted
benchmark
assessment
or
the
universal
screener
approved
by
the
state
board,
so
that
will
be
apples
to
apples
that
it
will
be
something
that
will
be
consistent
across
the
state.
The
other
thing
is
is
that
we
all
know
students,
and
we
may
you
know
we
know,
students
that
are
better
at
formative
and
some
that
are
better
at
summative.
D
This
just
allows
a
a
way
for
teachers
to
be
able
to
capture
that
student.
That
may
be
better.
That
has
a
little
bit
better
aptitude,
for
you
know
for
formative
assessments
rather
than
summative.
So
that's
with
that
I'll
I'll
just
be
glad
to
answer
your
questions.
A
Last
one
up
house
bill
zero.
Seven
five
one
by
chairman
moody,
has
been
rolled
one
to
the
special
calendar
special
calendar.
That
concludes
for
today
a
reminder
that
last
calendar
is
next
week.
We
will
try
to
push
through
everything
next
week
and
clean
us
up,
so
we
can
close
this
committee
next
week
without
any
objection.
We
are
adjourned.