►
Description
House Education Instruction Subcommittee - February 15, 2022 - House Hearing Room 2
A
A
B
You,
mr
chairman
house,
bill
1876,
requires,
by
november
1st
of
each
year
the
comptroller
of
the
treasurer
to
review
and
report
the
implementation
of
the
tennessee
literacy
success
act
and
to
submit
the
report
to
the
chairs
of
education
committees
of
the
general
assembly
and
the
state
board
of
education
and
for
such
report
to
be
published
on
the
comptroller's
website.
It
requires
the
department
of
education
to
provide
any
information
requested
as
soon
as
possible,
and
this
bill
is
from
the
list
of
recommendations
to
the
general
assembly
by
the
eric
the
education
recovery
commission.
A
A
C
Thank
you,
mr
chairman,
and
members
house
bill
1840
comes
to
us
from
the
nice
longer
foundation
on
education.
We've
been
working
diligently
over
the
last
decade
to
give
greater
recognition
to
our
folks
going
through
technology
schools.
This
creates
a
work
ethic
diploma
distinction
program
that
will
encourage
a
an
interview
for
students,
as
well
as
give
students
a
little
gold
star
in
their
diploma
as
they
go
forward.
So
it's
it's.
Certainly
a
workforce
friendly
bill
that
we're
working
on.
Mr
chairman
of
members.
A
A
It
would
still
allow
the
opportunity
for
those
teachers
to
show
their
their
excellence
in
in
growth.
Basically,
the
change
is
going
to
be
this.
It's
going
to
be
on
the
percentages
of
evaluation.
The
current
percentages
are
50
observation,
35
percent
growth,
15
proficiency.
The
proposal
in
the
bill
is
to
move
that
to
40
percent
observation.
D
E
E
Jim
ryan,
tennessee
education
association,
the
the
three
areas
that
we
have
problems
with
this
bill
is
that
we
believe
50
50,
split
is
is
been
tried
and
true.
It
really
is
important
to
have
the
observations
where
teaching
practices
improved,
but
the
two
areas
of
this
bill.
It's
very
subtle
in
the
bill.
It
eliminates
two
areas
of
using
growth
scores
if
it's
to
the
advantage
to
the
teacher,
so
it
eliminates
one
aspect
of
the
evaluation
system.
E
If
a
teacher
has
a
three
four
or
five
in
their
growth
score,
they
can
use
that
for
the
50
on
the
of
the
of
the
evaluation.
Now,
if
a
teacher,
the
other
thing
it
eliminates
is
section
five.
If
a
teacher
has
a
four
or
five
currently
in
their
growth,
they
can
use
that
growth
number
for
their
entire
evaluation
and
the
reason
why
it's
important
to
provide
teachers.
These
options
is
because-
and
I
appreciate
the
chairman
talking
about
proficiency,
but
what
the
statistical
model
does
is.
E
That
is
an
important
way
for
for
teachers
to
say,
I'm
doing
a
good
job
and
to
get
a
decent
evaluation.
So
the
main
issue
I
have
we
have
with
this
bill
is
to
take
away
the
options
of
the
teacher
to
choose
if
they
so
choose
the
growth
rates
for
their
evaluation,
and
I
think
that
that
has
been
an
important
part
of
keeping
the
evaluation
system
fair,
and
that
is
why
we're
opposing
this
bill
did
I
make
it
under
three.
D
F
If
we
go
on
a
proficiency,
because
I'll
give
you
an
example,
I
was
at
a
middle
school
on
friday
and
it
was
a
challenging
school,
but
there
were
so
many
young
teachers
there,
and
I
think
that
what
we
need
to
do
is
try
to
get
more
experienced
teachers
into
those
schools.
They
can
help
raise
that
growth
is
what
you're
saying
which
they
may
not
meet.
This
arbitrary
proficiency
number,
but
I
believe
that
we
should
be
able
to
do
something
to
incentivize
those
higher
teachers
to
go
to
those
lower
performing
schools.
E
To
be
able
to
then
to
teach
in
a
may
have
been
a
more
challenging
place.
It
is
not
a
secret
for
teachers
when
they
move,
what's
better
pay,
better
benefits
and
things
like
that.
What
we've
always
found
in
our
evaluation
system
that's
been
critical.
Is
there
is
being
able
to
use
these
other
measures?
E
But
it's
critical
in
these
two
things
where
a
teacher
when
that
growth
score
comes
in
that
says
the
statistical
estimate
says
your
kids
did
great
right.
I
mean
they
really
advanced
in
that
year
and
then,
especially
though,
if
they
have
done
exceptionally
well
in
that
growth
that
they
that
they
can
point
to
that
and
say
that
is
my.
That
is
going
to
be
my
level
of
effectiveness.
F
F
F
D
D
H
G
G
I
think
position
here,
it's
fair
to
say
I
I
did
want
to
note
that
the
one
sort
of
conversation
or
one
of
the
conversations
we
had
with
the
chairman
as
he
expressed
we
thought
it
was
important
that
the
growth
measure
was
kept
at
its
current
percentage,
which
it
is
in
this
current
amended
version
so
really
sort
of
what
this
changes
from
that
existing
three-tiered
multi-evaluation
system
is
dropping
the
observation
by
10
and
raising
the
achievement
metric
by
10
percent.
I
think
from
our
position.
G
H
H
G
Yes,
thank
you
for
the
question.
My
colleague,
jack
powers
may
have
some
data
on
percentages
of
teachers
who've
taken
advantage
of
that
in
recent
years.
But
before
that
I'd
say
I
you
know,
I
think,
we're
in
a
defer
watch
position
on
that
too.
We're
maintaining
the
current
percentage.
Those
measures
that
allowed
for
extra
portions
of
a
teacher's
evaluation
to
be
counted
for
based
on
growth,
are
actually
fairly
recent
changes
to
state
law
that
have
happened
over
the
course
of
I
think
2019
and
2017
were
when
those
changes
put
in.
G
So
that's
not
something
that
sort
of
existed
when
this
evaluation
system
was
first
come
up
with
it's.
It's
sort
of
an
extra
weight
for
growth
that
exists
and
if
that's
something
the
legislature
wants
to
take
a
look
at
we're
sort
of
deferred
to
the
will
of
the
legislature
on
that.
But
do
you
have
some
of
that
specific
data
on
on
teachers
that
have
done
that
in
recent
years,.
I
Jack
powers
with
the
department
of
education
and
just
to
reiterate
in
the
current
breakdown
there
is
a
35
wait
for
an
individual
teacher's
growth,
but
specifically
one
of
the
flexibilities
that
we
call
the
345
override
that
is
being
taken
out
was
utilized
by
around
18
percent
of
our
teachers.
In
the
most
recent
year,
the
other
four
or
five
override
rule
was
utilized
by
a
very
small
number
of
teachers.
I
think
it
was
around
400.
H
I
Certainly
jack
powers
at
the
department
what
the
345
override
does
is.
It
allows
an
educator
to
take
their
individual
growth
score
and
allow
that
to
constitute
the
entire
50
percent
of
the
achievement
portion
of
their
evaluation,
and
then
the
other
50
percent
would
be
observation
for
the
4-5
override.
It
would
allow
an
educator
to
use
that
four
or
five
for
the
one
for
the
entirety
of
their
of
their
evaluation
score.
J
I
J
I
B
B
G
Thank
you
for
the
question
just
to
clarify
you
are
talking
about
the
the
percentages
themselves
or
the
override
provisions,
the
override,
I
think
I
believe
the
overrides
came
in
later
than
that.
I
was
around
not
in
my
current
role
at
the
department
when
they
came
through
and-
and
I
think
a
lot
of
it
was
due
to
some
testing
difficulties
and
some
lack
of
confidence
sort
of
in
the
system.
G
It
was
to
allow
an
additional
weight
for
growth
for
teachers,
who
showed
particularly
strong
growth
on
that
and
the
assessments
and-
and
I
think
my
colleague
mr
powers
shared
what
some
of
those
most
recent
percentages
are
in
terms
of
teachers,
who've
actually
utilized
them.
But
you
know
the
way
I
read
it.
Is
it
allowed
growth
to
count
for
more
than
that
35
for
teachers
who
were
able
to
demonstrate
that.
D
A
We've
come
a
long
way
from
where
we
were
in
education
over
the
last
decade.
For
a
while
there
we
were
the
fastest,
improving
educational
system
in
the
country,
and
I
think
the
reason
why
we
were
there
was
because
we
realized
that
we
had
to
get
our
kids
caught
up.
They
were
that
far
behind
and
we
had
to
growth
had
to
take
a
precedence
there
to
try
to
move
the
system
forward
and,
as
the
department
stated,
I
think,
the
the
ability
for
a
teacher
to
waive
the
proficiency
scores
has
was
tied
to
a
couple
things.
A
One
of
them
was
the
lack
of
reliability
on
the
testing
mechanisms
we
had
and
the
uncertainty
of
the
whole
thing
and
then
trying
to
get
to
a
point
of
well.
Are
we
ready
to
hold
proficiency
accountable
with
where
we
were
in
education,
and
I
think
we've
reached
a
point
right
now,
where
our
teachers
and
if
you
look
at
the
observation
evaluations
in
the
state
over
ninety
percent
of
our
teachers,
show
a
level
four
or
five
over.
Ninety
percent
of
our
teachers
show
a
level
four
or
five.
A
A
A
A
I
think,
but
the
proficiency
scores
aren't
where
they
should
be,
and
so
we're
trying
to
get
to
a
point
where
our
teachers
have
to
have
the
ability
to
show
the
growth
in
the
student
and
that's
why
we,
the
department-
and
I
want
to
say
thank
you
to
the
department-
we're
very
adamant
about-
let's,
let's
not
tinker
with
growth,
because
teachers
still
have
to
grow
a
student
every
year
and
for
those
out
there
they're
watching
and
don't
understand
growth.
I
could
give
you
two
hours
on
that.
A
A
A
H
Thank
you
thank
you,
madam
chair,
and,
and
I
don't
disagree
with
with
us,
needing
to
look
at
the
model
and
evaluate
its
effectiveness
and
and
see
why
things
need
to
be
changed.
I
guess
I
just
didn't
hear
necessarily
a
strong
argument
for
why
observation
should
go
down.
I
mean
you
know
I've.
I've
been
a
you
know
a
long
time,
employee
and
each
year
I
have
a
conversation
with
my
supervisor
and
and
and
we
talk
about
metrics
and
measures
and
success
and
and
and
and
that's
a
valuable
conversation
and
it's
what
drives.
H
H
The
observation
might
not
be
in
the
long
in
the
long
term,
the
best
remedy
that
that
that
50
50
model-
I
would
say
it
is
low
because
you
know
if,
if
you
have
a
a
supervisor
who
understands
what
the
role
is
of
a
teacher
or
administrator
who
understands
the
role
of
the
teacher
or
blend
of
the
two
and
you're
looking
at
eyeball
to
eyeball.
How
is
this
person,
interacting
with
those
children
and
how
they're
responding
to
his
or
her
teaching
teaching
methods
that
that's
a
extremely
valuable
tool?
H
A
A
A
A
A
A
There
is
no
slight
here
whatsoever
of
the
work
and
that's
once
again,
like
the
department
said:
let's
not,
let's
not
trivialize
the
growth
here.
Growth
is
extremely
important
for
the
a
lot
almost
the
majority
of
our
students
that
are
behind
right
now,
based
off
of
what
tcap
testing
we're
grading,
our
kids
based
off
of
proficiency
life
is
grading
our
kids
when
they
want
to
apply
for
a
job
based
off
of
proficiency.
A
A
A
We
have
come
a
long
way
and
some
of
you've
been
here
a
long
way
from
where
we
were
in
education
a
decade
ago,
but
we've
been
talking
about
the
stagnation
right
now.
We've
got
to
push
through
that
and
say.
The
next
step
is,
let's
start
to
bring
more
proficiency
online
with
our
students
slowly
slowly.
A
You
know
I'm
very
aggressive.
I
thank
the
department
for
pulling
me
back
a
little
bit,
but
I
think
it's
a
compromise.
It's
a
fair
compromise
that,
if
we're
going
to
hold
our
students
accountable
for
proficiency,
I
think
we
can
hold
our
teachers
just
a
little
bit
more
just
a
little
bit
more
for
proficiency.
Thank
you,
madam
chairman.
H
And
and
that
that
that
dovetails
nice
little
segues
nicely
in
into
my
second
and
last
question
or
comment
recommendation
is
if
what
you're
saying
it's
true
and
it
is
then,
why
not
do
away
with
so
what
you
your
your
your
second
part.
It
does
away
with
the
the
ability
for,
for
the
growth
being
a
four
or
five,
not
to
do.
Why
not
include
a
little
bit
of
achievement
in
that.
H
If,
if
a
person,
you
know
so
to
your
point,
if
achievement
is
important-
and
it
absolutely
is
at
the
end
of
the
day
we
have
to,
we
have
to
have
a
state
to
state
comparison
and
and
we're
all
you
know
taking
the
same
standardized
tests
instead
of
doing
away
with
that.
Why
not
blend
that
and
make
a
mix
of
growth
and
achievement
be
a
factor
for
a
teacher
to
forego
the
rest.
A
F
I
think
that
you
know
we.
I
understand
your
passion
about
this.
I
think
we
everybody
on
this
committee
is
passionate
about.
How
do
we
improve
the
income
outcomes?
Well,
I
guess
incomes,
yes,
for
our
students
as
well.
I
got
a
quick
question
for
you
now
you
can
correct
me
if
I'm
wrong,
but
we're
somewhere
in
the
mid
30s
ranked
in
the
education
in
the
in
in
the
in
the
nation,
correct,
I
would
say,
mid
30s
if
I'm
not
just.
F
So
that
kind
of
plan
puts
us
in
the
bottom
third,
and
so
that's
what
I'm
saying
is
that
we
still
have
a
lot
of
room
to
grow,
and
I
think
that
when
you
compare
the
teachers
and
the
students,
the
one
thing
that's
left
out
is
the
starting
points.
Teachers
have
a
baseline
of
starting
points.
They
have
met
some
requirements
that
inc
that
I
let
that
lets
them
be.
A
teacher.
F
Our
students
have
a
myriad
myriad
of
starting
points.
You
know
some
may
not
have
parents
in
a
home.
Some
may
have
some
on
drugs.
Some
may
have
money.
So
a
lot
of
kids,
my
wife
works
at
elementary
school
and
some
of
the
kids.
When
they
get
there
in
kindergarten.
They
don't
even
know
how
to
hold
the
scissors.
F
F
Teachers
to
the
proficiency
schools
are
teaching
to
this
particular
level
at
this
moment
in
time-
and
I'm
just
saying
maybe
we
can
revisit
this
later
on,
but
because
of
the
issues
we've
had
throughout
these
last
two
years.
Let's,
let's
focus
on
the
growth:
let's
still
continue
to
focus
on
the
growth
to
get
our
kids
to
this
arbitrary
number
that
we
have
that
we
call
proficiency.
A
There
was
a
huge,
a
huge
crisis
in
tennessee,
because
we
were
47th
47th
in
education.
Now
we
sit
roughly
we're,
probably
compromising
on
number
37.
and
that
37
was
attained
very
quickly.
We
moved
up
very
quickly
and
over
the
last
I've
been
here
three
years.
That
number
has
pretty
much
stagnated
and
I
understand
it
stagnated
for
a
while.
A
A
The
growth
that
they
had
from
third
to
fourth
grade
is
exhibited
in
the
proficiency
score,
and
the
teacher
would
gladly
take
that
proficiency
score
of
that
student,
because
the
teacher
did
what
we
asked
them
to
do.
They
taught
there's
a
whole
conversation
we
can
have
about
what
they
have
to
teach
and
how
what
what?
What
testing
they
have
to
do.
That's
a
whole.
We
could
spend
hours
on
that.
A
But
the
growth,
the
student,
that
is
a
level
one
and
we
move
to
a
level
three
or
a
level,
four
you're,
absolutely
right!
That
teacher
has
done
a
fantastic
job
with
that
and
let's
say
that
happens
in
third
grade
and
the
student
is
still
two
years
behind
the
student
moves
on
to
fourth
grade
and
that
teacher
does
the
same
thing
and
moves
them
a
whole
year
academically
and
we
keep
that
process
up
for
the
entire
system
and
that
student
graduates
and
he's
grown
a
year
every
year
and
he's
a
senior
and
we're
saying.
A
What
kind
of
life
are
we
dooming
them
to
and
without
requiring
proficiency
and
the
example?
There
is
kind
of
the
system
we're
working
with
right
now
and-
and
I
will
be
one
to
tell
you
that
no
child
left
behind
boy.
It
decimated
our
educational
system,
decimated
it
and
we're
trying
to
recover
from
that.
No
child
left
behind
and
we're
turning
kids
out
right
now
that
aren't
proficient,
but
we've
grown
them
every
year
and
all
the
bill
asks-
and
I
know
I
know,
timing
timing
is
timing.
A
A
Oh
we're
getting
way
in
the
weeds
here.
All
the
bill
does
is
shift.
10
percent
away
from
observation
observation
is
still
going
to
take
place
and
I've
talked
to
principals
in
my
district
and
principals
in
other
districts-
and
I
said,
are
you
going
to
just
downgrade
your
evaluation
of
your
teachers
and
do
less
and
not
care?
And
they
said
no,
I'm
going
to
give
the
exact
same
evaluation.
A
I've
always
given
them
and
be
tough
on
them
and
help
them
with
the
growth
that
they
want
to
do
that
they
should
be
doing
for
our
students
but
proficiency.
Our
students
take
proficiency
for
the
k-12
system.
Every
year.
We
test
we're
going
to
be
testing
here
in
four
more.
We
are
in
four
more
months:
t-cap's
rolling
out
and
tn
ready's
rolling
out
and
acts
rolling
out
and
college
finals
are
rolling
out
and
we
test
everybody
in
this
state
on
proficiency.
A
All
we're
asking
is
that
the
teacher's
sharing
that
a
little
bit
now
that
we're
all
pulling
forward
the
same
thing
so
that,
when
sally
or
or
or
terry
walks
across
the
podium,
we
know
they
know
and
so
they're
equipped
to
handle
life
and
everything
that
life
throws
at
us.
Some
of
us
are
older
than
other
ones
in
here.
Life
is
cruel
and
unfair
and
it
doesn't
care
how
much
you've
been
grown.
It
cares
how
much
you
know.
F
All
right,
the
other
side
of
that
coin
is
it's
the
teachers
and
what
we
said.
We
talked
about
the
students
and
the
growth,
but
I
think,
as
I
spoke
earlier
when
I
think
when
mr
roy
was
up
here
talking
about
this-
is
the
other
side,
how
it
impacts
the
teachers
and
our
students
as
well
is
how
do
we
incentivize
our
high-performing
teachers
to
go
into
those
low-performing
schools?
That
is
a
big
deal
under
the
model,
and
one
thing
I
want
to
go
back
to
what
you
said
you
keep
saying.
This
is
all
it
does.
F
Well,
it
does
a
big
thing.
It
takes
away
the
options
for
the
three
four
and
five
and
the
four
and
five
that's
a
big
deal.
So
we
can't
just
say
this
is
all
it
does,
but
we
also
have
to
make
sure
that
we
don't
want
to
disincentivize
our
teachers,
the
high
performing
teachers,
the
one
thing
that
we
we
continually
talk
about.
F
We
put
a
lot
on
teachers,
we
put
a
lot
on
students,
but
what
we
forget
and
what
we
really
need
to
come
back
and
focus
on,
is
how
do
we
get
those
students
done
our
low
performing
our
margin
marginalized?
How
do
we
come
back
and
get
them
and
help
them
to
get
to
where
they
need
to
be
and
we're
not
helping
them?
F
If
we
don't
give
them
the
best
teachers
and
give
the
teachers
an
opportunity
to
come
back
to
those
students,
because
if
a
teacher
stays
in
her
proficient
class
and
she's
just
selling
through,
she
has
no
reason
to
try
to
go
to
a
school
to
where
she
can
really
help
some
kids
that
need
them
and
we
can
recruit
them
and
we
still
get
these
younger
teachers
in
these
difficult
schools
because
they
don't
have
the
seasoned
professionals
because
they
don't
have
an
incentive
to
come
back.
And
I'm
not
saying
the
incentive
is
money.
F
F
So
I
would
I
just
want
to
make
sure
that
we're
clear
that
when
you
say
it
all
it
does,
it
does
take
away
two
big
things.
You
know
the
three
four
and
five
and
the
four
and
five
options
and
that's
huge
right
now,
but
let's
not
disincentivize
the
teachers
that
we
really
should
be
trying
to
figure
out
a
way
to
get
them
back
to
those
low-performing
classrooms.
So
they
can
get
us
up
to
those
show
that
growth
and
get
them
to
the
proficiency
level,
and
I
just
don't
think
that
this
bill
accomplishes
that.
F
A
A
I
hope
that
bill
passes
to
reward
our
level
four
and
five
teachers
that
show
growth
and
then
reward
those
those
teachers
that
go
and
get
the
proficiency
that
we're
looking
for
with
an
additional
bonus.
On
top
of
that,
the
challenges
we're
going
to
face-
and
that
was,
I
probably
understand
more
now
why
the
department
wanted
to
leave
the
35
percent.
There
was
for
the
challenge
districts
out
there,
so
teachers
can
still
have
them
a
huge
weight.
75
of
their
weight
of
their
score
is
an
observation
by
their
principal
and
growth,
75
percent
of
their
score.
A
A
I
think
I
think,
that's
incredibly
fair
when
we
hold
our
students
to
a
hundred
percent
proficiency,
100
percent.
We
talk
about
all
the
time
about
what
their
test
scores
are
ad
nauseam.
Sometimes
we
are
creating
career
technical
paths,
multiple
pathways
in
in
our
in
our
high
schools,
but
what
we're
all?
What
we're
assuming
is
all
these
kids
can
read
right
and
do
math
on
grade
level
by
eighth
grade.
A
How
can
they
take
advantage
of
the
opportunities
of
high
school
with
ap
courses
with
career
technical
courses
with
job
placement
courses?
How
can
they
take
advantage
of
tcat,
which
has
got
to
fit
our
community?
Our
t
tennessee
promise
money,
our
community
colleges,
roughly
a
51
graduation
rate,
now
tcats
knocking
it
out
of
the
park
right
now.