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Description
House Finance, Ways & Means Committee- March 8, 2022- House Hearing Room 1
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A
A
I
have
a
mission
in
a
second
on
the
amendment
chairman
todd.
Does
the
amendment
make
the
bill
it
does
so
why
don't
we
get
the
bill
in
its
proper
order
and
then
we'll?
Let
you
describe
the
bill
as
amended.
Do
I
hear
any
objections
to
voting
on
the
amendment
seeing
none
we're
voting
on
attaching
drafting
code
0-14647
to
house
bill
1638,
all
those
in
favor,
please
signify
by
saying
aye
any
opposed
the
eyes
have
it.
The
bill
is
amended
chairman
todd.
Please
describe
your
bill
as
amended.
E
Thank
you,
madam
chair.
This
bill,
I'm
bringing
on
behalf
of
the
speaker
and
myself
as
a
member
of
the
capitol
commission.
This
legislation
is
brought
to
clarify
that
the
legislature
is
in
complete
control
of
the
second
floor
of
the
capitol
building,
and
the
amendment
clarifies
that
the
department
of
general
services
can
still
do
their
normal
maintenance
and
upkeep
with
certain
notice
requirements,
and
that's
I
can.
I
can
explain
more,
but
that's
primarily
what
this
does.
F
B
Thank
you,
madam
chair,
and
to
the
sponsor
so,
for
instance,
with
this
piece
of
legislation.
If
the
if
the
members
of
the
general
assembly
wanted
to
actually
finish
the
capital
and
install
those
missing
lighting
elements
that
were
not
shipped
to
us
because
of
the
civil
war,
would
we
have
the
ability
to
do
that
independently
or
would
it
require
permission
from
another
branch
of
government.
E
D
A
E
D
E
Todd.
Thank
you,
madam
chair.
I
guess
you
know.
The
general
assembly
has
a
lot
of
authority
and
a
lot
of
power.
I
think
we
can
do
that
today.
I
don't
think
that
changes
anything
over
what
we
have
today,
but
this
puts
some
additional
clarifications
in
for
the
specifics
of
what
others
cannot
do
more
than
it
does
what
we
can
do.
A
D
Thank
you,
madam
chair
lady,
would
you
and
maybe
the
speaker
be
open
to
a
friendly
amendment
to
prohibit
the
general
assembly
from
being
able,
since
they
would
have
control
of
the
second
floor
from
being
able
to
have
any
legislation
introduced
to
bring
back
the
bust
of
a
nathan
beth
forest?
To
the
second
floor,
would
you
be
open
to
that.
E
F
E
E
G
A
I
said
who
are
willing
to
take
the
time
to
come
down
here
and
watch
you
in
action.
Is
there
additional
discussion
on
rep
on
chairman
todd's
bill
and
chairman
todd?
Just
from
my
under
understanding,
I
believe
the
intention
of
this
bill
is
to
make
sure
that
the
general
assembly,
the
speakers
of
the
general
assembly,
would
have
control
over
maintenance,
anything
that
would
be
scheduled
to
work.
A
E
E
We've
got
to
make
sure
that
we
can
operate
in
our
normal
business
and
without
any
any
possible
interruptions,
and
so
I
think
that's
certainly
part
of
it,
but
I
think
also
part
of
it
is
installing
fixtures
and
and
things
that,
for
example,
there
are
a
series
of
cameras
right
outside
the
house
chambers
right
now
we
don't
know
where
they
came
from,
we
don't
know
who
put
them
up
and
they're
not
outside
the
senate
chambers.
So
it's
kind
of
odd.
That's
just
something.
A
A
H
Either
a
consolidation
or
a
merger
among
utility
districts
that
benefit
the
ratepayers
of
a
financially
distressed
district.
Before
the
umrb
can
finalize
the
merger
number
one,
a
rape,
a
feasibility
study
must
be
completed.
That
recommends
the
merger
number
two.
A
public
hearing
shall
be
conducted
in
the
financial
distress
district
and
number
three.
The
umrl
umrb
must
make
a
determination
that
the
merger
is
in
the
best
interest
of
the
ratepayers.
H
A
J
A
A
K
K
Okay,
great
thank
you.
Starting
september
1st
2020,
we
revised
our
drug
free
zone
laws
in
this
state
to
make
them
more
exact
and
modernize
them.
You
all
voted
in
a
wide
majority
to
do
that.
What
this
bill
does
is
this
deals
with
folks
that
were
incarcerated
under
the
old
law,
so
under
the
old
mandatory
minimum
it
would
allow
them
to
petition
the
court.
K
You'd
have
a
hearing
between
the
with
the
d.a
and
the
judge
present
to
analyze
the
facts
of
the
case
and
see
if
they
would
have
been
sentenced
differently
under
the
new
law.
But
there
are
several
safeguards
in
here
to
make
sure
that
we're
we're
only
helping
those
who
truly
were
sort
of
wrong
place
wrong
time
number
one.
They
can
look
at
any
of
the
other
charges
that
were
brought
but
but
were
not
included
in
the
in
the
conviction
that
helps
with
gang-related
violence
and
that
sort
of
thing
we
can
talk
about.
K
If
you
have
questions,
they
can
also
take
into
account
the
offender's
behavior
while
they've
been
incarcerated,
and
they
also
would
not
be
eligible
if
this
would
not
reduce
their
time
at
all.
So,
for
example,
they
got
another
sentence,
you
know
for
life
or
for
some
longer
sentence,
we're
not
going
to
clog
up
the
docket
with
somebody
who's
not
even
going
to
be
helped
by
this.
So
this
is
truly
just
to
get
at
folks
who
were
at
the
wrong
place
at
the
wrong
time.
K
We've
got
cases
across
the
states
where
even
the
judges
have
said
to
us
look.
I
would
have
never
given
this
person
18
years
or
15
years
or
what
have
you,
but
they
were
on
on
the
side
of
the
street.
They
got
them
inside
the
zone.
If
they've
been
on
the
other
side
of
the
street.
You
know:
they'd
have
maybe
served
11
months
to
29
days
or
something
like
that.
So
that's
the
point
of
this
bill
and
I
would
seek
passage.
A
A
B
Businesses
in
those
areas
to
compete
with
people
across
the
state
line
bristol
took
advantage
of
it.
Eastridge
took
advantage
of
it
and
it
was
kingsport
would
have
fit
in
that
too.
Bristol
did
quite
well
and
easter.
Just
do
kingsport,
not
so
well,
and
so
these
folks
in
my
city
are
asking
for
an
extension
of
this
border
bill
for
five
years
and
that's
what
the
bill
asks
for
and
that's
what
it
does.
A
All
right,
you've
heard
chairman
halsey's
explanation:
are
there
questions
about
the
bill?
Question
has
been
called
on
the
bill
without
objection.
We
are
voting
on
house
bill
1872
all
in
favor,
please
signify
by
saying
aye
any
opposed
guys
have
it
chairman
halsey.
You
leave
here
to
go
to
calendar
and
rules.
Thank.
A
E
A
It
does
so
do
I
have
a
motion
on
drafting
code
zero,
one,
four,
three,
seven
one.
We
have
a
motion
in
a
second
without
objection,
we're
voting
on
amendment
zero,
one,
four,
three,
seven
one
all
in
favor,
please
signify
by
saying
aye
any
opposed.
You
guys
have
it.
The
amendment
is
attached
chairman
kiesling.
If
you
would
describe
the
bill
as
amended.
Certainly.
E
Thank
you.
Thank
you,
members
for
that
and
chair
lady.
The
house
bill
2196
deals
with
quick
claim
and
it
was
actually
brought
to
to
our
attention
by
both
the
register
of
deeds,
association
and
tennessee
county
fish
association
with
assistance
and
agreeing
working
with
the
land
title
association
as
well.
E
The
intent
of
this
bill
is
just
to
remedy
a
situation
in
which
one
refuses
to
record
a
document
or
pay
the
transfer
tax
on
a
quick
claim.
Warranty
date,
there
have
been
instances
where
people
have
refused
to
pay
their
transfer
tax,
citing
the
fact
that
this
is
not
a
man
that
that's
not
mandated
in
code.
E
The
registers
are
seeking
to
change
that
to
further
avoid
any
similar
instances
from
happening
again,
and
I
might
add
that
I
I
did
in
the
subcommittee
and
I'd
like
to
do
that
too.
If
you'd
allow
me,
I
do
want
to
say
kudos
to
patrick
smith,
who
registered
down
in
chetham
county
attorney
as
well
and
and
he
he
gave
much
guidance
on
this
for
us.
So
with
that.
I
just
want
to
be
on
the
record
saying
that
I
will,
at
this
time
entertain
any
questions
chair,
lady.
A
A
E
E
They
have
campus
schools
and
they
have
on
campus
a
k-3
or
k-6
or
k-12
campus,
and
they
use
that
to
help
train
their
their
teachers
right
now.
They
contract
with
the
lea
in
which
they
are
domiciled
in
the
in
the
county
in
which
they're
domiciled
this
bill
will
allow
them
to
contract
with
any
lea
across
the
state
where
they
can
expand
the
training
of
teachers
in
other
communities,
and
that's
basically
what
it
does.
A
You've
heard
the
sponsor's
explanation:
are
there
questions,
mr
sponsor?
If,
for
instance,
one
of
these
was
domiciled
in
shelby
county
and
they
chose
to
contract
with
someone
in
rutherford
county
and
provide
that
training
there,
then
the
school
would
be,
it
would
be
incumbent
upon
them
to
provide
for
transportation
and
housing
and
all
of
those
things.
How
would
that
work.
E
It
is
permission
to
be
a
mutual
agreement
in
this.
The
university
doesn't
have
to
do
this,
some
some
of
them
want
to
or
one
you
know,
one
in
particular
that
I
work
with
they
want
to.
It
would
allow
them
there
wouldn't
be
if
it's
depends
where
it's
domiciled
in
that
area,
though
there
wouldn't
be
required
by
the
local
community
to
do
transportation
or
anything.
A
A
H
A
H
A
A
H
So
what
house
bill
800
would
just
say:
pass
the
effective
date
of
july
1st
2022
that
the
state
textbook
commission
shall
not
recommend
or
approve
materials
that
for
pope
for
use
in
public
schools
that
promote
normalized
support
or
address
lesbian,
gay,
bisexual
trans,
gender
issues
or
lifestyles.
That's
what
the
bill
does.
G
I
I
feel
like
I
may
have
personally
offended
you.
I
apologize
for
that
and-
and
that
wasn't
my
intent,
but
I
am
going
to
continue
to
advocate
for
the
lgbtq
community
and
and
implore
us
to
allow
these
people
to
see
themselves
in
in
books
in
in
the
libraries
people
go
to
school,
to
broaden
their
horizons,
to
learn
about
different
cultures
and
to
learn
about
you
know
different
different
people,
different
lifestyles,
socioeconomic
groups.
G
D
D
D
And
right
now
our
nation
is
we're
putting
ourselves
in
harm's
way,
trying
to
say
to
a
foreign
country.
We
will
stand
by
you
and
we
will
fight
for
you
at
some
point.
We
will
fight
for
you
in
order
to
maintain
democracy,
freedom
and,
as
I
read
this
it's
like
saying
to,
I
don't
know
a
thousand
lesbians
in
this
state.
I
don't
know
how
many
lesbians
in
this
state
or
a
thousand
transgenders
or
you
know
I
don't
know,
do
you
do
you
know
how
many
gay
individuals
are
in
this
state
just
a
question?
L
D
Let's
assume
there
are
thousands
of
tennessee
citizens
that
are
gay,
that
are
lesbians,
but
what
you're
imposing
what
you're
saying
to
them
and
to
the
rest
of
us.
We
don't
really
want
to
know
that
you're
here
we
don't
want
our
children
to
know
that
you're
here
we
don't
even
want
our
children.
We
don't
want
to
know
that
you
even
exist.
That's
exactly
what
this
bill
is
saying
how
un-american
that
is.
D
H
Thank
you,
madam
chair.
This
bill
simply
tries
to
provide
fairness
regarding
what
materials
are
in
our
schools,
because
if
I
had
materials
from
a
christian
religion
that
you
know
was
directly
opposed
to
lgbtq
lifestyles
and
sexuality
and
so
forth,
I'm
sure
you
would
oppose
that
being
part
of
the
school
curriculum.
H
F
E
Thank
you,
madam
chair,
and
I
do
agree
with
the
sponsor
that
the
vast
majority
of
our
citizens
expect
this
this
type
of
material
to
not
be
in
their
public
schools
if
they
want
to
teach
it
at
home,
they're
free
to
do
that.
We're
not
we're
not
restricting
free
speech
whatsoever,
we're
not
dictating
that
folks
of
this
lifestyle
should
change
anything.
This
is
strictly
what
our
public
dollars,
what
our
taxpayers
are
paying
for
on
a
day-to-day
basis
and
and
promoting
and
being
promoted
in
our
school
system.
B
H
The
bill
simply
says
that,
notwithstanding
section
49
title,
49
section
6,
chapter
6,
section
2201
h9b,
the
commission
shall
not
recommend
or
list
the
state
board
shall
not
approve
for
local
adoption
or
grant
a
waiver
pursuant
to
496-2206
and
the
lea
in
public
charter,
schools
should
not
locally
adopt
or
use
in
public
schools
of
this
state
textbook
and
instructional
materials
or
supplemental
instructional
materials
that
promote
normalized
support
or
address
lesbian,
gay,
bisexual
or
transgender
issues
or
lifestyles.
That's
all
the
bill
does.
B
Thank
you
thank
you,
madam
chair,
and
to
the
sponsor
I
I
just
wish
the
legislation
would
have
been
broader
in
the
fact
that
it
would
take
in
all
sexual
preferences.
I
think
that's
something
that's
is
for
the
to
be
discussed
in
the
home
and
by
the
parents
and
has
no
place
in
our
public
education
system
for
any
person
group,
I
hate
to
see
something
that's
specific
and
narrow
that
could
have
been
broadly
applied
to
to
to
everyone.
Thank
you.
H
Representative
griffey,
I
would
certainly
welcome
any
amendment
that
limits
the
teachings
or
promotion
of
any
particular
sexuality
in
schools
to
to
prohibit
that.
That's
something,
I
believe,
belongs
in
the
home
with
the
parents
and
not
in
our
schools,
because
having
a
school
provider
provide
that
to
the
students
as
part
of
a
class
structure.
It's
a
captured
audience
and
students
don't
have
a
choice
of
what's
presented
to
them,
and
parents
want
that
choice
themselves
for
their
child.
A
A
C
C
A
Are
there
questions?
I
know
that
we
all
would
certainly
join
with
representative
wright
and
wishing
to
recognize
someone
who
gave
his
life
for
this
country
and,
tragically
at
the
at
the
end
of
a
conflict
and
just
minutes
or
hours
from
being
safely
on
his
way
home.
So
thank
you
for
bringing
this
bill.
We
will
be
voting
without
objection
on
house
bill
1921
all
in
favor,
please
signify
by
saying
aye
any
opposed.
C
A
C
C
This
was
brought
to
me
by
a
citizen
in
my
district
who
basically
was
a
massage
therapist
for
30
years
in
california.
She
moved
to
tennessee
and
come
to
find
out.
She
couldn't
practice
here.
So
what
this
does
is
gives
them
enough
time
to
get
on
the
list
to
be
able
to
take
the
test
and
become
certified
in
the
state
and
allow
them
to
continue
working
under
the
supervision
of
another
licensed
massage
therapist
in
the
state.
A
Question
you've
heard
the
answer:
question
has
been
called
in
on
the
bill
without
objection,
we
are
voting
on
house
bill
2005
all
in
favor,
please
signify
by
saying
aye
any
opposed
the
eyes.
Have
it
house
bill
2005
moves
on
to
calendar
and
rules
that
does
complete
all
the
bills
that
we
have
calendared
for
today.
A
A
We
will
have
the
department
of
education's
expansion
request
that
will
follow
their
budget
hearing
as
well.
So
we
are
out
of
session
in
members,
your
dashboard,
you
will
be
able
to
see
all
the
presentation
documents
there.
We
also
there
are
some
paper
copies
around.
I
believe
as
well.
So
commissioner
swin
welcome.
A
A
M
Ma'am,
so
to
start
wanted
to
briefly
walk
you
through
the
cost
increases
proposed
for
this
year.
First
and
foremost,
we
have
the
tennessee
safe
schools.
The
flood
plain
relocation
work
that
again
in
the
governor's
proposed
budget,
is
to
consider
those
schools
and
buildings
where
we
have
students
who
are
in
those
spaces
that
are
at
high
risk
for
floods.
This
is
certainly
in
response
to
the
the
catastrophic
flooding
that
we
saw
and
humphreys
want
to
make
sure
that
we
can
be
preventative
in
the
future.
M
A
couple
of
other
notes
that
I
would
have
on
this
particular
slide.
We
have
the
basic
education
program,
growth
and
inflationary
costs,
as
we
do
each
and
every
year
we
also
have
the
additional
funding
for
summer
camps.
That
was
a
really
important
piece
of
legislation
you
all
passed
last
year.
It
was
about
looking
at
learning
acceleration
for
students
and
we
had
just
a
tremendous
first
year.
You
all
were
the
first
legislature
or
legislative
body
in
the
country
to
take
that
kind
of
action
in
regards
to
recovering
from
the
pandemic
and
learning
loss
and
student
acceleration.
M
M
And
so
then,
last
but
not
least,
some
of
this.
The
other
programs
that
we
have
here.
The
future
workforce
initiative,
continuation
expansion
of
the
charter
school
facilities
fund
and
then
some
additional
support
for
teacher
training
and
experience.
We
have
that
with
our
state
special
schools
each
and
every
year,
next,
in
terms
of
our
reduction
plan.
This
is
a
kind
of
a
standard
ask
and
request.
This
is
a
proportional
response
to
some
of
the
that
is
reflective
of
what
is
currently
in
place.
M
So
this
is
a
what
our
reduction
plan
would
be
in
terms
of
just
briefly,
some
of
the
highlights
that
you
see
we
brought.
We
divided
this
into
our
three
strategic
priority
areas.
First,
in
academics
want
to
really
highlight
the
work
coming
off
of
the
literacy
success
act
from
special
session
last
january,
and
we
have
had
the
opportunity
to
go
through
a
full
year
of
professional
development
and
support.
We've
had
over
12
000
teachers
participate
in
training
with
97
satisfaction
rate
that
is
typically
60
to
75
percent,
so
we're
very
excited
about
that
and
implementation.
M
We've
also
seen
that
over
57
000
families
have
ordered
free,
at-home
decodables,
with
over
178
000
families
having
access
to
online
and
text
apps
for
literacy,
tennessee
all
core.
You
also
passed
last
special
session
150
000
seats
in
addition
to
high
school
seats
for
online
tutoring,
plus
community
micro
grants
for
families
and
community
grants
for
high
dosage
tutoring.
M
Second,
just
want
to
highlight
some
of
the
great
work
of
school
districts
this
year,
even
with
the
pandemic
last
year,
and
even
with
some
disruptions
this
year,
they've
been
incredible
in
terms
of
the
programs
that
they've
been
able
to
implement
and
frankly
expand.
I
really
want
to
draw
your
attention
to
the
last
bullet
around
increased
opportunities.
M
M
It
is
just
one
example
of
how
tennessee
school
districts
and
schools
have
continued
to
push
through
aggressively.
We've
also
seen
that
expansion
with
our
stem
designation
schools
more
applications
than
ever
before,
we've
seen
expanded
programs
with
innovative
school
models
across
the
state,
they're
really
looking
to
find
more
creative
and
innovative
ways
to
push
the
envelope
and
ensure
strong
outcomes
for
students,
and
we
are
seeing
that
that
is
in
large
part
how
they
are
choosing
to
spend
their
federal
relief
dollars
as
well.
M
The
only
other
thing
I
would
bring
up
on
this
line
is
some
consolidation
and
efficiencies
we
partnered
with
the
nice
longer
foundation
for
ap
access
for
all
that
essentially
allows
every
student
in
the
state
if
the
district
participates
to
have
access
to
ap
classes
online,
it
expanded
access
significantly,
and
you
see
some
of
those
percentages
here.
142
increase
in
south
central
tennessee
71
increase
in
access
for
those
students
in
northwest
tennessee.
M
Those
are
just
a
couple
of
examples,
but
we
do
have
over
469
schools,
onboarded
and
88
of
our
districts
again
more
students
than
ever
before
can
access
these
opportunities,
and
I
just
want
to
note.
We
are
one
of
the
only
states
that
are
seeing
growth
in
student
access
and
opportunity
coming
out
of
the
pandemic,
and
it
is
because
of
partners
in
the
regions
across
the
state,
as
well
as
the
districts
and
their
work
and
then,
finally,
as
educators,
we
are
really
focusing
on
grow.
M
M
We've
also,
as
you
can
see
here,
increase
the
number
of
opportunities
for
existing
teachers
to
have
dual
endorsements
in
special
education
and
esl,
as
well
as
teachers
to
be
able
to
participate
in
aspiring
assistant
principal
networks
wanting
to
make
sure
that
there's
a
really
strong
recruitment
and
retention
pipeline
for
our
folks,
in
addition
to
the
salary
increases
that
you
all
consider
every
single
year.
So
these
are
some
of
the
big
things
that
we've
done
but
happy
to
answer
any
and
all
questions
that
you
have
and
thank
you
for
the
time
chair,
lady.
A
Thank
you,
commissioner.
I
know
that
we
do
have
several
questions.
I
want
to
go
back
before.
I
forget
just
a
couple
of
things
on
the
slide.
The
first
slide
with
cost
increases
the
innovative
middle
and
high
school
career
in
cte.
Yes,
ma'am,
and
we
had
a
brief
conversation
about
this
in
another
meeting.
A
M
Absolutely,
and
so
one
of
the
things
that
we
wanted
to
ensure
is
that
a
lot
of
a
lot
of
what
we
are
seeing
is
that
those
initial
costs
for
expanding
programs
have
to
do
with
the
cost
of
equipment
and
those
first
expenses
for
starting
programs.
So
whether
you
have
one
student
using
3d
technology
or
welding
equipment
or
medical
equipment,
or
you
have
a
thousand
students,
you
still
have
those
upfront
purchases.
We
wanted
to
ensure
that
all
districts,
regardless
of
their
high
school
size,
have
the
same
access
and
opportunity.
M
We
have
some
districts
that
are
quite
small,
and
so
there
wouldn't
be
enough
students
that
would
generate
a
meaningful
enough
amount
to
be
able
to
create
these
innovative
programs,
and
this
is
really
about
kind
of
that
fairness.
Access
opportunity
for
all
kids,
regardless
of
where
they
live.
The
million
dollars
does
allow
for
every
high
school
to
start
at
least
two
innovative
programs
within
their
high
schools
and
at
the
middle
school
level.
It
allows
for
that
same
backwards,
mapping
for
cte
programs
to
begin
in
that
critical
eighth
grade,
as
well
as
some
career
exploration.
M
A
Guess
I
get
that,
but
I
still
am
having
a
hard
time
getting
my
head
around.
If
you
have
a
high
school
with
2
000
students
you're
going
to
need
more
of
that
equipment
than
if
you
have
a
high
school
with,
you
know
400.,
so
that
maybe
is
just
an
item
that
we
can
continue
to
have
some
additional
discussion
about
absolutely
and
on
the
slide
about
the
innovative
school
models.
A
M
B
K
K
B
A
K
Thank
you,
man,
I'm
chairman
and
commissioner
out
of
what
is
potentially
going
to
be
a
nine
billion
dollar
budget
for
your
department
this
year.
I
know
this
will
sound
like
a
relatively
small
question,
but
it's
extremely
important
to
many
of
our
beginning
teachers.
So
the
grow.
Your
own
initiative
is
geared
toward
establishing
partnerships
between
the
education
preparation
providers
and
leads
to
provide
no-cost
pathways
for
the
teaching
profession.
You
know
I've
spoken
about,
and
your
team
has
actually
been
very
helpful
in
helping
educate
me
on
how
new
teachers
come
into
the
system.
K
In
fact,
I've
said
publicly
I'm
very
proud.
My
little
brother
nathan
is
a
seventh
grade,
math
teacher,
and
that
is
what
he's
doing
right
now.
So
I've
seen
some
of
this
and
he
wasn't
able
to
take
advantage
necessarily
of
this
program.
But
can
the
department
provide
an
update
on
this
program?
Are
we
seeing
it
be
successful,
attracting
the
people
that
we
need
into
the
teaching
profession
and
then
what's
the
turnover
rate
for
that
program,
to
not
only
just
attract
new
teachers
in
but
keep
the
ones
that
we
have.
M
Yeah
great
questions,
and
so
we're
still
in
the
infancy
of
the
program,
so
the
first
in
the
state
launched
in
late
2018,
early
2019,
and
so
what
we're
seeing
is
that
those
teachers
are
in
their
first
year
this
year.
So
it's
you
know.
Certainly
we
are
looking
at
how
they
are
progressing
throughout
the
year.
We
still
have
those
instructional
walkthroughs.
We
have
expanded
very
quickly.
So
what
was
one
program
is
now
65
across
the
state,
plus
the
new
apprenticeship
model
that
was
just
approved
by
the
us
department
of
labor.
M
What
we
are
seeing
is
that
we
are
getting
a
significant,
more
variance
so
more
teachers
who
are
targeted
in
high
needs
areas,
so
science
math
special
education
esl.
We
are
also
seeing
that
they
are
teachers
who
are
from
the
communities.
They
are
then
going
to
serve
over
time.
What
we've
seen
in
the
research
and
certainly
in
tennessee,
is
that
those
who
teach
where
they
grew
up
are
more
likely
to
stay,
and
we
are
also
seeing
that
those
teachers
who
had
a
strong
mentor
or
someone
they
learned
under
are
more
likely
to
be
high.
M
Achieving
teachers
in
terms
of
student
achievement
and
retention
later
so
both
of
those
factors
are
at
play
here.
We
do
expect
with
this
initial
group
that
again
is
in
kind
of
their
first
year
as
we
are
watching
them.
We
have
very
high
expectations
of
what
this
can
mean
for
expansion.
We
like
that
there
is
now
a
sustainable
option
in
place
that
doesn't
require
additional
funds,
but
it's
about
strategic
allocation
of
funds
that
already
exist.
K
Thank
you
ma'am
chairman,
commissioner,
that
that
is
a
very
good
overview
of
kind
of
what
the
program
is.
One
of
your
team
can
get
into
the
details
a
bit
I
mean
how
many
teachers
do.
We
have
take
advantage
of
this
right
now
and
kind
of
what's
the
turnover
rate
been
for
those-
and
I
know
it's
very
early
in
the
program.
But
what
does
that
look
like.
M
Sir,
so
right
now
in
the
65
programs,
we
have
about
650
teachers
on
average,
and
this
again
is
an
average.
We
have
anywhere
from
a
thousand
to
1150
vacancies
in
the
state
and
again,
that's
a
point
in
time,
data
that
we
get
in
terms
of
a
survey,
so
it
covers
over
half
of
what
we
would
expect
for
those
vacancies,
which
is
a
really
important
first
step
in
terms
of
some
of
our
other
programs.
We
have
special
education,
endorsement
seats,
those
are
for
existing
teachers
who
might-
and
you
think,
about
an
elementary
school
teacher.
M
Maybe
a
district
has
more
elementary
school
teachers
than
seats
available.
These
teachers
can
get
their
endorsement
at
no
cost
from
this
paid
for
by
the
state
in
special
education,
esl,
math
science,
and
we
have
5525
seats
there.
Almost
all
of
them
are
filled,
and
then,
on
top
of
that
we
also
have
the
aspiring
assistant,
principal
and
diverse
leader
networks.
Those
are
also
to
bring
more
people
into
the
profession
and
be
able
to
progress
through
that,
and
we
fill
700
seats
essentially
within
the
first
two
years.
K
A
M
Sure
so,
if
they're
already
in
the
school
district,
their
local
district
is
going
to
be
the
best
point
of
contact
for
those
career
changers,
they
can
be
in
touch
with
the
department.
I
am
going
to
give
her
name
out.
Megan
mcelroy
is
our
cabinet
chief,
who
is
in
charge
of
that
work,
and
she
will
certainly
be
able
to
help
direct
to
the
best.
The
best
next
step.
M
One
of
the
things
we
are
looking
at
as
a
department
is,
we
have
a
lot
of
our
smaller
districts
who
just
don't
have
the
back
office
to
be
able
to
create
these
programs,
for
maybe
it's
two
or
three
teachers
a
year,
and
so
we
have
gotten
the
request
of.
Can
you
start
a
statewide
model
that
we
can
just
direct
people
to
you,
and
you
can
help
those
two
or
three
vacancies
that
we
have
every
year
that
we
can't
find
and
we're
a
very,
very
small
district?
M
A
Thank
you.
I
think
it's
very
important,
obviously
to
utilize
the
people
that
we
already
have
in
the
system,
but
with
teacher
retirements
that
we're
facing
and
all
of
the
other
workforce
issues
that
are
they're
not
unique
to
teaching.
But
teaching
is
certainly
a
part
of
that,
then
I
think
being
more
creative
about
attracting
other
people
from
other
fields
and
helping
them
get
into
the
profession
without
a
lot
of
obstacles
to
be
very
helpful.
Absolutely
representative,
ogles.
B
Thank
you,
madam
chair.
Thank
you,
commissioner,
and
your
team
for
being
here
today.
We
appreciate
all
that
you
do.
A
year
ago,
the
state
enacted
the
tennessee
literacy
success,
act,
learning,
loss
remediation
and
the
student
ex
acceleration
act.
Sorry,
please
provide
an
update
on
the
progress
of
the
little
literacy
success
act
and
have
universal
screeners
been
deployed.
M
Yes,
sir,
so
the
literacy
success
act
is
well
underway
and
we're
really
excited
about
kind
of
this
first
year
of
implementation.
So
we
did
do
the
summer
training
over
12
000
teachers
have
participated,
97
satisfaction
rate.
We
are
doing
walk
throughs
in
partnership
with
districts
to
be
able
to
see
about
what
implementation
of
that
training
looks
like
in
terms
of
phonics-based
instruction.
So
that's
been
really
positive.
M
The
next
component
of
that
is
on
educator
preparation
providers.
One
of
the
requirements
within
the
act
was
to
ensure
that
ed
preps
shift
and
think
about
how
they
are
preparing
our
future
teachers
with
a
really
sounds.
First
phonics
driven
set
of
instructional
materials
that
they
are
using
in
their
coursework.
Those
grants
have
been
allocated.
Those
courses
and
content
have
been
developed
by
our
ed
preps
in
partnership
with
the
department
and
are
being
used
in
ed
preps
now,
so
that
was
that
preventative
measure.
M
You
kind
of
have
the
pd,
but
you
want
to
make
sure
that
forever
more,
we
don't
have
to
continue
to
train
teachers
and
support
them.
So
that's
been
going
really
well.
We
appreciate
the
partnerships
there
and
then,
frankly,
the
families
and
community
component
is
really
important.
I
think
that's
actually
what
makes
the
act
and
certainly
the
work
that
we're
doing
as
a
state
much
different
than
other
states.
M
We
have
tens
of
thousands
of
families
who
are
actively
participating,
whether
that
is
signing
up
for
a
text
app
whether
that
is
ordering
decodables,
whether
that
is
watching
the
pbs
kind
of
small
starting
with
sounds
programs
that
we
have
lots
and
lots
of
engagement
there,
and
so
we
are
tracking
those
metrics
as
well
we're
continuing
to
see
an
increase
in
terms
of
active
parent
participation.
So
that's
also
been
something
incredibly
positive
with
the
universal
screener.
We
just
finished
our
second
window
in
february.
M
I
think
this
is
the
first
year
of
that
implementation.
We
did
have
all,
but
one
district
successfully
participate
within
that
window.
We
did
have
the
data
back.
We
literally
just
got
that
back
this
morning
from
the
first
administration
to
the
second.
What
I
can
say
is
that
kindergarten
and
first
grade
are
showing
remarkable
gains
in
the
state
significantly
higher
than
we
would
have
expected.
That
is
very,
very
good
news
for
early
literacy
development.
M
We
know
that
our
second
and
third
graders
have
been
the
grades
that
are
the
most
impacted
by
the
challenges
related
to
the
pandemic.
Our
second
and
third
graders
now
are
those
kinders
and
first
graders
from
a
few
years
ago.
They
are
significantly
farther
behind
because
they
had
more
disruption.
In
really
critical
years,
we
have
seen
a
little
bit
of
challenged
progress
there.
That
is
to
be
expected.
B
B
This
is
a
testimony
of
why
what
you
do
is
important.
The
the
liturgy
success
act
requires
the
department
to
establish
at
least
one
free,
professional
development
course
on
foundational
literacy
skills.
Introduction
for
k
through
five
great
teachers
has
this
course
been
implemented,
and
if
so,
what
is
the
petition
participation
rate.
M
Yep,
so
this
is
that
two-week
course
one
was
online
and
one
was
over
the
summer.
That's
the
ten
to
twelve
thousand,
it's
twelve
thousand
kind
of
when
you
think
about
administrators
and
everyone
involved
who
have
participated
so
very
significant
numbers
and
then
that's
where
we
had
the
97
satisfaction
rate,
97
rate
of
intent
to
implement
in
classrooms
and
we're
doing
those
walkthroughs.
Now
the
one
thing
I
didn't
mention
is:
we
just
announced
a
partnership
with
ut
the
the
reading
research
center.
M
That
was
just
announced
on
saturday,
and
that
is
a
partnership
where
ut
will
do
a
significant
amount
of
research
program,
evaluations
and
provide
resources
to
school
districts
as
an
independent
third
party
to
evaluate
the
success
of
the
literacy
literacy
success
act
and
that
and
its
implementation.
So
we're
really
excited
to
have
that
partnership
and
that
third
party
review
of
the
progress
that
our
districts
are
making.
H
Thank
you,
madam
chair,
commissioner
swin.
I
know
you
you
and
your
team
are
proud
of
the
literacy
initiatives
and
the
summer
camps,
and
so
I
have
a
few
questions
about
those
first.
Maybe
could
you
give
us
some
measures
on
how
the
summer
camps
from
2021
increased
outcomes,
like
maybe
the
percent
reading
on
grade
level,
some
kind
of
a
measure
like
that.
M
M
We're
also
going
to
get
you
the
information
related
to
tcap
in
the
spring,
for
those
students
who
participated
in
summer
programming
and
tutoring
compared
to
similar
peers.
Who
did
not,
we
just
got
that
screener
data
back
literally
this
morning
and
so
we'll
be
happy
to
follow
up
to
give
you
the
very
specifics
on
what
those
differences
are
between
participants
and
non-participants.
M
You
know
yeah,
so
I
think
the
the
good
news
is
we
have.
We
have
more
time
to
plan
this
year,
so
a
lot
of
the
resources
are
getting
out
earlier.
A
lot
of
the
processes
for
district
planning
have
started
significantly
earlier.
We
had
just
about
20
percent
of
our
students
in
the
elementary
school
grades
participate
in
summer
school
last
year
for
k-5
it
was
the
largest
proportion
of
summer
school
or
summer
programming
participation
that
we
were
able
to
find
in
the
country
very
close
to
north
carolina.
M
That
was
the
only
other
state
that
was
in
the
same
ballpark,
so
amazing
participation
from
students,
but
that
meant
really
strong
participation
from
teachers
and
principals
and
school
staff
as
well.
We
do
expect
to
continue
to
see
those
really
strong
numbers
in
the
elementary
grades.
We
were
a
little
bit.
We
were
just
over
half
of
that
size
in
middle
school.
That
is
to
be
expected.
You
tend
to
see
slightly
lower
participation
in
those
middle
school
grades.
We
do
expect
that
that
will
be
consistent
this
summer,
but
it
was
very
innovative
and
exciting
programming.
M
Sure-
and
I
think
I
appreciate
you
asking
that,
so
it's
all
the
things
that
I
I
love,
which
is
students
in
reading
and
so
for,
our
literacy
success
act
and
what
districts
have
been
able
to
do.
We
have
incredible
participation,
so
you
think
about
districts
who
opted
in
to
additional
support.
We
have
a
hundred
districts
who
said
I
want
to
work
with
my
peers,
be
able
to
provide
additional
coaching
administrative
support
and
peer
mentoring
for
my
teachers
and
our
teachers
to
be
able
to
implement
best
practices
for
literacy
even
more.
M
We
are
seeing
our
districts
coming
together,
participating
in
that
professional
development,
we're
seeing
teachers
who
are
implementing
those
really
strong,
pedagogical
practices
in
their
classroom,
but,
most
importantly,
it's
about
outcomes
for
kids,
and
so
when
we
look
at
that
universal
screener
data
between
the
fall
and
the
winter
across
the
board,
statewide,
we
are
seeing
significantly
more
growth
than
we
would
have
expected.
We
are
attributing
that
to
the
hard
work
of
teachers,
principals
and
districts
in
that
professional
development
support,
so
they've
done
an
incredible
job.
Students
are
working
hard.
C
Thank
you,
chair,
lady.
Thank
you,
commissioner,
for
coming
something
we
talked
about
when
commissioner
mental
health
was
here
was
about
the
mental
health
trust
fund,
something
I'm
pretty
passionate
about.
I
think
to
think
that
we
one
of
the
things
that
we're
most
proud
of
is
putting
250
million
dollars
aside
last
year,
knowing
that,
in
this
coming
year,
we'd
be
spending
that
money.
I
guess
my
question
is
when
I
asked
her
about
it,
you
know
it's
kind
of
new
to
everyone.
I
guess
the
question
she's
saying
she's
collaborating
with
your
department.
C
I
guess
my
point
is,
is
where
do
we
see
this
going?
Obviously,
we
have
some
revenues
that
are
starting
to
build
there,
that
we're
going
to
make
investments
in
really
clearly
at
your
department's
discretion
because
you're,
the
ones
that
know
most
about
where
the
needs
are
for
mental
health
for
our
k-12
students.
And
so
I
wonder
if
you
could
give
me
an
update
on
on
that
and
and
where
your
partnership
is,
is
going
with
mental
health.
M
Sure
so,
commissioner
williams,
and
I
speak
often
as
you
can
imagine-
I
we
are
also
working
with
dr
luna's
team,
so
dr
luna's
team
really
oversees
that
work
in
partnership
with
commissioner
williams
team,
and
so
one
of
the
things
that
we've
been
doing
is
a
lot
of
co-planning,
where
that
is
district
landscape,
to
be
able
to
get
the
need
and
the
data
from
our
districts
about
what
is
actually
going
to
be
helpful
for
them.
Where
do
they
see
the
needs?
M
What
are
the
existing
resources
that
are
already
in
place
in
schools
and
in
communities
where
we
can
create
more
cohesion
and
collaboration?
One
of
the
things
we
don't
want
to
do
is
allocate
funds
to
just
replicate
or
reinvent
the
wheel.
We
want
to
make
sure
that
we're
taking
the
existing
resources,
creating
that
cohesive
strategy
and
plan
and
then
seeing
okay.
What
is
still
left,
where
are
those
kind
of
open
spots
that
we
can
start
to
use
some
of
this
funding
to
fill
in
based
on
the
need
of
students?
M
So
it
is
about
getting
that
landscape
survey
completed
with
our
districts.
Looking
at
that
data
doing
the
same
thing
with
our
community
resource
partners
and
then
being
able
to
look
at
that
data
mapping
it
and
then
saying
here's
where
we
think
the
biggest
need
is
going
to
be
and
that's
the
process
that
we
are
currently
undergoing
in
partnership
with
that
agency.
C
Thank
you
thank
you
for
that.
I
guess
obviously
under
the
new
funding
formula,
if
we're
able
to
kind
of
go
that
way,
I
know
that
we
re
we
increased
the
number
of
counselors
in
there
in
all
of
our
schools.
I
guess
the
question
is:
do
you
see
these
two,
these
two
new
things
kind
of
competing
for
dollars
and
clear
direction,
or
how
do
you
see
them
molding
together?
I
guess
I
like
what
we're
doing
in
both
categories.
M
Yeah,
I
think
it's
a
really
important
and
very
good
question,
because
one
of
the
things
that
we
know
is
that
the
the
money
that
can
be
allocated
from
the
trust
fund
will
help
to
create
the
systems
and
supports
and
programs
that
are
necessary
to
for
our
students
in
our
schools.
But
it
still
requires
that
staff
to
help
to
implement
the
programs
and
provide
some
of
those
services.
M
So
you
think
about
a
partnership
with
two
or
three
community
organizations
that
mental
health
trust
fund
funding
can
help
with
districts
to
establish
those
programs
resources
for
those
one-time
upfront
costs.
But
you
then
need
the
people
to
carry
out
those
same
programs
over
time
and
that's
where
I
think
they
meet
together.
It
does
allow
for
students
to
continue
to
get
those
services
that
will
help
them
accelerate
their
academic
achievement
and
this
funding
that
can
come
from
the
trust
fund.
It
is
not
intended
to
be
ongoing,
sustainable,
recurring
funding,
it
is
one-time
funding.
M
K
Thank
you,
madam
chair,
and
thank
you
all
very
much
for
what
you
all
do.
We
are
wholeheartedly
love
our
public
schools
and
penny.
If
I
could
say
when
I,
when
I've
seen,
you
speak
when
I've
seen
you
at
the
state
of
the
state
or
whatnot,
your
enthusiasm
for
the
kiddos
is
second
to
none.
I
really
appreciate
that
outward
expression
of
how
excited
you
are
about
what
you
do,
because
what
you
do
and
your
staff
and
your
team
is
very,
very
difficult.
K
K
So
I
appreciate
that
my
question
surrounds
flood
flood
flood
plains
and
schools
that
have
been
designated
in
flood
plains,
that
we
are
funding
to
replace
and
the
reason
why
I'm
bringing
that
up
is
there's
a
newly
designated
school
and
a
flood
plain
in
my
in
my
district
in
my
county
and
I'm
curious
that
you
know
how
many
schools,
if
at
all
the
department,
has
identified
for
relocation
and
are
there
other
schools
which
are
located
in
in
flood
plains.
So
kind
of
give
me
an
idea
of.
M
O
So
team
has
been
working
to
identify
sort
of
high-risk
and
media.
Numerous
schools
in
the
flood,
plain
team
has
been
challenged
a
little
bit
and
some
of
that
data
is
outdated.
Quite
honestly,
and
the
topography
has
changed
and
needs
to
be
addressed,
and
so
we
took
an
opportunity
to
go
back
and
look
at
all
schools
across
the
state
and
identify
schools
based
on
the
most
recent
criteria
that
would
qualify
to
be
designated
as
higher
medium.
O
We're
recommending
that
a
comprehensive
needs
assessment
be
done
on
those
schools
that
rank
as
high
or
medium
so
that
we
can
really
assess
what
the
need
is
to
mitigate
those
safety
risks.
In
some
cases
it
could
be
a
relocation
of
the
entire
building.
In
some
cases
it
could
be
something
as
simple
as
building
a
flood
wall
to
mitigate
the
risk
so
rather
than
commit
at
this
stage
to
individual
allocations
for
schools.
We
think
it's
best
to
take
a
few
months
and
conduct
that
comprehensive
needs
assessment,
identify
what
those
facility
needs
and
then
tier.
O
K
Okay,
so
I
would
just
then
I
would
say
the
schools
are
still
being
identified
under
your
cooperation
with
teema,
correct
and
then
so,
and
I
know
this
probably
not
something
you'd
be
able
to
answer
for
the
team
in
the
if
you're
in
a
flood
plain,
I
think,
there's
a
risk
right,
and
so
it's
going
to
be
up
to
teemo
whether
or
not
this
school
or
the
particular
location
is
in
a
low
risk
area
for
a
flood
zone.
Is
that
my
understanding
of
your
of
your
answer.
O
Yes,
I
think
what
we're
looking
for
is
to
identify
additional
data
about
the
facilities,
so
we
have
some
facilities
that
were
built
knowing
they
were
in
a
flood
zone
and
the
construction
may
have
better
supported
and
addressed
safety
risks
at
the
pre-construction
stage
versus
others.
That
did
not,
and
so
we
really
do
think
it
is
a
critical
first
step
to
do
that.
Needs
assessment
so
that
we
know
what
those
risks
are,
so
that
we
make
sure
the
resources
are
addressing
the
specific
risks
of
the
individual
building,
which
may
vary
from
school
to
school.
Okay,.
K
And
I
would
assume
there's
teams
of
engineers
etc
that
are
going
to
be
making
those
particular
conclusions,
and
I
would
also
assume
the
200
million
dollars.
That's
been
allocated,
that's
go,
that's
where
this
is
being
paid
from
is
to
figure
out
that
leads
to
my
next
question
is:
do
we
have
enough
money?
If
we
spend
25
million
dollars
on
figuring
out
the
problem,
then
we've
got
175
million
to
actually
fix
the
problem.
K
M
I'll
take
a
part
of
that
and
then
turn
it
back
over
to
shannon.
So
I
think
that
one
of
the
most
important
things
is
that
tema
does
support
a
lot
of
that
initial
work.
It
does
open
up
some
the
possibility
of
some
additional
federal
dollars
for
that
support,
which
will,
and
so
when
we
have
these
assessments,
it
opens
up
more
opportunity
for
additional
funds.
I
do
know
in
conversations
with
the
governor's
office
when
we
think
about
the
safety
of
our
students,
and
I
know
you
you
feel
strongly
about
this
as
well.
M
We
want
to
make
sure
our
kids
are
safe.
That's
the
big
promise
we
make,
we
drop
them
off.
We
want
to
make
sure
we
get
them
safe
and
sound
home
at
the
end
of
the
day,
and
so
that
is
a
real
priority.
I
think
we
had
some
very
hard
lessons
learned
over
the
last
year
in
humphreys,
and
so
this
is
something
that's
really
important
to
me
as
a
mom
who
sends
her
kids
to
school
every
day.
I
think
there's
a
real
commitment
to
keeping
kids
safe,
but
it
does
open
up
those
federal
dollars.
O
I
think
the
benefit
of
tiering
is
we're
able
to
stretch
the
dollars
further,
as
the
commissioner
mentioned,
really
able
to
leverage
potentially
other
federal
funding
streams
to
match
that.
But
I
also
think
that
the
governor's
office
has
a
commitment
if
we
find
and
do
this
assessment
and
find
we
need
more-
that's
probably
a
future
request
coming
back
so
that
we
can
make
sure
we're
making
investments
to
keep
our
kids
safe
on
the
right
things.
K
G
Thank
you,
chair,
lady
commissioner.
It's
good
to
see
you
thank
you
for
being
here,
you
and
your
staff,
and
before
I
get
started,
I
guess
let
me
just
say
to
the
gentleman
to
the
to
the
right
of
you.
I
want
to
thank
personally
sam
and
charlie.
They
have
taken
every
call
that
I
have
reached
out
to
them.
So
I
really
do
appreciate
the
work
that
they're
doing.
M
Sure
so
I'm
going
to
get
my
tisa
binder,
which
is
going
to
take
a
second,
mostly
because
the
bep
took
up
a
lot
of
a
lot
of
inches
in
this
thing,
so
in
terms
of
the
base,
what
we
did
is
we
took
the
components
of
the
bep.
Now
we
know
there
are
46
components
of
the
bep,
but
when
you
break
another
tsa
binder,
but
when
you
break
up
those
46
components
of
the
bep,
it's
over
125
individual
lines
that
then
get
calculated.
M
M
M
So,
in
short,
everything
that
is
funded
in
the
bep
is
currently
in
the
base
outside
of
the
things
I
mentioned,
that
are
in
the
weights
and
in
direct
funding
that
additional
just
over
110
114
million
dollars
helps
to
pay
for
the
additional
and
the
more
competitive
ratios
for
counselors
and
nurses.
It
also
supports
getting
slightly
more
competitive,
though
it
does
not
meet
that
national
standard
for
school
psychologists.
M
Those
were
the
three
things
that
came
up
the
most
and
we
also
have
some
additional
support,
although
it
was
minimal
based
on
the
bep
review
committee's
last
report
for
rti,
that's
where
you
get
that
114
million
dollars,
or
so
what
we
are,
what
we
can
provide
to
you
is
actually
showing
what
those
ratios
are.
One
of
the
things
that
I
want
to
be
very
very
clear
about
is
currently
in
the
bep.
M
If
we
just
take,
let's
say
counselors
or
we
just
take
librarians
a
child
who
goes
to
a
school
of
264
children
walks
half
a
mile
down
the
road
goes
to
a
school
with
270
children
that
child
generates
different
funding
in
the
bep,
because
some
schools
generate
a
full
principle.
If
you
have
266
students,
but
if
you
have
261
students,
then
you
generate
half
of
a
principal.
So
those
are
the
kinds
of
things
that
make
it
really
hard
to
get
to
the
per
student
level
within
the
bep.
M
G
M
So
we
use
so
the
numbers
that
are
currently
within
the
bep
and
what
we
projected
those
to
be
within
fiscal
year,
24
that
we
are
using
those
same
numbers
for
our
projections.
Districts
will
have
their
own
salary
schedules
and
they
will
compensate
on
those
salary
schedules,
but
we
did
not
make
changes
in
terms
of
that
value
outside
of
what
we
would
expect
to
be,
that
normal
increase
that
we
are
projecting
for
fiscal
year.
23.
M
So
in
the
bill-
yes,
sir,
so
in
the
bill,
what
would
happen
is
every
time
you
all
decide
to
increase
teacher
salaries
in
the
state.
So
let's
say
you
put
in
100
million
dollars
for
teacher
salaries
in
fiscal
year,
26
hypothetically.
What
that
would
do
is
it
would
say.
The
state
board
would
then
be
required
to
increase
the
minimum
salary
schedule
commensurate
with
that
100
million
dollars.
So
you
could
say
if
we
were
at
40
000
as
a
minimum
salary,
which
is
what
the
department
plans
to
propose
to
the
state
board
this
summer.
M
If
they're
at
forty
thousand
dollars,
you
put
another
hundred
million,
then
the
state
board
would
need
to
increase
that
salary
schedule
by
another
thousand
dollars
to
forty
one
thousand.
So
it
does
ensure
that
when
you
put
in
that
recurring
funding
for
educator
salaries,
it
is
forever
more
and
not
just
a
one-time
increase
that
teachers
might
see.
We
want
to
make
sure
that
is
a
standard
recurring
increase
over
time.
G
Okay
and
then
shifting
gears
just
a
little
bit
to
the
physical
capacity
for
the
locals.
So
I
know
with
this
new
funding
we're
talking
about
the
zebra
model
versus
tasser,
so
talk
about
those
two
a
little
bit-
and
I
know
you
have
before
but
talk
about
why
you
decided
to
go
with
sabre
over
taser
talk
about.
I
know
siebert
kind
of
looks
at
you
know
the
two
funding
sources
for
locals.
I
know
it
looks
at
property
taxes
as
well
sales
tax.
I
know,
of
course,
when
we
get
into
taskra
and
what
they
do.
M
Sure-
and
so
I
I
do
want
to
start
by
saying,
the
department
does
not
personally
have
a
preference
in
that
way
outside
of
what
we
heard
from
stakeholder
feedback
that
is,
ultimately
is
still
30
of
the
base
and
the
weights.
How
that
gets
divided
up
does
not
impact
what
the
formula
generates.
So
that
is
certainly
something
we
would
defer
to
the
general
assembly
on.
M
One
of
the
things
that
I
I
just
want
to
be
clear
about
is
for
cbr
here's
the
feedback
that
we
heard
number
one.
We
heard
lots
of
feedback
to
go
to
a
one
calculation
model,
so
no
longer
using
two
calculations
that
we
then
average.
That
was
a
significant
piece
of
feedback.
The
second
piece
of
feedback
we
heard
is:
what
does
the
research
say
and
what
do
other
states
do?
States
have
largely
moved
to
what
is
considered
to
be
a
simple
model
which
is
more
of
the
cber
model.
M
The
third
consideration
is,
we
tried
to
look
back
at
any
kind
of
legislative
intent
that
was
through
discussions
back
in
2016.
The
only
thing
that
we
could
see
is
that
there
was
an
interest
to
move
to
the
sieber
model,
but
it
did
require
significant
additional
state
funds
which
were
not
available
at
the
time.
So
when
we
looked
at
all
three
of
those
things
together,
that
was
the
starting
point,
but
again
the
department,
it's
still
30
percent
of
the
base
and
the
weights.
G
Okay
and
then,
finally,
my
last
question
deals
with
the
local
contribution,
so
my
understanding
is
for
the
next
four
years.
There's
kind
of
a
hold
harmless.
I
guess
for
the
locals,
so
is.
Is
that
true
and
second
of
all,
will
that
actually,
that
particular
language
about
locals
being
held
harmless?
Is
that
actually
in
the
bill?
Is
it
written
in
there
where
we
see
that.
M
So
I
want
to
split
apart
a
conversation
about
the
local
contribution
and
hold
harmless,
so
a
hold
harmless
is
related
to
any
districts
who
had
significant
declining
enrollment
over
time,
and
it
is
essentially
making
sure
that
they
are
made
whole.
So
you
think
about
a
district
that
might
have
lost
20
of
their
students.
We
want
to
make
sure
in
the
first
year
they
would
get
the
same
amount
as
the
prior
year
and
then
it
stair
steps
down
75,
50
25,
now
to
be
clear.
M
That
is
different
than
what
we
do
now,
where
it's
kind
of
a
almost
a
forever
more
kind
of
a
model,
but
that's
the
hold
harmless.
That's
about
a
dis
like
individual
districts.
If
we
are
just
talking
about
local
contribution,
it's
not
a
pause
or
a
freeze
or
a
hold
harmless.
I
know
that's
been
used.
What
we
did
is
we
actually
said
of
that
30
percent
that
all
the
districts
need
to
fund
together.
We
are
actually
lowering
that
total
bill.
M
So
if
you
think
about
it
like
a
restaurant,
this
is
the
bill
that
all
the
districts
get
you're
all
sitting
around
a
table.
All
the
districts
have
to
pay
this
bill.
That
is
what
fiscal
capacity
is.
Is
how
do
you
divide
up
the
bill?
What
we
did
is
instead
of
saying
the
bill
is
what
it
is.
We
took
the
bill
and
reduced
the
total
amount
that
is
owed,
so
we
actually
started
from
a
lower
place.
So
what
is
happening
is
over
the
next
five
years.
Districts
are,
it's
still
increasing.
M
It
is
just
at
a
lower
amount
than
what
they
pay
now,
and
so
that's
why
you'll
see
in
this
five-year
projection.
There
isn't
an
increase
to
that
bill
because
we've
set
the
bill
lower
and
that
happens
until
fiscal
year
27
and
in
fiscal
year,
27.
That's
when
that
bill
starts
to
get
back
to
where
it
is
now.
So,
if
we're
here,
we
set
it
down
here.
So
this
is
fiscal
year,
24
25,
26
27,
and
when
you
start
moving
past,
that's
where
you
get
that's
where
you
move
beyond,
where
we
are
at
the
bill
now.
G
And
so
and
cheerleading,
I'm
almost
finished.
So
when,
when
you
talk
about
the
base,
we
see
that
70
30.
but,
for
instance,
my
school
district
back
in
rogersville
city
we're.
Actually
our
capacity
is
20,
so
we're
actually
80
20..
So
when
we
hear
that
70
30
that
doesn't
necessarily
equal
what
our
districts
as
a
whole,
so
if
you
point
out
chairman
williams,
his
his
capacity
and
cook,
will
there
it's
going
to
be
different.
So
when
you
say
70
30
that
may
not
be
70
30,
like
rogers
city
against
80,
20,
hancock
county.
M
Yes,
sir,
so
there's
three
different,
there's
three
different
terms,
I'll
say
so:
there's
local
share,
and
that
is
the
70
30..
That
means
of
the
whole
formula:
that's
potentially
nine
billion
dollars
the
base
and
the
weights
component
of
that
the
local
shares
30
of
that
cost.
Then
you
get
to
the
local
contribution.
M
That's
the
dollar
amount
that
each
individual
owes
into
that
pot.
When
you're
talking
about
fiscal
capacity,
it's
how
you
split
up
the
different
pieces
of
the
pie.
So
I'm
not
sure
if,
if
sam
are
okay,
nope
they're,
like
yep,
keep
going
with
that.
So
if
you
take,
if
you
take
what
it
is
that
30
percent
right,
that
is
local
share,
that
is
30
of
the
base
in
the
weights,
all
the
districts
together
owe
that
bill.
The
local
contribution
is
the
dollar
amount
that
districts
have
to
pay.
When
you
get
to
fiscal
capacity.
M
That
is
the
determination
of
what
percent
of
that
bill.
Each
district
has
to
pay,
so
you
might
take
a
district
that
has
low
property
wealth
and
that
does
not
have
a
lot
of
sales
tax
they
are
likely
and
that
90
10,
that's
probably
where
they're
at
you
take
a
district
that
has
really
high
property
values
and
a
lot
of
people
spend
money
there.
M
Sales
tax
is
high,
they
are
going
to
pay
a
larger
percentage
of
what
that
30
percent
is
one
just
one
other
example
I'm
going
to
give
in
terms
of
why
why
it
works
that
way,
and
I
want
to
be
clear:
every
state
applies
a
fiscal
capacity
model
that
is
not
tennessee
specific.
It
is
not
specific
even
to
this
formula.
That
is
how
the
bep
works.
Now
it
has
three
different
shares,
so
you
have
a
75
25,
a
70
30
and
a
50
50.
right.
M
So
now
you
have
three
of
them,
but
what
it
means
is
it's
saying
if
you
are
in
wilson
county
and
you
are
driving
into
nashville
to
go
to
a
concert
go
to
dinner
and
shop
at
the
mall
wilson,
county
dollars
are
being
spent
in
metro
nashville.
That
is
generating
the
sales
tax,
then
that
is
that
there's
still
wilson
county
residents
paying
money
into
metro,
nashville
area
generating
additional
sales
tax.
Those
sales
tax
dollars
in
general
are
being
spent
for
public
education
for
the
state.
That
is
the
theory
behind
fiscal
capacity.
M
F
Thank
you
bob
chair,
commissioner,
your
team,
thank
you
so
much
for
being
here.
I
appreciate
all
the
work
that
you've
done
with
this
and
if
I
could
go
down
the
line
of
chairman
hicks
I've,
I've
asked
your
staff
to
to
help
work,
getting
us
some
numbers
on
that
year.
2027,
and
I
think
you
are
doing
that,
because
that
is
one
of
the
great
concerns
of
local
governments.
M
F
If
I
could,
thank
you,
madam
chair,
a
couple,
more
questions.
Let's
talk
about
distributions.
I
was
talking
about
the
funds.
When
can
school
districts
expect
to
get
these
dollars?
I
know:
there's
a
monthly
over
10
months,
there's
a
monthly
allocation.
Are
we
looking
at
monthly
quarterly?
How
are
we
looking
at
the
actual
distribution
of
these
funds
to
local
governments.
B
K
F
M
Yes,
sir,
so
there
is
currently
the
charter
school
facilities
fund,
that
is
recurring
funding
and
one-time
funding
that
has
been
in
place
for
for
a
number
of
years.
Now
this
is
in
the
spirit
of
what
we
wanted
to
do
is
bring
every
as
much
as
possible
outside
of
the
formula
into
the
formula.
So
you
will
see
that
charter
schools
facility
fund-
that
is
already
in
place
with
recurring
dollars
into
the
formula
to
your
point.
There
is
a
difference
between
the
governor's
proposed
budget
and
what
you
are
seeing
in
the
formula
candidly.
M
The
formula
amount
generates
a
lower
amount
than
what's
in
the
governor's
proposed
budget,
because
it
is
based
on
formula
dollars
as
opposed
to
a
recurring
set
amount.
So
that
is
in
the
formula.
I
think
it
generates
13
12
and
a
half
to
13
million
dollars,
so
that
is,
that
is
the
difference
that
you
are
seeing
with
it
being
outside
the
formula
versus
inside.
E
Thank
you,
madam
chair.
I
know
currently
in
the
bep
there's
a
cost
differential
factor
which
provides
certain
counties
with
higher
than
average
wages
in
the
private
sector,
with
additional
bep
funding
for
salaries
and
retirement
contributions.
Currently,
I
believe
there
are
six
different
counties
who
receive
this
funding.
Davidson
anderson
knox,
shelby,
rowan
and
williamson.
M
K
Thank
you,
madam
chair,
commissioner.
Thank
you.
So
much
for
being
here,
you've
really
put
a
lot
of
work
into
this,
and
I
know
we
are
appreciative
of
that.
Just
curious
under
the
tisa
there'll
be
10
different
weight
allocations
for
different
unique
learning
needs
and
the
current
amendment
language
states
that
you're
gonna
basically
define
what
those
are.
First,
can
you
walk
us
through
what
those
10
unique
weights
are.
M
Absolutely,
and
so
I
also
want
to
make
sure-
and
we
are
happy
to
send
this
link
on
the
website,
which
outlines
the
unique
learning
needs
crosswalk
currently
in
the
bep.
If
you
go
to
the
blue
book
or
you
go
to
the
computation
guide,
one
of
those
two,
you
will
see
that
there
are
10
special
education
option
codes,
and
so
what
we
wanted
to
do
is
to
make
sure
there
was
a
clear
crosswalk.
So
if
you
look
at
unique
learning
needs,
there
are
ten
of
them.
M
For
those
you
have
unique
learning
need
one
which
is
the
same
as
sped
option
code.
One.
You
have
unique
learning
needs
too,
which
includes
sped
option
code
two.
It
also
includes
characteristics
of
dyslexia
and
tier
1,
for
english
learners
and
so
on
and
so
forth.
So,
essentially,
those
10
option,
codes
that
you
see
in
the
bep
are
all
included
in
the
unique
learning
needs
crosswalk.
The
crosswalk
will
actually
help
districts
see
what
what
what
students
were
eligible
for
and
what
that
would
look
like
under
tisa.
K
Yes,
ma'am.
Thank
you,
madam
chair,
so
just
curious.
We
as
the
legislature
are
if
we
wanted
to
create
or
take
away
substitute
one
of
those
weights.
Is
that
something
that
you
have
discussed
with
anyone
in
the
legislature
or
your
department?
I'm
just
curious
about
you
know.
The
unique
learning
needs
whether
it
be
dyslexia
or
something
more
severe,
such
as
autistic
tendencies,
or
something
like
that.
Can
you
elaborate
on
that.
M
M
I
think
the
qualifications
are,
you
are
a
child
with
a
disability,
as
identified
by
your
iep
or
the
plan
that
includes
gifted
in
the
state
of
tennessee,
so
just
want
to
make
sure
I
explicitly
say
that
english
learners-
and
then
it
also
includes
characteristics
of
dyslexia
characteristics
of
dyslexia-
is
something
new
based
on
the
feedback
that
we
heard
in
terms
of
especially
looking
at
early
literacy.
So
that
is
something
that
is
not
currently
in
the
bep
that
we
have
added
in
terms
of
those
ulns
or
unique
learning
needs
within
the
tsa.
K
M
So
that
was
the
probably
the
most
significant
feedback
we
heard
from
the
subcommittee
related
to
students
with
disabilities
and
gifted
students,
I
would
say
their
top
three
pieces
of
feedback,
one
or
two
of
that
was
characteristics
of
dyslexia.
There
are
currently
requirements
in
the
law
for
character,
students
who
exhibit
characteristics
of
dyslexia.
There
is
not
existing
funding
unless
that
child
qualifies
for
a
special
education
service
or
has
an
iep.
So
this
would
essentially
provide
funding
to
meet
the
requirements
that
are
outlined
within
that
law.
E
Thank
you,
madam
speaker,
my
own.
Thank
you,
commissioner.
You
and
your
staff
appreciate
you
being
here
currently
under
the
bpp
review
committee,
there's
they're
required
to
review
a
the
components
and
prepare
an
annual
report
detailing
the
recommendations
or
any
revision
to
the
formula.
Is
that
still
going
to
be
in
place.
M
So
what
we
have
now
is
that
every
district
would
go
through
a
process
where
they
would
be
able
to
submit
their
recommendations.
So
it
wouldn't
be
a
representative
group.
It
would
be
every
district
and
the
stakeholders,
families,
parents,
community
members,
within
that
district-
able
to
provide
that
feedback
and
every
district
would
then
be
included.
M
M
M
Well,
this
the
report
would
exist.
The
way
that
the
report
would
be
produced
would
be
different.
So,
instead
of
having
a
representative
group
produce
the
report,
we
are
giving
every
district
the
opportunity
to
provide
what
they
need
for
their
own
district
and
have
that
community
process
at
the
local
level.
Each
of
those
districts
would
then
be
put
together
in
a
report,
so
it
wouldn't
be
a
centralized
function
and
kind
of
based
out
of
a
state
agency.
It
would
be
based
at
the
local
level.
Each
local
report
would
then
be
given
to
you.
E
M
Born
in
the
south,
no
of
course,
sir,
so
so
right
now,
the
state
board
of
education
brings
together
a
group
of
stakeholders
that
includes
some
elected
officials.
The
department
of
education
sits
on
it,
some
superintendents
and
some
district
staff.
It
is
a
representative
group
of
folks
from
across
the
state
annually
they
get
together
approximately
four
times
per
year
and
look
at
what
it's
a
review
committee,
so
they
provide
recommendations
to
the
general
assembly
on
what
they
think
should
happen
with
the
bep.
That
is
a
report
that
is
produced
annually.
M
The
shift
is
instead
of
having
that
representative
group
come
together,
make
decisions
and
then
send
that
report
to
you
is
to
have
every
district
be
able
to
say
what
makes
the
most
sense
for
them
locally,
so
that
same
process
that
happens
centrally
with
the
state
board
would
now
happen
in
every
district.
So
I
as
a
district,
maybe
I'm
small
and
rural-
I
might
have
a
set
of
things
that
really
make
a
lot
of
sense
that
are
important
to
me.
That
might
be
very
different
than
a
very
large
urban
district
and
what
makes
sense
to
them.
M
One
of
the
things
that
we
heard
is
feedback
through
this
process
is
that
parents
and
community
members
and
organizations
really
appreciated
having
more
of
a
voice
in
things
like
school
funding,
and
one
of
the
things
was:
how
do
we
continue
to
have
a
voice?
This
was
a
way
to
reflect
and
honor
that
significant
feedback
that
we
received
to
ensure
local
communities
continue
to
have
a
voice
in
the
direction
of
school
funding
moving
forward.
So.
F
M
D
N
Good
afternoon
eve,
kearney,
chief
of
districts
and
schools,
one
of
the
things
that
the
charter
school
facilities
grant
does
is.
It
is
designed
to
do
a
couple
of
different
things.
It
is
intended
to
be
awarded
on
a
per-pupil
basis,
partially
and
partially
on
high-performing
charter
schools
who
have
a
needs
base
to
them,
and
so
currently
I'm
trying
to
pull
my.
N
I
had
the
spreadsheet
open
in
my
laptop
that
I
just
closed,
but
we
basically
track
across
the
state,
the
116
charter,
schools
that
we
currently
have
across
the
state
each
receive
an
allocation
based
kind
of
partially
on
enrollment
and
partially
on
need,
and
that
is
the
way
in
which
that
is
distributed
currently,
and
I
can
provide
you
the
the
comprehensive
list
of
those.
If
that
would
be
helpful.
A
F
Thank
you
when
I
look
at
the
new
formula
I
understand
mostly,
I
think
I
understand
most
of
the
categories,
but
let's
take
jackson
county,
for
example,
you're
from
jackson,
county
you've
been
very
good
to
us.
We
appreciate
it.
Yes,
sir.
We
appreciate
your
visits
to
jackson
county,
but
when
I
look
down
the
formula
I
see
poverty,
economic
disadvantage,
sparsity
unique
needs
of
the
student,
and
I
also
see
charter,
and
I
until
I
get
to
that
component
of
the
formula
I
think
I'm
tracking
it.
F
What
does
that
mean
for
a
county
school
system
such
as
jackson,
county
clay,
county
pickett,
county
oakland
county
that
currently
doesn't
have
a
charter
school
and
specifically,
does
the
new
formula
allow
for
students
that
live
in
jackson
county
to
go
to
a
new
charter
school
in
putnam
county
and
the
money?
Follow
the
student
to
putnam
county.
M
So
I'll
answer
all
I
think
there
were
three
questions
embedded
sure
so
question
number
one
is
students
who
attend
a
public
charter
school
would
generate
that
weight.
So
that
is
if
they
are
not
in
a
public
charter
school,
they
would
not
generate
the
weight
just
like
if
they
are
not
economically
disadvantaged.
They
would
not
generate
that
weight.
M
F
So
let
me
make
sure
I
distill
this
there's
one
community
in
jackson,
county
dawson's
branch,
where
it's
closer
to
cookeville
than
gainesboro,
and
there's
only
one
high
school
in
jackson,
county
which
is
in
gainsborough,
which
you're
familiar
with
because
you've
been
there.
Thankfully,
if
the
all
the
students
or
most
of
students
in
dodson's
branch,
which
is
sort
of
a
suburb
of
putnam
county
of
cookeville,
if
they
all
decide
to
go
to
charter
school
in
cookeville
five
years
from
now,
does
the
money
follow
them
to
cook?
For.
F
M
F
So
if
a
new
charter
school
incorporated
or
llc
or
whatever
the
business
model
is
or
non-business
model,
if
it's
a
public
charter
school,
the
money
is
going
to
follow
the
child,
and
that
might
be
a
good
thing.
I'm
not
being
here
I'm
here
to
be
critical
about
it.
It
may
be
the
best
thing
ever
I
don't
know,
but
the
the
bottom
line
is
the
money
will
follow
the
child
outside
of
that
county
to
a
new
charter
school
just
like
it
does
now.
If
there's
a
charter
school
established,
that's.
M
F
A
Thank
you,
commissioner,
as
you
can
see,
there's
a
lot
of
interest.
Obviously-
and
you
know,
education
is
a
huge
part
of
the
way
we
spend
our
money
and
at
the
finance
committee,
we
try
to
take
a
deep
interest
in
where
those
dollars
go
and
how
they're
spent.
So
we
appreciate
that
we
may
have
additional
questions
that
we
would
forward
to
you,
but
now
we're
way
behind
schedule,
and
I
do
apologize
for
those
behind
you
on
that,
but
we
have
an
expansion
request
that
we
need
to
hear
about
from
you.
If
you
would.
M
N
The
u.s
department
of
education
increased
the
criteria
for
this
really
intending
again
that
the
school
has
to
be
a
non-profit
school.
It
has
to
be
appropriately
accredited
within
our
state.
It
also
could
not
have
participated
in
the
paycheck
protection
program,
but
this
time
it
also
was
intended
to
focus
on
schools
that
and
communities
most
impacted
by
the
pandemic
or
non-public.
Schools
that
serve
a
higher
number
of
low-income
students,
and
so
that
is
the
need
for
the
expansion,
is
to
be
able
to
award
those
federal
dollars
to
participating
schools
through
an
application
process.
That's
currently
underway.
A
H
Thank
you,
madam
chair,
and
and
earlier
you
know,
I
had
some
questions
around
in
the
schools
that
are
in
the
flood
zones,
but
representative
garrett
literally
stole
my
questions
that
I
had
so,
but
at
least
they
were
at
least
they
were
answered
so
that
that's
that's
a
good
thing
all
right.
The
question
that
I've
got
is
around
emergency
assistant
for
assistance
for
public
non-public
schools.
H
This
funding
is
a
part
of
the
governor's
emergency
relief
fund
known
as
gear
the
expansion
request.
Documentation
indicates
non-public,
schools
will
apply
at
the
local
level
and
unobligated
funding
will
transfer
back
to
the
gear
fund.
Please
provide
any
information
on
how
these
funds
can
be
utilized.
The
number
of
eligible
non-public
schools
there
are
and
the
criteria
the
department
will
use
in
determining
which
non-public
schools
will
receive
that
funding.
N
N
The
first
round
has
already
been
awarded,
and
it
was
based
on
the
criteria
that
was
put
forth
by
the
u.s
department
of
education
there
weren't
as
again
the
more
stringent
requirements
came
with
this
second
round
of
funding.
So
we
used
the
criteria
that
really
was
around
us,
putting
out
information
to
all
non-public
schools
to
determine
who
might
be
interested
and
eligible.
N
They
were
spending
the
funds
on
exactly
what
we
saw
in
our
public
schools
preparing
responding
trying
to
prevent
the
pandemic,
that
cleaning
supplies
social
distancing
supports
for
students,
learning
remotely
et
cetera.
Similarly,
that
is
part
of
what
we
are
seeing
a
little
bit
less
of
some
of
those
first
time.
N
The
needs
have
obviously
changed
where
we
were
a
year
and
a
half
ago
to
where
we
are
today
and
so
very
much.
The
non-public
school
can
continue
to
use
the
funds
in
the
way
they
have
previously,
but
they
can
also
use
them
for
the
same
types
of
expenditures
that
we're
seeing
in
our
public
schools.
That
might
mean
additional
learning
time
for
students,
stipends
for
teachers
or
faculty
members,
doing
additional
responsibilities,
etc.
C
H
N
That
also
falls
in
my
shop
when
you
do
a
lot
of
federal
programs
and
oversight.
You
do
all
a
lot
of
the
oversight,
part
for
certain.
That's
one
of
the
things
we've
been
trying
strengthening
in
a
couple
of
different
ways:
number
one
working
within
our
existing
structures
when
we
oversee
other
federal
dollars,
building
in
those
types
of
components
into
our
existing
practices.
In
addition,
we're
looking
at
reimbursement
requests
that
we
get
from
non-public
schools
and
tracking
them
to
ensure
that
they
are
being
used
for
allowable
purposes.
N
Yes,
sir,
one
of
the
things
that
we
will
have
and
that
we're
actually
coming
upon
here
in
the
next
several
months
beginning
in
may,
we
have
annual
reporting
for
all
of
our
federal
dollars
for
public
and
for
non-public.
They
are
subject
to
the
same
reporting
requirements
and
we
are
collecting
information
and
it's
quite
extensive
and
I'm
sure
something
we
will
be
sharing
with
this
body.
As
we
get
that
first
annual
report
coming
late
may
and
through
the
end
of
the
state
fiscal
year
june.
30.
B
B
M
B
Thank
you,
commissioner.
So
what
our
plans
are
with
that
is,
you
may
have
heard
of
our
trauma-informed
schools
work
and
that
has
really
been
outstanding.
The
last
couple
of
years,
if
I
do
say
so
myself,
we
have
a
team
that
has
really
worked
with
schools
that
have
been
very
responsive
and
that
has
more
than
doubled
to
the
point
where
we
cannot
reach
that
capacity.
So
we
are
shifting
to
a
district-wide
approach.
So,
instead
of
just
individual
trauma-informed
schools,
it
will
be
a
district-wide
approach
where
it
will
be
called
resilient
school
communities.
B
A
B
Thank
you.
Thank
you.
So,
since
this
is
a
one-time
grant,
how
do
we
address
recurring
costs
if
this
is
utilized
for
recurring
costs?
What's
the
plan
for
that
moving
forward
absolutely
so,
this
model
is
actually
a
train,
the
trainer
model,
and
so
we
would
be
working
with
districts
to
actually
teach
them
the
professional
development
at
that
district
level
that
then
they
can
incorporate
and
spread
to
their
administrators
to
their
teachers,
and
the
idea
for
sustainability
is
that
they
would
actually
be
able
to
have
trainers
themselves
at
the
district
level.
Thank
you
thank.
A
A
It's
been
incredibly
challenging
couple
of
years
dealing
with
pandemic
and
all
of
the
other
things
that
have
been
associated
with
that.
I
think
you've
done
yemen's
work
as
you
and
your
team
and
then
adding
on
to
that
developing
a
new
funding
formula
is
just
a
another
little
side
project.
While
you
continue
to
deal
with
the
pandemics,
so
you
all
have
done
amazing
work,
and
we
appreciate
that.
Thank
you
for
being
here
today
and
we
will
move
on
to
our
next
budget
hearing.
Thank
you,
ma'am.
A
Dr
hammond,
thank
you.
We
appreciate
your
patience
and
apologize
for
the
delay,
but,
as
you
can
see,
there's
there's
a
lot
of
interest
and
a
lot
of
just
to
discuss
when
we
look
at
funding
education
in
tennessee,
but
again
we're
just
going
to
ask
you
to
get
right
into
your
budget
overview,
we'll
have
any
questions
and
we'll
try
and
sort
of
get
back
on
schedule.
Thank
you.
P
I
think
let
me
just
make
sure
it's
my
microphone
on.
I
think
it
is
thank
you,
madam
chair
members
of
the
committee,
sarah
haber
and
morrison
the
executive
director
at
the
state
board
of
education.
We
work
closely
with
the
department
of
education
as
the
policy
and
rule-making
body
for
k-12
education
in
tennessee.
I
just
want
to
start
by
thanking
this
committee
for
your
ongoing
support
of
our
work
of
the
department's
work.
P
As
madam
chair
said
to
me,
there's
not
much
more
important
business
than
education
in
a
state
like
tennessee
and
we
aspire
to
do
it
as
well
as
possible.
So
we
will
quickly
give
you
introductions
talk
about
our
budget
update,
which
is
sort
of
a
non-issue
this
year
and
just
a
few
quick
updates
on
major
work
streams.
P
J
You,
yes,
our
only
cost
increase
that
was
requested
was
a
99
200
for
additional
rent
that
is
actually
was
programmed
in
there
by
finance
and
administration,
because
they're
moving
us
within
the
same
building
that
we're
in
and
so
since
we're
moving
it
at
their
request.
The
amount
was
built
into
the
budget
to
cover
the
the
move
and
the
cost
difference,
and
that
is
the
total
of
our
cost
increases.
J
P
Great
and
with
that,
we'll
keep
moving
you'll
hear
more
about
our
charter
role
and
how
that's
evolved
in
just
a
moment
and
again
from
the
charter
commission
as
well,
but
with
permission
just
very
brief,
updates
on
a
few
key
programmatic
work
streams
that
the
board
oversees
first
in
terms
of
setting
instructional
standards
for
students.
This
is
one
of
our
big
responsibilities
and
it
serves
as
the
foundation
for
so
much
of
what
happens
in
k-12
education.
P
We
are
coming
to
the
end
of
a
couple
key
dates.
There
are
key
work
streams
there
related
to
the
standards
review
process.
It
happens
every
six
years
for
each
of
the
four
core
academic
areas
and
we
are
just
coming
towards
the
the
conclusion
of
the
science
review
period.
So
we
look
forward
to
convening
the
standards
recommendation
committee
soon,
which
is
a
jointly
appointed
committee
of
educators
and
other
members
of
the
public
who
make
the
final
recommendation
to
the
state
board
about
what
should
be
in
those
standards.
P
Another
major
area
just
to
touch
on
briefly
in
terms
of
state
boards
work
is
educator
preparation.
We
make
decisions
about
the
approval
of
anyone
who
wants
to
train
teachers
for
licensure
in
tennessee,
whether
that's
a
teach
for
america
or
a
tennessee
tech.
We
do
ongoing
accountability
for
all
of
those
ed
prep
programs.
So
we
issue
an
annual
report
card
that
comes
out
in
february
each
year.
That's
something
that
you've
supported
us
with
in
the
past.
P
It's
in
legislation
that
requirement
and
that's
to
ensure
that
we
have
robust
accountability
for
the
outcomes
of
those
graduates
and
that
we
can
look
across
the
state
and
understand
you
know
which
institutions
which
programs
are
really
doing
an
excellent
job,
preparing
our
teachers
for
this
extremely
challenging
work
in
the
classrooms
across
our
state.
So
we
look
at
how
those
educators
perform
in
the
classroom
in
terms
of
their
outcome
data.
P
We've
also
taken
steps
to
expand
those
options
and
try
to
be
more
innovative
in
the
way
that
we
think
about
the
pipeline.
So,
for
example,
our
districts
now
can
apply
to
become
educator.
Prep
programs
and
several
of
them
have
done
that
in
specific
areas
that
was
as
a
result
of
pc
571,
which
was
passed
last
session.
We've
also
passed
policy
that
allows
the
department
to
do
something
similar
when
it
comes
to
endorsements.
P
So
a
teacher
who
already
has
a
license
can
add
an
additional
endorsement
if
they
say
they're
licensed
in
science,
and
they
want
to
also
take
on
an
endorsement
in
math.
That's
something
that
the
department
can
set
up
now
and
provide
free
of
charge,
which
we
think
will
be
helpful
for
teachers
as
they
try
to
expand
the
areas
in
which
they're
certified
to
teach
I'm
just
going
to
move
through.
This
really
quickly
feel
free
to
stop
me.
P
P
But
this
is
another
major
area
in
which
we
set
rules
and
policies
related
to
educator
misconduct,
so
making
sure
that
that's
clear
in
our
rules
and
policies,
and
then
we
have
the
capacity
to
take
those
those
actions
as
necessary
in
terms
of
something
that
would
rise
to
the
level
of
a
state
licensure
action.
This
is
different
than
a
personnel
action
and
we
try
to
make
that
distinction
in
our
training
with
superintendents
and
other
educators.
P
We,
for
example,
had
536
reports
in
2021.
We
currently
have
172
cases
open
at
the
moment,
so
it's
it's
a
constant
and
sort
of
steady
workload
in
terms
of
those
educator
misconduct,
misconduct,
cases
that
come
into
the
board
two
other
quick
points
to
hit,
and
then
we
will
stop
and
see.
If
there
are
any
questions
nathan,
you
could
talk
briefly.
The
eric
education
recovery,
innovation,
commission.
J
Yes,
so
you
all
might
remember
that
in
2020,
the
tennessee
general
assembly
formed
the
education
recovery
and
innovation
commission
through
public
chapter
792..
This
commission
was
formed
to
examine
the
short
and
long-term
effects
of
the
19
pandemic
on
education
in
tennessee,
and
members
of
the
commission
will
form
recommendations
for
the
general
assembly.
The
state
board,
the
department
of
education,
higher
education
commission
on
strategy
is
to
close
educational
gaps
arising
from
school
closures
and
to
modernize
the
state's
educational
structure,
to
create
more
flexibility
in
the
delivery
of
education
to
students.
J
That
commission
was
created
with
no
cost
and
no
expense
to
it
and
administratively
attached
to
the
state
board
of
education,
we've
taken
great
pains
to
make
sure
it
has
remained
independent
as
well.
So
this
year
you
have
several
bills
that
that
you've,
seen
in
in
front
of
the
general
assembly,
which
were
generated
by
recommendations
made
through
the
education
recovery,
innovation,
commission,
you've
got
senate
bill.
2664.
J
The
house
bill
was
carried
by
representative
littleton
to
provide
reports
on
progress
on
the
literacy
success
act.
You've
got
about
allowing
students
to
test
out
of
courses
at
the
high
school
level.
You've
got
a
bill
on
periodic
remote
learning
drills,
also
to
make
certain
that
educator
preparation
providers
are
training
teachers
how
to
teach
in
a
lot
of
different
environments,
both
in
person
remotely
and
also
legislation.
P
Now,
instead
of
serving
as
an
authorizer
ourselves,
we
are
for
the
same
legislation
that
that
brought
the
commission
into
being
are
serving
in
the
role
of
charter
authorizer
evaluation,
we
conduct
evaluations
of
authorizers,
so
that
means
on
a
bi-annual
basis.
Anyone
in
tennessee,
whether
you're,
a
district
or
the
charter
commission
or
the
achievement
school
district.
Who
has
the
ability
to
authorize
charter
schools,
will
be
reviewed
and
evaluated
by
the
state
board
in
a
rigorous
and
sort
of
public
way.
P
In
terms
of
ensuring
that
these
authorizers
are
both
adhering
to
the
high
standards
that
we
have
for
authorizers
in
our
state
and
that
we're
also
able
to
learn
across
authorizers
in
terms
of
best
practices
and
how
we
ensure
that
schools
are
open
that
are
serving
students
well
and
when
they
are
not
that
they
are
appropriately
closed.
And
so
this
is
a
new
role
for
the
state
board.
We're
only
the
fourth
state
to
take
this
on,
and
I
think
it
will
provide
additional
transparency
and
accountability
for
our
charter
authorizing
work
across
the
state.
P
We've
just
completed
the
first
cycle
of
authorizer
evaluations
after
a
year
of
work
to
pilot
that
rubric
and
the
process.
So
we
have
a
member
of
our
team
who's
responsible
for
that
work
and
she
also
contracts
out
with
additional
other
experts
nationally
to
help
with
that
authorizer
evaluation
piece.
But
that
is
a
change
in
the
state
board's
work
from
serving
as
an
authorizer
to
now
serving
as
the
body
that
does
the
evaluation
of
all
authorizers
across
our
state.
G
One
component
that
you
your
department,
your
agency
handles
is
that
of
teacher
licensure
and
so
just
curious,
coming
out
of
the
pandemic,
and
we
know
it's
been
a
interesting
year.
I
can
tell
you
with
my
school
district
last
year,
I
think
and
we're
a
small
school
district
and
we
still
saw
more
folks
with
with
a
lot
of
tenure
just
retire
at
the
end
of
the
year.
Has
that
have
you
saw
that
across
the
state?
I
guess
that's
one
of
my
questions
that
I've
got
to
ask
and
how
has
that
affected
licensure.
P
Misconduct,
yes,
so
I'll
defer
to
my
colleagues
to
see
if
they
have
sort
of
specific
numbers
to
share
with
your
specific
places.
To
point
you
I
mean,
I
think
we
all
have
sensed
that
teachers
are
carrying
a
lot
of
a
huge
load
right
now
and
so
would
expect
to
see
some
turnover.
I
don't
think
that's
borne
out
in
the
numbers.
Quite
yet,
but
again
it's
something
that
we're
monitoring
with
our
partners
at
the
department
who
oversee
that
data
system,
but
amy
our
director
of
policy
and
research,
may
be
able
to
speak
more
specifically.
L
However,
there
is
a
slight
uptick
in
their
retention
in
a
tennessee
public
school
or
public
charter
school
for
a
second
year,
and
it
drops
off
a
little
bit
in
looking
at
the
third
year.
So
that's
what's
going
on
with
early
career
teachers
in
terms
of
longer
tenured
teachers.
Like
you
mentioned,
the
department
of
education
collects
annual
vacancy
data
from
each
school
district
and
then
we'll
share
it
back
out
with
the
state
board
later
this
spring.
L
G
H
P
Thank
you
for
that
question
representative.
We
are
still
working
through
the
details
of
that
with
the
administration.
Currently,
as
commissioner
schwinn
mentioned,
the
state
board
oversees
the
bep
review
committee.
So
we
have
some
oversight
in
that
respect
with
the
current
formula,
there's
not
a
sort
of
exact
parallel
to
that
review
committee
with
the
new
formula
fatisa.
So
I
think
you
know
our
involvement
will
be
through
some
of
the
policies
and
rules
that
are
related
to
some
of
those
categories.
We're
just
looking
at
that.
P
Prior
to
this
hearing,
in
terms
of
you
know
some
of
the
special
ed
designations,
those
are
in
our
rule.
El
designations
are
in
our
rules,
and
so
we'll
have
some
input
in
in
that
respect.
In
terms
of
some
of
the
aspects
of
that
tisa.
But
to
answer
your
question:
there's
not
a
direct
role
for
us
in
terms
of
oversight
under
the
tisa.
H
P
You
know
it's
just
a
change.
You
know
the
formula
that
we've
had
has
been
really
more
sort
of
dollars
and
cents
based
on
head
counts.
This
new
student
base
formula
has
a
lot
more
moving
parts
and
so
again
we'll
be
involved,
but
it'll
be
a
little
bit
more
under
the
radar
in
terms
of
some
of
the
policies
that
inform
the
the
metrics
and
outcomes
in
the
the
new
formula.
A
And
I
apologize,
I
had
to
step
out.
So
if
you
answered
my
question
already,
forgive
me,
but
the
you
guys
are
required
to
produce
an
annual
report
about
education,
preparation
providers,
that's
something
I
have
a
real
passion
about,
because
I
I
think
the
most
important
aspect
of
education
is
the
quality
of
the
teacher
in
the
classroom.
We
can
do
lots
of
other
things
to
improve
education,
but
if
we
don't
have
a
good
teacher
in
the
classroom,
we're
spinning
our
wheels
in
my
opinion.
A
A
They're
working
at
it
and
improvements
are
being
made,
but
they're
still,
you
know
not
where
we
would
want
them
to
be.
So.
Can
you
just
let
us
know
how?
If,
if
improvement
is
being
made-
and
I
guess
my
question
has
been
to
them
and
will
be
to
others-
we
have
schools
or
education
preparation
providers
in
the
state
that
are
doing
a
good
job.
So
I'm
not
quite
certain
why
we
can't
replicate
that
model
in
other
locations,
but
obviously
it's
not
as
easy
as
I
think
it
should
be.
So
could
you
just
speak
to
that?
P
Thank
you
for
the
question,
madam
chair
and
I
would
wholeheartedly
agree
in
terms
of
the
importance
of
the
educator
in
the
classroom,
and
the
research
certainly
bears
that
out.
It's
the
most
important
in-school
factor
in
student
achievement,
and
so
I
think
we
have
to
as
a
state
and
state
agencies
focus
on
the
quality
and
the
training
of
the
people
who
are
going
into
our
classrooms,
and
we
know
it's
an
extremely
challenging
job.
P
We
did
talk
briefly
with,
in
response
to
another
question
about
the
educator
prep
report
card
that
we
put
out
annually
per
legislation.
It
comes
out
in
february,
so
the
latest
version
just
came
out.
My
colleague,
amy
owen
was
just
speaking
to
it.
I
think,
as
you're
coming
back
in
and
there's
a
number
of
things
that
you
can
see
in
that
report.
P
P
P
I'll
look
to
amy
owen
to
my
left
to
see
if
she
has
anything
she
wants
to
add
further,
we
were
just
talking
about
sort
of
the
number
of
teachers
has
gone
down
who
are
going
into
teaching,
but
the
retention
of
those
teachers
is
up
so
there's
a
number
of
ways
that
we
can
look
at
sort
of
how
how's
the
program
being
assessed
and
whether
it's
successful
or
not.
But
I
think
one
one
is:
are
the
teachers
in
demand?
Are
they
getting
hired?
P
L
Sure,
amy
owens
state
board
of
education.
We
did
release
this
report
on
february
15th.
It's
a
consumer
report
style
website
with
a
dashboard
of
all
40,
odd,
ed
prep
providers
in
tennessee
and
in
typical
years
we
would
have
each
provider
with
an
overall
score
of
meets
expectations,
does
not
meet
expectations
or
exceeds
expectations.
L
We
don't
have
those
overall
scores
this
year
we
didn't
last
year
either
due
to
covet
related
data
challenges,
but
within
some
of
the
metrics
we
do
have
those
evaluative
measures
of
meets
does
not
meet
or
exceeds
expectations
on
metrics,
like
second
year
retention.
Third
year
retention
and
candidates
earning
high
demand
endorsement
areas.
We
present
the
data
on
observation
and
growth
scores
in
comparison
to
the
state
average
for
each
ed
prep,
but
we
have
not
scored
it
so
far.
L
We
do
have
an
advisory
council
we
work
with
and
will
determine
when
it's
appropriate
to
resume
the
scores.
What
we've
seen
in
the
last
five
years
or
so
of
producing
the
report
card
is
that
we've
seen
upticks
in
a
few
key
metrics.
One
of
those
is
the
percentage
of
candidates
earning
high
demand
endorsement
areas
which
are
special
ed.
English
as
a
second
language
upper
grades,
math
science
and
world
language,
so
that
really
speaks
to
how
our
ed
preps
are
trying
to
respond
to
these
areas
of
need
in
districts.
L
A
number
of
them
created
dual
certification
programs.
So
if
you're
getting
your
elementary
license,
you
might
also
get
esl
or
special
education,
so
they're
really
responding
to
this
as
a
policy
lever,
but
also,
even
more
importantly,
to
respond
to
the
districts
that
they
partner
with
and
to
make
sure
they're
serving
their
needs.
So
we
look
forward
to
continuing
to
add
data
to
the
report
card
and
being
able
to
share
some
more
specific
evaluative
measures
in
future
years.
P
Vice
versa
and
we'd
be
happy
to
come,
sit
down
and
walk
through
even
the
historical
you
know
three
years
ago
we
could
look
at
you,
know,
sort
of
the
trends
in
terms
of
who
are
the
high
performers,
because
there
definitely
are
some
outstanding
programs
that
we
look
to
ut
knoxville
being
one
I
mean
some
of
our
flagship
institutions
and
then
some
of
our
smaller
sort
of
non-traditional
pathway
programs
also
look
really
good
on
the
report.
When
you
look
back
a
couple
years
when
we
had
those
overall
scores.
A
A
A
Folks,
thank
you
so
much
for
being
here
and
for
you
patiently
waiting.
It's
nothing
is
more
fun
than
being
last
on
the
agenda
on
a
late
afternoon,
but
we
have,
I
know
stovall
here
at
the
executive
director
for
the
commission
and
a
long
time,
good
friend
of
mine,
who
is
been
a
supporter
of
mine
for
a
long
time,
which
makes
him
a
very
intelligent
man,
tom
griscom,
who
is
the
chair
of
the
charter
commission.
F
Great
good
afternoon,
madam
chair
and
members
of
the
committee,
my
name
is
tom:
griskam,
I'm
from
chattanooga
tennessee
and
I
do
serve
as
the
first
chair
of
the
tennessee
public
charter
school
commission
with
me.
Today
is
testoval
to
my
right:
who's,
our
executive
director
chase
engel
who
is
our
director
of
external
affairs
and
melanie
harrell,
who
is
our
director
of
finance,
since
this
is
our
first
time
in
front
of
the
committee
thought
it's
been
just
a
couple
minutes
to
talk
about
what
we're
doing
and
give
you
a
little
background.
F
I
Thank
you
again,
tesh
stovall
executive
director
I'd
like
to
go
over
our
budget
for
fiscal
year
23.,
our
primary
ask
in
the
budget
is
related
to
a
rent
increase
similar
to
the
state
board
of
education.
The
department
of
general
services
has
asked
the
agency
to
move
to
a
different
floor
on
the
davy
crockett
tower,
which
is
a
slightly
larger
space
and
results
in
an
increase
of
our
rent
in
approximately
twenty
six
thousand.
Five
hundred,
you
will
see
a
note
here
around
the
charter
schools
facility
fund
of
32
million
dollars.
I
I
Looking
forward,
I
wanted
to
review
what
schools
will
be
under
the
portfolio
of
the
commission.
We
are
growing
substantially
in
the
next
school
year.
Currently
the
commission
has
four
charter
schools
under
its
authorization.
Three
of
those
are
located
here
in
nashville
and
one
of
those
are
in
memphis.
A
B
Thank
you,
madam
chairman.
Yes,
I
have
a
question.
The
charter
school
commission
budgeted
642
thousand
dollars
in
revenue
for
2122..
Can
you
and
it's
from
the
charter
authorizer
fee
and
you're
saying
you
have
three
three
schools
there?
Can
you
break
down
for
us
how
that
that
642
000
fee
is
what
it
consists
of.
I
I
B
I
Sure
test
stovall.
I
will
turn
actually
to
our
director
of
finance
and
operations,
melanie
harrell,
to
give
you
a
a
projection
of
if
enrollment
holds
to
what
we
think
it
will
be,
what
we
project
our
ep
and
in
our
authorizer
fee
revenue
to
be,
I
will
say,
it's
a
highly
variable
number
right,
anytime,
enrollment
changes.
If
there's
legislation
that
passes
around
changes
in
how
schools
and
districts
are
funded,
obviously
our
authorizer
fee
revenue
will
change.
I
O
Thank
you
so
much.
This
is
melanie
harold,
the
director
of
finance
and
operations
for
the
commission.
I
can
get
you
an
exact
number
after
this.
I
will
say
that
we
do
know
that
we
are
growing
by
about
two
and
a
half
times
our
current,
our
current
number
of
schools
that
will
be
authorized
so
we're
growing
from
about
1700
students
currently
to
anticipated
about
4
500.
B
When
you,
when
you,
when
I
think
about
that
the
authorizer
fee,
you're
you're,
basically
off
the
acting
as
the
school
district
for
the
school,
so
three
percent
running
a
school
district
on
three
percent
is
pretty
lean.
And
then
you
said
that
you
even
refund
some
money,
so
is
that
is
some
sufficient
to
meet
your
costs
and
your
anticipated
growth.
I
I
We
do
anticipate
looking
into
future
fiscal
years
and
looking
into
the
number
of
schools
that
may
come
under
the
commission,
the
need
to
ask
for
additional
positions
for
the
commission
right
now
we
are
authorized
to
hire
up
to
15
individuals.
We
have
hired
12
of
those
15.,
so
we
look
very
closely
in
making
sure
that
do
we
have
the
staffing
to
meet
the
needs
of
the
schools.
Are
we
set
up
for
success
right
now?
I
B
C
I
Thank
you.
So
we
have
hired
two
of
the
five
we
are
in
the
process
of
hiring
the
third
we
are
holding
on
those
final,
two
positions.
Until
we
see
we
are
actually
currently
working
through
two
appeals
right
now,
so
really
looking
to
see.
Where
are
those
needs
in
terms
of
staff
capacity
and
to
hire
those
individuals
in
the
right
places
on
the
team.
I
Thank
you
testoval.
Absolutely,
we
feel
really
good
about
where
we
sit
right
now.
We
we
have
we
had
when
we
asked
for
those
additional
positions.
We
had
a
sense
of
where
we
were
in
terms
of
the
additional
work
around
the
achievement
school
district
with
the
the
additional
positions
we've
been
able
to
hire
over
the
last
six
months,
plus
the
two
additional
positions
that
we
have
on
our
on-ramp.
We
feel
like
we're
able
to
fulfill
our
current
responsibility.
I
You
know,
as
I
responded
to
another
question,
I
think,
as
we
increase
in
terms
of
the
number
of
schools
under
our
portfolio,
we
are
going
to
have
to
think
about.
Do
we
have
the
appropriate
staffing
and
district
functions
to
do
all
of
the
work
of
school
districts
across
the
state?
That's
something!
I
know
that
the
commission
talks
a
lot
about
is
making
sure
we
are
set
up
for
success,
and
we
do
this
work
really
well.
K
Thank
you,
madam
chairman.
I'm
more
have
a
comment
than
anything.
Thank
you
for
your
staff
for
being
here,
probably
all,
but
really
one
of
your
of
your
staff
members.
I
don't
know
if
you
know,
but
chase
single
was
my
first
assistant
down
here
when
I
came,
and
my
disappointment
in
his
service
to
my
office
is
because
he
left
for
bigger
and
better
things.
My
first
year
down
here
the
week
one
week
before
the
filing
deadline,
when
I
was
first
down
there,
so
I'm
high
I'm
still
upset
about
it.
I
don't.
K
Frustration
up
here
when
he
told
me
he
was
going
to
go
on
to
bigger
and
better
things.
I'm
going
to
be
honest
with.
I
just
didn't
believe
them.
I
just
did
not
believe
him,
and
so,
but
I
am
obviously
totally
kidding
chase.
I'm
proud
of
you,
I'm
glad
where
you
are
you're,
doing
a
great
job
and
keep
up
the
good
work,
I'm
so
glad
you
actually
did
go
on
and
do
bigger
and
better
things,
and
I
know
you're
not
going
to
stop
there.
K
A
Thank
you
all
for
coming
tom.
Thank
you
for
making
the
trip
from
chattanooga.
We
appreciate
your
presence
here
today
and
we
appreciate
the
work
that
the
commission
is
doing
and
I
think,
even
more
work
that
probably
is
going
to
come
your
way
in
the
future.
So
again,
we
are
very
grateful
for
all
of
the
effort
and
for
the
volunteer
commission
members
who
who
do
this
work
for
even
less
pay
than
state
representatives
get.
So
thank
you
for
doing
that
as
a
service
to
your
state.