►
Description
House Finance, Ways, & Means Committee- February 23, 2021- House Hearing Room I
A
A
A
Mr
clerk,
please
call
the
roll
representatives
campbell
camper
crawford,
fazen,
freeman,
gantz
garrett,
gillespie,
hawk
hicks,
lamar,
lamberth,
lynn,
miller,
ogle,
sexton
shaw
sparks
todd,
whitson
williams,
wendell
zachary,
vice
chairman
vaughn,
here
cameron
hazelwood.
Vice
chairman,
you
have
a
quorum.
Thank
you
and
let
the
record
show
that
representatives,
gillespie
and
whitson
are
excused.
Today.
We've
got
two
presentations.
A
B
B
The
first
is
for
our
child
care
certificate,
as
you
are,
are
well
aware,
with
pandemic
spending
and
additional
federal
dollars
made
available,
we
have
come
to
the
very
end
of
spending
authority,
which
was
233.8
million
for
our
our
child
care
certificate
program
and
we're
requesting
an
expansion
of
175
million
dollars
and
it's
it
is
to
meet
all
of
our
child
care
obligations
through
the
end
of
of
of
this
fiscal
year.
So
I
submit
that
for
your
consideration.
C
Thank
you
day,
30
something
welcome
back,
commissioner.
I
did
have
a
couple
questions
for
you.
Yes,
sir
one
of
the
big
challenges
I
heard
in
my
district
in
particularly
with
this
expansion
and
extension
of
child
care
services
that
sometimes
we
were
having
difficulty
getting
back
to
those
child
care
facilities
with
reimbursements
in
a
timely
fashion.
I
don't
know,
have
you
been
able
to
to
look
into
that?
Are
we
doing
better?
I
recognize
we
have
lots
of
new
paperwork
from
the
federal
government.
C
B
C
Okay,
it's
a
follow-up
sure,
the
as
it
relates
to
our
child
care
facilities,
obviously
frontline
workers
and
and
first
responders
healthcare
providers.
Those
were
giving
preferential
treatment
by
the
federal
government
and
the
expenditure
of
these
dollars.
That's
correct:
have
you
seen
a
closure
or
a
shrinkage
at
all
in
child
care
facilities,
or
have
you
been
able
to
see
any
expansion
of
those
whatsoever
based
upon
these
additional
dollars?.
B
D
D
D
A
B
And
this
this
is
an
expansion
request
for
our
snap,
the
snap,
our
snap
program.
We
are
our
initial
spending
authority.
We
will
be
out
of
that
authority
by
the
middle
of
march,
and
so
we
are
requesting
an
additional
650
million
dollars
in
expanded
spending
authority
and
again
that's
100
percent
federal
dollars,
but
it
is
to
meet
all
of
our
snap
obligations,
our
pandemic
snap
obligations
and
our
regular
snap
allegations.
A
D
D
B
B
F
B
F
F
B
A
A
Thank
you.
Thank
you
for
coming.
Our
next
presentation
will
be
from
the
department
of
education
we're
going
to
hear
an
expansion
request
by
them
and
I'll
invite
them
to
come
up
after
the
expansion
request.
We'll
ask
have
an
opportunity
to
ask
them
questions
and
then
we're
going
to
hear
their
formal
budget
hearing
after
the
expansion
request.
G
G
So
I'm
going
to
go
through
these
relatively
quickly,
but,
first
and
foremost,
we
have
esser
and
gear
2.0.
We
received
1.0
in
the
late
spring
early
summer
of
last
year,
in
late
december,
a
bill
passed
for
a
second
round
of
funding
that
came
to
tennessee
in
our
coffers
in
early
january,
and
we
essentially
have
12
weeks
to
disperse
that
to
districts,
it's
1.1
billion
dollars
under
esser
2.0.
So
that's
the
k-12
set
aside
and
then
there's
an
additional
100
million
dollars
for
gear,
which
is
the
governor's
discretionary
set
aside
of
the
1.1
billion
dollars.
G
90
percent
goes
directly
to
leas.
10
percent
is
reserved
for
the
sca
level
state
set
aside.
The
congress
has
been
very
clear
that
they
would
like
that
money
to
be
emphasized
towards
facilities
and
for
learning
loss
gear
is
discretionary,
although
there
is
a
federal
requirement
that
a
certain
percentage
be
set
aside
for
private
schools.
The
rest
is
discretionary
funds
and
we'll
talk
a
little
bit
about
that
in
a
minute
in
terms
of
important
notes,
especially
thinking
about
our
districts.
They
are
under
a
lot
of
stress
right
now.
G
G
That
means
districts
have
in
essence,
two
and
a
half
years
to
spend
down
this
funding
on
october
1st.
It
goes
back
to
the
federal
government
and
then
from
a
reporting
perspective.
This
is
very
different
from
the
first
round.
The
the
federal
government
would
like
much
more
regular
and
transparent
reporting
at
the
state
and
the
district
level,
so
you'll
expect
monthly
monitoring
and
reporting
from
districts
that
will
then
be
put
on
our
website.
G
The
same
will
go
for
the
state,
education
spending
and
drawdowns,
and
that
will
also
be
posted
regularly
at
the
federal
government
level
in
terms
of
the
actual
money.
I
want
to
just
kind
of
recap:
from
sr
1.0
nsr
2.0
we're
going
to
report
on
those
together,
so
you
can
see
the
biggest
pot
of
money
and
how
it
all
gets
allocated.
This
is
just
for
the
state
set
aside
again
the
district
that
is
automatically
that
goes
to
districts.
They
get
to
decide
how
they
spend
the
funding.
G
G
Those
are
grants
directly
to
districts
at
11.6
million,
educators,
supports
and
endorsements
that's
to
support
educators
with
additional
learning
opportunities,
so
they
can
have
endorsements
to
support
students,
and
then
we
had
a
number
of
online
resources
during
the
summer
for
the
pandemic
to
support
schools
and
districts,
and
certainly
families
moving
into
sr
2.0,
which
is
the
round
of
funding
that
we
just
received.
We
have
3.5
million
dollars
going
towards
literacy.
That's
to
support
additional
initiatives
from
the
literacy
success
act
that
was
just
passed.
G
Two
million
dollars
set
aside
for
pbs
that
continues
the
partnership
with
pbs
specific
supports
for
literacy
and
other
initiatives
that
they
would
like
to
have
in
support
of
our
students
during
the
pandemics
so
want
to
put
aside
two
million
dollars
for
them
and
then
five
million
dollars
for
advanced
coursework.
We
saw
a
significant
uptick
in
the
number
of
high
school
students
who
participated
in
online
ap
and
rigorous
dual
enrollment
classes
during
the
pandemic.
G
G
Next
for
long-term
needs
for
the
department.
We
would
like
to
set
aside
47
million
dollars
to
invest
in
the
tennessee
all
core
that
was
part
of
the
bills
that
was
passed
during
special
session.
This
would
provide
very
small
group,
frequent
tutoring
for
students
across
the
state
matching
grants
for
districts
and
then
for
non-profit
partners
to
provide
that
tutoring,
that's
in
groups
of
two
to
one
or
three
to
one
for
student-to-teacher
ratios.
But
again
these
are
matching
grants.
G
We've
also
talked
a
lot
about
the
educator
pipeline
about
a
third
of
our
teachers
are
retirement
eligible.
We
don't
have
enough
folks
who
are
in
the
pipeline
to
be
able
to
replace
those
who
may
leave
over
the
next
five
to
seven
years.
This
is
20
million
dollars
to
get
in
front
of
that
to
bring
more
people
into
the
pipeline
and
ensure
every
student
has
a
qualified
teacher
in
front
of
them
every
day
and
then
last
are
systems
improvements,
20
million
dollars,
that's
a
lot
more
districts
and
students
on
computers.
G
Now,
so
we
need
to
make
sure
that
we're
investing
in
those
supports
in
terms
of
some
final
numbers,
we
have
math,
we
have
a
math
adoption
coming
up
in
2023,
so
this
would
support
additional
resources
for
math
adoption
for
districts.
Innovative
assessments
also
we're
in
the
special
session
bill.
So
we
want
to
make
sure
that
we
are
providing
additional
supports
there
and
then
a
policy
and
legislative
support
tool.
That's
a
tool
to
help
with
public
transparency.
G
You
all
pass
bills
and
we
want
to
make
sure
that
you
all
have
resources
to
point
to
for
the
public
to
be
able
to
see
here's,
what
the
bill
says
and
does
here
are
updates
ways
to
engage
etc.
So
that
is
a
resource
we'll
be
talking
to
all
of
you
about
to
get
feedback
and
develop
something,
that's
going
to
be
helpful,
so
you
can
track
and
see
how
your
bills
are
implemented,
and
then
the
last
part
is
we
have
half
side
is
almost
exclusively
for
support
with
reporting
and
monitoring.
G
G
That's
year,
two
of
that
program
there
was
also
14
million
dollars
to
support
additional
organizations
who
are
typically
funded
in
the
budget,
but
given
cuts
last
year,
we
wanted
to
make
sure
there
was
continuity
of
services
for
districts
that
14
million
dollars
essentially
allowed
those
organizations
to
continue
for
this
year
for
consideration
in
the
budget
in
terms
of
gear.
I
want
to
be
very
very
clear
about
what
the
federal
law
says.
A
hundred
million
dollars
went
to
the
gear
pot.
Unlike
the
last
time,
the
federal
government
has
set
out
in
the
federal
law.
G
What
ends
up
happening
is
the
department
by
law
is
required
to
work
with
private
schools
to
determine
which
schools
want
to
participate
and
which
schools
do
not
want
to
participate.
We
go
through
an
entire
process
related
to
that
those
schools
that
do
participate
get
their
share
of
this
funding.
Any
schools
that
do
not
want
to
participate
that
money
goes
back
to
the
governor's
discretionary
pot.
So
72
million
is
the
max
amount
given
our
private
school
enrollment
that
could
go
to
private
schools.
G
G
So
this
means
in
general,
we'll
have
an
additional
35
million
dollars
approximately
on
top
of
what
you
are
seeing
here,
so
it
will
be
about
60
60
million
dollars,
just
maybe
a
little
bit
above
for
governor
discretionary.
The
rest
by
law
goes
to
private
schools
in
terms
of
planned
projects
from
the
governor's
discretionary
pot,
mental
health
in
schools,
so
investing
10
million
dollars.
G
Those
are
grants
directly
to
districts,
to
support
mental
health
in
our
schools
and
districts,
11
million
dollars
for
a
charter,
school
consortia
and
then
an
incubator,
so
that
would
be
one
and
ten
respectively
facilities,
sustainability
programs,
that's
for
our
very
small
districts.
A
lot
of
them
are
getting
funding,
but
they
might
not
have
enough
to
close
the
gap
for
a
major
facilities
project.
G
This
would
essentially
be
smaller
grants
in
the
neighborhood
of
a
hundred
to
five
hundred
thousand
dollars
to
help
our
smaller
districts
be
able
to
do
bigger
projects,
and
we
also
have
some
additional
set
aside
for
the
asd
priority
schools
and
state
special
schools.
There
are
a
lot
of
facilities,
work
that
needs
to
happen
specifically
and
then
potentially
a
civics
education
investment
again.
G
That
will
depend
on
how
much
of
the
private
school
funding
goes
to
private
schools
versus
back
to
the
discretionary
pot
and
then
just
a
quick
preview
on
sr
3.0,
so
the
iron,
the
great
irony
is
that
plans
are
due
march
15th
march.
15Th
is
also
the
expected
date
where
another
federal
stimulus
will
likely
go
to
the
president's
desk
for
signature.
It
is
there's
a
lot
of
conversation
about
the
federal
relief
funds
right
now.
None
of
that
seems
to
be
centered
on
education.
That
does
seem
like
the
130
billion
dollar.
G
National
investment
in
k12
relief.
3.0
is
very
likely
to
pass
in
some
format
it
got
through
the
house
last
week.
It
will
now
be
at
the
senate.
Within
that
package,
the
the
state
of
tennessee
will
likely
see
if
they
fund
it
the
same
way
they
have
for
the
last
two
somewhere
in
the
neighborhood
of
2.3
to
2.6
billion.
On
top
of
what
I
just
covered.
So
that's
an
additional
pot
of
funding
same
formula
90
of
that
2.3
to
2.6
billion
dollars
would
go
to
our
leas
10
set
aside
for
the
department.
G
Half
of
that
would
need
to
be
used
for
learning
loss
at
the
state
level
and
then
20
would
need
to
be
used
for
learning
loss
at
the
lea
level.
So
those
are
some
of
the
changes
it
is
distributed
by
income
so
title
one.
It
is
not
the
same
per
pupil
across
the
state,
so
district
a
and
I'm
going
to
use
one
example,
so
you're
likely
going
to
see
a
district
that
has
a
higher
income
in
terms
of
the
families
and
students
enrolled
will
get
less
per
student
than
those
who
have
a
high
title.
G
G
J
Thank
you,
madam
chair
and
madam
chair.
I
I
have
two
questions.
If
that's
with
your
question,
thank
you
all
right.
First
question,
commissioner,
very
good
to
see,
I
hope,
you're.
Well,
I
have
seen
on
a
lot
of
social
media
and
I
have
friends
at
home,
who've
reached
out
to
me.
There
was
an
article
and
a
publication,
tennessee
education
report,
okay,
and
they
were
saying
we're
we're
incredibly
underfunded
compared
to
many
other
states.
Our
bep
is
very
underfunded.
J
G
So
sure
I
think
there's
a
few
questions
in
there,
so
I'd
say
on
the
three
billion
dollars:
that's
likely
talking
about
the
sr
1.0
2.0
and
potentially
3.0.
We
administer
the
funds
but,
like
I
said,
90
of
that
goes
out
to
leas
automatically.
So
that's
not
the
department
of
education
doesn't
have
that
funding
that
all
goes
to
leas
and,
like
I
said
that
is
completely
discretionary
funding
as
long
as
it's
tied
to
covid.
So
all
the
money
that
you're
hearing
about
right
now
goes
to
lease
by
federal
law
in
terms
of
kind
of
investments.
G
Over
the
last
decade
we've
added
approximately
as
a
state,
I
believe,
1.4
billion
dollars
to
public
education
in
the
last
10
years,
and
I
think
when
you're
hearing
comments
like
the
ones,
I
think
you
just
shared
with
me.
It's
it's
about
local
additional
spending
for
the
actual
bep.
It's
a
formula
that
formula
has
been
fully
funded
for
the
last
23
years
by
law.
G
So
we
run
a
formula,
we
produce
the
amounts
from
that
formula,
and
that
is
what
the
law
suggests
that
we
must
do,
and
that
is
what
we
do
anything
that
you
might
that
might
be
coming.
I
I
have
not
read
the
article
anything
that
might
be
coming
through
that
article
would
would
probably
be
talking
about
local
additional
funding
and
those
are
all
additional
funding
decisions
that
are
made
at
the
local
level,
but
the
formula
itself
is
actually
dictated
through
statute
and
we
run
that
formula
and
fully
fund
that
formula.
J
Madam
chair,
so
as
it
deals
with
how
we
fund
the
article
that
I
read,
that
they're
asking
me
is
they're
saying
we're
incredibly
underfunded
compared
to
other
states,
and-
and
that's
where
I
was,
are
we
really
underfunded?
This
is
something
obviously,
I
know
since
we've
been
here,
we've
put
over
a
billion
dollars
in
the
last
since
your
years
that
I've
been
here,
but
my
question
is:
is:
are
we
really
that
far
down
behind
states
all
around
america.
G
So
you
know,
I
think
I
would
have
to
see
which
ranking
that
particular
article
was
looking
at.
I
think
there
are
10
to
20
plus
different
ways
in
which
we're
ranking
states
and
where
states
fall
traditionally
tennessee
is
in
the
bottom
quarter
in
terms
of
those
rankings.
Now
that
does
not
necessarily
include
cost
of
living
and
certain
things.
So,
if
you're,
comparing
that
to
new
york
city-
and
you
know
a
rural
community,
very
different
costs
of
living,
so
I
I
wouldn't
know
exactly
what
the
calculations
were
for
each
of
those.
D
D
Okay,
as
we're
on
your
budget
expansion
that
you
just
presented
to
us?
Thank
you
so
much-
and
you
may
address
this
later
on
in
your
presentation
about
about
the
budget
document
itself,
but
are
there
any
federal
dollars
or
any
dollars
in
there
a
whole
heart
as
we're
looking
at
student
populations,
we
may
have,
students
may
have
gone
out
of
the
existing
school
system
into
home,
schools
or
other
other
venues,
and
there
is
concern
not
only
short
term
and
you
and
I've
had
this
conversation.
West
green
high
school
as
a
matter
of
fact.
G
So
that's
a
great
question
you'll
hear
about
it
in
both.
So
for
the
purposes
of
this
presentation,
I
can
talk
about
congressional
intent
of
the
relief
funds,
so
congressional
intent
of
the
relief
funds,
like
I
said,
emphasizes,
learning,
loss
and
facilities.
That's
what
they
would
like
states
to
spend
money
on
and
by
states
I
mean
the
district
set
aside
as
well
as
the
states.
G
I
E
Thank
you,
madam
chair.
Thank
you,
commissioner.
Yes,
sir,
I
I
just
heard
this
report
this
morning
and
I
I
don't
know
how
true
it
is
in
the
cares.
Act
money
that
charter
schools
are
getting
pupils
getting
like
a
thousand
plus
dollars
more
than
public
school
students.
Can
you
address
that
and
why
so.
G
In
the
case
of
cares,
it
is
very
clear
and
specific
that
the
money
is
author
is
the
applications
from
districts.
The
money
goes
to
the
district.
The
lea
makes
decisions
on
how
they
allocate
that
funding
I'll
give
an
example
from
the
first
act
in
two
completely
different
districts.
One
district
decided
to
do
district-wide
spending
and
then
divide
up
funding
by
charter,
school
and
all
of
the
charter.
Schools
in
that
district
in
this
state
got
different
per
pupil
amounts
in
another
district.
G
They
allocated
the
same
per
people
to
charter
schools
as
they
did
to
their
other
schools.
It
totally
depends
on
the
lea
they
get
to
make
the
decision
on
how
much
each
charter
school
receives,
because
the
money
goes
to
the
lea
the
state.
Nor
anyone
else
is
able
to
dictate
or
direct
where
that
funding
goes
side
of
to
the
lea.
E
Go
ahead,
thank
you
one
more
question,
but
do
you
know
why
the
leas
make
that
decision
to
do
this?
My
question
is
that
we,
if
we
in
the
process
of
of
learning
kids
man,
why
would
we
make
that
much
difference,
especially
when
we
know
chartered
schools
operate
under
one
set
of
rules
and
public
schools
on
another,
I'm
just
trying
to
figure
out.
Why
would
we
make
that
much
difference
be
made
in
pupil
ratio
when
it
comes
to
the
money.
G
So
I
I
wouldn't
be
able
to
answer
that.
I
certainly
would
recommend,
if
there's
a
specific
lea
in
how
they
determine
that
funding.
I
can't
think
of
an
lea
in
our
state
that
has
had
put
more
money
aside
to
charter
schools
than
they
would
for
their
traditional
schools.
That's
not
something
that
I'm
familiar
with,
but
I'd
be
happy
to
look
at
a
specific
case.
If
there's,
if
there's
one
that
you
have
in
mind
representative.
I
E
E
I
E
G
Great,
so
there
is
no
requirement
in
the
current
in
either
sr
1.0
2.0,
and
it
does
not
look
like
that
will
be
required
in
3.0
for
an
in
person
that
is
there's
nothing
tied
to
it,
except
that
the
money
has
to
go
for
coveted
relief
for
k-12
schools
in
terms
of
summer
programming.
I
think
we'll
spend
a
little
bit
more
time
talking
about
it
when
we
get
to
the
budget
requests,
but
essentially
what
you
are
seeing
is
that
we
have
the
quest
for
this
summer.
G
It's
a
special
session
part
of
the
budget,
and
that
is
to
fund,
essentially
what
was
outlined
in
the
special
session
bill.
The
one
million
dollars
for
literacy
is
for
additional
staff
to
support.
It
is
not
for
programs.
I
think
that
literacy
success
act
that
was
passed
during
special
session
is
about
the
policy
framework
and
policy
direction.
The
additional
one
million
dollars
is
for
staffing
support
to
ensure
that
we
can
actually
implement
the
bill.
G
We've
partnered
that,
with
what
you
see
in
the
budget,
expansion
that
I
presented
on
around
reading
360
and
additional
investments
that
we
are
using
our
set
aside
from
the
federal
government
to
support
the
tennessee
literacy
act
and
make
it
even
bigger.
So
that's
a
little
bit
of
what
we're
hoping
to
do
with
the
funds.
Yes,
ma'am.
G
What
we're
trying
to
do
with
that
yeah
sure,
so
something
that
I
think
I've
heard
from
many
of
you
in
my
conversations
is
the
same
question
just
different
bills,
so
it
is.
We
passed
this
bill.
What
have
you
done
about
it?
How
far
is
it
gone?
What's
the
implementation,
I
have
people
in
my
community
who
want
to
get
involved.
G
How
would
they
do
that,
but
lots
of
questions
on
bill
implementation
and
how
we
communicate
statutory
language
to
the
public
so
hearing
that
from
so
many
of
you
over
the
last
two
years,
we
wanted
to
develop
a
place
on
our
site.
Where,
once
you
pass
legislation,
we
would
have
a
plain
spoken
way
to
say
this
is
what
was
passed:
here's
what
it
means,
here's
who's
impacted
by
it.
G
Here's
the
fiscal
note
and
then,
if
you
want
to
be
involved
or
engaged
here,
are
opportunities
to
be
engaged
because
often
lots
of
those
and
not
a
centralized
place
to
communicate
it
and
then
tracking
how
the
implementation's
going
over
time
so
that
you
don't
have
to
have
those
same
conversations
with
your
constituents
in
the
same
way.
There's
a
place
where
you
can
point
to
and
say:
let's
talk
about
this
information,
so
it's
hopefully
addressing
some
of
the
feedback
that
we've
heard
over
the
last
couple
years.
Yes,
ma'am,
chairman
hicks,.
D
Thank
you,
chair,
lady
commissioner.
It's
certainly
good
to
see
you
nice
to
see
you
team
here
just
to
make
sure
so
esther
1.0.
Let's
talk
about
the
total
amounts
of
all
these
funds,
so
esther
1.0
and
tell
me
if
I'm,
if
I'm
wrong,
sir
259
million
dollars
from
esther
1.0
esther
2.0
is
1.1
billion
gear.
1.0
was
about
63
million
and
gear
2.0
was
about
100
million.
Is
that
pretty
accurate?
Yes,
sir,
and
then
it
looks
like
esther.
3.0
is
going
to
be
probably
double
what
esser
2.0
was.
D
G
Sure
so
we
do
a
couple
of
things
we
send
out
notices
and
a
few
notices
to
private
schools.
They
then
there's
a
deadline.
They
have
to
submit
an
intent
to
participate
form
because
private
schools
can
either
participate
in
federal
relief
as
a
school
or
as
a
business.
So
some
of
our
private
schools
did
not
submit
intent
to
participate
forms
because
they're
going
to
participate
in
the
paycheck
recovery
program
or
some
other
federal
program.
You
can
only
pick
one.
G
So
we
have
the
intent
to
participate,
forms
yes
or
no
anyone
we
did
not
receive
that
form
back
from
we
engaged
and
made
sure
we
made
contact
to
see
whether
they
wanted
to
participate
of
those
of
kind
of
that
group.
We
had
private
schools
who
decided
yes
or
no.
They
actually
were
going
to
participate
and
I
believe
it
was
41
of
those
actually
ended
up
par,
saying
they
wanted
to
participate
coverings
at
39
000
students
just
about
37
000
students.
G
That
goes
back
to
the
discretionary
funding
for
gear.
The
reasons
that
private
schools
have
said
that
they
did
not
want
to
participate.
Were
they
don't
want
to
take
money
from
the
federal
government?
They
don't
want
to
do
the
reporting
they
don't
want
to.
They
don't
believe
it's
enough
money
to
make
it
worthwhile
to
do
the
reporting
or
they
are
choosing
to
participate
in
a
different
relief
program.
Those
are
the
top
four
reasons
that
we've
heard
in
terms
of
why
they
wouldn't
participate,
but
we
are
legally
required
to
administer
the
program.
That's
in
federal
law.
D
G
So
it
varies
pretty
substantially
by
district
as
well
as
at
the
state
level.
Part
of
it
was
waiting
to
to
see
what's
going
to
happen
in
special
session
reading,
360
just
launched,
we've
been
focusing
on
district
supports
over
the
state.
Frankly,
with
the
capacity
we
have
so
with
1.0,
we've
seen
everything
from
three
and
a
half
to
ten
percent
of
the
spending
drawn
down
and
all
the
way
up
to
a
hundred
percent.
It
depends
on
the
district
and
how
much
money
they
got
districts
who
got
a
lot
more
of
an
allocation
they
take
longer.
G
I
do
want
to
just
emphasize-
and
I
appreciate
you
asking
this
question:
when
districts
got
the
1.0
in
june,
no
one
assumed
or
expected
a
2.0,
so
what
they
were
spending
money
on
was
allocated
over
12
month
period.
So
you
would
expect
that
at
this
point
in
the
year,
they've
only
drawn
down-
maybe
60
percent
of
the
funding,
because
they
were
trying
to
make
it
over
time.
G
With
this
2.0
remember,
the
plans
aren't
even
until
march
15th
nothing's
been
spent
down,
because
essentially
the
plans
are
still
being
developed
so
again,
they're
going
to
have
about
two
and
a
half
years
to
spend
2.0,
which
is
the
990
million,
will
go
to
districts
and
then
on
march
15th.
We
are
very
very
likely
to
get
that
additional
2.3
to
2.6
billion
90
goes
to
districts.
G
They
have
the
same
cut
date
on
that,
so
they'll
have
essentially
12
weeks
for
planning
purposes,
and
then
they
will
have
to
spend
all
of
that
money
by
september
30th
of
2023..
That
deadline
did
not
change
so
far.
It
hasn't
it
hasn't
passed
yet,
but
in
the
current
in
the
current
iteration
of
the
federal
law,
it
is
still
september
of
23.
D
G
D
Okay
and
then
my
final
question,
chair
lady,
it's
my
final
one,
and
it
I
mean
it's
like
the
elephant
in
the
room
here.
Where
is
the
accountability
with
this
kind
of
money?
Is
this
going
to
come
from
the
federal
level?
Is
it
going
to
come
from
the
state
who's
going
to
be
giving
the
oversight
to
all
this
money,
because
it's
a
whole
lot
of
it
and
a
whole
lot
more
coming?
So
that's
very
very
concerning.
G
So
my
candid
answer
is
the
accountability.
The
only
accountability
that
is
written
into
federal
law
is
whether
or
not
the
money
is
spent
in
compliance
with
the
law.
There
is
no
provision
in
federal
law
that
allows
for
anybody
in
any
level
to
dictate
what
happens
at
the
local
level
that
state
government
the
sca
anybody.
So
it
is
complete
discretion
at
the
local
level
as
long
as
it
is
a
reasonable
justification
for
it
being
coveted
related,
and
that
is
a
that
is
a
pretty
wide
swath.
G
The
only
exception
to
that
is
right
now
in
sr
3.0,
so
the
to
be
funded
in
two
or
three
weeks,
2.3
2.6
billion
dollars
is
there
is
a
mandatory
set
aside
in
the
house
version
that
says
the
sca
must
spend
half
of
the
sea
set
aside
on
tutoring,
extended
learning,
opportunities
and
districts
must
spend
at
least
20
percent
of
their
funding
on
tutoring
and
additional
activities
at
the
student
level.
So
those
are
student,
academic
services.
Those
are
the
only
requirements
in
the
law,
so
the
accountability.
G
And
what
makes
things
right
so
so
a
number
of
good
questions
there.
So
forgive
me
if
I,
if
I
don't
respond
all
of
them
and
please
let
me
know
so
from
a
ranking
perspective
just
to
clarify,
I
do
want
to
acknowledge
that
there
are
dozens,
there's,
probably
20,
that
I
see
on
a
regular
basis,
ways
in
which
we
rank
the
states
and
how
much
they
put
into
public
education.
G
I
think
there
are
a
number
that
have
tennessee
in
the
40s.
There
are
some
that
have
us
in
the
low
30s.
It
ranges
depending
on
what
they
use
to
calculate,
that's
everything
from
ed
week
to
national
teachers,
organizations
etc.
So
in
that,
yes,
I
would
agree
that,
typically,
that
is
where
tennessee
falls.
It
does
not
change
1.4
billion
additional
dollars
that
have
been
put
into
public
education
over
the
last
10
years.
G
So
I
want
to
acknowledge
that
now,
in
terms
of
this
federal
funding
that
will
have
no
impact
on
our
ranking,
the
funding
is
given
based
on
state
shares.
So
tennessee
gets
about
a
little
over
two
percent
of
the
total
pot
based
on
the
population
of
students.
We
have
and
that's
driven
by
income
level,
so
we
get
about
two
percent
of
the
funding,
and
so
this
would
not
be
what
the
state
invests
in
education
and
that's
where
those
rankings
come
from,
so
the
bep
formula,
so
our
ranking
likely
won't
change
as
a
result
of
federal
funding.
G
Those
are
all
state-level
funding
mechanisms
and
that's
where
the
rankings
come
from
in
terms
of,
I
think
you
had
a
question
on
fully
funding
and
how
we
define
that
and
that's
where
it
gets
tricky.
So
I
think
fully
funding
the
bep
means.
Does
the
state
fund
the
formula
as
it
is
set
out
in
the
blue
book?
We
run
a
formula
we
put
in
the
inputs
to
the
formula
what
the
formula
generates
is
what
districts
get
when
you
hear
conversations
about
not
fully
funding.
G
It
is
typically
talking
about
when
local
districts
put
additional
funding
aside
on
top
of
the
bep.
Those
decisions
are
made
at
the
local
level.
So
when
you
hear
about
the
additional
funding
that
district
a
may
put
on
top
of
the
bep
or
another
district,
may
that's
typically
what
you're
talking
about,
but
the
formula
itself
is
driven
by
statute,
and
so
we
fully
fund
that
formula.
I
G
That
for
us,
yes
ma'am,
so
we,
the
department
of
education,
did
not
ask
for
additional
positions
in
the
governor's
budget.
So
there
are
two
options
that
the
congress
essentially
and
federal
government
is
recommending
states
do
either
having
temporary
ftes.
That
would
be
added
to
the
department
so
adding
actual
full-time
employees.
That
would
help
to
do
monitoring,
accountability
and
reporting,
as
required
by
federal
law,
or
you
can
contract
out
those
services.
So
you
would
hire
contractors
who
would
then
go
and
do
the
same
work
on
reporting
monitoring,
accountability
purposes
for
the
funds.
G
There's
no
scenario
where
you
don't
do
one
of
those,
because
that
is
required
in
federal
law,
and
that
is
part
of
what
that
half
a
percent
set.
The
set
aside,
that
is
just
for
the
department
of
education.
It
is
to
account
for
those
activities
required
by
by
the
federal
law.
So
those
are
the
two
things
you're
likely
hearing
about
under
sr
1.0
under
the
260
million.
I
can't
believe
I'm
saying
this,
but
it
didn't
feel
like
we
needed
more
support
for
that
like
we
could
have.
G
We
can
handle
that
with
an
additional
1.1
billion
and
potentially
very
likely
another
2.3
to
2.6
billion.
That
is
in
total,
close
to
it's
just
over
with
everything
four
billion
dollars
that
we
now
have
to
be
responsible
for.
We
have
386
people
who
work
at
the
central
office.
We've
got
essentially
one
person
who
does
this
kind
of
monitoring
and
reporting,
and
so
we
would
be
potentially
asking
for
either
the
ability
to
have
a
short-term
set
of
permanent
employee.
G
I'm
sorry
short-term
set
of
employees
to
support
this
reporting,
just
like
we
had
in
race
to
the
top.
It
is
my
preference
that
we
would
have
employees
as
opposed
to
contractors,
because
there
is
a
lot
more
oversight
we
can
have
on
their
work.
It
is
also,
I
think,
more
appropriate,
given
what
we
would
be
asking
for
from
districts.
G
I
You
now
and
first
of
all,
let
me
apologize.
I
had
a
bill
in
another
committee,
so
I
wasn't
here
to
welcome
you
so
I'll.
Do
that
belatedly?
I'm
sure
that
chairman
baum
did
that
very
articulately,
yes
ma'am,
but
we're
gonna
ask
you
if
you
would
now
to
just
proceed
going
through
the
departmental
budget
without
the
expansion
dollars
and
then
at
the
end,
as
I
said,
we
can
have
questions
related
to
both.
Thank
you.
G
So
these
very
briefly-
and
I
know
that
this
was
something
that
was
requested
but
in
terms
of
the
work
over
the
pandemic-
and
I
know
we've
talked
about
this-
but
crisis
management
resources
supports
you're,
seeing
this
across
the
country.
It
has
been
a
very
tough
year
in
education.
I
think
you're
hearing
that
from
your
districts
they
are
working
hard
and
they
are
tired,
and
so,
when
we
think
about
this
budget
is,
it
is
both
trying
to
account
for
additional
supports
and
resources,
as
well
as
how
we
can
provide
additional
technical
assistance.
G
G
You
also
see
in
april
of
2020,
we
had
a
number
of
things
from
the
coronavirus
relief
fund,
so
that's
a
completely
set
of
federal
relief
dollars,
77
million
dollars
for
disinfecting
kids,
ppe,
etc
for
schools,
50
million
dollars
for
technology,
15
million
dollars
for
access
to
high
speed
internet
and
then
11
million
dollars
for
reopening
grants.
That's
all
on
top
of
the
200,
almost
260
million
that
we
heard
about
before.
G
In
the
summer
of
2020,
you
saw
that
those
federal
1.0
grants
were
awarded.
You
see
the
allocation
here
that
chairman
hicks
had
discussed
december
of
2020
is
when
2.0
passed.
You
see
the
numbers
there
and
then
in
january
of
2021.
You
saw
this.
You
see
the
special
session
on
education
and
what
those
funds
are.
G
Excuse
me,
in
terms
of
the
fiscal
year,
21
supplemental
budget
want
to
be
able
to
just
provide
a
little
bit
more
detail
in
context
there.
You
see
that
almost
43
million
dollars
for
teacher
pay-
those
are
one-time
funds.
Again
we
covered
both
the
state
and
the
local
share.
That
was
part
of
what
was
in
the
what
you
all
passed,
so
that
is
providing
those
increases
ideally
and
directed
towards
educators.
That
goes
back
and
is
backdated
to
january
1st
through
june
30th.
G
The
summer
learning
supports
is
the
almost
117
million
dollars
that
you
see
and
that's
to
provide
funding
for
the
after
the
learning
loss
camps,
the
bridge
camps,
the
stream
programming,
and
you
see
that
that
is
67.3
million
dollars
in
state
funds,
the
13.7
in
the
leaps
reserve
funds
and
then
35.7
million
dollars
coming
out
of
the
tanf
reserve
funds,
and
that
was
all
from
the
special
session
bills
in
the
supplemental
budget
in
terms
of
proposed
reductions.
As
you
know,
all
agencies
were
asked
for
proposed
reductions.
What
you
will
see
here
are
a
number
of
them.
G
So,
first
and
foremost,
we
reduced
assessment
by
two
million
dollars
and
we
discussed
last
year
that
we
renegotiated
or
we
negotiated
new
contracts
related
to
assessment
that
allowed
us
to
cut
funding
and
resources
and
assessment
without
making
cuts
to
those
services
that
would
go
to
districts.
So
we
are
still
getting
the
same
level
of
service
and
the
same
amount
of
programming.
We
were
just
doing
it
for
two
million
dollars
less
and
that
was
working
with
the
vendor.
To
be
able
to
reduce
the
total
assessment
costs.
G
Career
ladder
I
want
to
emphasize
is
still
funded.
Full
funding
for
the
program
but,
as
you
know,
we
have
teachers
who
retire
each
year,
so
the
reduction
you
see
here
is
to
account
for
the
teachers
who
are
no
longer
in
the
program.
The
full
program
is
still
funded.
You
would
expect
to
see
fewer
and
fewer
teachers
over
time
as
more
teachers
retire.
So
it's
just
accounting
for
those
teachers
who
are
no
longer
in
the
program.
G
Academic
operations
is
a
cut
to
the
department,
so
we
again
have
been
working
very
hard,
not
to
have
cuts
that
would
be
felt
by
districts.
So
we
did
not
cut
district
programs,
but
we
did
cut
staff
vacancies
internally,
so
the
728
thousand
dollars
you
see
here
is
reduced
capacity
at
the
department
level
for
academic
operations,
and
that
covers
our
academic
shop
as
well
as
our
human
capital
shop.
So
those
are
essentially
reduction
in
vacancies
that
we
will
no
longer
fill
and
supports
and
resources
that
are
at
the
department
level
again
to
prevent
cuts
to
districts.
G
Total
cuts
is
just
over
eight
million
dollars
in
terms
of
requests
for
fiscal
year
22
you
see
the
expected
growth,
bep,
adm
growth
and
that's
at
70.6.
That's
recurring.
Insurance
is
covered
with
that
at
11.6
recurring
and
then
state
special
schools.
That's
additional
professional
development
and
support
for
our
state
special
schools
at
156
000,
which
is
recurring
continuation
of
the
special
session
work.
So
you
see
that
the
summer
learning
programs
there's
124.7
million
that
is
non-recurring
to
support
this
summer
learning
programs.
I
think,
to
the
question
earlier
and
then
literacy.
G
We
talked
about
the
1
million
recurring,
to
support
all
the
new
literacy
initiatives
and
then
in
terms
of
continuation
projects.
We
are
in
year
three,
each
of
the
future
workforce
initiative,
the
literacy,
coaching
pilot
and
then
the
rural
principal
development
at
2.5,
1.8
million
and
500
000
respectively,
and
those
are
all
non-recurring
in
their
in
their
third
year.
G
In
terms
of
the
continuation,
you
saw
in
the
governor's
proposed
budget,
a
120
million
dollar
recurring
investment
in
that
instructional
component
of
the
bep
directed
towards
teacher
salaries.
That
is
the
expectation
and
intent
of
those
funds.
You
also
see
a
one-time
and
a
recurring
investment
proposal
of
12
million
dollars
for
charter
school
facilities.
G
If
legislatively
passed,
there's
that
20
million
dollars
for
bep
hold
harmless
again
to
an
earlier
question
that
is
set
aside
in
the
governor's
proposed
budget.
It
does
require
a
legislative
component
to
be
able
for
us
to
use
the
funding
so
just
because
the
money's
there
it
doesn't
give
the
authority
for
us
to
actually
spend
or
use
the
money,
but
it
is
set
aside
in
case
a
whole
harmless
bill
should
pass
during
this
session
and
then
2.5
million
in
recurring
accountability
supports
that's
to
support
portfolios.
G
That
would
be
ongoing,
as
well
as
alternative
to
portfolio
so
that
districts
get
additional
support
in
that
space.
The
total
here
is
380
million
dollars.
Obviously,
a
significant
portion
of
that
is
going
for
teacher
salaries
and
then
the
summer
learning
programs
in
the
one
time
that
we
talked
about
any
of
the
reductions
as
possible.
So
in
fiscal
year,
20
1
497
positions
to
be
clear
because
I
think
there's
oftentimes
some
confusion
here.
Those
are
not
people
who
are
working
across
the
street
in
the
building.
We've
got
386.
G
That
includes
some
additional
reductions
in
one
arm,
but
there
are
some
proposals
to
increase
by
a
couple
of
staff
members
at
the
state
board
level,
and
so
that's
the
request
that
you
see
in
terms
of
the
additional
two-
and
I
know
they'll,
speak
to
you
about
that
in
terms
of
federal
funding
changes,
you
see
a
number
of
things
here:
lots
of
federal
funds
as
we
have
discussed,
but
you
see
the
sr
1.0,
the
amount
is
26
million.
That's
the
sea
set
aside
the
flow
through
that's
what
goes
to
districts
is
233.9.
G
You
also
see
for
gear,
the
63.6
that
we
discussed
and
again
you
see
that
breakdown
all
the
way
through
110.8,
so
just
about
111
for
the
sea
set
aside
for
2.0
997,
just
about
going
to
our
leas
and
that's
again,
lea
discretion.
And
then
you
see
gear
2.0.
That
expires
in
september
of
23
at
27
million
and
the
private
school
set
aside
at
72.
G
Again
they
will
likely
not
use
all
of
that
funding,
and
just
under
half
of
that
is
expected
to
go
back
into
the
gear
discretionary
pot.
We
also
received
some
federal
competitive
grants.
You
see
the
comprehensive
literacy
state
development
grant
that's
20
million
dollars
for
networks
to
support
literacy
implementation
at
the
district
level.
So
we
will
be
launching
those
and
very
excited
about
those
across
the
state
and
we
also
got
the
connected
literacy
rethink
grant
of
20
million
dollars.
That
is,
to
provide
tutoring,
so
families
will
get
to
have
tutoring
for
their
students.
G
13
000
students
across
the
state,
predominantly
low
income,
but
across
all
the
entire
state
will
be
able
to
get
access
to
free
tutoring
for
their
children,
as
well
as
a
device
and
access
to
high-speed
internet.
So
again
it's
to
support
children
who
need
additional
literacy
development
in
terms
of
capital,
improvements
and
maintenance.
You
see
that
we
have
some
site
improvements
that
need
to
happen
for
tennessee
school
of
the
blind.
G
I
think
pretty
critical
site
improvements
at
four
million
dollars,
and
then
we
also
have
the
west
tennessee
school
for
the
deaf,
some
compliance
upgrades
that
are
that
are
absolutely
necessary
at
1.5.
You
see
additional
maintenance
projects
and
again
these
are
for
our
state
special
schools.
Given
the
populations
that
we
serve.
It
is
incredibly
important
that
we
invest
in
facilities.
G
A
lot
of
students
in
these
buildings
are
very
reliant
on
facilities
being
able
to
accommodate
their
specific
needs,
so
in
total,
we're
looking
at
just
about
11.4
million
dollars
for
facilities,
changes
for
and
improvements
for,
our
state
special
schools,
and
then
I'm
happy
to
answer
questions
on
this
or
anything
else
you
might
have
I'm
at
the
discretion
of
our
chair.
Ladies,
so
thank
you
very
much.
Ma'am.
I
G
A
Yes,
sir,
we
have
30.8
percent
of
our
students
last
year
were
deemed
economically
disadvantaged.
I
do
just
want
to
differentiate
that
that
is
a
more
severe
threshold
that
they've
hit
in
terms
of
their
income
and
poverty
rates
than
free
and
reduced
price
lunch
because
of
the
community
eligibility
provision
that
the
commissioner
mentioned
there's
a
way.
Districts
are
able
to
provide
free
meals
for
students
if
they
have
an
economically
disadvantaged
rate
above
40
percent.
So.
E
E
C
Thank
you.
Thank
you
for
coming,
commissioner.
Of
course
I
was
getting
a
primer
there
from
peter
the
I
noticed
in
the
budget.
You
had
20
million
dollars
set
aside
for
hold
harmless.
This
is
based
upon
the
number
of
children
in
seats
across
the
state
of
this
in
the
rolling
three-year
average.
So
you
stated
in
your
comments
that
we
needed
legislative
approval
to
be
able
to
utilize.
C
These
funds
is
the
is
the
governor
preparing,
or
has
he
prepared
an
administration
bill
in
order
to
allow
us
to
distribute
these
funds
and
at
what
point
in
time?
Of
course,
it
may
be
a
while
before
we
know
what
those
numbers
actually
look
like
for
the
following
year,
so
I
wondered
what
the
timeline
looked
like
for
that
or
whether
we
would
have
to
pass
a
bill
prior
to
us,
even
knowing
that
data
and
the
rolling
three
year
average.
G
G
That
is
essentially
what
the
argument
would
be
to
fund,
because
there
isn't
a
way
to
know
who
left
the
system
and
is
coming
back,
who
left
the
system
and
is
not
coming
back,
and
so
this
would
essentially
be
a
hold
harmless.
So
you
would
get
what
districts
would
have
received
last
year.
You
essentially
replicate
that
and
that's
for
the
averages,
etcetera
I'll
defer
to
charlie
in
terms
of
intent
for
any
kind
of
administration,
bill
or
or
caption.
H
Thanks
jaren
williams,
thank
you,
madam
chair.
The
administration
does
have
a
caption
bill
relative
to
the
ep
funding
that
could
be
used.
Should
it
be
the
will
of
the
legislature
to
pursue
that.
I
know
there's
been
a
lot
of
ongoing
conversations
with
leadership
dating
back
to
special
session.
I
know
there
are
additional
bills
that
some
of
your
colleagues
have
that
they've
filed,
but
that
bill
number
that
the
administration
has
is
house
bill.
777.
C
What
a
great
number
anyways
I
just
as
a
as
a
follow-up
to
your
budget
presentation,
I
know
first
of
all
in
the
back
of
the
room,
is
one
of
our
pbs
affiliates
wcte
data
casting
is
a
huge
component
of
what
we
do
in
education,
the
value
of
that
during
covet
and
the
pandemic
was
dramatic,
and
so
I
met
with
them
today.
I
know
that
you
already
have
partnership.
I
saw
where
you
have
accommodated
for
some
continued
partnership
in
this
year's
budget
with
them.
C
I
do
think,
as
we
talk
about
rural
broadband
and
students
access
to
data,
I
think
it's
really
important.
If
we
consider
all
the
alternatives
I
met
with
them
today.
They
said
one
of
the
ways
to
do
that
through
the
same
data.
Casting
pbs
signal
is
to
distribute
a
google
classroom
or
live
data,
as
it
relates
to
their
classrooms
in
their
class
in
their
homes,
using
their
broadcast
signal,
and
when
we
have
limited
numbers
of
kids
and
the
uptake
rate
of
broadband,
I
think
it's
really
important.
G
Yes,
sir,
I
appreciate
that
and
if
I
might
madam
chair,
I
do
want
to
just
acknowledge,
I
know
becky
with
her
crew
and
I
have
had
the
privilege
of
working
with
a
number
of
pbs
stations
in
different
roles,
but
it
has
been
a
total
privilege
to
work
with
pbs
state,
and
I
cannot
underscore
enough
the
role
that
they
have
played
for
students.
It
has
been
transformational
for
a
number
of
our
students
across
the
state,
and
I
am
very
very
pleased
that
we're
able
to
put
this
aside
and
continue
to
work
with
them.
D
Thank
you,
chair,
lady
commissioner.
Yes,
sir,
you
mentioned
the
70.6
million
recurring
for
the
bp
formula
for
adm
growth
and
inflation,
of
course,
the
5.2
billion
total
budget,
and
then
last
year
it
was
nearly
4.9
billion.
In
recent
years
the
department
has
reverted
25
to
50
million
each
year
and
then
mostly
again
from
this
bp
funding.
D
G
G
We
are
seeing
a
pretty
significant
what
we
saw
in
kindergarten
enrollment,
for
example,
a
lot
of
folks
are
are
keeping
their
kids
they're,
calling
them
red
shirt
kinders,
and
I
was
like
anything
we
can
do
to
connect
it
to
football,
so
we're
we're
doing
red
shirt
kinders
this
year,
they'll
go
into
kindergarten
next
year,
so
we
are
expecting
a
larger
kindergarten
class
next
year
than
we
had
in
that
we've
had
maybe
this
year
or
in
prior
years.
So
that's
something
that
is
going
to
be
a
big
factor.
G
We're
also
seeing
a
lot
of
reduced
engagement
at
the
high
school
level
and
that's
something
that
we've
seen
kind
of
on
those
bookends
some
high
school
students
who
are
looking
to
go
to
work.
We
are
concerned
about
things
like
graduation
rates
and
dropout
as
a
result
of
that
in
terms
of
the
impact,
I
think
that
is
why
you
are
hearing
from
districts
if
you
are
so
directly
that
they
want
to
make
sure
that
anything
that
they
would
have
had
that
they
can't
account
for
as
a
result
of
a
pandemic
at
home,
they're.
G
Looking
at
alternative
models
for
education,
based
on
what
the
parent
choices
in
that
home.
That
districts
then
have
this
financial
impact
that
might
only
be
for
this
year.
We
can't
project
into
the
future,
and
so
what
they're
asking
for
is
a
hold
harmless
to
be
able
to
say,
look
we
expect
most
of
these
students
to
come
back.
Can
we
fund
that
for
a
year
to
make
sure
that
we
can
budget
appropriately?
G
Now,
certainly
we
have
one-time
federal
funds
and
again
there's
some
discussion
in
terms
of
all
of
that
together,
but
this
is
that
three-year
average
that
they
are
looking
for
and
relying
on.
So
that's
that's.
Some
of
the
conversation
you'll
hear,
but
I'll
turn
it
to
sam.
If
there's
anything
you
want
to
add,
or
certainly
true,
he
said
it
was
fine,
so
feedback
from
a
team.
D
H
My
apologies
drew
harper
assistant
commissioner
of
finance
in
fy
20.
That
number
was
11
million,
that
we
reverted
from
the
bep
in
particular,
which
ends
up
being
about
a
point
two
three
percent
reversion
on
the
bep,
so
we're
tightening
up
very
very
much
about
where
our
estimates
are
versus
what
we're
actually
reverting.
H
We
also
saw
in
the
fy
20
to
fy21
about
a
point,
eight
percent
growth,
which
was
much
higher
than
we
had
in
the
year
before
the
final
point.
There
is
when
we're
budgeting
for
fy21
we're
also
trying
to
keep
that
step
forward
fully,
anticipating
that
the
majority
of
these
students
are
coming
back,
that
this
is
a
red
shirt,
kinder
type
world.
So
maintaining
this
increase
in
bep
for
regular
increases
in
adm
is
just
a
way
that
to
make
sure
that
our
we're
smoothing
the
budget
over
the
different
years.
K
Thank
you
chairman.
I
know
the
department
received
around
50
million
dollars
in
coronavirus
relief
funds
for
district
technology
grants
they
reported.
I
think
you
all
reported
about
148
000
students
or
17
percent
of
students.
Statewide
did
not
have
internet
connectivity
at
home
in
the
fall
of
2020..
K
G
That's
a
great
question:
I
do
not
have
that
information
on
me.
I
think
we
can
absolutely
get
that
specific
data
back
to
you.
We
can
certainly
talk
about
additional
programs.
I
do
want
to
acknowledge.
T-Mobile
has
given
us
a
grant
that
will
allow
us
to
provide
high-speed
internet,
for
I
think
it's
200
000
folks
over
the
course
of
five
years,
but
I'll
defer
to
sam
to
see
if
you
have
any
additional
info
on
that.
K
I
K
G
I
think
that
you
know
so
I
will
say
in
talking
with
districts,
and
I
will
also
ask
sam
and
andrew
to
chime
in
for
anything
that
I
missed,
that
we
are
seeing
different
growth
in
different
districts.
We
have
some
very,
very
high
growth
districts.
I
am
expecting
that
as
a
state,
we
will
continue
to
see
enrollment
increases
year
over
year.
That
has
been
the
trend,
and
that
is
what
we
are
funding
in
terms
of
growth.
G
G
So
I
mean,
I
think,
there's
a
couple
of
things
that
we
are
certainly
thinking
about,
and
we
are
frankly
talking
with
districts
and
encouraging
districts
to
think
about,
especially
with
one
time
fund.
So
the
biggest
challenge
I
see
right
now
is
really
around
facilities
as
we're
seeing
the
growth
you
always
hit
that
spot,
where
you
have
too
many
students
for
one
building,
but
not
enough
to
necessarily
open
up
a
new
school
so
that
foresight
and
planning,
especially
if
you
look
at
areas
like
clarksville
montgomery,
has
been
growing
quite
a
bit
in
terms
of
student
enrollment.
G
You
have
other
areas
that
have
been
relatively
flat,
so
we
want
to
see
some
building
and
some
planning
related
to
school
facilities
very
concerned
about
that.
From
a
district
perspective,
we
are
looking
to
potentially
add
some
facilities
capacity
support
to
our
district
operations
team.
To
address
that,
I
think
the
other
thing
that
we're
looking
at
that
I
spoke
to
was
on
educators
and
the
supply
there.
G
So
if
we
are
looking
at
a
third
of
our
educators,
so
20
to
25
000
folks
who
are
retirement
eligible
right
now
and
that
they
would
be
nest,
they
would
potentially
be
retiring
over
the
next.
Let's
say
three
to
seven
years,
and
we
don't
have
enough
people
to
replace
them
in
the
pipeline
right
now.
That
ends
up
being
a
very
significant
and
very
urgent
situation
for
students
and
for
the
state.
G
So
in
terms
of
what
we
are
thinking
about
from
a
growth
and
student
growth
perspective,
it
is
making
sure
every
single
child
in
the
state
has
a
high
quality,
tennessee
teacher
in
front
of
them
for
the
those
content
areas
and
that
that
child
has
a
safe
place
in
which
to
learn.
So
when
we're
looking
at
growth,
those
are
the
two
biggest
needs
that
I
see
that
we
are
looking
to
address
with
these
one-time
funds.
K
Madam
chair
one
more
question:
please
thank
you
for
that
answer.
I
was
my
district
is
in
very
rural,
and
I
was
just
wondering
if
you
have
any
statistics
that
show
a
percentage
of
normally
the
rural
areas
are
losing
some
and
or
the
metro
areas
are
gaining.
Do
you
have
any
feel
for
percentage
of
those
type
movements
and
when
was
when
was
the
last
time
that
you
actually
did
a
study.
G
G
I
G
So
there
is
currently
a
piece
of
legislation
around
that
exit,
so
for
context
we,
the
asd
it
is
intended
to
be
schools-
would
be
there
for
the
10
years
and
at
the
end
of
10
years,
there's
a
transition.
We've
hit
that
point
we're
coming
up
on
that
point,
but
there
wasn't
ever
any
kind
of
policy
made
in
terms
of
what
the
transition
looks
like.
So
there
is
a
bill
to
account
for
that
within
that
very
generically
speaking.
G
It
would
be
that
the
local,
lea
or
the
lea
would
be
able
to
determine
since
most
of
them
are
charter.
Schools
would
be
able
to
determine
whether
they
would
be
the
permanent
authorizer.
If
not,
then
on
appeal,
it
would
go
to
the
charter
commission.
So
that's
currently
the
path
for
charter
schools
in
the
state,
but
it
is
really
looking
at
putting
the
bills
looking
at
putting
into
place
some
policies
in
terms
of
what
that
exit
procedure
looks
like,
since
there
hasn't
been
anything
established
to
date.
F
Can
you
talk
to
us
about
the
well
first?
I
I
really
feel
compelled
to
say
I
as
a
grandmother
of
children
in
younger
grades.
I
I
couldn't
be
more
disappointed
with
their
education
over
this
covered
period
and
talking
to
other
parents.
In
my
district
of
all
ages,
everybody
has
been
disappointed
and
it
seems
every
single
time
we
turn
around.
Schools
are
closing
again,
and
it
is
so.
Frustrating
parents
just
feel
like
their
children
haven't
learned
anything
at
all.
F
So
with
that
said,
my
question
is
the
recent
assessment
scores
and
graduation
rates
and
average
acst
scores?
How
are
they,
but
we
know
that's
a
lagging
indicator.
Yes,
that's
that
is
not
covering
covet
at
all.
So
how
are
they?
How
do
they
come
in
and
what
do
we
expect?
I
mean
we
even
hear
the
school
district
asking
us
not
to
give
a
standardized
test.
F
We
have
a
responsibility
to
ask
for
accountability
on
how
students
are
doing
and
by
and
then
the
only
way
I
can
do.
That
is
look
at
a
test
score,
so
it's
just
unbelievable
to
me
that
they
don't
want
the
children
tested.
Another
thing
I
don't
understand
is
everybody
in
this
room
had
standardized
tests.
F
F
G
If
we're
looking
at
third
and
fourth
grade,
we've
seen
some
decline
in
eighth
grade
and
then
high
school
has
varied
for
math.
We
have
seen
some
increases,
and
so
I
think
we're
seeing
something
different
in
ela
and
math
act
has
remained
predominantly
stable.
A
very
tiny
dip
we
saw
last
year
certainly
covet
has
played
into
that,
because
we
had
students
who
normally
would
take
it
in
the
spring,
took
the
test
in
the
fall,
and
so
our
reporting's
a
little
bit
off
from
what
it
traditionally
has.
We've
seen
consistent
growth
and
graduation
rates
over
time.
G
But
this
brings
me
to
where
we
are
this
year
and
and
here's
the
hard
conversation
is.
None
of
us
have
been
through
a
pandemic,
and
I
think
you
know-
and
I
think
many
of
you
have
been
with
me
on
some
school
visits
but
been
to
almost
50
districts
this
year
in
terms
of
seeing
what
education
looks
like
for
students
in
classrooms,
and
I
will
say
that
whatever
the
format
is
folks
are
really
tired.
Those
are
teachers,
those
are
principal
superintendents
parents,
and
I
have
I
have
little
kids
in
school.
G
Had
a
pandemic
not
happened,
but
a
pandemic
did,
and
I
think
what
I
am
very
encouraged
by
and
frankly,
the
optimism
that
I
feel
are
things
like
a
general
assembly
who
came
together
and
invested
significant
money,
millions
of
dollars
in
ensuring
that
students
have
opportunities
this
summer.
No
other
state
has
done
that.
No
other
state
has
done
that.
G
I
am
encouraged
by
a
window
opening
for
early
literacy
training
and
seeing
that
within
two
hours,
over
65
districts
have
already
signed
up
to
ensure
that
their
teachers
get
additional
support
in
early
literacy
like
I
would
not
have
expected
that
with
how
tired
folks
are
so
this
ongoing
commitment
that
we
all
share
to
supporting
children,
I
think,
is
absolutely
in
place.
We
will
likely
see
dips
this
year
in
standardized
testing
that
will
likely
happen
and
that
is
expected
across
the
entire
country.
G
What
is
going
to
make
our
state
different,
and
I
deeply
believe
this
with
every
fiber
of
my
being.
I
believe
this
is
that
the
attitude
and
the
mindset
of
folks
in
the
field
right
now
who
are
tired
and
I'm
gonna,
be
honest.
A
little
grumpy
like
all
of
us
are
the
fact
that
they
are
still
signing
up
within
the
first
couple
of
minutes
to
get
more
professional
development
help
their
kids
more
do
summer.
G
Programming
tells
me
that
when
we
look
back
in
five
years,
tennessee
will
be
significantly
better
off
than
any
other
state
in
this
country.
I
deeply
believe
that
is
true
because
of
the
people
who
work
in
the
field
because
of
the
investments
you
all
are
making
and
then,
frankly,
because
our
mindset
is,
we
are
going
to
be
number
one
in
this
country,
one
way
or
another.
F
F
You
have
to
flip
between
pages
to
get
to
what
you
need.
Things
were
difficult.
I
mean
it
really
was
not
laid
out
well
at
all.
It
was
really
rather
frustrating
to
do,
and
I
you
know
I
felt
bad
for
the
little
ones
because
they
don't
even
know
how
to
use
a
computer
really.
So
you
know
just
trying
to
figure
it
out
and
get
them
on
their
lesson
in
time,
and
all
of
that
it
was
very
hard.
G
At
that
point,
what
I
saw
in
the
fall
was
a
significantly
more
well
thought
out
structure,
because
there
was
time
to
plan
as
the
school
year
progressed,
I've
seen
it
getting
stronger
and
stronger.
The
field
has
responded
to.
I
think,
as
more
technology
is
coming,
they
can
make
it
more
developmentally
appropriate,
which
I
think
is
what
you're
speaking
to
for
younger
students.
In
particular,
I
think
we
will
continue
to
see
that
to
evolve
and
improve
over
time.
It
certainly
doesn't
speak
to
whether
or
not
everyone
was
ready
to
on
a
dime
shift
to
online
learning.
G
That
absolutely
was
not
true,
and
I
don't
think
anyone
expected
that
that
was
going
to
be
true,
but
I
think
what
we
are
seeing
is
that
people
are
getting
stronger
and
stronger.
Our
educators
are
facilitating
between
all
sorts
of
different
mechanisms
and
modes
in
person
and
online
at
the
same
time,
one
after
the
other
we're
seeing
the
same
thing
with
families
kind
of
all
trying
to
be
flexible
in
this
space.
G
I
F
Just
one
sure
thing
what
I
found
most
shocking
was:
literally,
these
programs
had
typographical
errors,
punctuation
errors,
even
incorrect
grammar,
and
I
I
felt
like
that
was
shocking,
and
this
is
supposed
to
be
school.
So
I
just
wanted
to
add
that
comment.
I
I
don't
know
who
screens
these
things,
but
those
things
were
surprising
to
me.
I
Well,
thank
you,
commissioner.
We
appreciate
the
fact
that
you
have
gone
through
a
lot
of
information
very
quickly
and
answered
questions.
I
would
say
to
our
members,
as
you
have
a
chance
to
look
more
in
depth
at
this
presentation.
This
budget,
if
you
have
additional
questions,
obviously
you're
welcome
to
reach
out
to
the
commissioner
or
staff,
but
it
would
really
be
helpful.
I
think,
to
the
committee
as
a
whole.
If
you
have
a
question,
someone
else
might
benefit
from
that
answer.
I
So
if
you
want
to
send
them
through
our
office
and
we'll
get
responses
and
share
with
everyone-
and
I
do
want
to
say
to
the
question
about
the
the
technology
my
grandchildren
have
done
both
you
know
in
classroom
and
virtual
learning
at
different
times
during
this
past
year,
and
I
think
education
just
like
every
other
field
has
been
impacted.
Obviously
by
covet-
and
there
are
some
things
that
have
been
learned-
some
things
that
could
probably
be
done
well,
virtually
teaching.
I
So
again,
thank
you
and
to
all
the
educators
in
tennessee
who
have
you
know
just
fought
through
some
very
challenging
times
and,
as
you
said,
some
are
grumpy,
but
then
so
are
some
of
us
and
not
without
reason.
Perhaps
we'll
try
to
I'll
put
a
smile
on
our
face
and
get
through
this
and
go
forward.
So
again,
thank
you
and
we
appreciate
the
work
that
you
do
for
the
state
and
because
our
children,
they
are
our
greatest
resource.
So
thank
you
very
much.
Thank.
L
L
L
E
K
I
N
Yes,
thank
you.
Sarah
morrison
executive
director
at
the
tennessee
state
board
of
education.
Thank
you
for
having
us
today
we're
thrilled
to
be
here
to
talk
to
you
a
little
bit
about
the
work
of
the
state
board
and
specifically
our
budget
request.
This
year
with
me,
I
have
nathan
james,
our
director
of
legislative
affairs
and
external
relations
and
angie
sanders.
Our
general
counsel.
N
Just
very
briefly,
as
the
chairman
mentioned,
the
state
board
is
the
governing
and
policy
making
body
for
tennessee
education.
So
we
just
heard
in
this
committee
from
the
commissioner
of
education
and
their
important
work
as
sort
of
the
implementing
body
in
k-12
education,
a
much
bigger
agency
than
the
state
board,
but
we
really
are
kind
of
the
the
policy-making
body.
Our
work
touches
a
lot
of
different
facets
of
education
in
tennessee
from
things
like
licensure
for
teachers,
which
we'll
talk
about
to
accountability,
to
testing
to
teacher
evaluations.
L
I
F
L
One
member
appointed
from
each
congressional
district
they're
appointed
by
the
governor
to
five-year
terms,
and
they
are
confirmed
by
votes,
both
houses
of
the
general
assembly.
We
also
have
a
student
member
and
the
the
rx
official
member
is
the
executive
director
of
the
higher
education
commission,
dr
house,.
N
Like
all
things
related
to
the
state
board
in
statute,
we
have
the
requirement
to
have
a
master
plan
which
we
take
seriously
every
year.
We're
thinking
about
the
policy
work
that
the
board
needs
to
engage
in
and
just
last
july.
In
2020,
we
reset
our
five-year
student
focus
goals
that
will
remain
in
place
until
2025
and
then
we'll
be
revisiting
annually.
The
policies
that
we
think
will
drive
us
towards
those
goals
as
a
state.
N
The
last
two
goals
that
we
anchor
ourselves
in
are
ensuring
human
capital
is
strong,
that
we
have
an
effective
teacher
in
every
classroom
across
the
state.
We
do
a
lot
at
the
board,
both
in
terms
of
licensure
and
teacher
training,
but
also
in
terms
of
licensure
discipline.
We'll
talk
about
that
in
a
minute
and
then,
finally,
that
students
have
access
to
high
quality
education
in
whatever
form
they
need
it.
So
that's
both
in
terms
of
some
of
our
choice,
options
and
the
charter
sector.
Opportunity
scholarships,
and
also
in
the
method
of
delivery.
N
We'll
also
talk
about
that
related
to
our
budget,
because
that
does
have
a
pretty
dramatic
effect
on
our
net
budget
tennessee
academic
standards.
This
is
the
foundation
for
much
of
what
we
do
in
the
k-12
space.
You
have
to
have
standards
to
help
us
know.
You
know
what
students
should
know
and
be
able
to
do
in
any
greater
subject
and
then
from
there
we're
able
to
think
about.
You
know
textbooks
and
materials,
as
well
as
processes
in
place
for
reviewing
standards.
N
Public
survey
has
various
educator
groups
that
review
the
public
input
and
put
their
mark
on
our
standards
process,
and
then
we
have
a
standards
recommendation
committee,
which
is,
of
course,
recommendation
that
comes
to
the
board.
This
is
for
the
four
core
academic
areas,
so
english
language,
arts,
math
science
and
social
studies.
N
We
kind
of
revised
this
approach
in
2016
to
try
to
make
it
a
much
more
user-friendly
tool.
So,
if
you
go
to
our
website
now,
you'll
see
that,
depending
on
whether
you're
a
district
looking
to
hire
teachers
and
wanting
to
know
what
institution
is
really
producing,
educators
who
are
effective
in
the
classroom
to
find
data
that
helps,
inform
your
decisions.
L
So
getting
into
a
little
bit
of
core
functions
of
the
state
board
of
education,
we
get
into
rules
and
regulations
and
specifically,
what
happened
with
this
last
year.
One
of
the
things
that
the
state
board
of
education
undertook
was
to
make
a
series
of
emergency
rules
that
were
very
necessary
in
terms
of
what
would
happen
with
the
class
of
2020..
L
Since
2016,
the
state
board
has
taken
on
a
comprehensive
rule
and
policy
audit
to
review
every
approved
item
both
for
modernity
and
relevance.
This
resulted
in
the
repeal
of
several
arcane
policies
and
improved
alignment
between
current
law
practice
and
policy
in
other
areas.
We're
pleased
to
announce
that
in
2020
we
finished
up
some
of
the
last
of
these
transitions,
something
we
we
briefed
the
government
operations
committee
on
with
some
frequency.
N
So
you
can
see
there
on
the
slides
in
terms
of
the
budget
requests
that
we
really
feel
like
is
necessary
to
do
that.
Work
budget
and
then
had
to
be
withdrawn
when
the
pandemic
head,
but
we
really
think
make
this
work
in
our
office.
We
need
three
additional
attorneys
and
two
paralegals
to
round
out
our
ability
to
do
the
litigation,
the
case
management
and
all
the
other
functions
that
are
related
to
the
discipline
work
and
then.
L
L
It
used
to
be
that
when
the
bep
report
would
come
out,
it
was
says
so
what
we
did
was
switch
to
a
process
where,
in
addition
to
the
report,
we
also
create
a
list
of
priorities
and
that
priority
list
happens
in
july
and
the
august
time
frame
so
that
it
can
be
factored
more
favorably
in
by
the
by
the
administration
as
they
create
the
executive
budget.
The
number
one
priority
this
year
was
the
whole
funding.
L
Harmless
number
two
was
continued
compensation
number
three
increased
funding
for
technology
and
accessibility,
number
four
funding
the
number
of
school
counselors
at
a
level
closer
to
the
national
best
practices;
number
five
funding,
the
number
of
school
nurses
at
a
level
closer
to
national
best
practices
and
number
six
increased
funding
to
the
response,
intervention
and
instruction
committee.
So
you
know
I'll
say
this
with
that
process.
This
general
assembly
and
previous
general
assemblies
have
been
absolute
champions
of
education
and
have
worked
very
very
closely
both
with
this
administration
and
the
previous
administration.
L
N
Okay,
thank
you
for
bearing
with
us,
but
now
our
actual
budget
numbers
which
are
relatively
uninteresting
in
terms
of
the
scope
consistent
in
this
year's
budget,
and
that's
due
to
the
fact
that
we're
losing
two
charter
commission
two
positions
to
the
charter
mission
and
then
we
would
be
potentially
gaining
the
two
that
are
in
the
executive
budget
for
our
legal
team.
So
that
keeps
us
at
14
moving
into
the
20
1
22
budget
year.
L
So
so,
if
we,
if
we
look
at
the
actual
budget
breakdown,
I
would
refer
you
to
the
green
sheets
provided
to
you
by
the
your
excellent
staff
at
the
house
budget
office.
They
they
show
the
they
show.
The
work
and
you'll
see
we're
going
from
nearly
18
million
dollars
down
to
about
2.1
million
dollars
this
year.
N
So
in
terms
of
our
request
for
this
fiscal
year,
our
top
request
was
for
our
communications
position.
This
is
something
that
we've
requested
for
six
years
in
a
row
now
and
unfortunately,
still
haven't,
found
a
way
to
secure
it,
but
we
have
thankfully
been
able
to
use
grant
dollars
to
fund
a
contractor
in
this
role.
N
I
will
say
you
know,
particularly
during
the
pandemic
and
the
board's
meeting
as
regularly
as
nathan
mentioned
almost
monthly
starting
in
march
of
2020,
to
take
on
the
different
regulations
that
were
needed
to
close
out
last
school
year
and
think
about
the
opening
of
this
school
year.
That
work
is
more
critical
than
ever.
N
That
person
is
responsible
for
hosting
all
of
our
our
meetings
virtually
and
all
the
technology
behind
that
they're
also
responsible
for
helping
our
board
members
to
do
outreach
with
their
constituents
to
think
about
for
the
educator
prep
report
card.
How
are
you
making
sure
that
that
hits
all
of
our
our
audiences
there's?
Just
a
number
of
things?
Related
to
our
work,
that
requires
outreach
to
stakeholders
and
extremely
under-resourced
legal
team.
N
When
you
look
at
other
states
in
this
sort
of
same
vein,
of
licensure
discipline,
work
angie
can
tell
us
better,
but
we
are
at
the
bottom
or
very
bottom
in
terms
of
the
resources
needed
to
do
that
work
effectively.
And
so
again,
our
request
this
year
was
for
three
additional
attorneys
and
two
paralegals
to
help
support
the
really
increasing
volume
and
again
angie
can
talk
through
some
of
those
statistics,
but
just
compared
to
in
2018
to
2019.
We
saw
a
74
increase
in
the
volume
of
those
cases
coming
into
the
board.
N
N
We
were,
as
I
mentioned,
the
two
lead
positions
for
the
legal
team
and
the
money
for
the
case
management
software
included
in
the
executive
budget,
which
will
definitely
be
a
start
in
the
direction
that's
needed
in
terms
of
funding
the
legal
team
at
the
level
necessary
to
really
do
that
work
effectively,
but
I'll
stop
there.
That's
our
request
for
this
year
and
happy
to
turn
it
back
for
any
questions
that
you
may
have.
E
I
included
180
000
recurring
in
two
positions
for
additional
teacher,
licensure
staff
and
case
management
system,
and
I
noticed,
as
I
was
looking
over
your
questionnaire,
that
you
requested
just
over
49
439
thousand
dollars
for
staff
attorneys
and
software
management
systems,
so
kind
of
two
two
questions
to
follow
up
with
that.
What
would
you
have
what
would
have
been
funded
by
your
original
request?
E
N
And
I
will
start
and
again
I'll
turn
it
over
to
our
very
capable
general
counsel
over
here.
But
your
second
question.
Yes,
this
really
will
help
the
case
management
software
is
something
that
we've
desperately
needed
to
make
sure
that
we're
really
accurately
and
consistently
keeping
tabs
on
all
these
cases
that
get
opened
and
then
closed
and
then
reopened.
N
If
you
know,
there's
another
infraction
that
occurs,
and
so
that
will
certainly
help
in
terms
of
the
management
of
the
cases
and
then
the
two
positions
that
we
would
potentially
be
gaining
in
this
proposed
budget
would
be
one
attorney
and
one
paralegal.
So
certainly
that
would
help
our
capacity
in
terms
of
the
full
request
and
we've
we've
had
to
do
a
lot
of
thinking
about
this
over
the
last
few
years.
As
we've
seen,
these
numbers
tick
up
and
I've
really
challenged
our
legal
team
to
put
together
what
it
would
take
to
do
this
work.
N
M
M
We
would
have
essentially
five
new
positions
instead
of
two,
so
we're
about
three
short
of
what
we
would
ideally
want
and
to
be
able
to
do
this
work
we
and
would
like
to
be
able
to
split
our
legal
team
up
into
essentially
two
different
teams,
one
team
that
would
handle
case
intake,
so
they
would
intake
any
new
reports
open
those
cases
request
information
analyze
that
bring
it
to
our
internal
staff
case
review
process.
Do
all
the
prep
related
to
that
negotiate.
Any
consent,
orders
with
those
educators
and
then
present
those
to
the
board.
M
We
would
then
like
to
have
a
separate
team
that
handles
any
litigation
of
cases
where
educators,
either
requesting.
So
after
that
case,
management
or
the
case
review
committee,
makes
a
decision
that
they're
going
to
recommend
some
action
against
an
educator's
license.
We
send
them
a
notice
and
if
they
request
a
hearing
or
if
they
fail
to
respond
to
that
notice,
we
have
to
essentially
institute
a
hearing
on
their
behalf.
M
That's
a
requirement
of
the
uniform
administrative
procedures
act.
So
in
those
two
cases
those
cases
would
get
hand
handed
off
to
our
litigation
team.
Who
would
then
litigate
those
cases
before
a
administrative
law
judge
and
therefore
not
have
to
be
dealing
with
both
the
case
intake
and
the
litigation
piece
of
it?
M
A
N
I
appreciate
the
question.
The
answer
is
no,
but
we
have
been
working
closely
with
our
partners
at
the
department
around
their
responsibility
to
to
administer
and
see
that
fund
multiple
funds,
both
the
state
portion
and
the
local
portion
used
effectively.
So
in
terms
of
the
conversations
and
and
what
we'd
like
to
see
as
a
state
were
part
of
that
process,
but
will
not
receive
those
funds
directly.
A
D
N
Yes-
and
I
don't
know
that
you've
heard
from
the
commission
yet
in
terms
of
their
budget
hearing,
but
no
it's
been
very
smooth
and
in
part,
the
the
commission.
They
are
standalone
body
completely
separate,
like
the
state
board
in
terms
of
independent
and
nature,
not
affiliated
with
either
the
department
of
education
or
the
state
board
of
education,
but
they
hired
our
former
executive
director
over
charter
schools
testoval.
So
that's
ensured
a
really
seamless
transition.
N
N
So
it's
about
as
seamless
as
you
could
hope
for
and
in
terms
of
the
timeline
of
transition.
The
appellate
duties
switched
over
to
the
commission
as
of
january
1
of
this
year
and
the
schools
that
the
state
board
has
authorized
and
currently
overseas
will
transition
to
the
commission
after
july
1
of
this
year,
so
we're
sort
of
in
the
middle
of
the
transition,
but
so
far
so
good.
D
Thank
you,
madam
chair,
and
shift
a
bit
from
dollars
to
policy.
We
get
calls
all
the
time
about
civics
and
government
required
in
school
and
to
change
gears
a
little
bit
what
I've
looked
up
and
I
know
what
they
are,
but
just
for
the
record.
I
know
there
are
three
social
studies
requirements
to
graduate
high
school
and
and
civics
and
government
u.s.
History
are
part
of
that.
D
Exactly-
and
I
know
that
we've
we
have
worked
in
this
space
in
in
former
leader
mccormick
worked
in
this
space
several
years
ago,
when
he
was
still
serving
and-
and
I
know
that
there
are
requirements,
and
just
just
to
assure
our
constituency
that
that
there
are
government
requirements
if
you
could
state
those
force.
Thank
you.
L
And
I
may
not
be
able
to
call
out
the
the
precise
courses-
I
can
tell
you
that
you
know
earlier
in
this
process.
We
were
talking
about
that
standards,
review
process
that
you
all
set
up
in
2016.,
and
I
say
you
all,
because
it
was
the
general
assembly
that
made
that
happen
when
it
came
time
to
do
the
social
studies
review.
L
Every
one
of
them
was
addressed
in
those
standards
in
mandatory
courses
for
the
most
part,
and
so
there
is
no
other
there's
not
more
in
law
about
science,
not
really
more
in
law
about
reading.
Even
social
studies
is
where
there's
a
a
ton
of
input
and
every
bit
that
you
all
put
in
there
was
faithfully
placed
in
those
in
those
standards.
N
And
just
one
more
point
on
that:
there's
three
courses
that
are
required
in
in
tennessee
world
history,
u.s
history
and
government
and
civics
and
then,
as
part
of
the
government
in
civics,
there
is
a
civics
project.
That's
specifically
called
for
in
statute
too.
So,
hopefully
that
gives
you
and
we
can
certainly
follow
up
in
writing.
If
that's
helpful.
N
I
I
That's
not
going
to
happen
without
a
good
teacher
in
the
classroom,
and
I
know
some
of
our
institutions
have
struggled
in
this
regard,
and
I
know
particularly
one
that's
close
to
my
home.
They've
done
some
work
to
really
improve
on
that
and
build
a
closer
alignment
with
the
school
district
in
terms
of
making
sure
that
they're
training
teachers
in
a
way
that
the
the
district
can
actually
move
them
into
a
classroom
without
remedial
training.
I
N
Had
it
in
our
slides
and
I
was
trying
to
peer
back
in
the
interest
of
time,
but
I'm
happy
to
send
that
to
you.
That's
something
that
we're
both
proud
of
and
do
agree
is
critically
important
in
terms
of
understanding
the
pipeline
and
the
training
that
teachers
and
leaders
are
getting
as
they
come
into
the
school
system.
N
We've
worked
over
the
last
couple
years
with
an
advisory
council.
That's
comprised
of
you
know,
members
of
the
educator,
prep
programs,
but
also
districts
and
other
perspectives,
to
try
to
really
challenge
ourselves
as
a
state
to
use
the
data
that
we
have
as
effectively
as
possible
to
understand
what
institutions
are
preparing
teachers
effectively
and
where
are
they
falling
short,
and
how
are
we
making
sure
to
transparently
report
on
that
so
that
we
can
both
learn
from
the
high
flyers,
but
also
hold
accountable?
I
And
that's,
I
think,
really
important
to
me
because
we
have
institutions
who
do
it
well,
so
it
doesn't
seem
to
me
that
we
need
to
be
building
a
new.
You
know
inventing
a
new
will,
we
have
a
will
out
there,
that's
working
and
we
could
just
have
our
other
institutions
replicate
the
positive
things
that
are
being
done
so,
representative
miller.
I
believe
you
have
a
question.
E
E
How
do
you
do
that
and
before
you
answer
that,
I
should
have
asked
this
question
earlier
to
the
commissioner
of
education,
but
the
42
million
in
the
governor's
budget
it
says
that
it
is
an
increase
which
this
the
governor
in
the
state
is
providing
that
increase,
but
once
those
dollars
are
passed
through
to
the
leas,
it's
nothing
matandorju
say
that
the
teachers
are
supposed
to
receive
in
their
check
whatever
that
increase
amounts
to.
So
how
are
you
making
that
commitment.
N
I'll
defer
to
nathan
on
this,
but
I
would
first
say
you're
absolutely
right.
I
mean
the
bep
is
not
a
spending
plan,
so
it's
not.
You
know
it
does
in
this
case
earmark
the
dollars
for
teacher
compensation,
so
it
has
to
go
to
teachers,
but
there's
a
whole
lot
of
sort
of.
You
know
asterisks
there
in
terms
of,
if
we're
giving
a
quote,
unquote
four
percent
raise.
Do
teachers
actually
see
a
four
percent
raise.
N
L
That's
exactly
right
and
as
far
as
the
the
bep
goes,
it
goes
towards.
You
know:
educator
compensation
now,
whether
you're
superintendent
of
school
just
decides
okay,
we're
going
to
hire
an
additional
teacher
or
we're
going
to
to
bring
in
an
aide
or
something
else.
That's
that's
a
local
decision
that
is
a
local
decision
and,
of
course,
it's
frustrating.
Of
course
it's
frustrating,
but
in
terms
of
the
bep
review
committee
and
its
role.
L
I
would
say
that
the
folks
on
the
be
review
committee
recognized
that,
and
so
when
they
ask
for
a
continued
commitment.
It's
because
there
is
a
pretty
good
degree
of
faith
that
you
all
are
going
to
continue
doing.
What
you
have
been
doing,
and
that
is
to
to
push
educator
compensation
as
a
priority
both
in
this
branch
and
from
the
executive
branch.
N
M
M
So
this
was
a
mandatory
thing
that
they
had
to
be
doing.
We
did
tons
and
tons
of
outreach
to
directors
of
schools
to
make
sure
that
they
were
aware
of
that
need
to
report
larger
districts,
shelby,
county
and
metro.
Nashville
schools
realized
that
there
was
a
backlog
of
cases
that
were
not
previously
reported
that
should
have
been
from
prior
years.
M
So
we
saw
a
huge
uptick
in
2019,
specifically
shelby
county
sent
us
about
164
reports
that
should
have
been
previously
reported
to
us,
but
they
did
basically
an
audit,
so
they
did
their
due
diligence
of
all
of
their
misconduct
that
any
suspensions
that
they
had
or
firings
of
teachers
and
realized.
There
were
about
164
reports
that
they
should
have
made
that
they
didn't
so
they
sent
those
in
that's
part
of
the
increase.
M
But
even
if
you
take
out
those
164
reports
that
we
received
from
shelby
county
we're
still
up
30
over
the
prior
year
from
2017
to
2018,
we
were
up
16,
so
we
went
up
16
from
17
to
18..
If
you
take
out
the
extra
reports
that
shelby
county
sent
in
in
2019
we're
still
up
30
percent,
so
we
doubled
it
in
2020,
obviously,
due
to
covet,
we
are
down
from
what
we
saw
in
2018.
M
However,
if
you
look
at
the
two
months
january
and
february
of
2020,
which
were
obviously
pre-covered,
we
were
tracking
to
see
an
even
more
record
number
of
reports.
So
in
january
of
2020
we
saw
82
reports
and
in
february
of
2020
we
saw
64..
Obviously
in
march
schools
closed.
So
if
you
look
at
march,
we
saw
36.
In
april
we
saw
23.,
so
we
saw
a
dramatic
drop-off.
E
L
N
That's
a
hard
one
angie
I
don't
know.
If
you
I
mean
we
certainly
do
categorize
the
cases
that
come
in
and
we
could
send
you.
We
send
a
quarterly
report
to
our
board
about
the
types
of
cases
that
we
handle,
so
that
might
be
one
way
to
look
at
it
in
terms
of
some
of
that,
but
it
does
run
the
gamut
in
terms
of
the
we
see
a
lot
of
technology
related
communication
infractions.
E
N
There
are
I'm,
probably
not
the
best
one
to
tell
you
about
all
of
those,
but
we
could
certainly
work
with
our
partners
at
the
department.
I
know
you
know,
given
the
focus
as
a
state
on
mental
health,
for
children
as
well
as
for
educators,
particularly
during
the
pandemic.
There
are
a
lot
of
new
resources
now
too
available
to
teachers,
but
in
terms
of
specifics,
I'd
have
to
defer
to
them.
Okay,.
E
I
M
N
M
Different
educator
complaints.
Yes,
thank
you
for
that
clarification.
So,
yes,
in
2020
we
are
blazing.
We
were
sort
of
in
2020
and
2021
blazing
new
ground,
with
sort
of
a
new
category
of
educator
discipline
cases
that
we
have
not
seen
in
the
past,
obviously
due
to
there
being
a
lot
of
virtual
instruction
happening.
M
So
we
are
trying
it
sort
of
runs
the
gamut
from
educators,
not
realizing
that
their
camera
was
still
on
and
on
some
in
some
manner
of
undress
in
front
of
the
camera,
while
the
students
obviously
could
still
see
them
or
their,
they
were
text
messaging
during
a
class
and
the
they
didn't
realize
when
they
were
sharing
their
screen,
that
their
text
messages
were
showing
up,
and
they
were
saying
things
in
those
text.
Messages
that
the
students
should
have
been
shouldn't
have
been
seeing.
M
Those
are
sort
of
some
examples
of
the
technology
related
challenges,
some
of
the
new
ground
that
we're
breaking
and
sort
of
trying
to
figure
out
where
the
best
tack
is
in
terms
of
whether
that's
appropriate
for
licensure
discipline
or
not,
as
you
might
imagine,
these
are
usually
first
time
offenses
for
some
of
these
educators.
These
are
technology
challenges
that
they've
never
had
to
deal
with,
so
we're
trying
to
give
grace
where
it
seems
appropriate,
but.
M
N
A
lot,
I
think,
there's
just
a
blurring
of
the
lines,
often
for
educators
of
all
ages,
particularly
our
younger
educators,
though
sometimes
who
have
grown
up
on
in
a
world
of
social
media
and
knowing
the
lines
in
terms
of
what's
appropriate
with
students.
And,
what's
not,
we
just
see
a
lot
of
that
come
through
yeah
and.
I
All
right:
well,
there
are,
there
may
be
other
questions
from
this
group
and
if
so,
we
will
collect
them
and
forward
them
to
you
and
share
with
the
committee
as
a
whole,
but
thank
you
for
hanging
in
with
us
late
on
this
afternoon.
We
appreciate
your
time
and
we
appreciate
the
information
that
you
provided.
Most
of
all,
we
appreciate
the
oversight.
I
You
know
the
licensure
of
teachers
and
determining
how
those
teachers
are
prepared
or,
as
I
said,
critical
things
for
the
future
of
the
state.
So
you
all
do
play
a
critical
role
and
we
just
want
you
to
know
that.
We
appreciate
that
and
sorry
that
we're
not
the
federal
government
and
we
can't
just
shower
you
with
funds.