►
Description
House Finance, Ways, & Means Committee- March 22, 2022- House Hearing Room 1
A
A
A
A
A
A
A
A
A
B
B
C
C
I
got
her
phone
number
and
we've
been
married
48
years,
and
I
knew
she
was
the
right
one,
because
when
I
went
to
pick
her
up
on
our
first
date,
she
had
to
push
start
my
car,
and
so
so,
if
she
got
in
the
car,
I
knew
she
was
the
right
one
after
pushing
it,
and
she
did
so
welcome.
Pam,
stand
up
and
say
hi.
B
Chairman,
that's
an
interesting
litmus
test,
but
you
did
a
great
job
at
my
friend.
Pam
has
as
you
and
I
have
discussed
and
discussed
with
her.
She
has
been
your
assisted
living
caregiver
for
48
years
now
and
she's
done
a
remarkable
job
at
it.
Are
there
any
other
personal
orders
or
announcements
all
right?
We
have
13
bills
on
the
calendar
today
lucky
and
those
will
be
followed
by
hearing
and
presentation
and
testimony
related
to
pre-k
programs.
B
C
You,
madam
chair,
lady
members,
if
you
didn't
know,
this
2021
saw
the
relocation
of
the
tennessee
state
fair
to
the
wilson
county
fairgrounds
and
the
ward
ag
center,
and
what
this
bill
would
seek
to
do
is
allow
the
expo
center
of
the
county
to
pay
for
a
new
sign
on
the
interstate,
both
north
and
I'm
sorry,
east
and
westbound,
to
indicate
that
the
ward
ag
center
and
the
state
fair
is
on
that
exit.
Madam
chair
lady
I'll,
take
any
questions.
F
F
There
know
that
you're
a
real
champion
for
now
our
state
fair
there
in
your
county
and
any
of
you
members
that
have
not
gone
out
and
toured
the
fair
when,
when
it
is
at
the
wilson
county,
fair,
please
do
so,
and
the
only
thing
I
would
add
is
that
I
hope
this
will
be
followed
up
with
some
funding
for
some
of
the
infrastructure
into
and
out
of
the
fair.
That's
the
one
thing:
we've
not
funded
out
there.
F
B
B
G
A
You
cheerleading
health,
and
I
just
want
to
say
thanks
for
this
bill.
This
bill
is
a
byproduct
of
a
huge
demand
for
nurses
across
the
state.
I'm
looking
forward
to
etsu
working
with
the
local
partners
to
try
to
help
us
figure
out
how
to
solve
this
problem,
and
so
I
know
the
administration
you
and
leader
lambeth
have
worked
really
hard
on
this
bill,
and
so
I
look
forward
to
seeing
the
results
as
they
report
back
to
us
in
the
upcoming
years.
Thank
you,
mr.
B
Chairman
any
other
questions
or
comments,
and
I
will
note
for
the
record-
we
do
have
a
funding
letter
to
take
care
of
the
financial
obligations
of
this
bill.
Seeing
no
further
questions.
We
are
voting
on
house
bill
2148,
all
those
in
favor,
please
signify
by
saying
aye
any
opposed
the
eyes.
Have
it
house
bill,
2148
moves
on
to
calendar
and
rules.
Thank.
B
C
Thank
you,
madam
chair
house,
bill
2472
is
going
to
aid
many
organizations
throughout
the
state
that
would
like
to
raise
money
to
support
our
local
charities.
They're,
currently
prevented
from
raising
funds
until
five
years
after
getting
their
501c3
or
501c19
designation
house
bill
2472
simply
lowers
that
blackout
period
from
five
years
to
three
years.
B
C
B
H
B
You've
heard
the
sponsor's
explanation
chairman
I'd
just
like
to
thank
you
and
the
secretary
of
state.
I
think
this
is
going
to
help
our
not-for-profits
across
the
state,
as
they
continue,
many
of
them
to
deal
with
the
after
effects
and
the
ongoing
effects
of
the
pandemic.
So
we
appreciate
the
secretary
of
state's
willingness
to
continue
to
help
them
out
in
this
way,
seeing
no
further
questions
or
objection.
We're
voting
on
house
bill
1979
all
in
favor,
please
signify
by
saying
aye
any
opposed.
B
H
B
B
You've
heard
the
explanation,
any
questions
you
all
are
very
quiet
group
today
without
objection,
we'll
be
voting
on
house
bill
192
all
in
favor,
please
signify
by
saying
aye
any
opposed.
You
guys
have
it
house
bill
192.
Also,
moves
on
to
calendar
and
rules
and
representative
wright
stay
in
place
because
we
have
you
on
next
on
our
calendar
house
bill
1959
to
have
a
motion.
H
H
F
H
F
And
that's
the
reason
I
asked
the
question.
I
wanted
to
see
what
the
intent
was
just
to
make
sure
here
and
I'll
share
my
my
worry
with
you
in
a
moment
the
first
sentence
of
subsection
a
and
I
want
to
make
sure
I'm
looking
at
the
right
amendment.
It
was
the
amendment
that
came
out
of
house
education,
it
says
by
the
2023-2024
school
year.
F
Each
state
college
of
applied
technology
shall
establish
partnerships,
so
where's
the
wiggle
room,
and
the
only
thing
I'm
worried
about
is
if
a
t-cat
as
a
willing
partner,
wishes
to
partner
with
a
k-12
institution
and
for
whatever
reason
that
that
k-12
refuses
to
do
so.
It
looks
like
it's
a
one-way
requirement.
It
doesn't
say
that
unless
there's
something
else
in
here,
it
doesn't
look
like
there's
a
requirement
for
the
the
public
school
to
join
with
them.
It's
just
one
way
from
the
tcat
to
the
the
public
school.
H
B
J
Yes,
ma'am.
Thank
you,
madam
chair
lou,
hanneman
with
the
tennessee
higher
education
commission,
and
so
the
reason
for
the
amendment
was
the
original
language
had
tcats
required
to
contract
with
leas
okay,
so
all
of
our
t-cats
are
encouraged
to
partner
with
lea's
writ
large,
but
what
this
is
doing
is
requiring
leas
to
I
mean
tcats
at
a
minimum
to
partner
for
the
purpose
of
early
post-secondary
opportunities.
J
You
know
from
a
public
policy
standpoint:
we've
been
kind
of
bantering
around
this
notion
of
tcats
in
every
county.
We're
probably
never
going
to
get
there
just
fiscally.
This
is
an
opportunity
to
leverage
a
lot
of
what
we've
done
in
our
lease
around
cte
equipment,
new
facilities,
infrastructure
instructors
and
so
forth.
Let
the
tcats
take
advantage
of
that
for
the
purpose
of
these
early
post-secondary
opportunities.
F
Thank
you
and
that's
very
helpful.
It's
just
again
the
language
of
the
amendment
and
I'm
sure
somebody
has
looked
at
this
before
I
did,
but
there's
nothing
that
I
see
in
there.
That
requires
the
k-12
institution
to
also
cooperate
in
that
partnership.
I
mean
it
just
read
like
there's
a
one-way
partnership
here.
Where
were
you
all
and
again
I
completely
support
this.
I
think
it's
a
great
idea
and
there
should
be
those
partnerships,
so
I
it's
probably
fine
just
to
watch
and
make
sure
that
everybody
is
is
working
well
with
each
other.
F
I
can't
imagine
that
there
will
be
a
school
system
out
there,
but
I
mean
I
know
there
are
some
k
through
12
schools
and
high
schools
that
have
their
own
cte
programs
that
are
really
good,
but
sometimes
there's
there's
some
territorial
turf.
That
comes
with
that,
where,
if
the
tcat's
doing
a
similar
program,
I
just
want
to
make
sure
that
it
actually
works,
for
there
are
partnerships.
Are
you
confident
that
it
will.
J
Absolutely-
and
I
think
particularly
in
in
you
know,
taking
into
account
all
of
the
other
areas
in
which
tcats
and
lease
are
beginning
to
and
if
you've
noticed
you
know
the
big
lottery
bill
moving
through
a
huge
component
of
that
is
wrapped
around
this
notion
of
expanding
cte,
dual
enrollment
and
other
you
know
dual
credit
and
so
forth.
I
think
we're
ripe
for
partnerships
it's
time.
So
I
think
this
will
put
us
in
that
right
direction
and
if
we
need
to
come
back
and
look
at
that
later,
we're
good
with
that.
J
Thank
you,
madam
chair
and
mr
hanuman.
Forgive
me
if
you
said
this
give
me
a
broad
brush
definition
of
partnership.
What
are
we
talking
about
in
this
instance?
So
what
we're
talking
about
is
early
post-secondary
opportunities?
Okay,
so
these
are
opportunities
for
high
school
students
to
in
the
in
the
process
of
pursuing
a
high
school
diploma,
whether
you
are
focusing
on
career
and
technical
education,
or
you
know,
a
traditional
pathway
to
take
advantage
of
opportunities
to
partner.
You
know,
with
instruction
from
a
tcat
or
community
college,
to
then
get
post-secondary
credit.
J
J
Okay,
and
thank
you,
madam
chair,
in
the
other
language
in
there
talking
about
the
potentially
having
a
tcat
in
each
county
within
the
state.
I
think
you
and
I
started
talking
about
that
12
years
ago,
so
I
know-
that's
been
around
for
a
long
time,
so
I
just
want
to
make
sure
that
that
that
we
understand
what
these
partnerships
are,
what
they
mean
and
and
the
the
benefit
to
the
students.
So
thank
you,
madam
chair.
A
You,
mr
hanuman,
I
guess
for
me,
I
feel
like
we're
beating
a
dead
horse
figure,
but
I
just
want
to
clarify
what
you're
trying
to
do
as
a
policy
for
t
heck
is
require
your
entities
to
go
out
of
their
traditional
spheres
of
communication,
to
communicate
with
leas
in
hopes
that
they
might
be
able
to
develop
a
partnership,
we're
not
requiring
that
they
do
that.
We
just
want
to
facilitate
that
through
this
bill.
Is
that
correct?
Yes,.
J
B
Other
questions
sing,
none!
Thank
you,
mr
hanuman.
We
are
back
in
session
yeah.
The
question
has
been
called
all
those
in
favor,
please
signify
by
saying
aye
any
opposed.
You
guys
have
it
represented
wright.
Thank
you
for
bringing
this
legislation
it's
important.
I
think
that
we
in
tennessee
do
all
that
we
can
to
get
our
tennessee
students
ready
for
the
workplace
and
careers
as
quickly
as
possible,
and
I
think
this
will
be
a
step
in
that
direction.
So
thank
you.
You're
on
the
calendar
and
rules
next.
B
K
Thank
you,
madam
chair,
in
2012
tennessee
created
the
retail
accountability
program,
which
requires
wholesalers
of
alcoholic
products
to
report
to
the
state
how
much
they're
selling
to
retailers
and
then
in
2016.
This
program
was
expanded
to
wholesalers
of
non-alcoholic
beverages,
food
and
candy.
They
would
also
have
to
report
to
the
state
the
goods
that
they're
selling
to
retailers.
The
state
has
used
these
reports
to
help
identify
goods
on
which
sales
tax
is
owed,
but
this
program
is
set
to
sunset
on
july,
the
1st
of
2022
this
year.
B
B
Right
we
have
a
motion
and
a
second
any
questions.
Questions
has
been
called
on
the
amendment
all
in
favor,
please
signify
by
saying
aye
aye.
The
amendment
does
pass.
It's
a
now
attached
to
house
bill
2180
and
you
heard
chairman
baum's
explanation
of
the
amendment
which
makes
the
bill.
Are
there,
questions
for
him.
B
C
C
This
will
allow
festival
goers
to
carry
alcohol
across
the
state
line,
but
only
during
the
tabc
and
virginia
abc,
sanctioned
events.
It
creates
a
designated
area
to
where
they
can
have
their
alcohol
and
has
to
be
within.
That
area
has
to
be
approved
by
all
the
tabc,
their
rules
and
regulations,
and
we
would
like
to
have
this
done.
Virginia's
already
done
it
we'd
like
to
do
it
on
tennessee,
so
we
don't
have
people
drinking
on
one
side
of
the
street
and
going
to
jail
on
the
next
on
the
other
side.
I
B
And
if
you
I'm
sure
most
of
us
have
been
to
bristol,
but
it
is
an
interesting
place
when
you
make
one
footstep
and
you're
in
a
different
state
that
happens
in
places
near
where
I
live
as
well.
Are
there
questions
on
the
bill
seeing
none?
We
are
voting
on
house
bill
2514,
all
those
in
favor,
please
signify
by
saying
aye
aye
any
opposed
the
guys
have
it
house
bill.
2514
moves
on
to
calendar
and
rules,
item
number
10
on
our
calendar
house
bill
2353,
representative
garrett,.
J
Thank
you,
madam
chair.
This
is
my
annual
trust
legislation
bill
brought
to
me
by
the
tennessee
bankers
association
and
what
happened?
It's
actually
reached
calendar
and
rules.
Then
there
was
a
fiscal
note
added
since
then,
there's
been
a
corrected
fiscal
note
which
the
impact
to
our
fiscal
is
nothing
so
there's,
therefore,
no
fiscal
note
technically.
So
that's
what
we're
here
and
hopefully
we'll
pass
this
out
with
no
impact.
Sir.
F
F
B
B
B
B
Bond
question
has
been
called
seeing:
no
objection,
we're
voting
on
house
bill
2264
all
in
favor,
please
signify
by
saying
aye
any
opposed
the
eyes
have
it
house
bill,
2264
moves
on
to
calendar
and
rules,
item
number
12
house,
bill
2167
by
chairman
todd,
chairman
todd.
You
have
a
mission
and
a
second
you're
recognized
thank.
C
This
expands
projects
eligible
for
funding
to
include
stormwater
projects,
and
it
also
ensures
that
arp
and
other
funds
from
the
federal
government
may
be
used
for
these
particular
projects.
It
also
removes
the
state
cap
on
loan
subsidies
and
allows
for
some
refinancing
and
restructuring
and
it
establishes
a
grant
program,
and
then
it
has
a
provision
to
allow
some
emergency
rules
in
order
to
proficiently
keep
up
with
the
ever-changing
federal
guidelines
that
that
continue
to
go
with
these
funds.
So
with
that
I'll
be
glad
to
answer
any
questions.
B
Are
the
questions
of
the
sponsor
sponsor
I'd
just
like
to
thank
you
for
bringing
this
legislation?
Stormwater
is
a
huge
issue
for
developers
for
development,
for
municipalities
and
counties
across
the
state
and
so
being
able
to
use
these
funds
to
address
that
is
going
to
benefit
our
taxpayers.
So
thank
you.
The
question
has
been
called
without
objection.
We're
voting
on
house
bill
2167,
all
those
in
favor,
please
signify
by
saying
aye
any
opposed
the
eyes.
B
C
You,
madam
chairman
house,
bill
1918.,
currently
only
circuit
court.
Judges
in
davidson
county
are
authorized
to
appoint
a
full-time
master
to
serve
as
as
a
judicial
officer
in
the
absence
of
circuit
court
judges.
This
legislation
will
allow
any
county
in
our
state
not
just
davidson
county,
to
authorize
the
judges
of
the
circuit
and
january
courts
to
appoint
masters
to
probate
those
matters
that
the
appropriate
judge
may
direct
the
master.
To
do
that,
I
renew
my
motion.
B
I
can't
say
that
that
way,
question
question:
the
question
has
been
called
on
the
bill:
you're
being
very
kind
to
chairman
whitson
with
his
wife
in
the
audience
today,
all
those
that
favor
all
those
in
favor,
please
signify
by
saying
aye
any
opposed
house
bill,
1918
moves
on
to
calendar
and
rules.
Thank.
B
Out
of
respect
for
our
presenters,
if
we
could
get
everybody's
attention,
please
we
have
the
folks
from
vanderbilt
university.
We'd
asked
him
to
come
today
to
talk
with
us
about
a
study
that
was
done
several
years
ago.
Then
I
believe
there
have
been
some
updates,
but
the
state
did
pay
vanderbilt
a
significant
sum
of
money
and,
as
a
finance
group,
we
like
to
see
the
results
of
our
dollars
from
time
to
time,
so
we've
asked
them
to
present
their
findings
with
appropriate
updates.
B
D
There
we
go
well
good
afternoon
and
thank
you,
madam
chair
and
committee,
for
inviting
us
to
come
and
share
this
information,
I'm
actually
very
new
to
vanderbilt
and
to
tennessee.
So
I'm
actually
excited
to
to
be
here,
and
I
have
the
privilege
of
directing
the
prenatal
to
three
policy
impact
center
at
the
peabody
college,
which
studies
how
we
can
ensure
that
children
get
off
to
a
healthy
start
and
thrive.
D
D
D
D
It's
a
super
computer
waiting
to
be
charged
and
our
environment
is
what
charges
that
superim
computer
and
it's
actually
looking
for
different
stimuli
at
different
periods
of
development,
especially
in
those
first
early
years,
and
what
this
graph
shows
is
where
that
peak
plasticity
occurs
where
that
peak
time
in
which
our
brains
are
saying.
Please
program
me
in
a
way
that
I
will
understand
my
environment
and
so
there's
times
for
vision
for
language
development,
but
this
prefrontal
cortex,
the
higher
executive
functioning,
good
decision
making
good
citizenry.
D
All
of
that
is
taking
place
by
the
time
that
we
are
three
to
five
years
old.
That
is
the
time
in
which
it
is
expecting
those
inputs
and
the
way
that
it
gets.
Those
inputs
is
through
nurturing
relationships
and
engaging
with
our
environment,
and
when
children
are
in
these
sorts
of
relationships
and
environments,
they
are
leading
to
lifelong
health
and
well-being.
D
This
graph
shows
by
socioeconomic
status,
but
the
same
thing
happens
when
children
are
in
high
quality
learning
environments
and
so
states
have
taken
this
information.
Tennessee
has
been
one
of
the
leaders
across
the
country
and
investing
early
in
children's
development,
because
it's
made
a
huge
difference.
It
has
a
huge
return
on
their
investment
and
we're
going
to
talk
more.
D
E
So,
as
she
mentioned,
I'm
going
to
talk
about
this
study,
we've
been
doing
of
tennessee's
voluntary
pre-k
program.
I
first
just
want
to
acknowledge
it's
a
really
large
excellent
team
that
has
conducted
this
work
for
such
a
long
time.
It
started
with
dr
mark
lipsey
as
the
lead
investigator
then
dr
dale
ferran,
and
now
I've
taken
over
as
the
lead
investigator
of
the
project
and
the
children
from
this
study
actually
are
now
in
high
school.
So
that's
how
long
this
has
been
going
on.
E
The
way
the
study
was
designed,
there
were
a
little
under
3,
000
students
and
the
way
we
got
them
to
as
part
of
our
sample
for
the
study
on
this
state
department
of
education
partnered
with
our
research
team
to
identify
over-subscribed
programs
in
the
state,
and
so
this
is
across
the
state.
So
essentially,
these
are
programs
that
had
more
parents
interested
in
signing
up
their
children
than
they
had
spots
available.
E
So
this
is
how
we
got
these
randomly
assigned
spots
so
that
we
had
really
nicely
balanced
groups
between
those
students
who
got
in
and
those
students
who
didn't
and
they
were
controlled
for
things
like
parental
motivation,
for
signing
them
up
and
resources
to
sign
them
up
for
pre-k
and
they're,
also
really
balanced
in
terms
of
the
demographics
of
the
two
groups,
and
so
for
this
full
sample
of
almost
3
000
kids.
We're
able
to
track
them
through
the
state
data
system.
E
Yet-
and
I
think
it's
important
to
note
that
it's
the
nature
of
longitudinal
research,
these
students
attended
pre-k
in
2009
and
2010,
and
there
have
been
changes
to
the
program
made
that
I'll
talk
about
later,
that
this
is
different
from
the
current
program
that's
operating
today,
but
this
is
when
these
students
were
in
pre-k,
so
a
little
background
history.
The
program
started
in
1998
with
a
really
small
pilot
program,
and
then
the
legislation
was
created
in
2005
to
create
the
statewide
program.
E
It's
targeted
to
students
who
are
eligible
for
free
and
reduced
price
lunch.
Also,
the
majority
of
classrooms
93
are
found
in
public
schools,
which
results
in
them
being
a
full
school
day
and
a
full
school
year,
and
then
also
just
to
note.
This
program
met
nine
of
these
10
quality
benchmarks
that
this
early
education
group
near
puts
out,
and
the
current
program
is
in
the
top
25
of
that
group's
evaluation
standards.
E
And
so
I'm
going
to
go
through
the
details
of
the
finding
in
a
minute
findings
in
a
minute,
but
first
I
just
wanted
to
give
an
overview
summary
of
what
the
results
show
us.
So
one
is
that,
at
the
end
of
the
pre-k
year,
students
who
had
attended
vpk
had
better
test
scores
and
higher
ratings
from
their
teachers
than
the
students
who
had
not
attended.
E
The
results
can't
explain
exactly
why
the
non-vpk
students
caught
up,
but
we
have
some
ideas
about
why
that
may
have
happened
so
to
now
get
in
the
nitty
gritty
details.
This
is
a
graph
and
all
the
graphs
here
are
going
to
have
some
details
that
some
of
you
may
care
about
effect
sizes,
significance,
values.
E
We
kept
doing
these
the
same
battery
of
tests
through
third
grade,
and
so
this
is
extending
that
little
box
is
what
I
just
showed
you,
but
extending
out
through
third
grade
now.
The
bottom
line
of
this
graph
is
showing
age
and
so
at
age,
six,
which
was
the
end
of
kindergarten.
For
these
students,
the
vpk
students
went
up
a
little
bit,
but
the
non-vpk
students
went
up
a
lot
and
essentially
caught
up
to
them,
and
then
the
groups
were
about
the
same
moving
forward,
and
then
that
was
for
our
sub
sample.
E
When
you
look
at
that
full
sample
of
almost
3
000
kids,
we
were
able
to
get
test
scores
then,
once
they
were
in
third
grade
from
the
state,
and
we
see
that
the
vpk
students
score
significantly
lower
on
the
state
achievement
tests
than
the
non-vpk
kids
on
math
and
science,
and
that
difference
continues
into
sixth
grade
and
now.
Reading
is
also
significantly
lower
for
the
students
who
went
to
vpk.
E
E
Cumulatively,
so
have
you
ever
had
a
suspension
from
kindergarten
through
whatever
grade
we're
talking
about
on
this
graph,
and
so
that's
why,
over
time
you
get
this
big
up
and
up
and
up,
but
you
can
see
that
by
fifth
and
sixth
grade
there
was
a
significant
difference
between
the
groups
such
that
the
students
in
vpk
were
having
more
disciplinary
offenses
than
the
students
in
the
control
group.
A
lot
of
this
was
driven
by
what
we
call
school
rule
violations.
So
those
are
things
like
not
following
the
dress
code.
E
But
then
that
difference
has
persisted
over
time,
such
that
in
sixth
grade
the
vpk
students
still
have
a
significant
higher
number
of
special
education
placements
than
the
non-vpk
students,
and
so
from
the
same
study
team
related
to
this
work.
We've
also
looked
at
the
importance
of
quality
of
what
happens
after
pre-k,
and
so
we
examined
what
kind
of
k
through
third
grade
environments
and
elementary
schools.
These
children
were
going
into
after
they
left
the
pre-k
classroom,
and
this
was
led
by
alvin
piermann
who's.
E
You
had
to
have
both
of
those
things
and
what
was
really
striking
to
us
in
this
paper
was
that
only
12
percent
of
our
sample
experience
that
kind
of
environment,
with
at
least
one
high
quality
teacher
and
a
school
making
expected
yearly
academic
gains.
As
a
reminder,
these
are
all
students
who
were
in
low-income
households
in
pre-k,
and
most
of
them
continue
even
now
to
be
in
households.
E
And
so
these
are
just
some
thoughts.
I've
had
with
some
steps
forward
based
on
the
results
of
this
study,
so
one
is
that
tennessee
is
the
only
state
with
a
randomized
control
trial
of
its
statewide
program,
with
these
kind
of
long-term
outcomes.
So
in
research
circles,
that's
really
lauded
because
that's
kind
of
the
gold
standard
for
this
kind
of
research
and
most
state
I
mean
we're
the
only
statewide
program
that
has
investigated
this
at
all.
E
E
It
supported
curriculum
implication:
it
reduced
the
number
of
approved
curricula
from
37
to
3
so
that
it
would
be
focused
on
what
would
be
considered
higher
quality
curricula
and
they
shifted
to
a
competitive
grant
application
based
on
program
quality.
So
you
had
to
show
evidence
of
quality
and
moving
towards
high
quality
to
receive
your
money,
and
it's
really
an
open
question
about
what
exactly
the
effects
are
of
the
current
vpk
program,
and
I
think
that
would
be
really
important
to
study
and
evaluate
and
could
be
really
impactful
to
show.
This
is
what
the
results
were.
E
I
also
think
it
really
gets
us
to
think
okay,
what
are
the
high
quality
experiences
that
will
benefit
children
before
they
get
into
school?
What
do
we
want?
Those
experiences
to
look
like,
and
you
know,
research
has
shown
using
this
guided
play
approach
to
create
opportunities
for
more
complex
skills,
so
getting
kids
talking
to
each
other
problem.
E
Solving
that
kind
of
thing
using
guided
play
seems
to
be
more
beneficial
than
just
focusing
on
basic
foundational
skills
in
a
more
didactic
way,
and
these
guided
play
experiences
are
what
higher
income
families
tend
to
seek
out
for
their
children,
they're
looking
at
things
like
montessori
and
nature-based
programs
and
these
kinds
of
things.
So
how
can
we
think
of
a
high
quality
programming
that
would
benefit
all
children
that
want
access
to
it
and
related
to
that
in
building
these
higher
level
skills?
E
A
study
recently
from
north
carolina
showed
that
in
their
role
programs,
only
four
percent
of
the
day
did
children
have
this
kind
of
back
and
forth
more
complex,
higher
level
conversation
with
their
teachers
that
involved
back
and
forth
at
least
three
times
as
opposed
to
just
a
close-ended.
What
color
is
the
bearish
shirt
red
great?
E
Let's
move
on
I'm
trying
to
engage
in
more
open
research
has
also
shown
those
may
be
the
things
that
are
most
important
to
help
children's
learning,
and
then
I
know
the
state's
working
on
this
right
now,
but
there's
also
been
emphasis
on
thinking
of
how
to
increase
alignment
across
pre-k
and
the
early
grades
in
a
developmentally
appropriate
way.
So
thinking
about
how?
E
B
Well,
thank
you
and
thank
you
for
adhering
to
our
our
time
guideline.
I
know
that
there
are
questions
already
and,
as
I
said,
we
do
have
a
couple.
Other
people
who
are
gonna
come
up
and
speak
shortly,
but
we'll
because
I
won't
speak
for
the
rest
of
the
committee,
but
my
mind
is
sometimes
short.
So
let's
ask
questions
about
what
you've
spoken
about
before
we
move
forward
and
chairman
williams,
you're
recognized.
A
Thank
you.
Thank
you
guys
for
coming.
This
is
actually
the
second
time
I
think
someone's
reported
since
my
tenure
here.
So
it's
exciting
to
see.
I
guess
I
have
a
couple
of
questions,
the
first
being
in
the
in
slide,
13
you.
This
is
where
you
first
show
the
pre-test
versus
the
post-test,
as
it
relates
to
the
variant
between
voluntary,
pre-k
and
and
the
subgroup
that
obviously
didn't
go.
A
E
Yeah
without
bogging
you
down
the
technical
details.
I
totally
understand
what
you're
saying
and
that's
a
really
good
question.
It
is
statistically
significant
and
we
do
think
it's
practically
significant,
because
the
way
this
particular
test
is
designed,
the
expected
kind
of
variance
where
you
could
be
considered
below
average
in
a
significant
way
is
15
points,
and
so
a
5
gain
is
actually
what
we
call
a
third
of
a
standard
deviation,
but
it's
a
good
chunk
of
the
gain.
E
A
Can
I
continue
williams?
Thank
you
for
the
record.
I
haven't
heard
the
word
standard
deviation
in
25
years,
but
thank
you
for
that,
but
on
slide
number
14.
I
did
think
this
is
interesting
where
you
draw
the
the
data
out
all
the
way
to
nine
years
old.
It
looks
as
if
you
know
those
two
groups
kind
of
come
back
together
around
third
grade.
I
guess
when
you
got
to
your
later
findings
at
the
end,
it
was
kind
of
a
narrowly
drawn.
A
If
this,
then
that,
as
it
relates
to
results,
were
you
surprised
at
all
by
that
same
standard
deviation
by
the
time
you
got
to
nine
years
old
that
it's
that
there
is
a
a
small
gap
between
those
who
didn't
go
and
those
who
did
go?
Does
that?
Does
that
surprise,
you
to
me
a
simpleton
looking
at
this?
That
is
kind
of
pretty
pretty
amazing.
Would
you
agree
with
that
or.
E
Yeah,
so
I
think
that's
right,
we
we
were,
I
wasn't
actually
even
on
the
team,
yet
I
used
the
royal
we
but
on
the
study
team
was
really
happy
when
they
saw
and
expected
to
see
this
bump
after
pre-k.
There's
really
good
evidence
that
lots
of
programs
have
shown
a
short-term
benefit
of
pre-k
right
away.
A
Okay
and
then
that's
my
final
question
on
on
graph
17,
it
shows
the
variant
as
it
relates
to
these
two
groups
as
it
relates
to
behavior.
I
I
thought
it
was
interesting.
Do
you
think
that
the
behavior
challenges
associated
with
those
that
go
to
that
is
directly
relatable
to
the
improvement
of
those
who
maybe
not
have
been
in
school
or
have
fatigue
as
it
relates
to
school,
because
usually
in
the
williams
household,
when
somebody's
kind
of
misbehaving,
it's
because
something's
out
of
out
of
whack
or
or
the
norm
has
changed?
E
Yeah,
I
do
think
they're
related
and
we
can
only
speculate
on
what
what
might
have
caused
this
difference.
But
one
thing
we
have
thought
might
be
a
possible
cause
is
particularly
when
the
program
was
enacted
here.
If
you
have
a
lot
of
focus
on
basic
skills,
things
which
are
important,
but
not
that
hard
to
learn
relative
to
other
things.
Like
learning
your
abcs,
there
are
only
26
letters
in
the
alphabet,
learning
to
count
those
kinds
of
things,
and
then
we
see
a
sometimes
redundancy
of
that
same
information
in
kindergarten.
E
So
I'm
a
kid
that
went
to
pre-k.
Now,
I'm
going
to
kindergarten,
I'm
learning
those
same
things
that
are
these
more
basic
foundational
skill.
So
I
may
start
getting
bored.
I
may
start
acting
out,
and
so
it
may
have
led
you
know,
depending
on
what
happens
to
them,
then,
when
they
go
in
this
k,
third
environment,
which
a
lot
of
them,
we
know
we're
not
attending
high
quality
programs
necessarily
after
pre-k
either.
E
Then
that
could
lead
to
some
of
these
behavior
issues.
Also,
we
wonder
if
you
know
you're
in
a
classroom
environment
where
you
have
two
adults
and
20
kids
and
an
adult
feels
like
they
have
to
exert
a
lot
of
external
control
to
get
you
to
listen
and
go
where
you're
supposed
to
go
and
do
what
you're
supposed
to
do
that
may
have.
E
Given
you,
you've
lost
an
opportunity
to
practice
some
of
what
we
call
these
self-regulation
or
self-control
skills
that
maybe
students
who,
in
those
early
ages
were
in
a
different
environment
where
they
had
a
little
more
freedom
to
kind
of
bump
into
other
kids
and
run
around,
and
maybe
that
provided
them
a
chance
to
develop
a
little
bit
more
of
those
skills.
All.
J
J
I
want
to
talk
about
the
supports
in
place
beyond
pre-k,
and
that
middle
paragraph
is
very
intriguing
to
me
in
that
we're
saying
that
voluntary
pre-k
participants
continue
to
outperform
non-participants
in
third
grade,
which
is
contrary
to
what
we've
heard
in
the
overall
study
that
caveat
the
if
they
have
both
highly
effective
teachers
and
high
quality
learning
environments,
that's
where
we've
dropped.
The
ball
is
that
point
right
there.
J
D
B
J
You,
madam
chair,
and
just
to
continue
somewhat
similar
but
different
point
as
well.
You
talked
about
in
the
early
parts
of
your
presentation,
the
development,
early
brain
development,
and
it
sounds
like
correct
me.
If
I'm
wrong
we're
talking,
it
sounds
like
we've
got
one
shot
to
get
these
kids
before
year.
Five.
J
I
don't
want
to
believe
that
that's
100
accurate.
I
want
to
think
that
we've
got
to
take
two.
Take
three
take
four
second
third,
fourth,
fifth
chances
to
try
to
rekindle
these,
these
synapses
in
the
brain
as
they're
being
formed
and
continue
to
form
until
you
get
old
like
me,
and-
and
you
start
going
in
the
other
direction.
D
I
think
that
is
an
excellent
point,
that
it
is
true
that
the
earliest
years
or
if
we
can
get
it
right
the
first
time
boy
does
it
make
a
big
difference,
because
we
we
certainly
can
address
developmental
delays.
We
can
teach
kids
who
are
in
any
have
been
born
into
and
raised
in
any
sort
of
environment.
We
should
never
give
up
on
a
child.
I
absolutely
agree
with
you,
but
it
is
much
more
difficult.
It's
much
more
costly.
D
It
takes
a
lot
more
time
and
effort
and
individual
instruction,
and
quite
frankly,
we
are
not
that
good
at
it.
We
haven't
necessarily
figured
out
the
way
to
overcome
some
of
the
the
neurological
damage,
the
biological
damage
and
social
damage
that
can
be
done
when
children
are
exposed
to
early
adversity
and
not
exposed
to
these
nurturing
and
resource-rich
environments.
K
Thank
you,
madam
chair.
I'm
sure
a
lot
of
people
find
the
results
in
third
grade
and
sixth
grade
interesting,
where
the
students
who
didn't
attend
the
pre-k
program
were
doing
better
and
I'm
sure,
you've
put
a
lot
of
effort
into
trying
to
explain.
Those.
It
seems
to
me,
like
the
effect
of
the
pre-k
program,
is,
should
be
measured
relative
to
what
the
kids
otherwise
would
have
been
doing.
K
For
example,
if
they
had
been
in
inferior
quality
day
care,
then
the
pre-k
program
would
be
beneficial,
but
if
they
instead
had
been
at
home
with
a
parent
who
would
have
been
doing
many
of
these
same
activities
with
them,
maybe
providing
one-on-one
instruction,
then
maybe
pre-k
would
be
inferior
to
that
kind
of
an
arrangement.
Does
your
study
do
anything
to
measure
the
effect
of
pre-k
programs
relative
to
other
options
that
the
kids
might
have
been
engaged
in.
E
Yeah,
it's
a
really
good
question
and
unfortunately
we
don't
have
great
measures
of
exactly
what
was
going
on
for
the
kids
who
weren't
in
the
pre-k
classrooms
on
the
supplemental
slide.
I
just
popped
up
over
here.
We
do
know
that
63
roughly
of
our
sample,
if
they
didn't
go
to
pre-k
we're
in
some
kind
of
home-based
care
by
a
parent
or
relative
thirteen
percent,
went
to
head
start.
Sixteen
percent
were
in
private
care.
Five
percent
were
in
some
combination,
so
there
is
a
variety
in
what
our
control
students
were
doing.
E
So
it's
hard
for
us
to
get
at
exactly
what
was
going
on,
for
example,
in
those
homes
we
don't
know,
but
we
are
trying
to
do
a
little
bit
of
a
look
now
to
see.
If
we
can.
The
the
issue
is
from
a
methodological
perspective.
You
don't
randomly
assign
where
these
kids
end
up,
if
they
don't
go
to
vpk,
but
we're
going
to
try
to
look
and
see.
D
And
I
I
just
wanted
to
follow
up
on
that
remember
these
are
all
parents
who
are
motivated
enough
to
sign
their
children
up.
So
these
are
the
most
motivated
parents
and
if
you've
ever
tried
to
sign
your
child
up
for
something
and
you
don't
get
in
you're
like
okay,
honey.
That's
all
right!
That's
all
right!
We're
going
to
do
this
right
and
you
are
on
it
in
the
ways
that
you
were
talking
about.
So
we
don't
know
whether
there
was
additional
sorts
of
enrichments
that
were
taking
place
for
these
kids,
who
didn't
get
it.
D
E
Yeah-
and
I
didn't
talk
about
it
here-
we
do
have
a
study
from
our
team
that
has
also
looked
at
the
density
of
the
poverty
of
the
neighborhoods.
The
students
were
in.
So
all
these
students
were
from
you
know,
low-income
households,
but
some
of
them
lived
in.
You
know
green
hills,
nashville,
which
is
relatively
affluent,
even
though
they
themselves,
weren't
and
others
lived
in
areas
with
more
poverty
in
the
neighborhood,
and
those
results
did
show
that
pre-k
was
more
effective
for
students
in
those
neighborhoods
at
higher
densities
of
poverty.
E
So
I
think
potentially
suggesting
this
idea
that,
if
you're
in
an
area
where
your
parent
can
get
you
to
some
other
resources
that
are,
that
are
high
quality
and
enriching
activities
and
things
they're,
maybe
not
as
big
of
a
benefit
as
pre-k
as
it
is
for
these
students
who
maybe
don't
have
as
many
resources
in
the
neighborhoods
that
they're
in
and
that
study
also
showed
that
there
are.
The
distribution
of
programs
is
not
always
where
the
biggest
need
is.
E
B
We
know
that
if
these
voluntary
pre-k
students
have
high
quality
environment,
both
learning
environment
and
effective
teachers,
then
they're
they
continue
to
score
higher.
Is
that
compared
to
just
just
the
other?
So
we
don't
know
if
those
students
they're
being
compared
against.
For
instance,
if
you
had
students
in
the
non-pre-k
who
had
high
quality
environment
and
effective
teachers,
do
we
know
how
those
two
bodies
would
compare.
E
Yes,
that's
a
really
good
question.
It
was
not
explained
well,
so,
essentially
the
way
this
study
worked.
It's
what
that
finding
really
was.
It
said,
okay,
if
we
take
this
small
group,
this
12
percent
of
kids,
who
you
know,
went
to
a
place
that
had
a
high
quality
environment
and
they
had
high
quality
teachers
and
that
12
percent.
What
happened
if
you
went
to
vpk
or
not,
and
so
in
that
group
is
where
you
see.
E
A
I
Thank
you.
I
love
your
passion
recently.
I
went
and
met
with
some
school
counselor
at
my
old
high
school
smyrna
high
school,
asking
about
student
behavior
and
talking
with
the
principal
dr
sutherland,
but
she
was
explaining
to
me.
You
know
the
ratio
that
the
student,
the
amount
of
students
she
has
about
530,
I
think
per
counselor,
but
she
was
giving
me
an
example
of
a
student
that
was
had
misbehaved
here
a
few
weeks
ago
and
having
trouble
so
they
got
talking
to
them.
I
We'll
come
to
find
out
the
the
kid
I
think
his
parents
were
living
in
a
hotel.
He
was
sleeping
on
the
floor.
Didn't
have
you
know,
actual
clothes,
so
they
went
and
bought
him
some
some
jeans
and
some
shoes-
and
she
said
you
know
after
that
she
said,
but
that
you
know
that
underlying
condition.
I
guess
was
kind
of
the
problem.
I
I
had
a
bill
a
few
years
ago
last
year,
increasing
social
workers,
and
I
think
this
is
an
investment
that
can
help
reach
that
those
early
stages
and
I've
shared
with
the
committee
here
and
I've
shared
with
education
committee.
A
couple
years
ago
we
put
together
a
opioid
mental
health
town
hall.
In
my
community.
We
had
110
folks,
there
tennessee
mental
health
subsidies
were
there,
several
other
people
judges
both
school
superintendents
with
the
school
superintendent.
I
Sadly,
she
passed
away
a
few
years.
I
mean
a
few
months
after,
but
here's
what
she
had
told
me
she
was
saying
yes,
more
funding
for
counselors
would
certainly
help
with
the
social
emotional
issues
we're
seeing
in
other
critical
air
social
workers,
who
are
vital
and
many
districts
can't
afford
to
fund
them.
But
here's
what
she
says
that
really
alarmed
me,
which
I
think
should
alarm
everyone
in
the
state.
She
said
the
behaviors
of
our
six
to
nine
year
olds
are
like
nothing.
I
We've
ever
seen
before:
they're
disorderly,
disorderly,
disruptive
and
aggressive,
while
we're
bringing
all
resources
into
play,
there's
no
place
for
these
children
to
be
assessed.
She
feels
good
about
the
department
of
education.
What
they're
trying
to
accomplish-
and
she
said
with
the
emphasis
on
the
whole
child
emphasis
on
the
whole
child,
not
just
part
of
the
child,
but
I
just
wanted
to
share
that
that
with
you
I
know
you
all
get
it,
but
I
do
appreciate
your
your
passion
and
concern
for
early
stages
of
childhood
development.
Thank
you.
B
All
right,
thank
you
all
and
if
you
want
to
just
stay
where
you
are
we'll
ask
our
other
folks
to
come
up
to
the
other
table
and
speak,
and
we
may
have
additional
questions
afterwards
for
one
or
both.
So
if
you
don't
mind
hanging
around
with
us,
if
you
all
would
just
have
a
seat,
I
think
mr
rand
and
ms
hobbs
and
tell
us
who
is
who
and
what
your
role
is.
And
then
you
have
your
time
limit
and
we'll
be
happy
to
hear
from
you.
Thank
you.
G
Know
today,
okay,
well,
thank
you
for
having
us
and
we're
happy
to
be
here.
I
had
the
privilege
to
come
about
a
week
and
a
half
ago
and
speak
so
some
of
you
may
have
heard
this
already
I'll,
keep
it
a
little
shorter,
but
I
am
with
kingsport
city
schools
and
we're
very
fortunate
in
kingsport
to
have
a
very,
very
high
quality
pre-k
program.
We
have
about
200
children
in
our
pre
voluntary
pre-k
program,
but
about
600
kindergartners.
G
So
that's
why
we
would
hope
for
a
little
expansion
because
we
do
believe
it
works.
We
have
very
high
quality
teachers.
Some
of
my
teachers
were
around
in
the
original
study.
They
were
there
in
2009
and
they
can
tell
you
I
wish
they
were
here,
because
they
can
tell
you
that
in
2017
their
jobs
changed
drastically.
G
I
mean
everything
just
became
more
important
to
them.
Everything
was
high
quality,
the
expectations
rose
and
their
teaching
changed,
and
because
of
that,
I
think
the
pre-k
also
changed.
They
are
high
quality
because
they
continuous
and
continually
learn
they
go
to
workshops
that
are
labeled
developmental
science.
G
It
has
steadily
risen
and
I
think
a
part
of
that
is
because
of
the
quality
act
and
the
things
that
the
teachers
are
doing
to
better
themselves
last
year
or
this
current
year
in
february,
I
did
a
mid-year
assessment
and
we're
already
at
93
percent
proficient
in
advance.
So
I
can't
wait
to
see
what
happens.
We
have
40
days
left
about
something
like
that.
G
So
I
hear
from
teachers,
but
next
week
we
are
doing
kindergarten
registration
and
we
are
going
to
have
a
two-week
window
in
april,
where
we're
going
to
screen
all
of
our
upcoming
kindergartners,
whether
they
were
involuntary
pre-k
or
not.
So
I
will
have
some
data
that
I
will
be
happy
to
share
with
you,
because
these
will
be
kindergarten
teachers
doing
the
screening
and
they
will
have
data
and
it
will
tell
us,
did
they
go
to
a
community
school
preschool,
a
church
preschool
a
voluntary
pre-k
or
nothing?
G
So
we
will
have
some
strong
data
from
that
and
I'll
be
happy
to
send
that
to
you.
One
thing
I
want
to
say
about
going
into
pre-k
that
we've
noticed
in
kingsport
we
have
100
poverty
in
our
pre-ks.
All
of
our
children
meet
the
guidelines
for
property
100
with
a
waiting
list.
I
had
to
count
the
other
day
for
our
assistant,
commissioner,
and
I
have
34
on
our
waiting
list
who
could
not
get
in
who
meet
poverty
guidelines,
and
then
I
have
31
who
are
still
on
the
waiting
list.
Who
do
not?
G
So
we
do
have
a
need
for
more,
but
when
they
go
into
pre-k
and
the
children
who
attended
vpk
are
equivalent
to
those
who
did
not.
That
makes
me
excited
that
makes
me
very
happy,
because
if
they
had
not
attended
voluntary
pre-k,
they
would
not
be
equal,
and
we
know
that
we
do
so
and
we
would
be
happy
to
share
any
of
that
data
with
you.
Okay,.
B
L
L
They
recruited
me-
and
I
have
been
there
ever
since,
but
my
life's
work
has
been
in
the
area
of
preschool
in
kindergarten
aged
children,
and
so
I
have
lived
this
this.
This
entire
process
or
history
of
of
preschool
evolution
in
our
state
is
something
I
have
lived.
I've
also
lived.
The
stories
of
children's
and
families
lives,
who've
been
touched
by
preschoolers,
and
when
I'm
in
my
community
that
I
teach
in
I'm
seeing
police
officers,
nurses,
mechanics
grocery
store
workers
that
were
my
former
preschool
students.
L
I
even
adjunct
for
a
community
college
in
in
east
tennessee,
and
I
have
been
privileged
to
be
the
child's
first
teacher
in
preschool
and
her
first
teacher
as
she
entered
into
community
college,
community
college
and
or
preschool
changes,
children's
lives
and
one
of
the
quality.
The
factors
that
we
have
in
our
particular
program
is
involving
the
families
we
believe
in
that
interaction
between
children
and
families,
and
that
I've
seen
families
move
out
of
poverty.
I've
seen
them
own
their
own
homes,
I've
seen
them
get
college
degrees.
L
Many
of
our
st
parents
are
able
to
go
back
to
school
once
their
children
are
in
preschool
and
they
report
that
to
us
our
small
city
is
underserved.
We
don't
have
that
many
places
for
children
to
be
able
to
attend,
and
if
there
are
some
there
they're
unaffordable,
and
so
once
families
can
enroll
their
children
in
preschool.
L
It
allows
them
some
flexibility,
25
of
the
families
report
being
able
to
go
back
to
work
once
their
children
enter
preschool.
Likewise-
and
this
is
an
even
more
important
piece
in
my
mind-
is
that
97
of
our
families
report
their
their
growth
in
their
own
ability
to
support
their
children
throughout
the
school
years.
L
Now
to
me,
that's
huge
because
one
year
of
preschool,
I
want
to
claim
we
are
the
shining
light
for
the
the
community
workers
in
in
my
city,
but
ultimately
has
come
back
to
our
relationships
with
families
and
their
ability
to
support
their
child
through
the
educational
system
and
advocate
for
them.
So
that's
a
huge
piece
in
our
program.
L
We
are
a
program
that
has
been
around
since
the
very
beginning
and
and
as
amy,
a
good
friend
of
mine
has
already
illustrated
in
2016
the
whole
world
changed,
and
it
is
true
it
did,
and
and
not
not
so
much
in
what
we
did
in
our
practice
in
linar
city,
because
we
believe
children's
play
is
the
most
important
vehicle
through
which
they
learn
about
the
world
and
we
kept
hold
of
that
particular
foundation.
But
what
happened
in
2016
is
our
accountability.
L
F
Thank
you,
madam
chairman,
and
I
was
listening
to
your
presentation
as
I
was
outside.
I
apologize
to
step
out.
I
know
you're
very
excited
about
this
and
y'all
do
a
fantastic
job
there.
Here's
kind
of
my
question
on
this,
so
we
have
quite
a
few
federal
programs
that
provide
for
daycare
programs
and
we
have
the
ability
here
in
this
state
to
elevate
those,
especially
just
before
kindergarten
to,
in
essence,
the
same
standard
as
some
of
our
higher
quality
pre-k
programs.
F
G
I
I
don't
know
if
this
answers
your
question
or
not,
but
in
terms
of
numbers
I
don't
have
those,
but
I
can
tell
you
the
only
other
federal
funding
that
I
have
in
kingsport
city
is
through
head
start,
and
that
may
be
what
you're
talking
about
the
beautiful
thing
about
that
is
heads.
We
have
a
collaboration
with
head
start
and
our
voluntary
pre-k
and
the
way
it
works
head
start
provides
a
facility
a
building
they
help
out
with
our
assistant.
G
But
we
as
a
school
system,
provide
a
certified
teacher
who
has
the
knowledge
and
skills
and
continued
learning,
and
we
also
provide
the
curriculum
which
is
guaranteed
and
viable
that
the
state
gave
to
us.
So
it's
a
great
partnership.
We
are
also
by
doing
that.
We're
accountable
to
department
of
human
services
as
well
as
depart
department
of
education.
F
Chairman
and
so,
if
you're
partnering
with
him
already,
then,
is
it
a
at
least
a
fair
assumption
that
the
majority
of
the
children
that
are
in
your
volunteer
pre-k
program
are
at
least
eligible
for
the
head
start
program?
If
we're
utilizing
federal
funds
on
that,
then
I
would
assume
anyways
we're
in
compliance
with
all
of
that
and
that
most
are
eligible.
G
Yes,
they
would
be,
they
would
fall
under
the
same
guidelines.
The
difference
is
the
accountability
that
we
got
back
to
the
quality
act
in
our
head
start.
Building
that
we
are
in.
We
have
we
partner
with
another
county,
and
the
county
programs
do
not
have
certified
teachers,
they
don't
use
the
curriculum.
So
it's
it's
all
about
the
quality
yeah.
L
I
will
say
one
thing:
it's
my
understanding
and
I
don't
know
amy,
but
it's
my
understanding
that
vpk
has
extends
the
income
levels.
So
head
start
is
really
a
program.
That's
for
families
that
are
below
a
certain
income
level
in
order
to
qualify
for
vpk,
we
have
a
sweet
spot
and
it
is
just
above
what
head
starts
income
and
right
up
to
free
and
reduced
lunch,
and
so
that's
that's
the
next
level
of
children.
That's
my
understanding
of
who
qualifies
for
the
program
as
compared
to
head
start
now.
L
There
are
some
intermingled
programs
for
sure
that
was
part
of
the
expansion
policy
when
we
expanded.
If
you
all
remember
that,
maybe
some
of
you
do
something
we
don't,
but
when
we
expanded,
we
were
able
to
partner
with
head
starts
or
private
child
care
facilities.
That
was
a
possibility.
The
money
was
funneled
through
leas.
L
F
Okay,
later
lambert,
family
chairman,
and
it
absolutely
does
and-
and
I
knew
we'd
extended-
those
income
levels
up
at
some
point-
I'm
sure
we
could
look
at
how
many
children
fall
into
both
of
those
categories.
I'm
sure
someone
has
those
numbers,
but
it
just
is
something
I
wanted
to
at
least
highlight,
because
I
agree
with
you-heartedly.
I
mean
we've,
never
really
increased.
F
Those
head
start
standards
to
have
certified
teachers
to
require
the
same
level
of
programming,
and
yet
they
are
they're
in
many
times,
partnering
with
programs
like
yours
and
or
providing
similar
services,
but
at
a
much
lower
standard,
and
that
doesn't
make
any
sense
to
me.
There's
no
reason
why
we
we
shouldn't
raise
those
standards
in
my
opinion,
but
thank
you
very
much
and
I
appreciate
the
work
you
do.
B
C
L
You
know
what
that's
tricky
that
is
part
of
the
work
that
is
part
of
our
work.
I
will
say
that
as
families
do
register
or
sign
up
their
children
for
preschool,
we
are
clear
with
our
mission
statement
and
that
is
that
it's
a
partnership,
it's
a
collaboration
between
school
and
home
and
that
relationship
is
important.
L
L
They
we
we
do
not
provide
transportation
in
our
in
our
district
and
so
that
right
there
is
a
commitment
for
families
that
they
bring
their
children
every
day
and
pick
their
child
up,
and
in
that
process
we're
able
to
build
relationships
with
these
families
at
drop
off
and
pick
up
times
and
really
hone
in
on
some
key
relationships
and
really
keeping
the
child
of
the
center
of
that
relationship
and
building
those
relationships.
That,
I
believe,
are
foundational
I
I
have
had
you
can
imagine.
L
I've
got
28
29
year
old
children,
who
are
now
adults
right
that
were
in
my
first
cohort
in
1998,
if
we
think
of
their
preschoolers
in
98,
and
they
are
some
of
them-
have
graduate
degrees
and
whatnot.
I
have
seen
many
of
them
come
back
and
some
of
them
come
back
with
their
parents.
That's
the
relationship
that
we
build
in
the
preschool
years.
It's
that
important
to
us.
G
And
to
be
specific,
we
do
have
some
rules
and
regulations
we
have
to
follow.
All
of
the
parents
must
attend
an
orientation
it's
required,
and
then
we
do
either
a
home
visit
which
we
hope
to
do,
but
if
they
don't
want
us
to
come
to
their
home,
we're
happy
to
host
them
at
the
school
and
there
are
a
few
requirements
they
have
to
participate
in
in
order
to
be
part
of
the
program.
So
that
helps
we
also
do
parent
events.
G
We
teach
them
about
school
because
a
lot
of
our
parents
don't
want
to
come
into
the
school
because
of
fear.
Maybe
they
didn't
have
a
good
experience
or
whatever.
So
we
think
that's
part
of
our
mission
in
addition
to
teaching
their
children,
we're
teaching
the
parents
and
by
doing
so
when
they
get
to
kindergarten,
they'll
be
more
taking
more
active
role
in
their
children's
learning,
because
really
they
are
the
first
teachers.
B
D
L
Preschool
education
is
not
conventional
by
any
stretch
of
the
imagination.
If
you
saw
the
clothes
that
I
wear
every
day,
because
I
not
only
do
I
direct
and
lead
the
program,
teach
some
classes
and
community
college
and
and
beyond,
at
universities,
I'm
also
in
the
classroom.
Yesterday
I
was
with
a
group
of
four-year-olds
and
tomorrow
I'll
be
back
with
them.
The
knees
of
my
jeans
are
worn
out
and
the
toes
on
my
shoes.
If
you
look
at
them,
the
toes
on
my
shoes
are
also
worn
out.
It
is
complicated
work.
L
There
is
nothing
easy
about
it
and
there's
nothing
that
can
just
be
written
in
a
a
curriculum
and
just
followed
it
is.
It
has
been
my
life's
work.
I
continue
to
advocate
for
it
and
I'll
advocate
for
the
next
generation
of
preschool
and
kindergarten
teachers
who
understand
play
as
the
vehicle
for
children's
learning.
B
I
don't
have
any
further
questions
on
my
list,
so
I
want
to
thank
all
of
our
presenters
today
for
your
time.
You've,
given
us
a
lot
of
things
to
think
about,
I
think
you
have
underscored
for
me
a
bias
that
I've
had
for
a
long
time.
I
think
the
most
important
thing
that
we
can
do
for
students
in
tennessee
is
provide
quality
teachers.