►
Description
House Government Operations Committee- April 11, 2022- House Hearing Room 1
A
A
A
A
A
A
D
A
Thank
you,
mr
chair.
My
amendment
cleans
up
the
rule
language
in
the
bill,
clarifying
that
the
rules
must
be
promulgated
in
accordance
with
the
uapa,
as
well
as
clarifying
that
the
recommendations
of
the
state
board
of
education
will
be
included
in
the
filing
of
the
rules
when
filed
with
the
secretary
of
state.
A
I
also
want
to
state
for
the
record
that
the
government
operations
committee
interprets
the
review
of
the
rules
by
the
state
board
of
education
to
be
that
of
the
final
version
of
each
rule
to
be
filed,
which
is
to
say,
the
state
board
will
see
the
rules
as
they
are
to
be
filed
with
the
secretary
of
state
and
make
recommendations
on
that
final
version
of
the
rules
to
be
filed.
With
that
explanation,
mr
chair,
I
stand
ready
for
questions.
D
A
A
E
Thank
you
very
much
and
by
the
way
I
fully
support
the
amendment
we
just
added.
I
think
it's
a
great
catch
and
the
rulemaking
authority,
so
that
when
the
rulemaking
comes
before
the
gov
ops,
that
the
recommendations
from
the
state
board
move
right
around
so
excellent
amendment,
fully
supportive
of
that
members
of
the
committee
bring
before
you
house
bill
2143,
which
is
known
as
tessa
stands
for
tennessee
investment
in
student
achievement
act
we're
before
you
now.
We
have
moved
this
this
bill
out
through
education
full
as
well
as
education
sub.
E
Let
me
just
give
you
a
brief
and
then
chairman
at
any
time.
You
want
to
stop
me
for
a
particular
question,
so
I
give
you
just
a
50
000
foot
view
of
what
we're
doing.
If
that's
permissible,
please
that's
what
we
prefer.
Okay
members,
what
what
this
particular
bill
does?
We
are
looking
at
a
new
way
of
replacing
our
bep
formula
that
we've
had
for
30
years
since
1992.
This
is
how
we
fund
k-12
education.
E
I
have
set
on
the
education
committee
now
for
nine
years,
either
the
capacity
of
sub-chair
or
full
chair,
and,
at
this
point
with
46
metrics
in
the
bep.
I
still
cannot
explain
that
to
you.
This
is
a
system
that
goes
student-centered
and
it's
funding
and
I'm
fully
supportive
of
it.
I
really
do
like
what
I've
been
studying
for
the
past
four
months
in
this
in
this
particular
bill.
E
It
has
three
goals:
to
support
each
student
to
read
proficiently
by
third
grade
item
two,
the
second
thing:
it
prepares
our
high
school
students
for
post-secondary
career
in
higher
education,
which
we'll
see
and
then
lastly,
provide
each
student
with
resources
needed
to
succeed
regardless
of
their
background,
as
this
bill
moves
through.
If
it
moves,
if
it
moves
through
the
house
and
senate
and
is
passed
and
then
with
the
governor's
of
approval,
then
this
would
conclude
with
it
one
billion
new
recurring
dollars
in
our
k-12
funding.
E
What
I
really
do
like
about
this
particular
piece
of
legislation,
we
go
from
46
metrics,
there's
really
four
ways
of
funding.
There
is
the
base
the
base
is
the
minimum
amount
like
if
you
were
going
to
start
up
a
school
system?
What
would
you
need
in
order
to
start
your
school,
such
as
teacher
salaries,
nurses,
counselors,
principals,
rti
instructors,
basic
technology
and
school
support
staff
so
is
a
base.
E
Every
student
that
goes
through
every
school
within
every
district
gets
a
base,
and
that
amount
is
six
thousand
eight
hundred
and
sixty
dollars
once
the
base
we
go
to.
What
is
a
student-centered
funding
formula
and
each
student,
the
needs
of
the
student
has
a
certain
weight,
and
so
what
that
means
is
we
add
a
percentage
of
the
base
onto
the
funding
formula
for
each
child.
For
example,
you
have
one
student.
E
Wait
will
be
if
the
students
in
that
school
are
economically
disadvantaged
and
what
that
means
if
they
are
homeless,
foster
runaway
migrant
students
or
free
and
reduced
loot,
reduced
lunch
child
every
child
that
fits
in
that
category.
For
that
lea,
they
get
25
of
the
base
added
on
to
their
funding,
and
then
you
have
things
like
concentrated
poverty.
That
means
that
a
student
is
a
member
of
a
school
eligible
for
title.
1
school-wide
there's
an
extra
five
percent
of
the
base
for
concentrated
poverty,
small
districts,
an
lea
that
has
a
thousand
or
less
students.
E
It
gets
an
extra
five
percent
per
student
due
to
the
sparsity
and
then
there's
sparse
districts,
a
county
lea
with
fewer
than
25
students
per
square
mile.
It
takes
more
to
go
pick
these
kids
up
on
transportation,
so
they
get
an
extra
five
percent
and
lastly,
in
the
student
weights
you
have
unique
learning
needs.
These
are
additional
needs
that
a
student
may
have
from
dyslexia
to
a
student
that
may
stay
at
home
because
their
unique
needs
where
they're
in
wheelchairs
and
cannot
come
to
school
and
so
they're
each
funded.
E
Based
on
that,
besides
that,
the
other
on
the
only
other
funding
is
the
state
is
going
to
kick
in
direct
funding.
This
will
not
come
from
the
local
match
portion,
but
there
will
be
a
direct
funding.
That's
every
student,
that's
in
k-3
will
receive
an
extra
500
and
then
also
you
have
fourth
grade
literacy
tuning
tutoring
and
then
you'll
have
cte
students.
Every
student
currently
gets
about
forty
five
hundred
dollars.
Cte
we're
gonna,
raise
it
up.
E
Five
hundred
dollars
to
about
five
thousand
dollars
per
student
for
cte
and
then
lastly,
you
have
outcomes,
funding
that
subject
to
available
funds,
districts
that
do
very
well
in
certain
areas
such
as
third
grade
reading
or
cte,
hitting
cte
benchmarks,
get
to
get
extra
funding
and
then
for
those
schools
that
have
they're
growing
rapidly
fast
growth
districts.
There's
funding
available
there.
E
G
A
G
Mr
chairman,
I
have
about
five
questions
here:
they're
mainly
yes
or
no
answers
go
for
it
and
if
I
could
just
follow
along
here
appreciate
it.
Thank
you
thank
you
department
for
being
here
today
and
I'm
sure
you've
probably
heard
these
questions
numerous
times,
but
I
promised
my
constituents
back
home
that
I
would
ask
these
questions
and
and
again
thank
you
for
being
here
and
and
I'm
sorry,
if
you
repeat
yourself,
first
question:
does
this
be
on
any
way
fund
charter
schools
ahead
of
regular
public
schools.
B
B
B
G
G
B
Maintenance
of
effort
will
be
calculated
in
the
same
way
that
it
is
now.
So
it
is
a
local
decision
in
terms
of
how
much
additional
funding
they
would
want
to
put
in.
But
there
is
nothing
in
the
bill
that
would
force
that
to
increase
outside
of
what
would
unless
they
would
have
to
increase
for
meeting
their
minimum
requirements.
G
B
Yes,
sir,
so
both
the
department
and
then
the
sycamore
institute
did
two
independent
reviews
on
that.
The
department
went
through
2030
sycamore
institute
went
through
2035,
and
what
you
will
see
is
that
in
every
district
in
the
state,
the
line
for
the
bep
increase
is
higher
than
that
for
tesa.
So
there
should
not
be
increases
at
the
local
at
a
rate.
That
is,
it
would
be
a
slower
rate
than
what
would
happen
under
the
bep.
G
B
No
sir,
in
fact,
under
the
new
formula
we
would
actually
have
rule
making,
whereas
under
the
bep
there
is
not
rule
making,
the
department
makes
a
number
of
decisions
internally
that
do
not
go
through
any
rule
making
process.
We've
added
that
rule
making
into
this
bill
for
public
transparency
and,
frankly,
to
ensure
that
it
does
have
to
go
through
the
general
assembly
before
anything.
That
would
impact
something
as
significant
as
school
funding.
A
G
A
H
H
H
B
No,
sir,
so
I
think
the
the
way
I
interpreted
your
original
question
was:
could
unique
learning
need
dollars
be
redistributed
to
those
two
entities
and
the
answer
is
no.
The
student
generates
the
funding
that
funding
is
specific
only
for
public
schools
that
would
include
traditional
public
schools
and
public
charter
schools.
It
would
not
include
private
schools.
H
Well,
because
that's
what
I'm
following
up
on,
I
heard
your
testimony
earlier
today
and
I
thought
you
said
this
bill
would
not
expand
funding
for
charters.
But
what
you
just
said-
and
I
want
to
make
sure
I'm
clear-
is
that
as
as
currently
drafted,
this
bill
could
could
involve
the
effectively
the
transfer
of
over
800
million
dollars
to
charter
schools
based
on
the
unique
learning
needs
funding.
In
other
words,
all
of
that
money
right
could
flow
to
charter
schools
following
the
students
you.
B
No
sir,
that
apologies,
that
that
would
not
be
accurate,
so
students
in
public
schools
would
generate
unique
learning
need
funds.
Those
funds
would
be
for
students
in
traditional
public
schools
and
public
charter
schools.
There
is
nothing
in
the
bill
that
would
move
the
entirety
of
unique
learning
needs
to
public
charter
schools.
I
I
don't.
I
don't
see
a
scenario
where
that
would
that
would
occur.
A
B
H
I
understand
your
testimony
is
that
the
structure
of
the
spill
has
the
money
following
the
student.
But
what
I'm
saying
is
that
there's
nothing
in
this
bill
that
prevents
the
transfer
of
the
funding
following
the
student?
Okay,
as
you
describe
it,
the
transfer
of
all
860
plus
million
dollars
to
charter
schools,
in
other
words
following
the
student
as
you
describe
it.
All
of
that
money
could
end
up
in
a
charter
school
a
public
charter
school
or
could
end
up
in
a
public
school
traditional
public
school.
Isn't
that
fair.
B
Only
scenario
where
all
of
the
unique
learning
needs
funding
would
be
in
a
charter
school.
The
the
bill
is
clear
that
every
student
in
a
traditional
public
school
who
qualifies
for
unique
learning
need
would
generate
that
funding
and
that
funding
would
remain
in
their
traditional
school
or
their
public
charter
school.
There
is
nothing
in
the
bill
that
would
allow
the
entirety
of
that
fund
to
be
allocated
to
charter
schools,
unless
you
all
made
a
change,
and
certainly
I
would
defer
to
you
all
on
that.
H
B
No
sir,
it
isn't
the
only
way
that
is
accurate
is
again
in
a
hypothetical
where
every
single
school
in
the
state
is
a
public
charter
school.
I
in
no
way
think
that
that
is
possible
or
happening.
So
in
this
scenario
for
unique
learning
needs.
Wherever
the
student
is
enrolled,
they
would
generate
that
funding.
There
is
no
mechanism
where
that
funding
gets
reallocated
to
anywhere
else
besides,
where
that
child
is
attending
school,
that
is
written
into
the
bill.
B
So
right
now
in
the
current
reality
of
school
systems
in
the
state,
if
a
child
goes
to
a
traditional
public
school
and
they
have
unique
learning
needs,
they
will
generate
funding
and
that
funding
will
stay
at
their
traditional
public
school.
If
you
have
a
charter
or
if
a
student
at
a
public
charter
school
and
that
student
generates
funding,
then
the
funding
would
be
for
that
student
in
their
public
charter
school.
I
think,
what's
really
important.
J
Thank
you,
mr
chairman.
I
guess
my
first
question.
I
want
to
refer
back
to
my
colleague
who
asked
if
what
he
asked
was
were
charter
schools
funded
first,
he
didn't
ask
if
they
were
funded
differently.
He
asked
if
monies
for
charter
schools
came
out.
First
is
my
quote,
and
I
don't
think
you
answered
specifically
that
question
you.
B
So
there
is
no
first
or
last,
there
is
funding
that
is
generated
for
public
schools
and
those
schools
and
those
schools
generate
the
funding
for
the
students
who
are
enrolled
and
attend
there.
That
funding
has
been
distributed
10
times
per
year
for
traditional
funding
and
then
five
times
per
year.
If
you're,
a
fast
growth
district
representative.
J
B
Sir,
so
no
this
is
a
student-based
formula.
39
states
have
it.
We
have
referenced
a
number
of
states,
including
texas,
florida,
indiana,
maryland,
etc.
So
this
was
written
specifically
in
tennessee
and
for
tennessee,
but
I
will
acknowledge
that
there
are
39
other
states
who
currently
use
this
formula
in
a
variety
of
different
places
across
the
country.
B
So
I
would
disagree
that
florida
and
texas
are
similar
to
our
bills.
I
was
in
texas
when
that
bill
was
written
and
I
do
not
actually
think
that
they
are
comparable.
I
think
they
are
very
different
from
each
other
and
yes,
they
have
different
fiscal
capacity,
modeling
and
calculations,
so
that
would
be
specific
to
those
states,
priorities
and
needs,
and
we
certainly
have
a
proposal
in
this
in
our
state.
J
This
legislation
may
not
promote
vouchers
or
promote
charters,
but
what
it
does
with
the
weighted
formula,
the
kids
that
are
typically
targeted
for
charters
and
vouchers
are
going
to
be
carrying
a
whole
lot
more
dollars
with
them
to
those
charter,
schools
or
private
schools.
Because
of
the
weights.
I
think
the
weights
are
not
necessarily
a
bad
thing.
There
are
things
about
the
weights
that
are
good,
but
what
we're
doing
is
we're
going
to
be
heavily
weighting
and
sending
vast
amounts
of
these
dollars
to
inferior
charter
schools
in
tennessee
I
mean
that's
a
fact.
A
J
I
would
say,
based
on
the
state
data
we
have
over
a
hundred
charter
schools,
38
percent
performing
the
bottom.
Five
percent
of
success,
77
perform
in
the
bottom
10
and
only
five
is
according
to
state
data,
are
above
20
percent.
So,
in
my
view,
I
think
it's
important
that
we're
spending
our
money
in
our
traditional
public
schools.
B
So
so
I
can
appreciate,
on
policies
related
to
school
choice,
appreciate
your
perspective
on
that.
I
think,
as
it
relates
to
school
funding
the
school
funding
whenever
you
increase
funding
for
public
schools,
and
that
is
the
same
for
the
bep
any
school
funding
model
where
you
increase
funding,
yes,
students
will
have
more
dollars
associated
with
them
for
their
specific
needs
in
this
case
and
what
is
being
built
under
tisa
that
you
all
are
considering.
B
J
I
I
do
think
that
part
of
the
certain
things
in
the
weights
are
are
good
and
it's
a
good
direction.
I
absolutely
agree
with
you
there.
My
concern
is
when
it's
not
going
when
the,
when
the
monies
aren't
going
to
traditional
public
schools
and
they're,
going
to
charters
or
vouchers.
That's
where
I
have
the
concern
department.
B
No,
I
think
the
only
comment
I
would
say
is
that
public
charter
schools
would
be
included
in
this,
but
just
to
reiterate,
I
know
there
was
a
question
earlier
on
that
private
schools
are
not
included
in
tisa
and
there
is
not
a
part
in
in
this
bill
that
would
include
private
schools.
So
I
appreciate
the
question.
J
Thank
you,
mr
chairman,
and
thank
you
for
being
here
today.
Yes,
ma'am,
my
question
is
for
years
since
I've
been
here,
you
know
we
vote
and
we
think
we're
sending
teachers
raises
and
it
never
gets
to
the
or
doesn't
always
get
to
the
teachers
so
and
I'm
calling
the
formula
a
pyramid.
So
if
we,
if
we
request
that
the
teachers
get
a
certain
raise,
will
they
get
the
raise
or
how
would
that
be
in
the
formula.
B
Yes,
ma'am,
so
I'm
in
the
formula,
if
you
all,
let's
say,
want
to
increase
teacher
salaries
by
a
hundred
million
dollars
or
this
year.
I
think
the
proposal
is
125
million
dollars.
Then
you
would
you
would
state
that
that
would
be
funding
that
would
have
to
go
to
existing
educator
salaries,
meaning
it
doesn't
go
into
a
pot
with
a
lot
of
flexibility.
It
has
to
go
to
increasing
salaries
of
existing
educators.
B
The
other
thing
that
it
does
is
it
ensures
that
the
minimum
salary
amount
for
educators
through
the
state
board
would
have
to
be
increased
by
the
proportional
amount
that
you
you
add
to
the
formula.
So
that
allows
for,
I
think,
a
more
direct
and
frankly,
certain
way
of
ensuring
that
that
funding
goes
directly
to
teacher
pocketbooks.
B
J
B
Yes,
ma'am,
so
that
would
be
your
teacher
classroom
teachers,
counselors
librarians.
In
many
cases
your
assistant,
principals
and
principals.
It
can
also
be
special
education
teachers,
but
it
would
all
be
school
site
personnel.
I
think
when
you
look
at
anyone
who
has
a
credential
or
certificate
in
tennessee
that
does
include
directors
of
schools.
Frankly,
I'm
in
that
number,
this
is
really
about
ensuring
it's
school-based
personnel
who
are
doing
direct
services
to
students,
so
those
would
be
eligible,
but
those
are
the
those
are
the
types
of
jobs
that
would
be
included.
J
You,
mr
chairman,
so
my
last
question
is:
who
decides
on
the
starting
pay
of
teachers?
Each
county
seems
to
have
different.
You
know,
and
some
of
them
are
well
of
course,
they're
95
counties
or
I
don't
know
how
many
districts
but
95
counties.
So
how
do
they?
How
does
that
affect
the
the
start
and
pay
for
new
teachers?
Now
within
t?
You
recognize.
B
Yes,
ma'am
so
right
now
the
state
board
of
education
will
determine
the
minimum
salary
for
any
teacher
in
the
state.
Many
of
our
districts
will
actually
set
that
minimum
salary
to
be
higher
so
right
now
we're
at
38
000.
We
expect
that
this
july
that
will
bump
to
40
000.,
that's
what
the
department
and
the
state
board
had
publicly
discussed.
Last
year.
We
put
a
pause
because
of
the
pandemic.
B
We
expect
that
if,
for
every
100
million
approximately
that
the
general
assembly
adds
it
would
increase
that
minimum
salary
by
about
a
thousand
dollars
and
again
that's
the
statewide
minimum
for
many
of
our
districts,
who
have
a
higher
minimum
than
that,
they
would
also
be
able
to
increase
that
minimum
commensurate
with
any
any
additional
funds
that
you
all
put
in.
Yes,
ma'am.
A
F
I
I
A
F
That
really
wasn't
never
was
true,
because
every
school
district
has
several
teachers
that
wasn't
included
in
the
bep
formula,
because
because
of
scheduling
or
whatever
they
had
to
have
extra
teachers,
and
does
this
teaser?
Does
it
pay
for
every
teacher
fars?
That's
teaching
in
that
school
district
or
is
it
like?
The
bep
is
just
calculates
the
number
of
students
and
then
y'all
check
and
see
how
many
teachers
are
supposed
to
be
with
those
number
of
students,
department,
recognized.
B
Yes,
sir,
so
I
think
with
the
bep
you're
right,
there
is
a
a
bep
funded
number
of
teachers
and
many
of
our
districts
higher
and
staff
above
that
minimum
number
that's
funded
in
the
bep
under
tsa.
It
is
much
more
flexible,
so
it
is
funded
to
ensure
that
every
grade
level,
regardless
of
whether
you're
in
kindergarten
or
in
11th
grade,
has
that
1
to
20
ratio.
F
B
Though
there
aren't
20
kids
in
that
classroom-
and
I
know
you
know
that
well,
and
so
one
of
the
things
that
the
additional
one
billion
dollars
does
provide
is
additional
funding
to
help
support.
Some
of
those
particular
needs,
and
I
would
say
in
particular
sparsity
that
five
percent
additional
weight
for
sparsity
is
really
important
for
many
of
our
school
districts,
because
it
accounts
for
things
like
transportation,
as
well
as
some
of
those
class
size.
Differences
that
you
might
see
in
particularly
rural
communities.
A
K
B
I
Thank
you,
mary
anderson,
cfo
of
the
department.
Thank
you.
Currently,
there
are
approximately
66
000
classroom
teachers,
and
then
there
are
additional,
of
course,
licensed
personnel
and
instructional
personnel,
but
in
classroom
teachers
we
are
about
66
000,
not
all
of
whom
are
funded
through
the
bep.
K
K
Okay,
thank
you
for
that.
I
do
now
I
kind
of
want
to
switch
to
another
question,
and
this
is
about
the
economically
disadvantaged
and
concentration
of
poverty,
and
I
think
we
talked
about
this
earlier.
How
comfortable
are
you
that
we're
capturing
all
of
the
students
that
would
fall
in
this
category?
That
that
is
a
a
good
milestone
that
we
need
to
use
as
a
as
a
measurement
to
make
sure
that
we're
capturing
all
the
kids
that
none
are
slipping
through
the
cracks.
B
So
I
think
I
would
probably
ask
for
a
clarification
in
terms
of
kind
of
what
is
the
definition
that
you're
basing
off,
and
then
I
can
say
how
many
of
those
kids
are.
I
would
say
just
for
foundational
sake
in
the
economically
disadvantaged
category.
It
does
include
those
students
who
are
what
we
would
have
maybe
said
more
likened
to
free
under
the
frpl
model,
students
who
are
homeless,
foster
runaway
migrant.
B
All
of
those
students
are
captured
and
economically
disadvantaged.
It
allows
for
that
pretty
significant
weight
when
you
compare
the
weight
percentage
that
we're
proposing
compared
to
what
you
see
in
other
states,
we
also
have
that
concentration
of
poverty
indicator.
The
number
of
students
who
are
captured
in
concentration
of
poverty
is
commensurate
or
proportionally
the
same
as
it
was
in
2016
when
the
state
made
the
change
from
frpl
to
the
current
at-risk
definition.
So
it's
it's
just
over
two-thirds
of
the
students
are
capturing
concentration
of
poverty.
Chairman
dixie
follow-up.
K
A
B
So
so
I
would
say
two
things
in
response
to
that.
Sir.
I
think
first
and
foremost
is
when
you
look
at
the
concentration
of
poverty,
just
just
to
be
clear.
That
is
about
where
that
child
goes
to
school,
and
is
it
a
title
one
eligible
school,
you
might
have
a
student
who
is
maybe
under
the
free
reduced
price
lunch
model
might
be
a
reduced
price
student.
Who
is
not
going
to
a
title
one
school?
B
That
being
said
right
now,
the
federal
government
has
not
yet
determined
a
consistent
way
of
using
medicaid
or
medicare
type
programs
for
direct
certification.
They
have
a
couple
of
pilots.
They
are
in
their
third
cohort
of
a
pilot
to
determine
how
you
would
transfer
a
medical
based
program
into
a
school
funding
program,
but
states
are
taking
that
very
slowly.
What
I
would
encourage
is
that
there's
additional
conversation
and
studying
that
through
a
pilot
program
and
again,
the
federal
government
is
going
through
that
piloting
process
right
now.
A
I'm
sorry
hold
your
hold
your
motion.
Any
objections
to
going
back
in
session
sign
now,
chairman
calpha
you're
recognized
we're
in
session
question
has
been
called
any
objection
to.
I
see
three
hands.
We
are
voting
on
a
previous
question.
All
in
favor
of
previous
questions
indicate
by
saying
aye,
all
opposed,
nay,
no
eyes
have
it
we're
now
voting
on
we're
now
voting
on
sending
forgive
me,
mr
sponsor,
do
you
have
any
closing
comments.
E
Thank
you
very
much.
I
appreciate
the
discussion
and
my
only
closing
comment
is
is
I
just
think
this
is
a
a
formula
where
our
our
leadership
and
our
it
gives
lots
of
flexibility
to
our
school
leaders
and
the
funding
model
is
going
to
make
changes
that
we
have
not
been
able
to
do
under
the
current
models.
With
that,
I
appreciate
it
and
I
renew
the
motion.
A
Thank
you,
members
we're
voting
on
a
positive
recommendation
and
sending
this
bill
to
finance
ways
and
means
all
in
favor
of
a
positive
recommendation
for
house
bill
2143
indicate
by
saying
aye
aye,
all
opposed,
nay,
no
eyes
have
it
bill,
moves
out
to
finance
ways
and
means.
Thank
you.
Members.
Thank
you
committee.
A
A
A
A
A
All
right,
no
action
is
required
on
that,
and
I
indicate
you
have
a
proposed
amendment
to
be
put
on
this
committee
drafting
code
16838.
Is
that
correct,
sir?
Yes,
sir,
do
we
have
a
motion
on
the
amendment
we
have
a
second,
we
have
a
motion
and
a
second
on
the
amendment
you're
recognized
on
your
amendment,
sir.
Does
it
first
off?
Does
it
rewrite
the
bill?
Yes,
sir,
all
right
members,
we
will
get
this
in
the
proper
posture.
A
L
Thank
you,
mr
chairman
and
members.
Since
we
have
constitutional
carry
as
legislatively
passed,
it
took
away
the
requirement
for
purchase
of
guns
to
take
a
safe
gun
safety
course
and,
as
you
know,
and
we
realized
that
gun
safety
courses
are
important
and
there
are
people
who
certainly
need
it.
This
bill,
incentivizes
purchases
of
guns
or
other
citizens
to
take
a
gun
safety
course
by
making
a
contribution
towards
the
cost
of
the
course.
L
C
L
What
we
did
was
that
there
will
be
signs
displayed
in
each
of
the
places
that
sell
firearms
federally
licensed
stores.
There
will
be
a
sign
that
will
say
the
state
will
pay
so
much
underneath
it
will
also
state
that
your
cost
will
be
so
much
so
that
people
who
know
what
normally
the
gun
safety
course
used
to
cost
will
realize
that
the
cost
has
gone
up
or
not.
C
Follow-Up,
sir,
and
along
those
lines
I
saw
where
it
mentioned
a
report
as
to
how
many
safety
courses
we'll
be
taking
advantage
of
through
this
through
this
program.
Are
there
historical
numbers
that
show
a
percentage
of
safety
gun
courses
taken
before
this
came
into
being?
Do
we
know
currently
how
many
people
a
year
buy
a
gun?
What
percentage
of
those
people
that
buy
a
gun
take
a
gun
safety
course,
chairman
kumar?
Are
you
recognized.
L
Thank
you,
mr
chairman.
We
know
how
many
people
purchase
guns
and
how
many
of
but
we
do.
I
do
not
have
the
number
of
how
many
gun
safety
courses
are
provided
on
a
yearly
basis
generally,
those
are
provided
in
relation
to
a
carry
permit.
So
I
think
that
information
should
be
available.
I
don't
see
the
department
here
to
answer
that,
but
I
don't
have
the
exact
number
I
can
get
it
to
you.
G
L
A
Any
other
questions
of
our
sponsor
members.
We
have
the
amendment
before
us
we're
voting
to
put
the
amendment
on
the
bill
as
explained
apartment.
We
put
the
amendment
on
the
bill,
we're
voting
to
get
the
bill
out
to
finance
ways
and
means.
If
I
got
that
right,
nope
yep
finance
ways
and
means
all
in
favor
of
sending
out
house
bill
2850
with
a
positive
recommendation
to
finance
ways
and
means
indicate
by
saying
aye,
all
opposed,
nay
eyes.
Have
it
bill
moves
out
to
finance
ways
and
means?
Thank
you.
H
Yeah,
I
just
wanted
to
observe
we
just
passed,
probably
the
most
significant
bill
before
the
legislature,
major
school
funding
legislation
directing
billions
of
dollars
out
of
this
committee.
Multiple
people
were
on
the
list
to
speak
and
we
just
did
the
public
a
huge
disservice
by
not
actually
inquiring
into
that
bill
and
not
asking
the
sponsor
important
questions.
C
Mr
chairman,
I
understand
we've
moved
on
to
a
different
bill
which
I'm
sure
representative
kumar
and
his
constituents
felt
was
very
important
and
we
have
a
couple
more
on
the
calendar.
The
bill
that
was
debated
and
and
with
all
being
respect,
respect.
My
friend
from
davidson
county
has
gone
through
weeks
and
weeks
and
literally
hundreds
of
hours
of
discussion,
both
in
committee
and
out,
and
will
have
plenty
more
opportunity
in
both
finance
sub
full
and
on
the
floor,
where
you'll
have
every
opportunity.
C
A
A
H
H
A
You
made
no
requests
for
anyone
to
speak
on
the
bill
other
than
yourselves.
The
department
was
called
for
by
a
member
of
this
committee
and
they
came
up
and
testified
moving
on
next
on
the
agenda
is
house
bill,
one:
seven,
eight
one
I'll
move
the
transfer
of
the
gavel
to
chairman
faison.
Thank
you,
mr
chair.
D
Committee,
we
need
to
reconsider
actions
on
house
bill
1781,
it's
already
been
moved
out
and
we
need
to
amend
the
bill
so
I'll
entertain
a
motion
to
reconsider
actions.
All
in
favor
of
reconsidering
action
on
house
bill,
1781
say:
aye
aye,
as
have
it
chairman
reagan,
you're
recognized
on
the
amendment
for
house
bill
1781.
D
D
A
D
Been
called
for,
you
have
a
second.
We
have
a
second
all
in
favor
of
sending
house
bill,
1781
to
calendar
and
rules,
say
aye
aye.
Do
we
have
any
nays?
They
always
have
it
you're
on
the
way
to
countenance
sir
gosh.
This
feels
good.
I
haven't
shared
in
like
three
years
dang.
I
love
this
gavel.
All
right
item
number
four
house
bill
1811
by
chairman
reagan,
the
ems
board,
chairman
reagan,
you're
recognized.