Comité Education de la Cámara de Representantes, 12 de febrero de 2026

Transcripción

456 turnos. Seleccione un tiempo para reproducir ese momento del video.

1. 0:15:23

   If I could, members, y'all mind finding a seat and let me kick this, uh, meeting off?

2. 0:15:33

   Thank you, Sir. I appreciate it. Oh.

3. 0:15:39

   Let me know when I can sit. Uh, that's right. Uh, uh, y'all have learned where the timeout seat is. Although- Over there. Mine's aren't as bad. All right. Good morning, everyone. Good morning, uh, members. Uh, thank you for this early morning meeting. I know this, uh, is, uh, early, early morning compared to our normal meeting times, uh, but, uh, we've got some very important business as always in here.

4. 0:16:11

   I wanna welcome our visitors. Thank you for coming early this morning and getting down here. Uh, I want to, uh, um, look around to see if I see educators. I know some of us have been teachers and, uh, are teachers, but hold your hand up for us again. We're gonna always ask you to do that. Y'all look at that.

5. 0:16:34

   Daily, daily heroes. Members, you hear that from me every mi- minute. Go into a school and see it happen. Um, the, the, the heroes are running to the kids, uh, that are in school every day, and I'm so proud of that and, uh, what our teachers and educators do in our state of Georgia. Um, uh, let's go to Ms. Donatucci. You, do you mind doing a, a blessing for us to begin this, a prayer? What number are you down there? 26.

6. 0:17:04

   Mic is yours.

7. 0:17:08

   Dear Father, thank you for this, this opportunity to come before you. Lord, I just pray for the words to be guided and the conversations to be well. Um, we pray all this in your name. Amen. Amen. Great. Thank you very much. Uh, um, members, uh, got, uh, quite a bit to cover today, as you are very aware. We have, uh, um, three, uh, or two bills and a resolution on the agenda today.

8. 0:17:42

   One of those bills is one that I have worked with, uh, many of you on here, and I will present. So with time today to be sure we can get there since we have a session to begin, um, I'm gonna go ahead and begin, turn over to Vice Chair Carmen here, and, uh, step down to the, to the front. And if you would, thank you. Representative Sitler.

9. 0:18:24

   Okay. Thank you, Mr. Chairman. I've been looking forward to this day and this, uh, presentation, and, um, we'll just start with the LC number and go from there. Great. Thank you, Madam Chair. And, uh, and I'm working off of, uh, LC 492653S. Is that good? Make sure everybody has that in their folder. The, uh, um, members, very excited to be here today. Um, I think we have, uh, embarked on a, uh, state-changing measure here that will change lives for, um, decades after this work is accomplished.

10. 0:19:07

    And then ultimately, um, as I have, I think, in the subcommittee you heard from me, when we start thinking about the ability to read and what reading does for us, I would challenge you to say that everybody sitting in front of me has done some reading today already, and the day is short. Whether it was reading signs as you were coming in, reading your phone, reading these papers set before you, and then all of them generated thoughts and which turn into dreams a lot of times.

11. 0:19:46

    So people that, uh, read and read well have the ability to dream and, and dream even more than if they could not. I also wanna begin here by talking to you about your job and what you do in those papers before you, in the books that you are handed that you read, and how difficult your job would be if your level of reading was not adequate to comprehend or to understand the information that is on the paper in front of you, or to read it at all.

12. 0:20:30

    Just take a minute to think about that. I know how difficult your job is, but that jo- that would be a much more difficult job for you to accomplish on a high level if you could not read. We have students in our school, their job is to go to school, get educated, and start f- fulfilling their dreams, and they're having trouble reading. Think for a minute how difficult that is for them to accomplish their job sitting in the classroom day after day.

13. 0:21:06

    Super difficult, just like your job would be. So we must step into this effort with the idea that we can teach every single child in this state to read, and we can teach every single child To reach their grade level at reading. And this LC that I just read to you will set us on a mission that I have said that we cannot ignore.

14. 0:21:38

    The speaker has brought out to us the importance of reading, sees the problem, so we cannot ignore an effort to make a difference. And this is also one we cannot fail at. There are other states around us that are doing a much better job at this for their citizens. We've got to exceed these other states around us for our citizens.

15. 0:22:09

    They're worthy of that effort from you, from us, from this whole general assembly this session. I also wanna state to you, full committee, that in my opinion, this is the most impactful and meaningful legislation this committee has taken up since the Hope Scholarship, and that's because reading is foundational to everything we do in learning inside the school building.

16. 0:22:39

    So we've gotta step into this with the idea that we can and we will teach every child in this state, and they deserve that effort and that belief from us. I will tell you this as a substitute for those that were in the subcommittee, 'cause we, we made, uh, um, a, a couple of changes. I will cover those to you in this bill since subcommittee. But I'll, I wanna kinda do a brief run-over for the full committee of what's in the bill.

17. 0:23:11

    It places qualified literacy coaches in public schools that have any of the grades K through 3. It establishes regional literacy coaches and leadership literacy coaches based at the RESAs. It's a comprehensive curriculum-based professional learning that's applied in the science of reading. HQIM, which is your high-quality instructional material that is aligned to the science of reading, and it is provided to the LEA, which is your local education agency.

18. 0:23:49

    Encourages families to start students in school by the age of five. New and enhanced rules for placement, promotion, retention in kindergarten and first grade. Establishes the Georgia Literacy Task Force. This task force will select the HQIM comprehensive professional learning and universal reading screeners. Require school systems to adopt unified literacy plans, and it requires ongoing evaluations of our educator preparation programs, what we call EPPs.

19. 0:24:27

    Requires public awareness about lisser- literacy initiatives.

20. 0:24:34

    I will tell you that, uh, Representative Ballard set us on a fantastic course and set a fantastic foundation with HB 538 a few years ago that you championed in this committee to set a foundation for this rocket to take off of and, and to change lives. So I commend Representative Ballard, and I commend you for your efforts of recognizing this problem and addressing it and moving this state forward, 'cause we're already on a good path.

21. 0:25:15

    Um, so it's time to pivot, and it's time to pi- pivot so those dreams can, can grow. Um,

22. 0:25:28

    I, I think it's also important to hear, um, Chairman Dubnik and hear from him on his coming w- not only with us, but diving in feet first on this effort to see if we can make a change. So if you would, uh, Vice Chair, can we turn this over to, uh, Chairman Dubnik for a moment?

23. 0:26:00

    Thank you, Madam Chair. I appreciate it. Members of the committee, as Chairman Erwin said, we've dipped our toes in the water over the last few years with literacy. I, I, I agree with Chairman Erwin that in a lot of our lifetimes, this will be the biggest endeavor, biggest initiative that we've taken. I also think that, that House Bill 1193 is not only this committee but this house's position and, and moment in time where we draw a line in the sand and we say 37% of our students reading on grade level is not an acceptable number to us.

24. 0:26:44

    This affects rural, urban, suburban, metro, coastal, mountains. It, it affects us all. No one is immune to this. No one can escape this without our help. Chairman Erwin used a, a word earlier. One of the greatest lessons as a business owner that I've ever, ever learned had to do with something called cash flow and ROI. But when my mentor taught me the lesson about ROI, I thought he was referring to the return on investment, and it would be very easy for us to sit here and pontificate about the return on the investment that we're gonna get I think you all know that reading proficiently on grade level by the third grade is literally one of the greatest predictors of success in life.

25. 0:27:35

    We also know that it's tied directly to poverty rates. We know that it's tied to incarceration rates, mental health challenge rates, chronic healthcare issues. So we could talk very easily about the return on the investment that, that we're about to make. But I will challenge you, and I will use the same word that Chairman Erwin did, and, and my business mentor taught me that ROI in this case, and in a lot of cases, actually stands for the risk of ignoring.

26. 0:28:05

    We can dabble, we can play, we can talk about the, the pom-poms and the rah-rah, or we can draw a very, very clear line in the sand, and I think that's what this does. I know that's what this does. I'm asking you for your support on this. I'm asking for your support on the FY27 budget that we will present soon that will have the funding necessary to make this a reality. This is the state of Georgia raising our hand, talking to 11 million Georgians and saying, "We will not ignore this.

27. 0:28:40

    We will make an investment in this. We will move our children forward where everyone can read and everyone can build a better life." Madam Chair, thank you for allowing me to be here this morning.

28. 0:28:53

    Thank you. And thank you for your efforts as, uh, Chairman Dubnik has, uh, not only traveled with me to other state, but states to, uh, to look at this, but then to sit in many, many meetings trying to, uh, to, to get this, uh, set up in best fashion for our students. I want to cover, if I can, on page three, lines 53 and 54, uh, for you really 52 to 54, the changes since, uh, the, uh, subcommittee.

29. 0:29:27

    We- we've added in the underlined section there of the Office of, uh, Student Achievement and Georgia Literacy Coordinating Committee so that we could be sure that there would be a tie between the Georgia Literacy Communic- uh, or Coordinating Committee here, um, that there was a tie between our efforts here and that committee that has standed up and already functioning. We can do the exact same thing if you'll flip over to page four, whereas what they can do i- in their, uh, advisory role, uh, to the, to the task force here, professional learning, high quality instruction material, and universal reiners, re- uh, reading screeners, which, uh, they've, uh, already been working on a lot of this, have a lot of knowledge.

30. 0:30:20

    So that was the addition that you see on page three and four since our subcommittee that many of you had been in. Other than that, it's the, uh, the, the bill that we presented in subcommittee to you. Um, a- and just as Chairman Dubnik did, I will ask for your favorable support for this. Uh, this is something that we must do for our children. I will point out to you that, uh, received a letter this morning from the Georgia Chamber, um, of Commerce in support of 1193.

31. 0:30:59

    Um, many of the teacher groups have been contacting me and sending me their support of this group. So the, the team is ready to be unleashed and go to work. And, uh, so Ms. Vice Chair, I'll sit for any questions.

32. 0:31:18

    Okay. Thank you very much, Mr. Chairman, and I just want to take a moment to thank you for your work. This has been such a, um, a collaborative effort with a lot of people involved. And I know another state re- uh, refers to this as a miracle. Miracles are supernatural. This isn't supernatural. It's very deliberate. There's layers, and I particularly, um, like that we have the parents involved, the parents' ability to retain in the constant assessment. As a mother of a child that was retained in first grade, it tremendously altered her education experience, and now she is in a sophomore in college majoring in education.

33. 0:31:55

    Yeah.

34. 0:31:55

    So what we are working on for literacy is just so important, and I just want to thank you very much for this very well thought out measure. I'm very excited to move it forward. And with that, we do have a question. Number 18.

35. 0:32:10

    Good morning, Madam Chairwoman. Chairman. Chairman. Morning.

36. 0:32:14

    There you go.

37. 0:32:14

    Yeah. Yeah, I, I, um, aged a little bit. I meant 18 instead of 16.

38. 0:32:22

    So I'm excited that we have this bill. I think I even said a few years ago when we first started on this, um, maybe for the first time, I was really happy that we were here and really saw what we were doing, some good work. And I feel like it took us a while, but we're here, 'cause when Mississippi gets in front of us- Come on now. But let me go back to the question that I did ask in subcommittee, that there is a small change there. I asked a question in, uh, subcommittee not knowing that there was, um, some chatter around kindergarten, so which was probably, your answer was throwing me off a little bit, 'cause I didn't know all of this was going on until later.

39. 0:33:00

    But in this version of the bill, there, there is a change of the age. In the version that we had in committee, it had five, age five, um, and I'll go to it page, just so you guys will know where I am. Uh, it's on page, uh, five. interesting, uh, line 107 where we're talking about all children, um, enrolled for 20 school days or more in a public school that, in this state, uh, prior to...

40. 0:33:31

    It used to be seven, scratch that out. Now you all have it by sixth birthday, but in, um, committee, it had by fifth birthday. Um, if, if you could just add some clarity there for me. And then I know September 1st has always been the day that kids, um, start school, and I shared s- my own children's story about September 1st. But what is... That's, that's gonna be my second question. What is, what is significant about September 1st, um, in deciding when the kids go to school?

41. 0:34:02

    But more than anything, I, I really was, uh, trying to understand what we were changing, because I thought we were going to mandatory kindergarten because we are wanting the kids to get the best education as early as possible. But if you could help me understand that part, I, I'd appreciate it.

42. 0:34:17

    Okay. Let, let, let's go back to the, uh, change from five to six. First of all, we did not change the compulsory attendance for children. So that date stayed and the, and the age stayed exactly the same. So in one version, we had talked about changing the compulsory attendance to five. We did not. So it is still six. A child, uh, can stay in the, uh, whatever setting with the parent until the age of six, and they need to be enrolled in a appropriate program, uh, in the state.

43. 0:35:00

    So that, that six right there, um, is, is, uh, the, the, the, the same number that it should have been and has been for, for quite some time. Um, so and that was taught, representative, in the meeting, if you remember, that we weren't moving the date or the compulsory-

44. 0:35:25

    Yeah

45. 0:35:25

    ... uh, attendance, that a child attains that age has to, uh, come to school or be enrolled in a qualified program. Um, so that, that, the, the, I guess the clarity would've been, um, the, the five in front of you would've been a different, an older version that should've been the newer version that had the six on it.

46. 0:35:49

    Okay. May I ask one more question?

47. 0:35:52

    Let, let me get to your second one first-

48. 0:35:54

    Okay

49. 0:35:54

    ... and let me ask legislative counsel that, that, that, that's, that's the discussion we had had, and the six on the compulsory is the age, correct?

50. 0:36:05

    Correct. Yes, uh, Mr. Chairman, and the, the LC from the subcommittee meeting was LC 492629S. It also says sixth, uh, in that section of the bill. Um, I think it was an earlier version of the bill-

51. 0:36:19

    Okay

52. 0:36:19

    ... that might have said five-

53. 0:36:20

    I think I was-

54. 0:36:20

    ... and that was included in error. It was essentially my error to have that in there.

55. 0:36:24

    Okay.

56. 0:36:25

    Gotcha. Okay.

57. 0:36:26

    Thank you. Yeah, so that mean I still had the old version looking at it. Thank you. And you said you were gonna answer the September 1st?

58. 0:36:32

    Yeah. Let's go September 1st. Uh, and I don't know specifically the, the, the set of September 1st. Always the, the comment is, "Remember when we started school after Labor Day?" So that seven, September 1st was just a good hit date on there. My comments to you would be that if we start playing with too much of this, the confusions in the schools and trying to get the children in school and the parents to understand it will get even cla- more cloudy.

59. 0:37:02

    And why I state that is in my experience, the parents every year have to think, 'cause they've got a new kid that is coming in at that age, "Do they qualify for pre-K? Do they qualify for kindergarten or do they qualify for first grade?" And so understanding what it means that if you turn six, uh, before September 1st, you have to be enrolled, that starts some, "Hey, I don't know if I truly understand that statement." So the idea of moving the date and time today did not seem clear or good for our community.

60. 0:37:44

    That was protecting our parents. September 1 is a known date to educators and to parents, especially if they have an older kid. So I felt it was best not to play with the date at this time with the changes that we were currently making to it. So there could be a later addition that there is a better date now that we're starting early August with almost all of our schools, that we might wanna push that date around for those children, but I believe that should be at a later bill.

61. 0:38:18

    Gotcha. And, and I think what's... I didn't ask, could I ask one question?

62. 0:38:22

    Yes. Yes, of course.

63. 0:38:22

    Okay. So I think what, uh, what came up after our subcommittee is this thing about red shir- shirting children, and I was trying to understand what, if, if we were trying to address parents wanting to red shirt, I never heard that before, a kindergarten, is what we were trying to accomplish here, some parents not wanting to start their children, uh, in school at five. So is that what we're trying to accomplish?

64. 0:38:51

    Let, let me e- express the, the statement that we made in subcommittee, too, was that the earlier we can get a child in to work with us, by the way, we get o- over 80% of them today, and to, to, to be able to work with, to start teaching them the things they need to know early, the quicker we can get them on grade level in reading and the quicker we can, uh, make them, uh- Ah, excel too.

65. 0:39:21

    Not just grade level, but excel. So the faster and the more time we get with them, the more success we have. So the idea here is, is let's show the importance of getting all children in and through a, a kindergarten program, getting ready for first grade, which is where their readiness is really gonna need to be on level because that's where they're gonna begin their testing. And, uh, so the whole goal here is to help our young people out, uh, as early as possible to move them as far to accelerating as, as possible at the earliest stage.

66. 0:40:06

    Mm-hmm.

67. 0:40:06

    Mm-hmm.

68. 0:40:06

    Thank you. And we have a few more questions. I'm gonna try my best to go in the order they, they came in. Number three.

69. 0:40:15

    Thank you, Madam Chair. Uh, Chairman Erwin, Chairman Dubnik, thank you for all of your work on this. Um, I, I wanted to circle back to the red shirt concept. I know it's one that Chairman Hilton has worked extensively on. Uh, it's one that I'm particularly interested in, having a, a four-year-old who's preparing to enter kindergarten with a summer birthday. And I, I do believe in flexibility and options, but I do wanna be clear on what's allowed and what's not in this bill. And so on lines 138 through 143, um, we're saying that no student shall...

70. 0:40:53

    Th- specifically 141, we're saying no student shall remain in kindergarten for more than two years. And so if a parent were hoping to, to red shirt their child, uh, they would have to, uh, delay pre-K and then have that five-year-old, soon-to-be six-year-old begin kindergarten. Is that the only way that the red shirt concept could be implemented?

71. 0:41:21

    Could I make a-

72. 0:41:22

    Yeah, vice.

73. 0:41:24

    I- if I could, for, for the committee, make two quick comments that I, I, I... I'm not saying it's going to address your question directly, I'll let Chairman Erwin, but it, it might frame the conversation. Uh, Chairman Erwin put it best earlier when he mentioned that it is our intent that the journey begins-

74. 0:41:42

    Clearly

75. 0:41:43

    ... in kindergarten.

76. 0:41:45

    Yep.

77. 0:41:46

    Secondly, I, I, I would state, and, you know, red is not one of my favorite colors, so I, I'm gonna use a different word here if, if we could. Some of you get the humor in that.

78. 0:41:59

    Uh, I, I, I wanna, I wanna make sure that, that we talk about the idea, yes, what you referred to that Chairman Hilton has worked so diligently on, I feel like is, is a little bit different than part of the intent of this bill, which is about promotion and retention.

79. 0:42:17

    Yep.

80. 0:42:18

    And conceptually, we talk about here the idea of readiness, not, not promoting when a child is, is not ready for that promotion because that just puts them further behind. A- and so I, I've had conversations with some of you here who are nodding your heads of both about Chairman Hilton's initiative that may be re- referred to in that same manner as the idea of retention if, if Junior goes through kindergarten and, and all parties involved, including the parents, say Junior is, is simply not ready to be promoted and, and should perspectively spend that second year-

81. 0:42:57

    Yep

82. 0:42:57

    ... in kindergarten. So I, I just wanna try to frame that we... Similar concepts, but different. And I think, representative, I think maybe that goes to a little bit of your, your question. The journey shall start in kindergarten, but we may be talking about retention versus maybe a, a ch- an option of choice.

83. 0:43:14

    Yeah.

84. 0:43:14

    It... Thank you, Mr. Chairman.

85. 0:43:15

    And-

86. 0:43:15

    Thank you, Madam Chair

87. 0:43:16

    ... and, and thank you, chairman- ... for, for that clarity. And, and I understand this is not directly going at that specific concept. It is about advancement promotion for-

88. 0:43:28

    Sure

89. 0:43:28

    ... the, the, the, the young child. Um, I, I just know of other parents, whether you believe it to be the right call or not, who are considering, uh, having their child enter kindergarten as a four-year-old, keeping them, uh, an additional year, particularly for, for boys. A- again, whether you believe it to, to be the right call or not, um, because of their emotional maturity, to give them a, an additional year so that they're not the youngest in their class. This bill says they would not be able to do that.

90. 0:44:00

    And so, uh, because you can't, per line four- 141, you can't remain in kindergarten for, uh, for more than two years. So two years would be allowable. It's early.

91. 0:44:12

    Yeah.

92. 0:44:12

    Geez.

93. 0:44:13

    Sorry. There you go. Le- let, let me point out something I, I-

94. 0:44:17

    Thank you. Reading is fundamental.

95. 0:44:21

    Boy, uh, he's a quick learner. He's excelling already.

96. 0:44:24

    I think we stop there, okay?

97. 0:44:26

    Thank you, Madam Chair.

98. 0:44:27

    Reading is-

99. 0:44:28

    Hey, hey, Mr., Mr. Chairman, I have, um, legal counsel is blinking in on this one, so I'm gonna refer to him real, real quickly on this.

100. 0:44:34

     Okay.

101. 0:44:37

     Madam Chair, um, just for the sake of clarity-

102. 0:44:40

     Mm-hmm

103. 0:44:41

     ... line 141 is underscored, which would indicate that it is new language. That is actually, uh, just a, the result of reorganization of existing language. If you look to line 254,

104. 0:44:54

     the provision that no student shall remain in kindergarten for more than two years is already Georgia law. But because of the substantial, uh, rework of this code section, we had to reorganize it and have to restate it, so it was restated in line 41.

105. 0:45:07

     That's why.

106. 0:45:08

     Just so that you... It's not new, it's just being restated.

107. 0:45:13

     Thank, thank you very much.

108. 0:45:14

     Okay.

109. 0:45:14

     Um, next we have number two.

110. 0:45:16

     If I could-

111. 0:45:17

     Oh, I'm sorry. Go ahead.

112. 0:45:18

     Vice Chair. Let, let, let me respond for the knowledge of the, the members, um-

113. 0:45:23

     Any child in these early grades that are retained for two years, we need to be doing an individual education plan for that child. Um, and then that IEP would take over the placement of that child. So just keep that in mind so you know why there's a cutoff there. You just can't allow a, a, a student to struggle without individually getting in there and help them, so thank you.

114. 0:45:50

     Thank you. Thank you on that. Okay, number two.

115. 0:45:56

     Thank you, Madam Vice Chair. Uh, thank you, Chairman Chairman. Good morning. All right, so definitely literacy is, uh, our top priority. Um, but one of the things I wanted to go back to lines 52, 53, where you talked about the structure. Um,

116. 0:46:20

     so this structure's within the, withi- is currently within, or can I assume is within, uh, the Department of Education, Georgia Department of Education? And then in terms of who makes those decisions, who has the final say, would that be this body as a whole, or does that... Is it the State Board of Education that makes the decisions at the end?

117. 0:46:45

     The agencies, as you could imagine, make the decisions that are written on there. Um, the, the other groups are advisory and recommending, uh, to the agencies, which would be the State Board of Education and, uh, Office of Student Achievement.

118. 0:47:05

     Okay. Um, one additional question, Madam Vice Chair.

119. 0:47:12

     Okay.

120. 0:47:14

     Um, when we go to lines 235, 236 actually, and we talk about approving one or more assessments, I know, I think the previous version had a limit of two to five, um, will the task force have the ability to narrow the number of vendor contracts, um, that current, ut- utilized in the current vendors in place, or are we looking at increasing additional vendors and knowing that the cost when you make changes with vendors will actually increase?

121. 0:47:55

     Yeah. L- l- let's narrow that to just screeners for a minute.

122. 0:47:58

     Okay.

123. 0:47:59

     You're saying, will they have the... And, and not vendor, but let's just talk the screeners that the children take. Um, are you saying can they narrow less than what?

124. 0:48:10

     Well, right now, we, we're, we're contracting with just a few ven- few screeners right now. Is the intent to increase it, to have additional screeners, additional vendors to provide screeners that provide-

125. 0:48:26

     So the, a- again, this is advisory to, uh, the Office of Student Achievement and then, and then the Board of Education, too. So what, what we do here is we have a window by which they are saying, "These are the screeners that we say are HQIM, um, that, um, that, that school systems can use."

126. 0:48:55

     Okay.

127. 0:48:55

     So we're, we're getting that out there to them, and then we're gonna pay for the, uh, um, highest rated one for the system.

128. 0:49:04

     Mm-hmm.

129. 0:49:05

     Whether it's a screener, which we have in the bill, and also instructional material, HQIM on the material itself.

130. 0:49:13

     Okay. Thank you.

131. 0:49:18

     Okay. Next, we're gonna go to number 25.

132. 0:49:21

     Thank you, Madam, uh, Chairperson, and, uh, thank you, Chairman, for this bill. I think it's a great bill. I'm really looking forward to this being implemented. It's a game changer for Georgia students. A couple things real quick. One thing I do wanna highlight, 'cause a few people have asked it, so I wanna make sure it's clear. I, I... Look at, if you look at line 892, that whole section about what it doesn't contain. I mean, what, what it, what the, uh, competencies for the literacy coach are are explicit, and that's great.

133. 0:49:53

     But we forget about what they can't do sometimes. And too many times we put people like that in roles of administrator, so I'm really thankful that you highlight that and make sure it's codified that they aren't administrators, so they won't be doing testing and things like that. So I appreciate that, and I think that eased some fears, too, from people who have talked to me and asked me about that. And then, uh, so I just wanna say thank you for that. Second question is probably a more financial question. Uh, can y- ex- if a school already has an ex- existing literacy coach or t- a, a couple literacy coaches, I assume their titles would be rolled into this, and the money that, uh, will be in the budget can go toward what they have already, or how's that kinda set up?

134. 0:50:38

     Wait a minute. W- w- what, uh... Ask your question in a little different fashion for me.

135. 0:50:42

     Okay. Um, with this, um, with the current budget, there'll be money allocated for a literacy coach for the schools K through, they have K through three.

136. 0:50:52

     We're writing it in QBE.

137. 0:50:54

     Correct, writing the QBE. So there'll be funding for the various schools and school systems.

138. 0:50:59

     Be on their allotment sheet.

139. 0:51:00

     Correct. And so then the school systems can use that money, if they already have current lic- literacy coaches on hand- ... use that new money coming in also as well, correct? With that budget? I mean, it'll still be part of the QBE sheet, the funds they can spend. So it won't be-

140. 0:51:19

     It'll be on their allotment sheet, yes, and they, they will have to prove they put somebody in that p- that role with these qualifications and these job descriptions, uh, functioning in this role Then they, their, their, their money, they'll qualify for their money.

141. 0:51:38

     Yeah, perfect. And-

142. 0:51:39

     If they do not have somebody in that role, they would not qualify in FTE on their lot sheet for it.

143. 0:51:47

     Okay, per- I just wanna make sure and-

144. 0:51:49

     Yeah

145. 0:51:49

     ... and, and thank you. Yeah.

146. 0:51:50

     And to your point on, on the line that you were referencing, um, and, and to the members of the committee, to Representative Townsend's point, we were very, very clear on what these reading coaches can and cannot do. And I want to be clear in, in supporting that statement that Chairman Erwin just made.

147. 0:52:10

     Absolutely.

148. 0:52:10

     And to your point about funding, yes, the state will be funding these reading coaches, but I want to be clear that their job function is to be a reading coach. They are not a substitute teacher. They are not there to take on administrative duties. They are not running buses or, or car rider lines. They are there to be a reading coach.

149. 0:52:35

     And 70% of their time is in the classroom assisting children and teachers, and, and that is described to them, too. We often hear about, "Well, I get pulled away and I've got to do substitute for a sick, uh, employee," um, or, "I have a lunchroom duty," these type of things. As Chairman just spoke, we're very specific that these are focus and, and we're using them as the tip of our spear inside the school working on this one objective, and that's literacy.

150. 0:53:12

     Yeah. Great policy. Thank you.

151. 0:53:14

     Thank you.

152. 0:53:14

     Thank you, and number 15.

153. 0:53:19

     Thank you, Madam Chair. Hello, good morning.

154. 0:53:22

     Good morning.

155. 0:53:22

     And I want to thank you for the, um, what's keeping my coffee warm this morning. I assume this is a gift from you, Chair.

156. 0:53:28

     Yes.

157. 0:53:28

     Celebrating our literacy success.

158. 0:53:30

     It's all literacy success. Thank you.

159. 0:53:31

     Thank you very much. I appreciate it. Um, I squealed when I opened it. Um, a, a couple, a few questions. My first question is from, um... And maybe somebody from the dyslexia, who was here for the dyslexia day, asked you this as well. Someone pointed out to me that because we're starting this, you know, we're hitting this young and we're focusing on young, as we should, so that we can build that foundation, what happens to the kids who are in eighth grade now who can't read? Are there any provisions to help some remedial work with these older kids?

160. 0:54:04

     'Cause we're not gonna see this progress, getting our eighth grade numbers up, for another couple years. I- is there anything in here that can be used to assist in those upper grades for kids who ha- aren't gonna get this-

161. 0:54:17

     Great question

162. 0:54:17

     ... in their early-

163. 0:54:18

     Um, a- and yes, we've been asked that question. What I'd tell you is look at the section on unified literacy plans-

164. 0:54:25

     Okay

165. 0:54:25

     ... that all systems must develop-

166. 0:54:27

     Okay

167. 0:54:28

     ... uh, th- with those exact intents on helping the children that aren't succeeding at their grade level. I will also tell you that, uh, uh, we, we, we gotta bite the, the part of the elephant that we can really get a hold-

168. 0:54:44

     Right

169. 0:54:45

     ... of the best.

170. 0:54:45

     Right.

171. 0:54:46

     Um, not forgetting that we have others. So I see this program growing every year.

172. 0:54:52

     Mm.

173. 0:54:53

     I, I expect to be back in front of you in a very short period in time working on this program growing and catching those before they leave us-

174. 0:55:03

     Okay

175. 0:55:03

     ... not just the ones that are coming in the door.

176. 0:55:05

     Right, right, right. Okay.

177. 0:55:06

     And-

178. 0:55:06

     Thank you. Yeah

179. 0:55:07

     ... to, to Representative Townsend's point to that, keep in mind that just as we talked about with Chairman Hilton's cell phone bill last year at K8-

180. 0:55:15

     Yeah

181. 0:55:16

     ... nothing precluded a, a high school from enacting. Nothing is going to stop a school system from realizing that they have to create this literacy plan, that there's high-quality instructional material, that there's professional learning based on the science of reading involved. Nothing will stop them from hiring additional coaches.

182. 0:55:33

     Gotcha. Gotcha. Follow, follow up?

183. 0:55:36

     Sure.

184. 0:55:36

     Yes.

185. 0:55:37

     Thank you.

186. 0:55:37

     Sorry. Um, I'm s- I'm, I'm making out the map in my head, the flowchart, so to speak, of the Office of Student Achievement, the Literacy Coordinating Council. Kind of side by side with the coordinating committee is the Literary Task Force, or is the Literary Task Force directly under Office of Student Achievement?

187. 0:55:59

     Um, the, the, yes, the, the task force will, uh, make the recommendations they're charged with here to the, uh, DOE and Office of Student Achievement.

188. 0:56:13

     Okay. And the, the board, um, they, the Office of Student Achievement will ultimately recommend two to five screeners, one of which is free. The... Oh, shoot. Okay. It is early, and reading is, reading comprehension needs to happen. Um, but the Board of Education has the final say on what screeners are used. Like, do you see a situation in the, the Literary Task Force can have... I've, I see the composition of it here, and it can have, um, curriculum experts on it and things like that.

189. 0:56:49

     Is... Basically, does the Board of Education have a veto on and say, "No, we don't think that's a great idea, Office of Student Achievement. Go back to the board. We want to use this screener"?

190. 0:57:01

     No, when the ta-

191. 0:57:02

     No

192. 0:57:02

     ... the experts and task force have a list, they'll develop a rubric. They will assess the, uh, the, whether it's a screener or whether it's HQIM, that they'll make a recommendation of, uh, and I gotta get the number right, it's two to five, I believe-

193. 0:57:20

     Yeah, yeah

194. 0:57:21

     ... is what it is.

195. 0:57:21

     That, yeah, that's what I have.

196. 0:57:22

     Um, in, in my head, to the, uh, s- state board. The state board then approves, uh, no less than two and no more than five that were recommended. So if they say, "We only wanna recommend four," then they'll only recommend four.

197. 0:57:37

     Gotcha, gotcha. Okay.

198. 0:57:38

     But they can pick from that list only.

199. 0:57:40

     So, so there is some- quality control even at the s- school board level.

200. 0:57:45

     Correct.

201. 0:57:45

     For to... Okay, great, great. Um, thank you. The... And how many... Who is choosing the screeners now? I've got lost in the sauce between the big thing that we did before and now.

202. 0:57:55

     We- we've got, which was, uh, some of what you saw changed in the beginning, is-

203. 0:58:00

     Mm-hmm

204. 0:58:00

     ... the literacy council-

205. 0:58:02

     Yeah

206. 0:58:02

     ... is making recommendations. They're a recommending board, and, uh, they are recommending, um, screeners as of now.

207. 0:58:09

     Screeners now. Okay.

208. 0:58:11

     And they have a cutoff on numbers, too.

209. 0:58:13

     Okay. Great. Thank you.

210. 0:58:16

     Thank you. N- number 19.

211. 0:58:21

     Thank you, Chairman. Love the bill. Um, couple questions. If you go to

212. 0:58:34

     page nine, lines 202.

213. 0:58:41

     Um, the school principal or the principal's designee shall notify in writing by first-class mail the parent or guardian. And then in line 210 it has something similar. And s- and also in 216. Uh, so one of my questions would be: Is there a more efficient way to communicate than first-class mail? Because we've had a bill here in the past few years, as you know, the- the timing of the concern, then there's a, a response here, and the parent's response, and then the...

214. 0:59:18

     I- I think we're wasting time and there may be a more efficient way, like pick up a phone, but this is just my thought. Questions, is there a more efficient way we could do that?

215. 0:59:27

     Nothing stops them, Representative, from doing email and that type of communication wi- with the information, but this just makes absolute certain that we've got documentation, this is reaching where it needs to- to reach, and it's getting there. As this is such a critical decision in a child's career, and in a case not with a parent that is very active in the child's education, but maybe where the parent is not active in the child's education, this would be important.

216. 1:00:00

     Okay. I'm, I'm still getting Christmas cards, by the way. It's February. Just for your info. Okay.

217. 1:00:06

     I understand.

218. 1:00:06

     So just, just letting you know. That's just something, because we had that one bill where we were talking about kids that were needing communication, and that timeline just, it- it- it's lengthy. And then you've got the timing of everybody getting together, and we're talking about literacy, and I'm worried about the kid, make sure they're getting these concerns taken care of most quickly.

219. 1:00:27

     I, I, we will not worry so much about pivoting if this wasn't such a crucial piece of communication. I would like it to be wide open to everything we have available to us that we're using. It's not the parent that we're dealing with that is very active i- i- with that concern. It's the parent that is not active in the, uh, the, these decisions that I want to ensure we've exhausted everything to communicate with them.

220. 1:00:54

     Okay. Can I have a follow-up question?

221. 1:00:56

     Y- yes.

222. 1:00:56

     Okay. Um, so as we have additional students that will be entering into kindergarten, and I'm sure there's a quantity and a, a cost that's associated to that which then leads to how many, uh, literacy coaches we therefore will be having, and, uh, thoughts on certification of these coaches or the process at what they're required and not required to do, which is later in the, in the bill, which I get that.

223. 1:01:27

     Um, the parents whose children are in, entering into these schools, elementary schools, are they, if you're in a bottom 25 percentile school, are they able to look at, uh, the Promise Scholarship in kindergarten? Do we know how that lays out if it's a bottom 25 percentile school?

224. 1:01:53

     The Promise Scholarship is written where you do not have to attend kindergarten to receive the scholarship if your school is in the bottom 25. So you don't have to attend, the parent does not have to come to kindergarten in a school that's in the bottom 25. They can go ahead and request their scholarship.

225. 1:02:14

     So they can before entering into the school, 'cause I thought that that language was such that you had to be in that school-

226. 1:02:22

     Not for kindergarten ... except for kindergarten.

227. 1:02:24

     Except kindergarten. Okay.

228. 1:02:25

     But then you spend one year through two FTE counts.

229. 1:02:29

     So they could start... So they cannot apply for the Promise Scholarship in kindergarten? Is that what I'm hearing?

230. 1:02:36

     They can.

231. 1:02:36

     They can immediately. Okay.

232. 1:02:37

     If they're in the bottom 25 that they are zoned for.

233. 1:02:40

     Got it. Okay. Thank you.

234. 1:02:41

     That's the only exception grade-wise to the-

235. 1:02:44

     Correct

236. 1:02:44

     ... Promise Scholarship, is just if you're zoned for a bottom 25% school and you're entering kindergarten, you can apply for and receive the Promise Scholarship and begin kindergarten in a private school with the Promise Scholarship.

237. 1:02:56

     Okay. Got it. Thank you.

238. 1:02:57

     Yes, sir.

239. 1:02:57

     Thank you. And number 23, Representative Ballard.

240. 1:03:02

     Thank you, Madam Chair. Um, isn't it true as regards to the informing parents by mail, isn't it true that very often some of our most at-risk students, as a teacher, you have parents that you can't get ahold of by phone or email or text, and a letter is really the only way that you have proof that you have communicated with those parents?

241. 1:03:28

     Yes.

242. 1:03:30

     Okay.

243. 1:03:30

     Thank you. And Representative Glaize.

244. 1:03:37

     Thank you, Chairwoman, and thank you, uh, to our chairmans. Of course, I certainly believe that this policy is really gonna have great impact on our state. Um, I just wanted to go back to section three and just ask

245. 1:03:53

     Two questions to help me understand-

246. 1:03:56

     Page three

247. 1:03:56

     ... um, a couple of things.

248. 1:03:58

     Section three, page three.

249. 1:03:59

     Section three, page three.

250. 1:04:01

     Okay

251. 1:04:01

     Under Georgia Council on Literacy, um, it looks like, of course, there's gonna be a annual report, and in that report, we're gonna evaluate and come to possible improving, um, other things around the entire program. But one of, on line 63, when it says we're gonna make recommendations in improving literacy rates for low-income students, I wanted to go back to the fact that I know that, um, over the years I've been here, we have continually, um, authored bills around QBE with a poverty weight.

252. 1:04:39

     Um, and I know in, um, you, you said that we were gonna be looking at QBE, um, to continue to fund this, and so I wanna put those two together. We did put money in the budget last year for poverty, about 90 million, um, but it did not follow certain kids. It was, um, students in mainly, um, rural areas where there was, um, just a lower percent, I believe, um, of what, what they needed to fund the entire budget for the schools.

253. 1:05:18

     So, like, the larger school systems did not get any of that QBE poverty weight, and yet there are school systems like Fulton County that have one section, um, on one side of town with more kids who live in poverty, but there's no money following them. So would we be able to look at that as a disparity to ensure that when we put more money in to improve for kids who live in poverty, that it's not a school system, but that the money will follow the child?

254. 1:05:56

     Madam.

255. 1:05:58

     Representative, thank you for the question. When we looked at that poverty weight last year, I, I think that a, a good deal of our intent was as you described. I think as we continue to look at, at things that are, uh, when we continue to reference low income, when we talk about a poverty weight, when we talk about, uh, struggling systems where we, we have some, some very poor systems.

256. 1:06:21

     Okay.

257. 1:06:21

     And, and some of you represent those, those poor systems. Our, our goal is to look and see where we can make the most impact with those dollars, if and when we can. And we'll continue to do that, and I promise you, as we address the budget, specifically as, as it relates to literacy and literacy initiatives, early childhood education initiatives, and I don't think any stone's gonna be left unturned in figuring out how we can address the issue at hand.

258. 1:06:47

     Well, I certainly appreciate the fact that we will make sure that every child who lives in poverty in Georgia gets to have some additional funding around the QBE specifically for literacy, 'cause that's, page three, that's what it, it sounds like we could do.

259. 1:07:06

     And, and that poverty weight was calculated by looking at, at those, those SNAP, uh, recipients and other-

260. 1:07:12

     Yes

261. 1:07:12

     ... uh, recipients. So we are attempting, and have, and are, and will continue to, to look at it, to your point, by, by student.

262. 1:07:20

     Thank you so much. And for bringing-

263. 1:07:21

     And, and as you mentioned in line 63, make the recommendations. So the Georgia Council of Literacy is already in the process of-

264. 1:07:28

     Yes

265. 1:07:28

     ... doing that with their expertise. And, uh, low-income students are definitely on the radar as many times it takes, uh, um, a, a extra, um, knowledge and ability to be able to teach them to read.

266. 1:07:46

     Thank you.

267. 1:07:47

     Thank you. And Representative Hilton.

268. 1:07:50

     Thank you, Madam Chair. Thank you, Chairman. In line nine, 194, we be, we lay out a process by which we assess whether a child is ready for first grade. Um, if that assessment says, no, they're not ready, they've got to go back to kindergarten, is that in conflict with, say, they're in kindergarten, they get assessed, no, you're not ready, but we say you shall not do kindergarten twice. Are those two in conflict with each other?

269. 1:08:19

     Well, you, you can do kindergarten twice. You can't be retained more than two years.

270. 1:08:24

     Got it.

271. 1:08:25

     So if you felt there was a need to retain, and, uh, there is a, a, you know, a, a, a, a measure in here by which there's a group that pulls together, a- including the administration, the teachers, the parents on the child trying to decide, does that child stay retained in kindergarten? And there is a variety of measures to determine that and their readiness, not just one test they take at the end of the year.

272. 1:08:54

     In lines, um, 565, we add in, right now it looks like there's existing language that if you're not reading at grade level in fourth and in sixth and in ninth, it talks about retaining. We're currently at 38%, I think is the number, and, and we're promoting. I, I guess my concern is, and I, I like that we're adding in this language. We're catching it sooner. We're catching it in, in second grade. I guess my question is around the efficacy. If, if we have existing code section that says in fourth grade, if you're not ready, you shouldn't be promoted.

273. 1:09:30

     Well, it seems like kids are getting promoted regardless of what we have in law here. So I, maybe speak to that. It, it's great we're adding this in. I just question, it seems like we're promoting kids right now regardless of whether they're ready or not.

274. 1:09:46

     I, I think what you, what you've gotta read into this is, number one, we're putting, um, more, uh, m- more eyes on the issue. We're realizing the importance of, uh, getting them on grade level. I do believe with this plan in place that we're gonna have fewer and fewer, uh, being promoted that can't read when they meet these upper grades that are already an existing law.

275. 1:10:16

     Um, but the... I think that what we've done here, too, is say, "Let's take a look at what is best for the child," and what's best for the child is not just moving them on just because they've aged another year. We've gotta get that accomplishment. So, uh, we know what we're doing in kindergarten, first, second, and now third, and hopefully that's gonna apply in the philosophy of the parents and educators in fifth and eighth grade also, which is current law.

276. 1:10:51

     Line 682 outlines a review committee. This gives me nightmares of, uh, my own experience having gone through an IEP. If we get out of an IEP meeting and my wife's not crying, that's, that's a win. Um, and so, you know, this committee, the school gets two, the parent gets one, so they're outnumbered. That's fine. I get it. You know, I do like on li- on line 684 that it has to be a unanimous decision to promote, and this may just be semantics.

277. 1:11:23

     Um, is it worth putting in there a decision to promote or retain must be a unanimous decision? Or are those one and the same? That may be a leg council.

278. 1:11:34

     What are you saying? Who-

279. 1:11:36

     Uh, on line 684, a decision to promote or retain must be a unanimous decision.

280. 1:11:44

     I would consider that redundant and because there's a middle ground. What do you do when there's not unanimous?

281. 1:11:54

     So the idea is there has to be unanimous agreement to move forward, and if there's something other than unanimous agreement, the default position would be retention or keep talking about it until you can get to unanimity. But if you say you have to either unanimously agree to push forward or unanimously agree to retain, what do you do when you don't have everyone on the same page? There'd be no path forward for that scenario of-

282. 1:12:17

     So the parent says, "I wanna move the kid forward," school says, "No," they stay?

283. 1:12:22

     That would, that would be the default that they would kind of sit at, is yes, there's gonna be retention until we can figure this out, and that could then perhaps continue the discussion of interventions and things that might be put into place. But the decision to promote would require unanim- unanimity.

284. 1:12:40

     I've gotta stew on that. Let me, uh... I had last one, Madam Chair. On line... We talked earlier about this, Representative Townsend, on line 888, or 88- 887, 888.

285. 1:12:55

     I'd like two things. We hear from our constituents all the time, "Scott, I don't want more administration. I want more BR becoming teachers overnight." And so I, I get a little concerned when we say working... And I think we maybe address this in 892 on down, but when we say working directly with students, um-

286. 1:13:18

     And, and then we outline, to your point, what they can't do.

287. 1:13:21

     Yeah. Yeah, yeah.

288. 1:13:22

     It has to be documented.

289. 1:13:22

     And maybe that, maybe that outline of what they can't do addresses that working... You know, I just wanna make sure there's a bright line between who they are and who they're not, you know?

290. 1:13:30

     It has to be documented.

291. 1:13:31

     Yeah.

292. 1:13:31

     And, and I think-

293. 1:13:32

     It does

294. 1:13:32

     ... I, I would certainly defer to Mr. Walker, but I, I believe in, in the work that we've done, Chairman Hilton, that to your point, lines 892 and below serve to address the number and the requirement in 887.

295. 1:13:45

     Okay.

296. 1:13:47

     Yes. I, I see him nodding his head.

297. 1:13:52

     Thank you, Madam Chair.

298. 1:13:53

     Thank you. I'm gonna tell you that we got two more questions that have been lit for a while. Let's see. Number 25.

299. 1:14:00

     Thanks, Madam Chair. Two things. First, follow up on Rep- Representative Hilton's question about the retention, and I probably overlooked it. But is there a maximum times a kid can be retained? Because we know a kid can't be retained in kindergarten, then first, then third, then fourth. They'll never graduate.

300. 1:14:18

     That-

301. 1:14:18

     So is there a maximum time?

302. 1:14:20

     Well, no. We, we, we don't have it, but I can clearly answer that if, if you've gotten retained twice, you need to have an IEP, and it would prioritize your grade level.

303. 1:14:30

     Oh, they need to. If they don't qualify for special ed, then the st- school systems still do, uh, something else to make sure. I mean, I just wanna make sure-

304. 1:14:40

     The likelihood of that would, would in my opinion, Representative, be very, very low. If you've got a kid that is retained more than twice and he's not getting some type of services, whether it's a 504, whether it's a, um, IEP, you know, it, it, it, it would, it would surprise me that we wouldn't have something for a kid that's been retained that many times.

305. 1:15:08

     Oh, I agree. I agree. That's why I was just wondering. And then-

306. 1:15:11

     Good question

307. 1:15:11

     ... and then at the appropriate time.

308. 1:15:15

     Okay, thank you. So as we move, as we move quickly here, I've got three more, and, um, and we'll be back to that. So number one.

309. 1:15:26

     Yeah. Thank you, Madam Chairman. Thank you, Chairman, for your, for, for this bill. I'm, I'm, uh, proud to be a part of this move in education in, in Georgia. I think you helped me, uh, Chairman Dubnik, earlier. You talked about one of, one of the concerns we've been getting is, uh, what is this gonna cost? And you mentioned about the budget coming up, that you, we sh- We need to support this. Of course, we will. But do we have any idea what those numbers will look like?

310. 1:15:54

     Yeah, great question, Representative. We're, I mean, when we go back and look, I was making notes earlier, we're working with PSC, GOSA, DOE, the Re- Board of Regents, the Senate, the governor's office. We're working with all those agencies. Um, I've, I've got it boiled down to a very nice, neat document that I'm trying to prioritize funding for. We're working with them to get a final number that's both cost-effective and to a number, uh, that accurately reflects what we can put in place today.

311. 1:16:30

     Uh, this, this unfortunately is not gonna be a flip-a-switch tomorrow and everything has, has stood up and, and running the next day. And so we continue to be diligent in what we're doing. I should have, have some better numbers and, and facts and figures for you in short order. But we're, we're honing in, pulling all those together. Hopefully with your support in, in just a minute here to pass this, we can know exactly what it is that we're, that's in the bill that we're working with, and we can put a number on that soon. Thank you.

312. 1:16:59

     And number two.

313. 1:17:01

     Thank you again. Me again. I'm reading today. So I'm curious, so how do the current... And this is really structure, governance. This system is new. How does the current CSI coaches and the training model with the, uh, DOE staff work with this new, uh, structure, with the new model of the state literacy directors?

314. 1:17:27

     Again, good question. We, we could definitely get down in the weeds here. This is a, uh, federal program initiative, CSI is, and the coaches that are there, and they're targeting it at schools, um, with a, a socioeconomic level, uh, I, I believe, Representative, if I'm telling you correctly there. And, uh, so they are, they, they're governed under whole separate rules. However, there's nothing stopping them, uh, from assisting and doing their role that they're specifically charged to do and, uh, for our people to work together inside the exact same school.

315. 1:18:09

     So it's added help on top of what we've got. They're already in place. They're already trained. They have a specific duty, and we're just gonna allow them to collaborate in with these that we're putting in place. It's gonna take that type of effort. It's not gonna be something that just one small team can go out there function. It's gonna take all of us. That's why I was proud when I got a letter today from the Georgia Chamber, because that's what it's gonna take, the whole state of Georgia to, to turn this ship.

316. 1:18:41

     And, um, so I truly expect that to happen. I know the DOE has, uh, uh, been doing a fantastic job with the CSI coaches, and, uh, I'm proud of their efforts and I look forward to collaborating with them.

317. 1:18:59

     Number 15.

318. 1:19:01

     Thank you, Madam Chair. Quick question. Since we're under the high-quality reading materials and screeners, since we've got that rolling, what happens to the contracts that have been signed for those things? Is there enough grace period in the, in the, in the, in the time here in this bill when it becomes effective for those, uh, for that money not to be wasted on redundant materials or materials that are no longer good?

319. 1:19:32

     Yes. Uh, we, we're definitely got a good timeline we're working in here at how, you know, where, where we're going to or when we're gonna spend the money and, um, what needs to be first and what needs to be last. I'll give this man credit. He's been working very hard on exactly that i- in this point in time. I will tell you that we want boots on the ground. A major bulk of this expense are gonna be those school-based literacy coaches.

320. 1:20:02

     And, uh, w- it's gonna be difficult to find them all because we've already determined that we're gonna need somewhere close to 1,300 or over. We currently have over 5,000 open certified positions in the state of Georgia today, and now we're gonna, um, put 1,300 more in there. But we're gonna do a good job of focusing in on this effort, making it happen, getting those boots on the ground as soon as possible.

321. 1:20:32

     Remember, there has to be the q- the quality training and professional development of those individuals first and, and then set them free in the classroom. So there's a process. We're thinking it and we're working it straight through, and, uh, just wanting your approval so that we can, uh, just unleash them and let them go.

322. 1:20:54

     Thank you, Mr. Chairman. And, um, I see a signed, a time-out sign has disappeared, but his light is on. It's not! So Representative Wade.

323. 1:21:05

     I appreciate the vice chair letting me out of time-out. Hopefully you won't be put in there for doing so. Um, no, it's, it's, for all the folks, it's, it's all in jest. It's fine. Um, so to a couple questions. I just want... Uh, 9, 982 through 984, so we're continuing on just clarifying that there, there's a list of no less than two and no more than five universal reading screeners. That's, that's pretty much what we've currently, that's what's going on already.

324. 1:21:35

     I had a couple of teachers that are very supportive of our efforts, uh, back in the district, and this was their question. Um, understanding we have so many people that are passionate that are gonna be providing input to this, you've labeled all the different, you know, stakeholders, how often could those two to five change? Because so many times in education their experience is we try this for one or two years and then we- Try something else. And then, and I, I, I don't think that I'm necessarily suggesting that we codify anything like that, but do you know if there's an expectation that this two to five screeners will be a reliable screener option for a longitudinal period?

325. 1:22:24

     That's my question. I'm hoping the task force will have that vision, but I just don't know if you guys have contemplated that. I think it's a fair question from the educators that want to implement the best high-quality instructional materials back in our district.

326. 1:22:38

     Well, let me point out, uh, and great question, Floor Leader, um, that there's been a deep dive in on how often do we need to pivot. And the, the deep dive could start with our EPPs, and how often do we need to look at our teacher preparation programs? And is that every seven years? That every 10 years? Have things changed in the last 10 years? Or a generation of kids coming through? Um, we, we, we focused in on currently on the EPPs at every four years.

327. 1:23:14

     I see the director sitting back here, and we've had a lot of conversations about that. Let's just mention the science of reading and how much that has changed. I also think your comment, you can over-pivot, but that's what we've got this task force in for, of the experts that also understanding of over-pivoting and just w- uh, waiting on the next change to occur two years later. Uh, I truly think that they've got to assess, but that doesn't mean they, um, pivot.

328. 1:23:46

     And, and that's on a yearly basis. Take a look at it, make sure it's what we've got. When those new products come out, such as screeners not that long ago, that our children are using that are helping teachers, we need to pivot when that comes out. And that task force allows us to do that, and we got the experts ch- chosen on that group to do that.

329. 1:24:11

     Okay. Thank you very much, and, um, great discussion. So, um, on LC492653S, do I have a motion?

330. 1:24:23

     You have a motion to approve.

331. 1:24:25

     Second. Second. Okay, we have a motion and a second. All those in favor House Bill 1193, say aye. Aye. Opposed? And that passes unanimously. Great job.

332. 1:24:36

     Great. Thank you, members, and thank you for, um, if you can't read, we're coming to help.

333. 1:24:43

     Amen. Fantastic.

334. 1:24:44

     Let's make that statement.

335. 1:24:45

     And next we're going to, um, go right seamlessly, uh, with the chairman on our next. This is, uh, House Resolution 145.

336. 1:24:56

     Everybody has that in their folder, and you have the LC number?

337. 1:24:59

     I need a copy. I need a copy. Oh, here it is.

338. 1:25:08

     Thank you, Representative.

339. 1:25:10

     Okay.

340. 1:25:10

     All right.

341. 1:25:10

     Okay, and you have the LC number?

342. 1:25:12

     LC, Members, LC492231S.

343. 1:25:20

     Okay, thank you.

344. 1:25:22

     Briefly, if I can remind you, last year we passed this resolution that we brought before you. We think this ties directly to literacy. Um, we've got a percent of our children that come in that have not been screened for their vision or their hearing. As we well know, we have children that need glasses and don't have them, or need hearing aids and don't have them, or the teacher is unaware, and the child falls behind in that early learning.

345. 1:25:55

     So this is a resolution urging, uh, a- among quite a few things there, that we look at the Department of Ed. If you look on page two, um,

346. 1:26:12

     y- y- you know, Department of Education, Department of Public Health are urged to collaborate in developing comprehensive strategies and meth- methods to expand vision and hearing screening for students in kindergarten, or pre-kindergarten, kindergarten, first, third, fifth, and eighth grade, as well as transfer students that come in to them. So what we're doing is urging them to develop those strategies to be sure to catch them. Uh, I will not run you through the story from my own child.

347. 1:26:44

     My own child was sitting in my lap just briefly for a minute at kindergarten. I had my first eye exam that I needed, where I needed glasses, and my child could not read the E on the board sitting in my lap. And, um, we had him tested that day. The doctor didn't have a, a, an appointment available, but he had my son's name, which is Chris Erwin, and I said, "Well, he's the one you're gonna check today and not me." Uh, and he did, and he, he tested out at, uh, 21,000 at that time.

348. 1:27:20

     Got glasses. It changed his reading trajectory in school for my child. The teacher had recognized it, had put him up to the board, and I could not, as a parent, recognize that he couldn't see it from the back of the classroom, what was on the board. And, uh, so it was embarrassing as a, a parent, but a needed lesson that I did, that I needed to have the, the, his eyes checked so he could see the board.

349. 1:27:52

     This is an urging resolution that I ask you to, to pass that we can send on, and I do think this will be part of the team and effort that'll help children learn to read better that have poor vision or poor hearing

350. 1:28:07

     Okay, thank you. Just have a couple questions. Number 18.

351. 1:28:14

     Thank you. At the appropriate time, I'd like to move to pass.

352. 1:28:18

     Thank you. Number 16.

353. 1:28:21

     Thank you again, Chairman, for bringing this, um, urging resolution. As we heard in our, in your committee this summer on absenteeism, this is low-hanging fruit, and we needed to do something to direct, um, support to the students, and to get them glasses and maybe even hearing, um, aids if necessary. Will the, um, department of commu- uh, county health facilities, do you think will involve them as well as foundations, um, and nonprofits to support students around the state with these tests, as well as getting them the proper apparatus to help them, whether it's glasses or hearing aids?

354. 1:29:08

     Uh, yes, Representative. I think the, the collaboration is ready to take off. We need a system in place and an initiative to do it, and then ringing the bell that, "Hey, we can do better job with this," and all these people are willing. I have been approached since our study committee this year by many groups that are looking for an option here. And, and I, my, my belief is the DOE and public health will join in and do a quite good job.

355. 1:29:37

     Okay. Will they be reporting back to us so that we'll know what the system is and all the players, just so that inside of our districts we can understand who's the players, who's helping in our districts? Will we get some kind of report back when they set it up?

356. 1:29:55

     I don't believe we have that in the resolution. However, that would be an expectation, and we will be checking, and I can do some reporting on it.

357. 1:30:04

     Thank you kindly.

358. 1:30:04

     To you.

359. 1:30:06

     Number 22.

360. 1:30:08

     Thank you, Madam Chair. Um, this may earn me time out, but this question's quasi-related to the previous bill, but I'll try to tie it into this one. Um, our math scores, like reading, are in the mid-30s, uh, in terms of proficiency. Uh, have you found that if folks can re- uh, see and hear, uh, do math scores improve when kids begin to... You know, what, what are we seeing in states like Mississippi and Alabama who have improved literacy rates? Do the math rates tend to follow along as well?

361. 1:30:38

     Yes, in all learning, you know, other states that we've seen that once that foundation is in, it's improving everything.

362. 1:30:45

     Mm-hmm.

363. 1:30:45

     I don't know about the vision and screening impact on, of hearing on, on math, uh, scores, but it is evident through our study committee this summer on absenteeism that vision and hearing, uh, quicker and appropriate screening and the right products given to the children, and the teacher understanding the child then starts on a much better pattern to read.

364. 1:31:13

     I don't see any more lights, so I'm gonna say move to do pass.

365. 1:31:19

     Okay, we have a motion and a second, um, on LC492231S.

366. 1:31:26

     No, this one's gonna be right.

367. 1:31:26

     I stole that. I stole that.

368. 1:31:27

     This one will be right.

369. 1:31:28

     I-

370. 1:31:28

     That's exactly what it is.

371. 1:31:30

     Um, you said that's why you did it. Because you knew I wanted to do it? All right.

372. 1:31:35

     It's been five hours.

373. 1:31:36

     No.

374. 1:31:38

     So, um-

375. 1:31:40

     I'm trying to manage

376. 1:31:40

     ... all those in favor, LC492231S, I say aye.

377. 1:31:46

     Aye.

378. 1:31:46

     All those opposed. And that passes.

379. 1:31:49

     Thank you.

380. 1:31:49

     Thank you.

381. 1:31:50

     Thank you, members.

382. 1:32:14

     Okay, we're all right. Thank you, Vice Chair. Thank you, members. Great discussion today. I appreciate the, uh, strong efforts of, uh, this, this body right here and what they're doing. Um, we have a very important bill to take up in the time remaining for us. Um, representative, I'm gonna turn it over to you. First of all, I appreciate the effort here and the thinking about our teachers and, uh, you know, good conversation during subcommittee.

383. 1:32:46

     So we will turn over to you, if you'll read your LC number to me, please.

384. 1:32:53

     Thank you, Mr. Chair. I'm reading off of, uh, Sub LC492630S.

385. 1:33:02

     Yes.

386. 1:33:03

     And good morning again, committee members. I know it's early. Uh, we had a, a phenomenal conversation during subcommittee, and, uh, the bill i- is pretty straightforward given the task at hand. Um, I, I led our subcommittee meeting with the figure, uh, 5,358, which is, as of December 2nd, uh, the teacher vacancies in our classroom. Uh, so we, we clearly have, uh, a very real and persistent teacher shortage across the state of Georgia.

387. 1:33:36

     And so this bill creates a targeted pilot program providing up to $5,000 for 500 Pell eligible, uh, student teachers during their unpaid student teaching semester, along with the 2,500, uh, signing grant if they go on to teach in a Georgia public school. Uh, I also made mention earlier in the week when we were discussing in subcommittee that I've had the pleasure of, of, uh, speaking with and hearing from dozens of student teachers from across the state.

388. 1:34:09

     A- and their stories are, are really heartbreaking. Uh, s- imagine You know, being a talented, passionate college senior who's done everything right. Uh, earned admission into an educator prep program, uh, kept strong grades, and, uh, you're finally stepping into a classroom to student teach. You're there before sunrise, uh, planning lessons at night, pouring into kids all day, uh, and all of that is unpaid. Uh, rent is still due, uh, gas isn't free, and groceries, as we all know, those grocery costs are continuing to climb.

389. 1:34:46

     And so, uh, if you were a Pell student like I was who had to work a job and take out, uh, an outrageous cash in advance just to make ends meet, which many of these student teachers are, you're faced with an impossible choice, uh, and, and asking yourself, "Can I even afford to finish the semester that, uh, prepares me to lead my own classroom?" And so, HB310 sends a clear message that Georgia believes in our future teachers and is willing to invest in them. Uh, better outcomes for our children required, uh, prepared and supported teachers, and this bill, uh, removes a real barrier, strengthens the teacher pipeline, and improves learning conditions, uh, and, uh, we hope, outcomes for every student they will serve.

390. 1:35:33

     That's the bill, Mr. Chairman, and I'm happy to take any questions.

391. 1:35:39

     Absolutely. Thank you, and thank you for this, uh, effort here, Representative, and I'm gonna take them by the order I got them. I believe number 21. Vice Chair?

392. 1:35:50

     Okay. Um, thank you so much for bringing this. F- first of all, I just wanna say, um, I believe it is the heart of this committee, absolutely support our teacher to work on teacher retention, recruitment. We know that this is an issue facing us all, so I really do appreciate your effort. I know in subcommittee we discussed, um, s- possibly moving this, um, specifically the grants to teachers in areas or subjects of high needs. Um, just curious if you have, are you amicable to, um, adj- uh, updating the language to make sure that it is to the high needs?

393. 1:36:22

     And then, um, and then the follow-up would be, um, uh, the, the signing bonus. I'm trying to, I know it, it's lucrative and it, it's enticing, um, but I really like the, the part of your bill that addresses the, the teachers that are in student teaching, they can't work a job, go to school, and do this at this time. So this would, this would definitely close a gap. I'm not sure on the signing bonus part, but I definitely wanna ask about could we specify this to high needs in addressing those vacancies?

394. 1:36:52

     I, I'm, I'm, I'm open to the wisdom of the committee. I, I will say that we can, uh, be too prescriptive if we zoom in on just those specific areas, and was able to work with, uh, uh, my friend and, and Director Jody Barrow at the Standards, uh, Professional Standards Commission, and we were able to identify some of those, uh, high-need areas, math, science, English, uh, language arts. Um, we all know that special education has been a, a high-need area across the state.

395. 1:37:25

     Mm-hmm.

396. 1:37:26

     Um, a- and I, I would love to give them flexibility, um, to specify in addition to the Pell eligibility, um, what, if any, um, specific need, uh, would, would need to be, uh, written into, uh, the bill or to, uh, the program to determine, uh, who would be eligible to receive that signing grant. And to your second question, Vice Chair, uh, had many conversations, uh, in addition to the $5,000 student teaching grant.

397. 1:38:00

     Um, we can't guarantee, uh, that they complete their student teaching program and step into a Georgia classroom. And so originally last year, we had, uh, uh, moved forward with the $7,500 stipend specific to completing, uh, that, uh, student teacher program. And, uh, in, in working with Chairman Erwin and, and many other groups, uh, that was the question that kept coming up.

398. 1:38:30

     They can complete the student teaching program, but, uh, there's no mandate or guarantee that they step inside a Georgia classroom, which is ultimately, uh, the, the issue and the challenge, uh, is bringing down that vacancy rate in our classrooms. And so, um, you know, we wanted to, uh, create a hook, uh, and a, a, an additional incentive on top of that $5,000 student teaching grant, uh, to both support them to and through completing the program, but also entice, uh, and encourage them, uh, to enter the profession.

399. 1:39:08

     Okay. And may I ask you one more-

400. 1:39:10

     You can

401. 1:39:10

     ... question? So, um, so let me, I'm just making sure I understand what you're saying. So when they finish their student teaching, I mean, we have a shortage of teachers. Are, are, is the 2,500 signing bonus, are you, um, are you saying that there are situations where they complete that, and then they are not able to get in a Georgia classroom?

402. 1:39:30

     They could decide to teach in South Carolina, Tennessee. Um, nothing-

403. 1:39:36

     Okay

404. 1:39:36

     ... is mandating or enticing them to stay in the state and teach in a Georgia classroom. And so we wanted to, again, uh, this, this whole concept and idea is to not just focus on student teachers, but there are a g- a great number of students who enter college, and are, uh, their hearts are on fire, uh, uh, t- a- around education. Uh, but it's just cost prohibitive, one, uh, and then two, uh, th- there is no, uh, real incentive, uh, to keep them in our state, in our public, uh, classrooms.

405. 1:40:12

     And so, uh, again, uh, this is a step that we felt would, uh, create a, another layer of incentive and support to get them into our classrooms, not just to and through the student teaching program.

406. 1:40:26

     Okay. I'm gonna take them by what order I saw them. Number 16?

407. 1:40:33

     Thank you, Chairman. And thank you so much, um, for bringing this bill. I really do like it. I was a Pell student, and so I know how difficult, um, it is to work, to go to school, and then to have to, um, now, as a student, to teach, um, and spend all your time there, and then not have the income. Um, so what I would ask, is there, um, a way as...

408. 1:41:04

     I'm just piggybacking off of Representative Rice, that we leave this pilot open to all students who want to become a teacher, who are going into that specific semester to student teach, but maybe look at the bonus for the high needs? Because what we want them to do is to finish and get that incentive. We do want them to stay in state. But if they're high needs, um, there is a greater need for them.

409. 1:41:40

     Would that be a consideration to put the high needs, um, bonus, and- and so that there's a different layer of incentive?

410. 1:41:53

     That's a great question, Representative. And, uh, it's a pilot. We roughly have, on average, 3,000 student teachers every year. And so 500 only serves a fraction of all student teachers. Uh, we also know that there is a financial incentive involved, and we wanted to make sure that we weren't providing financial incentives to students who may not need it. Um, and, you know, 40% of, uh, students enrolled in the university system are eligible for Pell Grants.

411. 1:42:26

     You can't neatly, you know, uh, draw a line, uh, to the student teacher population and say 40% of those student, uh, teachers are Pell, uh, eligible, but it's a, it's a large amount. And so the idea was not to weaken the incen- incentive. Uh, if you decouple it from the student-

412. 1:42:47

     Okay

413. 1:42:47

     ... uh, teacher program, then you weaken the incentive-

414. 1:42:51

     Okay

415. 1:42:51

     ... to get them into the classroom. And so, uh, the bill specifies that only those students who received a stipend through the grant, uh, program are eligible to receive the signing grant. Uh, again, we want to maintain the p- the full weight and freight of that incentive to not only get them into the student teaching program to complete it, uh, but into our classrooms ultimately.

416. 1:43:16

     That definitely makes sense. Thank you so much.

417. 1:43:18

     Thank you.

418. 1:43:20

     Next, uh, floor leader number 29.

419. 1:43:23

     Thank you. Sir, you touched on it. Do you know how many in your research with the Professional Standards Commission, how many of our education students in our college and university are Pell Grant? I know you just extrapolated 40%, but are there 500? Are there 700? Do you know?

420. 1:43:40

     I, I don't have that exact-

421. 1:43:42

     Okay

422. 1:43:43

     ... figure, figure, uh, floor leader. And, uh, uh, Mr. Barrow, I'm not sure if you have that, but, uh, we do know that 40% of the 95,000-

423. 1:43:53

     Okay

424. 1:43:53

     ... USG students are eligible, and that would be our best approximate guess.

425. 1:43:59

     Okay, thank you.

426. 1:44:00

     Thank you.

427. 1:44:02

     Number 18.

428. 1:44:06

     Thank you, Chairman. Thank you, my friend. Um, my... I guess, is it not true that this could be considered a workforce, uh, development type bill for educators?

429. 1:44:23

     Most definitely, yes, ma'am.

430. 1:44:25

     Is it not further true that we could meet both needs of keeping the students that are eligible in, uh, the student teachers to go into the classroom and maybe consider doing a tier? Based on line 52, it says, "No individual shall receive more than 5,000." So is there an opportunity to create a tier in the bonus where first the s- the, uh, student teachers who, uh, uh, are qualified for the stipend that stay receive a bonus, and then add a tier to the bonus if they go to a high-need area?

431. 1:45:11

     Got it. Um, thank you for that question. Other states are doing that. And again, this is a pilot. It's not intended to fix every problem or, or grab every opportunity before us. It is a step in the right direction, uh, to work with, uh, all of the, uh, administering agencies and organizations, DOE, um, uh, the Professional Standards Commission, uh, the Student Finance Commission, uh, to learn, uh, to conduct the research, to lift up what's working and hopefully invest.

432. 1:45:43

     And so, uh, you know, I opted for a, a, a less is more approach at this stage. Let's get on base. Let's learn. It's a very controlled and limited pilot, um, by design. Um, but I'm open to that. Other states are, uh, adopting both the, uh, student teaching stipend, the signing grant, and a high-need, uh, uh, incentive as well.

433. 1:46:09

     Number 25.

434. 1:46:11

     Thank you, Mr. Chairman. Uh, thank you, Representative, for this bill. As a former Pell recipient myself, I appreciate it. Student taught, was a student teacher advisor, and it, it would have helped me not having to work three days at, you know, Friday, Saturday, Sunday to make ends meet because of student teaching. So with that respect, too, just double-check, just according to what you're saying, if they s- do a signing bonus, those students would have to stay in Georgia to get the signing bonus? to get that. So that-

435. 1:46:41

     There, it, it, they would only be eligible, um, if they've hit or exceeded 30 days within their employment contract-

436. 1:46:49

     Okay

437. 1:46:49

     ... with the Department of Education. Yeah.

438. 1:46:50

     Perfect. And then last thing, uh, uh, I like the way it stands now, the bill. If, if you changed it, uh, to me it'd have to be either or. If you go both, you're even narrowing the focus down more. It, yeah, I think, I think that'd be tough. So to me, whether you have it with, whether it's the going through the Pell Grant or the high needs, 'cause every system has a different high needs area. So anyway, thank you again for this bill.

439. 1:47:17

     Thank you.

440. 1:47:20

     Number 16.

441. 1:47:22

     Chairman, at the appropriate time, do pass.

442. 1:47:25

     Number 19.

443. 1:47:29

     Thank you for this bill. It's great. And in learning just a second ago, I think, Mr. Chairman, you said there was, was there 5,000?

444. 1:47:37

     Over 5,000.

445. 1:47:38

     Yeah, so, uh-

446. 1:47:39

     Positions a- a- available today that are just certified staff. Yeah.

447. 1:47:43

     So at the appropriate time, after she does that, I'd like to second it. So there you go.

448. 1:47:52

     And, and-

449. 1:47:54

     There's still five more.

450. 1:47:54

     Okay, let me... All right. Uh, members, I believe we've exhausted the, the questions on a good bill here trying to impact our teaching profession. Um, good questioning out of you members. Nobody was put in time out, so we have functioned to the time of the exam here. Um, let me see. The LC492630S, all in favor say, "Aye."

451. 1:48:29

     Aye.

452. 1:48:29

     All that don't like it, light sign.

453. 1:48:33

     Aye.

454. 1:48:35

     Okay, that carries. We have that. Um, good job.

455. 1:48:39

     Thank you.

456. 1:48:39

     Let's get this bill moving. Congratulations, members. Great job today. Thank you. Let's have a good session. See you in 20 minutes. We are adjourned.