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Senate | June 15, 2016 | Chamber | Senate Session

Full MP3 Audio File

[BLANK_AUDIO] Senate will come to order. Sergeant at arms close the doors. Members to go to their seats, members and guests in the gallery please silence all your electronic devices. Leading the senate in prayers, Reverend Peter Milner, Senate Chaplain, all members and guests in the gallery will please stand. [BLANK_AUDIO] >> Let's bow our heads and pray. Oh Mighty God. We look to you now. You're the creator of all good things. We set our vision on you give us new glasses, new eyes. When we're weak, help and be our guide in this body. Govern our state. Sit in the sit of power Lord. Help us know how we must move forward together. And Lord, we're forever at your mercy. We ask that you guide us throughout this session as a family. And it's in Jesus name we pray. Amen. [BLANK_AUDIO] Senator Apodaca is recognized for a motion. >> Mr. President, the journal of Tuesday, June 14th 2016 has been examined and it's found to be correct. I move that the Senate dispense with the reading of the journal and that it stand approved as written. >> With no objection the journal of June 14th stands approved as written. Senators, we have leave of absence granted today for Senator Foushee. [BLANK_AUDIO] [BLANK_AUDIO] Senators, upon the motion of numerous senators and the Chair, the Chair is happy to extend courtesies of the gallery to active and retired educators and other school personnel from across the state, we wanna thank you for your service. If you're with us in the gallery, please stand and be recognized. Thank you so much for being here. >> [APPLAUSE] >> A upon the motion of senator Don Davis of Green County, the chair is happy to extend the courtiers of the gallery to Waltmoore Beth North Carolina and Dona Kiomoore/g of North Carolina. If the Moore's are here please stand to be recognized. Thank you for joining us. >> [APPLAUSE] >> Upon the motion of senator brand Jackson of Samson county the chair is happy to extend cortices of the gallery to the American Legion and North Carolina highway patrol student trooper, if you'll please stand to be recognized. We are glad you are here with us. >> [APPLAUSE] [BLANK_AUDIO] [UNKNOWN] Senator Andrew Brock of Davie and Rowan county the chair is happy to extend courtesies of the gallery to senator Brock's family his wife and Andre and children Starket/g, Stella and Tucker and a babysitter Kassy Yauont/g. Senator Brock's wife Andre is also a PA visiting day at the legislator if the Brock's Family will please stand to be recognized. We are glad you are here today. >> [APPLAUSE] >> And also upon the motion of senator Brock of Dave yard on Rowan county. The chair is happy to extend cortices of the gallery to all the PA's that are with us in the gallery to if you are here please stand and be recognized. If you see them around say hello. Upon the motion of senator Joyce Waddell of Mecklenburg County and the chair is happy to extend courtesies of the gallery to Mr. Lean Lean president of charlotte Mecklenburg association of educators and their members. If you're here today. Please stand, we'd like to recognize you. >> [APPLAUSE] [BLANK_AUDIO] Do we have any report of standing committees today.

Senator Tillman for what purpose do you rise? >> Send forward a committee report. >> Senator Tillman you can send forward your community report if we have a page to bring that forward please. [BLANK_AUDIO] Clerk will read. [BLANK AUDIO] [UNKNOWN] Kelvin in the finance committee submit the passage. House bill 1039 increase Samson county occupancy tax favorable. House bill 1056 [INAUDIBLE] tax modification favorable. Senate bill 747, State on real property manager PED. favorable. Senate 791 LPA commission contract through great revision and study favorable as amended. Senate bill 481 unfavorable as the Bill but favorable as to committee substitute bill tittle intact or enact the North Carolina proving access to capital for entrepreneur with small business act and to provide public disclosure or written determination made by the department of revenue. >> House bill 1039, 1056 Calendar senate bill 747, 791 and 481 calendar. Senator Daniel for what purpose do you rise? >> To send forth a committee report. >> Senator Daniel you can send forth your report. Clerk will read. [BLANK_AUDIO] Sir Daniels and precipitation committee, seem this for passage, house bill 256. Committee substitute number one handicap parking better in display. Terrible. House bill 971. Committee substitute number one. Modac plate clarification, favorable . House bill 464, committee substitute number one but favorable as to committee substitute bill. Regional transportation authority revisions. >> House bill 256 971 and 464 calendar. [BLANK_AUDIO] Senator Pate for what purpose do you rise? >> To send forth a committee report Mr. President. >> You can send forth your report senator, the clerk will read. [BLANK_AUDIO] Senator Pate of the healthcare committee submits the passage. House bill 747 committee substitute number one unfavorable as substitute committee bill number one [INAUDIBLE] will ask this Senate committee substitute bill title an act to regulate the sale of [INAUDIBLE] study the abuse of craton and Nitrous oxide. >> House bill 747 J2. Senators upon the motion of Senator Bingham of Davidson County the chair is happy to extend courtesies in the gallery to Sandy Young Bishop of Dentin and dear friend, Ms Young if you are with us please stand, Mr Young please stand thank you so much. >> [APPLAUSE] >> [BLANK_AUDIO] Senators upon the motion of Senator Dan Blue of Wake County the chair is happy to extend courtesies of the floor to former Senator Linda Mcmahon of Wake County she is sitting on the floor here with us today. Senator thank you for being here glad to have you. >> [APPLAUSE] [BLANK_AUDIO] Do we have any other reports to sanding committees? Senator Apodaca, for what purpose do you rise? >> Motion relative to today's calendar. >> Senator Apodaca you have the floor for your motions . >> Mr. President, members I suggest that you listen very carefully to this first one. Senate Bill 817 constitutional amendment max income tax rate is on today's calendar,

removed from today's calendar and scheduled for Saturday June 25th. >> Objections are ordered. >> Mr. President House Bill 151 vocation Rowan, Orange county Jail population during vacations. >> Senator could you repeat the number again. >> 151 house bill 151 they are doing renewals that the Orange county jail. Remove from today's calendar's. Without objection so ordered. >> House Bill 978, Bill Doctrich Industrial Commission. He's rethinking it. Let's move it off today's calendar and put it on tomorrows. >> Without Objection so ordered. >> House Joint Resolution 980. When the Chetum's rethinking also. Remove from today's calendar and place on tomorrows. >> Without objection so ordered. >> And Senate Resolution 896, confirm Athen Shelton, to add culture board, he's thinking too. Remove from today and place on tomorrows. >> Without objection so order. [BLANK_AUDIO] [BLANK_AUDIO] Senators we have a say for our local bills for second reading, unless there's an objection I'd to block the vote. Those bills, would anyone like to, Senator Daniel for what purpose do you rise? >> Mr. President, house bill 952, I believe there's an amendment for that bill so that one could be voted separately. >> Okay. Senator Hise is that the same thing you were saying? thank you senator. Anybody else? We'll block the other three. They're very good. So we'll block vote house bills 956, 957 and 1131. [BLANK_AUDIO] Do we have any discussion or debate? Well let's read them first, that would be a great idea. House Bill 9.56, 9.57, 11.31 the clerk will read. >> House Bill 9.56 Henderson County Community College project. House Bill 9.57 Henderson Bill Charter. Amendment House Bill 11.31 pound/g of Andrew ETJ authority. >> Do we have any discussion or debate. Hearing none question before the Senate is the passage of House Bill 956, House Bill 957 and House Bill 1131 on their second reading. All in favor say aye. >> Aye. >> Opposed no. The aye's have it. House Bill 956, 957, 1131 passed their second reading without objection be read a third time.>> North Carolina General Assembly enacts. >> Any discussion or debate? Hearing none request for the senators passing of the bill 956, 957 and 1131 under third reading all in favor will say aye >> Aye. >> The aye's have it. House bills 956, 957, 1131 pass their third reading, House Bill 956 will be enrolled into the house for senate committee House Bill 957 will be enrolled and House Bill 1131 will be enrolled . [BLANK_AUDIO] Moving on to House Bill 952 , clerk will read. [BLANK_AUDIO] House Rule 952. Honor our service annual sheriff contract. >> Senator Annual is recognize. >> Thank you Mr. President. Members of the Senate, this is a great local Bill and I Ask for your support. >> Senator Heis for what purpose do you rise? >> Senator's Forth amendment. >> [INAUDIBLE] >> Senator Heis moves to amend the bill. >> Senator Heis is recognizing explain the amendment. >> [INAUDIBLE] members of the senate simply adds the county to the list of counties [INAUDIBLE] of the service animals retirement of service animals portion of the Bill. This is a request to the Edge's/g county Sheriff. I appreciate your support. >> Thank you Senator. [BLANK_AUDIO] [BLANK_AUDIO] [BLANK_AUDIO] Do we have any discussion or debate on the amendment. Hearing none the question for the Senate is the adoption of amendment one.

All in favor vote aye, oppose the vote no. Five seconds will be allowed for the voting and the Clerk will record the vote. [BLANK_AUDIO] 49, having voted in the affirmative and zero in the negative, amendment one is adopted the bill as amended is back before the body. Do we have any further discussion or debate? Hearing none, request before the senate is the passage of the Committee Substitute House Bill 952 as amended on a second reading. All in favor vote aye. Those opposed will vote No, five seconds to of voting and the clerk will record the vote. [BLANK_AUDIO] 49 having voted in the affirmative and zero in the negative Committee Substitute/g House Bill 952 as amended. Passes at second reading without objection do it/g a third time? >> [INAUDIBLE] >> Any discussion or debate? Hearing none, request for the Senate is the passage of Committee Substitute/g House Bill 952 as amended on its third reading. All in favor will say aye. Those of No. The I's have it. May/G substitute the House Bill 952 passes its third reading and it will be sent to the house for concurrence in the amendment. [BLANK_AUDIO] [BLANK_AUDIO] Moving onto public bills, second reading, house bill 292, clerk will read. >> House bill 292 [INAUDIBLE] >> Senator Tillman is recognized to explain the bill. >> Thank you Mr. President this is a bill to clear up the common core misconception that math one two and three is the only level to teach math. It's a very good program for, excuse me. Am I on the wrong. ->> Bill 292 Senator Beach Bingo. ->> Sorry Beach bingo. It's a good. >> [LAUGH] >> Beach bingo is a very good game that we all to regulate it and sorry same registration for beach bingo. We've got bingo played all over this state. Beach bingo is even played in the mountains Senator Apodaca. And we have no regulation whatsoever we don't know how many we've got, or what they're doing or what kind of prize is there award. So this man was surprised to $10 in charge of the registration annually $300. And it does not affect your charities or your non profit that's basically how it does. >> Do we have any discussion or debate? >> Mr. President. >> Senator Apodaca, for what purpose do you rise? >> A question for Senator Tillman. >> Senator Tillman, do you yield? >> Yes, sir. >> Senator Tillman, does this affect the Cherokee indians any with their bingo, I hope not and I'd hope it doesn't affect any of their other games. >> Thank you. >> Any further discussion or debate, hearing non the question before the senate is the passage of the senate committee substitute, the house bill 292 on second reading all in favor will vote Aye, opposed will vote No. Five seconds will be allowed for the voting, clerk will record the vote. [BLANK_AUDIO] Rabin, Harnett, aye. 48 having voted in the affirmative and one in the negative, Senate committee substitute to House Bill 292 passes its second reading and without objection will be read a third time. >> North Carolina General Assembly enacts. >> Do we have any discussion or debate. hearing none the question before the senate is the passage of the senate committee substitute to house house bill 292 on it's third reading, all in favor will say Aye >> Aye >> Oppose No. The Aye's have it. Senate committee substitute house bill 292 passes its third reading will be sent to the house for concurrence in the senate committee substitute. House Bill 657. Clerk will read. >> House Bill 657. Math standard course of study revisions. >> Senator Tillman's recognized to explain the Bill. >> That was the one I wanted to talk about to begin with. I have been out of my mind folks, I'm sorry but this Bill here simply makes clear that the math curriculum in the high schools will include the traditional math excuse me [INAUDIBLE] geometry [INAUDIBLE] calculus as that's always been but we found that the math one, two, and three which is basically an outgrowth of the common [UNKNOWN] math is good for the Upward mobile students and many of them identify with that. But those operations are top mainly to create critical thinking skills and not math skills so their is a awful lack in the math skills.

The absolutely computation skills that are being taught in high schools now and I found that with teacher among teacher among teacher that I've talked to. Parents are not able to help them as they could before. The good students as I said before have no problem with it but those kids especially that are the average and below average are having trouble with the new math. And that's basically what the bill does It goes back to giving you a choice of which one you would choose is the student and the parent a long with the counselor will sit down and [UNKNOWN] to get the best curriculum for everyone. Be glad to take questions. >> Do we have further discussion or debate? Senator Smith, for what purpose do you rise? >> To debate the Bill, >> Senator Smith, you have the floor to debate the bill. >> I have concerns about why we as legislators are telling schools what now to teach math. I'm certainly not a math expert and then as I look around the chamber, I don't see a whole lot of others that are math experts. I think that the very least, we should instead have a study to see if offering two different math courses would make sense. In fact, I actually think there has been a study that did conclude that the integrated math was the way to go and should continue. I know there are organizations opposed to this. The North Carolina Chamber has their opposition to it. I understand there are other organizations, certainly a number of math teachers and educators who are experts in the field are opposed to it. I just think we ought to study this before we decide as a legislature how to tell teachers and schools how to teach math. This is not something we should arbitrarily do without adequate study for what is necessary and what the cost would be. Thank you. >> Mr. President. >> Senator Burke, for what purpose do you rise? >> Send forth an amendment. >> Senator Burke, you can send forward your amendment. It's not on the dashboard yet. [BLANK_AUDIO] >> The Clerk will read. >> Senator Bradford moves to amend the bill. >> Senator Bradford is recognized to explain the amendment. >> So section one of the bill sets out the process by which schools will transition with the traditional method basically what this does is that it moves the implementation date about a year so that once the department of public construction has the assessments ready and the curriculum on to the new traditional format then those school districts will be able to offer that and ask for your support. >> Every discussion will debate on the amendment. >> Yes I do Mr.president. >> Senator Wardell for what purpose do you rise? >> To ask the question about the amendment. >> Senator Barefoot do you yield? >> Senator Barefoot you mentioned the state department of public instruction you've given them an opportunity for time, are they aware of what you're requesting and have they agreed to it? >> Yeah, they told me they needed two years and so with the bill currently has as a transition phase. There were some concern about logistical implementations and so rather than have the transition phase we're just gonna move it out, give the department and the state board two years to align the traditional pathway with our current standards and also develop assessments which they need, which we don't have right now and those will be ready for school districts to offer both routes when they become available. >> Follow up, Mr. President. >> Do you yield for a follow up, Senator? >> Sure. >> The follow up here. You just said that they wanted two years, but I'm looking at your amendment and what you just said in addition to that that I agree with the path in conjunction with. >> Mr. President, I don't think I understood that. >> Do they agree with the other things that you said they wanted for the two year period. >> I'm not sure I understand but what I will tell you is in my conversations they need two years to be able to come up with the assessments. And that's a key piece here one of the reasons why we can't go back to the traditional pathway it's because we don't have any valid assessments right now so we had to build in some time for these assessments to be developed. What the department has told me is it takes two years because they have to field test them so what my amendment does is it says rather than have a transition year we will just push it out two years and when the assessments are ready and the curriculum is aligned to the standards then we will make that available to the districts. >> Thank you. >> Any other discussion or debate on the amendment? Hearing none senator Tillman what purpose do you rise? >> Mr. president of this amendment I think accommodates the DPI request. >> Senator are you picking on the [CROSSTALK] speak on the amendment

and I think this is reasonable however if the end of that two year period they don't have the new assessments ready that will be no excuse not to proceed because the old assessments [INAUDIBLE AUDIO] geometry and algebra too will not differ very much in the new assessment standards that made this. So I don't think this is a way to say, you got forever, you got two years. >> Any other discussion or debate on the amendment? Hearing none, question before the Senate is adoption of amendment one, all in favor vote Aye, opposed will vote No. Five seconds be allowed for voting and the clerk will record of the vote. [BLANK_AUDIO] 46 having vote of the affirmative and 3 in the negative amendment one is adopted and the bill has its amended back before the bodies meet in discussion or debate on the bill has amended. Senator Davis re-purpose your rise. >> Send forth your amendment,. >> You have the floor to send forth the amendment senator.>> Thank you Mr. President. >> Every page bring that forward please. >> [BLANK_AUDIO] >> Clerk will read. Senator Davis moves to amend the Bill. >> Senator Davis is recognized to explain the amendment. >> Thank you Mr. President. I wanted to first thank Senator Tillman and Barefoot for working with me on this amendment. All this amendment does is it exempts the cooperative and innovative high schools from this requirement. They can choose whatever Math course best suits their needs. And it just gives them the option and this includes early college, all their early colleges so I'd be glad to answer any questions- >> Do we have any discussion or debate on amendment two? Hearing none the question for the senate is the adoption of amendment two all in favor vote aye, opposed voted no. five seconds will be allowed for the voting, clerk will record the vote. [INAUDIBLE] 49 having voted in the affirmative and zero in the negative amendment two as adopted the bill as amended is back for the body Senator Tillman for what purpose your eyes? >> Send forward an amendment. >> Can you send forward your amendment Senator [INAUDIBLE] grab that please. Clerk will read. >> Senator Tillman moves to amend the bill. >> Senator Tillman is recognized to explain the amendment. >> Thank you Mr President this changes the title of the bill to a more descriptive way of looking at this bill, the first part of the amendment, the second part deletes page two deletes section three, this was a section that eliminated this CT e-course from being considered as fourth math and this puts that option back into the bill or it gives them that option cuz we deleted the language that had deleted this ops so simply put CTE students can use that as a fourth map. Many of these students are going to a community college and for a two year program and going right into the world of work, and they need the technical or CTE math more than the other students. >> Do we have any further discussion or debate on the amendment three? Senator Barringer for what purpose do you rise? >> To ask the amendment sponsor a question. >> Senator Tillman do you yield for a question. >> I do. >> Senator Tillman will you explain to us what effect this would have on children with IEP's please Sir. >> Students with IEP's are always accommodated with the testing program and they certainly may use their IEP to determine their math requirements requirements and their math credits so yes, they would be included. >> Any further discussion or debate on amendment three. >> Hearing none, question for the Senate is the adoption of amendment three. All in favor vote aye, oppose the vote no. Five seconds will be allowed for the voting and the clerk will record the vote. [BLANK_AUDIO] 47 having voted in the affirmative and two in the negative amendment, three is adopted to the bill as amended back for the body. Any further discussion or debate on the bill as amended? Senator Apodaca for what purpose do you rise. >> To speak on the bill. >> Senator Apodaca you have floor to speak to the bill. >> Thank you Mr.president. Been here 14 years now and it seems like every year something else dealing with education. The new great thing with education. And we talked about two ways to teach a man. Well senator Smith Ingram, senator Heinz learnt math pretty well. And if I had to guess you learned it the old way. Algebra one, algebra two, Geometry and Calculus [LAUGH] Right there that's it. That's the new math. [LAUGH]

But, we're gonna have to go back and access, we're gonna have to access how to teach math the old way and see how it works. You know cuz this is getting a little ridiculous. And the real quarrel/g with this bill is it deals with high school and completely neglects elementary school. Where we're doing true damage to the children with the methods we are teaching them math. For once I would like to see us take control of a situation, not cow down to the bureaucrats that think they know everything and go back to the way some things used to be. You teach timetables in the third grade. >> [LAUGH] I think under common court that's not part of the curriculum. Now folks that's ridiculous. You got third graders reading problems and having to analyze and then take the problem out from there. I think one of our biggest programs is ready to achieve and we've got a lot of third graders that can't read on third grade level and we're trying to get them there and we're teaching them math based on third grade level. How smart is that? So, go ahead and guess, I'm not voting for this bill cuz this bill doesn't do enough. We need to trash the whole system, go back ten years and I think we can go to a file cabinet and find an assessment on how to grade a child on math. So I help you join in one with me and let's vote this down. >> Senator Tillman for what purpose do you rise? >> Mr.president evidently Senator Apodaca talking on both sides of the issue he hates common cold math which we got in the elementary but he loves it when we going to change the math back to something that makes sense apparently he's not heard from the teachers in the past that I've heard from Senator. And if you love common cold that's what you're stuck with- >> But->> I'm not finished yet. I would like you to answer a question. [CROSSTALK] I wanna ask him one. Can certainly do that. I've been talking to teachers and [UNKNOWN] there and I've got all kinds of information from them saying that sample that makes a system complex, they cannot understand it when you merge everything together. They wanna go back and have a choice senator of what works best for your kid and for the other ones. That's all we're doing. There's a given number of chores. If you don't like chores then you wanna be stuck with the [UNKNOWN] the common poll that's exactly what you're gonna get. If you like common poll then you don't like it in the elementary we need to change that and I'll ask you to go ahead and do an amendment to take it all away and I'll go ahead to figure out a way to put in some good common sense back in the elementary grades. The bill tells me you love common goal on one end, on the other hand you can't vote for something that fixes it. Senator Apodaca what purpose do you rise. >> Speak again on the bill. >> Senator Apodaca you have the floor to speak. ->> I don't need misconception that I like common court at all. And I think it's bad if were putting in two systems and can't pick one to teach math to children and what in the world are we gonna do with these small schools that have one math teacher? Are they gonna teach ten courses? It's just ill conceived. >> Senator Brown, for what purpose do you rise? >> Ask Senator Tillman a question. >> Senator Tillman do you yield? >> Yes, sir. I yield. >> Senator Tillman, I think what the bill tries to do is give LEAs the option to have both and offer both of those curriculums to their students. I known Senator Apodaca's concerns and I think Senator Hise's concerns about some of the small counties that will have enough math teachers in order to do it. Is there some time to phase that in? >> Senator, that's a good question. It's a very good question. Number one, we will do some revising of the standards in algebra one geometry and algebra two. The old standards were worse because math does not change. Those principles on that does not change whatever you call it. But we can do some upgrading on the standards and we'll give them an extra year, Senator Barefoot's amendment gives them two years to do it. And I promise you if I'm chairing the Education Appropriations I will file to make an accommodation as I've told many of you who've had a question about small schools. We've already opted out with Senator Davis's amendment to take out these schools that only have one class and want the college program as a good example, we've taken those out. So those small high school [UNKNOWN] programs that are already [UNKNOWN] I will try to get them some of our large systems, makes no difference, they got plenty of math teachers, But to keep from doubling the same kids in the same class,

I will try my best to get some accommodation made for them as I've told you I would. Good question. >> Senator [UNKNOWN], for what purpose do you rise? >> To ask Senator Smith Ingram a question. >> Senator Smith Ingram do you yield? >> Yes. >> If you would be so kind if you're able would you state the Pythagoras theorem. >> Yes sir that would be a squared plus a B squared equals C squared. >> If I may speak on the bill? >> You have the floor senator. >> Just to clarify as we mentioned earlier the old systems seemed to work pretty dog on well and Senator Smith Ingram and [UNKNOWN] are math experts, thank you. >> Having further discussion or debate on the bill as amended Senator McKissick for what purpose do you rise? >> To see if Senator Tillman will yield for that. >> Senator Tillman do you yield? >> Happily, happily, happily. >> Senator Tillman a concern articulated by Senator Apodaca. >> Speak into your mic, Senator. >> Yeah sure. The concern particularly by center on Apodaca about the staffing of the schools, what do you do?The medium school system, small sized school system, if you're giving parents the option but you're hiring your teachers in the summer months and they're coming in with fix set of skills to teach certain courses, how do you accommodate the additional demand that could be created if end up with them, a half dozen students, or a dozen students at a couple of different schools, which decide to go back to the traditional curriculum versus the integrated math. How do you go about accommodating that in terms of having the [UNKNOWN] stand up in place, having the resources allocated not violating budgets that you might have already established. I've been having a hard time understanding that as well. How can that be done successfully? May be you can help me with that. >> Thank you. I'm gonna help you with that. >> Okay. >> The number of math students that Trinity High School will be exactly within four or five of what registered and pre-registered this spring. They know, that numbers got on a change except for a few dropping out and a few coming in. Virtually, the same number. So you're not increasing any Math student. What you're doing is changing how you schedule them. Medium sized systems have more that one math teacher in their department. They'll have no trouble. Large systems will have no trouble. The smaller system will if you only have one math teacher than you've got to combine the other one with a math one, that can be down two with the good math teachers the principles of math are the same, they do not change so you are not going to change teachers under this, you are not going to loose teachers based on ADM and you usually give the high schools another couple to make schedules work out with large versus small class, we've done that forever that won't change is not a dime that you [INAUDIBLE] teachers unless we a lot some for those small systems which I will try to do. No the numbers do not change. >> Mr President could I ask a follow up to Senator Tillman? >> Let me ask you this Senator Tillman, I'm assuming that there are many students that may pre-register thinking they're gonna take one course, they get there in the fall and they take another course, we also have an influx of students that changed schools every year plus additional new students are coming in from outside systems. >> Senator McKissick, over a hundred years the number coming in versus those that are dropping out changes less than one half of 1%. That's the history of those numbers. If you get larger numbers, you simply request additional teachers. If your ADM Justifies it, you're granted those and a lot of those teachers. We doing it every 20 days for the first four or five months we do an update so if you've gained a teacher by the influx you'll get the teacher no you won't. >> Thank you Senator Tillman, yes speak on the bill I hear [INAUDIBLE] however the math just doesn't work. >> We have any further discussion or debate on the bill as amended? Senator Woodard for what purpose do you rise? >> Speak on the Bill. >> Senator Woodard do you have the floor to speak on the bill. >> Thank you Mr. President, Senator Apodaca and Senator McKissick are right. Proposing two tracks is like King Solomon we're not choosing. we're going to cut the baby here. What we're doing in the ufamistic/g this numeral of choices is providing, you're giving this schools an unfunded mandate, they don't need more time fix this, they need money to fix this. The committee we asked for cost estimates but we were simply dismissed

with vague assurances there wouldn't be more cost. But we've heard from superintendents, [UNKNOWN] says he's heard from some, I've heard from a bunch too, I've talked to some of the schools in my district I had a very helpful conversation with the Chair of the Math Department and the principal of Raleigh Charter High School. Top ranked public school in the state, fourth ranked public school in the country. And what we hear from schools, not the ivory tower, not the bureaucrats, from traditional schools and charter schools adding that the old curriculum that this bill proposes, Senator McKissick you started down the path of trying to do the simple arithmetic of how this class schedules work out. Back to one of my high school has a cohort Math cohorted 80 students that get you about three classes of 25, 26 students if you pull out say eight or 10 which is what the math should estimate she would loose going back to the traditional program then you've got one class of eight students. What do you do with the other 72 if Senator Tillman's right then we don't have to add a math teacher then I got two classes of 36 students, that is not a way to teach math. So you end up with three sections of 24 students and one section of eight. That's exactly what Riley Charter High School told me this morning, that they would end up with in their school as well. Traditional, smaller traditional schools, charter schools are gonna face the same problem trying to implement this. The Arithmetic just doesn't work. And how do you accommodate honor classes, remedial classes and Senator McKissick you got to a little bit about the summer as well. In committee we asked how schools would make the changes, then again our concerns were quickly dismissed. But again talking to these schools, to the men and women who are gonna be teaching the classes, we find out that implementing the second tract is gonna be difficult. How about the teachers? We have all the principles are always the same. Math principals change. We don't teach math the way we did in 2016. The same way we did back in 06 or 96 or back when they had an [UNKNOWN] Teachers are gonna have to spend time systems and chars are gonna have to spend money Getting this teachers prepped again. Oh and speaking of prep time, now teachers are gonna need more prep time. Teachers who are teaching both tracks are gonna need 50% more prep time in their day. And suppose it's difficult to find math teachers now. Talk to your LEAS about how they are struggling to find math teachers. talk to your charters, that is the hardest teacher school systems have to find now is Math teachers. And we're gonna add to the loan of worth this second trap. And what about the students? We couldn't get a solid answer of how students are being affected under the curriculum either. If they sign up for one track in the ninth grade, can they switch? No they are locked in. What about the student in the old curriculum who discovers an interest in Engineering maybe because they got a summer job, they'd like to be able to take the Integrated Math that best prepares them for Engineering. Or a student who works as a cashier at the grocery store or teller in a bank one summer and wants to go do Integrated Math where she might learn statistics. Those options are closed to us if we're offering double track. Ladies and gentlemen, our students and our teachers are not puzzle pieces. You could pick them up from one puzzle and drop them in the other and they fit. It just doesn't work. Senator Smith was wiped the question about which math curriculum is best or requiring that the school should offer both is something that props questions, requires data, research and study. Oh but wait a minute, we had already done that hadn't we? We got recommendations from a committee, we should stick with those and reject the meddling that's in House Bill 657. >> Senator Burrock for what purpose do you rise? Senator Burrock. >> Speak to the Bill. You have the floor to speak to the bill. >> Thank you Mr. President. You know I've heard a lot about the money that we're looking for and something I just can't get over when I was looking at last year's budget and this year's budget. Whether you're an A performing school or an F, city or rural, east versus west, our schools all have one common number and that's the ratio of assistant principals to teachers.

Now does that make sense to have that? We're looking for the money where the money could be there already. We should take maybe some of our best performing schools, maybe we don't need that many assistant principals there. We can take those salaries, take that money and put it in our low performing schools. What we're looking at for our math teachers and what we're having right now is very difficult. One of the best math teachers that I've ever met lost his job because he was spit on and hit by a student. So when we talk of [INAUDIBLE] slap in the face as a teacher what teachers are facing today are actually slaps in the face, we've lost control of what's happening in schools, now I look at a lot of numbers out there and one thing I saw was a question that was posed equal about what can improve the education in North Carolina and two answers that we always hear, the things most talked about through this body and other body's, higher pay for teachers, and more resources for classes. What was interesting is what came in third on that survey. It was about discipline in the classroom. Talk to the pages here, talk to the students in your community and find out what's really happening in the classroom. We're losing control, and the teachers are tired of it. They're tired of the discipline problems and things that are happening. We're looking at which track one will track or another track if class is disruptive learning will not take place so I think it's something we need to do whatever we can but I believe the money is already there and that we need to make sure we thin out our administration and put the money into the classroom. >> Any further discussion or debate on the bill as amended? >> Mr President. >> Senator Waddell what purpose your eyes? >> To speak to the bill. >> Senator Waddell you have the floor to speak to the bill. >> Ladies and gentlemen as I have been sitting here I'm receiving text messages after text messages from current teachers and from those who are retired we have over 300 of them here today. And I wanna speak to a professional development because that is what I did for more than 12 years training in new methods in current methods and updates for teachers throughout the school system and throughout the state, and I like to say we don't stick with one thing long enough for teachers to master it, so here we go again talking about two tracks of math, we talked about common code we just don't stick with one thing long enough,and then we come back and evaluate teachers and give them bad evaluations. I know I heard you say something about two years we got to stick with something long enough for that curriculum to make a difference. The students that master it and for teachers [INAUDIBLE] what they are doing with students so that they both can master the subject matter and I think we are moving too fast when we start talking about two tracks of math, and we think about the parents, how do we inform them and how do they make informed decisions about the math track that they want these children to follow? That requires a lot of learning a lot of teaching and helping parents to make informed decisions, I wanna also say that profession development does not come cheap, it comes with dollars, some school systems have to have over a million dollars in order to do the [INAUDIBLE] and has an ongoing but the evaluations to see if it's working, also heard that we'd had a lot of questions from parents who said they wanted to track the math, I've heard that we've said we want we've heard from school systems and I haven't heard from any of them and I have over a hundred emails saying please do not change. Over 100 emails saying that. Don't give us two tracts of math, families don't know how to choose and not only that, when it comes to scheduling and other areas of concern will be alignment to elementary and middle schools, Standards, alignment to college expectations, and of course student transfers from district to district, so they have a lot of problems, a lot of concerns that we have not even thought about. I think we need to think about this examine it, and work through it before we say, we wanna change with both approaches to math traditional and also the math of integrated math,

think about the scheduling too, our counselors are already over taxed, with massive schedules and now they're asking to do something else, How much more can they do? Just think about this more, it's difficult for me to support this bill, thank you. >> Senator Barefoot for what purpose do you rise? >> Speak on the Bill Mr. President. >> Senator Barefoot the floor. >> Look I will be the first to acknowledge, that the mess that we have found ourselves in that began before we got here when the department of public construction and the state board of education together put North Carolina on a path to determine curriculum for the state is problematic. There is no easy way to solve this problem,and I'll be honest with you, the fact that this body is even deciding on a Bill like this let's you know that something in our state is broken at the highest levels of education decision making. North Carolina is one of the only states in the country with state mandated integrated Math, all the other ones have all retreated, they've all gone back to dual systems where they offer both integrated and traditional why? Because the routes don't matter with regards to the rigor. The standards don't change under this Bill, what alarms me the most though about the debate today is, where are the students? Why are the parents' choices being vented through this process? I think one of the reasons why this bill feels unnatural to many people is because it puts the parents and the students in control of the type of mathematical pathways they will choose as they move through high school. It's not a bureaucracy telling them what's beet for their student. I will tell you my overarching goal in this body is to make sure that public education meets the needs of every student at their level. That should be a goal that we all share. Offering them the choice makes that option a reality. Will it be logistically difficult? Maybe. We don't know. We don't know until they try it out. I'm sure there'll be some challenges. They won't compare to what the department of public instruction and the state board of education did when they changed every single curriculum to every single class in the state of North Carolina. We were in control when we experienced that it wound hold a candle to the $70 million that was wasted in professional development money from ways to the top that was supposed to go to our teachers to help teach the integrated math. If all you would argue you would probably have a lot of teachers enroll in North Carolina who still don't qualify to teach math one because algebra one credentials don't transfer. So at the very essence of this bill is giving parents and students a choice over not what they learn but how they learn it. And that is something we should strive for. >> Senator Lee for what purpose do you rise? >> Speak to the bill>> Senator Lee you have the floor. >> If you haven't heard from a parent. I'd like to go ahead and say you are gonna here from me. I had a child that went through math one, two and three. I have a child that has taken math one. I have a child in seventh grade, that's coming up and we are gonna have to make the decision whether to take math one, two or three or algebra one geometry and algebra two and I was not gotta get up and speak until I had someone say they had not heard from parents. Cuz I don't want someone ask me a math question to be honest with you. But if you say it's difficult for parents to figure out what track to take, it doesn't matter if she is telling about math. It's all difficult. I'm a lawyer, my wife is a nurse. It's all changed the who structure is difficult to navigate English, literature, math, science it's remarkably different so parents if you are gonna be engaged you are engaged. You are trying to figure out math. You are trying to figure out science, you are trying to figure out English and I as a parent appreciate the opportunity to be able to make that choice. I will tell you that although not a math expert, I had no idea what was going on in math two and math three and I sat down with the teacher and talked to him about it and asked him for a textbook he said we don't have textbooks , their are no textbooks, not that we cant afford them we don't have them. So I can sent one home with you for you to study so you can help your son study. At that time that teacher was frustrated, I was frustrated, my son was frustrated, I couldn't even find a tutor to help him because this is when he first came about.

So it was difficult then, it's difficult now and it will continue to be difficult it's not an easy path but what I do appreciate is that opportunity to have choice and I've had us talk about budget the administrators of bureaucracy. And we haven't talked about it at some point, but I'm talking about my kids, students. And we're gonna have to figure it out and what we're doing today in this bill, is we're saying there's a deadline to figure it out, if we are going to utilize the virtual school so the children who are in other districts can take math one two and three if they want to through the virtual school program and for those of you who haven't looked at it please do, kids are using it in the [INAUDIBLE] as well as the rural areas to take certain classes that they wanna take but they may not have the option that the school they're in, this is not new, this is going on in North Carolina already and it's going on across the United States across the world. Fertile education works and it work well the way we're doing it in North Carolina, there are choices and options. This bill says that we're gonna figure it out on behalf of our kids in North Carolina have to give them the best education that we possibly can, thank you. >> Senator Bryant what purpose do you rise? >> Debate the bill. >> Senator Brant you have the floor. >> I just wanted to speak on behalf of the rule districts that I represent and they oppose this bill I feel like we are basically introducing a tracking system because, and all due respects to Sen Lee, all parents are not because of their life's demands able to be as engaged and informed. So for our low information low engage parents. We are relegating those with multiple jobs, struggling day to day, not as well educated, we are regulating them to second class inferior status on these two tracks. In addition to that I asked about particularly African American students who were struggling in terms of some of the assessment done in these courses and to a person, the folks I spoke to felt that they were better off in their struggle in math one, two and three than to be put on these dual tracks. And not be on an even playing field with all of the other students. I think it's clear from the business community that the one track of math one, two and three and four, if there's such a thing on that one, two and three track, including what we're doing in career and technical education, early colleges, cooperative and innovative high schools are what we need to prepare our children for the jobs of tomorrow, and to our children who are most at risk for not being competitive and having a chance. Being on this math, having a single math track and having them all on a level playing field is our best chance for equity. So you are condemning us with this bill to an old fashioned tracking system that we have moved beyond. And in my districts they have asked me to oppose this. And I would echo the concerns that have already been more than adequately made for the smaller school systems and the big burden this will place on them. Thank you. >> Senator Davis, for what purpose do you rise? >> To debate the bill. >> Senator Davis you have the floor to debate the bill. >> Members I too am a parent. And I just wanna speak briefly actually as parent and Sen Tommy and I briefly shared and we've had this conversation as well. As we saw at least some of the statistics that's come, especially when we look and talk about the act. Our kids ready for college, are they ready to hit forward in a career? And I can simply say as a parent, my son graduated last Saturday. And I recently spent this year with him, helping with applications, driving around the state to visit colleges, to try to help him in his process.But as we know, men, you just can't pick up and go [INAUDIBLE] school. I mean, they are very aware of ACT requirements, SAT requirements, and when I look at this and look at least at the preliminary numbers I'm looking in terms of integrate math and you're talking about

a five point difference on the SAT. I mean,to me you know that is something of interest, of concern and I would definitely be aware of, as is for my child or anyone else's child. Are we truly preparing kids? And how do we prepare them for college? They continue through, not just to get through whichever option they choose here, but the horn in higher education. And I'm just standing/g here you know, at least hear my concern as a parent. You know when I'm looking at the UNC system and minimum admission standards of increase in 2013 the minimum admission standards goes up to 17 on the ACT 17. And right now, looking at the traditional, sequence, we're talking based on these numbers,around 18 versus 23. I'm just being real here as a parent. I mean, you always want the best for your child. You want them to be able to get into school of their choice. So whatever we do here, I think it is important to have that perspective on it. So I stand just to more so share these concerns from a parents perspective. And I can also probably as a parent share with you my son decided to go to East Carolina. Senator Tillman for what purpose do you rise? >> To speak a final time on the bill. Senator Tillman you have the floor to speak again. >> I have got all kind of test scores taking every charter school in the state, good bad and ugly and all the public schools in the states. Charter school are not bound to teach one two and three and many have not very few have and their scores are on average 25 to 30% higher than the public schools in every category except one out of 13 categories and that's the IG category. If you wanna look at test scores look at the end of grade where you got those Math one, two and three students and the 14 and 15 scores are down significantly. take a look DPI is on figures and DPI is a lone shark from who is scoring and who is not scoring. Now if you wanna look at the ACT of course you are better students, they are gonna be the once that bring your scores up and their is no surprise that they may be a little higher. They are taking one, two and three and their are in those courses and they are doing well. 70% are doing worse. They are going into the technical fields they are not going to the four year colleagues, they will go to two years and maybe a take a two year program their and go to work. They need a CT curriculum and they need the traditional concrete sequential math about the one algebra two. That's what I'm looking at. No parent that I've talked to anywhere or a teacher told me that choice, Senator Lee no one told me that choice was not a good idea, if you wanna listen to BPI and the rhetorics who slammed us into this common goal without one bit of consultation with you me anybody or we are here. We are supposed to have some people that know something about education. No consultation spent 70 what. How many million dollars Senator Barefoot, they spent many many dollars. Going ahead and doing training a program that they knew we didn't like. Now if you love common core and don't wanna choice you need to vote no on this bills. If you want choice with a parent and a student and a councilor sits down and makes a decisions on what's best for that student. If you are thinking about the students and you are thinking about all the students that's all I want you to consider. If you don't want that vote no. >> Senator Smith Ingram what purpose your eyes? >> To speak to the bill Mr speaker. >> Senator Smith Ingram you have the floor. >> As I sat in my seat and listened very quietly to what has been shared in our assembly today, I am drawing a comfort and good feelings about the amount of time that we are spending in this debate, I know that we are tired and some of us are feeling like we are beating a dead horse but I do want to pause a math problem before each of my colleagues assemble today, I'll try to make it easy. The problem that we have faced here is we have students who have darts in their hand and they are aiming those darts and they wanna hit the bulls eye, what is the probability given the quadrilateral inscribed inside of a circle that that dart will land in the upper right quadrant number one,

if the student had to figure that mathematic problem out and then determine what will be the central tendency and how far would it deviate from the standard deviation and then go back and compute the Z score what would the answer be, that is the question we are faced with today, under the traditional standards and thank you Senator Apodaca for recognizing that Senator Hise and I both learned on the traditional algebra one Algebra two geometry sequencing, I stand today as a current geometry teacher I teach in Virginia, geometry teachers are hard to find and that is why I've gotten a text message from my principle at the high school where I teach and Virginia who teach algebra one, geometry, algebra too the traditional sequence. Our sequences have changed, I had to teach and I tutor in integrative math from North Carolina's students who live in my community, as a parent and as a person in the community I would not be able to tutor North Carolina's students if I were not a mathematics teacher myself. So I understand the difficult problems that parents have. But in looking at how we will solve that problem mathematically, under the traditional sequencing we would have to teach the student about quadrilaterals and then to be able to determine if that's gonna be a parallelogram We don't have to teach them how to compute slope. That's an algebra one concept. And then to determine if the parallelogram could be a rectangle or maybe even a rhombus. We would have to teach them how to calculate midpoint and distance to determine if the diagonals are congruent or if they bisect each other in the middle. That is a concept that they will not get in algebra one. They will not get that until they're n algebra two. The statistics component of that math problem would not come into effect until they get into algebra two when they learn about central tendency, probability and being able to compute Z scores. So if you have to wait till algebra one, Geometry and Algebra two to solve that problem. When that student has to demonstrate that core competency on a standardized test, they are less able to put themselves in a position where the dart could hit the bull's eye because they may not have been able to take in that sequence in a timely enough manner that they can take the standardized testing and align themselves up for future opportunities. There is no doubt that the integrated math teaches our students the core competencies to be able to compete with 21st century jobs and technologies. But I do agree, if we're going to do this today, I will reluctantly support it. Only because we have to leave our student where they are Senator Barefoot and Senator Lee, and we have to provide them with an alternative route with the traditional sequencing for those students who are not yet able to master the way the content is given to you integrated as in the case, with integrated math, the math one, two, three course sequencing but we have to let parents and students know, in this choice your are risking some opportunities in the future. The ACT scores demonstrate that with the integrated math we have seen achievements and math scores grow. We have more students who are ready to compete. But with this bill we will have even more being able to offer that. And I will reluctantly support it today, but two years from now, if we have not ensured that this is not an unfounded mandate that we have the political will to make sure that resources are in place, that these small schools Senator [UNKNOWN] are able to have the capacity and the man power and the scheduling and the resources and the textbooks and the after school programs, so that students will be able to master these concepts so it will work and it will not be to the detriment of our students and our teachers. If that does not happen, add it with the addition we've gotta look further down in the vertical articulation of our competencies down to elementary school, the reason why a lot of students are not mastering is because we did stop teaching simple multiplication facts, our students don't have the normal sense to be able to do that computation. So we even have to go even further than this Bill and to loo at our curriculum and our vertical articulation and alignment of our concepts and objectives to be able to, make sure on the elementary middle school and high school level, we are preparing our students to compete globally in the 21st century and if those things are not done, then we all need to come back, those of us who will be here and two years or a year and stand together and repeal this

bill. >> Senator Jackson, for what purpose do you rise? >> To speak to the bill. >> Senator Jackson you have the floor to speak to the bill. >> So there's been some discussion of schools meeting with parents and meeting with students in order to make a decision an informed decision about which track, how's that actually going to look? Let's think about it, I assume what schools are going to do, is end a letter to the home of every raising ninth grader, say three or four weeks before school starts, the supervisor/g is going to say, Mr and Mrs Smith, your son or daughter is joining us, your son or daughter is going to have a choice between track A and track B, please come in and meet with us what happens, we're happy to speak with you about track A and track B, the differences. Here's my idea, how many parents respond to that letter? What's the percentage of parents who actually come in with Johnny and sit down and have that conversation? It's 10%, maybe 15. Probably not 20, then we can all probably agree on that right? We probably not gonna hit 20% of parents actually coming in and having that discussion. You all said that the logistics of this are hard, these are the logistics. So if we agree, that roughly 80%, let's say of students never have the conversation before they start, that means they are making the decision on the first day of high school by themselves quickly, anybody think that's a good idea? Anybody thinks Johnny really understands the gravity of the decision that he is making on the first day of high school. How's Johnny gonna make the decision? How can he possibly make an informed decision? He is gonna listen to the counselor who is speaking to him, and he's gonna try and do exactly what I would have done, figure out which one's easier. The council is gonna talk about tracking and track B, what I'm gonna be listening for is which one is easier? And I'm gonna make a decision out of that we are failing this students, we are willfully failing this students you know they're gonna show up on the first day of school and have no idea what this is about this is a high level pedagogical debate that we can't settle so - >> Mr. President? >> Senator Barefoot for what purpose do you rise? >> Ask Jackson a question. >> Senator Jackson do you yield? >> Yes. >> Senator Jackson do you know when registration for high school takes place? >> No. >> Okay. Thanks. >> Senator Jackson you have the floor. >> This is a high level academic debate about which type of mathematical career is most important for children asking those children to make that decision - >> Mr. President. >> Senator Jackson for what purpose do you rise? >> Ask Senator Barefoot a question please. >> Senator Barefoot do you yield? >> Sure I'll yield. >> Senator Barefoot could you tell me when they send now this registration notices? >> What our staff has told me is that most children register for high school in March the year prior to entering the high school. >> Thank you Senator Barefoot, thank you Mr. Chair. >> Senator Jackson I'm sorry I didn't know which direction that was gonna go the floor is yours I will not interrupt you again. It's your floor senator. >> No, it's no problem. I think that's a fair point. If registration is matched the year before okay so be it. But is this actually going to be an informed decision in which parents participate? That seems to be the push that we're hearing here. How many parents actually participate? Certainly not 50%. Most of these decisions are going to be made by the student him or herself. Is that really our intent? Do we actually think that's a good idea? Or do we think that the student's going to try and take whichever he or she feels is easier. Does that student fully appreciate the consequences of that decision, of course not. This is a decision that we should be making. This is a decision that is very difficult, very controversial and what we're doing is pushing that off on the students on the 12 year olds and the 13 year olds because we can't figure it out ourselves. Senator Raven for what purpose do you rise? >> Moment of personal privilege out of order. >> Senator let's wait till we get through this bill first and then- >> It's on the bill. >> Would you like to speak to the bill senator? >> Speak to the bill yes sir. >> You have the floor to speak to the bill senator. >> Thank you Senator Jackson just pointed out the real issue that we have in education in this state and it's the lack of family participation in so many of the areas that would make the whole system work. We charge this body with the idea that maybe we ought to look at ways to make something happen so that we do get either family participation

or look at how we can get that kind of help to the students because in the end the student won't learn if he's not predisposed to learn before he goes to school, all the money that we put into it is not gonna have the kind of effect that we want it to and I just agree on what he said about the participation. Do you think there has to be someway to get that t reason and support the Bill so I can get back to speaking on the Bill, is is does it loose give choice where parent participation is there. Thank you >> Any further discussion or debate on the bill as amended? >> Senator Apodaca for what purpose do you rise? >> Second time >> Senator Apodaca you have the floor to speak the second time >> Thank you Mr.President. And I didn't know if I'd ever utter this word in my life, but Senator Smith-Ingram changed my mind. She may have won the best arguments I've ever heard on this floor, a very coherent very well produced arguments. So I am now in favor of the bill and thank you Senator Smith-Ingram >> Senator Robinson for what purpose do you rise? >> To be speak on the bill. >> Senator Robinson you have the floor to speak to the bill. >> Well I was gonna sit down too but after Apodaca changed his mind, I'm not changing mine. >> [LAUGH] >> Because I think the issue is, regardless of whether the approach is better or not, and we've seen it traditionally in education, unless the resources adhere, to make sure the child performs it does not happen. Whether it's in rural North Carolina where there's an insufficient math teachers, and we know math is a critical skill. I would say that Senator Hays and Senator Smith-Ingram had not only some of the best teachers at the school of science and math but Senator Smith Ingram also had professional development and that is important as well. And so unless we have those critical skills and those teachers in these schools to make sure those children learn and we have sufficient numbers to do either or because regardless of what you say Senator Tillman, you can't switch that easily from one to the other to divide those children up like that. You got to prepare. We are not doing the children or the parents a service. we have to provide, and I know ya'll don't want to hear me talk about budget because y'all are trying to finish it but we have to provide the resources for the children all over North Carolina and so whether integrated math is good. Yeah, I didn't learnt that way, you know, way back then, [LAUGH] we didn't learnt that way, I learnt the best I could. I was is segregated schools but I had the best teachers but it might be the best thing for the future but unless we can provide the resources. Every child is not going to have the opportunity. Teachers who we're in our session the other day and one walked out with me as she was a darn good one out of Mecklenburg and she said how can I support, how can I get people to understand. I said you need to tell them how much professional development you pay. She was one of the best and she talked about it. Cuz she said I've had professional development to be able to teach Integrated Math or to be able to work with these children who don't have the skills coming in. And it takes integrated math. It takes a lot of time, it takes after school work, early offerings in terms of the morning in terms of children coming in for tutoring so they can get the extra help. So it takes additional resources, that we are not putting into school systems and we are hearing them all over from LEAs. I'm no talking about DPI I'm talking about LEAs Senator Tillman. They are saying we need the resources to be able to do this and they do want to do the job. I know my folk can give and want to do a good job because I have seen Guilford County do some great things it has somewhere to go right now. But all our systems do but we need the resources to do it. Every child does not have a pair like Senator Lee or some of the others in here who are there.

They don't have grandparents like me or Senator Bloop, who will do whatever it is, sell the car if you have to, to make sure they get what they need. We're talking about the other kids who are out there on the parents who work two or three jobs go to work early in the morning, come home late at night can't go to PTA meeting anymore and I know the value of that. Senator Rabin in terms of involving parents because I walk streets when I was PTA president in several schools and go for account and knocked on doors to get parents involved. Let them know how important it was regardless of their education status to come to school with their children. Those seeing your children in and where you won't go is what I said. We're dealing with a different time now people work two and three jobs they don't come, they can't come and some who can maybe they don't need them but we know that we have a responsibility to educate every child and unless we provide the resources to do that they won't make choices. I agree with Senator Bryant is that when you set up choices like that then you tell a child coming in to school, I don't care when they register you have this choice to take integrated math or to take the traditional course and they're gonna say well this sounds easier to me. Regardless they're saying later I want to go to college and I wanna be the best but at that particular point in time is the parent in there they're gonna select what's best and that's where we get in terms of the divide and we create a lot of divide.And at a time we're talking about more of reading by three,grade three, more at four, whatever it is. We ought to be looking out for every child. So I'm gonna vote against it because we are not putting adequate resources where it ought be. We are making decisions ahead of the curve. Weren't thinking through. We need to be planning not simply coming up with stuff overnight in terms of what works, what you think works. Because we don't have but a couple of math experts in here and one of them I haven't heard say a word today, Senator Heinz. So I'm gonna vote against it regardless of what Senator Apodaca does today. >> Senator Davis, what is the purpose of your rise? >> To speak on the Bill. >> You have the floor to speak a second time Senator Davis. >> As I stand before you again as a PR, I have sheer concerns but I've heard also a very spirited discussion today, therefore I actually would like to sent forth an amendment at this time. [BLANK AUDIO] Clerk will read. >> Senator Davis, moves to amend the Bill. >> Senator Davis is recognized to speak on the amendment. >> Thanks Mr. President, members we had a spirited discussion trying to sort through what may be best for our students here in the state and what this amendment does is simply it requires, the boards, the local boards of education to provide information, information regarding both of these choices to the student and to the parent or guardian and at the end of the day, what this is designed to do is as information is shared, it would allow them to make an informed, whatever it is, informed decision whichever course they go. >> Do we have any discussion or debate on amendment four, Senator Tillman for what purpose do you rise? >> To debate the amendment. >> Senator Tillman you have the floor to debate in the amendment? >> Senator Davis, that's a good amendment. The more they know more about this the better. Senator Jackson was saying that nobody knows what they're doing when they lecture these kids and I disagree with that they've got a whole several months to make up their minds. They've got good counselors and they've got good people that studied their math right from middle school to high school. But yes, if we can get some more information and they can counsel those students, especially those new registrants that are coming from middle school and so forth and have a special night for them and their parents they will attend it in my area Senator Jackson, especially kids moving to the high school.

They're scared to death and they don't know about the curriculum. I think it's a good amendment and I would certainly vote for it. >> Any further discussion or debate on the amendment? Hearing none, the question before the senate is the adoption of amendment four. All in favor vote aye, opposed will vote no. Five seconds will be allowed for the voting and the clerk will record the vote. 49 having voted in the affirmative and zero in the negative, amendment four is adopted. The bill as amended is back or the body. Do we have any further discussion or debate? Senator Smith Ingram for what purpose do you rise? >> To see if the bill sponsor will answer a question. >> Senator Tillman do you yield for a question? >> Happily senator. >> Sen Tillman, what is your commitment moving forward to determine that there are appropriations in terms of resources and a coming together in a meeting of the minds as it relates to ensure that the rural schools have the manpower and the capacity they need to implement this alternative track. >> Many of us goes out of resources now if the channel them along right direction to do what we've asked them to do except the smaller smaller school with one or two math teachers that can't diversify and would have to teach those kids in the same class. And a good math teacher can do that. But I would be committed to try/g to find some special allotment/g for those small schools with the remedied/g faculty numbers that we can do something for them. I think we need to do that anyway. We'd not reduce class size in high schools forever, in fact those class sizes are getting larger. We're doing a lot of in the elementary grades, but yes, I would try to do that. Now the shelves are stacked full of algebra/g [INAUDIBLE] wooden/g geometry and algebra tool. Textbooks, that information, there's not change. I know that those are some great/g thing so that we're doing now that a little bit funny and now [INAUDIBLE] but basically that much [UNKNOWN] is the same. So we've got we don't have materials for one, two and three. We have a serious lack of any of those materials, but we've got. We will need a ask for an updating of the standards to make them tougher with the algebra one, geometry and algebra two curriculum. But I will do what I can if I'm lucky enough to be co-chair of the education appropriations, I will be working for that. I will. >> Any further discussion or debate on the bill as amended. Hearing none the question before the senate is the passage of senate committee substitute, house bill 657 as amended on the second reading. All in favor vote Aye oppose vote No. Five seconds to be allowed for the voting and clerk will record the vote. Newton/g Aye. 34 having voted in the affirmative, 15 in the negative senate committee substitute to house bill 657 as amended passes its second reading without objection will be read a third time. >> North Carolina General Assembly enacts. >> Do we have any discussion or debate hearing none, the question before the senate is the passage of senate committee substitute house bill 657 as amended on its third reading, all in favor will say aye, >> Aye >> Oppose no, >> No >> The aye have it. I think we've suctioned House Bill 657 has amended. Passes as third reading, the amendment have engrossed to be sent to House for concurrence on the Senate committee substitute. We're gonna pose for just a moment to ratify bills here for ratification of bill. The clerk will read. >> Roller bills, and Rowland Clark reports the following bills duly rectified for presentation to the governor. Senate bill 160 an act adopting a venomous day parade telling a town of Warsaw as the official state veterans day parade. And the following resolution duly ratified, properly enrolled and prepare for presentation to office of the secretary of state. Senate joint revolution 893, a joint resolution honoring the life and memory of Hansen Paramore/g Bonds/g former president [UNKNOWN] of the Senate. [BLANK_AUDIO] >> Senators we're gonna stand at ease for about two minutes, there's a few members that had to go to the rest room and leave and so forth, so if you need to do that, do that now, about two more minutes we'll come back and get back up with the schedule. Okay make it five minutes. >> [LAUGH]