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House | February 26, 2013 | Committee Room | Education

Full MP3 Audio File

[Speaker changes.] I hope ya'll are enjoyin' the liquid sunshine this mornin. Call the meeting of the House Education together. We have a little housekeepin' we have to do and that is introducing our Sargent-at-Arms and our students today. So we'll start with our House Sargent-at-Arms. We have ....oh I was correct...Martha Gattison?????. Martha's a regular. Mike Clampett and Wayne Davis. Now our students, we have Zachary Clark...where's Zachary? Oh, OK...I'm sorry. He's from Colwell?????? County and he comes from Representative Starnes district. We have Chance Corvin????. There ya' are...and he's from Wake County and he's in Representative Dollar's district. If you'll allow me, we have some guests today...most of you know that yesterday, Speaker Tillis, along with some of the education chairs, led a press conference announcing that this week is going to be...in the House is going to be Education Week. This week the House will be welcoming the superintendents, principals of the year and teachers of the year and they'll be from all across North Carolina. They're going to participate today and they're gonna sit in our seats, not in our shoes but in our seats and give us a little bit of insight on what their problems are and see if we can answer any questions. If the superintendents that are here, if you'll come forward? How many do we have today? In order for our...oh my goodness...(Laughter.) If you'll come up front so people can see ya' and while you're comin', I would like for your names and your...the school that you lead to be part of our minutes today so if you will come up front and get to the microphone and give your name and the school system that you lead. And, while they're comin' forward, is Kathryn Joyce???????? here? l Hey Kathryn...Kathryn serves as a School Board Admin...she serves the School Board Administration here in Raleigh here to the legislator. About two or three years ago, she invited me and Representative Glazier...don't know if you remember this or not...but she invited both of us to speak and we ended up being there at the same time...and the conclusion of that meeting, I think on both of our parts, we were lacking a lot of communication. If the superintendents that are here...if you will come forward, how many do we have today? REPETITION: In order for our...oh my goodness...(Laughter.) If you'll come up front so people can see ya' and while you're comin', I would like for your names and your...the school that you lead to be part of our minutes today so if you will come up front and get to the microphone and give your name and the school system that you lead. And, while they're comin' forward, is Kathryn Joyce???????? here? l Hey Kathryn...Kathryn serves as a School Board Admin...she serves the School Board Administration here in Raleigh here to the legislator. About two or three years ago, she invited me and Representative Glazier...don't know if you remember this or not...but she invited both of us to speak and we ended up being there at the same time...and the conclusion of that meeting, I think on both of our parts, we were lacking a lot of communication. Wait just a minute...anyhow, from that...if you'll keep your welcoming down til we get 'em introduced. Am I gonna hafta send ya'll to the principal's office? (Laughter.)l Anyhow, from that meeting, we approached Speaker Tillis about the fact that communication was not good and we felt like we needed to have a little closer bond with our administrators and, out of that, after two years comes a week of education, opening the doors of the legislature to our school leaders. Now if you will follow Representative Langdon and introduce yourself: [Speaker changes.] Good morning, my name's Kathy Spencer??????? and I'm the superintendent for Onslow county. [Speaker changes.] Good morning, I'm Dan ?????????, superintendent ?????? County School System. [Speaker changes.] Good morning, I'm Dan Brigman?????? superintendent ??????????? County School System. [Speaker changes.] Good mornin'...Mike ???????, superintendent Jones County Schools. [Speaker changes.] Good morning, Jeff ?????????, Transylvania County Schools. [Speaker changes.] Good morning, I'm Darren ???????, superintendent of Davey ??????County Schools. [Speaker changes.] Good morning.....

Eric Becote, Superintendent of Durham public schools. [SPEAKER CHANGES] Good morning. Bill Miller, Superintendent, Polk County schools. [SPEAKER CHANGES] Good morning, I'm David Jones, I'm Superintendent of Henderson County public schools. [SPEAKER CHANGES] Good morning. Don Fith, Superintendent Beaufort County schools. [SPEAKER CHANGES] Good morning. Jeff Moss, Lee County Schools. [SPEAKER CHANGES] Good morning. Barberia Bacon, Educational Services for the Deaf and the Blind, which are the residential schools in Wilson, Raleigh, Wake, and Burke Counties. [SPEAKER CHANGES] Good morning. Patrick Miller, Greene County Schools. [SPEAKER CHANGES] Good morning. Brock Wombil, Alexander County Schools. [SPEAKER CHANGES] Good morning. Frank Till, Cumberland County Schools. [SPEAKER CHANGES] Good morning. Wanda Dawson, Pamlico County Schools. [SPEAKER CHANGES] Good morning. Mike Dunsmore, Tyrrell County Schools. [SPEAKER CHANGES] Good morning. Dennis Sawyer, Roanoke Rapids graded schools. [SPEAKER CHANGES] Good morning. Randolph Madimore, Hyde County Schools. [SPEAKER CHANGES] Good morning. Robert Taylor, Bladen County Schools. [SPEAKER CHANGES] Good morning. Dawn Martin, Forsyth County Schools. [SPEAKER CHANGES] Good morning. Jeff Cox, Superintendent of Alleghany County Schools. Thank you for having us here this morning. [SPEAKER CHANGES] Good morning. Steven Zingo, Superintendent, Lenoir County Public Schools. [SPEAKER CHANGES] Good morning. Eddie Ingram, Superintendent Franklin County Schools. [SPEAKER CHANGES] Good morning. Michael Perry, Superintendent, Hertford County Schools. [SPEAKER CHANGES] Good morning. I'm Janet Mason, Superintendent of Rutherford County Schools. [SPEAKER CHANGES] Good morning. Dianne Frost, Superintendent, Ashbur City Schools. [SPEAKER CHANGES] Good morning. Todd Micrese, Assistant Superintendent in seating this morning from Chapel Hill Harbor City Schools. [SPEAKER CHANGES] Good morning. I'm Freddie Williamson, Superintendent of Hoke County Schools, and I recognize my former Superintendent and mentor, Dr. Larry Bell. [SPEAKER CHANGES] Good morning. My name is Stuart Blanc, Superintendent, Clinton City Schools. [SPEAKER CHANGES] Good morning. I'm Ron Wilcox, Superintendent of schools, Madison County. [SPEAKER CHANGES] Good morning. I'm Michael Freeman, Interim Superintendent, Anson County Schools. [SPEAKER CHANGES] Good morning. I"m Rick Stout, Superintendent of Scotland County Schools. [SPEAKER CHANGES] Good morning. I'm Keith Tobin, Superintendent, Thomasville City Schools. [SPEAKER CHANGES] Good morning. I'm Ed Prudent, Superintendent of Brunswick County Schools. [SPEAKER CHANGES] Good morning. I'm Reese McGlowen, I'm Superintendent of the Gaston County Schools. [SPEAKER CHANGES] I am Rodney Shotwell, I'm Superintendent of Rockingham County Schools. [SPEAKER CHANGES] Good morning. Ed Fren, Superintendent of Johnston County Schools. [SPEAKER CHANGES] Good morning. Allen Smith, Superintendent, Edenton, Chowan Schools. [SPEAKER CHANGES] Committee members, we had asked if Mark Edwards could be with us today, and he was unable to do so. If you do not know, Superintendent Edwards is the Superintendent of Moorseville Schools, and he has been chosen as the National ASA Superintendent of the Year. We congratulate him, and our thanks goes out to each of you. You have just met some of the best superintendents in the nation. They just all couldn't get an award. Thank you so much for coming today. Every chairperson hopes they have days like this that they can chair. Today we have two bills. Representative Horn, here, go ahead and get our bills out of the way. House bill 97, if you'll come present please. And I will need to step down, as a primary sponsor of this bill, and Representative Langdon will preside. [SPEAKER CHANGES] Representative Horn. [SPEAKER CHANGES] Thank you, Mr. Chair. Good morning, Ladies and Gentleman. [SPEAKER CHANGES] Representative Horn, is this PCS? I need a motion to... Representative Dixon makes a motion to accept PCS. All in

favor say Aye.[SPEAKER CHANGES]Aye.[SPEAKER CHANGES]All opposed, no. Ayes have it. Okay, Representative Horn.[SPEAKER CHANGES]Thank you very much, Mr. Chair. House Bill 97 as put before you in a PCS is a flexibility bill. This is a bill that came out of Committee with unanimous support. The bill simply allows the LEAs to use lottery funds, heretofore earmarked only for construction, to allow them to purchase school technology needs. It requires that the counties using these funds that they use the funds to meet their digital needs, and that they are to ensure high-quality ongoing professional development. It's not new money, it's just allowing the LEAs to use the money in a more flexible manner. The PCS, all it did was provide some technical corrections. No substantive change in the bill whatsoever. It's all yours to support.[SPEAKER CHANGES]Representative Cleveland.[SPEAKER CHANGES]Thank you, Mr. Chairman. A comment more than a question. In other words, we're saying that 40% of the proceeds of the Education Lottery are going to the Public Schools Capital Fund. That might be what the law says, but that's not what's happening in the budget process. I don't know of any school LEA that doesn't have capital funding problems. And now we're going to allow them to dip into a source of those funds for the digital learning and getting into the 21st Century education. I've just got some problems with the mentality that we're dealing with here of doing this. This is going to allow and open a door for other good ideas, and it's a good idea. We have to find funding someplace to support this type of thing. But it's going to just open the door for others to look at this capital funding and think that it's a good source to do something that the education establishment needs. I think we should actually start funding these things and not looking for easy sources.[SPEAKER CHANGES]Representative Adams.[SPEAKER CHANGES]Thank you, Mr. Chair. I was going to raise a similar kind of question. I see it's 40% as what we're proposing. Do we know that is in terms of dollars?[SPEAKER CHANGES]Representative Horn.[SPEAKER CHANGES]Thank you, Mr. Chairman. Presently, 40% of the Lottery funds received by the LEAs are earmarked for construction. So that's not a change in the Lottery fund distribution formula per se. All this bill does is allow LEAs the option to use that portion of their Lottery fund for the purchase of digital devices, not just devices, but to fill their digital learning needs. There are some LEAs that are, in fact, billed out. There are some LEAs that will decide that their needs are better fit by having the flexibility to move some money from one pot to another. This is one step in allowing the LEAs that type of flexibility.[SPEAKER CHANGES]Follow up, Mr. Chair.[SPEAKER CHANGES]Okay.[SPEAKER CHANGES]Thank you. I think I understand that. Does anybody have the 40% in terms of dollars and cents? What kind of money are we talking about?[SPEAKER CHANGES]Brian, can you help us with that figure?[SPEAKER CHANGES]Thank you, Mr. Chairman. Brian Madison with Fiscal Research. To the questions raised by Representative Adams and Representative Cleveland, the first point I'd make with this legislation is that it does not modify the Lottery Act's recommended allocations. That 40% has been recommended by the Lottery Act and also overridden in the last several budgets by the General Assembly, as have allocations for other programs. And certainly, that's within the General Assembly's purview to overrule laws it has made previously. Currently, the 11-12 allocation for school capital was about $100 million, which represented 22% of the total net receipts to the Lottery. To have made that 40% would have been roughly around, what's the figure here

...roughly around 180 Million which would have required reductions to other lottery sources such as classroom teachers, pre-K, scholarships for needy students, or UNC need based aid. [SPEAKER CHANGES] Representative Luebke. Luebke? [SPEAKER CHANGES] Thank you, Mr. Chairman. I'm trying to be really clear on what you are doing here, Representative Horn. My first take on it is that your robbing Peter to pay Paul. That is to say you are taking monies that otherwise would be used for school construction and moving it over to another need. Granted, another need of the schools: digital learning. Let me just start by asking a question, "Is that correct?" [SPEAKER CHANGES] No, sir, it's not. [SPEAKER CHANGES] Could you correct. Then tell me what it does do? [SPEAKER CHANGES] We are not taking anything away. We are allowing the LEA's the option for it. To utilize construction monies that they may not need and apply those monies to meeting their digital requirements. We are not mandating anything nor are we robbing Peter to pay Paul. This opens the door for the LEA's to make their own decisions. [SPEAKER CHANGES] Follow-up, Mr. Chairman. [SPEAKER CHANGES] Yes. [SPEAKER CHANGES] Let's say I represent a county and I haven't had a chance to ask my county as to where the county is in terms of capital needs for construction. But, let's say I'm from a county where 40% is needed and you're also saying, "Hey, folks, why don't you go ahead and use some of your 40%. Take from your 40% (we'll just say 10% so 4 million of it) and put it towards digital." Is that not a correct interpretation of the bill? [SPEAKER CHANGES] That is a correct interpretation. It allows a superintendent, an LEA, to make that decision based on the needs of their school district. It does not direct the superintendent to utilize...it does not direct or require the superintendent to use that money. [SPEAKER CHANGES] Final question, Mr. Chairman, if I may? [SPEAKER CHANGES] Yes. [SPEAKER CHANGES] So, really, for a school district, for Durham Public Schools, there is no additional money coming here at all and since I believe as the last time the 40% didn't even go it was 20 some percent in the budget, there's no gain at all for public schools systems really from this bill really just increased options. [SPEAKER CHANGES] Correct. [SPEAKER CHANGES] Thank you. [SPEAKER CHANGES] Representative Glazier (???). [SPEAKER CHANGES] Thank you, Mr. Chair. I find myself in agreement, first with Representative Cleveland who made the point that we obviously are gonna have other obligations here, but I don't think that's a reason to be, and I don't think he was saying that, to be against the bill. I actually very much support the bill. North Carolina School Boards Association I know is in support of the bill because I think it does just what Representative Horn says: It provides options. They're clearly lots of additional resources that are going to be needed, but for some districts, or portions of districts, that have real digital technology and capital needs that they can't meet any other way and they choose to do that as opposed to...perhaps they haven't had a bond haven't had renovations. They don't use all of their money currently get out of the lottery for construction this just seems to me to give them some option to try to meet some of those needs. But again I would say this isn't a substitute for the resources we're going to have to provide. It's simply to try to get a start for some districts that may have the capacity to do that. And with that in mind I would very much support the bill. [SPEAKER CHANGES] Representative Dockham (??? Daughtry?) [SPEAKER CHANGES] Thank you, Mr. Chairman. The point that concerns me is that the capital construction is the responsibility of the county and my county has really put us out on the limb in bonds, borrowing money to build new schools. We've had to build a lot of new schools, and we still have to build new schools. And they don't want us messing with this fund because they are counting on this fund to help them retire the bonds. If you give the LEA the authority to mess with the fund, to take money out of the fund it may not suit our county even to, even to suggest that because they are looking down the road to build more schools and this is their responsibility. The capital money is what they need, it's not necessarily what the LEA needs. So that worries me about the bill. [SPEAKER CHANGES] I understand your concern. [SPEAKER CHANGES] Representative Shepard.

Yes sir, Mr. Chair. I don't know if this is the right time for the question but what Representative Cleveland brought up, I'm concerned about, if 40% is supposed to go to the school districts from the lottery for school construction, where's the other 18%? Why is it not going? There's only 22% going. [SPEAKER CHANGES] Representative Shepard, that was a budgeting thing. So the budgeting situation could end up being that same way. Representative Wilkins. [SPEAKER CHANGES] Thank you, Mr. Chair, and I do know where the School Boards Association stands on this but, Representative Horn, if I may direct you to the whereas language, line 14. And we're seeing several LEA's who have requested more flexibility. Can you quantify that for us? [SPEAKER CHANGES] Representative Horn? [SPEAKER CHANGES] I'm going to have to ask staff for that clarification. [SPEAKER CHANGES] Good morning. Over the course of the study committee there were quite a few LEA's who came and spoke. We can count, that would take some time, but there were quite a few throughout the state who came and spoke in support of digital learning. [SPEAKER CHANGES] If I may add to that. [SPEAKER CHANGES] Yes, you may. [SPEAKER CHANGES] Thank you, Mr. Chairman. I have also personally met with a number of superintendents around the state, planned to meet with a whole lot more, and I'm coming to you. You don't need to come to me. But if there's any one consistent word that applies to the needs and desires of the superintendents, the word is flexibility. And that's exactly, I've heard this time and time again without exception, and so no I didn't take count. We haven't taken count. We can do the best we can to recap exactly who has supported this. I just don't have it. [SPEAKER CHANGES] Representative Dixon. [SPEAKER CHANGES] Thank you, Mr. Chair. First a brief comment and then a question. We need to, as rapidly as possible, ensure that we've identified where this 18% is going that it's not supposed to be going and put it in the right place if we're going to continue to call it the education lottery. Representative Horn, I'm looking at the bill analysis. This is not a, this has a built-in sunset, if I'm reading it correctly, in that the authorization for the LEA's to use this flexibility begins in July of '13 and has a sunset of July of '16 unless the State Board of Education determines that the local school administrative unit has demonstrated consistent improvement and growth in student outcomes. And so, in effect, that is a form of a sunset. So we're not doing anything permanently here. These technology needs, if I understand it, are immediate and this is an attempt to provide immediate flexibility for these school systems to get this technology. Would that be a correct assessment? [SPEAKER CHANGES] Representative Horn. [SPEAKER CHANGES] That would be a correct assessment. It says, on one hand we're giving you flexibility, we want results. You get results, we got something to talk about. [SPEAKER CHANGES] I've got three more names that I've taken and at the end of this we're going to go ahead and vote. Representative Carney. [SPEAKER CHANGES] Thank you, Mr. Chairman, and to the bill sponsors I support the whole digital learning and think it's a great way for our state to go. I have a little, having been a former county commissioner like many of the previous speakers, here we go pitting county commissions against school boards and I've been in that room where we're trying to work together on what's best with the increased budget request and also the capital needs of the counties. I would, I know you've said that the school boards have support the association supports that could we, Mr. Chairman, hear from the County Commission Association to what they're response would be to this bill? [SPEAKER CHANGES] I don't know if there's anybody here to, could respond to that. I'm going ahead and see, okay, get to the mic and state who you are.

And who you are working for. [SPEAKER CHANGES] Thank you, Mr. Chairman and members of the committee. I’m Rebecca Trap with the County Commissioners Association. We actually school technology in using lottery funds as a part of our goals package in the last biennium. Our members chose not to include it this time, not because they’re against use of those funds, but because of what Brian mentioned. Instead of getting roughly $180 million, now we’re getting $100 million. Our concern here was we would certainly be supportive making sure that our allocation goes back up to a statutory level. [SPEAKER CHANGES] Thank you. [SPEAKER CHANGES] Mr. Chair. [SPEAKER CHANGES] Representative Horn. [SPEAKER CHANGES] Mr. Chair. I would also like to point out on page 2 line 16. A county may use monies in this fund to pay for digital learning. Again, trying to bring people together to work together and giving them the option on how they can go forward. It’s my understanding that many LEAs, many superintendents have ongoing agreements work pretty well with their county commissioners in trying to deal with school construction needs and the rising demand for technology. They’re looking to be able to create some balance. This bill offers them that opportunity without saying no you can’t use this money. That option is there. [SPEAKER CHANGES] Representative Torbett. [SPEAKER CHANGES] For a motion, Mr. Chairman. [SPEAKER CHANGES] Hold your motion. Representative Fisher. [SPEAKER CHANGES] Thank you, Mr. Chairman. I wanted just to piggyback on to what Representative Dixon had said earlier about the idea that this is just a way to bring schools digital technology needs to the fore. We know that there are schools that can’t afford to do this and this would be a way to make that happen. Another idea to be sure that people see is that this is the permissive bill that has a sunset. Let’s see if this will bring our schools up to what they are…what they need for 21st century learning, and then too, when you look at when schools set out to build...when school systems set out to build a new school, what they’re at in that new construction is how will that school be able to implement technology within the building of a school. They’re getting wired and upfitted for digital uses from the very, very beginning, even when they are just being newly constructed. Why not give schools that are already constructed and who need this kind of upfitting a chance to get going as well. I would say that with the permissive language, with the idea that this does sunset, I think that it is an idea worth looking at. Thank you. [SPEAKER CHANGES] The last speaker, Chairman Johnson. [SPEAKER CHANGES] Since you’re not taking any more committee members, I’ll speak as a sponsor of the bill. I didn’t want anybody to think I was injecting myself, but if you can remember the first two technology bill that came through our committee, they were to gather data, to find out where we actually are and we’re sunsetting this in three years. This is a method to help us until we can get to the point that we can actually move and know that whatever we decide is the correct option. This will give the schools some kind of assistance until all of that, the first two bills can and I’d appreciate your support. [SPEAKER CHANGES] Representative Torbett. For your motion. [SPEAKER CHANGES] Thank you, for a motion that the House committee on education report out as favorable on the proposed Committee Substitute for House Bill 97 and unfavorable on the original bill. [SPEAKER CHANGES] All in favor say aye. [SPEAKER CHANGES] Aye. [SPEAKER CHANGES] All opposed say no. [SPEAKER CHANGES] No. [SPEAKER CHANGES] The ayes have it and the motion is carried. [SPEAKER CHANGES] Thank you, Mr. Chairman. Thank you ladies and gentlemen. [SPEAKER CHANGES] Our agenda now, we will take up House Joint Resolution 13?

And staff will give us a synopsis. ?? [SPEAKER CHANGES] Thank you, Chairman, Chairwoman Johnson. If you look at your summary for House Joint Resolution 138 it walks you through the 5 step process that is regulated by the statutes GS115d-2.1 before f that says that the speaker of the house will assign a committee to manage the election for the State Board of Community Colleges and Speaker ?? has assigned that duty to House Education. The Chairs of both House Education and Senate Education have determined a nomination period, and the nomination period if this House Joint Resolution passes would culminate with the election of one member to the State Board of Community College, that's how many vacancies you have this session, on March the 28th, so if this House Joint Resolution passes through the House and the Senate today and tomorrow than the plan is that the nominating period would begin this Thursday, February 28th, you all would receive your nomination form that you would fill out with your nominee. Your nominee would also send in a statement of economic interest to the State Ethics Commission, and traditionally that nomination period has been open for 10 days, so the nominations, if the Joint Resolution passes, would be due to the House Principal Clerk on March the 24th, but again all of this procedure you would receive through your legislative email with your nomination forms. So basically this Joint Resolution is just to set the date for Thursday March the 28th of when in the House separately you would elect your nominee and then the Senate would also at that same date vote in their chamber elect their one vacancy. [SPEAKER CHANGES] Thank you, do we have any questions. I think this puts about, allows us to start the form work. The fifth, when will these, when will the legislature get the chance to nominate. [SPEAKER CHANGES] If the resolution passes through the House today, passes through the Senate tomorrow, the plan is we will send out the nomination forms Thursday. [SPEAKER CHANGES] Thursday. OK. Do I have, any questions? Representative Tolson. [SPEAKER CHANGES] For a motion. [SPEAKER CHANGES] It is time for a motion. [SPEAKER CHANGES] I move we give House Joint Resolution 138 a favorable report. [SPEAKER CHANGES] Representative Tolson has moved that we give House Bill, what's our number, 138, a favorable report. All those in favor say aye. [SPEAKER CHANGES] Aye. [SPEAKER CHANGES] Those opposed. The House Joint Resolution passes. Now we have Rebecca Garland with us today. Dr. Garland is the Chief Academic Officer at the North Carolina Department of Public Instruction and she's going to present the founding principles act. You're getting to be a regular. [SPEAKER CHANGES] Madam Chair. [SPEAKER CHANGES] Yes. [SPEAKER CHANGES] Members, thank you so much for the opportunity to be here today. To share with you the implementation of the founding principles act. First of all I'd like to send the regrets of our State Superintendent Jane Atkinson. She and I presented this presentation jointly last week for Senate Education but today she's visiting in the schools out in Murphy and she didn't want to disappoint the students and teachers who were expecting her to be there. So she does send her regrets to you. She certainly does like to come when invited to the General Assembly. As many of you know, in 2011 the founding principles act became law and the bill requires that high school students pass a course on the philosophical foundations of America as a graduation requirement, so I'm here today to demonstrate to you that we are indeed compliant with the law and walk you through the timeline as to how we went about implementing the legislation. The first thing that we did at the department after the legislation passed, we did review the standard course of study to see if the standards themselves would have to be changed and we determined that the standards did not but the support materials did. Our standards are written at a very high conceptual level.

and certainly the standards were there in place that we were teaching the constitution ?? but we wanted to have resources, and materials to make it very explicit to teachers, to our principles to show them were the founding principles should be appropriately taught to ensure that we were compliant with the law, and we also wanted to identify curriculum content that is appropriate to teach just a reminder that in our state the state board of education does pass the standard course of study. Let the school systems determine the curriculum and resources that they want to use in order to teach those standards that we do not have a required curriculum but we do have required standards. Standards are what students will need to know, and be able to do upon completion of the course, and we wanted to make sure that it was very apparent that we had a course that is ?? the legislation that actually was named "American History One the Founding Principles", and so our state board of education did officially change the title of our first course in social studies from "US History" to "American History One the Founding Principles" we changed it from "US History" which was the typical name. So we wanted to make it very clear from the very surface with the name all the way down to the resources that we were indeed compliant with the legislature. So now to walk you through just the timeline of actually what we the staff had done. We started in July and August to revise the current teacher resources that were available for teachers to use. Those resources can be accessed on our web. Some are documents. Some are links to places on the website where teachers can find resources, and in September of 2011 the states superintendents council that meets a couple of times a month actually the whole group reviewed the resources reviewed everything that we were doing to make sure that we were compliant with the law requiring the founding principles. In October of 2011 we took the state board the resources that we were going to suggest to our schools and to our teachers. Typically the state board does not approve of resources but in this case because we wanted to make sure that we were compliant with the law we did indeed take some resources to them so that they could validate to us that we were being compliant with the ?? founding principles ?? . So in November, and December we opened our website, and in our wiki spaces we refer teachers to where they can find those resources, And what I have for you are just a couple of screenshots to show you examples of what the teachers see if they go to these websites are hosted now over at NC State, and their education cloud will be ?? those links, and resources into our instructional improvement system as soon as that gets built, and is implemented next fall. So teachers will sign on, and will immediately be able to go to all the resources available to them but in this particular slide you can see where the founding principles is ??. In this particular slide you can see where we took the standard course of study and we highlighted under each standard where each of the principles could be appropriately taught, and on this slide I'm highlighting for you a partnership that we have with Bill of Rights Institute. Other resources that you can find links for on that page just giving you an example The Center for Civic Education, a free resource site that the federal government provides free resources around the founding principles, Kids Voting witch is an opportunity were we can encourage our students to be involved in the election process, links to the Library of Congress, to the National Humanities Center, to the North Carolina Bar Association, to the Civic Education ?? , to primary source documents so that teachers can easily access primary source documents without having to do a lot of work to find copies of them, and then the National ?? for Humanities. These are just some of the links so that our teachers can readily and easily access the resources they need to teach the founding principles, and if any of you have ever been involved with school you understand the importance of a course code once a course has a course code then that it's actively in our ?? system, and teachers can direct students to register for that course. So in the spring of 2012 "American History One the Founding Principles" actually did receive its course code, and we now have students who this year are signing up to take ...

New course with its new standards. Now just to give you a context for how students access information about the founding principles in courses other than American History 1 in K-3 our students begin their study of social studies by studying their community. So we start with the family, the city, the county, just so our students can learn how their local government works. The whole notion of going in to out with our students. In fourth grade our students study North Carolina history, in fact I know you see the buses as they arrive in Raleigh and children are walking through the downtown mall park. In fifth grade students study United States history, and so this is where they get a formal introduction to the founding principles. In sixth and seventh grades our students study the eastern hemisphere and the western hemisphere, primarily a regional walk through the world. Western Europe, the Middle East, Asia, Africa, I'm going to leave something out, Canada, Mexico, South America, they study each of the regions of the world in sixth and seventh grade. In eighth grade they come back and do another study of North Carolina history, and this is where they get deeply into the history of our state. In 9-12, students in our state are required to take 4 courses all of which they have to pass in order to graduate from high school. They have to take American History 1, the founding principles, which is the beginning of our country through reconstruction. In history 2 they take reconstruction to the present. They take a full course in civics and economics which they also have to pass. Civics is another place where we go into great depth with the founding principles. In the civics course students actually learn the founding principles and how they are applied to life today, so it's an application level course if you will, and then students must also pass a course in world history in order to graduate. I would probably argue that our students in North Carolina take as much as if not more than history of students in other states, and so we're very proud of the history offerings and the social studies offerings that students in our state walk through at the time that they are in high school. From the spring of 2012 until now we have been implementing the common core. Now some of you know that the common core is in English and Mathematics, so it's just what the students need to be able to do in English and Math in terms of their standard work. What a lot of folks don't realize about the common core is there are two subcomponents of the common core. One is that students have to be literate and being able to read and comprehend and write about and speak about social studies and the same is true of science, so there are science literacy standards and there are social studies literacy standards in the common core, but one of the reasons that the common core ever came to be was the realization that American students are not able to read complex text and so they were not very successful in reading social studies documents and science documents so as part of our common core implementation students are being required to read in a very close way, and what we mean by close reading is students need to be able to read it for deep understanding, then they have to be able to do something with the information that they get from the reading, so we feel very confident that because of the common core and our focus on social studies that students in our state should be able to read the Declaration of Independence, the Constitution, the Federalist Papers and that our teachers are focusing on our students' ability to be able to do that. Every summer for the past several years since we have had race to the top, we sponsor a summer institute where we do training for teachers. Now the way this has worked in order to insure that standards work is filtering its way down into the classroom, 115, all of our LEAs send a team to a summer institute. Our charter schools are invited to send teams. Obviously charter schools have a lot of leeway. Many of our charter schools take advantage of that opportunity and do attend. At the summer institute we do training with our teams to make sure that the social studies coordinator at the local level understands the central standards, that our language arts folks and our math folks understand the common core standards and then they are responsible for going back and doing training in their own LEAs. Now in addition to that, we do monthly webinars ourselves from the department where teachers can sign up and do if you will face to face but virtually and get training directly from our consultants in the department. Last year we did about 96 trainings regionally

... across the state. Included in them were trainings in the area of social studies, around the founding principles. So we are constantly doing professional development at the department to make sure that our teachers have the knowledge and skills that they need to be able to teach it. The law also requires that any standardized test that we have would focus on the founding principles. We no longer have a United States history end of course test. That was eliminated a couple of years ago. We have, however, implemented as part of Race to the Top, common exams. Some of you may remember back when you were in school that you had to take a departmental exam. I can remember my undergraduate work at UNCG that everybody that took biology took the same exam. That’s the type of exam that has been implemented. It was developed by teachers. We had 800 teachers come in this past summer to do our common exams. The purpose of these common exams is that we’ll know that if our teachers are teaching effectively. These are not exams where the state publishes data. When the exams are taken, the teachers score them. They are given a scoring key. The teachers score them, the data go to the principals, and then it translates into an ?? score, so that our principals will know if the students in a class are growing. These are not state tests, if you will, that we collect data and publish. These are data that go back to the principals for them to help determine teacher effectiveness to see if students are growing. Because we have these common exams, and because we have this statue, as part of the content that went into these exams, we ensured that the founding principles were reflected in those exams. We have started recruiting teachers to help us create some content for the instructional improvement system, and we are working with the Bill of Rights Institute to make that happen. We hope to have 10 digital contents, one on each of the Bill of Rights, to implement in our instructional improvement system in the fall when it goes live. The Bill of Rights Institute will be partnering with us through an MOU to develop that digital content. [SPEAKER CHANGES] Madam Chair. Is this a good time to ask questions? Or shall we wait to the end? I do have a question about this Bill of Rights. [SPEAKER CHANGES] Yes we’ll wait until the end. [SPEAKER CHANGES] On this Bill of Rights I have questions. Thank you. [SPEAKER CHANGES] These are the topics of some of the modules that will be going into the instructional improvement system. The Bill of Rights Institute will have representatives at our social studies conference so our social studies coordinators across the state will be able to have conversation with them, and we’ll be doing some communication with them to let teachers know that those modules will be included in the instructional improvement system. Our district supervisors will be meeting with the Bill of Rights Institute. And then in June, we’ll do a final review before the modules go into the system. So, Madam Chair, that’s the end of my planned remarks. I’ll be happy to answer any questions. [SPEAKER CHANGES] Thank you Dr. Gardland. I’m sorry we put you on a schedule. We have to be over, but our vice chair is going to take over and take the questions. [SPEAKER CHANGES] Representative Luebke is recognized for a question. [SPEAKER CHANGES] Thank you Mr. Chairman. Dr. Gardland, I’m concerned about the Bill of Rights Institute as being your resource or being your collaboration partner. It was drawn to my attention that the Bill of Rights Institute has a somewhat limited view of the Bill of Rights. I went on the website last night, and I can tell you that particularly in the area of civil rights and racial equality it’s absolutely true. It’s a very deficient website and from that I presume the curriculum is deficient. My first question is, I’m very concerned that this institute has been selected, and it sounds like it is the source, and as I say there is no proper treatment of issues of racial equality and no proper treatment of racial issues at the US Supreme Court, racial equality, segregation, on the website of this institute. My first question is, who made the decision to go to this institute, because it seems, as I said, very problematic. Thank you. [SPEAKER CHANGES] We’ve been using resources from the Bill of Rights Institute for several years. Our social studies…

Consultants have used their resources in the past. So they were very familiar with the bill of rights institute. The bill of rights institute is not the only entity that we use in order to get resources, and we will have to approve any resources before they go into our instructional improvement system. Our teachers will have to sign off that the content is in there. School systems across the state have access to the web. They can certainly find any resources that are out there, and they do. That's why I said we do not have a required curriculum. What we are planning to do with the bill of rights institute is have ten digital units that represent the ten bill of rights. Now obviously, there are all kinds of activities that could be included to demonstrate each of the ten, so whatever goes into our instructional improvement system will have to pass and be validated by folks at the department of public instruction, which will include teachers in social studies, experts across the state. So I can't say that the bill of rights institute does everything in a way that we would agree to, but in terms of their working with those ten bill of rights, then it would have to pass muster with the department as well. [SPEAKER CHANGES] Follow up, mister chairman. [SPEAKER CHANGES] Follow up. [SPEAKER CHANGES] I am very concerned by the way that, in this bill, in its institute, on its website, issues of racial equality for the united states supreme court are treated. Very concerned. There is for example, mention of Brown vs. Topeka School Board, but there is no mention of Swain vs Mecklenburg which is the case which desegregated schools across the South. Argued, by the way, by two heroic attorneys from Charlotte, Julius Chambers and James Ferguson. That's not in their recommended cases, of their four cases. One of them is Plessy versus Ferguson, which actually upheld segregation. One is Brown, one is the Bakke Decision which tried to work back to, roll back affirmative action, and the fourth one is Ballinger in Michigan, which also rolled back affirmative action. Now, you put those on there and you don't put Swain vs Mecklenburg, how is the average teacher, social studies teacher, supposed to know about these cases? And I mean, it's just a totally biased selection, and it's one which is very undermining of the struggle for racial equality before this US Supreme Court. So, I mean, I'll stop there, but I really think you need to reexamine what they've got, and for you to say, ma'am, well, there's lots of resources teachers can to look at, but you've got a contract with the bill of rights institute, so I think it's very problematic. And I'd like to take another look and meet maybe with you and Dr. ?? et cetera to reexamine this. I think this is a big mistake for the children and young people of our state to get such a treatment of issues of racial equality. Thank you. [SPEAKER CHANGES] Thank you. Representative Charles Graham, I believe you had a question. [SPEAKER CHANGES] Thank you mister chair. Dr. Carlin, thank you for being here. I had a question as it relates to civics. That number's 4052, I think, as far as the course offering. It's considered, it's an economics, is that a civics and economics taught, is that a semester class or a year class? [SPEAKER CHANGES] It is a full year class, but it may be taught in a semester. We have about 90% of our schools in this state that are on what is called a block schedule and in a block schedule, students take four courses a semester rather than the six or seven that I used to take when I was in school. So each of those courses represents a full year of study. So the American History I course is a full year of study even though it may be taught in a semester. The classes are 90 minutes long and the civics and economics course is also 90 minutes long, and it would be a full course of study even though it may be taught in a semester. Some of our schools are still on a traditional calendar, and if they are, then they will teach their classes throughout the whole year. But their classes are usually around 50, 45 minutes or 50 minutes in length. [SPEAKER CHANGES] Thank you. Follow up mister chair? [SPEAKER CHANGES] Follow up. [SPEAKER CHANGES] One of the concerns I have and this is a personal concern. And I don't know if our educational system can have any, a greater impact on what I'm getting ready to say, but in terms of our children's civic responsibility and civic duty and actual caring about being a good citizen and conducting themselves in a civic way, what, what do they get out of a civics course that will

Promote citizenship. Promote being civic minded. Promote being a law-abiding citizen. Are there standards in there that addresses those issues? Because I'm really concerned about our students' lack of civic mindedness. What are you doing in the educational system, particularly this course, to encourage that?[SPEAKER CHANGES]I don't have the standards for Civics in front of me. But I do know that it is about the political system and how the political system works. But Civics is not the only course where we teach civic mindedness. That's the reason why, the way that our Social Studies standards are designed, it starts at the local community. Because typically, if you can get people interested in what happens locally in their community, then you can encourage them to be better citizens. And citizenship is a part of our Character Education that's also required in North Carolina statutes that we teach. The whole notion of civic participation is found throughout the Social Studies curriculum. Civics is where the components of the Government as they work today, the court system, the three levels of government, all of that is actually taught specifically in Civics. But it is certainly not the only place where we teach citizenship.[SPEAKER CHANGES]Chair recognizes Representative Malone.[SPEAKER CHANGES]It's working today. Thank you. First, just a comment based on what I just heard. My personal thoughts on this is that Civics is absolutely imperative to be taught and I certainly encourage it. But I don't know whether or not it should be taught within a History class but maybe as a companion to a History class. But it's just a thought. Watching your presentation, listening to you speak, and thank you very much for a great job. I'm not really a fan of Common Core, but I understand what we're trying to do, and I understand why. When I was listening to you, a thought came to my mind. We all understand, and we've heard many, many different stories of kids not knowing where India was or not being able to place somewhere on a map. Limited learning. And we also understand that we have literacy issues. Both these these are very important that we be able to work out. How are we addressing the literacy issue within the context of a History class. Would that not better be served in an English remedial class or something like this? I'm wondering what we're teaching them, and are they still able to get the full content of American History while at the same time we're trying to make sure that they understand the English language?[SPEAKER CHANGES]Two things. First, I don't think I was clear. We have a Civics class that's a stand alone class. So yes, they do have two classes in American History, and Civics is a third class that they take. So yes, Civics is a stand alone class. In terms of literacy, what we have found is that in our English classes, our teachers tend to focus on literature in terms of texts for reading. So our students are pretty well skilled at being able to read a novel where there is a story, or being able to interpret a poem. What we have found is that when it comes to reading historical documents such as the Declaration of Independence or the Constitution, our English teachers don't focus in that type of reading. It's a different skill set to read for information than it is to read for enjoyment or it is to read to figure out who the main character is in a novel. The literacy that is focused on in Social Studies is for students to learn how to read informational text in Social Studies itself. Because you read Social Studies differently than you read Science. And you read Science differently than you read a mechanical manual. It's teaching them literacy skills within the content of Social Studies. So it's not teaching students how to read in that class, it's teaching them how to read Social Studies documents. And our Social Studies teachers would have the best skills to be able to do that, because they obviously have had to read and interpret those documents in order to earn their degree in that area. But we have ignored that for many years in the past.[SPEAKER CHANGES]Thank you. Members, as you can casually observe, we've long since diminished to a level where we no longer have a quorum. Dr. Garland, this is

Reflection on you and we certainly don't consider you to be the sacrificial lamb of your presentation this morning, but thank you very much. The meeting is adjourned.