WEBVTT

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(murmuring)

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(gavel thumps)

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<v ->Members, I'm going to call the meeting to order.</v>

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If everybody can come in from the back room back there.

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Really excited this morning.

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I've visited the program that's in my area

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from Spring Branch Independent School District.

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I've visited the work-based learning program

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that's under the direction of Brittney Harris

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who's the lead work-based learning teacher

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and Anne Conkling, special education coordinator,

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and they're here this morning

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and they brought some of the students as well,

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and so we'll get to meet them.

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But Anne, I'm going to have you come up,

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or Brittney, whichever would like to kinda talk to us,

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then we're going to see a short video

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so you can get a better idea

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about the breadth of the program

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and the children that they serve.

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Or in this case they're young adults, aren't they?

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<v ->Yes, hi, I'm Anne Conkling, the special ed coordinator.</v>

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Brittney Harris our TOPS teacher

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which is Transitioning Onward Promotes Success.

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We have a full continuum of services actually

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in Spring Branch starting with 9th grade

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with vocational training.

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And the kids that we feel like could gain paid employment

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are in our 18 to 21-year-old program with Brittney.

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As you'll see on the video we've gotten

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a lot of students employed since 2011,

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we've already got like 37 of our students employed,

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and we have five of them today

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that you will get to tell their story.

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So basically we're here to celebrate

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our students with their paid employment

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and then when they come up they'll introduce themselves.

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And when you see the video you'll see

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the video highlights the students at actual job site,

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actually it's at Eagle's Trace in Houston,

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and also there's glimpses of our work-based learning center.

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A lot of times we go into the work-based learning center

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and preload the skills,

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you have anything else to say?

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<v ->Terrific, let's just see the video then</v>

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and that'll give us feel and then you can come back up,

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Anne, soon as that's done.

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<v Anne>Okay, very good.</v>

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(pleasant music)

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<v ->My name is George Jones,</v>

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I'm the assistant dining services manager at Eagle's Trace.

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I enjoy it. It's a challenge in itself.

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The students are great.

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It's chance for me to develop my management style

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and the skills and also develop them and help them

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move forward in their development.

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<v ->This year we're proudly serving 127 students</v>

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in all of our work-based learning programs,

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and since 2011 we now have 37 students

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that have obtained and maintained employment.

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We have teachers that are actually,

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that go to the four high school campuses

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that offer work-based learning on the campus.

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Typically 9th and 10th grade.

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In 11th grade we also have another program

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where we start the students that are ready

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in the community for training at job sties.

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We've had a couple of districts come visit our program,

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and again, one of the biggest things that I tell them

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is if you can find a location

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for your work-based learning program and centralize it,

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then your training, your delivery of services

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is going to be so much better.

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<v ->Other districts, some have a program similar to this</v>

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but a lot districts just keep the students

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on their high school campuses

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after the child's turned 18

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and they try and replicate job sites

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and go off to job sites,

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but it's not a centralized program like this one.

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<v ->Typically the students learn here the skills</v>

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that would need to obtain and then maintain employment.

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So each day, when the kids arrive,

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we fill out our personal information,

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we talk about our day, put on our uniforms,

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do whatever it is we need to do to get ready to go to work.

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And then the students go out to different job sites

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twice a day, so they're out from nine to eleven

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and then again from twelve to two.

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<v ->One of our roles as a job coach is to go to the site</v>

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and see what needs to be done

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and familiarize yourself to the student and their abilities

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and find the best fit for that student

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and help them achieve.

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You expose them to what needs to be done

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and explain to them and be there to offer support.

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Sometimes we have to work side-by-side to maintain pace

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lead by example, teach by example.

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<v ->Every child, even though they may be in a program,</v>

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it still has to be an individualized education plan.

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If for some of our students, when we go out to a job site,

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we may be involving vision specialist,

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an auditory specialist,

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we could need our physical therapist,

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our occupational therapist,

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our speech therapist for the communications piece.

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We are all on the same team.

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<v ->There's a lot of things I contribute to success here.</v>

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Quality training from our job coaches and myself,

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business partners that allow us to go into their businesses

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and practice and develop skill sets.

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And then also the parents being on board

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and wanting to see their student

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be a contributing member of their community.

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<v ->Children are coming to a new environment.</v>

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They've finished with that chapter in their lives

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and now they're moving on to the workforce

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so this training for them is just very, very, very great.

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<v ->About three years ago I got a student employed</v>

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and his dad, big guy, 6'3, 260,

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and the company called and said

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the student's going to get their first paycheck,

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would you like to come out and be here

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when we give it to him?

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So I jumped in my car of course, went out there, was there,

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and I just happened to see dad shopping in the store,

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and I grabbed him and we went to the back

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and his son got his first paycheck

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and the business made a big deal about it.

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I just kind of looked over and this big man

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who I'd known for years is just sobbing,

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just never really thought the day would come

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that his son would be able to stand on his own two feet

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and have a workplace, so yeah, don't use that please.

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<v ->People have a chance to obtain employment</v>

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and we develop them, we invest in them,

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letting them feel good about themselves,

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a sense of pride, a sense of ownership,

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a sense of responsibility.

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<v ->There's a lot of collaboration that goes on</v>

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between our teachers, our students,

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our community members, and our families.

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They work very closely together

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to transition those students into a job

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and they've been very successful at that.

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<v ->It's rewarding, very rewarding.</v>

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(upbeat music)

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<v ->That was great, thank you so much.</v>

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I think that gives us a better idea.

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(clapping)

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So, Anne and Brittney, would you like

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to introduce the kids?

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Or the young adults, I keep saying kids.

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(chuckles) It's young adults.

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<v ->So, we've brought along today five of our students</v>

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who have actually gone through the TOPS program

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and now have paid employment.

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So they're each going to share with us

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where they work, what they do,

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and some of their goals for the future.

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So this is Denzel, take it away.

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<v ->Okay.</v>

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My name is Denzel, I'm 19 years old.

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I started my job at Toyota Center in November.

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I also take METROLift to and from work.

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When I'm at work, my job is to restack all the items

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on the convention bar like ketchup, mustards, and napkins.

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I also get to see some of the Rocket games

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and concerts when I'm at work.

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(laughing)

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It's true.

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(laughing)

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The best part about having a job is getting a paycheck.

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Now that I have my own money

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I'm able to help buy the things I need.

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This makes me feel like a real adult

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and I hope to always have a job, and I love my job,

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it's the best thing that's ever happened to me.

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<v Donna>Oh wow.</v>

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<v ->Which is true.</v>

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(clapping)

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<v Donna>Can you help her with that mic there?</v>

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make sure we can all hear.

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<v Brittney>You got it?</v>
<v Voiceover>Yes.</v>

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<v Brittney>All right, you gotta talk loud, nice and clear.</v>

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<v Voiceover>Hi.</v>

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(clears throat)

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Hi.

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<v Audience>Hi.</v>

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<v ->My name is Allie. I am 22 years old.</v>

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This is my last year in school.

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I am so excited

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at that I work, at PDQ.

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My job is bus tables and serve the customers.

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I have made new friends at work.

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I also received my first paycheck

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and I am did it buy new backpack.

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I love my job.

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(clapping)

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<v ->Hi.</v>

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My name is Melissa. and I am 19 years old.

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This is my first year in the TOPS program.

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Since I started training at job sites

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I have learned how to be responsible,

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organize my assigned tasks.

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I started working at the Cici's Pizza two weeks ago.

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My job is to make sure the dining room

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is ready for customers.

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I make sure that the tables are clean,

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floors are swept, and everything looks good.

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I also have applied to the Texas A&M PATHS program.

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If I get into PATHS I will spend four weeks

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at Texas A&M learning to be independent.

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I am so excited about my future. Thank you.

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(clapping)

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<v ->Good morning.</v>

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<v Brittney>I know you're kind of tall.</v>

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(chuckles)

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<v ->Good morning.</v>

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<v Audience>Good morning.</v>

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<v ->My name is Alexa, and I turned 21.</v>

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I work in the dining room at a retirement community

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called Eagle's Trace.

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At work I bus tables, vacuum,

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restock condiments, and drink stations and other tasks.

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I work 20 hours per week,

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Monday through Friday, 3:30 to 7:30.

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I also take METROLift to and from work.

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I began my job in May of 2014.

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In the mornings before, I go to work

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I attend nonPareil institute.

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nonPareil is a school where people with autism

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learn computer programs to make apps and video games.

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Because I have a job, I'm able to buy things I need

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like supplies for school and clothes for work.

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In five years, I want to still be working

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and helping others learn computer programs at nonPareil.

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(clapping)

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<v ->Good morning.</v>

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My name is Cassidy, I am 22 years old.

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I work at Goodwill as a floor worker.

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I began my job in October 2015.

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I work 20 to 22 hours per week.

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Part of my job is to keep all the items neat and organized.

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I also put new merchandise out on the racks.

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I have made some new friends at work, too.

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Each holiday, I bake a cake to share with them.

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When I'm not working I enjoy making jewelry and cooking.

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I love going to work.

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Working allows me to have a purpose and make my own money.

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Thank you for having me here today.

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(clapping)

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<v ->That concludes our presentation,</v>

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did you have anything else you needed?

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<v ->I just want to give you this certification.</v>

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Special recognition for the program--

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<v ->Oh, thank you.</v>

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<v ->Thank you guys so much.</v>

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And I just want to say to each of you

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who are working so hard and contributing,

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we're so proud of each of you young adults.

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And we look forward to all that you're going to contribute

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to your communities, so thank you all very, very much.

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(clapping)

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Thank you.

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(murmuring)

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Let me get in the middle.

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(laughing)

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(murmuring)

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Ms. Cargill, why don't you get up?

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<v ->Okay.</v>

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Saw a lot of Kleenex moving around the room.

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It's amazing.

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Mr. Bradly had to get back to, where is he from?

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Somewhere, East Texas, Beaumont.

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(laughing)

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I'm kinda fighting the lump thing

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in my throat, too, Mrs. Bahorich.

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So I am the last-minute recruit to give our invocation

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but I'm always very happy to do that.

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I think today is just a really great reminder

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of why we work so hard to prepare our children

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from preschool and up

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and just to see those young adults and what they're doing

00:16:25.654 --> 00:16:28.438
and for them to speak in public to a room like this,

00:16:28.438 --> 00:16:30.938
oh my goodness, so impressive.

00:16:33.064 --> 00:16:34.270
If the teachers were still here

00:16:34.270 --> 00:16:35.712
I would say thank you to them.

00:16:35.712 --> 00:16:39.163
I also want to acknowledge our Blue Ribbon School winners,

00:16:39.163 --> 00:16:40.830
just wave, I know you'll be recognized

00:16:40.830 --> 00:16:43.038
in a little bit, but great job.

00:16:43.038 --> 00:16:43.872
(clapping)

00:16:46.477 --> 00:16:48.469
And so for that reason and many other reasons

00:16:48.469 --> 00:16:50.960
I wanted to just say a prayer for our teachers

00:16:50.960 --> 00:16:54.190
and I'll clump administrators into that group

00:16:54.190 --> 00:16:57.014
and just all the adults in Texas

00:16:57.014 --> 00:17:00.508
who nurture these children because those students

00:17:00.508 --> 00:17:02.439
wouldn't be where they are today

00:17:02.439 --> 00:17:05.019
without the adults who are here.

00:17:05.019 --> 00:17:07.620
And so we thank you from the bottom of our hearts

00:17:07.620 --> 00:17:11.097
for being educators, working in the schools,

00:17:11.097 --> 00:17:14.307
doin' everything from wiping noses, to giving hugs,

00:17:14.307 --> 00:17:18.438
to sweeping floors, to dealing with hormonal teenagers,

00:17:18.438 --> 00:17:20.351
we thank you, we thank you.

00:17:20.351 --> 00:17:24.435
Especially if you're a junior high, we thank you.

00:17:25.449 --> 00:17:28.553
But before we do that, as much as we love our students,

00:17:28.553 --> 00:17:31.539
no matter if they're from out of state or from here,

00:17:31.539 --> 00:17:33.876
I'd like first to take a moment

00:17:33.876 --> 00:17:36.740
and just have a moment of silence for the young lady

00:17:36.740 --> 00:17:39.057
at UT who lost her life,

00:17:39.057 --> 00:17:41.614
and that's very emotional for me since

00:17:41.614 --> 00:17:43.775
my son just graduated from there and a lot of his friends

00:17:43.775 --> 00:17:46.010
are still just right there.

00:17:46.010 --> 00:17:48.125
It just breaks my heart so if we could take a moment

00:17:48.125 --> 00:17:49.399
for Haruka Weiser,

00:17:49.399 --> 00:17:51.982
and let's just think about her.

00:18:03.521 --> 00:18:06.122
So Father we come before You

00:18:06.122 --> 00:18:09.311
and we just ask your blessing on the Weiser family

00:18:09.311 --> 00:18:11.933
as they deal with this situation

00:18:11.933 --> 00:18:14.289
with their precious daughter.

00:18:14.289 --> 00:18:16.362
And we pray for Your hand of protection

00:18:16.362 --> 00:18:18.840
over all of the students at our college campuses

00:18:18.840 --> 00:18:20.840
and our school campuses.

00:18:22.233 --> 00:18:24.817
God, just cloak them with safety

00:18:25.926 --> 00:18:28.543
and post Your angels on all of these campuses

00:18:28.543 --> 00:18:31.368
to protect our students.

00:18:31.368 --> 00:18:35.350
Lord we're very, very sad and we're very sorrowful

00:18:35.350 --> 00:18:39.576
and I pray a special blessing on the students at UT,

00:18:39.576 --> 00:18:41.324
and for the adults that will be helping

00:18:41.324 --> 00:18:44.939
to guide them through this difficult time.

00:18:44.939 --> 00:18:48.779
So, Father, we want to also thank you for our teachers,

00:18:48.779 --> 00:18:50.792
and I just thank You for all of our teachers

00:18:50.792 --> 00:18:52.457
and the way they give up themselves

00:18:52.457 --> 00:18:54.530
every day in the classroom.

00:18:54.530 --> 00:18:56.845
They serve, they instruct the next generation,

00:18:56.845 --> 00:18:58.186
and we thank you for them.

00:18:58.186 --> 00:19:00.848
Would you fill their hearts with courage

00:19:00.848 --> 00:19:02.981
by Your Spirit with strength so that they

00:19:02.981 --> 00:19:06.477
could rise to challenges and not grow weary.

00:19:06.477 --> 00:19:09.602
For Your wisdom, that they would make good judgement

00:19:09.602 --> 00:19:12.298
when guiding and helping our students.

00:19:12.298 --> 00:19:15.488
Give them peace, God, so when stress and anxiety comes

00:19:15.488 --> 00:19:17.723
they would not be overwhelmed.

00:19:17.723 --> 00:19:20.605
And fill our teachers and administrators with joy

00:19:20.605 --> 00:19:25.264
so their passion that they have becomes infectious

00:19:25.264 --> 00:19:28.596
to their students and just spreads without.

00:19:28.596 --> 00:19:32.761
And we ask this all in Your wonderful name. Amen.

00:19:32.761 --> 00:19:35.678
So if you'll stand for the pledges.

00:19:37.922 --> 00:19:40.360
I pledge allegiance to the flag

00:19:40.360 --> 00:19:42.696
<v All>Of the United States of America,</v>

00:19:42.696 --> 00:19:45.657
and to the Republic for which it stands,

00:19:45.657 --> 00:19:48.889
one nation, under God, indivisible,

00:19:48.889 --> 00:19:51.427
with liberty and justice for all.

00:19:51.427 --> 00:19:52.996
<v ->Now the Texas flag.</v>

00:19:52.996 --> 00:19:55.065
<v All>Honor the Texas flag,</v>

00:19:55.065 --> 00:19:57.909
I pledge allegiance to thee, Texas,

00:19:57.909 --> 00:20:01.810
one state, under God, one and indivisible.

00:20:01.810 --> 00:20:03.977
<v Ms. Cargill>Thank you.</v>

00:20:06.220 --> 00:20:09.053
<v ->Miss Jackson will call the roll.</v>

00:20:10.553 --> 00:20:11.776
<v ->Mr. Allen.</v>

00:20:11.776 --> 00:20:12.812
<v Voiceover>Present.</v>

00:20:12.812 --> 00:20:14.156
<v ->Mrs. Bahorich.</v>

00:20:14.156 --> 00:20:15.019
<v ->Present.</v>

00:20:15.019 --> 00:20:16.103
<v ->Mrs. Beltran.</v>

00:20:16.103 --> 00:20:16.937
<v Voiceover>Present.</v>

00:20:16.937 --> 00:20:18.623
<v ->Mr. Bradley.</v>

00:20:18.623 --> 00:20:20.472
Mrs. Cargill.

00:20:20.472 --> 00:20:21.508
Mr. Cortez.

00:20:21.508 --> 00:20:22.463
<v ->Present.</v>

00:20:22.463 --> 00:20:23.455
<v ->Dr. Dominguez.</v>

00:20:23.455 --> 00:20:24.288
<v ->Here.</v>

00:20:24.288 --> 00:20:25.122
<v ->Mrs. Hardy.</v>

00:20:25.122 --> 00:20:25.955
<v Voiceover>Here.</v>

00:20:25.955 --> 00:20:26.788
<v ->Mr. Maynard.</v>

00:20:26.788 --> 00:20:27.622
<v ->Here.</v>

00:20:27.622 --> 00:20:28.513
<v ->Mrs. Melton Malone.</v>

00:20:28.513 --> 00:20:29.358
<v Voiceover>Here.</v>

00:20:29.358 --> 00:20:30.251
<v ->Mr. Mercer.</v>

00:20:30.251 --> 00:20:31.084
<v Voiceover>Present.</v>

00:20:31.084 --> 00:20:31.917
<v ->Mrs. Miller.</v>

00:20:31.917 --> 00:20:32.751
<v Voiceover>Here.</v>

00:20:32.751 --> 00:20:33.722
<v ->Miss Perez.</v>

00:20:33.722 --> 00:20:34.635
<v Voiceover>Present.</v>

00:20:34.635 --> 00:20:36.465
<v ->Mr. Ratliff.</v>

00:20:36.465 --> 00:20:37.434
Mr. Rowley.

00:20:37.434 --> 00:20:39.778
<v Voiceover>Here.</v>

00:20:39.778 --> 00:20:42.274
<v ->The first item of business is approval of Minutes</v>

00:20:42.274 --> 00:20:45.796
of the January 29th 2016 meeting,

00:20:45.796 --> 00:20:49.148
are there any corrections to the Minutes?

00:20:49.148 --> 00:20:52.315
Hearing then the Minutes are approved.

00:20:53.291 --> 00:20:56.335
And now for a special presentation

00:20:56.335 --> 00:20:59.403
for our wonderful National Blue Ribbon Schools,

00:20:59.403 --> 00:21:02.666
our Board Secretary, Ruben Cortez,

00:21:02.666 --> 00:21:05.870
will be giving the presentation.

00:21:05.870 --> 00:21:08.870
Reading the resolution to all of us.

00:21:15.346 --> 00:21:19.628
<v ->Yes, good morning, so we've got a lot of outstanding</v>

00:21:19.628 --> 00:21:21.999
schools being represented today

00:21:21.999 --> 00:21:25.681
and so that we can properly recognize everybody

00:21:25.681 --> 00:21:28.514
we're going to take them in sections.

00:21:29.651 --> 00:21:31.984
So if I can get the members.

00:21:32.982 --> 00:21:35.732
SBOE members 4, 15, 5, 11, and 14

00:21:39.271 --> 00:21:42.354
into the circle with your recipients.

00:21:43.314 --> 00:21:44.615
We're going to have to break this down

00:21:44.615 --> 00:21:46.531
because we've, 15, yes.

00:21:48.292 --> 00:21:49.836
Both, yes.

00:21:49.836 --> 00:21:54.404
So, Member Allen, Member Rowley, Member Mercer,

00:21:54.404 --> 00:21:57.071
Member Hardy, and Member Malone.

00:22:10.921 --> 00:22:13.056
So, we're going to take 'em in sections

00:22:13.056 --> 00:22:15.222
and then, at the conclusion,

00:22:16.996 --> 00:22:20.715
those members who've not taken photographs

00:22:20.715 --> 00:22:22.975
with their honorees,

00:22:22.975 --> 00:22:26.144
I understand we're going to be taking a five-minute break

00:22:26.144 --> 00:22:28.440
so that we can come out to this side

00:22:28.440 --> 00:22:30.127
and take photographs for those of you

00:22:30.127 --> 00:22:33.906
that have not taken photographs with your members.

00:22:33.906 --> 00:22:37.400
We're going to go through and do them all,

00:22:37.400 --> 00:22:39.825
approve the resolution, and then we'll take

00:22:39.825 --> 00:22:42.213
a small little break for the photographs.

00:22:42.213 --> 00:22:46.178
So having said that I'll begin, Madame Chair.

00:22:46.178 --> 00:22:48.474
Whereas the National Blue Ribbon Schools program

00:22:48.474 --> 00:22:52.253
recognizes elementary, middle, and high schools,

00:22:52.253 --> 00:22:55.403
where students perform at very high levels.

00:22:55.403 --> 00:22:59.659
Whereas a National Blue Ribbon School flag overhead

00:22:59.659 --> 00:23:02.424
is a mark of excellence in education.

00:23:02.424 --> 00:23:06.547
Whereas in 2015 Texas nominated 25 schools

00:23:06.547 --> 00:23:09.798
to be recognized for their students' achievement.

00:23:09.798 --> 00:23:13.464
And whereas these 25 schools were then named

00:23:14.658 --> 00:23:17.420
2015 National Blue Ribbon Schools

00:23:17.420 --> 00:23:20.895
by the United States Department of Education.

00:23:20.895 --> 00:23:22.895
Therefore be it resolved

00:23:23.799 --> 00:23:26.758
that the state Board of Education does hereby extend

00:23:26.758 --> 00:23:30.638
its congratulations to Victory Early College High School

00:23:30.638 --> 00:23:33.705
in the Aldine Independent School District,

00:23:33.705 --> 00:23:36.167
to South Lawn Elementary School

00:23:36.167 --> 00:23:38.900
in the Amarillo School District,

00:23:38.900 --> 00:23:40.870
to Blackshear Elementary School

00:23:40.870 --> 00:23:43.775
in the Austin Independent School District,

00:23:43.775 --> 00:23:46.824
to Canyon Intermediate School

00:23:46.824 --> 00:23:50.683
in the Canyon Independent School District,

00:23:50.683 --> 00:23:54.410
to the Country Place Elementary School

00:23:54.410 --> 00:23:57.278
and Kent Elementary School

00:23:57.278 --> 00:24:01.647
in the Carrolton-Farmers Branch Independent School District,

00:24:01.647 --> 00:24:03.699
and to Crawford Elementary School

00:24:03.699 --> 00:24:07.515
in the Crawford Independent School District

00:24:07.515 --> 00:24:11.079
for being nominated by Texas and being named

00:24:11.079 --> 00:24:14.309
by the United States Department of Education

00:24:14.309 --> 00:24:17.387
as National Blue Ribbon Schools.

00:24:17.387 --> 00:24:18.505
Congratulations.

00:24:18.505 --> 00:24:19.338
(clapping)

00:24:36.408 --> 00:24:40.878
If we can get the second group of schools to come on up.

00:24:40.878 --> 00:24:43.711
And if we can get members Beltran,

00:24:45.237 --> 00:24:49.154
Member Perez, Member Miller, and Member Malone.

00:24:50.764 --> 00:24:54.430
I know that on this group we have one school

00:24:57.042 --> 00:24:59.125
that is unable to attend,

00:25:00.272 --> 00:25:03.189
Lamar Elementary School in El Paso.

00:25:04.681 --> 00:25:06.286
They're definitely goingn to be recognized

00:25:06.286 --> 00:25:08.888
and I know that Member Dominguez will be doing

00:25:08.888 --> 00:25:12.971
a presentation for them back in the El Paso area.

00:25:20.488 --> 00:25:23.484
Whereas the National Blue Ribbon Schools program

00:25:23.484 --> 00:25:26.228
recognizes elementary, middle, and high schools

00:25:26.228 --> 00:25:28.638
where students perform at very high levels.

00:25:28.638 --> 00:25:31.839
Whereas a National Blue Ribbon School flag overhead

00:25:31.839 --> 00:25:35.049
is a mark of excellence in education.

00:25:35.049 --> 00:25:39.030
Whereas in 2015 Texas nominated 25 schools

00:25:39.030 --> 00:25:41.683
to be recognized for their students' achievements.

00:25:41.683 --> 00:25:45.230
And whereas these 25 schools were then named

00:25:45.230 --> 00:25:47.993
2015 National Blue Ribbon Schools

00:25:47.993 --> 00:25:51.001
by the United States Department of Education.

00:25:51.001 --> 00:25:53.334
Now therefore be it resolved

00:25:54.393 --> 00:25:56.282
that the State Board of Education does hereby

00:25:56.282 --> 00:25:58.009
extend its congratulations

00:25:58.009 --> 00:26:00.759
to Harry Stone Montessori Academy

00:26:01.688 --> 00:26:05.791
and Trinidad Garza Early College High School

00:26:05.791 --> 00:26:07.091
and Mountain View College

00:26:07.091 --> 00:26:09.590
in the Dallas Independent School District,

00:26:09.590 --> 00:26:12.070
to Lamar Elementary School

00:26:12.070 --> 00:26:14.913
in the El Paso Independent School District,

00:26:14.913 --> 00:26:17.128
to Falls City Elementary School

00:26:17.128 --> 00:26:20.664
in Falls City Independent School District,

00:26:20.664 --> 00:26:23.243
to Kimberlin Academy for Excellence

00:26:23.243 --> 00:26:26.515
in the Garland Independent School Districts,

00:26:26.515 --> 00:26:28.790
and to Grandview Elementary School

00:26:28.790 --> 00:26:30.762
in the Grandview Independent School District

00:26:30.762 --> 00:26:34.296
for being nominated by Texas and named

00:26:34.296 --> 00:26:36.511
by the United States Department of Education

00:26:36.511 --> 00:26:38.583
as National Blue Ribbon Schools.

00:26:38.583 --> 00:26:43.256
And also if I can add, with us today we have the namesake

00:26:43.256 --> 00:26:46.840
of Trinidad Garza Early College High School

00:26:48.701 --> 00:26:51.241
in Mountain View, Mr. Trinidad Garza,

00:26:51.241 --> 00:26:53.029
I believe he's out in the audience.

00:26:53.029 --> 00:26:55.472
It's not every day we get a namesake joining us.

00:26:55.472 --> 00:26:56.305
(clapping)

00:26:56.305 --> 00:26:58.041
So thank you, sir, for being here

00:26:58.041 --> 00:27:02.414
and congratulations to all of our Blue Ribbon winners.

00:27:02.414 --> 00:27:03.248
(clapping)

00:27:18.753 --> 00:27:22.920
If I can get Member Mercer, Member Rowley, Member Allen,

00:27:23.925 --> 00:27:27.868
and Mrs. Cargill, I don't know if you want to

00:27:27.868 --> 00:27:30.202
do Member Ratliff's for him?

00:27:31.194 --> 00:27:32.152
<v Donna>Mr. Rowley's doing,</v>

00:27:32.152 --> 00:27:33.111
<v ->Oh, I'm sorry.</v>

00:27:33.111 --> 00:27:34.194
<v Donna>Mr. Rowley's got him.</v>

00:27:34.194 --> 00:27:35.497
<v ->Mr. Rowley's got it covered.</v>

00:27:35.497 --> 00:27:37.010
And I'm supposed to be in the circle also

00:27:37.010 --> 00:27:40.927
and I've asked Member Dominguez to handle mine.

00:27:46.704 --> 00:27:47.704
White pants.

00:27:58.266 --> 00:28:00.807
Whereas the National Blue Ribbon Schools program

00:28:00.807 --> 00:28:03.895
recognizes elementary, middle, and high schools

00:28:03.895 --> 00:28:07.471
where students perform at very high levels.

00:28:07.471 --> 00:28:10.783
Whereas a National Blue Ribbon Schools' flag

00:28:10.783 --> 00:28:13.831
is a mark of excellence in education.

00:28:13.831 --> 00:28:17.711
Whereas in 2015 Texas nominated 25 schools

00:28:17.711 --> 00:28:21.104
to be recognized for their students' achievements.

00:28:21.104 --> 00:28:24.771
And whereas these 25 schools were then named

00:28:25.615 --> 00:28:28.784
2015 National Blue Ribbon Schools

00:28:28.784 --> 00:28:31.690
by the United States Department of Education.

00:28:31.690 --> 00:28:34.169
Now, therefore, be it resolved

00:28:34.169 --> 00:28:36.545
that the State Board of Education does hereby extend

00:28:36.545 --> 00:28:39.736
its congratulations to Harper Middle School

00:28:39.736 --> 00:28:42.377
in the Harper Independent School District,

00:28:42.377 --> 00:28:43.474
to Highland School

00:28:43.474 --> 00:28:46.095
in the Highland Independent School District,

00:28:46.095 --> 00:28:48.513
to North Houston Early College High School

00:28:48.513 --> 00:28:51.114
in the Houston Independent School District,

00:28:51.114 --> 00:28:54.364
to Klondike Independent School District

00:28:55.889 --> 00:28:58.427
in the Klondike Independent School District,

00:28:58.427 --> 00:29:00.500
to Olmito Elementary School

00:29:00.500 --> 00:29:04.441
in the Los Fresnos Consolidated Independent School District,

00:29:04.441 --> 00:29:06.189
and to Malakoff Elementary

00:29:06.189 --> 00:29:08.891
in the Malakoff Independent School District

00:29:08.891 --> 00:29:12.057
for being nominated by Texas and named

00:29:13.665 --> 00:29:16.490
by the United States Department of Education

00:29:16.490 --> 00:29:19.558
as National Blue Ribbon Schools.

00:29:19.558 --> 00:29:20.717
Congratulations.

00:29:20.717 --> 00:29:21.550
(clapping)

00:29:36.640 --> 00:29:41.557
If I can get the members for the remaining six campuses

00:29:41.557 --> 00:29:44.321
that are being recognized.

00:29:44.321 --> 00:29:47.699
Member Dominguez, if you can come in

00:29:47.699 --> 00:29:49.701
and cover for mine,

00:29:49.701 --> 00:29:52.783
I've got Achieve Early College High School

00:29:52.783 --> 00:29:55.117
and South Texas Preparatory.

00:29:57.628 --> 00:29:59.491
And then we need Member Ratliff,

00:29:59.491 --> 00:30:01.645
Mr. Rowley, will you be covering those as well?

00:30:01.645 --> 00:30:02.681
Thank you, sir.

00:30:02.681 --> 00:30:05.597
And Member Perez and Member Rowley.

00:30:07.448 --> 00:30:09.281
We've got a full load.

00:30:11.109 --> 00:30:12.049
<v Donna>He's busy today.</v>

00:30:12.049 --> 00:30:13.549
<v ->He's busy today.</v>

00:30:22.037 --> 00:30:23.113
All right.

00:30:23.113 --> 00:30:25.840
Whereas the National Blue Ribbon Schools program

00:30:25.840 --> 00:30:29.476
recognizes elementary, middle, and high schools

00:30:29.476 --> 00:30:33.032
where students perform at very high levels.

00:30:33.032 --> 00:30:37.115
Whereas a National Blue Ribbon School flag overhead

00:30:37.115 --> 00:30:40.325
is a mark of excellence in education.

00:30:40.325 --> 00:30:43.825
Whereas in 2015 Texas nominated 25 schools

00:30:45.120 --> 00:30:48.514
to be recognized for their students' achievements.

00:30:48.514 --> 00:30:52.598
And whereas these 25 schools were then named

00:30:52.598 --> 00:30:55.138
2015 National Blue Ribbon Schools

00:30:55.138 --> 00:30:58.104
by the United States Department of Education.

00:30:58.104 --> 00:31:00.437
Now, therefore, be it resolved

00:31:01.578 --> 00:31:04.870
that the State Board of Education does hereby extend

00:31:04.870 --> 00:31:08.669
its congratulations to Achieve Early College High School

00:31:08.669 --> 00:31:11.575
in the McAllen Independent School District,

00:31:11.575 --> 00:31:14.317
to Mount Vernon Intermediate School

00:31:14.317 --> 00:31:17.568
in the Mount Vernon Independent School District,

00:31:17.568 --> 00:31:20.249
to F J Scott Elementary School

00:31:20.249 --> 00:31:23.704
in the Roma Independent School District,

00:31:23.704 --> 00:31:26.385
to Young Women's Leadership Academy

00:31:26.385 --> 00:31:29.881
in the San Antonio Independent School District,

00:31:29.881 --> 00:31:32.116
to South Texas Preparatory Academy

00:31:32.116 --> 00:31:35.021
in the South Texas Independent School District,

00:31:35.021 --> 00:31:37.133
and to Vega Elementary School

00:31:37.133 --> 00:31:40.182
in the Vega Independent School District

00:31:40.182 --> 00:31:43.848
for being nominated by Texas and being named

00:31:45.187 --> 00:31:48.288
by the United States Department of Education

00:31:48.288 --> 00:31:51.336
as National Blue Ribbon Schools.

00:31:51.336 --> 00:31:53.502
And be it further resolved

00:31:54.360 --> 00:31:57.837
that this resolution be presented to the principals

00:31:57.837 --> 00:32:00.254
in the aforementioned schools

00:32:01.556 --> 00:32:03.201
for being recognized for excellence

00:32:03.201 --> 00:32:06.167
throughout National Blue Ribbon School's program,

00:32:06.167 --> 00:32:10.414
and that a copy be included in the permanent records

00:32:10.414 --> 00:32:12.507
of the State Board of Education.

00:32:12.507 --> 00:32:16.590
Witness our signature this 8th day of April, 2016

00:32:18.236 --> 00:32:21.406
in Austin, Texas Chair Donna Bahorich,

00:32:21.406 --> 00:32:24.128
Secretary Ruben Cortez Jr.

00:32:24.128 --> 00:32:26.484
Congratulations, now we can get all the other winners

00:32:26.484 --> 00:32:29.796
to please stand and be recognized as well.

00:32:29.796 --> 00:32:33.596
Congratulations to all 25 of our Blue Ribbon schools.

00:32:33.596 --> 00:32:36.664
Thank you for what you're doing for our students in Texas

00:32:36.664 --> 00:32:39.894
and congratulations for representing our state well.

00:32:39.894 --> 00:32:41.134
God bless you.

00:32:41.134 --> 00:32:41.967
(clapping)

00:32:48.834 --> 00:32:50.658
Madame Chair, if we can get a motion

00:32:50.658 --> 00:32:52.825
to approve the resolution.

00:32:55.396 --> 00:32:56.655
<v Donna>I think you just made the motion,</v>

00:32:56.655 --> 00:32:57.738
you make the motion (chuckles).

00:32:57.738 --> 00:33:00.741
<v ->I move that we approve this resolution.</v>

00:33:00.741 --> 00:33:02.602
<v Donna>Absolutely, so the question is</v>

00:33:02.602 --> 00:33:04.553
on the adoption of the resolution,

00:33:04.553 --> 00:33:06.238
all those in favor say aye.

00:33:06.238 --> 00:33:07.072
<v Members>Aye.</v>

00:33:07.072 --> 00:33:08.739
<v ->The resolution is adopted.</v>

00:33:08.739 --> 00:33:11.023
Now were there a few more pictures?

00:33:11.023 --> 00:33:12.375
So five minute break.

00:33:12.375 --> 00:33:15.871
But I just want to say congratulations so much

00:33:15.871 --> 00:33:17.028
to each one of you.

00:33:17.028 --> 00:33:20.666
I think what was such a privilege this morning

00:33:20.666 --> 00:33:23.205
was to see both the achievement

00:33:23.205 --> 00:33:24.839
of our best of the best

00:33:24.839 --> 00:33:27.269
and the heart of our best of the best.

00:33:27.269 --> 00:33:29.506
We are so, so privileged to be here.

00:33:29.506 --> 00:33:30.908
Ms. Beltran, did you want to say something?

00:33:30.908 --> 00:33:31.741
<v ->I did.</v>

00:33:32.979 --> 00:33:34.686
We had two schools from the Dallas Independent

00:33:34.686 --> 00:33:36.394
School District recognized today.

00:33:36.394 --> 00:33:38.404
I haven't had the pleasure of visiting

00:33:38.404 --> 00:33:39.846
Harry Stone Montessori

00:33:39.846 --> 00:33:41.996
but I am a product of Montessori education

00:33:41.996 --> 00:33:44.740
and so I'm looking forward to visiting,

00:33:44.740 --> 00:33:46.188
but I did have the honor and privilege

00:33:46.188 --> 00:33:48.220
to be principal for a day at Trini Garza

00:33:48.220 --> 00:33:50.323
Early College High School in the fall

00:33:50.323 --> 00:33:51.421
and was just blown away.

00:33:51.421 --> 00:33:53.372
And I just want to acknowledge them again,

00:33:53.372 --> 00:33:56.033
they have an entire team here

00:33:56.033 --> 00:33:58.597
(chuckles) sitting in the back.

00:33:58.597 --> 00:34:00.397
And if you guys are ever in Dallas,

00:34:00.397 --> 00:34:02.880
come see them, they are absolutely phenomenal.

00:34:02.880 --> 00:34:04.276
They're doing amazing things

00:34:04.276 --> 00:34:08.189
and Dr. Lombardy who's also

00:34:08.189 --> 00:34:10.221
here is a phenomenal leader and I just wanted

00:34:10.221 --> 00:34:13.798
to recognize and acknowledge their hard work.

00:34:13.798 --> 00:34:15.555
<v ->It's been a high privilege today</v>

00:34:15.555 --> 00:34:17.648
to get to see each one of you and thank you,

00:34:17.648 --> 00:34:20.961
thank you, thank you, for your service to our children.

00:34:20.961 --> 00:34:23.257
Couldn't do it without each and every one of you

00:34:23.257 --> 00:34:26.197
and we're so, so grateful, just want you to know,

00:34:26.197 --> 00:34:27.779
from the bottom of our hearts.

00:34:27.779 --> 00:34:29.364
And so let's take that five-minute break

00:34:29.364 --> 00:34:33.530
for the finish up the photos, thank you for coming.

00:49:38.314 --> 00:49:41.876
Members, I'm going to go ahead, if there are those in the back

00:49:41.876 --> 00:49:44.931
who would like to come out.

00:49:44.931 --> 00:49:49.098
We're going to start our public testimony part of the day,

00:49:50.470 --> 00:49:52.624
and we've got eight testifiers,

00:49:52.624 --> 00:49:56.124
or nine testifiers, I believe, this morning.

00:49:59.735 --> 00:50:00.959
<v Voiceover>John Pendergraff</v>

00:50:00.959 --> 00:50:03.626
followed by Kimberley Belcher.

00:50:06.681 --> 00:50:08.098
John Pendergraff.

00:50:10.480 --> 00:50:11.980
Kimberley Belcher.

00:50:13.897 --> 00:50:17.157
<v ->If all the testifiers, it would really be very helpful</v>

00:50:17.157 --> 00:50:20.733
if you'll go ahead and bring up your presentations,

00:50:20.733 --> 00:50:23.962
the handouts that you want to hand out to us now

00:50:23.962 --> 00:50:28.266
so that we're ready to do that and there's no time delay.

00:50:28.266 --> 00:50:29.302
That would be very helpful.

00:50:29.302 --> 00:50:32.420
So, of all the testifiers, if you will bring your handouts

00:50:32.420 --> 00:50:34.675
up now for the staff and then we can kind of

00:50:34.675 --> 00:50:35.975
more quickly move through that,

00:50:35.975 --> 00:50:39.225
that would be extremely helpful for us.

00:50:48.711 --> 00:50:50.495
Is that good, yeah.

00:50:50.495 --> 00:50:53.098
I want to make sure you got all of them.

00:50:53.098 --> 00:50:54.988
Yeah, okay, so no further handouts

00:50:54.988 --> 00:50:57.488
for the board from testifiers?

00:50:58.624 --> 00:50:59.457
Thank you.

00:51:01.896 --> 00:51:04.312
So I believe John, you're up.

00:51:05.675 --> 00:51:08.090
I don't think it's on, John, or is it?

00:51:08.090 --> 00:51:08.923
It should light up.

00:51:08.923 --> 00:51:09.757
Yeah, there you go.

00:51:09.757 --> 00:51:11.673
<v ->Testing, there we go.</v>

00:51:13.866 --> 00:51:16.561
Thank you for allowing me to speak today.

00:51:16.561 --> 00:51:18.227
Here once again to talk about math

00:51:18.227 --> 00:51:20.848
and the handout will be very helpful 'cause there's,

00:51:20.848 --> 00:51:23.159
even the limited subject matter I have,

00:51:23.159 --> 00:51:25.871
can't fit it into three minutes.

00:51:25.871 --> 00:51:27.720
Comments somebody recently made to me

00:51:27.720 --> 00:51:31.315
was our TEKS right now are a mile wide and inch deep,

00:51:31.315 --> 00:51:34.059
and my point today is to please urge this committee

00:51:34.059 --> 00:51:36.619
to consider reviewing the Math TEKS

00:51:36.619 --> 00:51:38.752
before the end of the cycle.

00:51:38.752 --> 00:51:40.337
I just don't think we have time to wait.

00:51:40.337 --> 00:51:41.908
I brought my daughter with me today here.

00:51:41.908 --> 00:51:43.539
As you can see, she's not a guinea pig,

00:51:43.539 --> 00:51:44.880
she's a human being

00:51:44.880 --> 00:51:46.993
and right now I just noticed something,

00:51:46.993 --> 00:51:49.066
she's been doing fractions lately

00:51:49.066 --> 00:51:51.930
and I went this morning and last night

00:51:51.930 --> 00:51:53.312
all through the K through 8 TEKS,

00:51:53.312 --> 00:51:55.482
I cannot find anywhere in the Math TEKS

00:51:55.482 --> 00:51:58.082
where it actually says add, subtract,

00:51:58.082 --> 00:52:00.562
multiply, and divide fractions,

00:52:00.562 --> 00:52:03.520
mixed fractions, improper fractions.

00:52:03.520 --> 00:52:05.133
All it's got is K through 8

00:52:05.133 --> 00:52:07.436
at various times it says use pictorial models,

00:52:07.436 --> 00:52:11.450
find it on a number line. It never says learn fractions.

00:52:11.450 --> 00:52:13.319
And an example I brought with today

00:52:13.319 --> 00:52:16.528
is a couple of her tests at the back of my packet.

00:52:16.528 --> 00:52:17.850
The teachers and the school districts

00:52:17.850 --> 00:52:20.429
are taking your TEKS extremely literally.

00:52:20.429 --> 00:52:22.826
They are testing exactly to the TEKS,

00:52:22.826 --> 00:52:24.167
they are not doing one thing more

00:52:24.167 --> 00:52:25.854
than what the TEKS say because like I said,

00:52:25.854 --> 00:52:26.727
they're a mile wide.

00:52:26.727 --> 00:52:29.349
There is many, many subjects in every grade

00:52:29.349 --> 00:52:31.564
and they cover every one of them

00:52:31.564 --> 00:52:33.505
and none of them say actually learn to add

00:52:33.505 --> 00:52:36.735
one-third and one-fourth, they dunno how to do that.

00:52:36.735 --> 00:52:38.050
The denominators don't match, oh God,

00:52:38.050 --> 00:52:40.019
what do we do, draw a picture, you know.

00:52:40.019 --> 00:52:42.334
It's nowhere, nowhere in K through 8 can I find that,

00:52:42.334 --> 00:52:43.997
that's a deficiency I just noticed.

00:52:43.997 --> 00:52:46.914
I didn't even really call that out.

00:52:47.926 --> 00:52:50.648
Couple things I pointed out on my second page here,

00:52:50.648 --> 00:52:53.695
the state law says the board may not adopt rules

00:52:53.695 --> 00:52:55.253
that designate methodology,

00:52:55.253 --> 00:52:57.244
these TEKS are nothing but methodology.

00:52:57.244 --> 00:53:00.982
Draw pictures, use a number line, use a strip diagram.

00:53:00.982 --> 00:53:03.156
I think that alone could be legal reason

00:53:03.156 --> 00:53:04.883
to open these up for review.

00:53:04.883 --> 00:53:06.610
I'd really like this to get on the agenda

00:53:06.610 --> 00:53:07.992
so this board could vote on

00:53:07.992 --> 00:53:10.531
bringing these up to get them fixed.

00:53:10.531 --> 00:53:12.177
Something I've also noticed - K through 8,

00:53:12.177 --> 00:53:14.067
there's a ton of financial literacy

00:53:14.067 --> 00:53:14.961
and I checked the state law,

00:53:14.961 --> 00:53:16.891
somebody said state law requires that.

00:53:16.891 --> 00:53:17.988
Yes, it does,

00:53:17.988 --> 00:53:19.796
and it requires about two different things,

00:53:19.796 --> 00:53:22.092
it does not require five subjects per grade.

00:53:22.092 --> 00:53:24.347
K through 5 you could skip a lot of this stuff

00:53:24.347 --> 00:53:27.488
and focus in on math and then wait

00:53:27.488 --> 00:53:29.723
'til they actually understand decimals and fractions

00:53:29.723 --> 00:53:32.222
to start talking about interest rates in loans.

00:53:32.222 --> 00:53:34.864
And I actually marked up the 4th grade TEKS

00:53:34.864 --> 00:53:37.000
just as an example of things I think should come out,

00:53:37.000 --> 00:53:38.838
things that should go in.

00:53:38.838 --> 00:53:41.235
Anyway, appreciate it, thank you.

00:53:41.235 --> 00:53:43.324
<v Donna>I think you got, you got time.</v>

00:53:43.324 --> 00:53:44.502
<v ->Oh, okay, I thought that was time.</v>

00:53:44.502 --> 00:53:45.486
<v Donna>That was your first bell,</v>

00:53:45.486 --> 00:53:47.970
I'm sorry and I apologize.

00:53:47.970 --> 00:53:50.911
<v ->For a little more in depth of my markups.</v>

00:53:50.911 --> 00:53:53.565
So I use the word 'function' to,

00:53:53.565 --> 00:53:54.865
if you delete it, it crosses out,

00:53:54.865 --> 00:53:56.693
if I added it, it underlined it.

00:53:56.693 --> 00:53:58.299
And basically I just tried to get rid

00:53:58.299 --> 00:54:00.412
of a lot of the thing about use manipulatives,

00:54:00.412 --> 00:54:03.358
draw pictures, draw this, draw that.

00:54:03.358 --> 00:54:04.739
And especially in the fractions section,

00:54:04.739 --> 00:54:05.979
I added in a lot of stuff.

00:54:05.979 --> 00:54:08.620
I remember in 3rd and 4th grade, we did everything

00:54:08.620 --> 00:54:11.180
there was to do with fractions, 3rd and 4th grade.

00:54:11.180 --> 00:54:13.354
By 5th grade we were kinda done with that.

00:54:13.354 --> 00:54:16.889
3rd grade Missouri, little small town mid-Missouri,

00:54:16.889 --> 00:54:18.738
we knew everything there was to do about fractions,

00:54:18.738 --> 00:54:21.786
we were doing long division in 3rd and 4th grade.

00:54:21.786 --> 00:54:23.899
They're just barely touching fractions right now

00:54:23.899 --> 00:54:25.321
and I don't see it in 5th grade,

00:54:25.321 --> 00:54:26.337
I don't see it in 6th grade,

00:54:26.337 --> 00:54:28.389
I don't see it in 7th, I don't see it in 8th.

00:54:28.389 --> 00:54:29.527
I'd like to know when the kids

00:54:29.527 --> 00:54:31.599
are supposed to master fractions.

00:54:31.599 --> 00:54:33.198
One of the things they been trying to do with fractions

00:54:33.198 --> 00:54:34.618
lately is unit conversion,

00:54:34.618 --> 00:54:36.528
and I give her teacher a lot of credit,

00:54:36.528 --> 00:54:38.235
he's tryin' to use dimensional analysis

00:54:38.235 --> 00:54:40.998
where if you multiply anything by one it's still one.

00:54:40.998 --> 00:54:44.831
If one pound per 2.2 kilograms, that's a unit.

00:54:45.702 --> 00:54:46.906
One to one.

00:54:46.906 --> 00:54:48.206
And if you know your fractions

00:54:48.206 --> 00:54:50.227
and you know how fractions work,

00:54:50.227 --> 00:54:51.530
unit conversion's very easy.

00:54:51.530 --> 00:54:53.460
When you don't understand that it's very difficult

00:54:53.460 --> 00:54:55.044
and they don't know their fractions yet

00:54:55.044 --> 00:54:57.897
but they're tryin' to convert units.

00:54:57.897 --> 00:54:59.515
Now I guess my time's up, huh?

00:54:59.515 --> 00:55:00.502
<v Donna>Absolutely.</v>

00:55:00.502 --> 00:55:02.617
Yeah, and I apologize, John, for not mentioning

00:55:02.617 --> 00:55:06.380
it's a three minutes and you'll hear an initial bell

00:55:06.380 --> 00:55:09.387
at the two minute time and you'll hear another bell.

00:55:09.387 --> 00:55:12.373
So just for future, all the testifiers.

00:55:12.373 --> 00:55:13.671
Ms. Cargill.

00:55:13.671 --> 00:55:14.687
<v Ms. Cargill>Hi, John.</v>
<v John>Hello.</v>

00:55:14.687 --> 00:55:15.600
<v Ms. Cargill>Would you have your daughter</v>

00:55:15.600 --> 00:55:17.388
introduce herself, I know you did,

00:55:17.388 --> 00:55:19.000
but her too, tell us where she goes to school

00:55:19.000 --> 00:55:20.033
and how old she is.

00:55:20.033 --> 00:55:22.060
<v ->Tell them about yourself, please.</v>

00:55:22.060 --> 00:55:24.637
<v ->Hi, I'm Katelyn, and I'm in 4th grade</v>

00:55:24.637 --> 00:55:26.509
and the math stinks.

00:55:26.509 --> 00:55:27.343
(laughing)

00:55:29.212 --> 00:55:31.772
<v Ms. Cargill>And what school?</v>

00:55:31.772 --> 00:55:33.105
<v ->Tell them what school you go to.</v>

00:55:33.105 --> 00:55:34.872
<v ->I go to Williams.</v>

00:55:34.872 --> 00:55:35.955
<v ->Okay, good.</v>

00:55:36.812 --> 00:55:39.777
I'm glad you're on a field trip with your dad today.

00:55:39.777 --> 00:55:42.187
It's what I would call a very informative field trip.

00:55:42.187 --> 00:55:45.722
So, John, thank you for coming back out

00:55:45.722 --> 00:55:49.187
and taking off from work and traveling and all that stuff.

00:55:49.187 --> 00:55:52.916
I guess my question might be for legal, so Von,

00:55:52.916 --> 00:55:57.821
you don't have to answer me now but at some point...

00:55:57.821 --> 00:55:59.086
I know we've talked about this before

00:55:59.086 --> 00:56:02.012
but I keep getting messages from my constituents,

00:56:02.012 --> 00:56:05.119
what is the difference between a process skill

00:56:05.119 --> 00:56:08.744
and methodology, and did the law about methodology

00:56:08.744 --> 00:56:11.947
come before we first started process skills in the TEKS

00:56:11.947 --> 00:56:14.709
or after? Or, that's what I really like to know

00:56:14.709 --> 00:56:18.031
is which came first (chuckles).

00:56:18.031 --> 00:56:19.497
I've read the law several times

00:56:19.497 --> 00:56:23.987
and there's really no definition of methodology

00:56:23.987 --> 00:56:26.018
but it does kinda stand to reason

00:56:26.018 --> 00:56:29.318
that maybe some of these process skills are method.

00:56:29.318 --> 00:56:30.750
But as long as I been on the board

00:56:30.750 --> 00:56:33.829
we've had process skills, maybe they've been

00:56:33.829 --> 00:56:37.303
in the TEKS longer than the law.

00:56:37.303 --> 00:56:38.380
I'm just having trouble figuring out

00:56:38.380 --> 00:56:40.714
the difference between them.

00:56:42.926 --> 00:56:47.401
<v ->I haven't done the research as far as the timing</v>

00:56:47.401 --> 00:56:51.485
with cross-referencing when that provision came in

00:56:51.485 --> 00:56:53.917
compared to the process skills.

00:56:53.917 --> 00:56:56.334
What the statute does read is

00:56:58.356 --> 00:57:01.546
it provides you the power to adopt rules for implemation

00:57:01.546 --> 00:57:04.222
of the subchapter but you may not adopt rules

00:57:04.222 --> 00:57:06.741
that designate methodology use by a teacher

00:57:06.741 --> 00:57:08.825
or the time spent by a teacher or a student

00:57:08.825 --> 00:57:11.308
on a particular task or subject.

00:57:11.308 --> 00:57:14.741
You're correct, I have been unable to find

00:57:14.741 --> 00:57:18.397
throughout the code a definition of what methodology is.

00:57:18.397 --> 00:57:22.035
Case law does not provide a crisp definition either,

00:57:22.035 --> 00:57:24.676
so in those instances what you really do

00:57:24.676 --> 00:57:27.509
is you turn to, really, a definition

00:57:29.531 --> 00:57:32.843
and a kind of relying on common sense in your experts

00:57:32.843 --> 00:57:37.010
as you have this dialogue about what is a methodology.

00:57:38.086 --> 00:57:42.253
Not being an education expert I would use a prism of,

00:57:43.348 --> 00:57:45.684
and I believe this was mentioned a couple days ago,

00:57:45.684 --> 00:57:48.894
are you answering the question, 'What?'

00:57:48.894 --> 00:57:50.987
or are you answering the question, 'How?'

00:57:50.987 --> 00:57:51.945
<v Ms. Cargill>Right.</v>

00:57:51.945 --> 00:57:54.515
<v ->And if you feel like you're getting too close</v>

00:57:54.515 --> 00:57:56.322
to answering the question, 'How?'

00:57:56.322 --> 00:58:00.061
you need to dive into a deeper analysis.

00:58:00.061 --> 00:58:03.963
Now some things, it's just how you write it.

00:58:03.963 --> 00:58:06.879
It's not necessarily that something

00:58:09.720 --> 00:58:11.836
couldn't be written that it's a 'What?'

00:58:11.836 --> 00:58:14.233
and you just kind of have to curb a little bit

00:58:14.233 --> 00:58:17.900
on discussing too much the methodology that,

00:58:19.598 --> 00:58:23.621
or the process that you go through in doing that.

00:58:23.621 --> 00:58:26.866
But on those questions, I think you really have to rely on

00:58:26.866 --> 00:58:29.610
experts which unfortunately it's not a legal expert,

00:58:29.610 --> 00:58:33.085
it's more of an educational expert and asking folks that.

00:58:33.085 --> 00:58:35.842
And asking yourself what is the line

00:58:35.842 --> 00:58:38.986
that the board wants to draw.

00:58:38.986 --> 00:58:42.526
In your past discussions there are some things

00:58:42.526 --> 00:58:45.492
folks have suggested to put in that you have rejected

00:58:45.492 --> 00:58:48.017
as methodology, for instance,

00:58:48.017 --> 00:58:50.730
requiring a partnership to be formed

00:58:50.730 --> 00:58:52.601
with the Private Security Bureau

00:58:52.601 --> 00:58:55.952
to teach a security officer course,

00:58:55.952 --> 00:58:59.829
you've rejected that in the past as being methodology.

00:58:59.829 --> 00:59:02.974
You've rejected in the past designating time

00:59:02.974 --> 00:59:06.141
that a teacher or student should spend

00:59:08.007 --> 00:59:11.939
on a subject because someone wanted you to mandate

00:59:11.939 --> 00:59:14.702
at least an hour a day of math and science instruction.

00:59:14.702 --> 00:59:17.702
So you've rejected that in the past.

00:59:20.045 --> 00:59:22.869
Someone had suggested that you provide

00:59:22.869 --> 00:59:25.978
additional learning opportunities to quickly earn credits

00:59:25.978 --> 00:59:28.505
and prepare for STAAR exam,

00:59:28.505 --> 00:59:30.306
and you've rejected that based upon

00:59:30.306 --> 00:59:31.764
that being a methodology,

00:59:31.764 --> 00:59:34.837
kind of telling teachers how to do their jobs.

00:59:34.837 --> 00:59:37.863
You've rejected, and I don't know what this is

00:59:37.863 --> 00:59:42.557
but you've rejected putting in authentic tasks?

00:59:42.557 --> 00:59:46.052
And I'm not sure what that is, but.

00:59:46.052 --> 00:59:49.079
You've rejected explaining how to hold a public official

00:59:49.079 --> 00:59:53.468
to their word while it was a standard people had asked,

00:59:53.468 --> 00:59:55.033
"Well, how do you do that?"

00:59:55.033 --> 00:59:56.234
"How do you teach that?"

00:59:56.234 --> 00:59:59.289
And you were, "Well, we're forbidden from telling you

00:59:59.289 --> 01:00:02.724
how to do it, that's just the standard."

01:00:02.724 --> 01:00:05.775
So, those are from a quick review

01:00:05.775 --> 01:00:08.092
trying to go back in the past

01:00:08.092 --> 01:00:10.765
how the board had dealt with that,

01:00:10.765 --> 01:00:14.746
and unfortunately I can't provide you any greater clarity

01:00:14.746 --> 01:00:19.197
except that this is something you all need to struggle with,

01:00:19.197 --> 01:00:22.284
what does it mean to be methodology?

01:00:22.284 --> 01:00:26.145
And for that you have experts you can rely on

01:00:26.145 --> 01:00:30.015
both internal and those here at the agency.

01:00:30.015 --> 01:00:32.008
<v ->So, the board would have the authority</v>

01:00:32.008 --> 01:00:34.264
to determine the definition and the difference

01:00:34.264 --> 01:00:37.689
as opposed to the attorney general.

01:00:37.689 --> 01:00:42.118
Are you saying that we do have that authority to define?

01:00:42.118 --> 01:00:45.491
<v ->Well, you have the duty to implement the law</v>

01:00:45.491 --> 01:00:48.738
and that law tells you to not adopt a methodology.

01:00:48.738 --> 01:00:49.696
<v Ms. Cargill>Okay.</v>

01:00:49.696 --> 01:00:53.073
<v ->So you're going to have to struggle with what that means</v>

01:00:53.073 --> 01:00:55.206
and what the parameters are.

01:00:55.206 --> 01:00:56.666
<v Ms. Cargill>Okay.</v>

01:00:56.666 --> 01:00:58.513
What I would do to help advise you

01:00:58.513 --> 01:01:02.129
is when I get a question and it sounds too much like

01:01:02.129 --> 01:01:06.502
'how' you do something instead of 'what' you should do,

01:01:06.502 --> 01:01:08.725
then you all should have a discussion

01:01:08.725 --> 01:01:11.590
and have a clear reasoning why you think

01:01:11.590 --> 01:01:16.486
that's not methodology if you were to pursue that.

01:01:16.486 --> 01:01:18.564
<v Ms. Cargill>Clear as mud, right?</v>

01:01:18.564 --> 01:01:21.481
Thank you for giving examples, too.

01:01:22.939 --> 01:01:26.150
<v John>TEK 4.3 E, represent and solve</v>

01:01:26.150 --> 01:01:29.642
addition and subtraction of fractions, stop.

01:01:29.642 --> 01:01:32.080
What it actually says, continuing on,

01:01:32.080 --> 01:01:34.092
with equal denominators using objects

01:01:34.092 --> 01:01:36.407
and pictorial models that build of the number line

01:01:36.407 --> 01:01:38.959
and properties of operations.

01:01:38.959 --> 01:01:41.345
If that's not methodology, I don't know what is.

01:01:41.345 --> 01:01:43.252
<v Ms. Cargill>What was the number? Grade four?</v>

01:01:43.252 --> 01:01:46.491
<v ->Grade four dot three, subletter E,</v>

01:01:46.491 --> 01:01:48.218
Represent and Solve Addition and Subtraction

01:01:48.218 --> 01:01:49.844
of Fractions of Equal Denominators

01:01:49.844 --> 01:01:52.104
using objects and pictorial models

01:01:52.104 --> 01:01:53.547
that build of the number line

01:01:53.547 --> 01:01:55.376
and properties of operations.

01:01:55.376 --> 01:01:56.817
It does not say they need to know

01:01:56.817 --> 01:01:57.854
how to add and subtract them,

01:01:57.854 --> 01:02:01.791
it says they need to use objects and pictorial models,

01:02:01.791 --> 01:02:03.434
and that's why her homework and her quizzes

01:02:03.434 --> 01:02:05.648
you see in here, she's not asked to add

01:02:05.648 --> 01:02:07.192
two fractions to get the right answer.

01:02:07.192 --> 01:02:09.102
There's a couple equations that you can pick the one

01:02:09.102 --> 01:02:10.890
that has the right answer.

01:02:10.890 --> 01:02:12.677
They are not tested if they could add fractions,

01:02:12.677 --> 01:02:16.280
they're shown pictures and asked which one's which.

01:02:16.280 --> 01:02:17.932
<v Ms. Cargill>That actually is a good example</v>

01:02:17.932 --> 01:02:19.811
of what we're talking about.
<v ->So this is a prime example.</v>

01:02:19.811 --> 01:02:21.987
You, nowhere say they have to learn how to add fractions,

01:02:21.987 --> 01:02:24.284
you say you have to use pictorial models.

01:02:24.284 --> 01:02:26.112
If my boss catches me drawing models

01:02:26.112 --> 01:02:28.677
to add fractions, I'm fired.

01:02:28.677 --> 01:02:31.780
But this is all you're requiring is them to draw pictures,

01:02:31.780 --> 01:02:33.068
you're not requiring them to learn

01:02:33.068 --> 01:02:34.653
to add and subtract fractions,

01:02:34.653 --> 01:02:37.570
so by putting the methology in here,

01:02:37.570 --> 01:02:39.199
you're actually precluding the teacher.

01:02:39.199 --> 01:02:40.569
Not precluding it, but like I said,

01:02:40.569 --> 01:02:42.641
they don't have time with all these TEKS,

01:02:42.641 --> 01:02:44.633
it's a mile wide, they don't have time

01:02:44.633 --> 01:02:46.441
to do anything that's not in here.

01:02:46.441 --> 01:02:49.956
And what's not in here is actually learn to do fractions.

01:02:49.956 --> 01:02:50.972
They draw pictorial models

01:02:50.972 --> 01:02:52.972
and put 'em on a number line, that's it.

01:02:52.972 --> 01:02:55.028
I mean we have a key thing missing here.

01:02:55.028 --> 01:02:57.412
I'm sure when this was written you assumed

01:02:57.412 --> 01:02:59.286
that the same stuff that was taught for years

01:02:59.286 --> 01:03:02.334
would still be taught and if this was in addition to,

01:03:02.334 --> 01:03:05.299
okay, great, but it's being used in addition to

01:03:05.299 --> 01:03:07.697
what we all thought kids were going to learn.

01:03:07.697 --> 01:03:09.100
Just like the multiplication tables,

01:03:09.100 --> 01:03:10.322
yeah it's mentioned once

01:03:10.322 --> 01:03:12.008
but when it's one of 52 things they're supposed

01:03:12.008 --> 01:03:14.523
to learn in 3rd grade, there's no depth.

01:03:14.523 --> 01:03:19.329
There's width but there's no depth in any of these subjects.

01:03:19.329 --> 01:03:21.161
<v Ms. Cargill>All right, thank you, John.</v>

01:03:21.161 --> 01:03:23.571
Madame Chair, I think something Von said

01:03:23.571 --> 01:03:24.606
we have to struggle through.

01:03:24.606 --> 01:03:27.796
I think we do need to address this,

01:03:27.796 --> 01:03:29.848
because it's confusing to all of us.

01:03:29.848 --> 01:03:33.831
<v ->Well, it is difficult because the standards should be</v>

01:03:33.831 --> 01:03:37.165
what they should know and be able to do.

01:03:38.646 --> 01:03:41.124
But then, how far over into the 'how,'

01:03:41.124 --> 01:03:44.458
and I think you just have to take it on,

01:03:46.600 --> 01:03:48.349
I don't know that there's any clear line

01:03:48.349 --> 01:03:52.190
that you could do because you would cut off.

01:03:52.190 --> 01:03:55.684
Because obviously helping them in the young grades

01:03:55.684 --> 01:03:57.851
to understand the concepts

01:03:58.853 --> 01:04:01.499
before they just do rote things with numbers

01:04:01.499 --> 01:04:03.123
is something you would want, right?

01:04:03.123 --> 01:04:05.083
<v ->And I don't disagree, but by 4th grade,</v>

01:04:05.083 --> 01:04:07.076
she's done drawing pictures to do math.

01:04:07.076 --> 01:04:08.719
We didn't draw pictures in 4th grade to do math.

01:04:08.719 --> 01:04:10.634
<v Donna>For fractions though you were specifically.</v>

01:04:10.634 --> 01:04:11.979
<v ->Maybe, but I mean if the teacher--</v>

01:04:11.979 --> 01:04:14.198
<v Donna>Because fractions are a difficult subject.</v>

01:04:14.198 --> 01:04:16.214
I think they're hard when kids are young.

01:04:16.214 --> 01:04:18.124
<v ->And I'm sure every good teacher would draw</v>

01:04:18.124 --> 01:04:20.273
a circle on the board and cut it in half,

01:04:20.273 --> 01:04:21.427
but that's teaching methodology

01:04:21.427 --> 01:04:22.687
and that should be left to the teacher

01:04:22.687 --> 01:04:24.740
depending on her students or his students

01:04:24.740 --> 01:04:26.506
and what they know and don't know.

01:04:26.506 --> 01:04:27.786
I mean the teacher's going to do that.

01:04:27.786 --> 01:04:30.224
I have no doubt the teacher would use pictorial models

01:04:30.224 --> 01:04:33.760
to begin with half, quarter, third.

01:04:33.760 --> 01:04:36.234
But by 3rd and 4th grade, I got that,

01:04:36.234 --> 01:04:38.364
that shoulda been 1st, 2nd grade.

01:04:38.364 --> 01:04:40.416
By 3rd and 4th grade you should be able to

01:04:40.416 --> 01:04:42.326
take two fractions with different denominators

01:04:42.326 --> 01:04:43.931
or mixed fractions, add, subtract,

01:04:43.931 --> 01:04:47.988
multiple, and divide them, and not draw a picture.

01:04:47.988 --> 01:04:50.078
I don't disagree, a teacher drawing pictures, that's great,

01:04:50.078 --> 01:04:51.703
but you're saying to draw pictures

01:04:51.703 --> 01:04:52.924
and that's all you're saying to do,

01:04:52.924 --> 01:04:55.428
you're not saying to learn how to do the math.

01:04:55.428 --> 01:04:58.496
<v ->That's where the 'be able to do' versus the 'how,'</v>

01:04:58.496 --> 01:05:01.336
it's difficult to figure out what the difference is.

01:05:01.336 --> 01:05:02.718
<v ->But nowhere in the TEK does it say</v>

01:05:02.718 --> 01:05:04.304
they have to be able to add fractions.

01:05:04.304 --> 01:05:06.478
It says they have to draw a picture,

01:05:06.478 --> 01:05:08.553
so we aren't requiring them to know that.

01:05:08.553 --> 01:05:10.645
So, we've left out something very important

01:05:10.645 --> 01:05:12.958
but we're describing methodology, that's my concern here.

01:05:12.958 --> 01:05:14.506
<v Donna>Monica, could you tell us</v>

01:05:14.506 --> 01:05:16.631
because that would be of concern if we didn't have

01:05:16.631 --> 01:05:18.091
something very straightforward in that one.

01:05:18.091 --> 01:05:18.925
<v ->Yes, ma'am.</v>

01:05:18.925 --> 01:05:23.314
In grade five students are required to add and subtract

01:05:23.314 --> 01:05:26.161
positive rational numbers fluently

01:05:26.161 --> 01:05:30.570
and then in grade six it's got the multiply and divide.

01:05:30.570 --> 01:05:32.322
So those skills do--

01:05:32.322 --> 01:05:34.293
<v Donna>Without further qualifications,</v>

01:05:34.293 --> 01:05:35.701
it's just straight.

01:05:35.701 --> 01:05:38.472
<v ->That's the student expectation.</v>

01:05:38.472 --> 01:05:40.466
With fluency in grade five.

01:05:40.466 --> 01:05:42.132
<v Donna>In grade five so that would be readiness</v>

01:05:42.132 --> 01:05:45.098
at that point and then 6th grade, you said?

01:05:45.098 --> 01:05:46.581
<v ->Is multiply and divide.</v>

01:05:46.581 --> 01:05:48.522
<v Donna>But we don't have anything in the 4th or 3rd--</v>

01:05:48.522 --> 01:05:49.382
<v ->That just says rational numbers,</v>

01:05:49.382 --> 01:05:52.571
it doesn't say mixed fractions and fractions.

01:05:52.571 --> 01:05:54.626
How would the teacher know that they're supposed to--

01:05:54.626 --> 01:05:56.644
<v Monica>It's the rational numbers.</v>

01:05:56.644 --> 01:05:57.977
<v Donna>Okay.</v>

01:05:59.651 --> 01:06:01.398
<v ->Sorta, kinda almost covers it (chuckles).</v>

01:06:01.398 --> 01:06:03.369
<v Donna>Yeah, absolutely.</v>

01:06:03.369 --> 01:06:05.787
Yes, members, did you have any further questions for John?

01:06:05.787 --> 01:06:06.945
Yes, Mr. Mercer.

01:06:06.945 --> 01:06:08.184
<v Mr. Mercer>I just know you gave us a packet</v>

01:06:08.184 --> 01:06:10.053
of 22 examples, I don't want to hear all 22,

01:06:10.053 --> 01:06:11.902
but are there one or two

01:06:11.902 --> 01:06:14.340
that you might give us to look at?

01:06:14.340 --> 01:06:17.924
<v ->Well on the last two or three pages here.</v>

01:06:19.196 --> 01:06:20.923
<v Mr. Mercer>The watermelon picture kinda interests me.</v>

01:06:20.923 --> 01:06:23.239
<v ->So, 4.3 E, on top of the page</v>

01:06:23.239 --> 01:06:25.373
there's a couple measuring cups

01:06:25.373 --> 01:06:28.258
and it gives four equations,

01:06:28.258 --> 01:06:30.147
and how did you solve this, Katelyn?

01:06:30.147 --> 01:06:31.671
Did you know how to do a mixed fraction,

01:06:31.671 --> 01:06:33.459
did you know how to add one and three-eighths

01:06:33.459 --> 01:06:35.264
minus five, or subtraction?

01:06:35.264 --> 01:06:36.113
<v ->Nope, I guessed.</v>

01:06:36.113 --> 01:06:37.210
<v ->You guessed.</v>

01:06:37.210 --> 01:06:39.099
Right, so she got that right, rah rah.

01:06:39.099 --> 01:06:40.583
She's got that TEK mastered.

01:06:40.583 --> 01:06:42.255
She guessed, she does not know how to take

01:06:42.255 --> 01:06:44.618
one and three-eighths minus five-eighths.

01:06:44.618 --> 01:06:45.817
Have they taught you how to convert this

01:06:45.817 --> 01:06:48.423
to an improper fraction?

01:06:48.423 --> 01:06:50.482
You don't even know what that is, do you?

01:06:50.482 --> 01:06:51.315
Right.

01:06:53.460 --> 01:06:56.481
I was looking at the fourth from the last page.

01:06:56.481 --> 01:06:57.841
It shows a couple measuring cups.

01:06:57.841 --> 01:06:58.819
<v Mr. Mercer>Measuring cups?</v>

01:06:58.819 --> 01:06:59.783
<v ->Right.</v>

01:06:59.783 --> 01:07:01.828
These answers aren't necessarily right,

01:07:01.828 --> 01:07:05.403
I don't know which ones are right and wrong at this point.

01:07:05.403 --> 01:07:09.070
So 4.3 E, this is their subtract, excuse me,

01:07:09.958 --> 01:07:12.213
adding and subtracting fractions quiz

01:07:12.213 --> 01:07:13.920
and you can see here that,

01:07:13.920 --> 01:07:16.378
I mean I don't know there's any one of these

01:07:16.378 --> 01:07:19.385
where you by yourself have to actually do the math

01:07:19.385 --> 01:07:20.381
and come up with the right answer.

01:07:20.381 --> 01:07:21.905
Some of them are multiple choice

01:07:21.905 --> 01:07:25.277
where eight-eighths minus seven-eighths equals one-eighth

01:07:25.277 --> 01:07:27.228
but everything is a picture and a number line,

01:07:27.228 --> 01:07:29.707
a picture and a number line, a picture and a number line.

01:07:29.707 --> 01:07:31.738
When I was in 4th grade we had a page full of fractions

01:07:31.738 --> 01:07:33.933
to add and subtract and there'd be a couple word problems

01:07:33.933 --> 01:07:37.509
at the end but the fact there were 20 or 30 math problems

01:07:37.509 --> 01:07:39.520
and three or four word problems,

01:07:39.520 --> 01:07:41.430
you had the depth, you had the mastery,

01:07:41.430 --> 01:07:42.994
you went through 20 or 30 of them

01:07:42.994 --> 01:07:45.575
and then you worked the word problems.

01:07:45.575 --> 01:07:47.133
Something Katelyn might want to tell you about later

01:07:47.133 --> 01:07:49.527
if she's called up is that,

01:07:49.527 --> 01:07:51.398
there's what, seven or eight kids out of your class

01:07:51.398 --> 01:07:53.450
of 20 something that the teacher has to keep

01:07:53.450 --> 01:07:56.010
reading the problems and explaining to them.

01:07:56.010 --> 01:07:59.118
The kids that also have a more difficult time

01:07:59.118 --> 01:08:02.008
with English, or reading, or whatever, at comprehension,

01:08:02.008 --> 01:08:04.868
the teachers in math is having to take so much time

01:08:04.868 --> 01:08:07.631
explaining and reading all the questions to them

01:08:07.631 --> 01:08:11.124
that takes away from his time to actually work on the math.

01:08:11.124 --> 01:08:14.194
So, if all the homework and all the quizzes and all textbooks,

01:08:14.194 --> 01:08:17.587
everything is pictures and words, pictures and words,

01:08:17.587 --> 01:08:19.944
they're not really drilling the math itself.

01:08:19.944 --> 01:08:22.788
I mean, I'm not opposed to more depth and rigor

01:08:22.788 --> 01:08:24.657
but you gotta get the basics first,

01:08:24.657 --> 01:08:27.644
and that's where the TEKS kinda slide by that

01:08:27.644 --> 01:08:29.510
and we're going right to word problems

01:08:29.510 --> 01:08:32.310
without the taking the time to do one-third plus two-thirds

01:08:32.310 --> 01:08:34.971
and one-fourth plus three-fourths and all that stuff

01:08:34.971 --> 01:08:37.714
that is your basis for knowing how to do this.

01:08:37.714 --> 01:08:39.359
And if they don't know a mixed fraction yet

01:08:39.359 --> 01:08:41.590
and there's a mixed fraction problem on here,

01:08:41.590 --> 01:08:43.294
like I said, she guessed.

01:08:43.294 --> 01:08:44.294
She guessed.

01:08:45.692 --> 01:08:49.236
And you got it right, lucky you.

01:08:49.236 --> 01:08:51.121
This is a fine example of this is what

01:08:51.121 --> 01:08:52.291
they're doing for fractions,

01:08:52.291 --> 01:08:53.791
you don't see here

01:08:55.318 --> 01:08:56.698
just do more of fractions,

01:08:56.698 --> 01:09:01.363
you see a bunch of words and a bunch of pictures.

01:09:01.363 --> 01:09:03.279
What about the watermelons?

01:09:03.279 --> 01:09:06.577
<v Donna>Is there any other comments?</v>

01:09:06.577 --> 01:09:07.910
Yes, Ms. Miller.

01:09:11.009 --> 01:09:12.827
<v Ms. Miller>I guess as I sit here</v>

01:09:12.827 --> 01:09:14.533
I don't know about anybody else

01:09:14.533 --> 01:09:17.947
but I want to solve a problem, I want to solve this.

01:09:17.947 --> 01:09:18.901
<v ->Thank you.</v>

01:09:18.901 --> 01:09:22.396
<v ->I'm very frustrated to hear this.</v>

01:09:22.396 --> 01:09:26.218
Yesterday, we looked at some of the STAAR tests

01:09:26.218 --> 01:09:27.134
just to see

01:09:30.384 --> 01:09:33.242
their accuracy and so forth.

01:09:33.242 --> 01:09:37.205
We were assured that they were very accurate and all that.

01:09:37.205 --> 01:09:39.288
I wonder if we could have

01:09:41.085 --> 01:09:43.991
someone in the Math Department here,

01:09:43.991 --> 01:09:46.306
or the Assessment Department or something,

01:09:46.306 --> 01:09:48.723
to respond to this, Chairman,

01:09:50.480 --> 01:09:52.647
to get their point of view

01:09:53.914 --> 01:09:55.717
or if there's another point of view we need to look

01:09:55.717 --> 01:09:58.967
or another rationale why they did this,

01:10:00.084 --> 01:10:03.439
and any suggestion on how we can correct it.

01:10:03.439 --> 01:10:06.475
<v ->I do know yesterday I stayed for a long time</v>

01:10:06.475 --> 01:10:08.792
and talked to these Assessment staff

01:10:08.792 --> 01:10:12.184
trying to understand why isn't there a section

01:10:12.184 --> 01:10:13.268
that just is,

01:10:14.907 --> 01:10:18.618
in addition to the more complex critical thinking,

01:10:18.618 --> 01:10:22.154
Why isn't there just a simple section

01:10:22.154 --> 01:10:26.075
that you would go through to prove fluency, basically,

01:10:26.075 --> 01:10:28.825
with simple, straightforward math.

01:10:35.968 --> 01:10:36.998
I'm kinda speaking for them,

01:10:36.998 --> 01:10:39.011
so you're hearing this third-hand, okay (chuckles),

01:10:39.011 --> 01:10:43.096
because they're not here right this moment.

01:10:43.096 --> 01:10:46.530
What they explained to me when I asked about that

01:10:46.530 --> 01:10:48.765
was that the assumption is

01:10:48.765 --> 01:10:51.386
that the teachers are teaching this,

01:10:51.386 --> 01:10:53.743
and so when you're getting to the state assessment

01:10:53.743 --> 01:10:56.872
it's more on the critical thinking side

01:10:56.872 --> 01:11:00.387
of them having to use what they've learned

01:11:00.387 --> 01:11:02.784
by knowing how to add, subtract,

01:11:02.784 --> 01:11:06.701
multiply, divide fractions, as an example,

01:11:06.701 --> 01:11:09.810
into more complex problems, basically.

01:11:09.810 --> 01:11:11.610
And that's why there's the multiple steps.

01:11:11.610 --> 01:11:13.187
<v ->That's not happening.</v>

01:11:13.187 --> 01:11:16.499
There's just no classroom time for that.

01:11:16.499 --> 01:11:19.320
Would you agree, this is what you do all day every day?

01:11:19.320 --> 01:11:21.153
Stuff that looks like this?

01:11:22.111 --> 01:11:23.883
I mean basically they were told

01:11:23.883 --> 01:11:26.045
go learn fast facts at home.

01:11:26.045 --> 01:11:28.140
When I was in 3rd grade you didn't get outta 3rd grade

01:11:28.140 --> 01:11:31.037
'til you got that timed test done in under five minutes.

01:11:31.037 --> 01:11:34.275
Here, they took it once or twice, and they're done with it.

01:11:34.275 --> 01:11:36.352
I'm sorry but I can tell her one thing,

01:11:36.352 --> 01:11:37.839
"Okay, Dad, Okay, Dad."

01:11:37.839 --> 01:11:40.036
If your teacher says you gotta pass this test or else,

01:11:40.036 --> 01:11:41.560
she's on it.

01:11:41.560 --> 01:11:43.267
The schools have more influence than the parents,

01:11:43.267 --> 01:11:45.623
unfortunately in a lot of cases.

01:11:45.623 --> 01:11:47.919
The school kinda advocated a lot of this to the parents

01:11:47.919 --> 01:11:49.910
and I think somebody here testified last time

01:11:49.910 --> 01:11:51.373
that she had to help a kid

01:11:51.373 --> 01:11:52.462
that didn't know his multiplication,

01:11:52.462 --> 01:11:55.246
and once he learned that, all this stuff get a lot easier.

01:11:55.246 --> 01:11:56.730
Well, absolutely.

01:11:56.730 --> 01:11:59.675
But the TEKS don't really emphasize it.

01:11:59.675 --> 01:12:03.171
The TEKS mention it one time out of 52 things,

01:12:03.171 --> 01:12:05.039
the teacher's not spending five weeks

01:12:05.039 --> 01:12:06.420
at the beginning of the year

01:12:06.420 --> 01:12:07.741
poundin' that math into their heads,

01:12:07.741 --> 01:12:09.529
they're gettin' right into the measuring cups

01:12:09.529 --> 01:12:10.537
and the watermelons

01:12:10.537 --> 01:12:14.744
and the strip diagrams and the number lines.

01:12:14.744 --> 01:12:15.973
You can call it critical thinking

01:12:15.973 --> 01:12:17.985
but it's really pattern recognition,

01:12:17.985 --> 01:12:19.732
it's not necessarily math.

01:12:19.732 --> 01:12:21.012
<v Donna>Dr. Dominguez.</v>

01:12:21.012 --> 01:12:23.213
<v Voiceover>Thank you, Madame Chair.</v>

01:12:23.213 --> 01:12:25.368
Mr. Pendergraff, thank you for being here.

01:12:25.368 --> 01:12:26.201
<v ->Thank you.</v>

01:12:26.201 --> 01:12:27.911
<v ->But I'm just curious,</v>

01:12:27.911 --> 01:12:29.560
I don't know if I heard you say

01:12:29.560 --> 01:12:32.574
that you've spoken to your child's teacher

01:12:32.574 --> 01:12:35.579
and spoken to your child's principal

01:12:35.579 --> 01:12:38.058
and what their responses had been?

01:12:38.058 --> 01:12:40.735
Maybe you didn't because of the time factor.

01:12:40.735 --> 01:12:42.789
<v ->Right, and when this started in 3rd grade</v>

01:12:42.789 --> 01:12:44.048
they actually had to have a meeting

01:12:44.048 --> 01:12:46.730
because there were a lot of irate parents like myself.

01:12:46.730 --> 01:12:49.981
And basically they said, it's all good,

01:12:49.981 --> 01:12:52.338
give it time, we have to try this,

01:12:52.338 --> 01:12:55.975
and then I researched it, and what these TEKS are

01:12:55.975 --> 01:12:57.580
is very similar to Common Core,

01:12:57.580 --> 01:12:59.310
it's very similar to what has been tried

01:12:59.310 --> 01:13:01.839
and failed in California.

01:13:01.839 --> 01:13:04.683
There was recently a write-up in the Houston Chronicle

01:13:04.683 --> 01:13:07.304
saying that Texas gets an  because our passing standards

01:13:07.304 --> 01:13:09.681
aren't high enough on our standard tests.

01:13:09.681 --> 01:13:12.119
<v Dr. Dominguez>Excuse me, what about the principal?</v>

01:13:12.119 --> 01:13:13.452
<v ->The principal?</v>

01:13:14.637 --> 01:13:17.040
She, the teacher, and the instructional coordinator

01:13:17.040 --> 01:13:19.421
were all basically like, we gotta give this time,

01:13:19.421 --> 01:13:21.801
this is new, it's difficult for everyone.

01:13:21.801 --> 01:13:23.949
They're saying, she was in 3rd grade when it happened

01:13:23.949 --> 01:13:26.751
so she didn't get the K, 1, and 2 version of this.

01:13:26.751 --> 01:13:28.762
So, the theory was, if you started in Kindergarten

01:13:28.762 --> 01:13:30.692
this would all work better for you,

01:13:30.692 --> 01:13:31.911
but I've looked back at the TEKS

01:13:31.911 --> 01:13:34.878
and I don't agree with that.

01:13:34.878 --> 01:13:36.807
But anyway, there was this article saying

01:13:36.807 --> 01:13:38.677
Texas gets an F because our standards

01:13:38.677 --> 01:13:39.993
for passing aren't high enough.

01:13:39.993 --> 01:13:41.766
Well I dug into the article,

01:13:41.766 --> 01:13:43.627
it was unfair to give us an F for that.

01:13:43.627 --> 01:13:46.579
Our national scores on math are actually quite good.

01:13:46.579 --> 01:13:49.361
<v ->Okay, if I may interrupt.</v>

01:13:49.361 --> 01:13:53.524
So, the principal said, "just give it time?"

01:13:53.524 --> 01:13:54.645
<v John>Basically, yes.</v>

01:13:54.645 --> 01:13:56.697
<v ->Okay, thank you for that response.</v>

01:13:56.697 --> 01:13:57.697
<v ->Thank you.</v>

01:14:00.511 --> 01:14:02.629
Anyway, when I dug into the data behind these people

01:14:02.629 --> 01:14:05.047
saying we got an F, they showed,

01:14:05.047 --> 01:14:06.998
we're not as rigorous as the Common Core states

01:14:06.998 --> 01:14:09.497
but then they graft the national scores.

01:14:09.497 --> 01:14:10.613
For the first time ever

01:14:10.613 --> 01:14:12.240
in as long as they were grafting,

01:14:12.240 --> 01:14:13.417
they took a dip nationwide.

01:14:13.417 --> 01:14:16.121
They took a dip nationwide because of Common Core.

01:14:16.121 --> 01:14:18.335
Our TEKS are basically 68% Common Core

01:14:18.335 --> 01:14:21.241
according to ESC 1, I believe.

01:14:21.241 --> 01:14:24.288
So if our TEKS are 68% Common Core nationwide,

01:14:24.288 --> 01:14:27.788
scores are dipping because of Common Core.

01:14:30.113 --> 01:14:31.196
<v Donna>All right, thank you.</v>

01:14:31.196 --> 01:14:32.196
<v ->Thank you.</v>

01:14:33.204 --> 01:14:36.422
<v Voiceover>Kimberley Belcher followed by Lori Heinz.</v>

01:14:36.422 --> 01:14:38.982
<v John>Kim did not make it today, unfortunately.</v>

01:14:38.982 --> 01:14:43.911
<v Voiceover>Lori Heinz followed by Katherine Brief.</v>

01:14:43.911 --> 01:14:47.161
Lori Heinz followed by Katherine Brief.

01:15:01.869 --> 01:15:03.611
<v ->You guys ready?</v>

01:15:03.611 --> 01:15:04.570
<v Donna>Yes.</v>

01:15:04.570 --> 01:15:05.859
<v ->I didn't mean to wear flip-flops today,</v>

01:15:05.859 --> 01:15:08.114
I just ran out of the house really fast.

01:15:08.114 --> 01:15:09.322
<v Donna>No problem.</v>

01:15:09.322 --> 01:15:10.162
(chuckling)

01:15:10.162 --> 01:15:11.515
Go ahead, Dr. Hines.

01:15:11.515 --> 01:15:14.339
<v ->So thank you for taking my testimony today.</v>

01:15:14.339 --> 01:15:16.788
Since i gave you guys this book

01:15:16.788 --> 01:15:18.434
on Wednesday or whatever day that was,

01:15:18.434 --> 01:15:21.380
and there's two more chapters here on math, so.

01:15:21.380 --> 01:15:23.920
Today, I'm going to review the history of math education

01:15:23.920 --> 01:15:27.252
as presented by a brief history of math,

01:15:27.252 --> 01:15:29.284
which I gave you last year I think,

01:15:29.284 --> 01:15:32.094
so I'm plagiarizing a lot.

01:15:32.094 --> 01:15:34.119
So there's nothing new about the disagreements

01:15:34.119 --> 01:15:36.943
over the best ways to educate the nation's school children.

01:15:36.943 --> 01:15:38.345
In fact, it would be a mistake to think

01:15:38.345 --> 01:15:40.482
that the major conflicts in education

01:15:40.482 --> 01:15:43.781
as disagreements over the most effective ways to teach.

01:15:43.781 --> 01:15:46.524
As early as 1915, and still today,

01:15:46.524 --> 01:15:49.064
committees assigned to improve mathematics rarely,

01:15:49.064 --> 01:15:51.705
if at all, consist of mathematicians.

01:15:51.705 --> 01:15:54.204
In the 1920s, influenced by Kilpatrick,

01:15:54.204 --> 01:15:55.870
math was thought to be of little value

01:15:55.870 --> 01:15:58.673
for mental discipline, and harmful rather than helpful,

01:15:58.673 --> 01:16:02.696
to the kind of thinking necessary for ordinary living.

01:16:02.696 --> 01:16:05.521
In response, the 1923 report was published

01:16:05.521 --> 01:16:09.036
but was overshadowed by World War I.

01:16:09.036 --> 01:16:11.535
The 1930s were no better with the beginning

01:16:11.535 --> 01:16:15.415
of we teach children, not subject matter philosophy.

01:16:15.415 --> 01:16:17.407
A decade later, World War II started

01:16:17.407 --> 01:16:19.092
and many new recruits had to take

01:16:19.092 --> 01:16:22.669
remedial math classes provided by the army.

01:16:22.669 --> 01:16:26.143
The 1950s brought the first mention of new math,

01:16:26.143 --> 01:16:29.496
a collision between skills, instruction, and understanding.

01:16:29.496 --> 01:16:32.319
So, that's kind of what we're discussing now.

01:16:32.319 --> 01:16:35.468
One one hand, the increased emphasis on math instruction

01:16:35.468 --> 01:16:38.211
brought calculus to high school during this time,

01:16:38.211 --> 01:16:41.036
but on the other, there were instances in which abstractness

01:16:41.036 --> 01:16:43.576
for its own sake, was overemphasized

01:16:43.576 --> 01:16:46.115
to the point of absurdity.

01:16:46.115 --> 01:16:47.741
Sound familiar?

01:16:47.741 --> 01:16:51.296
The open-education movement was all the rage of the 1960s

01:16:51.296 --> 01:16:53.491
and, like the Beatles, came from England.

01:16:53.491 --> 01:16:54.953
This movement was based on the theory

01:16:54.953 --> 01:16:58.773
that children must decide completely what they would learn.

01:16:58.773 --> 01:16:59.809
Kind of like in our lower grades

01:16:59.809 --> 01:17:02.410
where they're kind of taught to

01:17:02.410 --> 01:17:04.665
create math by themselves.

01:17:04.665 --> 01:17:06.087
Tried for four years in a row

01:17:06.087 --> 01:17:07.936
in a low-income school in California,

01:17:07.936 --> 01:17:10.354
the entire student body was illiterate

01:17:10.354 --> 01:17:14.377
and student-centered mathematics program was in shambles.

01:17:14.377 --> 01:17:17.303
Attached is the forward, Johnny Can't Add on the New Math

01:17:17.303 --> 01:17:20.411
of the 1960s, another failure of reform math.

01:17:20.411 --> 01:17:22.910
And I actually found this on Amazon,

01:17:22.910 --> 01:17:26.886
it's Why Johnny Can't Add: The Failure of New Math.

01:17:26.886 --> 01:17:27.970
This is the book.

01:17:27.970 --> 01:17:30.857
And there's actually, it was printed in 1973

01:17:30.857 --> 01:17:34.857
and there's an entire chapter on rigor (laughs).

01:17:36.969 --> 01:17:40.859
I want to ban the word rigor (chuckles).

01:17:40.859 --> 01:17:43.634
So anyways, I implore you, I beg you

01:17:43.634 --> 01:17:45.218
to seek an attorney general opinion

01:17:45.218 --> 01:17:47.961
on whether the current TEKS are in violation

01:17:47.961 --> 01:17:50.794
of TEC chapter 28, section 28.002.

01:17:52.106 --> 01:17:53.996
So in California in the 1990s

01:17:53.996 --> 01:17:56.349
when they put in their new math,

01:17:56.349 --> 01:18:00.135
they actually didn't wait for the new round

01:18:00.135 --> 01:18:01.578
to update their math standards.

01:18:01.578 --> 01:18:02.829
They knew it was a failure,

01:18:02.829 --> 01:18:06.851
and they went to whatever process and redid their math

01:18:06.851 --> 01:18:11.018
before they had several generations of math illiterates.

01:18:12.378 --> 01:18:13.597
I think we can do that in Texas,

01:18:13.597 --> 01:18:15.690
we're better than California, even though I'm from there.

01:18:15.690 --> 01:18:18.595
I can say that Texas is better.

01:18:18.595 --> 01:18:20.461
<v ->Any questions?</v>

01:18:20.461 --> 01:18:23.211
Thank you, Laurie, appreciate it.

01:18:25.089 --> 01:18:27.589
<v Voiceover>Kathleen Brief</v>

01:18:29.052 --> 01:18:31.885
followed by Katelyn Pendergraff.

01:18:36.209 --> 01:18:37.229
<v ->Hello.</v>

01:18:37.229 --> 01:18:39.211
I represent a group of students out of Bryan

01:18:39.211 --> 01:18:42.523
at College Station, and we came together

01:18:42.523 --> 01:18:44.880
and tried to think about what the issues are

01:18:44.880 --> 01:18:47.277
that are holding back students from getting into college

01:18:47.277 --> 01:18:48.963
and succeeding in college.

01:18:48.963 --> 01:18:51.880
And we came up with three different

01:18:54.105 --> 01:18:56.116
flaws we believe are in the system.

01:18:56.116 --> 01:18:59.102
We believe that classrooms are not conducive to learning.

01:18:59.102 --> 01:19:03.868
We believe that students aren't properly retaining

01:19:03.868 --> 01:19:05.505
the information they learn in class

01:19:05.505 --> 01:19:08.207
and that the State exams and curriculum

01:19:08.207 --> 01:19:11.207
aren't meeting college expectations.

01:19:14.099 --> 01:19:17.217
We know for a fact that the Southern Regional

01:19:17.217 --> 01:19:19.451
Education Board's rapport beyond the rhetoric.

01:19:19.451 --> 01:19:22.478
They claim that 60% of college freshman

01:19:22.478 --> 01:19:25.831
are not ready for post-secondary education

01:19:25.831 --> 01:19:29.427
and that 75% of students enrolled at community college

01:19:29.427 --> 01:19:31.723
are taking remedial courses.

01:19:31.723 --> 01:19:34.628
And so we were wondering why,

01:19:34.628 --> 01:19:37.745
why is this a fact that's come up?

01:19:37.745 --> 01:19:40.198
And we thought that the issue was

01:19:40.198 --> 01:19:44.115
that classroom sizes are currently not limited,

01:19:46.965 --> 01:19:51.239
there's no maximum from middle school and high school.

01:19:51.239 --> 01:19:52.918
In Kindergarten through the 4th grade

01:19:52.918 --> 01:19:55.660
there's a maximum class size of 22

01:19:55.660 --> 01:19:59.805
and schools can have waivers or whatever if they need to,

01:19:59.805 --> 01:20:01.898
but in middle school and high school

01:20:01.898 --> 01:20:05.398
where you learn most of the skills in math

01:20:06.394 --> 01:20:09.736
and language that need for applying into college,

01:20:09.736 --> 01:20:12.744
there's no maximum size and this could harm

01:20:12.744 --> 01:20:15.690
especially lower-income and minority students.

01:20:15.690 --> 01:20:17.783
Considering that we've looked at some of the reports

01:20:17.783 --> 01:20:20.342
from the Tennessee's Project STAR

01:20:20.342 --> 01:20:23.592
and they say that the minority students

01:20:24.486 --> 01:20:26.621
and the lower-income students benefit greatly

01:20:26.621 --> 01:20:28.787
in math and language arts.

01:20:32.403 --> 01:20:34.231
And we think that honestly

01:20:34.231 --> 01:20:35.878
making some kind of incentive

01:20:35.878 --> 01:20:40.449
to lower the class sizes again might help students

01:20:40.449 --> 01:20:43.659
from areas that don't do so well

01:20:43.659 --> 01:20:47.659
and don't have a higher college readiness level.

01:20:50.425 --> 01:20:51.472
Sorry.

01:20:51.472 --> 01:20:54.175
<v Donna>You're doing great.</v>

01:20:54.175 --> 01:20:55.091
Keep going.

01:20:56.258 --> 01:20:58.475
<v ->As for our second point, we think that students</v>

01:20:58.475 --> 01:21:01.624
aren't retaining information they learn in classes.

01:21:01.624 --> 01:21:05.409
We think that the issue mostly stems from the fact

01:21:05.409 --> 01:21:08.057
that our school year is 180 days

01:21:08.057 --> 01:21:12.039
which is about half of the year, but a lot of that time

01:21:12.039 --> 01:21:13.665
that we get off is in the summer.

01:21:13.665 --> 01:21:16.244
Most high school students and middle school students

01:21:16.244 --> 01:21:18.641
and elementary school students have a large gap

01:21:18.641 --> 01:21:20.857
in the summer break where a lot of that information

01:21:20.857 --> 01:21:24.648
that they've learned sort of just fades from their mind.

01:21:24.648 --> 01:21:28.000
We have the issues of how do you retain that information.

01:21:28.000 --> 01:21:32.166
When there was the National Summer Learning Association

01:21:34.522 --> 01:21:37.230
interviewed 500 teachers

01:21:37.230 --> 01:21:41.775
and 24% claimed that they had to review over things

01:21:41.775 --> 01:21:45.026
they should've remembered in the previous grade.

01:21:45.026 --> 01:21:46.671
They had to review for about five to six weeks

01:21:46.671 --> 01:21:51.649
and two-thirds said that they needed three to four.

01:21:51.649 --> 01:21:54.642
<v Donna>You can wrap it up with your punchline.</v>

01:21:54.642 --> 01:21:57.087
Let's make sure we get your bottom line there,

01:21:57.087 --> 01:21:57.960
we don't miss anything.

01:21:57.960 --> 01:21:59.108
<v ->All right.</v>

01:21:59.108 --> 01:22:01.864
<v Donna>Since we don't have a handout.</v>

01:22:01.864 --> 01:22:05.891
<v ->We also think that, the third point was that</v>

01:22:05.891 --> 01:22:08.817
state exams should follow more of the guidelines

01:22:08.817 --> 01:22:11.925
of the SAT and ACT or at least provide curriculum

01:22:11.925 --> 01:22:14.037
that prepares students to take those kinds of SAT

01:22:14.037 --> 01:22:18.203
and entrance exams because students aren't prepared

01:22:19.280 --> 01:22:23.124
sides of specialized seminars or classes

01:22:23.124 --> 01:22:25.883
the high schools might give out before the exams are taken.

01:22:25.883 --> 01:22:27.305
There's just not any in the class

01:22:27.305 --> 01:22:31.472
that prepare for students to take these kinds of exams.

01:22:32.925 --> 01:22:35.180
<v ->Remind us exactly, because I'm not familiar</v>

01:22:35.180 --> 01:22:39.297
with your group here or what this is exactly.

01:22:39.297 --> 01:22:40.892
Texas EduCorp, could you?

01:22:40.892 --> 01:22:42.562
<v Katherine>We just started up this spring.</v>

01:22:42.562 --> 01:22:43.479
<v ->Oh, okay.</v>

01:22:45.616 --> 01:22:47.923
And who are you exactly?

01:22:47.923 --> 01:22:49.407
<v Katherine>I'm Katherine Brief.</v>

01:22:49.407 --> 01:22:51.036
<v ->Not you, but I mean the group,</v>

01:22:51.036 --> 01:22:53.635
the Texas EduCorp, like what is that exactly?

01:22:53.635 --> 01:22:54.715
You said college students so that's how

01:22:54.715 --> 01:22:57.356
I want to make sure we understood.

01:22:57.356 --> 01:22:59.855
<v ->We formed this spring, and it's got students</v>

01:22:59.855 --> 01:23:02.439
from a local community college, Blinn.

01:23:02.439 --> 01:23:06.355
We have dual-credit students from Hearne School

01:23:07.923 --> 01:23:10.323
in Bryan and Brazos County.

01:23:10.323 --> 01:23:12.720
And we have A&M students as well.

01:23:12.720 --> 01:23:16.887
And we're trying to understand more local government

01:23:17.861 --> 01:23:22.027
and to understand how to improve test scores and everything.

01:23:24.037 --> 01:23:26.033
One of the issues that came up is

01:23:26.033 --> 01:23:29.690
that we noticed people not being prepared for high school

01:23:29.690 --> 01:23:32.787
and college, sorry, got this mixed up.

01:23:32.787 --> 01:23:35.481
Is that we do have dual-credit students

01:23:35.481 --> 01:23:37.297
and they were the ones who kinda came up to us

01:23:37.297 --> 01:23:39.877
and then were saying we're noticing these issues,

01:23:39.877 --> 01:23:42.112
and so the college students.

01:23:42.112 --> 01:23:45.003
<v ->So you guys just formed a group amongst yourselves</v>

01:23:45.003 --> 01:23:47.102
of concerned students, basically.

01:23:47.102 --> 01:23:50.089
<v ->We noticed that there's not any real interest groups</v>

01:23:50.089 --> 01:23:53.319
for students at all in government,

01:23:53.319 --> 01:23:55.713
and so we're trying to form something that--

01:23:55.713 --> 01:23:57.383
<v ->That's pretty cool.</v>

01:23:57.383 --> 01:23:59.804
That's pretty neat, I'm pretty impressed actually.

01:23:59.804 --> 01:24:03.534
I want to make sure that you give your contact information

01:24:03.534 --> 01:24:06.257
to Ms. Terry here at the end, if you don't mind,

01:24:06.257 --> 01:24:10.334
because we've been working and traveling around the state

01:24:10.334 --> 01:24:12.743
to gather input for the commission

01:24:12.743 --> 01:24:14.468
that Ms. Beltran is serving on

01:24:14.468 --> 01:24:17.212
on Next Generation Assessments and Accountability.

01:24:17.212 --> 01:24:20.178
And Ms. Beltran, you might want to go ahead.

01:24:20.178 --> 01:24:21.743
<v ->Yeah, Katherine,</v>

01:24:21.743 --> 01:24:24.617
I just want to thank you for your leadership

01:24:24.617 --> 01:24:27.950
on behalf of so many kids across the state.

01:24:27.950 --> 01:24:30.292
I was jotting down notes and what you're saying

01:24:30.292 --> 01:24:32.042
it really is spot-on.

01:24:33.788 --> 01:24:35.421
We see the data in our own communities,

01:24:35.421 --> 01:24:36.737
we see it across the state,

01:24:36.737 --> 01:24:39.175
there are definitely challenges with kids

01:24:39.175 --> 01:24:41.471
being prepared for college-level work.

01:24:41.471 --> 01:24:43.173
I wanted to also mention that

01:24:43.173 --> 01:24:45.936
the commission we have a Texas Commission

01:24:45.936 --> 01:24:48.597
on Next Generation Assessments and Accountability.

01:24:48.597 --> 01:24:50.934
We have a meeting coming up April 20th

01:24:50.934 --> 01:24:52.741
and we'll be taking public testimony.

01:24:52.741 --> 01:24:55.932
I think it would another opportunity if you have time,

01:24:55.932 --> 01:24:58.569
or someone in your group, to talk specifically

01:24:58.569 --> 01:25:00.108
about the challenges you all see

01:25:00.108 --> 01:25:03.332
with the standardized testing,

01:25:03.332 --> 01:25:05.260
our systems of accountability.

01:25:05.260 --> 01:25:09.060
So, I just wanted to extend that invitation to you as well.

01:25:09.060 --> 01:25:11.539
<v ->That would be terrific, so let's make sure,</v>

01:25:11.539 --> 01:25:14.361
we'll get you hooked up with that.

01:25:14.361 --> 01:25:17.037
Mr. Maynard, and then Mr. Mercer.

01:25:17.037 --> 01:25:18.662
Ms. Hardy, did you have your hand up?

01:25:18.662 --> 01:25:19.495
<v Voiceover>I did not.</v>

01:25:19.495 --> 01:25:20.625
<v ->Oh, okay.</v>

01:25:20.625 --> 01:25:22.351
<v ->Thank you Madame Chairman, and Katherine</v>

01:25:22.351 --> 01:25:25.440
let me just congratulate you and your group, first of all

01:25:25.440 --> 01:25:29.106
because, when we think about public education,

01:25:30.296 --> 01:25:32.022
and we think about that in terms

01:25:32.022 --> 01:25:34.745
of it being a real partnership with the State

01:25:34.745 --> 01:25:37.915
and with community, the community's stakeholders,

01:25:37.915 --> 01:25:39.613
I think that that's been a real struggle

01:25:39.613 --> 01:25:41.547
for everybody around this circle

01:25:41.547 --> 01:25:46.352
in terms of really trying to get local stakeholders

01:25:46.352 --> 01:25:50.267
to engage and to reflect and begin to have

01:25:50.267 --> 01:25:52.517
these kinds of discussions.

01:25:53.964 --> 01:25:56.131
But I would just tell you,

01:25:58.142 --> 01:26:01.169
or maybe I should ask is that

01:26:01.169 --> 01:26:03.871
as you move forward, conceptually with this group

01:26:03.871 --> 01:26:06.573
and some of the discussions that you're having,

01:26:06.573 --> 01:26:10.289
have you thought really about maybe having

01:26:10.289 --> 01:26:12.938
some sort of maybe a leadership conference here in Austin

01:26:12.938 --> 01:26:15.822
where you have an opportunity to interact

01:26:15.822 --> 01:26:17.428
with some of the policymakers

01:26:17.428 --> 01:26:18.749
and staff and things like that.

01:26:18.749 --> 01:26:22.499
And that way that you have a direct interface

01:26:24.924 --> 01:26:28.250
with what's happening here from this standpoint.

01:26:28.250 --> 01:26:30.698
Because a lot of times I think

01:26:30.698 --> 01:26:34.723
that there's a lot of things that we can do here in Austin

01:26:34.723 --> 01:26:35.861
but there's an assumption that

01:26:35.861 --> 01:26:40.316
there's a level of execution at the local level,

01:26:40.316 --> 01:26:45.076
and trying to say how do we connect those things together?

01:26:45.076 --> 01:26:46.518
How do we improve execution?

01:26:46.518 --> 01:26:49.139
How do we improve best practices?

01:26:49.139 --> 01:26:51.123
But is that something that maybe moving forward

01:26:51.123 --> 01:26:52.740
that you all thought about, maybe,

01:26:52.740 --> 01:26:56.031
and spending some time here and having that interface?

01:26:56.031 --> 01:27:00.053
<v ->I do know that one of my fellow members,</v>

01:27:00.053 --> 01:27:01.408
she's on multiple groups,

01:27:01.408 --> 01:27:02.869
she's on another group called VOICE

01:27:02.869 --> 01:27:04.516
and they're actually working together

01:27:04.516 --> 01:27:08.311
to become a nonprofit, like I think it was fourth.

01:27:08.311 --> 01:27:11.939
They can collect in stuff and research

01:27:11.939 --> 01:27:14.658
and form an organization that was student-based as well

01:27:14.658 --> 01:27:18.762
but it was more for, she had an accident in the car,

01:27:18.762 --> 01:27:21.065
her car got hit in the parking lot,

01:27:21.065 --> 01:27:24.296
and she wanted to make sure that that was just a local thing

01:27:24.296 --> 01:27:27.486
like why students aren't being represented

01:27:27.486 --> 01:27:28.819
and getting more

01:27:31.526 --> 01:27:33.074
cameras out and stuff like that.

01:27:33.074 --> 01:27:36.039
So, I mean, she's actually more organized on that group

01:27:36.039 --> 01:27:38.376
than our group, unfortunately,

01:27:38.376 --> 01:27:43.252
because education is a very big thing for us to tackle.

01:27:43.252 --> 01:27:46.015
But I do think that it would be nice for us to get

01:27:46.015 --> 01:27:48.555
not only more students involved in different campuses

01:27:48.555 --> 01:27:53.369
but to have a sort of centralized program as well.

01:27:53.369 --> 01:27:57.027
Yeah, I think that I would like to see more of us--

01:27:57.027 --> 01:27:58.777
<v Donna>Absolutely.</v>

01:28:00.838 --> 01:28:02.252
<v ->Just drop me an email or call me</v>

01:28:02.252 --> 01:28:03.650
or something like that

01:28:03.650 --> 01:28:05.332
and I have a little experience

01:28:05.332 --> 01:28:06.815
with those types of things

01:28:06.815 --> 01:28:10.981
and so would be happy to visit with you about that.

01:28:12.049 --> 01:28:16.050
<v ->Mr. Maynard is the FFA executive director?</v>

01:28:16.050 --> 01:28:18.610
And so he's very used to organizing students

01:28:18.610 --> 01:28:21.379
(laughs) and helping them with that kind of work

01:28:21.379 --> 01:28:22.727
and to learn those skills.

01:28:22.727 --> 01:28:23.742
Mr. Mercer.

01:28:23.742 --> 01:28:24.941
<v ->Thank you, Katherine, for being here.</v>

01:28:24.941 --> 01:28:26.384
Just had two questions, one about the math

01:28:26.384 --> 01:28:29.204
and one about the retention.

01:28:29.204 --> 01:28:30.634
Oh, members, I forgot to mention, too,

01:28:30.634 --> 01:28:34.433
Mr. Ratliff and Mr. Bradley are gone, but before they left

01:28:34.433 --> 01:28:36.916
they verbally gave their proxy to vote for them.

01:28:36.916 --> 01:28:37.749
(laughing)

01:28:38.882 --> 01:28:39.841
And it's going to be great,

01:28:39.841 --> 01:28:41.518
it's going to be so big, so huge,

01:28:41.518 --> 01:28:43.561
that's someone else, I'm sorry.

01:28:43.561 --> 01:28:47.143
Katherine, I have a coffee once a month

01:28:47.143 --> 01:28:48.951
with some professors at the junior college

01:28:48.951 --> 01:28:52.084
and hearing the things we had about handwriting

01:28:52.084 --> 01:28:55.376
and papers and on mathematics,

01:28:55.376 --> 01:28:58.666
and again, I've heard it before where 50%

01:28:58.666 --> 01:29:00.916
of all college kids overall

01:29:01.866 --> 01:29:04.278
who wind up going to a junior college program.

01:29:04.278 --> 01:29:06.331
That's why the junior college has 70%,

01:29:06.331 --> 01:29:08.998
are taking a semester or a year,

01:29:10.337 --> 01:29:11.795
I always call it, 'remedial,'

01:29:11.795 --> 01:29:13.468
I know it's not the political correct term anymore,

01:29:13.468 --> 01:29:15.919
but a semester a year remedial math,

01:29:15.919 --> 01:29:18.379
reading, English, whatever.

01:29:18.379 --> 01:29:20.135
And the result is, because my question of how many

01:29:20.135 --> 01:29:22.254
of those graduates, like 3 to 4%

01:29:22.254 --> 01:29:24.408
may finally obtain a degree.

01:29:24.408 --> 01:29:26.585
So that's very concerning if you take a semester or year

01:29:26.585 --> 01:29:29.665
of classes that do not count

01:29:29.665 --> 01:29:32.016
the chance of you not going further.

01:29:32.016 --> 01:29:33.986
But you're hearing those same numbers, I guess.

01:29:33.986 --> 01:29:34.820
<v Katherine>Mm-hmm.</v>

01:29:34.820 --> 01:29:36.385
<v ->In your group?</v>

01:29:36.385 --> 01:29:38.884
<v ->I did notice, I didn't have a specific number</v>

01:29:38.884 --> 01:29:42.643
but very few did go on to complete a degree

01:29:42.643 --> 01:29:44.309
and I think that the issue is that

01:29:44.309 --> 01:29:45.925
once you're taking these remedial classes,

01:29:45.925 --> 01:29:48.588
how do you really compete and make sure that you're going to

01:29:48.588 --> 01:29:52.754
keep going forward whenever you're so far behind already.

01:29:53.972 --> 01:29:55.191
<v ->Well, my college professors are complaining</v>

01:29:55.191 --> 01:29:58.523
about the kids are bringing exams, I'll use their example,

01:29:58.523 --> 01:29:59.907
they don't seem to be studying for the exam,

01:29:59.907 --> 01:30:02.990
they walk in and they want a do-over.

01:30:04.886 --> 01:30:06.419
Have you heard that topic?

01:30:06.419 --> 01:30:09.283
You take a test, you get a 60, whatever,

01:30:09.283 --> 01:30:13.205
and you want a do-over, are you familiar with that concept?

01:30:13.205 --> 01:30:17.268
<v ->I haven't had any do-overs be even a possibility</v>

01:30:17.268 --> 01:30:20.018
where in A&M classes that I'm in.

01:30:21.515 --> 01:30:23.893
<v Donna>I imagine you don't get many 60s.</v>

01:30:23.893 --> 01:30:24.727
(laughing)

01:30:24.727 --> 01:30:26.603
<v ->Well the concept was that the kids are saying</v>

01:30:26.603 --> 01:30:28.859
okay, I got a 60 but where's my do-over

01:30:28.859 --> 01:30:30.269
and do-over means you get the test back

01:30:30.269 --> 01:30:31.789
and you figure out whatever you missed

01:30:31.789 --> 01:30:33.039
and you answer them right and

01:30:33.039 --> 01:30:35.927
now you get an 80 all of a sudden.

01:30:35.927 --> 01:30:38.498
This is college, it doesn't happen.

01:30:38.498 --> 01:30:41.464
<v ->That's specifically high school and middle school thing</v>

01:30:41.464 --> 01:30:43.232
where you're supposed to learn

01:30:43.232 --> 01:30:44.431
from your mistakes at that point.

01:30:44.431 --> 01:30:47.214
But in college you're supposed to

01:30:47.214 --> 01:30:48.555
do that on your own,

01:30:48.555 --> 01:30:50.851
get your study buddies together and make your own test

01:30:50.851 --> 01:30:54.351
out of questions from the book, et cetera.

01:30:56.793 --> 01:30:59.989
I don't expect colleges to become more like high school.

01:30:59.989 --> 01:31:03.135
I expect high schools to just make sure

01:31:03.135 --> 01:31:05.508
that students are aware of how to properly study.

01:31:05.508 --> 01:31:09.721
Maybe even just getting some high school courses

01:31:09.721 --> 01:31:13.090
to say you need to learn how to make notes properly.

01:31:13.090 --> 01:31:14.992
You need to learn how to organize your time properly.

01:31:14.992 --> 01:31:15.944
<v ->By the way we have note taking</v>

01:31:15.944 --> 01:31:17.183
as one of the specific things we have

01:31:17.183 --> 01:31:19.337
in English language arts team that I'm pushing

01:31:19.337 --> 01:31:21.357
to put back in as being more,

01:31:21.357 --> 01:31:24.964
unrelated to your, because you mentioned note taking.

01:31:24.964 --> 01:31:27.029
What they're saying is, and you tell me if you heard this,

01:31:27.029 --> 01:31:28.514
they're saying we got kids that show up,

01:31:28.514 --> 01:31:30.943
they've had high school calculus

01:31:30.943 --> 01:31:32.386
and they walk in to the college

01:31:32.386 --> 01:31:35.575
and they cannot pass the college algebra exam.

01:31:35.575 --> 01:31:39.334
Have you heard those examples before?

01:31:39.334 --> 01:31:40.554
<v Katherine>I'm sorry, I couldn't--</v>

01:31:40.554 --> 01:31:42.556
<v ->They've had students who walk in on college saying</v>

01:31:42.556 --> 01:31:43.673
they take what's called,

01:31:43.673 --> 01:31:45.279
we used to call it the ACCUPLACER,

01:31:45.279 --> 01:31:46.487
<v Katherine>Mm-hmm.</v>

01:31:46.487 --> 01:31:48.562
<v ->And to place them in math</v>

01:31:48.562 --> 01:31:52.799
and they cannot pass the basic pre-algebra algebra test

01:31:52.799 --> 01:31:54.424
and yet it shows in their transcript

01:31:54.424 --> 01:31:56.762
they've had high school calculus.

01:31:56.762 --> 01:31:59.512
Have you seen that before happen?

01:32:00.495 --> 01:32:02.461
<v ->I haven't really looked too much</v>

01:32:02.461 --> 01:32:06.362
into the AccuScore averages or anything like that.

01:32:06.362 --> 01:32:08.800
I do know that it's a big,

01:32:08.800 --> 01:32:10.181
you have to take them in order to get

01:32:10.181 --> 01:32:13.515
to any major university in Texas, really.

01:32:14.570 --> 01:32:17.699
I've seen issues where students have actually

01:32:17.699 --> 01:32:20.971
chosen a lower score in order to get into an easier class

01:32:20.971 --> 01:32:22.392
because they not sure if they'll be able

01:32:22.392 --> 01:32:24.830
to handle a college-level calculus.

01:32:24.830 --> 01:32:28.366
But I do know that it also might just be a retention thing,

01:32:28.366 --> 01:32:30.885
it might be the fact that they just don't think that,

01:32:30.885 --> 01:32:34.533
you know, this is just one test, whatever.

01:32:34.533 --> 01:32:36.849
Students have been known to be lackadaisical

01:32:36.849 --> 01:32:38.295
in some methods.

01:32:38.295 --> 01:32:40.222
(Donna laughing)

01:32:40.222 --> 01:32:41.260
<v Mr. Mercer>Thank you, Katherine.</v>

01:32:41.260 --> 01:32:42.093
<v Donna>Absolutely.</v>

01:32:42.093 --> 01:32:43.232
<v Mr. Mercer>I look forward to hearing</v>

01:32:43.232 --> 01:32:44.208
what you have to share in the future, too.

01:32:44.208 --> 01:32:46.118
I would ask you to ask your group about,

01:32:46.118 --> 01:32:49.562
I want to hear, not now, but in the future,

01:32:49.562 --> 01:32:51.127
talk to them about handwriting.

01:32:51.127 --> 01:32:52.285
What they've seen about handwriting

01:32:52.285 --> 01:32:54.683
because we had experts yesterday who talked about,

01:32:54.683 --> 01:32:56.125
especially in the second language,

01:32:56.125 --> 01:32:57.588
how important handwriting was

01:32:57.588 --> 01:33:00.352
because you mentioned about retaining knowledge.

01:33:00.352 --> 01:33:02.424
And they said that people who did handwriting

01:33:02.424 --> 01:33:04.435
and kept doing it through later,

01:33:04.435 --> 01:33:06.824
especially second-language learners,

01:33:06.824 --> 01:33:10.094
English-language learners, could retain more.

01:33:10.094 --> 01:33:11.203
I'm catching you off guard on that

01:33:11.203 --> 01:33:13.052
but maybe in the future I'd like to see some feedback

01:33:13.052 --> 01:33:15.341
from your group what do they hearing about handwriting,

01:33:15.341 --> 01:33:16.824
the importance of that or, maybe,

01:33:16.824 --> 01:33:18.333
the lack of importance of that,

01:33:18.333 --> 01:33:20.108
I would be interested in that in the future, please.

01:33:20.108 --> 01:33:21.672
<v Donna>Thank you so much, we really appreciate</v>

01:33:21.672 --> 01:33:24.726
your coming today and we're glad to know about you.

01:33:24.726 --> 01:33:27.373
It was really great of you coming, you did a great job,

01:33:27.373 --> 01:33:30.176
and so make sure you give us your information.

01:33:30.176 --> 01:33:31.010
Thank you.

01:33:37.126 --> 01:33:38.335
<v Voiceover>Katelyn Pendergraff</v>

01:33:38.335 --> 01:33:40.585
followed by Randy Houchins.

01:33:50.690 --> 01:33:52.524
<v ->Yes, yes, Ms. Perez.</v>

01:33:54.285 --> 01:33:55.761
<v Voiceover>I just wanted to ask the board</v>

01:33:55.761 --> 01:33:59.049
to please keep Lackland ISD in your prayers.

01:33:59.049 --> 01:34:00.552
I caught word this morning that there was

01:34:00.552 --> 01:34:02.940
and active shooter on the base and so--

01:34:02.940 --> 01:34:04.606
<v Donna>Oh my goodness.</v>

01:34:04.606 --> 01:34:06.985
<v ->I don't know if they've been able</v>

01:34:06.985 --> 01:34:10.920
to maintain or catch whoever's been shooting.

01:34:10.920 --> 01:34:12.847
(exhale) Sorry, I'm running.

01:34:12.847 --> 01:34:17.764
But Lackland ISD is on lockdown as is the rest of the base.

01:34:17.764 --> 01:34:20.508
Gail Siller superintendent of the district was here,

01:34:20.508 --> 01:34:21.544
I'm not sure if she's still here,

01:34:21.544 --> 01:34:23.878
she may have had to go back.

01:34:24.946 --> 01:34:26.919
Just if the board would please keep the district

01:34:26.919 --> 01:34:28.656
in your prayers and the families

01:34:28.656 --> 01:34:30.140
of all of the students that are there.

01:34:30.140 --> 01:34:31.787
<v Donna>Thank you for letting us know.</v>

01:34:31.787 --> 01:34:34.595
We put that out to the members that are listening in.

01:34:34.595 --> 01:34:35.428
<v Mr. Mercer>They've already announced that two</v>

01:34:35.428 --> 01:34:36.637
have been killed already.

01:34:36.637 --> 01:34:37.470
<v Donna>Ooh.</v>

01:34:37.470 --> 01:34:40.395
<v Voiceover>We need a tremendous prayer for Lackland.</v>

01:34:40.395 --> 01:34:42.202
<v ->On the base the campus is on lockdown</v>

01:34:42.202 --> 01:34:45.657
so it's on a separate part of the base, thank God, but.

01:34:45.657 --> 01:34:48.704
<v Donna>Wow, so Lord be them, my goodness.</v>

01:34:48.704 --> 01:34:49.871
Okay, Katelyn.

01:34:51.081 --> 01:34:53.659
<v ->Hi, my name is Katelyn.</v>

01:34:53.659 --> 01:34:57.870
I'm in 4th grade, and ever since last year in 3rd grade

01:34:57.870 --> 01:35:00.633
the math has been really confusing,

01:35:00.633 --> 01:35:03.701
and it's not even about getting the answer

01:35:03.701 --> 01:35:06.200
as much as just simply drawing pictures

01:35:06.200 --> 01:35:09.959
and number lines and other stuff like that.

01:35:09.959 --> 01:35:12.299
They don't even want you to get the answer.

01:35:12.299 --> 01:35:14.066
And if they're not making you draw pictures

01:35:14.066 --> 01:35:16.483
they're making you figure out which formula

01:35:16.483 --> 01:35:18.566
to use to get the answer.

01:35:20.790 --> 01:35:24.509
Lately, they've been having kids sit down on the floor

01:35:24.509 --> 01:35:26.642
and have the teacher read it to them

01:35:26.642 --> 01:35:28.897
because they aren't super-good in English,

01:35:28.897 --> 01:35:31.010
and reading and math.

01:35:31.010 --> 01:35:34.667
So it's like, okay, if you want to teach us word problems

01:35:34.667 --> 01:35:37.532
in math then you need to get down to the fast facts

01:35:37.532 --> 01:35:41.880
then you can try teaching us word problems.

01:35:41.880 --> 01:35:44.399
So, I don't really understand that.

01:35:44.399 --> 01:35:46.594
I mean they just give us this math

01:35:46.594 --> 01:35:50.760
that is in a book where there's some 500 some odd pages

01:35:51.787 --> 01:35:56.500
filled with pre-algebra that 4th graders shouldn't be doing.

01:35:56.500 --> 01:36:00.666
They never just covered the TEKS that we need to learn.

01:36:02.279 --> 01:36:04.568
Like sometimes I'm doing elapsed time

01:36:04.568 --> 01:36:07.555
or something like that and it will say

01:36:07.555 --> 01:36:11.110
to draw a number line and then I'm like the last one done

01:36:11.110 --> 01:36:13.386
because I have to draw all my pretty pictures

01:36:13.386 --> 01:36:16.803
and stuff like that, and that's annoying.

01:36:19.392 --> 01:36:22.663
I mean, the questions are dumb, too.

01:36:22.663 --> 01:36:25.914
Sometimes they will ask, "here are the ages

01:36:25.914 --> 01:36:28.088
of the people that come into the library

01:36:28.088 --> 01:36:31.838
from six o'clock to eight o'clock." Who cares?

01:36:32.801 --> 01:36:35.585
And, one time we were doing multiplication

01:36:35.585 --> 01:36:40.009
and the multiplication was of boxes and windows

01:36:40.009 --> 01:36:43.118
and then you have to multiply this and this.

01:36:43.118 --> 01:36:45.779
I mean the math simply teaches us nothing,

01:36:45.779 --> 01:36:49.946
they don't even teach us math, it's reading comprehension.

01:36:52.484 --> 01:36:56.831
Because in the questions they have stuff in there

01:36:56.831 --> 01:36:59.534
that they don't want you to actually use.

01:36:59.534 --> 01:37:03.786
They're like, 'find the information that you don't need.'

01:37:03.786 --> 01:37:05.839
It's like, well okay, we're not trying

01:37:05.839 --> 01:37:07.365
to figure out what we don't want,

01:37:07.365 --> 01:37:10.948
we're trying to figure out what we do want.

01:37:11.819 --> 01:37:15.473
If you want to get the right answer then stop making us

01:37:15.473 --> 01:37:17.951
figure out which answer to not get.

01:37:17.951 --> 01:37:21.035
Which answer is the incorrect answer?

01:37:23.481 --> 01:37:26.398
<v Donna>You have one more minute.</v>

01:37:27.972 --> 01:37:31.385
<v ->Some of the questions you literally have to go</v>

01:37:31.385 --> 01:37:34.596
backwards in the question and you have to read it

01:37:34.596 --> 01:37:36.811
like five times and it's like - what the heck? -

01:37:36.811 --> 01:37:41.322
this is what 8th graders should be doing, not 4th graders.

01:37:41.322 --> 01:37:44.247
I used to like math, and now I think

01:37:44.247 --> 01:37:47.904
it's confusing and boring ever since last year

01:37:47.904 --> 01:37:50.952
because they're now doing Common Core.

01:37:50.952 --> 01:37:53.756
My two questions are: Why is there Common Core?

01:37:53.756 --> 01:37:56.089
and How do we get rid of it?

01:38:01.455 --> 01:38:04.727
And we're also filling in, like instead of just

01:38:04.727 --> 01:38:08.282
writing down the answer we have multiple choice answers,

01:38:08.282 --> 01:38:10.558
so you literally have a one-in-a-four chance

01:38:10.558 --> 01:38:12.671
of getting the answer right.

01:38:12.671 --> 01:38:17.141
You just choose your answer, and you can simply guess

01:38:17.141 --> 01:38:18.603
because that's what you have to do

01:38:18.603 --> 01:38:22.119
for almost all of them is just guess.

01:38:22.119 --> 01:38:24.334
And then they just look at your paper

01:38:24.334 --> 01:38:27.462
and they can't help you, and they can't go back

01:38:27.462 --> 01:38:31.212
and actually look at your paper and help you.

01:38:33.375 --> 01:38:34.817
<v Donna>You can give us your last thought.</v>

01:38:34.817 --> 01:38:37.215
What you want to leave us with, Katelyn?

01:38:37.215 --> 01:38:40.120
<v ->Why do we have Common Core, and how do we get rid of it?</v>

01:38:40.120 --> 01:38:43.126
<v Donna>Okay (chuckles), good summary statement.</v>

01:38:43.126 --> 01:38:44.651
(laughing)
(clapping)

01:38:44.651 --> 01:38:46.195
Okay, terrific.

01:38:46.195 --> 01:38:48.064
Anybody have any questions?

01:38:48.064 --> 01:38:49.648
Katelyn, thank you.

01:38:50.634 --> 01:38:53.297
Oh, I'm sorry, Mr. Maynard had something to say.

01:38:53.297 --> 01:38:55.269
<v Mr. Maynard>Katelyn,</v>

01:38:55.269 --> 01:38:57.117
How old are you, and what grade are you in?

01:38:57.117 --> 01:38:59.286
<v Katelyn>I am 10 years old and I'm in 4th grade.</v>

01:38:59.286 --> 01:39:00.991
<v Mr. Maynard>4th grade, thank you.</v>

01:39:00.991 --> 01:39:03.205
<v ->Great job on your presentation there.</v>

01:39:03.205 --> 01:39:06.918
You really did, you did a good job walking through.

01:39:06.918 --> 01:39:09.872
You did a lot less hesitations that I would've.

01:39:09.872 --> 01:39:11.477
(chuckles) I wouldn't of gotten up there

01:39:11.477 --> 01:39:13.326
at ten years old, I don't think.

01:39:13.326 --> 01:39:15.296
Thank you so much.

01:39:15.296 --> 01:39:18.713
<v ->Randy Houchins followed by Sherryl Gray</v>

01:39:19.728 --> 01:39:22.145
Randy Houchins, Sherryl Gray.

01:39:23.669 --> 01:39:25.258
<v Voiceover>Now, how do I follow that?</v>

01:39:25.258 --> 01:39:28.092
<v ->Yeah, that's pretty hard, Randy.</v>

01:39:33.093 --> 01:39:34.698
<v ->All right, I didn't really prepare anything today,</v>

01:39:34.698 --> 01:39:37.448
but I've got a handout for you all.

01:39:38.660 --> 01:39:40.915
I think you all know me, I've been here enough times.

01:39:40.915 --> 01:39:45.082
I'm Randy Houchins, and I've got two kids in middle school.

01:39:45.972 --> 01:39:48.051
(drowned out by background noise)

01:39:48.051 --> 01:39:48.884
What's that?

01:39:48.884 --> 01:39:49.717
<v Voiceover>You're not going to shave</v>

01:39:49.717 --> 01:39:50.551
until Common Core's gone.

01:39:50.551 --> 01:39:51.384
<v ->That's right, I'm not shaving</v>

01:39:51.384 --> 01:39:53.211
untill Common Core is gone.

01:39:53.211 --> 01:39:55.062
That's why I've grown the beard.

01:39:55.062 --> 01:39:57.550
And I'm tryin' to figure out how to make my YouTube channel

01:39:57.550 --> 01:40:01.491
a nonprofit so I can benefit from that.

01:40:01.491 --> 01:40:03.812
YouTube channel is ROTTEN, Republic of Texas

01:40:03.812 --> 01:40:05.883
Tackling Education Nonsense,

01:40:05.883 --> 01:40:09.013
so I post all my videos there (chuckles).

01:40:09.013 --> 01:40:11.024
And I'll post Katelyn's as well.

01:40:11.024 --> 01:40:14.589
Katelyn, thank you for your testimony, that was great.

01:40:14.589 --> 01:40:18.006
So, in November I gave you all examples

01:40:18.006 --> 01:40:22.322
from these STAAR tests, grades 3 through 8.

01:40:22.322 --> 01:40:25.322
I didn't tie the wording in the TEKS

01:40:27.100 --> 01:40:29.944
to what creates the need for the question,

01:40:29.944 --> 01:40:33.778
so today's handout actually ties the questions

01:40:34.657 --> 01:40:38.824
to the actual wording in the TEKS that creates the issue.

01:40:41.708 --> 01:40:45.208
That's what I wanted you to look at today.

01:40:47.925 --> 01:40:52.092
You heard from teachers in Wimberley earlier this week,

01:40:53.284 --> 01:40:54.700
Jamie Thibodeaux.

01:41:00.802 --> 01:41:03.385
This is not a assessment issue,

01:41:04.219 --> 01:41:07.937
this is actually a standards issue.

01:41:07.937 --> 01:41:12.001
The questions that we see in the STAAR test

01:41:12.001 --> 01:41:15.637
are because of the wording in the TEKS.

01:41:15.637 --> 01:41:17.873
So, we really want you all to take a look

01:41:17.873 --> 01:41:22.735
at the wording in the TEKS and what we need to do

01:41:22.735 --> 01:41:26.901
to correct that so that we don't see these problems.

01:41:30.040 --> 01:41:32.373
One of the best examples of,

01:41:36.602 --> 01:41:37.699
trying to find it here,

01:41:37.699 --> 01:41:39.699
on page 11 of my handout

01:41:40.564 --> 01:41:42.314
is testing TEK 3.4 K.

01:41:46.294 --> 01:41:49.971
In the content standard itself, it calls for

01:41:49.971 --> 01:41:51.942
solve one-step and two-step problems

01:41:51.942 --> 01:41:54.949
involving multiplication and division with a hundred

01:41:54.949 --> 01:41:58.870
using strategies based on objects, pictorial models,

01:41:58.870 --> 01:42:02.122
including arrays, area models, equal groups,

01:42:02.122 --> 01:42:04.763
properties of operation, and recall of facts.

01:42:04.763 --> 01:42:08.930
That's seven different methods that have to be tested.

01:42:10.148 --> 01:42:13.731
So, that's what creates some of this issue.

01:42:15.227 --> 01:42:17.543
The teachers have to teach all of these methods

01:42:17.543 --> 01:42:21.710
because they don't know which one's going to be tested.

01:42:23.114 --> 01:42:26.459
We've heard from some of the math experts that say

01:42:26.459 --> 01:42:29.019
they intentionally put this wording in the TEKS

01:42:29.019 --> 01:42:31.269
so that it would be taught,

01:42:32.351 --> 01:42:34.281
they knew if they put it in the TEKS it would be tested,

01:42:34.281 --> 01:42:38.180
and if it was tested, it would be taught.

01:42:38.180 --> 01:42:41.669
We really need to get this reform math out of the TEKS.

01:42:41.669 --> 01:42:45.836
I truly believe that the TEKS are in violation of Statute

01:42:49.247 --> 01:42:51.414
Chapter 28, Section 002 I,

01:42:54.327 --> 01:42:56.679
we shouldn't be teaching methodology.

01:42:56.679 --> 01:42:59.569
These methods that are in the TEKS,

01:42:59.569 --> 01:43:00.991
they're methodology,

01:43:00.991 --> 01:43:04.648
you're dictating methodology that needs to be taught.

01:43:04.648 --> 01:43:06.381
It's clear from these examples,

01:43:06.381 --> 01:43:08.744
it's showing up on the assessments.

01:43:08.744 --> 01:43:12.688
This is a 65-page document, these are just what I found,

01:43:12.688 --> 01:43:14.435
and there could be more

01:43:14.435 --> 01:43:18.498
because the 2015 questions, we didn't get all of them.

01:43:18.498 --> 01:43:20.829
This is just the samples they released.

01:43:20.829 --> 01:43:23.509
So, anyway, I thank you for your time.

01:43:23.509 --> 01:43:27.125
I hope you all get a chance to review the packet.

01:43:27.125 --> 01:43:29.624
<v ->Randy, once again, lot of detail.</v>

01:43:29.624 --> 01:43:32.469
We really appreciate you providing us examples

01:43:32.469 --> 01:43:34.480
instead of just coming and talking.

01:43:34.480 --> 01:43:37.365
It really helps us to visualize what's going on.

01:43:37.365 --> 01:43:39.438
And then yesterday we had an opportunity

01:43:39.438 --> 01:43:42.709
as members to go up and actually look at the exams

01:43:42.709 --> 01:43:43.806
that have not been released

01:43:43.806 --> 01:43:48.418
so we can kind of see, now that we've seen several examples

01:43:48.418 --> 01:43:50.511
of issues that we could actually go through,

01:43:50.511 --> 01:43:51.628
so that was a good opportunity

01:43:51.628 --> 01:43:53.680
for the board members as well, yesterday.

01:43:53.680 --> 01:43:54.696
<v Randy>I'm looking forward to reviewing</v>

01:43:54.696 --> 01:43:56.362
those tests as well (chuckles).

01:43:56.362 --> 01:44:01.117
<v ->Yeah, I think the next release is August, I think?</v>

01:44:01.117 --> 01:44:03.283
I think August is going to be

01:44:05.108 --> 01:44:06.602
the most current one,

01:44:06.602 --> 01:44:09.223
it'll be released in August, I believe.

01:44:09.223 --> 01:44:10.971
So, you'll have to look for it then.

01:44:10.971 --> 01:44:12.819
(Randy chuckles)

01:44:12.819 --> 01:44:15.075
Oh, yes, Mr. Allen.

01:44:15.075 --> 01:44:16.572
<v ->Randy, how you doing?</v>

01:44:16.572 --> 01:44:17.882
I was speaking with you earlier,

01:44:17.882 --> 01:44:19.549
you talked about something and I talked to you about

01:44:19.549 --> 01:44:21.418
maybe some simple things that occur.

01:44:21.418 --> 01:44:26.269
You say that maybe some removal of some of this language

01:44:26.269 --> 01:44:27.833
or replacing of some of this language,

01:44:27.833 --> 01:44:29.743
so if you had the magic wand and these things

01:44:29.743 --> 01:44:32.242
that you've highlighted were removed,

01:44:32.242 --> 01:44:33.400
what do you think would then happen

01:44:33.400 --> 01:44:35.391
with the curriculum as it pertains

01:44:35.391 --> 01:44:38.138
to the standard zone for our children?

01:44:38.138 --> 01:44:41.015
<v ->Well, I think we're moving,</v>

01:44:41.015 --> 01:44:43.432
we heard talk of removing the such as statements

01:44:43.432 --> 01:44:45.484
from the TEKS and I'm not so sure that

01:44:45.484 --> 01:44:49.080
that will solve all of the problem.

01:44:49.080 --> 01:44:52.580
But removing wordings that says "represent,"

01:44:54.838 --> 01:44:56.951
that's what creates the drawing the pictures

01:44:56.951 --> 01:44:58.536
that Katelyn talked about.

01:44:58.536 --> 01:45:01.339
When you just have to represent

01:45:01.339 --> 01:45:04.854
a function dealing with fractions, they draw pictures.

01:45:04.854 --> 01:45:09.243
They're not actually asking them to solve or calculate.

01:45:09.243 --> 01:45:10.746
Being very particular in the wording,

01:45:10.746 --> 01:45:13.873
removing that 'represent,' and it shows up quiet a bit,

01:45:13.873 --> 01:45:16.021
most of the problems I've highlighted here

01:45:16.021 --> 01:45:19.354
are because of the wording of 'represent.'

01:45:20.897 --> 01:45:24.087
Here, 3.5 says represent one and two-step problems

01:45:24.087 --> 01:45:27.358
involving addition and subtraction of whole numbers.

01:45:27.358 --> 01:45:29.532
That's what creates the need for pictures

01:45:29.532 --> 01:45:32.173
and not actual calculation.

01:45:32.173 --> 01:45:35.870
To me, if the student has to actually calculate

01:45:35.870 --> 01:45:37.476
and come up with a solution,

01:45:37.476 --> 01:45:41.398
it demonstrates understanding of the concept.

01:45:41.398 --> 01:45:43.159
Drawing a picture doesn't really mean

01:45:43.159 --> 01:45:44.808
that they understand how to actually perform

01:45:44.808 --> 01:45:48.803
the calculation, and that's part of the problem that we see.

01:45:48.803 --> 01:45:52.296
You've got students who can recognize models and pictures

01:45:52.296 --> 01:45:55.603
but they can't actually do the math.

01:45:55.603 --> 01:45:59.237
You hear the people are turning up in college

01:45:59.237 --> 01:46:01.430
not prepared for the college work

01:46:01.430 --> 01:46:03.301
and it's because of this.

01:46:03.301 --> 01:46:07.766
It's because they're not getting the foundation they need.

01:46:07.766 --> 01:46:09.801
This battle of conceptual understanding

01:46:09.801 --> 01:46:11.204
versus knowledge and skills

01:46:11.204 --> 01:46:13.215
has been going on for a long time.

01:46:13.215 --> 01:46:17.210
I recommend two articles in my summary here at the front.

01:46:17.210 --> 01:46:20.198
Dr. H. Wu's Bogus Dichotomy,

01:46:20.198 --> 01:46:24.118
Basic Skills versus Conceptual Understanding,

01:46:24.118 --> 01:46:25.469
that's a great article.

01:46:25.469 --> 01:46:27.521
Another one is, Dr. Hines mentioned,

01:46:27.521 --> 01:46:29.370
A Brief History of Mathematics.

01:46:29.370 --> 01:46:32.986
The battle of which way to teach kids

01:46:32.986 --> 01:46:36.115
has been going on for a hundred years.

01:46:36.115 --> 01:46:38.452
It's not something new.

01:46:38.452 --> 01:46:39.630
Common Core isn't new,

01:46:39.630 --> 01:46:42.129
these reform math methods have been tried.

01:46:42.129 --> 01:46:46.204
And there's no evidence that they have ever worked.

01:46:46.204 --> 01:46:48.744
That's why we get so frustrated.

01:46:48.744 --> 01:46:52.341
As professionals who deal with math every day

01:46:52.341 --> 01:46:54.140
we have lots of evidence that says

01:46:54.140 --> 01:46:56.294
this method does not work, it fails students

01:46:56.294 --> 01:46:58.143
every time it's been tried.

01:46:58.143 --> 01:47:00.643
And, why are we doing it again?

01:47:02.409 --> 01:47:03.593
<v Donna>Mr. Rowley.</v>

01:47:03.593 --> 01:47:04.907
<v ->Yes, Madame Chair,</v>

01:47:04.907 --> 01:47:07.907
I thank you, Mr. Houchins, for coming.

01:47:09.289 --> 01:47:12.706
Dr. Hines and Mr. Pendergraff and others.

01:47:14.348 --> 01:47:17.661
I'm ready to hear and to study

01:47:17.661 --> 01:47:20.744
and to look at this issue, officially.

01:47:22.637 --> 01:47:24.793
Every time these folks have come

01:47:24.793 --> 01:47:28.125
and they appreciate it very much,

01:47:28.125 --> 01:47:29.730
but I guess I'm enough of a lawyer

01:47:29.730 --> 01:47:32.168
that I want to hear the other side (chuckles), you know.

01:47:32.168 --> 01:47:34.545
And I don't ever hear anybody stepping up

01:47:34.545 --> 01:47:37.045
and defending these standards.

01:47:39.137 --> 01:47:41.764
I wasn't on the board, by the way, at the time that they were,

01:47:41.764 --> 01:47:43.366
(chuckles) make that clear.

01:47:43.366 --> 01:47:44.797
Not that I'm throwing my colleagues under the bus,

01:47:44.797 --> 01:47:45.814
but I wasn't here.

01:47:45.814 --> 01:47:46.835
(Donna laughs)

01:47:46.835 --> 01:47:48.368
<v Donna>Except for you just did (laughing).</v>

01:47:48.368 --> 01:47:49.540
<v ->I'm sorry, I don't mean that.</v>

01:47:49.540 --> 01:47:50.929
<v Donna>I'm sorry (chuckles).</v>

01:47:50.929 --> 01:47:52.763
<v ->I know, that's okay.</v>

01:47:53.940 --> 01:47:56.864
But it may be that they're the best standards in the country

01:47:56.864 --> 01:48:01.130
but I never hear the other side, I never hear it defended.

01:48:01.130 --> 01:48:03.853
So I guess, I don't know if I need

01:48:03.853 --> 01:48:06.372
to officially request an agenda item?

01:48:06.372 --> 01:48:08.039
If so, I guess I am,

01:48:08.952 --> 01:48:12.955
because I would like to look at this issue

01:48:12.955 --> 01:48:15.556
in something other than the context

01:48:15.556 --> 01:48:18.766
of having testifiers come and point out,

01:48:18.766 --> 01:48:22.932
which they have very adequately, competently done,

01:48:23.784 --> 01:48:27.951
the various issues that exist within these standards.

01:48:30.367 --> 01:48:31.647
Do you agree, Mr. Houchins?

01:48:31.647 --> 01:48:33.302
I have a question for Mr. Houchins, do you agree with that?

01:48:33.302 --> 01:48:35.011
<v ->I do agree.</v>

01:48:35.011 --> 01:48:35.981
I tried to give you all an out,

01:48:35.981 --> 01:48:39.064
saying you're in violation of Statute

01:48:41.040 --> 01:48:43.207
Chapter 28, Section 002 I,

01:48:44.148 --> 01:48:46.871
that gives you a reason to reopen these.

01:48:46.871 --> 01:48:49.969
Because I do believe we're teaching methodology,

01:48:49.969 --> 01:48:53.723
or we're dictating methodology in these standards.

01:48:53.723 --> 01:48:54.924
<v Donna>Ms. Perez.</v>

01:48:54.924 --> 01:48:56.428
<v ->Thank you, Madame Chair.</v>

01:48:56.428 --> 01:49:00.595
Thank you, Mr. Houchins, for coming and to Dr. Hines.

01:49:02.035 --> 01:49:04.647
I have to agree with Mr. Rowley,

01:49:04.647 --> 01:49:07.579
I would like the opportunity to hear from other individuals.

01:49:07.579 --> 01:49:10.565
I appreciate the time that you all take

01:49:10.565 --> 01:49:12.069
to come up here and to testify,

01:49:12.069 --> 01:49:13.085
I know that you're very passionate

01:49:13.085 --> 01:49:14.304
about what you see going on.

01:49:14.304 --> 01:49:18.774
But I do have to say, over the last several meetings,

01:49:18.774 --> 01:49:21.374
I've never had representation from my district

01:49:21.374 --> 01:49:23.041
with these concerns.

01:49:25.233 --> 01:49:27.388
I've never heard from parents, I haven't heard from teachers

01:49:27.388 --> 01:49:30.919
and although the math standards, we understand,

01:49:30.919 --> 01:49:32.870
you know, are challenging, they're not perfect.

01:49:32.870 --> 01:49:35.816
I would very much like to hear and give other districts

01:49:35.816 --> 01:49:37.299
an opportunity to come and represent

01:49:37.299 --> 01:49:41.525
because it's just a little baffling to me

01:49:41.525 --> 01:49:43.049
that I haven't heard from my district

01:49:43.049 --> 01:49:44.674
when I represent 1.5 million

01:49:44.674 --> 01:49:46.929
and that there haven't been individuals

01:49:46.929 --> 01:49:50.078
that have come up to testify.

01:49:50.078 --> 01:49:54.245
If we can have just a fair understanding of what's going on,

01:49:56.480 --> 01:49:57.880
I would appreciate that.

01:49:57.880 --> 01:50:00.075
<v ->I will get some people that have reached out to me</v>

01:50:00.075 --> 01:50:02.655
on Facebook to address you.

01:50:02.655 --> 01:50:04.219
We're not all 50 miles from the capital

01:50:04.219 --> 01:50:06.597
as you stated in previous times

01:50:06.597 --> 01:50:09.285
I've been up here to testify.

01:50:09.285 --> 01:50:13.334
As you see, Mr. Pendergraff came from Houston.

01:50:13.334 --> 01:50:17.072
There's quite a few that will reach out to you.

01:50:17.072 --> 01:50:21.441
<v ->So it seems that perhaps the question could be,</v>

01:50:21.441 --> 01:50:24.941
perhaps, that we might put an agenda item.

01:50:28.237 --> 01:50:32.079
Ms. Martinez, you can correct me if I'm wrong,

01:50:32.079 --> 01:50:34.334
that might have to do with whether we should

01:50:34.334 --> 01:50:38.084
streamline the math standards that we've got.

01:50:39.881 --> 01:50:44.048
That perhaps that's the approach that we look at this.

01:50:46.095 --> 01:50:49.718
<v Voiceover>If you wanted to have such a discussion item</v>

01:50:49.718 --> 01:50:53.885
you certainly could post that at a future meeting.

01:50:55.631 --> 01:50:56.964
<v ->Dr. Dominguez.</v>

01:51:01.468 --> 01:51:06.179
<v ->One of the things that crosses my mind all the time,</v>

01:51:06.179 --> 01:51:08.414
number one, it's the same folks.

01:51:08.414 --> 01:51:12.580
And then number two is that where are the educators

01:51:13.513 --> 01:51:16.437
that wrote these standards on the review team?

01:51:16.437 --> 01:51:18.612
Have we ever approached them, do we ever?

01:51:18.612 --> 01:51:20.157
Have we ever made it a point?

01:51:20.157 --> 01:51:21.032
I don't think--

01:51:21.032 --> 01:51:22.548
<v Donna>We've never done invited testimony</v>

01:51:22.548 --> 01:51:24.465
about it, that's true.

01:51:25.936 --> 01:51:27.165
<v Ms. Perez>Invited -- Madame Chair.</v>

01:51:27.165 --> 01:51:28.085
<v Donna>Invited, oh, oh,</v>

01:51:28.085 --> 01:51:30.767
on the instruction committee, that's true.

01:51:30.767 --> 01:51:32.210
<v ->It's the same, it's the same.</v>

01:51:32.210 --> 01:51:35.920
It's not, I mean, on the review teams,

01:51:35.920 --> 01:51:39.476
how many people do we bring in by grade level and so forth?

01:51:39.476 --> 01:51:41.365
So, that's my question.

01:51:41.365 --> 01:51:45.083
<v ->So you have had some representatives</v>

01:51:45.083 --> 01:51:49.250
from the review committees come in and provide testimony

01:51:51.300 --> 01:51:52.987
in the committee on instruction.

01:51:52.987 --> 01:51:54.063
<v ->Yeah, I'd forgotten.</v>

01:51:54.063 --> 01:51:58.126
Because I went to one of those hearings. I remembered, yeah.

01:51:58.126 --> 01:51:59.691
That's true, but that was really

01:51:59.691 --> 01:52:02.191
at the early stages, honestly.

01:52:03.219 --> 01:52:07.385
For me, this was newly introduced at that point for me.

01:52:08.563 --> 01:52:11.743
So, now we've had a lot more information

01:52:11.743 --> 01:52:12.576
is what I'm trying to say.

01:52:12.576 --> 01:52:13.896
And Ms. Beltran.

01:52:13.896 --> 01:52:15.440
<v ->Thank you, Madame Chair,</v>

01:52:15.440 --> 01:52:18.204
and thank you, Randy, for your extensive research

01:52:18.204 --> 01:52:21.291
and commentary, and others who have testified,

01:52:21.291 --> 01:52:23.525
and for your passion on this work.

01:52:23.525 --> 01:52:26.696
I would just want to echo (chuckles) what has been mentioned

01:52:26.696 --> 01:52:31.364
in the past, these are standards that this board approved.

01:52:31.364 --> 01:52:35.031
I also always kinda find that striking that,

01:52:37.776 --> 01:52:40.554
if so many people are so unsatisfied,

01:52:40.554 --> 01:52:42.504
and this is the same body that approved it,

01:52:42.504 --> 01:52:44.861
it's a little bit confusing to me.

01:52:44.861 --> 01:52:46.194
But Madame Chair,

01:52:47.908 --> 01:52:50.598
I don't want to recommend that we move

01:52:50.598 --> 01:52:52.467
directly to streamlining,

01:52:52.467 --> 01:52:53.909
because I don't know that there's consensus

01:52:53.909 --> 01:52:56.611
that that's the answer to the question.

01:52:56.611 --> 01:52:59.375
So, I would hesitate this board to move so quickly

01:52:59.375 --> 01:53:01.345
to streamlining if we haven't necessarily

01:53:01.345 --> 01:53:03.010
identified that that's the issue.

01:53:03.010 --> 01:53:05.693
And in my kind of thinking about this,

01:53:05.693 --> 01:53:09.290
I think that perhaps some of the confusion,

01:53:09.290 --> 01:53:10.589
and I've actually talked to the Commissioner

01:53:10.589 --> 01:53:13.414
about this just yesterday,

01:53:13.414 --> 01:53:16.137
is the process standards, and I happen

01:53:16.137 --> 01:53:17.331
to believe that they're helpful.

01:53:17.331 --> 01:53:19.098
I think perhaps some of the confusion

01:53:19.098 --> 01:53:20.947
is that teachers feel like they have to teach

01:53:20.947 --> 01:53:23.303
every single one of the process standards

01:53:23.303 --> 01:53:25.633
for every single one of the standards.

01:53:25.633 --> 01:53:27.066
<v Donna>So it multiplies, yeah.</v>

01:53:27.066 --> 01:53:29.140
<v ->Yeah, there's disconnect there in terms of,</v>

01:53:29.140 --> 01:53:31.090
again, we've had conversations about

01:53:31.090 --> 01:53:35.277
what this looks like in terms of implementation.

01:53:35.277 --> 01:53:37.917
Again, my recommendation as we walk out of here

01:53:37.917 --> 01:53:39.887
is not to say let's go streamline these

01:53:39.887 --> 01:53:41.278
because I don't think that's where we are.

01:53:41.278 --> 01:53:43.868
I think it's more about having a conversation.

01:53:43.868 --> 01:53:46.167
How did these standards get created?

01:53:46.167 --> 01:53:48.503
What was the thought process behind it?

01:53:48.503 --> 01:53:50.046
And then moving on from there.

01:53:50.046 --> 01:53:52.343
<v Donna>Yeah, I think what I would say</v>

01:53:52.343 --> 01:53:54.926
is the agenda item ought to be more round...

01:53:56.650 --> 01:53:57.840
you might've had a question for Randy,

01:53:57.840 --> 01:53:59.446
he's just standing up there, so (chuckles).

01:53:59.446 --> 01:54:01.626
<v ->I wanted to comment on what she just said.</v>

01:54:01.626 --> 01:54:04.936
Ms. Beltran, I encourage you to read the handout I gave you.

01:54:04.936 --> 01:54:07.212
I'm not saying it's just the process standards.

01:54:07.212 --> 01:54:10.016
In every single one of these examples I've given

01:54:10.016 --> 01:54:13.002
it's tied to wording in the content standard

01:54:13.002 --> 01:54:15.969
that creates the issue of representations,

01:54:15.969 --> 01:54:18.152
pictorial models, objects, number lines,

01:54:18.152 --> 01:54:20.873
and not actual calculations.

01:54:20.873 --> 01:54:21.975
I don't want to give the impression

01:54:21.975 --> 01:54:23.353
that it's just the process standards.

01:54:23.353 --> 01:54:24.314
<v ->Right, we got that.</v>

01:54:24.314 --> 01:54:28.033
Thank you, Randy, we really appreciate it.

01:54:28.033 --> 01:54:30.613
I guess the agenda item I would envision

01:54:30.613 --> 01:54:34.006
is that should we revisit the streamline,

01:54:34.006 --> 01:54:37.423
not that we will, it more of a 'should we.'

01:54:39.626 --> 01:54:41.400
I'm up to the members as to what

01:54:41.400 --> 01:54:44.569
you would like to put on the agenda with that.

01:54:44.569 --> 01:54:46.092
I dont know where, Monica.

01:54:46.092 --> 01:54:49.038
I want to make sure a 'should we' could be put in,

01:54:49.038 --> 01:54:50.498
could that be put correctly?

01:54:50.498 --> 01:54:51.331
It could be?

01:54:51.331 --> 01:54:52.164
Okay, great.

01:54:52.164 --> 01:54:53.755
Shelly's representin' over there.

01:54:53.755 --> 01:54:55.056
Okay, Mr. Mercer.

01:54:55.056 --> 01:54:57.351
<v ->I want to support my friend from Amarillo who said,</v>

01:54:57.351 --> 01:54:59.611
we definitely need to at least discuss it,

01:54:59.611 --> 01:55:02.089
at least look at it and see what's going on,

01:55:02.089 --> 01:55:03.735
But I want to caution the board

01:55:03.735 --> 01:55:04.832
because we have our own process.

01:55:04.832 --> 01:55:08.591
If we decide this is not an agenda item to streamline,

01:55:08.591 --> 01:55:10.765
but our own standards say streamlining

01:55:10.765 --> 01:55:13.815
is not a rewrite, not a revision,

01:55:13.815 --> 01:55:15.116
in fact, we even say in there

01:55:15.116 --> 01:55:17.208
we use the foundation document

01:55:17.208 --> 01:55:20.784
which the current standards and nothing will be added.

01:55:20.784 --> 01:55:22.796
So, if we decide that in the future

01:55:22.796 --> 01:55:24.218
that we're going to go streamline math,

01:55:24.218 --> 01:55:26.432
and again, Madame Chair properly mentioned,

01:55:26.432 --> 01:55:28.134
this is not a agenda item to streamline,

01:55:28.134 --> 01:55:30.023
there's discuss it should we look at that.

01:55:30.023 --> 01:55:32.075
But I would caution the board this time strongly

01:55:32.075 --> 01:55:34.859
that if we look at it, it's not a rewrite or revision.

01:55:34.859 --> 01:55:38.008
Our own standards say that a streamlining,

01:55:38.008 --> 01:55:40.812
we take the current document which is our foundation

01:55:40.812 --> 01:55:43.533
and nothing's added, just streamlined.

01:55:43.533 --> 01:55:44.367
Thank you.

01:55:44.367 --> 01:55:45.586
<v ->Right.</v>

01:55:45.586 --> 01:55:46.586
Mr. Maynard.

01:55:49.911 --> 01:55:52.408
<v ->I think I understand how Ben Carson feels now</v>

01:55:52.408 --> 01:55:54.236
when I get in the debate like,

01:55:54.236 --> 01:55:55.802
had my hand up a long time.

01:55:55.802 --> 01:55:57.121
(laughing)

01:55:57.121 --> 01:55:59.004
<v Donna>Mr. Maynard, I been totally neglecting you</v>

01:55:59.004 --> 01:56:01.881
this meeting, I really apologize (laughs).

01:56:01.881 --> 01:56:04.287
<v ->It's getting a little personal here like that.</v>

01:56:04.287 --> 01:56:05.620
(Donna laughing)

01:56:08.992 --> 01:56:10.378
<v Randy>I wore a tie, too... just so--</v>

01:56:10.378 --> 01:56:11.795
<v ->I know, I know.</v>

01:56:13.142 --> 01:56:14.767
<v Donna>You need to put a red cloth in the front</v>

01:56:14.767 --> 01:56:16.697
of your computer or something so that I can--

01:56:16.697 --> 01:56:17.780
<v ->I do, I do.</v>

01:56:19.325 --> 01:56:21.742
I'm just going to make a comment,

01:56:22.601 --> 01:56:26.007
and Randy is a constituent of mine.

01:56:26.007 --> 01:56:28.079
I've had a number of conversations

01:56:28.079 --> 01:56:29.623
and I think, though, that,

01:56:29.623 --> 01:56:32.244
and while this board did adopt these

01:56:32.244 --> 01:56:34.581
is that I think that this board also needs

01:56:34.581 --> 01:56:37.331
to understand, too, is that when,

01:56:39.113 --> 01:56:42.110
when policy or rules, or whatever we do,

01:56:42.110 --> 01:56:43.573
have unintended consequences,

01:56:43.573 --> 01:56:46.739
that the board should have the courage

01:56:47.839 --> 01:56:52.615
to at least have the conversation and to examine

01:56:52.615 --> 01:56:56.782
that while the intent of a particular language of a rule

01:56:59.018 --> 01:57:02.492
was as such, how that is executed

01:57:02.492 --> 01:57:04.970
when it actually goes out there in that environment.

01:57:04.970 --> 01:57:07.692
And the environment of a standardized testing

01:57:07.692 --> 01:57:09.460
and in all of those different moving parts

01:57:09.460 --> 01:57:12.542
that are out there, this board should have the courage

01:57:12.542 --> 01:57:15.625
to at least have an honest discussion

01:57:16.748 --> 01:57:20.468
about those unintended consequences.

01:57:20.468 --> 01:57:23.008
And I would support that and Randy,

01:57:23.008 --> 01:57:24.918
thank you for coming down.

01:57:24.918 --> 01:57:27.357
<v Donna>Yes, Mr. Rowley.</v>

01:57:27.357 --> 01:57:29.532
<v ->I was being a little bit tongue-in-cheek, by the way,</v>

01:57:29.532 --> 01:57:33.090
whenever I mention that I wasn't on the board at the time,

01:57:33.090 --> 01:57:37.272
and I do wanna apologize to my colleagues.

01:57:37.272 --> 01:57:39.293
I have been supportive of these standards

01:57:39.293 --> 01:57:41.342
and I'm sure had I been on the board

01:57:41.342 --> 01:57:44.228
that I would've certainly listened to the experts

01:57:44.228 --> 01:57:46.870
that you all did and made a similar decision.

01:57:46.870 --> 01:57:48.535
Just wanna let you all know that (chuckles).

01:57:48.535 --> 01:57:51.968
I feel bad about that; I was a little bit tongue-in-cheek.

01:57:51.968 --> 01:57:55.159
But having said that, I still want to reiterate,

01:57:55.159 --> 01:57:57.332
as sounds like my colleagues as well,

01:57:57.332 --> 01:58:00.177
that I think it's certainly worth a discussion

01:58:00.177 --> 01:58:02.856
and the conversation needs to take place.

01:58:02.856 --> 01:58:04.603
Because, again, I'd like to hear both sides of the issue,

01:58:04.603 --> 01:58:06.797
and I don't know that we've heard that.

01:58:06.797 --> 01:58:07.996
<v Donna>Yeah, Ms. Perez.</v>

01:58:07.996 --> 01:58:09.073
<v Ms. Perez>And Madame Chair, if we do make this</v>

01:58:09.073 --> 01:58:11.064
an agenda item, I'd really like to request

01:58:11.064 --> 01:58:13.827
that a formal invitation be sent to the members

01:58:13.827 --> 01:58:15.900
that were part of the review process.

01:58:15.900 --> 01:58:17.790
<v ->I think that's really important</v>

01:58:17.790 --> 01:58:20.350
because that'll help walk us through,

01:58:20.350 --> 01:58:22.645
especially for those of us who weren't on the board,

01:58:22.645 --> 01:58:24.900
exactly the rationale and thinking through.

01:58:24.900 --> 01:58:26.483
Yes, Dr. Dominguez.

01:58:28.484 --> 01:58:29.948
Dr. Ming, put that on there.

01:58:29.948 --> 01:58:32.752
<v Dr. Dominguez>For some folks coming to Austin</v>

01:58:32.752 --> 01:58:36.101
is within a day, they can come in in two hours,

01:58:36.101 --> 01:58:39.731
three hours, but those that are from far aways--

01:58:39.731 --> 01:58:42.576
<v ->Let's prioritize and make sure we've got them</v>

01:58:42.576 --> 01:58:44.018
at the front so that they can get,

01:58:44.018 --> 01:58:45.726
or whenever the timing works out.

01:58:45.726 --> 01:58:48.559
<v ->Once again, we could go to Skype</v>

01:58:49.698 --> 01:58:53.559
for some of these folks who I don't know what all--

01:58:53.559 --> 01:58:55.428
<v Donna>Is that allowed for us to do that?</v>

01:58:55.428 --> 01:58:57.034
I'm not sure if what's allowed.

01:58:57.034 --> 01:59:00.950
<v ->Or, do we have funds to bring them in as well?</v>

01:59:01.965 --> 01:59:03.352
<v Monica>We don't have funds.</v>

01:59:03.352 --> 01:59:06.155
We're trying to scrape every penny that we can

01:59:06.155 --> 01:59:08.107
to continue your English Language Arts

01:59:08.107 --> 01:59:11.873
and Spanish Language Arts and reading work moving forward.

01:59:11.873 --> 01:59:14.041
We don't have the travel funds right now

01:59:14.041 --> 01:59:15.686
to try to bring those folks in.

01:59:15.686 --> 01:59:19.355
We can certainly try to explore the--

01:59:19.355 --> 01:59:20.438
<v Donna>The Skype.</v>

01:59:20.438 --> 01:59:23.076
<v ->The remote participation.</v>

01:59:23.076 --> 01:59:24.526
But the other thing is that there's nothing

01:59:24.526 --> 01:59:27.575
that would preclude those individuals

01:59:27.575 --> 01:59:30.601
from sending in written testimony.

01:59:30.601 --> 01:59:33.141
They can send in written testimony in advance

01:59:33.141 --> 01:59:35.315
and provide that to all you

01:59:35.315 --> 01:59:38.612
and that has been, often times, a way that

01:59:38.612 --> 01:59:41.070
individuals who cannot be at a meeting

01:59:41.070 --> 01:59:42.635
can still provide the information

01:59:42.635 --> 01:59:45.001
that they'd like to provide,

01:59:45.001 --> 01:59:46.323
so that would be another option.

01:59:46.323 --> 01:59:48.557
<v Mr. Rowley>And I'd prefer that.</v>

01:59:48.557 --> 01:59:50.890
<v ->Yeah, and while that's true,</v>

01:59:51.787 --> 01:59:54.693
When they're standing here, it makes more of an impact.

01:59:54.693 --> 01:59:55.628
<v Donna>Yeah, it does.</v>

01:59:55.628 --> 01:59:57.673
<v ->And so no one can deny that piece.</v>

01:59:57.673 --> 01:59:58.776
<v Donna>Yeah, that's true.</v>

01:59:58.776 --> 01:59:59.693
<v Ms. Cargill>May I ask for clarification?</v>

01:59:59.693 --> 02:00:00.912
<v Donna>Yes, Ms. Cargill.</v>

02:00:00.912 --> 02:00:03.733
<v ->Do you mean Skyping the six or seven experts</v>

02:00:03.733 --> 02:00:07.399
or do you mean all the review panel members?

02:00:08.954 --> 02:00:10.864
<v ->Just some representatives, I think's what you were--</v>

02:00:10.864 --> 02:00:13.873
<v ->Representatives who may want to</v>

02:00:13.873 --> 02:00:15.858
but don't have the funds

02:00:15.858 --> 02:00:17.306
or the means or the time.
<v Donna>Review committee.</v>

02:00:17.306 --> 02:00:20.973
<v ->The review committees, yeah, to come here.</v>

02:00:22.280 --> 02:00:23.767
<v Ms. Cargill>I mean there are probably</v>

02:00:23.767 --> 02:00:25.999
a hundred and something review panel members.

02:00:25.999 --> 02:00:29.083
We just have to careful of presedent.

02:00:29.928 --> 02:00:31.152
<v ->That's correct.</v>

02:00:31.152 --> 02:00:32.190
<v Ms. Cargill>But the public doesn't think</v>

02:00:32.190 --> 02:00:35.158
that all people who can't come can Skype with us,

02:00:35.158 --> 02:00:37.004
or that's why I was asking for the clarification.

02:00:37.004 --> 02:00:38.015
<v Donna>Well, that's true because we do</v>

02:00:38.015 --> 02:00:39.277
have to be a little careful.

02:00:39.277 --> 02:00:41.132
<v ->And so definitely we're setting the presedent</v>

02:00:41.132 --> 02:00:45.521
just by revisiting or bringing it as a discussion item.

02:00:45.521 --> 02:00:47.491
So we're going to do that,

02:00:47.491 --> 02:00:50.519
then everybody that was there should have

02:00:50.519 --> 02:00:54.686
an opportunity to be invited to at least participate.

02:00:56.411 --> 02:00:58.994
So, we need to think about that.

02:01:00.779 --> 02:01:02.485
<v ->Yes, Ms. Miller.</v>

02:01:02.485 --> 02:01:05.066
<v Ms. Miller>I agree with Martha and Tom</v>

02:01:05.066 --> 02:01:07.232
and so forth, and Barbara,

02:01:08.225 --> 02:01:11.779
and granted, I wasn't here either, Marty,

02:01:11.779 --> 02:01:15.612
but the thing is is these parents and children

02:01:16.493 --> 02:01:20.106
have come to us, and this is about children, you all.

02:01:20.106 --> 02:01:22.849
This isn't about politics, it's about our children,

02:01:22.849 --> 02:01:25.371
and their future and their learning.

02:01:25.371 --> 02:01:28.540
And it just breaks my heart to realize that maybe

02:01:28.540 --> 02:01:30.755
that little 4th grader missed out

02:01:30.755 --> 02:01:34.483
on something wonderful at 3rd grade.

02:01:34.483 --> 02:01:38.418
What I want us to show the people that we represent,

02:01:38.418 --> 02:01:42.237
that we have a heart, and we're listening,

02:01:42.237 --> 02:01:44.513
we're not ignoring you, okay?

02:01:44.513 --> 02:01:45.837
I think the worse thing in the world

02:01:45.837 --> 02:01:49.015
is, 'thank you very much, bye.' Okay?

02:01:49.015 --> 02:01:52.672
Turn your paper in, then we go on down the road.

02:01:52.672 --> 02:01:56.890
And I think that's what I'm hearing Martha kind of indicate.

02:01:56.890 --> 02:02:00.702
We need to respond and we need to do what we can,

02:02:00.702 --> 02:02:02.143
as Marty has brought up,

02:02:02.143 --> 02:02:05.505
and I applaud you, Marty, for going there

02:02:05.505 --> 02:02:07.199
and doing whatever we need to do.

02:02:07.199 --> 02:02:11.450
And Chairman, not a please.
<v Donna>Absolutely.</v>

02:02:11.450 --> 02:02:13.453
I think we're in general agreement here

02:02:13.453 --> 02:02:17.175
that it is time to revisit whether we should be streamlining

02:02:17.175 --> 02:02:20.474
and that's general consensus here.

02:02:20.474 --> 02:02:22.669
I will just warn you, that July meeting

02:02:22.669 --> 02:02:27.382
is going to be (chuckles) a really long meeting

02:02:27.382 --> 02:02:28.703
if we put it in July.

02:02:28.703 --> 02:02:31.766
So we may want to do that in July

02:02:31.766 --> 02:02:33.554
but I will just tell you because we've got

02:02:33.554 --> 02:02:36.387
the English language Arts reading,

02:02:37.359 --> 02:02:39.359
that will be after our final review.

02:02:39.359 --> 02:02:41.342
And there was something else that's really big

02:02:41.342 --> 02:02:43.137
in July, and I was trying to think what,

02:02:43.137 --> 02:02:46.039
the science, will be discussing the science?

02:02:46.039 --> 02:02:48.456
Sorry, the Proclamation 2017,

02:02:49.431 --> 02:02:50.514
I can't remember.

02:02:50.514 --> 02:02:52.720
I know, this is way ahead of the agenda, so.

02:02:52.720 --> 02:02:54.000
Randy, you don't need to stand there.

02:02:54.000 --> 02:02:57.006
(laughs) I'm sorry, I thought I'd kind of -

02:02:57.006 --> 02:03:00.989
told you to go ahead, so thank you very much.

02:03:00.989 --> 02:03:02.838
<v ->I can't off the top of my head</v>

02:03:02.838 --> 02:03:04.558
think of what else we would have.

02:03:04.558 --> 02:03:07.707
I think some of it's going to depend on

02:03:07.707 --> 02:03:11.974
whether it's further discussion of the standards

02:03:11.974 --> 02:03:14.372
in July or first reading.

02:03:14.372 --> 02:03:17.399
If it's first reading then we would, I believe,

02:03:17.399 --> 02:03:20.816
have an item related to the Proclamation,

02:03:21.820 --> 02:03:23.487
but if it continues to be discussion

02:03:23.487 --> 02:03:26.839
then it wouldn't yet be time to discuss the Proclamation.

02:03:26.839 --> 02:03:29.803
So, I think there's still a few decisions

02:03:29.803 --> 02:03:32.464
that need to be made before we have a good sense

02:03:32.464 --> 02:03:36.230
of what you have to have on your agenda.

02:03:36.230 --> 02:03:39.419
<v ->Members, if you'll allow me the opportunity to visit</v>

02:03:39.419 --> 02:03:43.417
with staff about what's going to be on the July agenda.

02:03:43.417 --> 02:03:46.901
Kind of looking ahead, and the timing of when we do this,

02:03:46.901 --> 02:03:50.396
because even if we agreed that, yes, it's time to streamline,

02:03:50.396 --> 02:03:52.732
it would be down the road, correct?

02:03:52.732 --> 02:03:56.043
Because we've already got science scheduled,

02:03:56.043 --> 02:03:59.132
social studies, so it's not like it's super,

02:03:59.132 --> 02:04:01.617
we have to get this done right this second.

02:04:01.617 --> 02:04:04.874
Because we've already got streamlining scheduled.

02:04:04.874 --> 02:04:08.464
I don't think it's going to make a difference

02:04:08.464 --> 02:04:11.762
in the actual execution, should we decide to move forward

02:04:11.762 --> 02:04:15.561
if we had it on the agenda to have that discussion,

02:04:15.561 --> 02:04:18.365
not necessarily in July but maybe September.

02:04:18.365 --> 02:04:19.698
Yes, Mr. Rowley.

02:04:20.538 --> 02:04:21.858
Oh, I'm sorry, Mr. Allen.

02:04:21.858 --> 02:04:23.897
<v Mr. Allen>I was just trying to put on the table</v>

02:04:23.897 --> 02:04:26.767
a possible workshop, an opportunity to have

02:04:26.767 --> 02:04:30.643
some development and understanding for the board.

02:04:30.643 --> 02:04:32.625
When we're talking about things historical

02:04:32.625 --> 02:04:35.534
it's not necessarily a item for the agenda

02:04:35.534 --> 02:04:36.789
but a time for workshop.

02:04:36.789 --> 02:04:39.455
<v ->That's a great idea, actually.</v>

02:04:40.304 --> 02:04:43.586
I would rather do it in that format.

02:04:43.586 --> 02:04:44.795
<v Voiceover>What's the difference,</v>

02:04:44.795 --> 02:04:46.543
how would you define the difference?

02:04:46.543 --> 02:04:49.126
<v ->So workshop's usually around,</v>

02:04:50.146 --> 02:04:53.153
could be around a meeting or a separate meeting.

02:04:53.153 --> 02:04:56.282
<v ->In this case, because I was sitting here</v>

02:04:56.282 --> 02:04:58.639
and I understand that when we were facing

02:04:58.639 --> 02:05:00.975
the approval of these standards we all came

02:05:00.975 --> 02:05:03.475
unanimously believing they were the best standards

02:05:03.475 --> 02:05:05.114
in the United States at that time.

02:05:05.114 --> 02:05:06.364
<v Donna>Right, right.</v>

02:05:06.364 --> 02:05:08.240
<v ->What the questions are coming up now</v>

02:05:08.240 --> 02:05:11.120
is historical in nature and so that means

02:05:11.120 --> 02:05:13.416
there needs to be some understanding of what took place,

02:05:13.416 --> 02:05:14.883
why, and the processes,

02:05:14.883 --> 02:05:16.749
and I think that's more of a workshop

02:05:16.749 --> 02:05:18.916
versus coming and having the expectation

02:05:18.916 --> 02:05:21.198
of a discussion item and somebody wants you

02:05:21.198 --> 02:05:23.228
to move to an action item.

02:05:23.228 --> 02:05:25.199
And I think what we need is some clarification

02:05:25.199 --> 02:05:28.917
and some professional development around the subject first

02:05:28.917 --> 02:05:30.237
before we go forward in terms

02:05:30.237 --> 02:05:33.767
of giving some hope that we're getting ready

02:05:33.767 --> 02:05:35.978
to make amazing change overnight.

02:05:35.978 --> 02:05:38.619
<v Donna>I would be in complete agreement with that.</v>

02:05:38.619 --> 02:05:40.001
Ms. Hardy.

02:05:40.001 --> 02:05:43.151
<v ->I would agree with that, too, because I think that</v>

02:05:43.151 --> 02:05:46.068
even at this point a lot of people,

02:05:47.066 --> 02:05:48.798
I was there when they were doing this,

02:05:48.798 --> 02:05:50.350
and they would've like to have had

02:05:50.350 --> 02:05:52.850
another time, another meeting,

02:05:54.458 --> 02:05:58.064
and we just ran out of time, we rushed them at the end.

02:05:58.064 --> 02:06:00.353
And one of the things I've heard them say

02:06:00.353 --> 02:06:03.166
in retrospect the would like to do, da-dah da-dah da-dah.

02:06:03.166 --> 02:06:05.800
That's the math people.

02:06:05.800 --> 02:06:09.668
But, I think it's very important that we don't put math

02:06:09.668 --> 02:06:12.714
in front of social studies and in science,

02:06:12.714 --> 02:06:15.377
that it gets in the lineup with everything else.

02:06:15.377 --> 02:06:16.698
<v ->Yeah, that's why I'm saying,</v>

02:06:16.698 --> 02:06:21.126
if you'll give me some flexibility to schedule that timing,

02:06:21.126 --> 02:06:23.687
and I think the workshop is a better idea

02:06:23.687 --> 02:06:26.226
around a board meeting, like an extra day,

02:06:26.226 --> 02:06:28.482
we'll come just for the workshop,

02:06:28.482 --> 02:06:29.781
around a board meeting.

02:06:29.781 --> 02:06:31.114
Yes, Mr. Rowley.

02:06:32.220 --> 02:06:34.798
<v ->I think that's part of the conversation, actually,</v>

02:06:34.798 --> 02:06:36.668
as to whether or not you did move it ahead of science

02:06:36.668 --> 02:06:40.243
or you did move it ahead of social studies.

02:06:40.243 --> 02:06:42.641
I'm not advocating that but I'm saying

02:06:42.641 --> 02:06:44.124
that's part of the conversation.

02:06:44.124 --> 02:06:46.271
But I agree with my colleague--

02:06:46.271 --> 02:06:47.495
<v Donna>To do a work session?</v>

02:06:47.495 --> 02:06:50.487
<v ->Yeah, that's what I started the conversation with,</v>

02:06:50.487 --> 02:06:52.437
I'd like to be more fully informed.

02:06:52.437 --> 02:06:55.769
Better educated than just based upon

02:06:55.769 --> 02:06:58.411
the testimony and the handouts that I've received.

02:06:58.411 --> 02:06:59.713
<v Donna>Absolutely, Ms. Beltran.</v>

02:06:59.713 --> 02:07:02.232
<v ->At the risk of beating a dead horse here (chuckles).</v>

02:07:02.232 --> 02:07:03.846
I think there's general (chuckles) consensus,

02:07:03.846 --> 02:07:07.949
but I did also just wanna note that, you know,

02:07:07.949 --> 02:07:10.068
I am appreciative of the parents who have testified

02:07:10.068 --> 02:07:12.234
and I know it's a lot of time.

02:07:12.234 --> 02:07:16.183
I'm very interested in hearing from teachers as well.

02:07:16.183 --> 02:07:18.621
so part of the review committee, I think,

02:07:18.621 --> 02:07:20.754
obviously those include educators,

02:07:20.754 --> 02:07:22.522
but I'd also like to hear from educators

02:07:22.522 --> 02:07:24.513
who are implementing the standards across the state

02:07:24.513 --> 02:07:26.468
and just kind of hear their thoughts.

02:07:26.468 --> 02:07:28.954
We have plenty of teachers representatives

02:07:28.954 --> 02:07:30.579
and teacher groups here in Austin

02:07:30.579 --> 02:07:32.306
and they are not here talking about it,

02:07:32.306 --> 02:07:35.056
and so I'd like that perspective.

02:07:37.234 --> 02:07:40.291
<v ->So, is it okay if we -- let me work with staff</v>

02:07:40.291 --> 02:07:43.744
and figure out when that work session might take place,

02:07:43.744 --> 02:07:45.329
and then we'll move forward from there?

02:07:45.329 --> 02:07:46.638
Okay, thank you, members,

02:07:46.638 --> 02:07:48.450
let's move on from that, if that's all right.

02:07:48.450 --> 02:07:49.533
Yes, Dr. Dominguez.

02:07:49.533 --> 02:07:50.839
<v Dr. Dominguez>One more comment.</v>

02:07:50.839 --> 02:07:52.756
Maybe an online survey?

02:07:54.009 --> 02:07:58.092
When she said reach out to educators, principals.

02:07:59.515 --> 02:08:02.115
<v ->Yeah, we will put together how that's going to look</v>

02:08:02.115 --> 02:08:04.513
if that's all right with you guys, and any suggestions.

02:08:04.513 --> 02:08:07.757
I'm sure Monica's writing that down.

02:08:07.757 --> 02:08:08.743
Yeah, Ms. Cargill.

02:08:08.743 --> 02:08:09.986
<v ->I do wanna remind everybody though,</v>

02:08:09.986 --> 02:08:13.845
at a workshop there's no public testimony.

02:08:13.845 --> 02:08:16.500
It is the board working with--

02:08:16.500 --> 02:08:18.369
<v Donna>It's still invited testimony.</v>

02:08:18.369 --> 02:08:20.480
<v ->Well, it's not really testimony though.</v>

02:08:20.480 --> 02:08:22.349
Monica, do you wanna explain how that works?

02:08:22.349 --> 02:08:23.641
<v Donna>Yeah, that's a good question.</v>

02:08:23.641 --> 02:08:28.355
<v Monica>It really is, you're working with staff.</v>

02:08:28.355 --> 02:08:29.659
<v Donna>But you can invite people to speak</v>

02:08:29.659 --> 02:08:32.325
like we did with the publishers.

02:08:33.730 --> 02:08:36.717
<v ->But it wouldn't be, you would have to be very clear</v>

02:08:36.717 --> 02:08:39.717
on who it is and why it would not be

02:08:42.171 --> 02:08:45.425
a time for members of the public to come and testify.

02:08:45.425 --> 02:08:47.376
<v Donna>But that's why, I guess,</v>

02:08:47.376 --> 02:08:48.778
because what we're saying is we want to hear from

02:08:48.778 --> 02:08:51.457
the teachers, we want to hear from the review members.

02:08:51.457 --> 02:08:53.873
Can we not ask them to invite

02:08:54.768 --> 02:08:56.495
and then maybe have a survey as part of this?

02:08:56.495 --> 02:08:57.918
Yes, Ms. Hardy.

02:08:57.918 --> 02:08:59.604
<v ->In the past when we've done a workshop,</v>

02:08:59.604 --> 02:09:02.225
I believe Ms. Cargill was the Chair of that workshop,

02:09:02.225 --> 02:09:03.810
we brought in the panel members who

02:09:03.810 --> 02:09:07.473
were on the writing team to address

02:09:07.473 --> 02:09:08.933
what their intent was.

02:09:08.933 --> 02:09:10.609
<v Donna>Right, so we can extend invitations</v>

02:09:10.609 --> 02:09:12.478
is what I'm trying to say.

02:09:12.478 --> 02:09:13.478
Yes, Monica.

02:09:14.944 --> 02:09:16.523
<v ->I can think of two instances</v>

02:09:16.523 --> 02:09:19.130
where you had individuals other than staff at a workshop.

02:09:19.130 --> 02:09:22.807
One was actually the last time that we reviewed

02:09:22.807 --> 02:09:25.692
and revised English Language Arts and Reading

02:09:25.692 --> 02:09:28.526
And you invited a panel of reading

02:09:30.073 --> 02:09:32.308
and language arts experts,

02:09:32.308 --> 02:09:34.583
so they were part of the conversation.

02:09:34.583 --> 02:09:36.676
And then as was previously mentioned

02:09:36.676 --> 02:09:40.719
you invited publishers when there was a conversation

02:09:40.719 --> 02:09:44.391
related to the instructional materials.

02:09:44.391 --> 02:09:48.431
Again, I think you would need to be clear on

02:09:48.431 --> 02:09:51.621
who you were inviting and the reason for that testimony

02:09:51.621 --> 02:09:55.339
because it wouldn't be an invitation

02:09:55.339 --> 02:09:58.589
to members of the public at that point.

02:10:01.368 --> 02:10:04.253
<v ->Yes, Ms. Melton-Malone, you haven't spoken yet.</v>

02:10:04.253 --> 02:10:07.646
<v ->That might be a good time to send it out</v>

02:10:07.646 --> 02:10:11.445
to the service centers and get them to send it out

02:10:11.445 --> 02:10:16.054
to their region and maybe have the written testimony.

02:10:16.054 --> 02:10:17.482
Can we do that, Monica?

02:10:17.482 --> 02:10:19.926
Can they write us something and send it in

02:10:19.926 --> 02:10:22.539
and for us to read during that workshop?

02:10:22.539 --> 02:10:25.912
<v ->You can always ask for written testimony.</v>

02:10:25.912 --> 02:10:29.346
I don't think it would be testimony that you would

02:10:29.346 --> 02:10:31.256
read as part of the meeting.

02:10:31.256 --> 02:10:33.491
It would be information for you to read

02:10:33.491 --> 02:10:35.791
on your own and to be aware of.

02:10:35.791 --> 02:10:36.933
<v ->Well I was thinking that way</v>

02:10:36.933 --> 02:10:40.003
we could get input from teachers

02:10:40.003 --> 02:10:42.208
to do that with the teachers to get some

02:10:42.208 --> 02:10:45.540
input from them on how things are working.

02:10:45.540 --> 02:10:47.972
<v ->And Madame Chair, it seems like now you're getting</v>

02:10:47.972 --> 02:10:52.138
into more of a discussion about some of these processes?

02:10:55.905 --> 02:10:57.579
I don't know that you're posted to have

02:10:57.579 --> 02:10:59.834
this level of detailed conversation,

02:10:59.834 --> 02:11:01.358
I guess is the point I'm trying' to make.

02:11:01.358 --> 02:11:03.551
<v Donna>Yes, Ms. Perez.</v>

02:11:03.551 --> 02:11:05.047
<v ->Thank you, Monica, for the guidance,</v>

02:11:05.047 --> 02:11:08.847
but I think in support of what Mr. Allen was saying earlier

02:11:08.847 --> 02:11:12.130
I think that the first step is having this workshop,

02:11:12.130 --> 02:11:13.287
and the purpose of the workshop

02:11:13.287 --> 02:11:14.790
is to get that historical context.

02:11:14.790 --> 02:11:18.143
So I think at that point the people that we invite

02:11:18.143 --> 02:11:20.642
to come speak should be the individuals

02:11:20.642 --> 02:11:22.695
that served on the panels at the time

02:11:22.695 --> 02:11:24.502
who made those decisions so that we understand

02:11:24.502 --> 02:11:27.465
where they came from and only them.

02:11:27.465 --> 02:11:29.331
That way we're going into this with a clear understanding

02:11:29.331 --> 02:11:32.013
of where we first started.

02:11:32.013 --> 02:11:33.903
At that point I think the written, you know,

02:11:33.903 --> 02:11:35.367
if we want written testimony we can take that

02:11:35.367 --> 02:11:38.389
and then eventually we can work into an agenda item,

02:11:38.389 --> 02:11:40.009
and then we can invite public testimony.

02:11:40.009 --> 02:11:41.594
But I think that we need to be very careful of how--

02:11:41.594 --> 02:11:42.610
<v Donna>We need to get some baseline.</v>

02:11:42.610 --> 02:11:43.443
<v ->Yes.</v>

02:11:43.443 --> 02:11:44.907
<v Donna>Yeah, gotcha.</v>

02:11:44.907 --> 02:11:47.974
Mr. Mercer, because we'd like to move on, Mr. Mercer.

02:11:47.974 --> 02:11:51.534
<v ->A humble two-part thing is one of the conversations</v>

02:11:51.534 --> 02:11:53.926
I had with the Commissioner, we had Wednesday,

02:11:53.926 --> 02:11:56.314
and this is my business mine, but I gotta make sure.

02:11:56.314 --> 02:11:59.220
I think in a two-step process, I need we need to have one,

02:11:59.220 --> 02:12:00.804
as Ms. Perez mentioned the historical context

02:12:00.804 --> 02:12:05.118
of what happened, but after that the people who wrote it,

02:12:05.118 --> 02:12:06.972
that not going to help me solve the problem.

02:12:06.972 --> 02:12:09.491
I want a second thing later on we have,

02:12:09.491 --> 02:12:11.646
what I call this, is the end-user.

02:12:11.646 --> 02:12:13.793
The classroom educator and the parents.

02:12:13.793 --> 02:12:14.751
<v Donna>Right.</v>

02:12:14.751 --> 02:12:16.526
<v ->I want to hear, I mean the other stuff about,</v>

02:12:16.526 --> 02:12:18.930
because if wrote them, I have certain body in there.

02:12:18.930 --> 02:12:20.395
This is what I wrote with what I wanted

02:12:20.395 --> 02:12:23.088
but we should get a historical context what was meant,

02:12:23.088 --> 02:12:25.810
but we're going to solve the problem, I want to talk --

02:12:25.810 --> 02:12:28.960
we move on to a second session to solve a problem.

02:12:28.960 --> 02:12:32.088
I want to talk to those end-users without any

02:12:32.088 --> 02:12:33.511
kind of bias whatsoever.

02:12:33.511 --> 02:12:36.355
I want to talk to the classroom educator and to the parents,

02:12:36.355 --> 02:12:37.920
maybe even kids, too, who are doing this.

02:12:37.920 --> 02:12:41.191
Because if I don't focus on them,

02:12:41.191 --> 02:12:43.528
if I focus on a problem, Mr. Rowley reminded me earlier

02:12:43.528 --> 02:12:45.540
this week about all this complaints,

02:12:45.540 --> 02:12:46.683
we hear all the complaints

02:12:46.683 --> 02:12:48.288
but how we going to solve the problem.

02:12:48.288 --> 02:12:50.523
I think if we listen to a classroom educator

02:12:50.523 --> 02:12:52.737
and the parents we can solve the problem.

02:12:52.737 --> 02:12:55.419
So, what I'm saying is a two-step process.

02:12:55.419 --> 02:12:57.390
One, let's get historical contents

02:12:57.390 --> 02:12:59.300
just to make sure we have our information right,

02:12:59.300 --> 02:13:01.169
to be fair, we hear both sides.

02:13:01.169 --> 02:13:03.912
But to solve the problem, I think we need to, then, focus

02:13:03.912 --> 02:13:07.122
say thank you, I don't need to hear personally

02:13:07.122 --> 02:13:09.966
from any more organizations after I get my contents.

02:13:09.966 --> 02:13:11.612
When I want solve the problem

02:13:11.612 --> 02:13:13.420
I want to yield to that classroom educator

02:13:13.420 --> 02:13:15.920
and to that parent, thank you.

02:13:18.987 --> 02:13:20.836
<v ->Yeah, okay.</v>

02:13:20.836 --> 02:13:22.706
All right, members, we will move on,

02:13:22.706 --> 02:13:26.216
and I think there's general agreement around that.

02:13:26.216 --> 02:13:27.167
<v Von>Chair Bahorich.</v>

02:13:27.167 --> 02:13:28.773
<v ->Yes.</v>

02:13:28.773 --> 02:13:30.682
<v ->There was a question asked earlier</v>

02:13:30.682 --> 02:13:32.981
about how long the prohibition to methodology

02:13:32.981 --> 02:13:36.465
had been in statute, and I've been able

02:13:36.465 --> 02:13:38.903
to trace it back to at least 1990,

02:13:38.903 --> 02:13:42.784
so for the past 26 years of the SBOE operating

02:13:42.784 --> 02:13:45.770
that has been in place, somewhat have applied to

02:13:45.770 --> 02:13:49.937
all of the standards that you've adopted in that time.

02:13:51.641 --> 02:13:53.974
<v ->Yes, members, it is 11:30,</v>

02:13:55.095 --> 02:13:56.680
can we take a ten-minute break here?

02:13:56.680 --> 02:13:59.443
I know we've got three more testimonies

02:13:59.443 --> 02:14:03.120
but I'd really like to take a quick

02:14:03.120 --> 02:14:07.186
(chuckles) restroom break, if that's all right.

02:14:07.186 --> 02:14:09.520
So, yeah, we got three more.

02:14:10.519 --> 02:14:12.164
Yeah, we have three more.

02:14:12.164 --> 02:14:13.414
So, ten minutes.

02:22:02.855 --> 02:22:07.041
I just want to get everybody back together.

02:22:07.041 --> 02:22:08.734
We've got three more testifiers

02:22:08.734 --> 02:22:13.473
and we've got people who have to catch planes and go.

02:22:13.473 --> 02:22:18.310
Yeah, because, and we've got how many items to go through?

02:22:18.310 --> 02:22:19.393
<v Mr. Mercer>19.</v>

02:22:19.393 --> 02:22:20.310
<v ->19 items.</v>

02:22:25.630 --> 02:22:29.274
So members, on our questions to testifiers

02:22:29.274 --> 02:22:32.941
can we clip those or let's not repeat things

02:22:33.886 --> 02:22:37.970
that we been saying over and over numerous times.

02:22:40.028 --> 02:22:42.861
We've got to move on through here.

02:22:44.960 --> 02:22:49.127
<v Voiceover>Arlinda Lawson followed by Sherryl Gray.</v>

02:22:51.030 --> 02:22:52.280
Arlinda Lawson.

02:22:53.935 --> 02:22:55.681
Sherryl Gray.

02:22:55.681 --> 02:22:57.283
<v ->The staff crossed them.</v>

02:22:57.283 --> 02:22:58.151
<v ->Okay.</v>

02:22:58.151 --> 02:23:01.147
<v Voiceover>Alicia Rivera-Palomino.</v>

02:23:01.147 --> 02:23:01.980
Okay.

02:23:19.750 --> 02:23:20.969
<v ->Almost afternoon,</v>

02:23:20.969 --> 02:23:24.321
So, Good Morning. Good Afternoon, Committee.

02:23:24.321 --> 02:23:27.755
While it is yet a pleasure for me to be here today

02:23:27.755 --> 02:23:32.057
it is also appalling that I am here today.

02:23:32.057 --> 02:23:34.674
I am looking for a revision

02:23:34.674 --> 02:23:38.209
in regards to your education code surrounding homelessness

02:23:38.209 --> 02:23:41.602
and special education, while yet I am also seeking

02:23:41.602 --> 02:23:44.081
a resolution for my two daughters,

02:23:44.081 --> 02:23:47.020
Aziana Lawson and Asia Lawson.

02:23:47.020 --> 02:23:50.546
I have been dealing with the matter for over a year now

02:23:50.546 --> 02:23:54.380
in regards to her receiving the necessary SPED

02:23:55.870 --> 02:23:57.698
that she should have been receiving

02:23:57.698 --> 02:24:01.152
and upon leaving AISD district and filing a complaint

02:24:01.152 --> 02:24:05.152
and visiting with your now long gone Cindy Swang

02:24:06.172 --> 02:24:09.057
and Darrell McKnight in regards to these issues,

02:24:09.057 --> 02:24:11.515
nothing were done by your agency.

02:24:11.515 --> 02:24:15.660
So I am here to seek something to be done by your agency

02:24:15.660 --> 02:24:17.876
in regards to these issues and this complaint

02:24:17.876 --> 02:24:19.785
that I have filed with the office

02:24:19.785 --> 02:24:23.301
of the Civil Rights Investigation Office down in Dallas.

02:24:23.301 --> 02:24:27.059
My daughter who is in special education, she is autistic,

02:24:27.059 --> 02:24:29.893
she has a disruptive mood disorder

02:24:31.109 --> 02:24:33.012
as well as ADHD,

02:24:33.012 --> 02:24:35.329
who received SPED education

02:24:35.329 --> 02:24:37.909
in the Round Rock Independent School District

02:24:37.909 --> 02:24:41.805
after us transitioning into that district.

02:24:41.805 --> 02:24:45.198
Upon doing that, we also transitioned from that district

02:24:45.198 --> 02:24:46.944
because of some things that happened to her

02:24:46.944 --> 02:24:48.062
while in that district.

02:24:48.062 --> 02:24:50.825
She was arrested and other things took place.

02:24:50.825 --> 02:24:53.858
I was denied access into the school.

02:24:53.858 --> 02:24:57.500
We then moved into Killeen Independent School District.

02:24:57.500 --> 02:25:01.301
For a year now I have spoken with Dr. Flores,

02:25:01.301 --> 02:25:03.109
I have spoken with Dr. Cruz,

02:25:03.109 --> 02:25:05.993
Superintendent of Killeen ISD and AISD.

02:25:05.993 --> 02:25:09.672
I have also spoken with no longer, your Chief of Staff,

02:25:09.672 --> 02:25:12.755
for AISD, Mel Waxler and Dr. Presley.

02:25:13.837 --> 02:25:16.559
I have also spoken to the Director of Student Services

02:25:16.559 --> 02:25:18.476
for Killeen, Mr. Welch.

02:25:19.343 --> 02:25:23.426
And from reviewing some of your legislation rules

02:25:24.300 --> 02:25:28.133
and policies under Chapter 25, Section 25.036,

02:25:31.321 --> 02:25:33.821
Section 25.007, Section 25.32,

02:25:37.015 --> 02:25:40.265
Section 25.0342, there has been nothing

02:25:41.750 --> 02:25:44.553
in those rules, regulations, policies,

02:25:44.553 --> 02:25:48.637
and procedures that states why she has been denied

02:25:48.637 --> 02:25:50.689
her out-of-district transfer.

02:25:50.689 --> 02:25:53.818
And so I am here to hope in hopes that we can get

02:25:53.818 --> 02:25:57.225
a resolution on my daughter because she has received

02:25:57.225 --> 02:26:00.704
some more retaliatory action while we are now back

02:26:00.704 --> 02:26:03.433
into the Austin Independent School District

02:26:03.433 --> 02:26:07.115
with a current lawsuit still pending for over a year now,

02:26:07.115 --> 02:26:11.454
as of to this date, where we had a school nurse who refused

02:26:11.454 --> 02:26:15.624
to administer her medications per a doctor's instructions.

02:26:15.624 --> 02:26:19.623
So I'm hoping that on today we can get a proper resolution

02:26:19.623 --> 02:26:22.499
as well as revision for your policies

02:26:22.499 --> 02:26:25.498
and your procedures regarding homelessness

02:26:25.498 --> 02:26:27.522
and regarding special education students

02:26:27.522 --> 02:26:30.277
because that's the battle that I have been facing

02:26:30.277 --> 02:26:33.568
and the advocacy approach that I have taken as a parent,

02:26:33.568 --> 02:26:38.103
while yet seeking help from COPAA and other advocates.

02:26:38.103 --> 02:26:40.727
<v ->Thank you, Ms. Lawson,</v>

02:26:40.727 --> 02:26:45.661
and I really appreciate your passion for your child here.

02:26:45.661 --> 02:26:47.416
I know you're trying to get the best services

02:26:47.416 --> 02:26:51.166
that she's entitled to and that she deserves.

02:26:53.296 --> 02:26:56.926
Unfortunately, this particular issue is not something

02:26:56.926 --> 02:26:59.509
that is under our jurisdiction.

02:27:02.254 --> 02:27:04.587
Is there a staff person that

02:27:08.166 --> 02:27:09.249
is available?

02:27:11.994 --> 02:27:12.827
Breath?

02:27:12.827 --> 02:27:14.139
I'm sorry.

02:27:14.139 --> 02:27:16.654
Ruffelin Anderson, oh, okay.

02:27:16.654 --> 02:27:18.597
Ruffelin Anderson.

02:27:18.597 --> 02:27:22.304
I want to make sure that you connect with her

02:27:22.304 --> 02:27:25.375
to discuss this issue, because, honestly,

02:27:25.375 --> 02:27:27.164
this is not something that we have

02:27:27.164 --> 02:27:28.909
under our jurisdiction at all.

02:27:28.909 --> 02:27:31.320
And I understand and I appreciate

02:27:31.320 --> 02:27:32.688
and I want you to get some help,

02:27:32.688 --> 02:27:34.511
but we're not the persons to ask

02:27:34.511 --> 02:27:38.050
for this particular part of the education law

02:27:38.050 --> 02:27:40.360
which would've been put in place by our legislators.

02:27:40.360 --> 02:27:41.326
<v Arlinda>Correct.</v>

02:27:41.326 --> 02:27:44.696
<v ->So, anyway, would you be able to meet with her?</v>

02:27:44.696 --> 02:27:46.191
<v ->Can I just say something</v>

02:27:46.191 --> 02:27:47.645
to your comment in regards to that?

02:27:47.645 --> 02:27:48.499
<v Donna>Absolutely.</v>

02:27:48.499 --> 02:27:52.095
<v ->And I know Ms. Perez would like to say something as well.</v>

02:27:52.095 --> 02:27:54.205
But I've already spoken with Ms. Anderson.

02:27:54.205 --> 02:27:56.691
I was actually here on Wednesday of this week

02:27:56.691 --> 02:27:58.721
to speak with Darrell McKnight.

02:27:58.721 --> 02:28:02.305
I actually spoke with a supervisor with OCR

02:28:03.332 --> 02:28:05.725
who stated their jurisdiction over TEA

02:28:05.725 --> 02:28:08.285
and to speak with Mr. Darrell McKnight again

02:28:08.285 --> 02:28:10.699
in regards to this so that he did initiate

02:28:10.699 --> 02:28:12.984
a complaint through your agency.

02:28:12.984 --> 02:28:14.715
He did not do that.

02:28:14.715 --> 02:28:18.251
Upon speaking to Ms. Anderson, she stated that once

02:28:18.251 --> 02:28:20.323
the email that I sent him in regards

02:28:20.323 --> 02:28:23.698
to the most current issue which is dealing with the nurse

02:28:23.698 --> 02:28:26.198
being back into AISD district.

02:28:26.198 --> 02:28:28.734
Once that email was generated over to her

02:28:28.734 --> 02:28:31.425
the complaint process would begin.

02:28:31.425 --> 02:28:33.926
Upon Wednesday of this week when I came in,

02:28:33.926 --> 02:28:35.900
Mr. McKnight had not done so.

02:28:35.900 --> 02:28:37.504
I questioned him about the reason

02:28:37.504 --> 02:28:39.509
as to why he had not done so,

02:28:39.509 --> 02:28:43.263
and that was still not a clear reason as to why.

02:28:43.263 --> 02:28:46.433
So she and I have spoken again since then.

02:28:46.433 --> 02:28:48.676
We spoke on yesterday.

02:28:48.676 --> 02:28:51.431
That particular complaint has been initiated.

02:28:51.431 --> 02:28:54.381
But what I am asking for according to what I was advised

02:28:54.381 --> 02:28:58.232
through OCR is that we begin a thorough investigation

02:28:58.232 --> 02:29:02.451
through your agency dating back to April of last year,

02:29:02.451 --> 02:29:05.419
and the end of March, when I spoke to Cindy Swang

02:29:05.419 --> 02:29:07.711
in regards to these issues, Darrell McKnight,

02:29:07.711 --> 02:29:10.637
and there were others at the time that we had a meeting

02:29:10.637 --> 02:29:12.294
in regards to these issues.

02:29:12.294 --> 02:29:15.635
And from my understanding at this point now a year later,

02:29:15.635 --> 02:29:19.365
there should have been, immediately, a complaint initiated

02:29:19.365 --> 02:29:21.608
within your agency and there was not.

02:29:21.608 --> 02:29:24.313
Several of the individuals that I named

02:29:24.313 --> 02:29:28.118
are no longer working within AISD district

02:29:28.118 --> 02:29:30.751
but they are working in surrounding districts.

02:29:30.751 --> 02:29:33.286
So I would definitely like for those individuals

02:29:33.286 --> 02:29:35.383
to be scrutinized for their behavior

02:29:35.383 --> 02:29:36.557
in regards to the things

02:29:36.557 --> 02:29:39.557
that have happened with my daughter.

02:29:40.406 --> 02:29:42.892
<v Donna>Ms. Perez.</v>

02:29:42.892 --> 02:29:44.690
<v ->Thank you, Madame Chair,</v>

02:29:44.690 --> 02:29:48.500
and thank you ma'am for being here today.

02:29:48.500 --> 02:29:50.645
I know Ms. Bahorich mentioned that we don't have

02:29:50.645 --> 02:29:52.767
any authority, unfortunately we can't help in that sense,

02:29:52.767 --> 02:29:55.036
but there are different avenues.

02:29:55.036 --> 02:29:56.935
You said that you're in the middle of a lawsuit right now

02:29:56.935 --> 02:29:59.115
and I imagine that there have been grievances filed

02:29:59.115 --> 02:30:00.740
with the district in and of itself?

02:30:00.740 --> 02:30:02.032
<v Arlinda>Mm-hmm.</v>

02:30:02.032 --> 02:30:06.149
<v ->One of the most important things is documentation.</v>

02:30:06.149 --> 02:30:07.984
So, as long as you have that documentation

02:30:07.984 --> 02:30:10.005
hopefully we can get somebody here within the agency

02:30:10.005 --> 02:30:14.002
that can initiate what needs to happen

02:30:14.002 --> 02:30:15.125
so we can address these issues

02:30:15.125 --> 02:30:18.721
because I understand how important that is.

02:30:18.721 --> 02:30:20.819
And in the meantime your child is losing out

02:30:20.819 --> 02:30:22.319
on their education

02:30:23.451 --> 02:30:26.011
despite everything else what they're going through.

02:30:26.011 --> 02:30:27.718
One of the other things I wanted to ask is,

02:30:27.718 --> 02:30:30.522
and just out of curiosity, was there ever a report filed

02:30:30.522 --> 02:30:33.253
with the Texas Department of Family Protective Services

02:30:33.253 --> 02:30:34.960
against that nurse?

02:30:34.960 --> 02:30:38.007
<v ->No, this just happened this week.</v>

02:30:38.007 --> 02:30:39.981
I went to go and register the children

02:30:39.981 --> 02:30:42.931
after several failed attempts to get them

02:30:42.931 --> 02:30:45.960
into private schools in the surrounding area

02:30:45.960 --> 02:30:48.710
because of the out-of-district transfer denial.

02:30:48.710 --> 02:30:51.465
There was a lot of miscommunication with Killeen ISD

02:30:51.465 --> 02:30:55.502
in regards to that I had explained the nature of the issue

02:30:55.502 --> 02:31:00.009
that was still pending and requested in writing

02:31:00.009 --> 02:31:02.470
with these particular reasons that the children

02:31:02.470 --> 02:31:05.321
not be denied once we're out of the district.

02:31:05.321 --> 02:31:08.428
And so upon doing so, I began seeking

02:31:08.428 --> 02:31:11.475
private academies to get them in to.

02:31:11.475 --> 02:31:15.074
I'm also a full-time student, I've had to drop out of school

02:31:15.074 --> 02:31:18.346
because of these issues still existing as well.

02:31:18.346 --> 02:31:22.294
But nonetheless, several of the private schools

02:31:22.294 --> 02:31:25.752
have denied access to my youngest daughter

02:31:25.752 --> 02:31:29.383
who has the disability because of the disability

02:31:29.383 --> 02:31:32.163
and not having IEPs in private academies

02:31:32.163 --> 02:31:34.407
and things of that nature.

02:31:34.407 --> 02:31:37.164
I just went in to re-enroll them

02:31:37.164 --> 02:31:38.962
at the beginning of this week

02:31:38.962 --> 02:31:42.468
and that's what took place during the registration.

02:31:42.468 --> 02:31:45.801
So I felt retaliated against, of course,

02:31:46.720 --> 02:31:49.470
by what's taking place right now.

02:31:50.446 --> 02:31:51.557
It was very uncomfortable,

02:31:51.557 --> 02:31:54.143
it was a very uncomfortable process.

02:31:54.143 --> 02:31:58.530
By it being that we are now no longer a family

02:31:58.530 --> 02:32:00.538
in transition with being homelessness

02:32:00.538 --> 02:32:04.021
and now we're stable and we have a actual place to live,

02:32:04.021 --> 02:32:06.708
this is the only school in our district.

02:32:06.708 --> 02:32:09.369
I do not want my children in the school

02:32:09.369 --> 02:32:11.659
so that's why I'm here to figure out

02:32:11.659 --> 02:32:14.464
what we can do to put them back on the path.

02:32:14.464 --> 02:32:17.230
The issues that we face is been some of what I've heard

02:32:17.230 --> 02:32:18.842
in regards to the math, the TEKS,

02:32:18.842 --> 02:32:20.408
things like that, of that nature.

02:32:20.408 --> 02:32:22.627
She's high intelligent.

02:32:22.627 --> 02:32:23.911
She's high-functioning,

02:32:23.911 --> 02:32:26.763
which are some things you guys are already aware of.

02:32:26.763 --> 02:32:30.768
And so she's been placed on levels here, levels there,

02:32:30.768 --> 02:32:34.308
and it has affected her education a lot.

02:32:34.308 --> 02:32:36.891
I am aware of your special circumstances,

02:32:36.891 --> 02:32:39.765
but none of these special circumstances and rules

02:32:39.765 --> 02:32:44.064
are being applied to my children or for my children.

02:32:44.064 --> 02:32:47.156
That's what I'm here to hopefully get resolved

02:32:47.156 --> 02:32:50.358
on today even though we're at the end of school year.

02:32:50.358 --> 02:32:53.209
Hopefully going into the new school year,

02:32:53.209 --> 02:32:55.497
these will not be things that I have

02:32:55.497 --> 02:32:58.091
to have a concern for my children

02:32:58.091 --> 02:33:00.489
in regards to where they're going to school,

02:33:00.489 --> 02:33:02.262
what type of level is this school,

02:33:02.262 --> 02:33:03.474
and so forth and so on.

02:33:03.474 --> 02:33:04.561
<v ->Right, right.</v>

02:33:04.561 --> 02:33:06.268
And I'm sorry so that we can move on.

02:33:06.268 --> 02:33:07.937
I mentioned the Texas Department of Family

02:33:07.937 --> 02:33:10.757
Protective Services because as a medical professional,

02:33:10.757 --> 02:33:13.088
if you have documentation indicating that this child

02:33:13.088 --> 02:33:15.797
needs to have medication, and they've neglected that,

02:33:15.797 --> 02:33:19.091
that's definitely grounds for reporting.

02:33:19.091 --> 02:33:21.289
So just to let you know that's a step you can take

02:33:21.289 --> 02:33:24.747
and in the meantime the agency will help to work through

02:33:24.747 --> 02:33:27.090
the educational process for your child.

02:33:27.090 --> 02:33:28.355
<v Donna>Absolutely, thank you so much.</v>

02:33:28.355 --> 02:33:29.344
<v Arlinda>Thank you.</v>

02:33:29.344 --> 02:33:31.460
<v Donna>Thank you, Ms. Lawson.</v>

02:33:31.460 --> 02:33:33.843
<v Voiceover>Cheryl Grey followed by</v>

02:33:33.843 --> 02:33:35.760
Alicia Rivera-Palomino.

02:33:49.272 --> 02:33:51.293
<v ->Members of the Texas State Board of Education,</v>

02:33:51.293 --> 02:33:52.391
forgive me for reading this,

02:33:52.391 --> 02:33:55.265
I just don't want to miss any points.

02:33:55.265 --> 02:33:56.799
Everybody else has said it out loud,

02:33:56.799 --> 02:33:57.943
I'm going to read mine, okay?

02:33:57.943 --> 02:33:59.381
<v Donna>Absolutely, go for it.</v>

02:33:59.381 --> 02:34:01.001
You've got a time limit, so go for it.

02:34:01.001 --> 02:34:02.754
<v ->My name is Sherryl Gray, I'm the president</v>

02:34:02.754 --> 02:34:06.984
of Cosmetology Instructors of Public Schools called CIPS.

02:34:06.984 --> 02:34:10.232
I presently represent over 130 secondary

02:34:10.232 --> 02:34:14.016
cosmetology programs throughout the state of Texas.

02:34:14.016 --> 02:34:16.751
I've been an instructor for 26 years in the high school

02:34:16.751 --> 02:34:18.877
as well as a board member of TIVA

02:34:18.877 --> 02:34:21.586
and a teacher advisor for SkillsUSA.

02:34:21.586 --> 02:34:25.073
This is our past president Alicia Ramero.

02:34:25.073 --> 02:34:28.163
<v ->Yes, Good Morning, well, almost Good Afternoon.</v>

02:34:28.163 --> 02:34:29.919
I am Alicia Rivera-Palomino,

02:34:29.919 --> 02:34:32.629
I have been past CIPS president.

02:34:32.629 --> 02:34:35.293
I currently sit on the Texas Department of Licensing

02:34:35.293 --> 02:34:37.630
and Regulation Board for Cosmetology

02:34:37.630 --> 02:34:41.858
and recently just became a subject matter expert

02:34:41.858 --> 02:34:44.882
in cosmetology, and I'm here today,

02:34:44.882 --> 02:34:47.218
along with our current president

02:34:47.218 --> 02:34:51.728
to bring forth the issues that are concerning us.

02:34:51.728 --> 02:34:54.485
<v ->I am requesting that this Texas State Board of Education</v>

02:34:54.485 --> 02:34:57.662
reconsider the proposal of reduction of the credits

02:34:57.662 --> 02:35:02.639
for the cosmetology program from three to two per year.

02:35:02.639 --> 02:35:05.233
A secondary high school cosmetology program

02:35:05.233 --> 02:35:06.775
is designed to enable a student

02:35:06.775 --> 02:35:09.736
to gain the Texas cosmetology operator's license

02:35:09.736 --> 02:35:12.250
upon graduation from high school.

02:35:12.250 --> 02:35:14.773
For this process to succeed, the students are required

02:35:14.773 --> 02:35:17.998
to earn a thousand clock hours, or seat time,

02:35:17.998 --> 02:35:20.171
along with the Texas Department of Licensing

02:35:20.171 --> 02:35:23.769
and Regulations operator curriculum in theory and lab.

02:35:23.769 --> 02:35:27.711
In addition our program utilizes the TEKS Chapter 130

02:35:27.711 --> 02:35:32.657
and the Texas Essential Knowledge Technical Education

02:35:32.657 --> 02:35:35.134
Subchapter J for human services.

02:35:35.134 --> 02:35:37.025
These TEKS show a range right now

02:35:37.025 --> 02:35:39.116
of two to three per course.

02:35:39.116 --> 02:35:41.243
In a recent survey conducted by CIPS,

02:35:41.243 --> 02:35:42.738
which I've attached for you,

02:35:42.738 --> 02:35:45.308
over three-fourths of our cosmetology programs

02:35:45.308 --> 02:35:48.719
manage their curriculum using three credits time table.

02:35:48.719 --> 02:35:50.659
Some schools offer block scheduling

02:35:50.659 --> 02:35:52.343
and show a two-credit course,

02:35:52.343 --> 02:35:55.110
however the actual seat time the students are in the class

02:35:55.110 --> 02:35:57.577
equals the same as the three-credit course.

02:35:57.577 --> 02:36:00.486
We also have a small sign petition, which I attached,

02:36:00.486 --> 02:36:02.657
that gave the teachers a chance to comment

02:36:02.657 --> 02:36:04.014
on the reduction of the credits

02:36:04.014 --> 02:36:05.975
and how it would affect our programs.

02:36:05.975 --> 02:36:07.986
There are several arguments as to why the credits

02:36:07.986 --> 02:36:10.743
are being reduced and why they should remain the same.

02:36:10.743 --> 02:36:14.550
One is to increase the amount of content to our program.

02:36:14.550 --> 02:36:17.754
I disagree with this, right now we have to do

02:36:17.754 --> 02:36:20.467
400 hours of hair cutting,

02:36:20.467 --> 02:36:22.351
150 hours of hair coloring,

02:36:22.351 --> 02:36:25.225
hundred hours of cold waving, hundred of manicuring,

02:36:25.225 --> 02:36:28.941
75 hours of orientations, 75 hours of shampoo,

02:36:28.941 --> 02:36:32.259
50 hours of chemical services, 25 hours of facial,

02:36:32.259 --> 02:36:35.675
and 25 hours of hair and scalp treatment.

02:36:36.745 --> 02:36:38.567
If you add the hours and look at the seat time

02:36:38.567 --> 02:36:40.366
the students are in the class daily now,

02:36:40.366 --> 02:36:41.768
which I've attached for you,

02:36:41.768 --> 02:36:43.240
you'll see that there's just barely enough

02:36:43.240 --> 02:36:45.577
adequate time to accomplish the goal.

02:36:45.577 --> 02:36:48.077
In addition, even though the basic language of the content

02:36:48.077 --> 02:36:50.809
is the same, it hasn't been for years.

02:36:50.809 --> 02:36:52.869
We have to keep current with what we're doing

02:36:52.869 --> 02:36:56.047
so this takes time for the ever-changing techniques.

02:36:56.047 --> 02:36:58.070
Second, most schools are moving to the calendar.

02:36:58.070 --> 02:36:59.154
(bell chimes)

02:37:02.054 --> 02:37:03.058
Is that my warning?

02:37:03.058 --> 02:37:04.843
<v Donna>Yeah, finish up with your final thought there.</v>

02:37:04.843 --> 02:37:07.647
<v ->Secondly, most schools are moving their calendars</v>

02:37:07.647 --> 02:37:10.008
to include minutes instead of days,

02:37:10.008 --> 02:37:11.830
this is going to shorten the time the students

02:37:11.830 --> 02:37:13.676
are in our class, too.

02:37:13.676 --> 02:37:16.062
Lastly, innovative courses.

02:37:16.062 --> 02:37:19.911
Innovative courses are designed to work with TDLR.

02:37:19.911 --> 02:37:21.943
Nevertheless, they do not take the place of the law

02:37:21.943 --> 02:37:24.068
that is set forth by TDLR

02:37:24.068 --> 02:37:26.125
and the required curriculum clock hours.

02:37:26.125 --> 02:37:27.806
An example of this would be principles

02:37:27.806 --> 02:37:30.049
of color and design and color theory.

02:37:30.049 --> 02:37:33.554
In our programs now we, teach 150 hours of hair color.

02:37:33.554 --> 02:37:35.446
With this innovative course we will teaching

02:37:35.446 --> 02:37:37.446
an additional 175 hours.

02:37:38.735 --> 02:37:40.909
The majority of the schools will need to rewrite

02:37:40.909 --> 02:37:43.880
our curriculums and have them approved through TDLR

02:37:43.880 --> 02:37:45.656
before we can do this.

02:37:45.656 --> 02:37:47.852
Another consideration of the innovative courses

02:37:47.852 --> 02:37:50.587
is that when the course is scheduled to be taught,

02:37:50.587 --> 02:37:52.877
that's the period we have to teach them.

02:37:52.877 --> 02:37:56.414
And in some cases the time restraint does not allow us

02:37:56.414 --> 02:37:58.142
to do a chemical application,

02:37:58.142 --> 02:37:59.919
therefore not allowing the student to learn

02:37:59.919 --> 02:38:01.437
the application and process

02:38:01.437 --> 02:38:04.171
that they would actually do in the industry.

02:38:04.171 --> 02:38:06.281
In conclusion, CIPS is requesting the State Board

02:38:06.281 --> 02:38:08.246
of Education to reconsider reducing the number

02:38:08.246 --> 02:38:11.378
of credits per year from three to two.

02:38:11.378 --> 02:38:12.944
As you can see, our programs would not be able

02:38:12.944 --> 02:38:15.374
to work efficiently with this plan

02:38:15.374 --> 02:38:17.616
and would be in danger of extinction.

02:38:17.616 --> 02:38:19.650
Without trades and industrial courses

02:38:19.650 --> 02:38:23.154
students do not fit into the higher education realm

02:38:23.154 --> 02:38:25.421
are at the risk of not becoming productive citizens

02:38:25.421 --> 02:38:26.985
in the State of Texas.

02:38:26.985 --> 02:38:29.416
And I personally, I can tell you of three to five

02:38:29.416 --> 02:38:33.583
students of mine who make over $150,000 a year doing hair.

02:38:34.767 --> 02:38:38.856
So the money is there, these kids need this education.

02:38:38.856 --> 02:38:40.849
I invite you to visit any of our high school

02:38:40.849 --> 02:38:42.931
cosmetology programs and talk to the teachers

02:38:42.931 --> 02:38:44.987
who are in the classroom every day.

02:38:44.987 --> 02:38:48.080
I believe you'd be impressed with the diversified teaching.

02:38:48.080 --> 02:38:49.529
<v Donna>Is that your final thought there?</v>

02:38:49.529 --> 02:38:50.902
Beause we'll go ahead and let the second,

02:38:50.902 --> 02:38:53.076
I understand you're talking on the same subject, correct?

02:38:53.076 --> 02:38:54.666
<v ->I've got a recommendation for you.</v>

02:38:54.666 --> 02:38:58.054
<v Donna>Okay, how about we'll move on to the next person</v>

02:38:58.054 --> 02:39:00.225
and then we'll be able to talk to both of you.

02:39:00.225 --> 02:39:03.333
So, why don't you give us what you were going to say?

02:39:03.333 --> 02:39:04.665
<v ->The only thing that I really wanted to say</v>

02:39:04.665 --> 02:39:08.520
is everything that she's saying is what I agree with.

02:39:08.520 --> 02:39:10.671
What I came here today is to support her

02:39:10.671 --> 02:39:15.213
and be here and bring forth all the evidence with her.

02:39:15.213 --> 02:39:17.129
I am a high school teacher.

02:39:17.129 --> 02:39:20.295
I have been a cosmetology teacher for 11 years.

02:39:20.295 --> 02:39:23.718
I actually teach in Mount Pleasant High School.

02:39:23.718 --> 02:39:27.123
And this has been a great passion of ours.

02:39:27.123 --> 02:39:29.171
I will actually tell you some experiences

02:39:29.171 --> 02:39:30.948
because I better relate like that,

02:39:30.948 --> 02:39:34.078
is I actually had students have come through my program

02:39:34.078 --> 02:39:36.438
who have been the poverty level,

02:39:36.438 --> 02:39:39.382
who would not be able to go to college.

02:39:39.382 --> 02:39:41.042
They would actually come through my program,

02:39:41.042 --> 02:39:42.933
finish my program in the high school,

02:39:42.933 --> 02:39:44.405
went on, paid for the college.

02:39:44.405 --> 02:39:48.572
I actually have a student that is now an attorney,

02:39:50.170 --> 02:39:51.686
she's an immigration attorney

02:39:51.686 --> 02:39:54.162
for the attorney general in San Antonio.

02:39:54.162 --> 02:39:57.011
I also have students that have come through my program

02:39:57.011 --> 02:39:59.643
that are now -- they own their own salons,

02:39:59.643 --> 02:40:01.143
students that have

02:40:04.927 --> 02:40:06.357
slipped through the system

02:40:06.357 --> 02:40:10.516
as far as the Core system is what we would call it.

02:40:10.516 --> 02:40:13.201
These are the students that need this.

02:40:13.201 --> 02:40:16.950
If we go to two credits, these students

02:40:16.950 --> 02:40:19.870
are not going to be able to complete.

02:40:19.870 --> 02:40:22.463
It is very important that each student

02:40:22.463 --> 02:40:24.823
be able to complete with a certification

02:40:24.823 --> 02:40:27.511
and be allowed to go on to work.

02:40:27.511 --> 02:40:29.076
If we go back to two credits,

02:40:29.076 --> 02:40:31.155
this is not going to be able to happen.

02:40:31.155 --> 02:40:34.263
And then they are going to have to go to a private school

02:40:34.263 --> 02:40:36.786
or to a post-secondary school,

02:40:36.786 --> 02:40:39.869
and that is not what House Bill 5 is.

02:40:41.409 --> 02:40:43.870
With House Bill 5, that is the direction that we're going

02:40:43.870 --> 02:40:45.155
is to get them through certifications

02:40:45.155 --> 02:40:47.119
and be able to get them certified

02:40:47.119 --> 02:40:51.286
to be productive parts of society by the time they graduate.

02:40:52.188 --> 02:40:53.832
Go ahead and make your recommendation.

02:40:53.832 --> 02:40:55.083
<v Donna>Yeah, go ahead and make your recommendation.</v>

02:40:55.083 --> 02:40:59.332
<v ->The recommendation is that we do an innovate course</v>

02:40:59.332 --> 02:41:02.357
of lab, so we'd have a credit of lab

02:41:02.357 --> 02:41:05.355
to go along with those two credits.

02:41:05.355 --> 02:41:07.505
<v Donna>Mr. Maynard.</v>

02:41:07.505 --> 02:41:11.104
<v ->Yeah, Madame Chair, I think that,</v>

02:41:11.104 --> 02:41:13.692
that Mark and I have kind of over time

02:41:13.692 --> 02:41:15.026
have had a little bit of this discussion

02:41:15.026 --> 02:41:16.443
as it relates to,

02:41:17.363 --> 02:41:18.974
we we talk about essential knowledge

02:41:18.974 --> 02:41:20.890
and skills and credits,

02:41:22.483 --> 02:41:24.045
there's a philosophy that we have here

02:41:24.045 --> 02:41:28.694
that that's not necessarily tied to seat time.

02:41:28.694 --> 02:41:33.542
But in the industry and how certifications operate,

02:41:33.542 --> 02:41:37.816
in fact, time on task and hours, that sort of thing,

02:41:37.816 --> 02:41:39.919
are very commonly a part of that

02:41:39.919 --> 02:41:42.752
because there's a recognition that

02:41:45.903 --> 02:41:49.288
having that experience, developing that experience

02:41:49.288 --> 02:41:51.955
in those kind of industry skills

02:41:52.991 --> 02:41:56.657
do require repetition to gain a proficiency.

02:41:58.140 --> 02:42:02.688
So that is a little bit where some of the disconnect is,

02:42:02.688 --> 02:42:04.382
that's a fair statement?

02:42:04.382 --> 02:42:05.623
<v Sherryl>Right.</v>

02:42:05.623 --> 02:42:07.048
<v ->If I could just elaborate just real quick,</v>

02:42:07.048 --> 02:42:09.618
I would like to take you through a daily,

02:42:09.618 --> 02:42:11.533
just a daily day of what we do

02:42:11.533 --> 02:42:15.360
with three hours, or we call it three credits.

02:42:15.360 --> 02:42:17.351
The students come in with the first hour,

02:42:17.351 --> 02:42:19.356
we do theory that hour.

02:42:19.356 --> 02:42:21.941
That whole hour is dedicated to theory.

02:42:21.941 --> 02:42:24.910
The next two hours we go out, we have to demo,

02:42:24.910 --> 02:42:26.802
we have to make sure that they're able

02:42:26.802 --> 02:42:29.802
to carry out sanitation precautions.

02:42:30.937 --> 02:42:32.946
They have to know how to do all these things

02:42:32.946 --> 02:42:35.494
that the State regulates us on.

02:42:35.494 --> 02:42:38.227
It's not just cutting hair and putting on make up

02:42:38.227 --> 02:42:39.979
like some people believe.

02:42:39.979 --> 02:42:41.755
We go through chemistry,

02:42:41.755 --> 02:42:43.946
we go through geometry,

02:42:43.946 --> 02:42:45.864
we go through medical terminology.

02:42:45.864 --> 02:42:47.569
There's so many things that we go through

02:42:47.569 --> 02:42:48.959
and I would invite each and every one of you

02:42:48.959 --> 02:42:51.600
to come and visit our classroom anytime

02:42:51.600 --> 02:42:53.787
and see what we do.

02:42:53.787 --> 02:42:54.745
You have anything?

02:42:54.745 --> 02:42:58.457
<v ->Madame Chair, and just as a follow up,</v>

02:42:58.457 --> 02:43:01.349
I'm pretty familiar with a lot

02:43:01.349 --> 02:43:03.144
of what's being discussed here

02:43:03.144 --> 02:43:07.292
and to the extent that is needed or desired

02:43:07.292 --> 02:43:09.115
I would be willing to work with staff

02:43:09.115 --> 02:43:10.818
and to help to kind of resolve this

02:43:10.818 --> 02:43:12.523
as kind of the point person for the board

02:43:12.523 --> 02:43:13.949
if that would be permissible.

02:43:13.949 --> 02:43:15.748
<v ->I think that's an excellent suggestion.</v>

02:43:15.748 --> 02:43:17.407
Anybody have any problem with that?

02:43:17.407 --> 02:43:19.159
If you would kind of work with staff on that.

02:43:19.159 --> 02:43:19.992
Yes, Ms. Cargill.

02:43:19.992 --> 02:43:22.126
<v ->I was just going to ask staff if their suggestion</v>

02:43:22.126 --> 02:43:25.043
is a viable solution to this issue.

02:43:26.823 --> 02:43:29.066
And thank you, Sherryl, for coming,

02:43:29.066 --> 02:43:31.108
I know we've been emailing back and forth.

02:43:31.108 --> 02:43:32.464
She is in my district and both you

02:43:32.464 --> 02:43:33.983
have beautiful hair and make up.

02:43:33.983 --> 02:43:35.175
(laughing)

02:43:35.175 --> 02:43:37.572
<v Alicia>My rep is not here, I don't where he's at.</v>

02:43:37.572 --> 02:43:38.405
(laughing)

02:43:38.405 --> 02:43:39.679
<v ->I need help in that area.</v>

02:43:39.679 --> 02:43:41.198
<v ->Well, I invite you to come in anytime.</v>

02:43:41.198 --> 02:43:42.453
We're open on Thursdays,

02:43:42.453 --> 02:43:44.710
we take salons, we take appointments.

02:43:44.710 --> 02:43:47.137
<v Donna>Absolutely, thank you so much,</v>

02:43:47.137 --> 02:43:48.205
oh yeah, Mr. Allen.

02:43:48.205 --> 02:43:49.038
<v Ms. Cargill>I think Monica was</v>

02:43:49.038 --> 02:43:50.039
going to answer that question.

02:43:50.039 --> 02:43:51.057
<v Donna>Oh, I'm sorry, I'm sorry.</v>

02:43:51.057 --> 02:43:52.552
<v Monica>So, you're asking about the innovative courses --</v>

02:43:52.552 --> 02:43:54.324
<v Ms. Cargill>Well what they suggested,</v>

02:43:54.324 --> 02:43:56.540
an innovative lab I think.

02:43:56.540 --> 02:43:58.058
<v ->To run concurrently.</v>

02:43:58.058 --> 02:44:00.557
So we'll do first, second, and then third period

02:44:00.557 --> 02:44:02.334
would be our lab course.

02:44:02.334 --> 02:44:03.222
Do it concurrent.

02:44:03.222 --> 02:44:05.840
<v Donna>Would that help with the content issue?</v>

02:44:05.840 --> 02:44:08.256
<v Monica>I mean we'll work with Mr. Maynard</v>

02:44:08.256 --> 02:44:11.639
on the details, but certainly staff had recommended

02:44:11.639 --> 02:44:15.652
a variety of options to get to the ultimate end goal.

02:44:15.652 --> 02:44:20.189
So, I think we certainly can identify the best solution.

02:44:20.189 --> 02:44:21.488
<v Ms. Miller>They'll help you with</v>

02:44:21.488 --> 02:44:22.946
your hair and make up, Tom.

02:44:22.946 --> 02:44:24.427
<v ->Could I just say something about the innovative courses</v>

02:44:24.427 --> 02:44:26.261
real quick if I could?

02:44:27.325 --> 02:44:29.694
Is that right now with the innovative courses,

02:44:29.694 --> 02:44:32.019
as we've looked at them, they do not run

02:44:32.019 --> 02:44:33.724
and align with what we are doing now.

02:44:33.724 --> 02:44:37.474
There are innovative courses that can be used

02:44:38.584 --> 02:44:42.463
with cosmetology however they not part of our curriculum

02:44:42.463 --> 02:44:45.078
and they do not align with what we are doing.

02:44:45.078 --> 02:44:47.415
It has nothing to do with cosmetology at all

02:44:47.415 --> 02:44:49.003
but we could use those.

02:44:49.003 --> 02:44:51.217
But it doesn't sense to use something

02:44:51.217 --> 02:44:53.551
that we have no purpose for.

02:44:55.766 --> 02:44:58.057
<v ->Okay, thank you so much, we appreciate.</v>

02:44:58.057 --> 02:44:59.469
Oh, Mr. Allen, sorry.

02:44:59.469 --> 02:45:01.244
<v ->As time is going forward I wanna know</v>

02:45:01.244 --> 02:45:04.866
if cosmetology is affected through the Perkins funds

02:45:04.866 --> 02:45:08.745
if you go from three to two, because, in my understanding

02:45:08.745 --> 02:45:11.377
in some career and technology areas

02:45:11.377 --> 02:45:12.887
that makes a huge difference whether you have

02:45:12.887 --> 02:45:14.942
a three or two designation in terms of credits

02:45:14.942 --> 02:45:18.267
because that's Perkins funds tied to that.

02:45:18.267 --> 02:45:19.834
If not I just I just need to know--

02:45:19.834 --> 02:45:22.078
<v ->Yes, I can answer that for you.</v>

02:45:22.078 --> 02:45:25.494
It is tied in to PEIMS coding, yes it is.

02:45:28.363 --> 02:45:31.467
There are schools right now that are using three credits.

02:45:31.467 --> 02:45:34.785
They need three credits to complete the program.

02:45:34.785 --> 02:45:38.662
Yes it is tied in to PEIMS coding, it is tied in to Perkins.

02:45:38.662 --> 02:45:42.891
There are schools however that are only being

02:45:42.891 --> 02:45:45.391
offered coding for two credits

02:45:46.326 --> 02:45:50.954
but yet the students are going for three credits,

02:45:50.954 --> 02:45:55.267
and it's not fair but the school's allowing that

02:45:55.267 --> 02:45:59.446
because these students have got to complete.

02:45:59.446 --> 02:46:00.829
At least the schools are more worried

02:46:00.829 --> 02:46:03.166
about the student than the funding.

02:46:03.166 --> 02:46:06.916
And so that is what we're trying to maintain.

02:46:08.468 --> 02:46:11.203
It just really goes back to, yes, it is a lot about money,

02:46:11.203 --> 02:46:13.867
but for us, it is about the student.

02:46:13.867 --> 02:46:16.507
It is about the student being able to complete

02:46:16.507 --> 02:46:20.549
and be a part of society and be able to bring forth

02:46:20.549 --> 02:46:22.488
a way to make a living for theirself.

02:46:22.488 --> 02:46:23.634
If they're not going to college

02:46:23.634 --> 02:46:25.246
or even if they are going to college

02:46:25.246 --> 02:46:28.774
because we have students that come from big families,

02:46:28.774 --> 02:46:30.433
they're not able to pay for college

02:46:30.433 --> 02:46:33.704
and this allows them to do that.

02:46:33.704 --> 02:46:35.676
Did that answer your question?

02:46:35.676 --> 02:46:36.530
<v Mr. Allen>Yes, ma'am.</v>

02:46:36.530 --> 02:46:37.363
<v ->Okay.</v>

02:46:37.363 --> 02:46:38.197
(laughing)

02:46:39.321 --> 02:46:41.225
<v Donna>Final thought, Mr. Maynard.</v>

02:46:41.225 --> 02:46:42.780
<v ->And to answer your question, Lawrence,</v>

02:46:42.780 --> 02:46:45.151
I think that if you reduce contact hours

02:46:45.151 --> 02:46:47.253
there could be a possibility that it would affect

02:46:47.253 --> 02:46:51.420
maintenance of effort as it relates to Perkins possibly.

02:46:54.239 --> 02:46:56.680
Lawrence, if you want to go have your hair done with them,

02:46:56.680 --> 02:46:58.013
I think that offer stands as well.

02:46:58.013 --> 02:46:59.783
<v Alicia>Hey, we can do wax (laughs).</v>

02:46:59.783 --> 02:47:03.043
<v Sherryl>We'll take care of that, not a problem.</v>

02:47:03.043 --> 02:47:03.877
(laughing)

02:47:05.577 --> 02:47:09.244
<v Mr. Mercer>Let's move on, let's move on.</v>

02:47:11.094 --> 02:47:13.738
<v ->Well, we appreciate your time listening to us today</v>

02:47:13.738 --> 02:47:16.655
and is there any further questions?

02:47:19.534 --> 02:47:20.733
<v Dr. Dominguez>I just have one question.</v>

02:47:20.733 --> 02:47:24.900
Did either one of you serve on the review committee for--

02:47:26.760 --> 02:47:28.632
<v ->For the TEKS rewrite, no ma'am.</v>

02:47:28.632 --> 02:47:29.506
We did not.

02:47:29.506 --> 02:47:33.453
<v ->Because I do remember this being an issue</v>

02:47:33.453 --> 02:47:36.953
and, at that time, and not only in your area,

02:47:38.720 --> 02:47:40.956
but there were a couple other areas

02:47:40.956 --> 02:47:42.877
that also requested and were asking,

02:47:42.877 --> 02:47:44.362
why it was the three hours?

02:47:44.362 --> 02:47:48.279
And I think staff addressed it that because of,

02:47:49.239 --> 02:47:50.969
and I'm not going to speak for them, but they addressed it,

02:47:50.969 --> 02:47:53.261
but it doesn't preclude the fact

02:47:53.261 --> 02:47:57.430
that some of these programs do require the three hours

02:47:57.430 --> 02:47:59.990
and if you could, Mr. Maynard, just review all of them

02:47:59.990 --> 02:48:02.478
and not just this one, I'd appreciate it.

02:48:02.478 --> 02:48:05.645
Because I know I was contacted by some.

02:48:06.744 --> 02:48:08.720
<v ->Just to kind of go over your question just really quick</v>

02:48:08.720 --> 02:48:11.450
because I know that you're on a time crunch,

02:48:11.450 --> 02:48:14.417
is that some of the ladies that were

02:48:14.417 --> 02:48:17.130
on the actual TEKS committee, they're not able to be here

02:48:17.130 --> 02:48:20.739
because they have prior engagements.

02:48:20.739 --> 02:48:22.668
I think what happened was is that

02:48:22.668 --> 02:48:25.273
whenever they went and they were looking at the TEKS

02:48:25.273 --> 02:48:26.517
and they revised the TEKS,

02:48:26.517 --> 02:48:28.710
they made a recommendation to TEA,

02:48:28.710 --> 02:48:30.661
and through TEA to the SBOE.

02:48:30.661 --> 02:48:33.880
I think it really got lost within translation

02:48:33.880 --> 02:48:37.318
and so that's why we're here just trying to review

02:48:37.318 --> 02:48:40.985
and make sure that we get on the right path.

02:48:42.217 --> 02:48:44.901
<v ->Thank you, but I do recall some approaching me</v>

02:48:44.901 --> 02:48:46.240
and addressing it, yes.

02:48:46.240 --> 02:48:49.314
So thank you for remembering the same thing.

02:48:49.314 --> 02:48:50.605
<v ->Thank you, ladies, really appreciate it.</v>

02:48:50.605 --> 02:48:51.970
And appreciate you working with Mr. Maynard

02:48:51.970 --> 02:48:54.068
on that, and staff.

02:48:54.068 --> 02:48:55.701
Yeah, absolutely.

02:48:55.701 --> 02:48:58.211
Okay, members, we're finally going to move,

02:48:58.211 --> 02:49:00.698
I believe that's it for public testimony, correct?

02:49:00.698 --> 02:49:04.114
We're going to finally move into the agenda.

02:49:07.634 --> 02:49:11.634
So if you'll turn to page, a little romanette 11

02:49:13.183 --> 02:49:15.063
in your agenda books which lists

02:49:15.063 --> 02:49:16.499
the items on the Consent Agenda.

02:49:16.499 --> 02:49:19.937
I'm going to read these items and then we had a couple

02:49:19.937 --> 02:49:24.104
that ended up being added, and I will read those as well.

02:49:30.034 --> 02:49:32.021
A little romanette.

02:49:32.021 --> 02:49:36.105
It's 11, a romanette 11 page in your agenda book.

02:49:38.003 --> 02:49:41.310
That's the items on the Consent Agenda.

02:49:41.310 --> 02:49:44.992
It's got its own little tab, I believe.

02:49:44.992 --> 02:49:46.575
Absolutely.

02:49:48.430 --> 02:49:49.819
Number one: Approval for update

02:49:49.819 --> 02:49:52.305
of instructional materials.

02:49:52.305 --> 02:49:55.401
Number two: Ratification of Purchases and Sales

02:49:55.401 --> 02:49:57.401
of the Investment Portfolio, the Permanent School Fund

02:49:57.401 --> 02:50:00.497
for the months of November, sorry, December 2015,

02:50:00.497 --> 02:50:03.300
January and February 2016.

02:50:03.300 --> 02:50:05.529
Adoption of an annual report on the status

02:50:05.529 --> 02:50:07.722
of the Bond Guarantee Program.

02:50:07.722 --> 02:50:10.722
Decision on real estate investments.

02:50:11.966 --> 02:50:15.549
Overview of the Private Equity Asset Class.

02:50:17.694 --> 02:50:20.571
Authorization to issue a request for proposals

02:50:20.571 --> 02:50:23.132
for global custody and securities leading services

02:50:23.132 --> 02:50:25.521
for the Texas Permanent School Fund.

02:50:25.521 --> 02:50:26.715
Recommendation for appointments

02:50:26.715 --> 02:50:29.739
to the Fort Sam Houston Independent School District

02:50:29.739 --> 02:50:30.836
Board of Trustees.

02:50:30.836 --> 02:50:32.444
Recommendation for appointment

02:50:32.444 --> 02:50:34.908
to the Lackland Independent School District

02:50:34.908 --> 02:50:36.809
Board of Trustees.

02:50:36.809 --> 02:50:39.893
And then, in addition, we had two other

02:50:41.443 --> 02:50:45.148
proposals that were put on the Consent Agenda.

02:50:45.148 --> 02:50:49.360
And that is on your Board Agenda, on the Official Agenda,

02:50:49.360 --> 02:50:51.110
it's Item number 15,

02:50:53.194 --> 02:50:56.110
and it's the Board Agenda Page 3-1,

02:50:57.734 --> 02:51:00.901
and that is, if you want to turn to 3-1,

02:51:02.376 --> 02:51:05.792
Adoption of Review of 19 TAC Chapter 129,

02:51:07.179 --> 02:51:08.764
Student Attendance,

02:51:08.764 --> 02:51:11.519
Subchapter A, Student Attendance Allowed,

02:51:11.519 --> 02:51:15.519
and Subchapter B, Student Attendance Accounting.

02:51:17.273 --> 02:51:21.417
And if you will turn to Board Agenda Page 3-25,

02:51:21.417 --> 02:51:24.584
the last item on the Consent Agenda is

02:51:26.315 --> 02:51:29.732
Proposed Amendments to 19 TAC Chapter 33,

02:51:31.402 --> 02:51:33.899
Statement of Investment Objectives, Policies,

02:51:33.899 --> 02:51:36.141
and Guidelines of the Texas Permanent School Fund,

02:51:36.141 --> 02:51:39.891
Subchapter A, State Board of Education Rules.

02:51:42.504 --> 02:51:44.381
Are members clear of what we'll be approving

02:51:44.381 --> 02:51:46.088
on the Consent Agenda?

02:51:46.088 --> 02:51:47.005
Ms. Miller.

02:51:48.772 --> 02:51:50.235
Absolutely, thank you, Ms. Miller.

02:51:50.235 --> 02:51:52.387
The Minutes meeting will reflect that

02:51:52.387 --> 02:51:56.483
and if there's no objection to the consent --

02:51:56.483 --> 02:51:59.897
I'm sorry, Dr. Dominguez would you mind?

02:51:59.897 --> 02:52:02.999
<v Dr. Dominguez>Would you review the numbers again that--</v>

02:52:02.999 --> 02:52:04.162
<v ->The two added?</v>

02:52:04.162 --> 02:52:04.996
<v Dr. Dominguez>Yes.</v>

02:52:04.996 --> 02:52:05.829
<v ->Once, yes.</v>

02:52:05.829 --> 02:52:07.574
Let me review that again before we vote,

02:52:07.574 --> 02:52:08.501
members, that's very important.

02:52:08.501 --> 02:52:09.786
I want to make sure everyone knows

02:52:09.786 --> 02:52:13.159
what's being voted on the Consent Agenda.

02:52:13.159 --> 02:52:16.904
If you will look in Board Agenda page 3-1,

02:52:16.904 --> 02:52:18.756
for that item, that's the first one,

02:52:18.756 --> 02:52:22.774
the Adoption of Review of 19 TAC Chapter 129.

02:52:22.774 --> 02:52:24.822
Do you see that one, Dr. Dominguez?

02:52:24.822 --> 02:52:27.090
That's the other one, and then the last one

02:52:27.090 --> 02:52:29.256
is Board Agenda, Page 3-25.

02:52:31.383 --> 02:52:33.308
Does everybody see that one?

02:52:33.308 --> 02:52:36.039
Proposed amendments to 19 TAC Chapter 33.

02:52:36.039 --> 02:52:39.817
Those two were added to the Consent Agenda.

02:52:39.817 --> 02:52:41.067
Okay, terrific.

02:52:42.440 --> 02:52:44.888
All right, members, if we're clear on approving,

02:52:44.888 --> 02:52:46.638
there's no objection,

02:52:47.473 --> 02:52:50.473
then the Consent Agenda is approved.

02:52:52.009 --> 02:52:53.812
All right, members,

02:52:53.812 --> 02:52:55.787
I believe Mr. Rowley is going to step in

02:52:55.787 --> 02:52:59.953
for Mr. Ratliff who's not able to be with us today.

02:53:02.344 --> 02:53:04.734
<v ->Right, okay, so members, we're referring</v>

02:53:04.734 --> 02:53:06.977
to the Minutes from the committee,

02:53:06.977 --> 02:53:09.810
the Full Board for April 5th 2016.

02:53:13.585 --> 02:53:16.607
So we'll begin, Action Item number 1

02:53:16.607 --> 02:53:20.191
that is Board Agenda Page I-1, right there.

02:53:22.390 --> 02:53:24.224
So, the Minutes Page 1,

02:53:25.463 --> 02:53:27.487
Board Agenda page I-1,

02:53:27.487 --> 02:53:30.404
it's Official Agenda Item number 3.

02:53:31.972 --> 02:53:36.873
And the motion is on Page 2 which is motion to recommend

02:53:36.873 --> 02:53:38.531
that the State Board of Education approve

02:53:38.531 --> 02:53:42.016
for second reading and final adoption proposed amendments

02:53:42.016 --> 02:53:46.497
to 19 TAC Chapter 74, Curriculum Requirements,

02:53:46.497 --> 02:53:50.331
Subchapter B, Graduation Requirements as amended

02:53:50.331 --> 02:53:53.915
with an effective date of August 22nd, 2016.

02:53:57.477 --> 02:54:00.130
<v ->This motion requires only a majority vote</v>

02:54:00.130 --> 02:54:02.095
on the second meeting since an early

02:54:02.095 --> 02:54:04.363
effective date's not being sought.

02:54:04.363 --> 02:54:06.775
Are you ready for the question?

02:54:06.775 --> 02:54:08.223
All those in favor say aye.

02:54:08.223 --> 02:54:09.056
<v Mr. Rowley>Aye.</v>

02:54:09.056 --> 02:54:10.929
<v ->All those opposed say no.</v>

02:54:10.929 --> 02:54:13.033
The ayes have it in proposed amendments

02:54:13.033 --> 02:54:15.988
to 19 TAC Chapter 74, Curriculum Requirement,

02:54:15.988 --> 02:54:18.085
Subchapter B, Graduation Requirements

02:54:18.085 --> 02:54:22.252
with an effective date of August 22nd 2016 is adopted.

02:54:23.376 --> 02:54:27.473
<v ->The next item is on Page 2 of your Board Minutes.</v>

02:54:27.473 --> 02:54:29.546
It's Item number 2.

02:54:29.546 --> 02:54:32.129
It's on Board Agenda Page I-27.

02:54:34.813 --> 02:54:38.980
Board agenda Page I-27's official agenda Item number 4.

02:54:40.198 --> 02:54:42.807
It's recommended that the State Board of Education

02:54:42.807 --> 02:54:47.034
approve proposed amendments to Proclamation 2017

02:54:47.034 --> 02:54:48.692
of the State Board of Education

02:54:48.692 --> 02:54:52.692
advertising for bids on instructional materials.

02:54:54.129 --> 02:54:57.055
<v ->Okay, it's moved to approve proposed amendments</v>

02:54:57.055 --> 02:54:59.672
to Proclamation 2017 that the State Board of Education

02:54:59.672 --> 02:55:02.988
advertising for bids on instructional materials.

02:55:02.988 --> 02:55:04.888
Are you ready for the question?

02:55:04.888 --> 02:55:06.424
All those in favor say aye.

02:55:06.424 --> 02:55:07.257
<v Members>Aye.</v>

02:55:07.257 --> 02:55:08.815
<v ->Those opposed say no.</v>

02:55:08.815 --> 02:55:10.254
The ayes have it and the amendments

02:55:10.254 --> 02:55:12.838
to the Proclamation are adopted.

02:55:12.838 --> 02:55:15.961
<v ->I think the next item is Action Item number 5,</v>

02:55:15.961 --> 02:55:18.172
or Item number 5 on Page 3.

02:55:18.172 --> 02:55:21.253
<v Donna>We had discussion on that, correct?</v>

02:55:21.253 --> 02:55:23.421
<v Monica>I'm sorry?</v>

02:55:23.421 --> 02:55:25.627
<v Donna>Aren't we getting a grid or something?</v>

02:55:25.627 --> 02:55:26.723
<v Monica>It's in your Minutes.</v>

02:55:26.723 --> 02:55:30.211
<v Donna>Oh, it's in the Minutes, okay, I'm sorry.</v>

02:55:30.211 --> 02:55:31.477
<v ->Do I go ahead and make the recommendation?</v>

02:55:31.477 --> 02:55:33.015
<v Donna>Yeah, go ahead and do that.</v>

02:55:33.015 --> 02:55:34.525
Get us to the right spot in the Minutes.

02:55:34.525 --> 02:55:35.692
<v ->Right, okay.</v>

02:55:36.744 --> 02:55:39.161
It is Board Agenda Page I-35,

02:55:43.083 --> 02:55:45.914
Official Agenda Item number 6,

02:55:45.914 --> 02:55:48.914
it's on Page 4 of the board Minutes.

02:55:51.155 --> 02:55:53.228
It's recommended that the State Board of Education

02:55:53.228 --> 02:55:55.666
postpone action on this item

02:55:55.666 --> 02:55:57.982
until the July 2016 meeting.

02:55:57.982 --> 02:55:59.566
<v Donna>No, wait a minute.</v>

02:55:59.566 --> 02:56:03.077
I think that's the wrong, let's see.

02:56:03.077 --> 02:56:05.221
High School Equivalency,

02:56:05.221 --> 02:56:06.721
we want to see that.

02:56:07.807 --> 02:56:09.198
<v Mr. Rowley>Okay, I don't have a motion.</v>

02:56:09.198 --> 02:56:10.587
<v ->Page 2?</v>

02:56:10.587 --> 02:56:12.489
Yeah, where are we on this?

02:56:12.489 --> 02:56:13.322
<v Mr. Rowley>I don't have a motion</v>

02:56:13.322 --> 02:56:15.375
or recommendation for that.

02:56:15.375 --> 02:56:16.292
(murmuring)

02:56:19.071 --> 02:56:20.634
<v ->Yeah, because I thought we were going to get</v>

02:56:20.634 --> 02:56:22.535
something that had blanks filled in.

02:56:22.535 --> 02:56:23.699
That's what I was expecting.

02:56:23.699 --> 02:56:24.730
<v Monica>It's the last two pages</v>

02:56:24.730 --> 02:56:26.280
of your Minutes, attachment B.

02:56:26.280 --> 02:56:28.467
<v Donna>Okay, maybe that's what it is.</v>

02:56:28.467 --> 02:56:30.104
<v ->Okay, there's no--</v>

02:56:30.104 --> 02:56:31.509
<v Donna>But there's no motion?</v>

02:56:31.509 --> 02:56:32.342
<v ->No.</v>

02:56:34.142 --> 02:56:36.044
Oh, okay, so that's posted item,

02:56:36.044 --> 02:56:37.847
not a committee recommendation?

02:56:37.847 --> 02:56:39.505
<v Donna>Okay, hold on.</v>

02:56:39.505 --> 02:56:40.969
Hold on just a minute here.

02:56:40.969 --> 02:56:43.465
I wanna make sure we're lookin' at the right thing.

02:56:43.465 --> 02:56:45.246
<v Monica>If you look at the last two pages</v>

02:56:45.246 --> 02:56:47.746
of your Minutes, attachment B.

02:56:49.399 --> 02:56:52.024
<v Donna>Oh, it's landscape, it's a landscape.</v>

02:56:52.024 --> 02:56:52.923
Okay, I got it.

02:56:52.923 --> 02:56:55.267
<v Monica>The last two pages.</v>

02:56:55.267 --> 02:56:58.899
<v Donna>Last two pages, it's a landscape view.</v>

02:56:58.899 --> 02:57:00.752
Everybody see that?

02:57:00.752 --> 02:57:02.557
And so what happened--

02:57:02.557 --> 02:57:06.262
<v ->So we would need a motion to approve the decisions</v>

02:57:06.262 --> 02:57:08.676
as indicated in that last column.

02:57:08.676 --> 02:57:10.675
<v Donna>Members, would you mind if I give you a minute</v>

02:57:10.675 --> 02:57:11.944
to look over this, just to be sure

02:57:11.944 --> 02:57:14.528
everyone has seen these recommendations

02:57:14.528 --> 02:57:18.195
per our conversation that we had on Tuesday?

02:57:23.594 --> 02:57:25.817
Yes, I'm sorry, yes, Ms. Perez?

02:57:25.817 --> 02:57:28.619
<v Ms. Perez>Just so that we're clear we're going to be voting</v>

02:57:28.619 --> 02:57:31.595
to approve the decisions that were made on Wednesday?

02:57:31.595 --> 02:57:32.473
<v ->Yes.</v>

02:57:32.473 --> 02:57:33.886
<v ->Okay, so I just to formally--</v>

02:57:33.886 --> 02:57:36.899
<v Donna>This needs to represent these, yeah.</v>

02:57:36.899 --> 02:57:40.182
<v Both>If you just want to recuse yourself</v>

02:57:40.182 --> 02:57:43.766
<v ->From this approval, thank you, Ms. Perez.</v>

02:57:45.759 --> 02:57:48.676
Tell me when you're ready, members.

02:57:51.983 --> 02:57:53.233
Yes, Ms. Hardy.

02:57:57.073 --> 02:57:59.862
Ms. Hardy, would you put your mic on? Thank you.

02:57:59.862 --> 02:58:02.445
<v ->I'm still, I'm confused about</v>

02:58:07.236 --> 02:58:09.153
the time frame on this.

02:58:14.349 --> 02:58:17.419
We only have a contract through June?

02:58:17.419 --> 02:58:19.127
<v Donna>Correct, and I think the result</v>

02:58:19.127 --> 02:58:22.415
of the discussion was to allow a period of time

02:58:22.415 --> 02:58:23.855
that if it needed more time

02:58:23.855 --> 02:58:26.350
to get the database correct and up,

02:58:26.350 --> 02:58:29.434
there was length in there on the MOU,

02:58:30.921 --> 02:58:33.802
or however you call that.

02:58:33.802 --> 02:58:36.704
<v ->I would like to note exactly what that involves</v>

02:58:36.704 --> 02:58:39.825
because I do feel like that we have

02:58:39.825 --> 02:58:43.213
dillydallied long enough with this whole thing,

02:58:43.213 --> 02:58:47.391
and giving another extension just says to me,

02:58:47.391 --> 02:58:50.091
well just do another extension and another extension,

02:58:50.091 --> 02:58:53.598
and I'm really very tired of extensions on this.

02:58:53.598 --> 02:58:57.598
So I would really like to know the exact wording

02:58:58.865 --> 02:59:01.115
on what is the expectation?

02:59:02.084 --> 02:59:05.033
<v Donna>I think it's that the RFP should provide for it.</v>

02:59:05.033 --> 02:59:06.447
No, no, no, no, sorry.

02:59:06.447 --> 02:59:09.364
<v Monica>Madame Chair, yes, on 1-C</v>

02:59:10.693 --> 02:59:12.980
the instruction, as we understood it,

02:59:12.980 --> 02:59:15.883
was that we, TEA, should extend the MOU

02:59:15.883 --> 02:59:18.174
with the current provider for six months

02:59:18.174 --> 02:59:20.457
and include a two-week termination notice,

02:59:20.457 --> 02:59:21.916
<v Donna>That's what we discussed.</v>

02:59:21.916 --> 02:59:26.082
<v ->So that if the database is not complete by June 30,</v>

02:59:27.097 --> 02:59:29.487
as soon as it is complete we would provide notice

02:59:29.487 --> 02:59:31.543
of that two-week termination

02:59:31.543 --> 02:59:34.127
and transition to the new MOUs.

02:59:35.298 --> 02:59:38.053
<v Donna>So, they've got six months to get working.</v>

02:59:38.053 --> 02:59:40.198
<v Ms. Hardy>From June on or?</v>

02:59:40.198 --> 02:59:42.532
<v ->No, from Friday on, right?</v>

02:59:43.401 --> 02:59:44.734
I mean, today, on.

02:59:46.521 --> 02:59:48.778
Well, you have to get the MOU going.

02:59:48.778 --> 02:59:52.981
Have you already sent it, or you're about to?

02:59:52.981 --> 02:59:54.314
<v ->Well, we haven't sent it yet</v>

02:59:54.314 --> 02:59:57.041
because you have to take action today,

02:59:57.041 --> 02:59:58.064
but we would move forward

02:59:58.064 --> 03:00:00.429
with all of these steps next week.

03:00:00.429 --> 03:00:04.622
<v ->So it could go as long as another six months?</v>

03:00:04.622 --> 03:00:06.039
That's what I'm trying to get clear.

03:00:06.039 --> 03:00:07.354
<v Donna>The window would be six months.</v>

03:00:07.354 --> 03:00:08.840
Yes, Mr. Rowley.

03:00:08.840 --> 03:00:10.646
<v ->If I'm understanding this correctly, though,</v>

03:00:10.646 --> 03:00:12.912
it says extend the MOU of the current provider

03:00:12.912 --> 03:00:16.412
for six months. Doesn't it expire in June?

03:00:18.076 --> 03:00:18.909
<v Ms. Hardy>Yes.</v>

03:00:18.909 --> 03:00:21.079
<v ->So would that not be an extension to December?</v>

03:00:21.079 --> 03:00:22.996
To the end of the year?

03:00:25.006 --> 03:00:29.173
<v ->That extension can say whatever you want it to say.</v>

03:00:30.422 --> 03:00:32.562
<v Mr. Rowley>Excuse me, but as it reads,</v>

03:00:32.562 --> 03:00:36.267
it's extending it six months from its expiration

03:00:36.267 --> 03:00:38.243
and its expiration is in June.

03:00:38.243 --> 03:00:41.729
<v ->So if you'd like to modify that to make it more clear</v>

03:00:41.729 --> 03:00:43.680
we certainly would be happy for you

03:00:43.680 --> 03:00:45.980
to clarify what your intent is.

03:00:45.980 --> 03:00:47.507
<v Donna>Yes, Dr. Dominguez.</v>

03:00:47.507 --> 03:00:52.334
<v ->I recall legal suggesting that it would include</v>

03:00:52.334 --> 03:00:56.161
a 15-day or two-week termination notice.

03:00:56.161 --> 03:00:57.868
<v Donna>And really that doesn't matter.</v>

03:00:57.868 --> 03:01:00.767
<v ->If it doesn't matter, we can say one month, two months.</v>

03:01:00.767 --> 03:01:01.841
But if we say--

03:01:01.841 --> 03:01:04.638
<v Ms. Hardy>I'm afraid,</v>

03:01:04.638 --> 03:01:05.472
<v Donna>Ms. Hardy.</v>

03:01:05.472 --> 03:01:07.472
<v ->I'm afraid that staff doesn't get it.</v>

03:01:07.472 --> 03:01:11.440
This is something that these people have been dealing with,

03:01:11.440 --> 03:01:12.909
the students have been dealing with,

03:01:12.909 --> 03:01:16.659
talk about meeting the needs of these people.

03:01:18.687 --> 03:01:21.100
I just think that there's been a lot of obstacles

03:01:21.100 --> 03:01:24.149
to getting this done that I just can't imagine

03:01:24.149 --> 03:01:25.464
that they're that strong.

03:01:25.464 --> 03:01:27.733
All the technology in the world out here

03:01:27.733 --> 03:01:30.340
and we can't move along with this a little bit quicker.

03:01:30.340 --> 03:01:32.779
<v ->Well, I do think though, that, Ms. Hardy,</v>

03:01:32.779 --> 03:01:34.265
one of the problem is they have to wait on us

03:01:34.265 --> 03:01:36.777
to give them information that

03:01:36.777 --> 03:01:38.214
here's how we wanna do stuff,

03:01:38.214 --> 03:01:40.964
and so we've decided, bare bones,

03:01:42.027 --> 03:01:45.675
that was decided at this meeting on the database.

03:01:45.675 --> 03:01:47.680
They wanted to know what it is we're trying to do,

03:01:47.680 --> 03:01:48.831
because they have to make changes.

03:01:48.831 --> 03:01:50.081
So, Mr. Rowley.

03:01:51.212 --> 03:01:52.420
<v Ms. Hardy>I'm finished,</v>

03:01:52.420 --> 03:01:55.231
I can't seem to get my ideas across.

03:01:55.231 --> 03:01:57.185
<v Donna>No, no, you got it across.</v>

03:01:57.185 --> 03:02:01.021
<v ->My understanding was that it would take</v>

03:02:01.021 --> 03:02:05.799
three to five months for a database to be created

03:02:05.799 --> 03:02:07.384
or a program to be created,

03:02:07.384 --> 03:02:08.217
<v Donna>Right.</v>

03:02:08.217 --> 03:02:10.237
<v ->And from the time we give direction.</v>

03:02:10.237 --> 03:02:12.750
Well, that's now, is what I understand.

03:02:12.750 --> 03:02:14.000
And so I would,

03:02:15.578 --> 03:02:20.154
I don't know, I guess, are motions in order here?

03:02:20.154 --> 03:02:22.251
<v Donna>We could adjust this.</v>

03:02:22.251 --> 03:02:24.916
<v Monica>So, a motion and then an amendment would be great.</v>

03:02:24.916 --> 03:02:27.592
If you want to adjust the months.

03:02:27.592 --> 03:02:31.036
<v ->I would just speak to the overall body of this document,</v>

03:02:31.036 --> 03:02:34.961
and I would say that it would be six months,

03:02:34.961 --> 03:02:37.711
extend the MOU to the point where

03:02:39.350 --> 03:02:42.100
six months from today it expires,

03:02:42.983 --> 03:02:44.691
not six months from its termination date.

03:02:44.691 --> 03:02:46.322
<v Donna>Six months from June, right.</v>

03:02:46.322 --> 03:02:47.442
Yeah, and I think that would address

03:02:47.442 --> 03:02:48.730
what you're talking about, Ms. Hardy.

03:02:48.730 --> 03:02:49.563
<v Ms. Hardy>May I ask something else?</v>

03:02:49.563 --> 03:02:50.443
<v Donna>Yes.</v>

03:02:50.443 --> 03:02:54.343
<v ->If they get it done before the six months</v>

03:02:54.343 --> 03:02:55.526
<v Donna>That's the two-week termination.</v>

03:02:55.526 --> 03:02:57.758
<v ->It's the two weeks, and it'll be cut off.</v>

03:02:57.758 --> 03:03:01.024
May I further suggest that we get on this

03:03:01.024 --> 03:03:03.999
and not dillydally any longer with it,

03:03:03.999 --> 03:03:06.339
because I feel like it's kind of a staff thing

03:03:06.339 --> 03:03:08.681
not moving on with it.

03:03:08.681 --> 03:03:09.778
<v Donna>Any other comments?</v>

03:03:09.778 --> 03:03:12.362
Yes, Mr. Rowley, so you want to suggest?

03:03:12.362 --> 03:03:15.422
<v ->I've been handed a note from the parliamentary that says,</v>

03:03:15.422 --> 03:03:16.434
<v Donna>(laughs) As to how to fix that.</v>

03:03:16.434 --> 03:03:19.482
<v ->Right across the top, a note from the parliamentary.</v>

03:03:19.482 --> 03:03:20.945
And I move that the board approve

03:03:20.945 --> 03:03:24.431
the proposed April 2016 decision matrix

03:03:24.431 --> 03:03:26.699
for the transition and implementation

03:03:26.699 --> 03:03:28.771
of multiple test providers

03:03:28.771 --> 03:03:31.648
for the Texas Certificate of High School Equivalency

03:03:31.648 --> 03:03:34.743
as identified in Minutes attachment E,

03:03:34.743 --> 03:03:37.493
with the exception that under 1-C

03:03:40.767 --> 03:03:43.985
this statement that reads TEA should extend the MOU

03:03:43.985 --> 03:03:47.861
with the current provider for six months.

03:03:47.861 --> 03:03:50.495
Well, I would just insert from today's date.

03:03:50.495 --> 03:03:52.348
<v Donna>But beyond April, what is today?</v>

03:03:52.348 --> 03:03:53.393
I don't know.

03:03:53.393 --> 03:03:54.226
Ninth.

03:03:54.226 --> 03:03:56.029
<v ->Well, from today's date.</v>

03:03:56.029 --> 03:03:57.362
With this, fine?

03:03:58.569 --> 03:03:59.569
B, it's 1-C.

03:04:01.008 --> 03:04:03.885
Oh, you mean the note from the parliamentarian

03:04:03.885 --> 03:04:05.543
was in for it?

03:04:05.543 --> 03:04:07.128
I'm sorry, okay, B.

03:04:07.128 --> 03:04:08.273
(laughing)

03:04:08.273 --> 03:04:09.773
It's attachment B.

03:04:10.810 --> 03:04:12.418
(laughing)

03:04:12.418 --> 03:04:16.076
I'm sorry, I'm doing quite a bit today.

03:04:16.076 --> 03:04:16.910
All right.

03:04:19.035 --> 03:04:20.785
(laughs) It's a big bus.

03:04:20.785 --> 03:04:22.611
<v Donna>It's a big bus, yeah.</v>

03:04:22.611 --> 03:04:24.683
<v ->Okay, with the current provider</v>

03:04:24.683 --> 03:04:28.493
for six months from today, today's date.

03:04:28.493 --> 03:04:30.023
<v Donna>Yeah.</v>

03:04:30.023 --> 03:04:30.857
That work?

03:04:30.857 --> 03:04:32.208
<v ->I was going to put it on the bulletin board.</v>

03:04:32.208 --> 03:04:34.580
<v ->Hand those back to me, because I wanna reread it.</v>

03:04:34.580 --> 03:04:35.414
Thank you.

03:04:35.414 --> 03:04:36.887
<v Voiceover>You're goingn to have to add his amendment.</v>

03:04:36.887 --> 03:04:39.605
<v ->In your amendment from today's date.</v>

03:04:39.605 --> 03:04:40.824
<v Voiceover>So, second.</v>

03:04:40.824 --> 03:04:42.491
<v ->Is there a second?</v>

03:04:44.018 --> 03:04:45.268
Okay, terrific.

03:04:46.627 --> 03:04:48.918
Okay, is everybody clear, yes, Ms. Hardy?

03:04:48.918 --> 03:04:51.820
Are you clear what we're voting on here, everyone?

03:04:51.820 --> 03:04:55.160
<v ->I want to know if there's any complication</v>

03:04:55.160 --> 03:04:58.744
that we'll come back to that this is extended

03:04:58.744 --> 03:05:02.911
beyond that fiscal year, we end on August the 31st,

03:05:04.693 --> 03:05:06.839
or whatever that date is.

03:05:06.839 --> 03:05:11.006
And if then we'll get this other thing saying, 'oh heck,

03:05:11.992 --> 03:05:15.251
this has been extended beyond the end of the fiscal year

03:05:15.251 --> 03:05:17.908
where it means we need to add another six months to it.'

03:05:17.908 --> 03:05:19.103
You know, that sort of thing.

03:05:19.103 --> 03:05:20.566
<v ->Well we need to have an update, obviously,</v>

03:05:20.566 --> 03:05:24.431
at the July meeting to give us the status.

03:05:24.431 --> 03:05:26.295
Just a discussion item to give us a status

03:05:26.295 --> 03:05:27.442
about how this is going?

03:05:27.442 --> 03:05:28.808
How does that sound, Ms. Hardy?

03:05:28.808 --> 03:05:29.641
<v Ms. Hardy>Okay.</v>

03:05:29.641 --> 03:05:30.474
<v ->Okay.</v>

03:05:30.474 --> 03:05:31.308
<v Dr. Dominguez>Chair.</v>

03:05:31.308 --> 03:05:32.516
<v ->Yes, Dr. Dominguez.</v>

03:05:32.516 --> 03:05:36.560
<v ->I do want to praise staff, because I do know that</v>

03:05:36.560 --> 03:05:40.705
they're bound by the time lines by our meeting deadlines

03:05:40.705 --> 03:05:43.996
and all of that, and so it isn't that I don't think

03:05:43.996 --> 03:05:46.873
they're not doing their work.

03:05:46.873 --> 03:05:50.385
They just have timelines and our meeting times and all that.

03:05:50.385 --> 03:05:51.604
<v Donna>And it's our contracts,</v>

03:05:51.604 --> 03:05:52.826
we're the one making decisions.

03:05:52.826 --> 03:05:55.007
<v ->And this is in the contract negotiations and so</v>

03:05:55.007 --> 03:05:57.459
they needed these responses to move forward, thank you.

03:05:57.459 --> 03:05:58.293
<v Ms. Hardy>I want to make it clear that</v>

03:05:58.293 --> 03:06:00.379
I've been asking for basically something ought

03:06:00.379 --> 03:06:03.904
to be done on this for two years.

03:06:03.904 --> 03:06:06.154
<v ->Okay, any other comments?</v>

03:06:07.087 --> 03:06:08.673
Okay, terrific.

03:06:08.673 --> 03:06:10.257
The motion before us, members,

03:06:10.257 --> 03:06:12.351
any more discussion on this?

03:06:12.351 --> 03:06:15.644
The motion before us is to move that the board

03:06:15.644 --> 03:06:20.131
approve the proposed April 2016 decision matrix

03:06:20.131 --> 03:06:21.886
for the transition and implementation

03:06:21.886 --> 03:06:23.203
of multiple test providers

03:06:23.203 --> 03:06:25.763
for the Texas Certificate of High School Equivalency

03:06:25.763 --> 03:06:29.263
as identified in the Minutes attachment B,

03:06:31.810 --> 03:06:35.810
with the exception that the extension of the MOU

03:06:36.807 --> 03:06:40.307
will be from six months from today's date.

03:06:41.924 --> 03:06:43.257
What, I'm sorry.

03:06:44.447 --> 03:06:47.607
And, yeah, include two-week termination notice,

03:06:47.607 --> 03:06:48.857
as listed here.

03:06:50.240 --> 03:06:51.534
Are you ready for the question?

03:06:51.534 --> 03:06:53.240
All those in favor say aye.

03:06:53.240 --> 03:06:54.074
<v Members>Aye.</v>

03:06:54.074 --> 03:06:55.298
<v ->All those opposed say nay.</v>

03:06:55.298 --> 03:06:56.798
<v Voiceover>Nay.</v>

03:06:57.651 --> 03:06:59.625
<v ->The ayes have it.</v>

03:06:59.625 --> 03:07:00.698
Motion's adopted.

03:07:00.698 --> 03:07:02.115
Okay, Mr. Rowley.

03:07:03.087 --> 03:07:05.720
<v ->Now, I think we're back on</v>

03:07:05.720 --> 03:07:06.990
<v Donna>Our regular course.</v>

03:07:06.990 --> 03:07:08.990
<v ->Page 3, action Item 5,</v>

03:07:11.534 --> 03:07:13.508
study of the central knowledge and skills

03:07:13.508 --> 03:07:18.336
and assessment instruments, Board Agenda page I-35,

03:07:18.336 --> 03:07:20.836
official agenda Item number 6.

03:07:22.185 --> 03:07:25.852
The motion appears on Page 4 of the Minutes.

03:07:29.039 --> 03:07:31.201
It is recommended that the State Board of Education

03:07:31.201 --> 03:07:35.368
postpone action on this item until the July 2016 meeting.

03:07:40.344 --> 03:07:42.685
<v Donna>(chuckles) It's moved to postpone</v>

03:07:42.685 --> 03:07:46.198
to the July SBOE meeting the discussion of the TEA report

03:07:46.198 --> 03:07:47.947
on the TEKS required curriculum

03:07:47.947 --> 03:07:50.068
and related State assessment instructions

03:07:50.068 --> 03:07:51.702
and the making of recommendations

03:07:51.702 --> 03:07:53.628
to the Texas legislature regarding issues

03:07:53.628 --> 03:07:55.408
evaluated in the report.

03:07:55.408 --> 03:07:59.333
Are you ready for the question, I'm sorry, Ms. Hardy?

03:07:59.333 --> 03:08:02.141
<v ->This is where I would like to ask,</v>

03:08:02.141 --> 03:08:03.064
since we are talking about

03:08:03.064 --> 03:08:05.282
the Texas Essential Knowledge and Skills,

03:08:05.282 --> 03:08:08.257
which is what this is in reference to,

03:08:08.257 --> 03:08:12.255
that I be able to recommend a couple of things

03:08:12.255 --> 03:08:15.254
to add to the list that Monica was talking

03:08:15.254 --> 03:08:19.337
to the TEKS writers in the English Language Arts,

03:08:21.535 --> 03:08:25.664
to the list that she was going to give from the board.

03:08:25.664 --> 03:08:29.076
I want the whole board to hear these things.

03:08:29.076 --> 03:08:31.955
Is it okay for me to say them at this time?

03:08:31.955 --> 03:08:33.661
I've gotten permission from the lawyer.

03:08:33.661 --> 03:08:35.514
<v Donna>Oh, we did, okay, great, great, great.</v>

03:08:35.514 --> 03:08:39.681
I wanna make sure, because if we're going to address, okay.

03:08:46.666 --> 03:08:47.728
Okay, only to--

03:08:47.728 --> 03:08:49.459
<v ->I can just say it, we can't discuss it .</v>

03:08:49.459 --> 03:08:51.166
<v Donna>Right.</v>

03:08:51.166 --> 03:08:55.798
<v ->We emphasize the streamlining to the writing committees</v>

03:08:55.798 --> 03:09:00.003
that has been stated before but it really

03:09:00.003 --> 03:09:01.308
didn't seem to get through

03:09:01.308 --> 03:09:05.185
so we need to really stress the streamlining,

03:09:05.185 --> 03:09:07.685
remove the such-as statements.

03:09:08.964 --> 03:09:11.060
Just go ahead and clarify that,

03:09:11.060 --> 03:09:13.182
remove the such-as statements.

03:09:13.182 --> 03:09:15.718
Remove the lists of rules, so many romanettes

03:09:15.718 --> 03:09:19.468
are adding to the volume of the TEKS numbers.

03:09:20.397 --> 03:09:21.314
Romanettes.

03:09:23.870 --> 03:09:26.250
List of rules, they're the romanettes.

03:09:26.250 --> 03:09:27.834
All the romanettes.

03:09:31.454 --> 03:09:34.466
Monica already told me my concern about CCRS

03:09:34.466 --> 03:09:37.441
is that we make sure they really understand

03:09:37.441 --> 03:09:41.050
that everything needs to be designed with the end in mind.

03:09:41.050 --> 03:09:42.658
In other words, we're getting feedback

03:09:42.658 --> 03:09:45.121
from the legislature we want to see

03:09:45.121 --> 03:09:47.105
college and career readiness considered,

03:09:47.105 --> 03:09:49.808
and that's how it started, she's assured me

03:09:49.808 --> 03:09:52.725
the CCRS is a part of that already.

03:09:53.996 --> 03:09:55.458
<v Donna>Yes, Mr. Rowley.</v>

03:09:55.458 --> 03:09:58.408
<v ->And I would like to speak in debate as well</v>

03:09:58.408 --> 03:10:00.066
with regard to that area

03:10:00.066 --> 03:10:03.754
but not in response to what Ms. Hardy said.

03:10:03.754 --> 03:10:07.254
But that is that I personally am not ready

03:10:08.551 --> 03:10:11.634
for a first reading to occur in July.

03:10:14.110 --> 03:10:17.860
That I would request that we move more slowly

03:10:18.718 --> 03:10:20.277
with regard to the adoption

03:10:20.277 --> 03:10:23.110
of the English Language Arts TEKS,

03:10:25.057 --> 03:10:29.372
even if that means postponing the implementation

03:10:29.372 --> 03:10:31.565
for another nine months or a year

03:10:31.565 --> 03:10:34.199
or whatever that may be.

03:10:34.199 --> 03:10:37.613
I think we're hearing some rumblings

03:10:37.613 --> 03:10:40.197
with regard to the eight strands

03:10:40.197 --> 03:10:41.538
and whether or not that's the approach

03:10:41.538 --> 03:10:43.635
that we should take or not and personally

03:10:43.635 --> 03:10:46.195
I would want to become more comfortable

03:10:46.195 --> 03:10:49.445
with what I see as a pretty major shift

03:10:50.511 --> 03:10:52.778
in the way we write those standards

03:10:52.778 --> 03:10:55.778
and the way we teach these subjects,

03:10:56.676 --> 03:11:00.629
so that I would prefer we not rush into it,

03:11:00.629 --> 03:11:04.843
to a July first reading but we move more slowly.

03:11:04.843 --> 03:11:06.842
<v ->Any other comments? We do need to move on</v>

03:11:06.842 --> 03:11:10.719
and specifically address this particular item.

03:11:10.719 --> 03:11:11.694
Yes, Mr. Mercer.

03:11:11.694 --> 03:11:13.571
<v ->I support what Mr. Rowley said</v>

03:11:13.571 --> 03:11:15.341
but I'm going to go out there and do some about

03:11:15.341 --> 03:11:17.730
if I don't give my opinion.

03:11:17.730 --> 03:11:20.339
I was very happy with what I saw K-5 do,

03:11:20.339 --> 03:11:22.436
very happy with that but the high school group,

03:11:22.436 --> 03:11:24.508
I was extremely disappointed.

03:11:24.508 --> 03:11:26.166
We said November, the experts said,

03:11:26.166 --> 03:11:27.531
Dr. Schoski and others,

03:11:27.531 --> 03:11:29.409
you remove content, put it back in.

03:11:29.409 --> 03:11:32.424
Came back in February with content, put it back in.

03:11:32.424 --> 03:11:34.180
You heard me get a little hot on Wednesday,

03:11:34.180 --> 03:11:35.691
because then again we asked for content

03:11:35.691 --> 03:11:37.106
and it was gone.

03:11:37.106 --> 03:11:38.553
I was embarrassed.

03:11:38.553 --> 03:11:42.397
If I was a student turned in four different papers,

03:11:42.397 --> 03:11:46.063
and Ms. Cargill only saw 71 words different,

03:11:47.444 --> 03:11:49.949
what kind of grade would they give me?

03:11:49.949 --> 03:11:51.053
I thought that was an embarrassment.

03:11:51.053 --> 03:11:53.881
I was in embarrassment when the high school area

03:11:53.881 --> 03:11:56.173
took some of their comments and the Commissioner saw it

03:11:56.173 --> 03:12:00.049
the first time he ever read it, he saw the words the same,

03:12:00.049 --> 03:12:02.780
the same expectation from high school

03:12:02.780 --> 03:12:05.242
as it was down to Kindergarten.

03:12:05.242 --> 03:12:06.315
I was embarrassed by that.

03:12:06.315 --> 03:12:08.119
I'm not sure what else to say

03:12:08.119 --> 03:12:11.386
other than we've asked three meetings,

03:12:11.386 --> 03:12:15.165
November, February, and now, to put back the content

03:12:15.165 --> 03:12:18.237
and help our classroom educator to be successful.

03:12:18.237 --> 03:12:21.115
So, with that, I'm speaking to the high school.

03:12:21.115 --> 03:12:25.552
I'm concerned of the repetition of the cut and paste

03:12:25.552 --> 03:12:27.747
of the same words and again the two best examples

03:12:27.747 --> 03:12:29.697
were the Commissioner who saw that,

03:12:29.697 --> 03:12:31.063
when they did their vertical alignment

03:12:31.063 --> 03:12:34.305
we saw the same words across all 13 grades.

03:12:34.305 --> 03:12:36.829
How can the same requirement be for Kindergarten

03:12:36.829 --> 03:12:39.231
as is in high school, and I was concerned

03:12:39.231 --> 03:12:41.547
as Ms. Cargill pointed out the 71 words

03:12:41.547 --> 03:12:43.234
that were all but the difference in four years.

03:12:43.234 --> 03:12:45.867
I understand the explanation, I heard all that,

03:12:45.867 --> 03:12:48.061
I disagree with it, I want content.

03:12:48.061 --> 03:12:50.353
Content, content, content, thank you.

03:12:50.353 --> 03:12:52.246
<v ->Members, I just wanna make sure we don't</v>

03:12:52.246 --> 03:12:54.462
redo Wednesday's discussion, because that was

03:12:54.462 --> 03:12:56.839
a pretty strong discussion on Wednesday,

03:12:56.839 --> 03:12:59.789
and I'm sure the review members already

03:12:59.789 --> 03:13:02.715
are well aware, but I want to make sure.

03:13:02.715 --> 03:13:04.507
Dr. Dominguez.

03:13:04.507 --> 03:13:05.690
<v Dr. Dominguez>Thank you, because that's what</v>

03:13:05.690 --> 03:13:08.298
I was going to remind us of.

03:13:08.298 --> 03:13:11.224
And we did give specific direction to those committees.

03:13:11.224 --> 03:13:12.558
<v ->Right, we did.</v>

03:13:13.443 --> 03:13:16.832
<v ->Also I think they took back the fact that</v>

03:13:16.832 --> 03:13:18.343
we trust what they're going to do

03:13:18.343 --> 03:13:20.903
because they're the ones that are in the classroom.

03:13:20.903 --> 03:13:23.878
We're not the ones that are in the classroom

03:13:23.878 --> 03:13:24.711
<v ->Right.</v>

03:13:26.435 --> 03:13:28.630
So, Ms. Hardy, I do have a question, though.

03:13:28.630 --> 03:13:32.703
When you're saying to take out all of the examples.

03:13:32.703 --> 03:13:34.138
<v Ms. Hardy>I'm not saying take out all the examples.</v>

03:13:34.138 --> 03:13:35.819
<v ->Okay, because that's what I heard,</v>

03:13:35.819 --> 03:13:39.004
is you said take out all the such-as's.

03:13:39.004 --> 03:13:41.200
To me, that's their examples,

03:13:41.200 --> 03:13:43.783
because that's the way we do it.

03:13:43.783 --> 03:13:46.116
'Such as' or 'including,' right?

03:13:47.508 --> 03:13:51.258
Okay, I just wasn't sure what she was saying.

03:13:55.560 --> 03:13:56.535
Okay.

03:13:56.535 --> 03:13:57.680
<v Ms. Hardy>We can't really discuss it.</v>

03:13:57.680 --> 03:13:58.705
<v Donna>Yeah, that's true.</v>

03:13:58.705 --> 03:13:59.582
<v Ms. Hardy>I'm just throwing out,</v>

03:13:59.582 --> 03:14:02.976
the streamlining and the so forth,

03:14:02.976 --> 03:14:04.351
we didn't really emphasize that

03:14:04.351 --> 03:14:05.309
the other day when we gave--

03:14:05.309 --> 03:14:07.070
<v Donna>Turn your mic on.</v>

03:14:07.070 --> 03:14:08.353
<v ->Monica the rules.</v>

03:14:08.353 --> 03:14:09.936
I think it's important that we--

03:14:09.936 --> 03:14:11.723
<v Donna>That we reemphasize streamlining, okay.</v>

03:14:11.723 --> 03:14:12.938
<v ->That we reemphasize that.</v>

03:14:12.938 --> 03:14:13.984
<v Donna>Okay, because I--</v>

03:14:13.984 --> 03:14:15.423
<v ->And one way to do that would be</v>

03:14:15.423 --> 03:14:16.933
take out some of the 'such as's'

03:14:16.933 --> 03:14:17.934
and some of the romanettes,

03:14:17.934 --> 03:14:19.323
<v Donna>Some of it, okay, I gotcha.</v>

03:14:19.323 --> 03:14:22.947
<v ->And some of that stuff that we keep adding in there.</v>

03:14:22.947 --> 03:14:24.346
<v Donna>Okay, members, I'd like to get back</v>

03:14:24.346 --> 03:14:27.209
to the motion that we're actually on, if that's all right.

03:14:27.209 --> 03:14:28.556
<v Ms. Cargill>Will there be another opportunity</v>

03:14:28.556 --> 03:14:30.224
to come up for me to say that I support

03:14:30.224 --> 03:14:31.467
what Mr. Rowley said?

03:14:31.467 --> 03:14:32.518
<v ->Gotcha.</v>

03:14:32.518 --> 03:14:33.601
<v Ms. Cargill>No, but is there another</v>

03:14:33.601 --> 03:14:34.843
opportunity for me to say that or?

03:14:34.843 --> 03:14:38.294
<v ->Not in the agenda today, but so noted.</v>

03:14:38.294 --> 03:14:39.794
(laughs) So noted.

03:14:40.918 --> 03:14:41.751
All right.

03:14:41.751 --> 03:14:43.168
Yes, Ms. Beltran.

03:14:45.044 --> 03:14:46.243
<v Ms. Beltran>I don't know if this is out of order,</v>

03:14:46.243 --> 03:14:47.703
but I don't believe that we agreed

03:14:47.703 --> 03:14:49.629
to remove all of the 'such as's' as a body,

03:14:49.629 --> 03:14:50.575
so I just would like to--

03:14:50.575 --> 03:14:52.455
<v ->Yeah, I'm concerned about that, I want to give out that.</v>

03:14:52.455 --> 03:14:54.668
<v ->And I just want to make clear that I think</v>

03:14:54.668 --> 03:14:57.310
Ms. Martinez has the list of broad recommendations

03:14:57.310 --> 03:14:59.066
that we have and I hope that's the message

03:14:59.066 --> 03:15:00.548
that's carried to the review committee.

03:15:00.548 --> 03:15:02.040
<v ->Right, absolutely.</v>

03:15:02.040 --> 03:15:06.087
Okay, members, we are going to go back to our motion here.

03:15:06.087 --> 03:15:09.501
It is moved to postpone to the July SBOE meeting.

03:15:09.501 --> 03:15:11.647
The discussion of the TEA report on the TEKS

03:15:11.647 --> 03:15:13.665
required curriculum and related

03:15:13.665 --> 03:15:14.914
State assessments instructions

03:15:14.914 --> 03:15:17.081
and the making of recommendation

03:15:17.081 --> 03:15:18.618
to the Texas legislature regarding

03:15:18.618 --> 03:15:21.325
the issues evaluated in the report.

03:15:21.325 --> 03:15:23.447
Are you ready for the question?

03:15:23.447 --> 03:15:25.469
All those in favor say aye, all those opposed.

03:15:25.469 --> 03:15:27.322
Oops, I skipped right over it.

03:15:27.322 --> 03:15:28.557
(laughing) Sorry

03:15:28.557 --> 03:15:29.390
(laughing)

03:15:29.390 --> 03:15:31.692
I'm trying to get people on their flights.

03:15:31.692 --> 03:15:34.683
All those (laughs) in favor say aye.

03:15:34.683 --> 03:15:35.878
<v Members>Aye.</v>

03:15:35.878 --> 03:15:38.268
<v ->All those opposed say no.</v>

03:15:38.268 --> 03:15:40.193
The ayes have it and the item is postponed

03:15:40.193 --> 03:15:41.851
to the July SBOE meeting.

03:15:41.851 --> 03:15:43.800
Okay, members.

03:15:43.800 --> 03:15:44.730
<v Mr. Rowley>Item 6?</v>

03:15:44.730 --> 03:15:45.563
<v ->Absolutely.</v>

03:15:45.563 --> 03:15:47.117
<v ->Item 6 Page 4 of the Minutes,</v>

03:15:47.117 --> 03:15:50.580
that's on Board Agenda page I-39,

03:15:50.580 --> 03:15:53.429
official agenda Item number 7, it's acceptance of grant

03:15:53.429 --> 03:15:56.696
to fund long-range planning efforts.

03:15:56.696 --> 03:15:59.574
Recommended that the State Board of Education accept

03:15:59.574 --> 03:16:02.560
a grant from the Meadows Foundation of Dallas

03:16:02.560 --> 03:16:04.815
to be used to help fund work associated

03:16:04.815 --> 03:16:06.376
with the development of a new

03:16:06.376 --> 03:16:08.887
long-range plan for public education.

03:16:08.887 --> 03:16:10.252
<v ->It's moved to accept the grant</v>

03:16:10.252 --> 03:16:11.544
from the Meadows Foundation.

03:16:11.544 --> 03:16:13.617
Are you ready for the question?

03:16:13.617 --> 03:16:15.080
All those in favor say aye.

03:16:15.080 --> 03:16:16.176
<v Members>Aye.</v>

03:16:16.176 --> 03:16:18.395
<v ->All those opposed say no.</v>

03:16:18.395 --> 03:16:22.199
The ayes have it, the grant has been accepted.

03:16:22.199 --> 03:16:23.720
Yes, Ms. Perez.

03:16:23.720 --> 03:16:26.825
<v ->I just wanted to say thank you so much.</v>

03:16:26.825 --> 03:16:29.001
I can remember a little over a year ago

03:16:29.001 --> 03:16:31.830
when Mr. Cortez was pushing for this to happen

03:16:31.830 --> 03:16:34.292
and so I'm just really, really excited

03:16:34.292 --> 03:16:36.644
that we're finally moving forward on this

03:16:36.644 --> 03:16:37.973
because it's been a long time coming.

03:16:37.973 --> 03:16:40.500
So, looking forward to developing this plan.

03:16:40.500 --> 03:16:41.972
<v ->Absolutely, absolutely.</v>

03:16:41.972 --> 03:16:45.189
We really appreciate Mr. Rowley's efforts in this area

03:16:45.189 --> 03:16:47.841
have been pretty (chuckles) stupendous.

03:16:47.841 --> 03:16:48.824
<v Mr. Rowley>Oh, thank you.</v>

03:16:48.824 --> 03:16:49.657
<v ->Thank you.</v>

03:16:49.657 --> 03:16:51.194
<v ->Wow, see I throw people under the bus.</v>

03:16:51.194 --> 03:16:52.388
(Donna laughs)

03:16:52.388 --> 03:16:55.248
<v Donna>All the writings of the RFQs.</v>

03:16:55.248 --> 03:16:56.899
<v ->Okay, Item 7, we ready?</v>

03:16:56.899 --> 03:16:57.777
<v Donna>Yes, absolutely.</v>

03:16:57.777 --> 03:16:59.386
<v ->Item 7 Page 4 of the Minutes,</v>

03:16:59.386 --> 03:17:01.303
it's Board Agenda I-41,

03:17:02.434 --> 03:17:03.945
official agenda Item number 8,

03:17:03.945 --> 03:17:05.969
Adoption of memorandum of understanding

03:17:05.969 --> 03:17:09.577
related to the long-range plan for public education.

03:17:09.577 --> 03:17:12.235
The motion appears on Page 5.

03:17:12.235 --> 03:17:14.185
It's recommended that the State Board of Education

03:17:14.185 --> 03:17:17.257
agrees to enter into a memorandum of understanding

03:17:17.257 --> 03:17:19.232
with the Commissioner of Education

03:17:19.232 --> 03:17:21.646
that involves the Commissioner appointing the Chair

03:17:21.646 --> 03:17:24.694
and Vice Chair of the Committee on Instruction,

03:17:24.694 --> 03:17:27.571
the Committee on School Finance Permanent School Fund,

03:17:27.571 --> 03:17:29.789
and the Committee on School Initiatives

03:17:29.789 --> 03:17:33.788
to a panel to review proposals received in response

03:17:33.788 --> 03:17:37.152
to a request for qualifications for a facilitator.

03:17:37.152 --> 03:17:39.200
The Commissioner will select the facilitator

03:17:39.200 --> 03:17:41.907
based on the review panel's recommendations

03:17:41.907 --> 03:17:44.369
or if a tie vote occurs, the Commissioner

03:17:44.369 --> 03:17:48.536
or his designees will select the contract recipient.

03:17:49.587 --> 03:17:50.830
<v ->Does everyone understand the motion</v>

03:17:50.830 --> 03:17:52.707
or do I need to reread that?

03:17:52.707 --> 03:17:53.791
Okay.

03:17:53.791 --> 03:17:55.305
Are you ready for the question?

03:17:55.305 --> 03:17:56.743
All those in favor say aye.

03:17:56.743 --> 03:17:57.577
<v Mr. Rowley>Aye.</v>

03:17:57.577 --> 03:17:59.011
<v ->All those opposed say no.</v>

03:17:59.011 --> 03:18:02.034
Ayes have it, SBOE will enter into a memorandum

03:18:02.034 --> 03:18:04.707
of understanding with Commissioner of Education.

03:18:04.707 --> 03:18:06.041
Next up.

03:18:06.041 --> 03:18:10.207
<v ->Item 8 is on Page 5, it's Board Agenda Page I-43,</v>

03:18:11.343 --> 03:18:15.426
it's the approval of an RFQ for a facilitator.

03:18:15.426 --> 03:18:18.055
It is recommended that the State Board of Education

03:18:18.055 --> 03:18:21.615
approve the request for qualifications in RFQ

03:18:21.615 --> 03:18:23.907
for a facilitator to assist with the planning

03:18:23.907 --> 03:18:28.073
and preparation of a long-range plan for public education.

03:18:29.685 --> 03:18:31.587
<v ->Are you ready for the question?</v>

03:18:31.587 --> 03:18:34.634
It's moved to approve the request for qualifications

03:18:34.634 --> 03:18:36.268
for a facilitator who will help the board

03:18:36.268 --> 03:18:38.520
develop a process for creating a long-range plan

03:18:38.520 --> 03:18:40.632
for education, all those in favor say aye.

03:18:40.632 --> 03:18:41.466
<v Mr. Rowley>Aye.</v>

03:18:41.466 --> 03:18:43.095
<v ->All those opposed say no.</v>

03:18:43.095 --> 03:18:44.022
The ayes have it and the request

03:18:44.022 --> 03:18:46.719
for qualification is approved.

03:18:46.719 --> 03:18:47.877
<v Mr. Rowley>Madame Chair, I believe</v>

03:18:47.877 --> 03:18:49.191
that's all the recommendations.

03:18:49.191 --> 03:18:50.459
<v ->Would you go ahead, Mr. Rowley,</v>

03:18:50.459 --> 03:18:52.190
because you had a flight to catch.

03:18:52.190 --> 03:18:55.454
Will you go in to the Committee on School Initiatives items?

03:18:55.454 --> 03:18:56.896
<v ->I will do that.</v>

03:18:56.896 --> 03:18:59.870
Okay, these are the Minutes from our, yeah,

03:18:59.870 --> 03:19:03.308
from the Minutes of the Committee on School Initiatives.

03:19:03.308 --> 03:19:06.673
<v Donna>And which item on our official agenda there?</v>

03:19:06.673 --> 03:19:07.506
<v ->Yes.</v>

03:19:08.824 --> 03:19:11.041
<v Donna>18 is on our official agenda</v>

03:19:11.041 --> 03:19:13.624
and it's on Page 4-47, correct?

03:19:14.908 --> 03:19:16.590
<v ->Yes, yeah, that's right.</v>

03:19:16.590 --> 03:19:17.424
4-47.

03:19:17.424 --> 03:19:18.382
<v Donna>We're going to skip over</v>

03:19:18.382 --> 03:19:19.963
to the Committee on School Initiatives, members.

03:19:19.963 --> 03:19:22.240
I hope everybody, is everybody caught up?

03:19:22.240 --> 03:19:24.406
<v ->4-47 of your board book,</v>

03:19:27.446 --> 03:19:29.363
Board Agenda Page 4-47.

03:19:30.787 --> 03:19:34.249
It's official agenda Item number 18, we ready?

03:19:34.249 --> 03:19:35.999
It is recommended to

03:19:39.442 --> 03:19:41.899
oh, oh okay, that's (chuckles), all right let's see.

03:19:41.899 --> 03:19:43.107
<v Donna>Yeah, take no action.</v>

03:19:43.107 --> 03:19:43.940
(both laughing)

03:19:43.940 --> 03:19:45.319
<v ->To postpone that.</v>

03:19:45.319 --> 03:19:46.221
No, I'm sorry, here it is.

03:19:46.221 --> 03:19:47.904
<v Donna>Here we go.</v>

03:19:47.904 --> 03:19:50.122
<v ->Recommend that the State Board of Education</v>

03:19:50.122 --> 03:19:52.609
take no action on the proposed amendments

03:19:52.609 --> 03:19:57.174
to 19 TAC Chapter 231, Requirements for Public School

03:19:57.174 --> 03:20:00.074
Personnel Assignments, Subchapter B,

03:20:00.074 --> 03:20:04.293
Prekindergarten Grade 6 Assignments, Subchapter C,

03:20:04.293 --> 03:20:07.708
Grade 6 through 8 Assignments, Subchapter D,

03:20:07.708 --> 03:20:10.022
Electives, Disciplinary Courses,

03:20:10.022 --> 03:20:12.681
Local Credit Courses, and Innovative Courses,

03:20:12.681 --> 03:20:15.314
Grades 6 through 12 Assignments.

03:20:15.314 --> 03:20:19.377
And Subchapter E, Grades 9 through 12 Assignments.

03:20:19.377 --> 03:20:22.334
<v ->Members, is there a motion to reject?</v>

03:20:22.334 --> 03:20:23.920
Hearing none, no action is taken

03:20:23.920 --> 03:20:27.017
in proposed amendment to 19 TAC Chapter 231,

03:20:27.017 --> 03:20:30.016
Requirements for Public School Personnel Assignments,

03:20:30.016 --> 03:20:34.031
Subchapter B, Prekindergarten Through 6th Grade Assignments.

03:20:34.031 --> 03:20:37.781
Subchapter C, Grades, oh, 6 to 8 Assignments,

03:20:38.646 --> 03:20:41.182
Subchapter D, Electives, Disciplinary Courses,

03:20:41.182 --> 03:20:43.206
Local Credit Courses, and Innovative Courses,

03:20:43.206 --> 03:20:44.547
Grade 6 through 12 Assignments,

03:20:44.547 --> 03:20:47.301
and Subchapter E, Grades 9 through 12 Assignments

03:20:47.301 --> 03:20:50.301
will take effect on April 14th 2016.

03:20:52.822 --> 03:20:53.655
<v Mr. Rowley>Ready to proceed?</v>

03:20:53.655 --> 03:20:54.489
<v ->Yep.</v>

03:20:54.489 --> 03:20:56.835
<v ->The next item is Item 4</v>

03:20:56.835 --> 03:20:59.421
on the Committee of School Initiatives.

03:20:59.421 --> 03:21:03.004
It is Board Agenda Page roman numeral 4-61.

03:21:05.296 --> 03:21:08.296
It's official agenda Item number 19.

03:21:09.514 --> 03:21:12.244
And the motion is recommended the State Board of Education

03:21:12.244 --> 03:21:14.464
take no action on the proposed revisions

03:21:14.464 --> 03:21:16.297
to 19 TAC Chapter 233,

03:21:17.560 --> 03:21:20.778
Categories of Classroom Teaching Certificates.

03:21:20.778 --> 03:21:22.899
<v ->Is there a motion to reject?</v>

03:21:22.899 --> 03:21:24.509
Hearing none, no action is taken

03:21:24.509 --> 03:21:27.898
and the proposed revisions to 19 TAC Chapter 233,

03:21:27.898 --> 03:21:30.165
Categories of Classroom Teaching Certificates

03:21:30.165 --> 03:21:33.959
will take effect on April 14th 2016.

03:21:33.959 --> 03:21:37.089
<v ->Next item is number 5, it's on the top of Page 3</v>

03:21:37.089 --> 03:21:41.255
of the Minutes, it's Board Agenda Page roman numeral 4-79.

03:21:43.551 --> 03:21:45.550
It's recommended that the State Board of Education

03:21:45.550 --> 03:21:47.720
take no action on the proposed amendments

03:21:47.720 --> 03:21:52.377
to 19 TAC Chapter 249, Disciplinary Proceedings,

03:21:52.377 --> 03:21:54.669
Sanctions, and Contested Cases,

03:21:54.669 --> 03:21:57.350
Subchapter A, General Provisions,

03:21:57.350 --> 03:22:00.684
Section 249.5, Purpose, Policy Governing

03:22:01.720 --> 03:22:03.568
Disciplinary Proceedings.

03:22:03.568 --> 03:22:07.225
Subchapter B, Enforcement Actions and Guidelines,

03:22:07.225 --> 03:22:12.213
Section 249.15, Disciplinary Action by State Board

03:22:12.213 --> 03:22:16.471
for Educator Certification, and Section 249.17,

03:22:16.471 --> 03:22:18.348
Decision Making Guidelines.

03:22:18.348 --> 03:22:22.515
And Subchapter D, Hearing Procedures, Section 249.35,

03:22:23.760 --> 03:22:26.843
Disposition Prior to Hearing Default.

03:22:27.803 --> 03:22:30.362
<v ->Is there a motion to reject?</v>

03:22:30.362 --> 03:22:32.119
Hearing none, no action is taken

03:22:32.119 --> 03:22:33.483
and the proposed amendments

03:22:33.483 --> 03:22:37.076
will take effect on April 14th 2016.

03:22:37.076 --> 03:22:40.757
<v ->Item 6, the last item for Committee on School Initiatives.</v>

03:22:40.757 --> 03:22:44.590
It's on Board Agenda Page roman numeral 4-103.

03:22:46.233 --> 03:22:50.086
It's the official agenda Item number 21.

03:22:50.086 --> 03:22:52.598
It's recommended that the State Board of Education

03:22:52.598 --> 03:22:56.681
adopt the review of 19 TAC Chapter 100, Charters,

03:22:57.766 --> 03:23:01.178
Subchapter A, Open-Enrollment Charter Schools,

03:23:01.178 --> 03:23:05.664
and Subchapter B, Home-Rule School District Charters.

03:23:05.664 --> 03:23:08.858
<v ->Are you ready for the question?</v>

03:23:08.858 --> 03:23:13.052
It's moved to adopt the review of 19 TAC Chapter 100,

03:23:13.052 --> 03:23:15.636
Charter, Subchapter A, Open-Enrollment Charter Schools,

03:23:15.636 --> 03:23:20.025
and Subchapter B, Home-Rule School District Charters.

03:23:20.025 --> 03:23:21.536
All in favor say aye.

03:23:21.536 --> 03:23:22.804
<v Members>Aye.</v>

03:23:22.804 --> 03:23:24.389
<v ->All opposed say no.</v>

03:23:24.389 --> 03:23:25.727
The ayes have it.

03:23:25.727 --> 03:23:26.851
<v Mr. Rowley>Madame Chair, there's nothing further</v>

03:23:26.851 --> 03:23:28.020
from that Committee.

03:23:28.020 --> 03:23:28.854
<v ->Fantastic.</v>

03:23:28.854 --> 03:23:30.483
Thank you, Mr. Rowley, you did a great job

03:23:30.483 --> 03:23:32.090
filling in for Mr. Ratliff

03:23:32.090 --> 03:23:35.089
and on getting us going here.

03:23:35.089 --> 03:23:39.744
Okay, now, we are back on Committee on Instruction,

03:23:39.744 --> 03:23:44.273
Item number 10 on the official agenda, correct?

03:23:44.273 --> 03:23:46.523
Members, and it's Page 2-1,

03:23:47.887 --> 03:23:49.387
is on your agenda.

03:23:53.421 --> 03:23:55.469
Committee Item number 1.

03:23:55.469 --> 03:23:58.712
And I believe that's Ms. Hardy.

03:23:58.712 --> 03:23:59.545
<v Ms. Hardy>No.</v>

03:23:59.545 --> 03:24:00.442
<v ->No, I'm sorry, sorry.</v>

03:24:00.442 --> 03:24:01.275
Sue?

03:24:01.275 --> 03:24:02.368
Ms. Melton-Malone, sorry, Sue.

03:24:02.368 --> 03:24:03.587
<v Ms. Malone>That's okay.</v>

03:24:03.587 --> 03:24:04.754
<v ->I apologize.</v>

03:24:06.436 --> 03:24:07.712
<v ->I don't, promoted or,</v>

03:24:07.712 --> 03:24:08.545
(laughing)

03:24:09.656 --> 03:24:12.072
All right, we're on number 1.

03:24:14.247 --> 03:24:16.409
And you'll see that it's for second reading

03:24:16.409 --> 03:24:18.505
and final adoption, it's our Board Agenda

03:24:18.505 --> 03:24:22.672
Page roman numeral 2-1, official agenda Item number 10.

03:24:23.552 --> 03:24:25.356
On behalf of the Committee on Instruction

03:24:25.356 --> 03:24:27.611
I move that the State Board of Education

03:24:27.611 --> 03:24:29.246
by an affirmative vote of two-thirds

03:24:29.246 --> 03:24:30.465
of the members of the board

03:24:30.465 --> 03:24:33.073
approve for second reading and final adoption

03:24:33.073 --> 03:24:36.512
proposed amendment to 19 TAC Chapter 74,

03:24:36.512 --> 03:24:39.193
Curriculum Requirements, Subchapter A,

03:24:39.193 --> 03:24:42.163
Required Curriculum 74.5,

03:24:42.163 --> 03:24:44.999
academic achievement record transcript

03:24:44.999 --> 03:24:47.315
and high school diploma with an effect date

03:24:47.315 --> 03:24:50.076
of 20 days after filing as adopted

03:24:50.076 --> 03:24:52.606
with the Texas Register.

03:24:52.606 --> 03:24:55.238
<v ->It's been moved to approve by affirmative vote</v>

03:24:55.238 --> 03:24:57.213
of two-thirds of the members of the board

03:24:57.213 --> 03:24:58.580
for second reading and final adoption

03:24:58.580 --> 03:25:01.213
proposed amendment to 19 TAC Chapter 74,

03:25:01.213 --> 03:25:03.602
Curriculum Requirements, Subchapter A,

03:25:03.602 --> 03:25:06.235
Required Curriculum 74.5,

03:25:06.235 --> 03:25:09.453
academic achievement record transcript

03:25:09.453 --> 03:25:11.477
and high school diploma with an effective date

03:25:11.477 --> 03:25:13.403
of 20 days after filing as adopted

03:25:13.403 --> 03:25:16.865
with the Texas Register. Are you ready for the question?

03:25:16.865 --> 03:25:19.302
To set an earlier effective date, members,

03:25:19.302 --> 03:25:21.351
requires a vote of two-thirds of the members

03:25:21.351 --> 03:25:23.619
which is ten votes in the affirmative,

03:25:23.619 --> 03:25:25.984
and we short, right?

03:25:25.984 --> 03:25:27.178
No, no, no, no, we're good.

03:25:27.178 --> 03:25:28.788
Never mind, I can't count, sorry.

03:25:28.788 --> 03:25:30.344
It's the new math.

03:25:30.344 --> 03:25:31.177
Okay.

03:25:33.174 --> 03:25:36.091
All those in favor raise your hand.

03:25:41.930 --> 03:25:45.075
All those opposed raise your hand.

03:25:45.075 --> 03:25:46.903
How many do you need from?

03:25:46.903 --> 03:25:48.970
11 to zero, so the motion carries in

03:25:48.970 --> 03:25:52.469
at having earlier effective date.

03:25:52.469 --> 03:25:57.144
<v ->Number 2, it's one Page 2 of your lil' packet.</v>

03:25:57.144 --> 03:25:58.922
On behalf of the Committee on Instruction

03:25:58.922 --> 03:26:00.677
I move that the State Board of Education

03:26:00.677 --> 03:26:02.993
approve for second reading and filing adoption

03:26:02.993 --> 03:26:05.576
propose new 19 TAC Chapter 126,

03:26:06.625 --> 03:26:07.869
(clears throat) excuse me,

03:26:07.869 --> 03:26:09.624
Texas Essential Knowledge and Skills

03:26:09.624 --> 03:26:13.071
for Technology Applications, Subchapter D,

03:26:13.071 --> 03:26:15.671
Other Technology Applications Courses,

03:26:15.671 --> 03:26:18.255
126.65, Advanced Placement, AP,

03:26:20.305 --> 03:26:24.643
Computer Science Principles, One Credit, adopted 2016,

03:26:24.643 --> 03:26:28.227
with an effective date of August 22nd 2016.

03:26:29.326 --> 03:26:31.421
<v ->This motion only requires a majority vote</v>

03:26:31.421 --> 03:26:33.365
on the second reading since a earlier

03:26:33.365 --> 03:26:35.274
effective date has not been sought.

03:26:35.274 --> 03:26:37.396
Are you ready for the question?

03:26:37.396 --> 03:26:38.813
All those in favor say aye.

03:26:38.813 --> 03:26:39.690
<v Members>Aye.</v>

03:26:39.690 --> 03:26:41.150
<v ->All those opposed say no.</v>

03:26:41.150 --> 03:26:43.198
The ayes have it and the new

03:26:43.198 --> 03:26:46.889
19 TAC Chapter 126, Texas Essential Knowledge and Skills

03:26:46.889 --> 03:26:48.823
for Technology Applications, Subchapter D,

03:26:48.823 --> 03:26:50.949
Other Technology Applications Courses,

03:26:50.949 --> 03:26:54.750
126.65, Advanced Placement Computer Science Principles

03:26:54.750 --> 03:26:58.916
adopted 2016 with an effective date of August 22nd 2016,

03:27:00.065 --> 03:27:01.431
yeah, that's good.

03:27:01.431 --> 03:27:02.869
Okay, thank you very much.

03:27:02.869 --> 03:27:05.672
<v ->Number 3 is still on Page 2.</v>

03:27:05.672 --> 03:27:08.623
It is for second reading and final adoption also.

03:27:08.623 --> 03:27:11.842
Board agenda Page roman numeral 2-13,

03:27:11.842 --> 03:27:14.864
our official item agenda number 12.

03:27:14.864 --> 03:27:16.839
On behalf of the Committee on Instruction

03:27:16.839 --> 03:27:18.669
I move that the State Board of Education

03:27:18.669 --> 03:27:21.351
approve for second reading and final adoption

03:27:21.351 --> 03:27:23.934
propose new 19 TAC Chapter 127,

03:27:25.739 --> 03:27:27.787
Texas Essential Knowledge and Skills

03:27:27.787 --> 03:27:31.761
for Career Development, Subchapter B, High School,

03:27:31.761 --> 03:27:35.761
127.16, Extended Career Preparation, One Credit,

03:27:37.113 --> 03:27:41.280
adopted 2016 with an effective date of August 28th 2017.

03:27:43.525 --> 03:27:46.643
<v ->Again, this motion requires only majority vote</v>

03:27:46.643 --> 03:27:49.181
since there's no earlier effective date being sought.

03:27:49.181 --> 03:27:50.961
Are you ready for the question?

03:27:50.961 --> 03:27:52.278
All those in favor say aye.

03:27:52.278 --> 03:27:53.111
<v Members>Aye.</v>

03:27:53.111 --> 03:27:54.643
<v ->All those opposed say no.</v>

03:27:54.643 --> 03:27:58.104
The ayes have it, and the new 19 TAC Chapter 127,

03:27:58.104 --> 03:28:00.055
Texas Essential Knowledge and Skill

03:28:00.055 --> 03:28:02.517
for Career Development, Subchapter B, High School,

03:28:02.517 --> 03:28:07.344
127.16, Extended Career Preparation adopted 2016

03:28:07.344 --> 03:28:11.511
is adopted with an effective date of August 28th 2017.

03:28:12.538 --> 03:28:16.537
<v ->Number 4 is of the explanation is on Page 2</v>

03:28:16.537 --> 03:28:19.009
of your Minutes, (clears throat) pardon me.

03:28:19.009 --> 03:28:20.975
The motion is on Page 3,

03:28:20.975 --> 03:28:23.193
on behalf of the Committee on Instruction

03:28:23.193 --> 03:28:25.071
I move that the State Board of Education

03:28:25.071 --> 03:28:28.405
approve for first reading and filing authorization

03:28:28.405 --> 03:28:31.821
proposed amendments to 19 TAC Chapter 89,

03:28:33.449 --> 03:28:37.042
Adaptions for Special Populations, Subchapter C,

03:28:37.042 --> 03:28:40.792
Texas Certificate of High School Equivalency.

03:28:42.200 --> 03:28:44.916
<v Donna>Yes, Mr. Maynard.</v>

03:28:44.916 --> 03:28:47.111
<v ->Madame Chair, I just wanna make a note that,</v>

03:28:47.111 --> 03:28:49.937
and if you take a look at this,

03:28:49.937 --> 03:28:54.476
that there's a fee increase in this first reading

03:28:54.476 --> 03:28:57.036
for the high school equivalency

03:28:57.036 --> 03:28:58.823
and I just wanna just inform the members

03:28:58.823 --> 03:29:00.580
is to understand that the high school equivalency

03:29:00.580 --> 03:29:02.285
is a user-based system.

03:29:02.285 --> 03:29:06.004
It's my understanding that the current $15 fee

03:29:06.004 --> 03:29:07.995
as spreaded over the battery was implemented

03:29:07.995 --> 03:29:10.537
for the first time in 2004.

03:29:10.537 --> 03:29:13.975
I just sat down and adjusted it for inflation

03:29:13.975 --> 03:29:18.142
at 5% per year, and I came up with the current year

03:29:19.168 --> 03:29:22.085
that that would put that at $26.95.

03:29:23.801 --> 03:29:25.264
If you extend that into 2017

03:29:25.264 --> 03:29:27.732
that puts it at $28.30.

03:29:27.732 --> 03:29:31.359
So, the increase that's being proposed in first reading

03:29:31.359 --> 03:29:34.017
actually puts it actually just slightly below

03:29:34.017 --> 03:29:36.433
that inflationary adjustment.

03:29:38.458 --> 03:29:40.331
By the way, during that span of time

03:29:40.331 --> 03:29:43.208
the cost of doing business has not gotten any cheaper,

03:29:43.208 --> 03:29:46.378
and so I just want to make that note.

03:29:46.378 --> 03:29:47.987
<v ->Okay, members, it's been moved to approve</v>

03:29:47.987 --> 03:29:50.450
for first reading and filing authorization

03:29:50.450 --> 03:29:53.253
proposed amendments to 19 TAC Chapter 89,

03:29:53.253 --> 03:29:56.764
Adaptations for Special Populations, Subchapter C,

03:29:56.764 --> 03:29:59.129
Texas Certificate of High School Equivalency.

03:29:59.129 --> 03:30:00.885
Are you ready for the question?

03:30:00.885 --> 03:30:02.518
All those in favor say aye.

03:30:02.518 --> 03:30:03.567
<v Members>Aye.</v>

03:30:03.567 --> 03:30:04.786
<v ->All those opposed say no.</v>

03:30:04.786 --> 03:30:07.053
The ayes have it, the motion carries.

03:30:07.053 --> 03:30:11.149
<v ->All right, number 6 is our last item, it's on Page 3.</v>

03:30:11.149 --> 03:30:14.855
It's the Board Agenda Page roman numeral 2-51,

03:30:14.855 --> 03:30:17.976
our official agenda Item number 14.

03:30:17.976 --> 03:30:21.487
Just a word of explanation, there's three motions here.

03:30:21.487 --> 03:30:25.485
The first one deals with approving innovative courses,

03:30:25.485 --> 03:30:27.680
Navigating Life with Hearing Loss,

03:30:27.680 --> 03:30:29.728
and Making Connections.

03:30:29.728 --> 03:30:32.312
And the second motion in vote

03:30:32.312 --> 03:30:35.229
was to give them the time allotment

03:30:36.676 --> 03:30:40.407
that we thought they needed for an innovative course.

03:30:40.407 --> 03:30:43.624
And we approve Navigating Life with Hearing Loss

03:30:43.624 --> 03:30:47.790
for three years, and Making Connections for one year.

03:30:48.817 --> 03:30:49.988
(coughs) Excuse me.

03:30:49.988 --> 03:30:52.864
On behalf of the Committee on Instruction

03:30:52.864 --> 03:30:54.840
I move that the State Board of Education

03:30:54.840 --> 03:30:58.058
approve innovative courses that do not fall

03:30:58.058 --> 03:31:01.003
within any of the subject areas of the foundation

03:31:01.003 --> 03:31:04.003
or enrichment curriculum as amended.

03:31:05.971 --> 03:31:07.267
<v Donna>You're combining the two?</v>

03:31:07.267 --> 03:31:08.101
<v ->Yes, yes.</v>

03:31:08.101 --> 03:31:10.487
<v ->Oh, absolutely, terrific, terrific.</v>

03:31:10.487 --> 03:31:12.217
Okay, terrific.

03:31:12.217 --> 03:31:13.973
It's moved to approve the innovative courses

03:31:13.973 --> 03:31:16.656
that do not fall within any of the subject areas

03:31:16.656 --> 03:31:19.167
of the foundation or enrichment curriculum as shown

03:31:19.167 --> 03:31:22.717
in the separate exhibit as amended.

03:31:22.717 --> 03:31:24.067
Are you ready for the question?

03:31:24.067 --> 03:31:25.531
All those in favor say aye.

03:31:25.531 --> 03:31:26.364
<v Members>Aye.</v>

03:31:26.364 --> 03:31:28.506
All those opposed say no.

03:31:28.506 --> 03:31:30.530
And that concludes the Committee on Instruction.

03:31:30.530 --> 03:31:32.261
Okay, terrific, we're moving along,

03:31:32.261 --> 03:31:35.238
and I think we only have one, Ms. Hardy, correct?

03:31:35.238 --> 03:31:36.353
Permanent Student Fund?

03:31:36.353 --> 03:31:38.046
<v Ms. Hardy>Try though I might, I couldn't get it all--</v>

03:31:38.046 --> 03:31:41.064
<v ->She tried really hard, we appreciate it, Ms. Hardy.</v>

03:31:41.064 --> 03:31:44.477
<v ->All right, this is on the school finance</v>

03:31:44.477 --> 03:31:46.891
portion of our Permanent School Fund,

03:31:46.891 --> 03:31:48.182
the school finance portion

03:31:48.182 --> 03:31:52.348
and it's on Board Agenda number roman numeral 3-9.

03:31:54.205 --> 03:31:58.205
And on behalf of the Committee on School Finance

03:32:01.885 --> 03:32:04.635
I move that we suspend the board,

03:32:05.542 --> 03:32:07.337
it was moved that we suspend the board

03:32:07.337 --> 03:32:10.708
operating procedure in accordance with 5.2 A

03:32:10.708 --> 03:32:13.219
to allow consideration at first reading

03:32:13.219 --> 03:32:15.878
and filing authorization.

03:32:15.878 --> 03:32:20.728
Then it was further moved that the State Board of Education

03:32:20.728 --> 03:32:23.630
approve for first reading and filing authorization

03:32:23.630 --> 03:32:27.604
the proposed amendment to 19 TAC Chapter 129,

03:32:27.604 --> 03:32:30.115
Student Attendance, Subchapter B,

03:32:30.115 --> 03:32:33.723
Student Attendance Accounting, 129.21,

03:32:33.723 --> 03:32:35.333
requirements for student attendance

03:32:35.333 --> 03:32:37.869
accounting for the State funding purposes

03:32:37.869 --> 03:32:40.453
and the placement of this item on the Consent Agenda

03:32:40.453 --> 03:32:44.619
for the State Board of Education meeting April the 8th 2016.

03:32:46.133 --> 03:32:49.032
And this requires a two-thirds vote.

03:32:49.032 --> 03:32:50.455
<v Voiceover>Well actually it's going to require</v>

03:32:50.455 --> 03:32:52.727
a majority vote probably going to carry in regular rule.

03:32:52.727 --> 03:32:54.932
So 5.2 A is just a majority vote.

03:32:54.932 --> 03:32:58.114
<v ->Okay, 5.2 A that we're voting on</v>

03:32:58.114 --> 03:33:00.856
is just a majority vote here.

03:33:00.856 --> 03:33:03.782
It's moved to suspend the board operating procedures

03:33:03.782 --> 03:33:06.951
in accordance with 5.2 A to allow consideration

03:33:06.951 --> 03:33:09.439
at first reading and filing authorization.

03:33:09.439 --> 03:33:12.471
Is there any objection to suspending the board

03:33:12.471 --> 03:33:14.328
operating procedure to allow consideration

03:33:14.328 --> 03:33:17.327
of this item at first reading?

03:33:17.327 --> 03:33:18.410
Hearing none,

03:33:20.276 --> 03:33:21.691
it's moved to approve for first reading

03:33:21.691 --> 03:33:23.666
and filing authorization the proposed amendment

03:33:23.666 --> 03:33:26.737
to 19 TAC Chapter 129, Student Attendance,

03:33:26.737 --> 03:33:28.810
Subchapter B, Student Attendance Accounting,

03:33:28.810 --> 03:33:32.566
129.21, requirements for student attendance

03:33:32.566 --> 03:33:34.638
accounting for State funding purposes.

03:33:34.638 --> 03:33:36.442
Are you ready for the question?

03:33:36.442 --> 03:33:37.806
All those in favor say aye.

03:33:37.806 --> 03:33:38.640
<v Members>Aye.</v>

03:33:38.640 --> 03:33:40.124
<v ->All those opposed say no.</v>

03:33:40.124 --> 03:33:41.488
The ayes have it and proposed amendment

03:33:41.488 --> 03:33:44.365
to 19 TAC Chapter 129, Student Attendance,

03:33:44.365 --> 03:33:47.682
Subchapter B, Student Attendance Accounting, 129.21,

03:33:47.682 --> 03:33:50.364
requirements for student attendance accounting

03:33:50.364 --> 03:33:51.900
for State funding purposes is approved

03:33:51.900 --> 03:33:55.322
on first reading and filing authorization.

03:33:55.322 --> 03:33:57.141
<v ->Madame Chair, there were no, everything went</v>

03:33:57.141 --> 03:34:00.905
on the Consent Agenda for the Permanent School Fund.

03:34:00.905 --> 03:34:02.408
<v ->Members, I just want to remind you about</v>

03:34:02.408 --> 03:34:04.544
the Student Heroes selections that are due

03:34:04.544 --> 03:34:08.640
Friday, April 15th, that's one week from today.

03:34:08.640 --> 03:34:11.534
One week from today, because we need to get notice out

03:34:11.534 --> 03:34:13.617
to the students, yes, Mr. Rowley.

03:34:13.617 --> 03:34:15.465
<v ->Madame Chair, just a reminder to the Chair</v>

03:34:15.465 --> 03:34:18.450
and Vice Chairs of each standing committee,

03:34:18.450 --> 03:34:21.514
the professional facilitator interviews

03:34:21.514 --> 03:34:25.680
will be conducted on Wednesday, May the 11th at 1:30

03:34:27.804 --> 03:34:30.054
at a site to be determined.

03:34:31.116 --> 03:34:34.782
If you want to call in or appear in some way,

03:34:35.753 --> 03:34:39.166
other than in person, you can certainly do that,

03:34:39.166 --> 03:34:43.145
just let us know, and actually Debbie Ratcliffe

03:34:43.145 --> 03:34:46.978
will work on that and we'll put that in place.

03:34:47.989 --> 03:34:51.947
<v ->And remind me, Monica, when are the nominations due</v>

03:34:51.947 --> 03:34:53.630
for this science streamlining?

03:34:53.630 --> 03:34:56.654
I want to make sure, members, you have this in your calendar.

03:34:56.654 --> 03:34:57.487
May 6th.

03:34:57.487 --> 03:34:58.335
<v Monica>May 6th.</v>

03:34:58.335 --> 03:34:59.189
<v ->Yes, thank you, Dr. Dominguez.</v>

03:34:59.189 --> 03:35:01.090
<v Monica>It's in your Minutes (chuckles).</v>

03:35:01.090 --> 03:35:03.300
And then we will send out a reminder.

03:35:03.300 --> 03:35:04.708
<v Ms. Miller>Chairman?</v>

03:35:04.708 --> 03:35:05.542
<v Donna>Yes.</v>

03:35:05.542 --> 03:35:07.842
<v Ms. Miller>Just to follow up on that, Monica,</v>

03:35:07.842 --> 03:35:10.103
I did mine, They're in the, they're ready for you.

03:35:10.103 --> 03:35:12.174
<v Monica>Woo, thank you, Ms. Miller</v>

03:35:12.174 --> 03:35:13.419
for being so prompt.

03:35:13.419 --> 03:35:14.931
<v ->Ms. Miller gets a gold star this time,</v>

03:35:14.931 --> 03:35:17.002
we appreciate it very much.

03:35:17.002 --> 03:35:20.368
Thank you, members, so much for your patience

03:35:20.368 --> 03:35:22.001
and deliberation this week,

03:35:22.001 --> 03:35:23.708
I think we've had a great series of meetings.

03:35:23.708 --> 03:35:27.731
Thank you so much, we'll see you in July.

03:35:27.731 --> 03:35:28.981
(gavels thumps)