Mrs. Bahorich: Members, we're gonna get started
with our meeting.
First, we're gonna have student performance,
and Ms. Perez-Diaz is gonna introduce them.
Turn on your mic.
Ms. Perez-Diaz: I'm gonna ask that we move
to the lobby area.
Our student performance is out in front.
We have some students in wheelchairs
so it's not really accommodating in this area.
So, we gotta move out to the lobby area.
-: All right, members, let's go ahead
and call meeting back to order.
Our first up is Invocation, Pledge of Allegiance,
and Pledge to the Texas flag.
Mr. Maynard?
Is he in the room?
Yes, perfect.
-: All right, if you will stand as we
pledge to the flags.
First the American flag.
-: (all together) I pledge allegiance to the flag
of the United States of America
and to the Republic for which it stands,
one nation under God, indivisible,
with liberty and justice for all.
-: And now the Texas flag.
-: (all together) Honor the Texas flag.
I pledge allegiance to thee, Texas,
one State under God.
One and indivisible.
-: As we begin with an invocation.
Father, we just come to You as Your word has commanded us
that if any lack wisdom
that they should ask and that You would grant that freely.
Dear God, we just pray, dear God,
that You would just grant us wisdom and insight,
Father, and that we would always never be weary
in doing good.
That we would understand that we will reap a harvest
if we do not give up.
Father, as we think about the 5.3 million school children
across the State of Texas, dear God,
we just know that the work that we do here
is an investment in our future
as we prepare the young minds that You have created,
dear God, to fulfill their potential, dear God,
to take their place as citizens in this great State
and in this great country.
We consecrate this time and this effort to You.
We commend all this to you
and we just lay this at your feet.
We pray in the name of Jesus and for His sake, amen.
-: Amen.
Thank you, Mr. Maynard.
Renee Jackson will call the roll or Jennifer,
I'm not sure.
Which, okay, Renee.
-: Mr. Allen? -: Present.
-: Mrs. Bahorich? -: Here.
-: Ms. Beltran? -: Here.
-: Mr. Bradley? -: Here.
-: Mrs. Cargill? -: Here.
-: Mr. Cortez? -: Here.
-: Dr. Ellis? -: Here.
-: Ms. Hardy? -: Here.
-: Mr. Maynard? -: Here.
-: Mrs. Melton-Malone? -: Here.
-: Mr. Mercer? -: Here.
-: Mrs. Miller? -: Here.
-: Ms. Perez? -: Here.
-: Mrs. Perez-Diaz? -: Here.
-: Mr. Rowley? -: Here.
-: Okay, members, we're going to do approval.
First side of business is approval of the minutes
of the January 31st and February 3rd,
2017 meetings.
Are there any corrections to the minutes?
Hearing none, the minutes are approved.
We did have a resolution that we are going to postpone
when the honoree will be able to be with us,
so if you'll just note that we're not gonna
to do that resolution today.
Next up is gonna be public testimony.
We've got five persons.
I believe five, is it six or five
that are registered?
-: Seven. -: Seven folks.
For public testimony, of course, on Friday
we are
taking testimony on things
that are not...
Sorry, let me start over.
Have a lot of things on my mind today.
We have three minutes to testify
and you'll hear the first warning bell
at one minute
and the last, when you hear the double ding,
that means you're done and just give us your last thoughts.
Yes, Mr. Rowley?
-: I think legal pointed out last meeting,
and maybe Mr. Ellis as well,
that since these items are not posted for discussion,
then all we can really do is direct the testifiers
towards assistance in that type of thing.
-: That's correct.
Actually, thank you for bringing that up
because that's a really important point
we ended up getting in to a very lengthy discussion
which we were not posted for.
I think it's just important that we stick to
full discussions on things that we're posted for.
Legal advised us so let's just remember that
as we're looking at public testimony on Fridays.
Woman: Hal Speed, Victoria Xander, and Brandon Evans.
-: My testimony is regarding 19 TAC, Chapter 126,
Texas Essential Knowledge and Skills
for Technology Applications,
Subchapter A, Elementary,
and Subchapter B, Middle School.
Good morning, members, my name is Hal Speed.
I'm a concerned parent.
Today, I represent myself and the organization I started,
the Computer Science for Texas.
I also am an active volunteer in leadership positions
with TCEA, the Computer Science Teachers Association,
and I was one of the co-lead writers
for the National K12 Computer Science framework.
Texas participates in the multi-state
Expanding Computing Education Pathways Alliance
as well as the Education Commission of the States.
Three weeks ago, these organizations, along with others,
published the State of the State's Landscape Report
that you have in front of you.
Overall, Texas scores very well on many
of the Computer Science priorities listed in the report.
I'd like to call your attention to two.
First, Priority Number 3, if you turn to Page 17
in the booklet,
Adoption of K12 Computer Science Standards.
You'll see a graph with all the states of the Union
and if they satisfy that requirement
around having K12 Computer Science standards.
Of course, Texas has very good TEKS for high school
but we are lacking in dedicated Computer Science TEKS
for elementary and middle school.
I'd like to request that the board
to schedule a revision to the Technology Application TEKS
for Elementary and Middle School.
In Chapter 126, Subchapters A and B
to include up-to-date standards
for Computer Science.
Also, briefly, if you could turn to Page 29 on Priority 7.
That's a dedicated state-level Computer Science position.
I believe TEA has been in the process of hiring
a Computer Science Coordinator.
But at least, as of this publishing a few weeks ago,
Texas was not listed as having a dedicated
Computer Science Coordinator.
So, if that's changed, if somebody from staff
or the board, please let me know, I'd appreciate it.
Thank you.
-: Any questions for our testifier?
Thank you so much.
Just so you know, Mr. Speed, we're gonna be looking
at our calendar in June,
what we're going to be taking up as far as agenda items
for revisions or additional courses and that sort of thing,
we'll have a big discussion in June.
So, we appreciate you bringing this to our attention.
Hal Speed: Okay, thank you.
Woman: Victoria Xander, Brandon Evans,
and Vanessa Guerra.
-: Good morning, y'all, my name is--
Mrs. Bahorich: Uh, your Mic is not on.
-: Oh, I'm sorry. -: No problem.
-: Good morning, y'all.
My name is Tori Xander.
On behalf of me and my teammates,
I would like to start by thanking you all for allowing
us to come speak this morning.
I'm from Clifton and attended Clifton High School,
a little 3A located in Central Texas.
I graduated in a class of 62 people,
so when I moved to College Station to attend school,
it was obviously a big transition for me.
Lucky for me, I got involved with a group advocating
something I've become very passionate about.
That group is RSET,
which stands for Redefining Sex Education in Texas.
Our group is composed of college and university students
from all over the state.
As our organization continues to grow,
I am always amazed at the similar stories
and experiences we all share when it comes to sex education
in our state's public schools.
Whether we come from a poor district or a wealthy district,
an urban district or rural district,
students all agree on the necessity
of a better sex education program for our schools.
This morning, a few of my team members and I came to discuss
who we are, what we're about, and why we're about it.
What RSET's mission entails is to redefine
the Health Education portion of the TEKS
to be more factually based.
We don't want to promote students to become sexually active
but we do wish to prepare them for the day that they decide
to make that choice.
As you all know, Texas currently has an abstinence-based
Sex Education curriculum.
You all created it and we all support it
but based on extensive research and months
of polling and surveying students,
we have come to the conclusion
that an abstinence-based curriculum
is simply no longer effective.
Texas is currently ranked fifth highest
in the nation for teen pregnancy rates
and third highest in HIV diagnosis.
Our site ran a poll after learning these statistics
asking students if they believed they received
proper sex education in school,
62% of them said that they had not.
If students are not being taught at school,
maybe they're being taught at home.
We learned that 52% of kids said that they did not
or very vaguely have the sex talk at home with family.
Due to these shocking statistics,
RSET believes it's time to approach things differently.
We would love to see a Sex-Ed curriculum
that still informs students of the benefits
of staying abstinent but also prepares students
who do choose to become sexually active before marriage.
Students are surprisingly for this change.
The stereotypical teen might be thought of
as childish or unwilling to participate maturely
in a Sex-Ed course, but we discovered in the poll
we gave to young people all over the state
that roughly 89% of students that believe
that sex education should be required in public schools.
The facts don't lie.
Our youth is becoming more and more sexually active
as time goes on and they want to be informed
of the consequences and precautions to take
when making this big decision.
Thank y'all.
-: Any questions?
Thank you so much.
Woman: Brandon Evans, Vanessa Guerra,
and Analisa Freyer.
-: Good morning.
My name is Brandon Evans and I'm from Canyon, Texas.
Many parents and educators stand firmly
with the teachings of abstinence.
That's great because RSET is an abstinence-based
organization.
But we can no longer turn the other cheek
to the epidemic that has plagued our youth.
This epidemic is teen pregnancy, STDs, HIV
among our young population.
Challenges we face when trying to implement
more reasonable Sex Education courses
include the religion aspect, time and money allocation,
and TEKS.
To combat these challenges
and to find a good equilibrium,
we must strive to push the abstinence
but also understand that adolescent teens
may not always choose this abstinent route.
Our teens need to be more informed about the dangers
of unplanned parenthood and how detrimental
it could be to their well-being.
By doing so, we need to gather what little valuable time
and educator resources we have
while having and keeping the class abstinence-based
but also having a keen understanding
that sexual activity is still happening among students.
Education is critical to our youth
so why haven't we been educating them about safe sex?
Thank you.
Mrs. Bahorich: Any questions of our testifier?
Thank you.
Woman: Vanessa Guerra, Analisa Freyer,
and Erin Haltchins.
-: Okay, good morning, everybody.
My name is Vanessa Guerra.
I'd also like to thank you all for allowing my team
and I the opportunity to speak today.
I am from Houston, and I attended public school
in the Houston Independent School District.
As my previous team member Victoria said,
Texas is currently ranked the fifth highest state
in regards of teen pregnancies,
third state with highest amounts of teens that have HIV,
and 13th with primary and secondary syphilis.
These are your kids, the state's children
and this is us.
This is nothing less than a public health crisis.
The source of this problem begins in the classroom
of our public schools.
RSET respects the works of our public schools
and its long hours for very little compensation.
The demands placed on them by the State of Texas
are a burden that the most of the sense
we cannot and are not willing to bear.
However, as we've all mentioned,
you will note that we all come from different cities
and towns from Texas.
Yet, it's ironic how we all seem to have the same issues
although we're from different places around Texas.
We've also noticed that, oddly enough,
we have all been taught these abstinence lessons
in our Health classes,
typically by our PE teachers or coaches.
Why is it that we can allow a PE coach
or a teacher to instruct a Health course
without a required course themselves
and not have another teacher instruct something else
without having the proper training?
Would we have Biology teacher instructing History?
A History teacher instructing Chemistry?
Or a Drama teacher instructing Calculus?
No, right?
Unless they were properly prepared
or have a certification to do so.
We should strive for the best education for our students.
Thank you.
Mrs. Bahorich: Any questions?
Thank you.
Woman: Analisa Freyer, Erin Haltchins,
and Jackie Haltchins.
-: Good morning.
My name is Analisa.
I'm from San Antonio and I attended Luis D. Brandeis
High School in NISD.
I am also with RSET and I promise I'm the last one.
This morning, I would like to emphasize
that one of the biggest problems
that the TEKS is facing.
Based on statistics such as being ranked
as the fifth highest state for teen pregnancy,
the current curriculum is simply not working.
The age range for what is considered a teen
is 13 to 19 or 7th grade through college freshman.
Although today has been reported that about 10%
of 6th graders are sexually active.
So, why has nothing been done to address this issue?
Every family in Texas is different, and in an ideal world,
the topic of sex would be dealt with privately at home
between the parent and their children.
However, this is not the case.
There are many factors that have played a part
in teens not receiving the information
needed to have safe sex if they were to choose
to become sexually active.
The main one being not receiving a proper and accurate,
comprehensive Sex Education course.
Although teen pregnancy tends to have the biggest impact
on the female, it does affect everyone differently,
such as certain ethnicities more than others.
As being a teen myself, I have personally seen the issues
not having a comprehensive Sex Education can have.
I was raised in a Hispanic household
and Catholic household.
The only thing I was told was that I was supposed
to save myself until marriage.
Then, in Health, all I was taught was that
unprotected sex leads to STDs and unplanned pregnancy.
So, what if I were to decide to have sex,
how would I go about it?
How would I go about staying safe
when I've never been informed on how to stay safe?
These are things that should have been addressed
in my required Health high school courses.
When I was in high school, a good friend of mine
and her boyfriend, decided to become sexually active.
Neither one of them knew what that would entail,
especially when she became pregnant.
She is also Hispanic and comes from
a middle class family.
Both her parents make a stable enough income
but do not make enough to support her and her child.
Because of this she had to drop out of high school
and get a job and is now primarily taking care
of her child by herself.
In Texas, there seems to be this idea
that having a Sex Education course
is encouraging students to have sex,
but the statistics show that students are going
to have sex whether there is a class informing them
on how to do it safely or not.
I hope, after today, you as members of the board
can take this information and realize
that the health curriculum of Texas
does need a major change.
Thank you for your time in allowing myself
and my other group members of RSET to share with you today.
-: Any questions?
Thank you.
I just wanted to say, thank all of you for coming.
We love to hear from young people, it is wonderful.
So, thank you that you came and shared
your thoughts with us.
We appreciate it.
Woman: Erin Haltchins and Jackie Haltchins.
-: Hello, my name is Erin Haltchins.
I'm sure you've seen plenty of my dad
at these meetings for math.
But today, I would like to talk to you
about the STAAR testing.
I'm in 8th grade this year.
I'm taking a Pre-AP Geometry course.
About half of my year has been spent reviewing
for the 8th Grade Math STAAR
instead of learning Geometry.
Many students in my class tested out of these sets
of skills.
So, why now, are we having to be tested
on them by the State?
Oh, wait, nevermind, I already know the answer
to that question.
You need to test us because you need your data point.
And another way STAAR has affected me.
Our archery team at school, scored well enough
at the state tournament to qualify
for the National Archery Tournament
in Louisville, Kentucky.
Jackie and I and 14 other archers don't get to go
because of a schedule conflict with STAAR testing.
Why is it so important for 16 students
to take the STAAR test when there are still
make-up days for them?
What gets me more college and career ready,
bubbling an answer sheet or competing at a national level?
Oh, hold on, we interrupt this regularly scheduled
testimony for STAAR prep.
If you would please get out your worksheet
that has now been passed out to you.
This is an example of the STAAR prep.
Okay, now back to testimony.
I'm not a number or a data point or a casualty.
I'm a person.
This applies to all of the students in the State of Texas.
We aren't lab rats for testing.
We aren't the mindless robots you want us to be.
Please change the standards in a way
that improves the assessment.
Thank you for your time.
Mrs. Bahorich: Any questions?
Thank you, Erin.
Oh, Mr. Mercer.
Mr. Mercer: This is the 8th grade practice
for the 8th grade Math STAAR?
-: No, sir, this was for my sister.
-: What grade is that? -: What grade is it?
-: 7th grade. -: 7th grade, thank you.
Mrs. Bahorich: Thank you.
Woman: Jackie Haltchins.
-: Hello, my name is Jacquelyn Haltchins.
Today, I'm going to talk about the STAAR assessment.
It's an assessment, not a test, right?
My friends and I hate the STAAR assessment.
It stresses us out and makes us worry.
Lots of our school days are almost entirely devoted
to STAAR practice.
In my opinion, that's kind of dumb.
Teachers say that it's to help us
for when we go on to the next grade,
but if we learn what we're supposed to learn in our classes,
that's going to help us more
than STAAR assessments or STAAR prep.
At school, we are having an everyday study period
called Flex.
This is time for 8th graders who didn't pass
the STAAR assessment.
This takes time away from everyone's classes.
That's time that I can be in the band hall rehearsing
for our Spring Trip and end-of-the-year performance.
Or time I could be learning how to do math the right way.
Oh, wait, I can't because you didn't fix the Math TEKS.
Please reconsider removing the process standards
and the embedded teaching methods from the TEKS.
Multiplying seven different ways does not give me
a deeper level of understanding.
I do not think it is acceptable
to expect casualties in math education.
I refuse to be a casualty to this math
and assessment nonsense you're forcing on us.
And, by the way, who among you can get
my assessment record corrected?
In 5th grade, they scored my assessment as a zero
instead of using the letter O for Other.
I don't want to be stuck in everyday Flex
because the numbers say that I don't know anything.
Thank you.
Mrs. Bahorich: Any que--
Yeah, Mr. Mercer?
Mr. Mercer: I'm not sure what that means.
They put you as a zero instead of an O?
Is that what you said?
-: O for other 'cause I didn't take the STAAR test
in 5th grade.
-: And you're advocating, again,
it should be an assessment not a test?
-: [Jacquelyn Haltchins] Oh, STAAR assessment, sorry.
-: You're right.
I agree with you.
My problem, the legislative,
we keep on putting assessments.
I like assessments.
I had assessments all my life and when I was your age
as a kid.
We called 'em Duke, we call 'em Stanford,
we call 'em Iowa Assessments.
The problem you're talking about, it's a high stakes testing.
Which is why you're having reviews everyday.
Thank you for being here today.
-: Again, we always love hearing from our young people,
so it's great to have Erin and Jackie both here
with us today.
We appreciate it.
Okay, that's the end of our testimony.
Members, if you'll please turn to Page Romanette 9
in your agenda books
which lists the items on the consent agenda.
The items are, I'm gonna read each of them.
Adoption of review of 19 TAC, Chapter 101, Assessment.
Number Two, proposed repeal of 19 TAC, Chapter 114
Texas Essential Knowledge and Skills
for Languages other than English,
Subchapter A, Elementary,
114.1 and 114.2,
Subchapter B, Middle School, 114.11 and 114.12,
and Subchapter C, High School, 114.21 and 114.29,
for first reading and filing authorization.
Number Three, consideration of penalties
related to instructional materials contracts.
Number Four, adoption of review
of 19 TAC, Chapter 109, Budgeting, Accounting,
and Auditing.
Number Five, ratification of the purchases
and sales of the investment portfolio
of the permanent school fund for the months
of December 2016, January and February 2017.
Number Six, adoption of an annual report
on the status of the bond guarantee program.
Number Seven, decision on real estate investments.
Number Eight, approval of the selection of a firm
to provide investment management services
for long only.
Passive international developed and emerging market equity
for the Texas Permanent School Fund
and authorization for contract execution
by the Commissioner of Education.
Number Nine, recommendation for appointments
to the Boy's Ranch Independent School District
Board of Trustees.
In approving the consent agenda,
we will be approving all the items listed.
I want to make sure there was no additional things
on the consent.
Yes, Mr. Bradley?
Mr. Bradley: I only heard half of it
but I wanted to clarify.
You had an earlier item, was it proposed amendments
to 19 TAC, Chapter 109, Budgeting, Accounting, and Auditing
Subchapter D? -: Yes.
Mr. Bradley: That is not on the consent agenda.
Please withdraw it.
It needs to be voted on the board.
-: Oh, okay.
With that objection, we'll go ahead and withdraw that one.
So, what you'll be doing is approving
this consent agenda--
I'm sorry, Ms. Miller.
Thank you, Ms. Miller.
Please note in the minutes that Ms. Miller
has recused herself.
We will be adopting all of the consent agenda items
with the exception of Number Four
on Page Romanette 10, just to be sure.
Everyone's got that correctly?
And Item Number 4.
If there's no objection, the consent agenda
will be approved.
Hearing none, it's approved.
Members, what I'd like to do because we had some work
that we've been trying to get done with the
Committee of the Full Board minutes,
you'll get a lot of moving parts this week.
If there's no objections, we're gonna go ahead
and do the other committee items first.
Which is on
the Committee of Instruction
would be the first one, if committee chairs
are available to go ahead and get started on that.
I just think it'd be better
and then we'll do the Committee of the Full Board last.
So, Committee on Instruction.
Ms. Melton-Malone.
-: Thank you, Madam Chair.
If you will turn to Page 2 in your
Committee on Instruction minutes.
I'm sorry, Page 3
is the first one we have.
I kept trying to make two one but it wasn't.
On Page 3, middle of the page.
On behalf of the Committee on Instruction,
I move that the State Board of Education,
by an affirmative vote of 2/3
of the members of the board,
approve for second reading and final adoption,
proposed new 19 TAC, Chapter 114,
Texas Essential Knowledge and Skills
for Languages Other than English
Subchapter C, High School, 114.53,
Advanced Language for Career Applications, one credit,
with an effective date of 20 days after filing
as adopted with the Texas register as amended.
-: It is moved that State Board of Education
approve for second reading and filing.
Am I on the right item here?
Yeah.
Second reading and final adoption
the proposed new 19 TAC, Chapter 114
Texas Essential Knowledge and Skills
for Languages Other than English,
Subchapter C, High School,
114.53, Advanced Language for Career Applications,
one credit, with an effective date of 20 days
after filing as adopted with the Texas register
as amended.
To set an earlier effective date requires 2/3 vote
of the member, which, of course, is 10 in the affirmative.
Are you ready for the question?
All those in favor, raise your hand.
All those opposed, raise your hand.
Okay,
it's unanimous.
With 2/3 of the members in the affirmative,
the board has approved for second reading
and filing of adoption the new 19 TAC, Chapter 114
Texas Essential Knowledge and Skills
for Languages Other than English, Subchapter C, High School,
114.53, Advanced Language for Career Applications,
with an effective date of 20 days after filing
as adopted with the Texas register.
Okay?
-: [Mrs. Melton-Malone] All right.
On Page 4,
Number 4 on behalf of the Committee on Instruction,
I move that the State Board of Education
approve for second reading and final adoption
proposed amendments to 19 TAC, Chapter 115,
Texas Essential Knowledge and Skills
for Health Education, Subchapter B, Middle School,
and Subchapter C, High School,
with an effective date of August 28, 2017.
-: It's moved that State Board of Education
approve for second reading and final adoption
proposed amendments to 19 TAC, Chapter 115,
Texas Essential Knowledge and Skills
for Health Education, Subchapter B, Middle School,
and Subchapter C, High School,
with an effective date of August 28, 2017.
Are you ready for the question?
A majority vote's all that's required
to adopt this particular item for second reading.
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
Ayes have it,
and the amendments are adopted.
-: All right, Number Five.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve for a period of five years,
the following innovative courses
that do not fall within any of the subject areas
of the Foundation or Enrichment Curriculum:
Coca-Cola Valued Youth Cross-Age Tutoring Program,
Making Connections 1 and 2, and Peacekeepers 1 and 2.
-: So, the motion before us is that it was moved
that the State Board of Education approve
for a period of five years the following innovative courses
that do not fall within any of the subject areas
of the Foundation or Enrichment Curriculum:
Coca-Cola Valued Youth Cross-Age Tutoring Program,
Making Connections 1 and 2, and Peacekeepers 1 and 2.
Are you ready for the question?
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
Ayes have it.
-: That concludes the Committee on Instruction report.
-: Thank you, Ms. Melton-Malone, we appreciate it.
And I believe it's Mr. Bradley.
-: We have but one item that needs board attention.
Under School Finance, it was an action item,
proposed amendment to 19 TAC, Chapter 109,
Budgeting, Accounting, and Auditing, Subchapter D,
Uniform Bank Bid or Request Proposal
Request for Proposal and Depository Contracts, 109.51,
and the Uniform Depository Bank Bid or Proposal Form.
I ask for approval.
We need 2/3 vote to make it effective immediately.
-: It's moved the State Board of Education
approve for second reading and final adoption
proposed amendment to 19 TAC, Chapter 109,
Budgeting, Accounting, and Auditing
Subchapter D, Uniform Bank Bid or Request
for Proposal and Depository Contract, 109.51,
Uniform Depository Bank Bid or Proposal Form,
with an effective date of 20 days
after filing as adopted with the Texas register
and, of course, as Mr. Bradley said,
the 2/3 vote would be needed for an earlier effective date.
All those in favor, raise your hand.
Those opposed, raise your hand.
All right, with 2/3 that motion's adopted.
-: Madame Chair, there is but one item
that give a little information on.
We made another real estate investment.
The Permanent School Fund is contributing 75 million dollars
into another commercial real estate project
across the country.
What is interesting is that this one
is in senior housing.
Seems to be a growth market (laughing).
Mrs. Bahorich: Thank you, Mr. Bradley.
Mr. Bradley: You may be living in one of your own.
-: Mr. Bradley, I just want to make sure that item
that was pulled from consent,
what is happening with that?
-: That's the one-- -: Oh, that's the one
we just did, okay.
So, it was put in correctly, okay.
I just want to make sure.
Mr. Bradley: You had listed it in the consent originally.
-: Yeah, yeah, okay, I gotcha.
I just want to make sure that I wasn't missing something,
and board members didn't know.
Thank you very much.
All right, Committee on School Initiatives.
-: Members, if you'll look on the very back page
of your minutes,
you'll find the Committee on School Initiatives.
We had one action item.
It was moved by Mr. Cortez and carried unanimously
so I'd like to recommend that the State Board of Education,
by an affirmative vote of 2/3 of the members of the board,
approve for a second reading and final adoption,
the proposed amendment to 19 TAC, Chapter 30,
Administration, Subchapter A,
State Board of Education General Provisions
Section 30.1, petition for adoption of rule changes
with an effective date of 20 days after filing
as adopted with the Texas register.
-: It's moved the State Board of Education
approve for second reading and final adoption
the proposed amendments to 19 TAC, Chapter 30,
Administration, Subchapter A,
State Board of Education General Provisions 30.1,
Petition for Adoption of Rule Changes,
with an effective date of 20 days after filing
as adopted with the Texas register.
Of course, to set an earlier effective date,
requires a vote of 2/3 of members.
Are you ready for the question?
All those in favor, raise your hand.
All those opposed, raise your hand.
Okay.
We had at least 2/3 so the motion's adopted.
Did you have anything else, Ms. Cargill?
Okay, terrific.
Members, I just want to take a super quick break
before we get into the next item
just to make sure we've got everything ready
for the discussion of Committee of the Full Board.
Do you guys want 10 minutes?
What should we do?
Man: Whatever you want.
-: Okay, I just didn't know if you wanted
to make it super quick.
Okay, let's reconvene at 25 minutes 'til.
So, 10:35.
First, let's go ahead and continue
with our Committee of the Full Board.
Mr. Rowley.
Mr. Rowley: Okay, members, we are on the minutes
of the Committee of the Full Board
for Wednesday,
April the 18th,
Page 8.
-: I'm sorry. -: Madam Chair?
-: Yes? -: I'm sorry.
Can you go back?
We think that you actually did miss an item
that was on Consent, Chapter 109.
You had two items.
One was an adoption of the rule review
and the other was the one that you took action on.
We think that you need to still take action
to adopt the review of Chapter 109.
Mrs. Bahorich: Mr. Bradley, are you in the back there?
No. -: Yeah.
-: That's what we asked him and he said no.
Mrs. Bahorich: Okay, Mr. Bradley, there were two parts
of that amendment.
That Consent Agenda was actually a different item.
And Monica just explained.
Could you say that one more time, Ms. Monica?
-: We believe that the item on the Consent Agenda
is the adoption of the review,
the Sunset Review of Chapter 109.
The item that you took action on was an amendment
to Chapter 109.
So, we think you still need to take action to adopt
the review.
It's on little X in your agenda book.
-: I move for adoption of the review
of 19 TAC, Chapter 109, Budgeting, Accounting,
and Auditing.
-: Are you ready for the question?
All those in favor, raise your hand.
All those opposed, raise your hand.
Okay, motion carries.
-: Thank you. -: Thank you.
Thank you for that cleanup, staff,
really appreciate it.
-: Thank you. -: Yes, now, Mr. Rowley.
-: Okay, we're back then on the Committee
of the Full Board minutes from Wednesday,
bottom of Page 8.
You'll see the word "vote" right there at the very bottom.
Page 8 of Wednesday's minutes.
Not Tuesday but Wednesday.
Man: Item Number 4, right?
-: Yeah, it's Item Number 4.
It's on page, the bottom of Page 8, the word "vote."
See where it says "vote," okay.
It's where we are.
It's recommended State Board of Education
approve for second reading and final adoption
proposed amendments to 19 TAC, Chapter 112,
Texas Essential Knowledge and Skills for Science,
Subchapter A, Elementary, Subchapter B, Middle School,
and Subchapter C, High School, as amended.
Let the games begin.
-: (chuckles) Let the games begin, yes.
I think that, were there some amendments?
I didn't know if members had amendments.
Mr. Mercer.
-: Thank you, members.
In that same packet on Page 2 for April 19th,
there's several phone calls, emails, communications,
threats.
On Page 2, the very bottom,
it's for Grade 1, which is section 112.11.
We had added "descriptive observational."
It's the second to the last sentence,
"outdoor descriptive observational."
I'm moving we delete "descriptive observational."
-: Any discussion?
Yes, Mr. Cortez.
-: Is that the only area that that was in
or is it gonna apply to any others?
I'm not sure if that's one where we did it
through multiple grades or that's a standalone grade.
-: Because it's in a different standard,
we need to take each one up, is that correct?
I think we have to take it in
'cause it's an actual different standard.
Okay, thank you.
Good question, though.
Okay, is there any objection
to removing "descriptive observational?"
-: Yes, Mr. Rowley. -: Why?
Mrs. Bahorich: Mr. Rowley wants to know why.
-: Why?
Mrs. Bahorich: Mr. Mercer or Ms. Cargill, either one.
I know you guys both worked on it.
-: They felt the word "outdoor investigations,"
in fact, I should've prefaced, Madam Chair,
I do have six small changes in there
to answer Mr. Cortez, probably,
they felt that "outdoor investigations"
was enough and this might be limiting.
"Descriptive" might be limiting.
There are, you know, three kinds of investigations
and this might limit it to one type.
So, they want it to just say "outdoor investigations,"
and there are three kinds of investigations,
and they could have all three.
Thank you, good question.
-: Instead of being, in essence, descriptive,
it would be limiting.
It was over, let me see, the motion...
Okay, so it was over three grades, correct?
Three grades, yeah, 'cause it was in Chapter 112.11
112.12 and 112.13,
right?
Woman: We're not there yet.
-: Okay.
-: Now, we're in 112, which is Grade 1--
-: Oh, okay, I' reading the wrong one that's what it is.
Okay.
Man: Bottom of Page 2.
-: Okay.
Well, that's what I'm asking.
Okay, all right.
I thought I was right.
Man: You're like me the other day.
-: (laughing) I was right.
Is there any objection to deleting that
"descriptive observational" from those three?
Okay, motion carries.
-: Thank you, Madam Chair.
On Page 3, the second section, has motion and vote.
It's also-- -: Madam Chair?
-: I'm sorry. -: I apologize.
I know that we had a number of amendments
that got sent in yesterday.
I didn't pay good enough attention.
I think we need to make sure, if these amendments
were not sent in in advance,
that you need to approve by 2/3 vote according to your rule.
Mrs. Bahorich: We probably should take
an actual vote, though.
Shall we vote?
Mr. Overbey: You're both correct.
(laughing)
That's two in a row for me.
Monica's right, though.
We do need to make sure that this was,
I would just ask Scott if honestly was this posted.
If they say it was posted, we'll go with it.
Otherwise we'll need to suspend the rule.
-: On advice of our parliamentarian,
was this posted to do this amendment?
-: No. -: Okay.
Then let's go ahead and do a 2/3, which we did approve it.
Mr. Overbey: But you did it by unanimous consent
which covers it. -: Which covers it.
So, I don't need to recover it is what I'm saying.
Mr. Overbey: But the next one, let's do it that way.
-: But the next one, we'll do it.
All right, Mr. Mercer, I'm sorry I interrupted you.
Go ahead and go to the next one.
-: Thank you, Madam Chair.
On Page 3, the second motion in vote,
you'll see down underlined again, "descriptive observational,"
the same rationale.
This is also Grade 1, 112.11,
Grade 2, 112.2,
and Grade 3, 112.13, to delete "descriptive observational."
Mrs. Bahorich: Again, was this one posted?
-: This was not posted.
Mrs. Bahorich: So, we do need a 2/3 vote in order
to adopt this one.
-: The second motion in vote.
-: Same motion as we just carried.
Is there any objection to considering that amendment?
Hearing none.
All in favor say, "Aye."
-: (all together) Aye.
-: Okay, next one.
-: Madam Chair, on Page 4, almost right in the middle.
You're gonna see this and don't laugh
'cause I didn't laugh. Motion and Vote, after back and forth, we decided to--
We had a question about weight and mass
and what was appropriate.
It was determined just to delete the word "weight."
So, you'll see in the middle of Motion and Vote,
"Within the physical environment students expand
"to understand properties of objects such as"
delete "weight,"
and just go, "such as temperature, shape, and flexibility."
-: This motion failed, though, right?
It says failed. -: Oh.
-: We'll just fail it again.
We're agreeing with the fail, okay.
Keep going.
Mr. Rowley, can you help?
-: Page 5, the third Motion and Vote from the bottom.
Yes, on Page 5 of the minutes.
It starts with "scientific investigation and reasoning."
Again, they're asking us to delete
where it says "outdoor descriptive investigations,"
delete "descriptive."
Again, there are three types of investigations,
they want it just to say "outdoor investigation."
Mrs. Bahorich: So, this is, essentially, same kind of--
-: Same kind of thing.
It keeps everything in alignment.
The word "descriptive."
-: Madam Chair? -: Yes, Mr. Rowley.
-: Actually, that's the one right above that.
Maybe that's one.
If you go, it's the fourth one.
One, two, three, fourth one from the bottom.
That's where "descriptive" is added.
The third one from the bottom, we added "practices."
-: Okay, Mr. Mercer, as you're making these,
instead of just saying fourth one from the bottom,
would you read exactly what the amendment would do there,
which amendment it is,
to make sure staff can keep up with
exactly what we're doing.
-: It's actually the exact same one.
It's 112.4 (B)(2).
That's the one where you split the question?
You're right.
That's why the wording is, "The scientific investigation
"of reasoning, the student uses scientific inquiry
"methods," "scientific practices," I'm sorry,
"including laboratory and outdoor investigations."
We previously added the word "practices."
Mrs. Bahorich: No, this is "descriptive."
-: We're deleting the word "descriptive," how's that?
Yes.
-: Okay, staff, I just want to make sure
you know where we are.
-: Is that clear? -: They're clear.
'Cause they gotta be clear.
-: So, there's two areas?
We're only dealing with one at the moment, right?
-: Right now, correct.
-: There's the one that he's talking about
and right below there's another motion,
same thing, the word "descriptive."
-: I think he's gonna go to "practices."
I think he just got a little,
we just got a little off.
The only thing we're talking about right now
is the motion to strike "descriptive."
Does everybody see where that is?
Where it's underlined?
It's underlined.
It's the fourth motion up on that page.
I just want to make sure everyone's clear.
Mr. Cortez: Up or down?
-: Well, if I'm going up the page,
it would be the fourth one.
-: Madam Chair, let me see if this helps.
I know this is confusing, but you made an amendment
and then you made another amendment
to the same statement,
and so we showed the one that had already carried.
So, where you see the underline,
our understanding is that that word will go away.
It would have the effect of going away
with respect to the second statement as well.
So, it doesn't really matter which one you're looking at,
it would go away from both.
-: Is there any objection to considering
removing "descriptive?"
All those in favor of removing that say, "Aye."
-: (all together) Aye.
-: Okay, all opposed?
Okay, no opposition.
-: Madam Chair?
I think there was a question
about where you had added "weight."
If you look at the top of Page 5,
you've added it in the first two motions on that page.
-: No, you didn't. -: Yes, we have.
-: I don't know if that's what Mr. Mercer
may have been looking for.
-: Yeah, Mr. Mercer, were you trying to remove "weight"
in the first top two on page five?
Oh, that's next.
Mr. Rowley: Actually, it failed in the second one.
So, it's only in the first one.
-: Yeah, okay.
So, you only have to make the one motion
at the top of the page.
-: In the top of page 5,
where it says "such as weight," we added "weight."
You see underlined there top of Page 5?
Motion and Vote, you see we underlined "weight."
Now we're going back and just get rid of,
"such as weight comma," delete "weight comma."
It was "mass and weight."
Finally they said just delete both of 'em.
-: Any objection to that?
All in favor say, "Aye."
-: (all together) Aye.
-: All opposed?
No opposition.
-: The last two that I have for Grade K5, on Page 6.
-: Okay, Mr. Mercer, did you skip the "practices" one?
I thought you were doing a "practices" one?
Okay, all right, let's keep going.
-: On Page 6,
the middle of the third, which is Motion and Vote.
It says, "In Grade 5, underline descriptive, correlational,
"experimental investigations."
Those ae the three types of investigations.
They're asking now to delete all three
just put, in Grade 5 "scientific investigations."
Again, the motion is to delete "descriptive, correlational,
"experimental" and just put "scientific investigations."
-: Does everybody know where we are?
I just want to make sure everyone knows.
Mr. Mercer: Page 6.
-: Yes, Ms. Miller?
Ms. Miller, could you put on your microphone?
-: What I can't understand is
why are we taking it away when it's been added?
Didn't anybody debate it or talk about it before?
Mrs. Bahorich: We added it on Wednesday but
on the final vote on Friday,
they decided that they would
instead of adding it, they've decided to change it
to scientific.
-: Who's they?
Mrs. Bahorich: Barbara or Mr. Mercer,
can either one of you speak to that particular problem
with that amendment?
Ms. Miller wants to know who "they" are.
I know you received feedback.
I'm just asking if you could clarify.
-: We had several emails from teachers in the field.
I know Mr. Cortez had a phone call on speaker.
We talked to Sandra West and Ken Heidrich and
other teachers, and they feel like
"scientific" is more broad than having those three words.
We listened to them.
-: But she only got six amendments, I guess.
So, it's not a whole lot.
-: Again, the motion is in Grade 5
to delete "descriptive, correlational, experimental,"
insert the words "scientific investigations."
-: Any objections?
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
Okay.
-: The next one, the bottom of the page,
just to keep it in alignment,
you'll see the second little last sentence,
"and outdoor." Again, just say "outdoor investigation"
is to delete "descriptive, correlational, experimental."
Ms. Miller: Are we still on Page 6?
-: Still on Page 6.
Mrs. Bahorich: You're not gonna put "scientific" there,
you're just gonna delete that.
-: Just put "investigations."
Mrs. Bahorich: So, delete that addition as well.
Any objection?
All those in favor say, "Aye."
-: I'm sorry, I'm sorry. -: I'm sorry, Ms. Miller?
-: You lost me, you lost me.
-: The bottom of Page 6.
The second to the last line where it has underlined
"descriptive"--
Ms. Miller: What is going with that?
Mrs. Bahorich: There is a lot of feedback.
-: Other ones must be on.
Mrs. Bahorich: Mr. Mercer, why don't you turn
your mic off, let me see.
You might be getting interference over there.
-: How 'bout now?
There we go.
The bottom of Page 2, the second to last line.
Page 6, I'm sorry, thank you.
That was a test, y'all did well.
Underlined "descriptive, correlational, experimental,"
just delete those.
We'll just say an "outdoor investigation."
Mrs. Bahorich: Ms. Miller, do you have that one?
-: Barbara, do I want to go with this?
Or is this later on?
-: Ms. Miller, is everybody clear?
Okay, I know, it's hard to keep up.
So we want to make sure everybody's comfortable
with where we are.
So, any objection to deleting descriptive, correlational,
and experimental for 112.16(b)(2)?
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
No objections?
Okay.
-: I had one last, if I could just do Grade 7,
if that's appropriate.
Mrs. Bahorich: Which page?
-: I-62.
-: Members,
the audio/visual folks think
that somebody's cellphone is sitting too close
to this microphone.
So, they're thinking that's what's causing the feedback.
That took some ringing away so that's helpful.
Mr. Mercer: It's on 7th Grade in your books.
It's on Page I-62.
Mrs. Bahorich: Where is it on our notes here?
-: It wasn't on our notes.
We missed one.
All the changes we had for heat to be thermal.
Remember we did all those heat to be?
We found one place where we missed it in the 7th Grade.
Mrs. Bahorich: Okay, 7th Grade, I'm sorry,
where is it in our notebook?
-: On I-62 -: In your notebook Ms. Miller.
-: You'll see Section 7 on Page I-62,
right in the middle, has 7A.
Again, Page I-62 in the middle of your book,
number 7A, where it begins with the words,
"Illustrate the transformation of energy."
In that section it has, "to heat and thermal,"
and they're saying, to "thermal energy,"
to delete, "heat and."
That just aligns with everything we had
throughout the TEKS.
-: Okay, Mr. Mercer, tell me again 'cause I didn't catch it.
-: Sure.
On section I-62,
and this is 7th Grade,
but I-62, Number 7, begins with, "force, motion and energy."
In Paragraph A, begins with,
"illustrate a transformation."
And you'll see there it has,
"the energy to heat and thermal."
We're just seeing "energy to thermal."
-: "Energy to thermal."
So, we're striking, "to heat and," correct?
No, no, no.
We're striking, "heat and."
Just "heat and."
-: That's just in alignment consistently throughout the TEKS
what we have.
-: Okay, was this posted?
Mr. Mercer: It was not posted, no.
-: Okay, we need 2/3 for this one, for sure.
Yes, Ms. Beltran?
No, no, we're fine.
I'm gonna repeat it, Ms. Miller.
Ms. Beltran: I have a friendly amendment.
-: Yeah, we need to suspend the rules to consider
this amendment.
All those in favor of suspending the rules say, "Aye."
Oh, raise your hand.
We have to raise our hand on this one
'cause you need 2/3.
Okay, we've got it.
So, we can consider this amendment.
Mr. Mercer.
-: Again, to delete, "to heat,"
and just say, "thermal energy."
Mrs. Bahorich: "Heat and," is what we're deleting.
"Heat and."
-: We're deleting, "heat and," and we'll say,
"to thermal energy."
Mrs. Bahorich: Mrs. Miller, I want to make sure.
Sue helped you out?
Okay, terrific.
Yes, Ms. Beltran?
-: Thank you, Madam Chair.
I have a friendly amendment.
I think you all have a copy of this letter
from Shane Woods who's the president-elect
for the Texas Science Education Leadership Association.
Mrs. Bahorich: I don't have any letter.
-: I have a copy here.
I've got an extra copy if you don't.
Sue, can you pass this?
Mrs. Bahorich: Yeah, I don't have this one.
-: She's getting it to you.
I apologize, I thought I gave it to you, Madam Chair.
This is a group that has been following along.
They have over 300 active members.
The group is suggesting that we also delete,
it's at the bottom of this page,
"in the digestive system."
-: Is this a separate amendment?
Let's take care of this one right here,
and then we can move on to others.
Let's just get through with Mr. Mercer,
then we'll move on to yours.
Mr. Mercer,
so we can consider this, "heat and,"
striking that.
It's on page I-62 and now.
Ms. Beltran: Madam Chair, I'm sorry.
On the other side, it's that same amendment
on the other side of this page.
-: Oh, it's on the other side, so sorry.
-: I'll introduce the other one as well
but this one also, the recommendation is to delete
"in digestion," not indigestion, "in digestion."
It's still a separate amendment?
-: Still separate.
Even though it's the same TEK,
let's just consider it separately.
Then you can speak to it.
So, all those in favor of deleting "heat and,"
raise your hand.
Okay, all opposed?
Nobody raised their hand.
Okay, so that carried.
Okay, now, go ahead, Ms. Beltran.
-: I apologize.
So, I'll actually go back up one student expectations.
So, same page,
I-62,
Number 6.
The recommendation is to amend "in the digestive system,"
which is marked as--
Mrs. Bahorich: Is that the same standard
or a different one.
-: It's a different one.
Mrs. Bahorich: Oh, here, I got it, I got it.
Does everybody see it?
It's 6B on Page I-62.
So, on I-62...
-: It's the same grade, it's a different student expectation.
It's number 6.
-: Ms. Miller, it's I-62.
I just want to make sure you're looking in your book.
Make sure you're looking at the right one.
I just want to make sure everybody's got it,
where we are.
So, the question is, was this posted yesterday any time?
Okay, so, it was not.
So, it's gonna need a 2/3 to consider it.
Is there any objection to considering the amendment?
Okay, hearing none, go ahead.
-: Then, right where we were, the last amendment--
-: Oh, wait a minute, we get a vote on it first.
We have to consider, because it wasn't posted,
we have to make sure that 2/3 agree
that it can be considered.
Now we've got to approve it.
No, no, that's not what I asked.
I asked if we could consider it.
But we haven't actually voted on the amendment itself.
Yeah, but I didn't ask that.
I asked if we could consider it.
Okay, okay.
I think I did that right.
Could you speak to that amendment?
'Cause now we can consider it.
-: Again, the Texas Science Education Leadership Association
felt that by striking this we would leave,
leave this concept open to things beyond
just the digestive system.
They believe that leaving just the digestive system
would be too narrow and only specifies one body system.
-: Mrs. Cargill.
I just want to make sure 'cause we've got several--
-: And there've been conversations throughout
where there's agreement.
-: Okay, so everybody's already seen this?
Okay, I didn't realize that.
I just want to make sure all the members know
that it's all been looked at.
Okay, great.
Is there any objection to deleting digestive system?
Hearing none.
Okay, next amendment.
-: If you just go down to Number 7, it's A.
The amendment would be to strike "in digestion."
Mrs. Bahorich: No, we just did "heat and."
We just struck "heat and."
-: We did the one right above number 7.
To keep it consistent, same rationale.
-: Makes sense. -: Yeah.
-: Any objection to considering this amendment?
Okay, any objection to the amendment?
Hearing none, okay. -: Thank you.
-: All right.
That's it?
Ms. Beltran, did you have anymore?
Okay, so that's all.
Ms. Cargill and then Ms. Perez-Diaz.
Did you have one in this grade, Ms. Perez-Diaz?
Okay, well, let's do 7th Grade while we're here
on the same page area.
Is this a new consideration that was posted or is it--
It was posted.
So, it's in one of the motion and votes we already did?
Woman: She submitted it before the two hour
kind of thing but I don't think it'll be reflected in--
-: Oh, it's not in the minutes, okay.
Is it something we can distribute or is it just
a strike-- -: Yes.
It should be coming. -: That would be good.
We could have copies of that.
That would be terrific.
-: I think I skipped ahead.
It's not 7th Grade.
It's High School.
Mrs. Bahorich: Okay, that's fine.
I just want to make sure we know
where to look for everything.
-: It's High School.
I jumped ahead
and I'm looking for it.
-: Okay, this is a Biology thing.
Is this what you want to amend?
-: Yes. -: Oh, okay.
So, we're jumping over to Biology.
-: Yes ma'am. -: Okay, all right.
Does anybody else have anything in Biology
'cause it would be nice to stay in the right chapter,
in the same chapter for anything.
You have something in Biology?
How 'bout we get through with
the 5th Grade and we'll come back to it?
And just do Biology at once.
Mrs. Perez-Diaz: Was the 5th Grade amendment posted?
I'd like to do--
-: Go ahead and do your Biology.
-: I'm looking at 112.34 (C)(4)(A).
That's going to be on page...
Mrs. Bahorich: Yeah, what page is that in our notebooks?
-: We are looking at Page I-71 in our notebooks.
It's gonna be Page 8 of our minutes.
It's the first Motion and Vote.
Mrs. Bahorich: Okay, hold on, just a minute.
Let's just make sure we all get there.
-: Everybody on the right page?
Mrs. Bahorich: We're looking at Page 8 in the minutes,
correct?
-: Page 8 in the minutes is the first motion in vote
and then Page I-71 in our book, 4A.
As it stands on Wednesday, we voted.
The motion at the time read, "Compare and contrast
"prokaryotic and eukaryotic cells
"and compare and contrast scientific explanations
"for their complexity."
Immediately following that vote,
it was brought to several of our attention
that this is not a teachable TEK.
So, in order to correct the language,
I'd like to propose what you have in front of you.
The new TEK would read, "Compare and contrast
"prokaryotic and eukaryotic cells,
"including scientific explanations for their complexity."
Dr. Ellis: Parliamentary inquiry.
Mrs. Bahorich: Yes, Dr. Ellis.
-: On an amendment that's posted properly,
as Ms. Perez' was, is that able to be amended?
Can the amendment be amended?
Mr. Overbey: It can but the amendment is to strike out
"compare and contrast" and insert the word "including."
They could only amend the word "including."
-: The parliamentarian says you can only
amend the word "including" which is her suggestion.
Strike "compare and contrast" and make it "including."
Dr. Ellis: There's an arrow to that one word.
Ms. Perez-Diaz: I'm not sure.
I need a second before I can--
-: I just want to make sure we're doing it right,
parliamentarian-wise.
-: There's two parts to the motion,
one is to strike out "compare and contrast"
the other part is to insert "including."
In strike out "compare and contrast,"
you could move to strike out from the strike out.
Or you could move to change the world "including"
to another word or phrase.
But that's the only amendment you can make to this.
It's very limited on what you can do.
However, if you want to change something larger,
you can wait until this is done
and take a bigger bite out of the whole thing.
Dr. Ellis: That would need 2/3, correct?
-: If it's a different amendment that isn't posted, yes.
-: Yes, Ms. Perez-Diaz.
Please explain.
-: The rationale for making this change was that,
according to many of our practitioner experts
that were here, this is not, as written, is not teachable
because of the verb choice.
It makes it very difficult to teach "compare and contrast
"scientific explanations," whereas,
here you'd be comparing and contrasting the prokaryotic
and eukaryotic cells
including their scientific explanations.
This just makes it a lot more clear for our educators
to teach this particular standard.
-: Madam Chair? -: Yes, Mr. Rowley.
-: Before I vote on that,
could I ask member Ellis about what might be forthcoming
after this vote?
-: Yeah, -: Okay, I'd like to do that.
Mrs. Bahorich: Mr. Ellis. I mean, Dr. Ellis.
-: The comment I have or the potential motion
I may make is to address the same exact issue
that Ms. Perez mentioned there.
My thought was to clarify the pronoun of "their"
in "their complexity" because that was the issue
of what "their" means.
So, for that second clause to read,
"and compare and contrast scientific explanations
"for cellular complexity."
Therefore, clarifying that pronoun.
And, I think, accomplishing the same thing.
-: Actually, that's helpful to know what the option is here.
Dr. Ellis: Does that make sense, Ms. Perez?
-: I just have a follow-up question.
Mr. Ellis, were you able to consult with the practitioners?
What was, I guess, the individuals who you spoke with,
what was that?
Where did that come from?
-: We looked at it as just clarifying that pronoun.
Ms. Perez: That particular part?
-: That's clarifying that pronoun.
-: Yes, Ms. Cargill, speaking to this amendment.
We have to stay focused on this amendment.
-: Yeah, I understand Ms. Perez-Diaz' intent
and I think Dr. Ellis' intent is the same.
I would support his because I think it clarifies even more.
But thank you for bringing that to our attention,
Ms. Perez-Diaz.
-: Parliamentary inquiry. -: Yes, Mr. Maynard.
-: If I understand this correctly,
Ms. Perez-Diaz' amendment is
including addition of the words "scientific explanations
"for their complexity?"
Mr. Overbey: Actually, it's to strike out
"and compare and contrast," insert "including."
-: Yeah, it's just, literally,
if you're looking at the top of the Page 8,
in the minutes.
It's literally to strike "compare and contrast"
inserting, in substitution, the word "including."
That's her amendment.
Dr. Ellis' that we'll be considering next
is over here that we just got.
Mr. Maynard: All right, thank you.
-: Yeah, we would strike the word "and" too,
as well, just to be sure.
-: I guess, what I would ask is,
if we vote in favor of my amendment
and then consider Mr. Ellis',
would then the TEK read, "compare and contrast
"prokaryotic and eukaryotic cells including
"scientific explanations for cellular complexity?"
Okay.
Mrs. Bahorich: Yes, Dr. Ellis and then Mr. Cortez.
-: I was just gonna mention that I'm going to
rise to speak in support of Ms. Perez' amendment.
In case mine does not pass,
I think hers would fix the problem that we have.
So, I am supporting her amendment,
and then, I am also gonna offer another amendment.
-: Got it.
Okay.
I just want to make sure we all stay straight
about who's doing what and what we're doing.
Mr. Cortez, did you have a comment?
-: I did, yeah.
The president of the South Texas Science Association
is listening in.
This lady we're speaking with this morning,
her principal gave her time off to focus in
on our actions very intently.
She agrees with Marisa's
item.
And says that it's easier to understand.
She was one of our Middle School Writing Team people.
Mrs. Bahorich: Yes, Ms. Cargill?
-: When this all was brought to our attention,
it centered around the way that the teachers
break out the amendments, I mean the standards.
Remember yesterday, when we did ELAR?
Or the day before, we had to put verbs
in two parts of the sentence
so that the break outs would be correct?
That's why I'm in favor of repeating the verbs,
which we did several times in science,
actually many times,
because that way when the teachers break it out
they'll compare and contrast the prokaryotic
and eukaryotic cells, that's clear.
Then for the second part, when they do the breakout
and when the publishers look at the breakouts to,
of course we're not getting new books,
but if we were getting new books,
they would know how to cover that.
It helps the teachers understand
that we want the scientific explanations
for cellular complexity compared and contrasted as well.
That way you're just covering all your bases.
You're keeping the verbs in the second part,
which staff explained to us helps with the breakouts.
And we're explaining what the word "their" means.
So, it's just replacing the word "their" with "cellular."
-: Any other comments?
Okay, all those in favor of the amendment which would,
if you're looking at the top,
I just want to make sure that it would now read,
"Compare and contrast prokaryotic and eukaryotic cells,
"including scientific explanations for their complexity."
Ms. Cargill: May I ask a point of clarification?
-: Yes, Ms. Cargill.
Ms. Cargill: If we vote yes on this,
we can still take up Dr. Ellis' amendment?
-: Yeah, he already said that.
-: The reason is, the only thing being changed
is the words, "and compare and contrast."
So, technically, it's a motion to strike out,
"and compare and contrast," and insert the word "including."
Anything else that is not affected by that
can still be amended in that sentence.
Ms. Cargill: So, he can reinsert?
-: He can't reinsert, though, that's the thing.
He can't reinsert.
He wants to keep "compare and contrast."
I know, but, when he presents his
He can still put "compare and contrast" back in, correct?
If we accepted this.
See, that's where this got confusing a little bit.
-: Madam Chair, there's an understanding
that when the majority,
having patiently put up with hearing
all the discussion from individuals,
when it finally gets to make a decision,
'cause the majority rules,
that that decision stands unless the majority
is willing to reconsider it.
That is why a member on the prevailing side
is the only one who can move to reconsider.
It would seem that if this is adopted,
the majority would have decided to put in the words
"compare and contrast."
The only way to change that would then be--
-: No, it would be to put in "including."
"Including" would be what we would've decided
if we agree with this amendment.
-: Well, remove "compare and contrast" and insert "including."
And that decision, having been done,
the only way to change that would be
to completely reword the entire thing,
which I don't think is happening,
or to reconsider that.
So, if you want to keep "compare and contrast" in,
then the members should vote no on this.
-: Okay, I just want to make sure that it's clear
to members what we're voting on
because we're considering that particular area.
Either you keep "compare and contrast"
or change it to "including."
Is everybody clear on that?
Yes, Ms. Perez-Diaz?
-: Just one last point of clarification.
It's my understanding, after consulting with the educators
and the individuals who serve on the writing teams,
it seems like the issue wasn't "their."
The issue was the use the verbiage and where it was placed.
I'm not completely removing "compare and contrast,"
it's just removing it from within the language.
So, "compare and contrast" is still gonna start off
prokaryotic and eukaryotic cells.
So, it's not a complete removal of that verbiage.
It's placement in that one TEK
which makes makes the language confusing to teach.
-: Madam Chair? -: Yes, Mr. Rowley?
-: If I'm understanding what the parliamentarian is saying.
If we wanted to adopt Mr. Ellis' amendment,
which has been circulated, it includes "compare and contrast"
in the second part of the standard.
If we vote yes, with regard to Ms. Perez-Diaz' amendment,
we're precluded from doing that without a motion
to reconsider.
And that motion to reconsider, you gotta vote
on the prevailing side.
-: Unless, he just wants to put that one word in
that he wants to change.
Change "their" to--
-: But my point is, if we vote no now,
then we're free to consider Mr. Ellis' amendment.
-: That's why the parliamentarian wanted to make sure
and understand 'cause once you
take "compare and contrast" out and change it to "including,"
you can't reconsider that change
and put "compare and contrast" back in
unless the prevailing side says, "I'd like to reconsider."
And then we do it.
But that's a little bit more complicated.
Yes, Mr. Cortez?
-: Just for my own clarification.
Am I understanding
member Ellis is okay with her amendment
should it read, which doesn't currently,
but should it read, "compare and contrast,"
I'm not even gonna bother pronouncing them,
"those and those cells, including scientific explanations
"for cellular complexity."
Is that what you would be okay with?
Dr. Ellis: No, I misunderstood when you came over here.
I want "compare and contrast" on both.
I feel that is more clear.
I'm sorry, but I did tell you that.
But I misunderstood you.
-: Basically, if you want Ellis' amendment, you vote no.
If you want member Perez's amendment, you vote yes.
Is that clear?
Everybody's got it?
Okay, right now we're voting on the amendment
by Ms. Perez, which is to strike,
"and compare and contrast," and substitute "including."
All those in favor raise your hand.
Man: Which one are we voting on?
-: On hers.
All those opposed, raise your hand.
-: One, two, three, four, five, six, seven, eight.
-: And David.
So, motion fails.
Now, we're gonna take up Dr. Ellis',
who's trying to adjust the same issue.
-: Which requires a 2/3 vote.
-: Which does require a 2/3 vote
because it did not get distributed, correct?
It did not get distributed.
All those in favor of taking up that amendment
by Dr. Ellis, raise your hand.
-: One, two, three, four, five, six, seven,
eight, nine.
All those opposed.
-: All those opposed to taking up Dr. Ellis' amendment?
-: One, two, three, four.
Nine to four, okay.
-: Your motion failed, so now the amendment is this one.
-: This is just to consider the amendment,
so let's take the vote again.
-: Yeah, this is only to consider the amendment.
So, we're not actually voting on the amendment quite yet.
All those in favor of considering the amendment
of Dr. Ellis, raise your hand.
It wasn't clear what was being voted on.
They were thought they were voting for Dr. Ellis' amendment.
I just want to make sure that we have to have
2/3 of a vote to consider it.
-: It's just to consider.
One, two, three, four, five,
six, seven, eight, nine, 10, 11, 12.
And those opposed.
-: Okay, those opposed raise your hand.
To consideration of the amendment.
So, motion carries.
You may present your amendment.
-: I would like to propose an amendment for Biology 6A.
Will read, "To compare and contrast prokaryotic
"and eukaryotic cells and compare and contrast
"scientific explanations for cellular complexity."
-: So, the only thing you're doing is striking,
or inserting "cellular?"
-: All I am doing is clarifying the pronoun
"their," to read "cellular."
-: Striking "their" and inserting "cellular," correct?
Is everybody clear on that?
All you're doing is striking "their"
and putting "cellular complexity."
I wanna make sure y'all know
the only recommendation is to strike "their"
and insert "cellular."
Yes, Ms. Perez?
-: Thank you, Madam Chair.
Thank you member Ellis for the amendment.
I just need to share before I vote.
I'm deeply disturbed by how this has happened.
I followed the protocol, I submitted the amendments
in a timely basis, in order for our practitioners
to have a chance to review, even if it's two days,
they were posted.
That allowed at least a short amount of time
for practitioners to come back, be consulted,
and share with us what this means.
I have been told time and again
that the way that it was written was not teachable.
That this is a great compromise.
I'm hearing from practitioners right now,
we're getting texts from people who are watching
that this is more complicated, and so
I'm frustrated, I have to share that
because this has been the running theme
of this entire board meeting this week.
We're not listening to our practitioners.
We're not listening to our writing teams.
I think we really just need to take a step back
after this vote.
I don't know, I'm just...
We really just need to listen to our writing teams.
They're working hard for us, and when we don't consult them
or don't follow proper protocol, it's frustrating.
-: Madam Chair? -: Yes, Ms. Martinez?
-: I apologize.
I think we are all struggling
with the new rule that you have.
While Ms. Perez-Diaz, I think you did submit your amendment
but we didn't receive it in order to be able post it
so I don't believe it was posted for the public to view.
I just wanted to clarify that.
We've got some discrepancies here.
Because you did not end your meeting until yesterday,
several of you submitted amendments.
Dr. Ellis' amendment got submitted.
It was two and a half hours.
It wasn't quite the two hours.
But just because you got them submitted
doesn't necessarily mean that we received them
and were able to post them on the website.
So, I just want to be clear.
We're gonna have to work on this process
because I think there was not clarity
on who amendments should be submitted to.
So they could've gone to me, to someone in my office,
they could've gone to the board office.
We were very busy trying to get all of your minutes done.
I will be very honest. There were some emails
that came in to me that I did not see
in time for us to try and get them posted on the web.
I do want to be clear that
that there may be the belief that something got posted
when, in fact, it didn't.
Mrs. Bahorich: Thank you.
That's something that we need to work on
is to who we even send the amendments to.
I just assumed Renee.
Yes, Mr. Mercer and then Mr. Allen.
-: Thank you, Madam Chair.
Just for the record.
What's in here is the word that I actually wanted
was "evaluate" and some folks went out to the news media
and called a major coup that that word was taken out.
I really wanted, "and evaluate scientific explanations,"
but this board voted to make it "compare and contrast."
Which is where we're at now.
The panel asked for "compare and contrast"
instead of "evaluate."
-: Madam Chair? -: Yes, Mr. Allen.
-: Parliamentary inquiry. -: Yes?
-: We have a motion on the floor and, if so,
can we only speak to the motion and dispose of it, please?
-: That is true.
We really do need to speak to the motion itself.
-: To put in "cellular."
-: To put in the word "cellular" and strike "their."
Man: Madam Chair?
-: Mr. Allen did you want to speak to "their" and "cellular?"
-: Yes, I wanted to ask a question of Monica.
If we were to produce something that was not teachable
would it come back to our attention for removal?
That's all I wanted to know
'cause I heard that before we had something in
that was not teachable.
-: We're going to talk in a little more detail about this
when we get to English and Spanish Language Arts
and Reading.
The challenge is, once you take action and adopt the rules,
then we cannot go back.
There is a process in place for us to be able to make
a technical edit without bringing an item back to you
to go through the process again of adopting an amendment.
This sounds like something that would not
fall in the realm of the type of technical edit
that we would have the authority to make.
So, what we would have to do is
after the rule becomes effective,
if there was a determination as you've just explained,
we would have to bring it back to this board
and you would have to take action to make an amendment.
-: Yes, Mr. Cortez?
-: We have some of our science experts in the room.
I'd really love to ask this question
before we finalize this item.
Could we bring?
You don't want to come up and share some insight.
There is objection to bringing the expert up?
Is there objection?
Can you ask the question if there's objection?
Mrs. Bahorich: Yeah, I just did.
Is there objection, and then, there was an objection.
-: So, there is an objection to asking the science experts?
A majority of the members decided
that they don't want to ask the experts.
-: We could do a majority vote.
We could do a majority vote.
All those in favor of inviting a expert
to speak to us, raise your hand.
If you want to have somebody address this particular issue
you can raise your hand.
All those opposed to have an expert come and talk to us
about this particular issue.
-: Madam Chair? -: Yes?
-: Did that fail? -: Yes it did.
-: I have an amendment to add after
consulting with Dr. Wetherington,
I'll just say.
It was on there.
I'm going to amend Mr. Ellis' amendment
so that it would read,
"Compare and contrast prokaryotic and eukaryotic,"
I'm not butchering this,
"eukaryotic cells including their complexity."
So, I want to insert "including their complexity,"
so it continues to read, "and compare and contrast
"scientific explanations for their cellular complexity."
Man: Parliamentary inquiry.
-: Yes, Mr. Rowley?
-: My amendment is to insert "including their complexity"
right after the word "cells."
See that prokaryotic and eukaryotic cells?
-: Madam Chair? -: Yes?
-: The advice of the parliamentarian is that
that motion would not be in order at this time,
but after the vote taken on this amendment,
a motion to reconsider could be made
because the body has already decided
not to insert the word "including."
-: I beg to differ and here's why.
Because in my motion, I'm talking about the complexity
of those cells and in the prior motion,
we were talking about including scientific explanations.
The subject of the two, and it's what Dr. Wetherington
just pointed out to me.
The subject of the motions were different.
In Ms. Perez-Diaz' motion, it was scientific explanations.
In mine, I'm talking about the complexity
of prokaryotic and eukaryotic cells,
which I'm told by Dr. Wetherington
was the focus of the intent.
Mrs. Bahorich: Go ahead an address that, if you would.
-: The members point of order is, really,
whether the motion to reconsider would be needed
after this motion is considered.
The only way to amend this motion is to strike "their"
and insert "cellular."
Only those words can be amended right now
as a secondary amendment.
Once that motion is decided, one way or another,
another motion could be amended,
move to amend this entire section, okay?
His point of order was that a motion
to reconsider would not be needed to do that
because the motion is not in order at this time
to do that.
Only changing "their" or "cellular" is what's being considered,
nothing else.
-: So, you're not saying we'd need a motion to reconsider
because the object of this motion
is different from Mrs. Perez-Diaz', right?
And that's your opinion as well.
I mean, I'm agreeing with you.
What your saying is my motion needs to follow
the vote on this one but we don't have
to move to reconsider in order to consider my motion?
Mr. Overbey: If the chair rules that way, yes.
-: Okay.
Mr. Bradley: Madam Chair, parliamentary inquiry.
-: Yes, Mr. Bradley.
-: To the parliamentarian, the board had to have a 2/3 vote
to suspend its rules to allow the amendment
by Member Ellis.
Is that motion amendable or do we need to suspend
the rules to allow an amendment to the amendment?
Mrs. Bahorich: We're not gonna do it that way.
-: Okay, okay.
Then, my following question is--
I'd like to deal with the motion on the floor--
But then if any other member wants to make
another amendment, it's gonna require 2/3 to consider?
Thank you.
Madam Chair, the other thing that's happening here
is that the board has adopted rules to prevent
this from happening,
and now they're engaging in parliamentary gymnastics
to try to get around the rule or deal
with making amendments at the last minute.
They're making a huge effort to defeat the purpose
of the rule in the first place,
but they have the right to do that,
if they can get the 2/3 vote.
-: Okay, so, Mr. Rowley would need that 2/3 vote.
I just had a point of information.
Seems like this exact language that Mr. Rowley
is suggesting was something that had already
been considered before.
Oh, something different okay.
It was just information.
I just wanted.
Mr. Overbey: We need to vote on his motion
that's pending.
-: Let's vote on Dr. Ellis' motion.
Is everybody ready to vote on that motion?
Then we can move on.
The motion before us is Dr. Ellis' motion.
That particular
standard would say,
"Compare and contrast prokaryotic and eukaryotic cells
"and compare and contrast scientific explanations
"for cellular complexity."
All those in favor, raise your hand.
-: Nine. -: Okay, nine.
All those opposed, raise your hand.
Okay, so that motion carried.
Now, it's this.
Now, we have to have 2/3 if Mr. Rowley
still wants to consider his amendment.
-: Can I speak to that? -: Yes.
-: To why we should suspend the rules in order
to consider my amendment?
Mr. Overbey: Suspend the rules is not debatable.
-: It's not, okay.
-: Suspend the rules is not debatable.
We have to have 2/3 vote--
Mr. Overbey: He can describe the motion first, though.
-: Oh, I can . -: Okay, okay.
-: I can describe my motion. -: Describe your motion.
-: After consulting with a member of the writing committee,
the point that was made was, unless we add the language,
not striking anything, but we're simply adding the language,
"including their complexity," after "prokaryotic
"and eukaryotic cells."
So that we would be, "comparing and contrasting
"prokaryotic, eukaryotic cells including their complexity,"
and then it would continue to read,
and "compare and contrast scientific explanations
"for cellular complexity."
Mrs. Bahorich: So, you want to do an insertion?
Okay, that's what got confusing.
-: And I'm not striking anything.
It's still compares and contrasts scientific explanations
but it also compares and contrasts the complexity
of prokaryotic and eukaryotic cells,
which I'm told was the original intent.
-: Okay, okay, all right.
So, I just want to make sure.
After cells--
I'm sorry?
I think it's just an insertion.
Is that correct, Mr. Rowley?
Okay, well I just want to make sure.
-: Madam Chair? Parliamentary inquiry. -: Yes, Mr. Bradley.
-: Could we take a 2/3 vote to see if the board
wants to consider an amendment
before we start discussing it?
-: I want to make sure that they know
what we'd be considering.
That's what we're trying to straighten out
in everybody's mind.
I don't like us to vote--
Mr. Bradley: Let's not debate it.
-: The new standard would read,
"Compare and contrast prokaryotic and eukaryotic cells,
"including their complexity, and compare and contrast
"scientific explanations for cellular complexity."
Do I have this correct?
That's the consideration.
Woman: Did it include the word "their?"
I heard "their."
-: Well, including "their complexity,"
it's a different spot.
Those are the inserted words that he would like to do.
Man: But it's right after the cells.
-: All in favor, we haven't voted on the amendment,
we're just voting right now,
in favor of considering the amendment.
'Cause you need 2/3 vote to do that.
All those in favor, raise your hand.
Of considering the amendment.
Yeah, okay.
Yeah, we got more than 2/3.
Thank you very much.
Now we've got it and I think it's clear.
Now we're gonna take a vote on the amendment of insertion.
This is an insertion.
We're not deleting anything, correct?
It will now read, if you took Dr. Ellis' paper.
Everybody got Dr. Ellis' paper?
'Cause that's where we are right now.
What we're gonna do after, "compare and contrast prokaryotic
"and eukaryotic cells, including their complexity,
"and compare and contrast scientific explanations
"for cellular complexity."
All those--I'm sorry, Mr. Cortez?
-: Again, member who offered the amendment,
who went and spoke with Mr. Wetherington,
I'd love Mr. Wetherington to come and tell us
what the implication of this amendment means overall
to this specific standard.
Mrs. Bahorich: We'd have to have a majority vote--
-: I would ask for a record vote to ask the expert
to come and explain to us.
-: So, we can hold our hands up.
He's asking again on a different--
-: On this amendment. -: On this motion.
All those in favor of hearing from an expert,
raise your hand.
-: Not too fast. -: Okay, not too fast.
All those opposed, raise your hand.
Okay, motion fails. -: That is a record vote,
right ma'am?
-: Yes, 'cause they held their hands up.
Ms. Perez?
She had a question, I think.
Did you have a question?
-: May I ask for a recess, please.
Because if we're gonna consult with experts
then give us time to consult with experts.
Thank you.
-: I'm totally fine with that.
Okay, 10 minutes.
-: Whoa, whoa, whoa.
-: Can't we just break in the middle or you can't?
-: Yes, you can but you need to vote on it.
-: Oh, okay.
Let's vote on taking a break.
For 10 minutes.
All those in favor of taking a break for 10 minutes
to let folks consult with the folks
they'd like to talk to, raise your hand.
All those opposed.
Okay, motion carries, so, yes, we are taking a break.
10 minute break.
Members, we need to go ahead and get moving.
The amendment before us, and it's time to vote,
is that the item will now say,
"Compare and contrast prokaryotic and eukaryotic cells,
"including their complexity, and compare and contrast
"scientific explanations for cellular complexity."
All those in favor say, "Aye."
Oh, sorry, raise your hand.
All those in favor, raise your hand.
All those opposed.
Hearing no opposition, motion carries.
Next one.
Do we have any more Biology?
I want to get finished with Biology.
Yes, please.
-: Members, if you'll look on Page 7 of the minutes,
and then Page I-52 in your notebook.
I-52.
We're in 5th Grade.
In the minutes, you'll see that on Wednesday we voted,
"Demonstrate that mixtures including solutions
"maintain physical properties of their ingredients
"such as iron filings and sand, sand and water,
"and salt and water."
My motion would be to go back to the original language
which you can see on page I-52.
-: So you would strike "or sand and water?"
-: I think it'd be easier just to strike the whole thing
we did on Wednesday and to accept what's on Page I-52.
Mrs. Bahorich: What is it on our notes here?
Where is it on our notes?
-: It's right in the middle.
Okay, let me read it.
You're right, I should've read this.
Section 112.16 (B)(5)(C)
-: {Mrs. Bahorich] Okay, got it.
-: So, striking that language and reinserting
the original language which was on Page I-52.
"Demonstrate that some mixtures maintain physical properties
"of their ingredients such as iron filings and sand,
"or sand and water, and,"
it actually used to be two standards.
"And identify changes that can occur
"in the physical properties of the ingredients of mixtures
"such as creating solutions by dissolving salt and water--
-: I must not be looking at the right thing here.
I have no idea where we are here.
Ms. Cargill: Page 7.
-: I'm on 7.
-: That's right.
But now we want 'em to go back to two.
Mr. Overbey: Strike out C and insert a B, okay?
They struck out C and inserted a new B.
Now she wants to put the B and C back in.
-: We would just get rid of what we did on Wednesday
and go back to the original.
In the middle of Page I-52.
We're happy to hold a lesson.
-: Oh, put this back in?
Okay, put it all back in as it is here?
Ms. Cargill, I just want to make sure.
On Page I-52, in the middle there, 5B?
-: And C. -: Okay, B and C.
We would be putting it in just as we're reading it here.
So, none of these were other words
in the rule textbook.
-: They'll probably overlap but it's gonna be too hard--
-: It's too hard to straighten it out.
I'm just saying, as we're reading it and members are voting.
I just want to make sure they're voting on
retaining the information there in B and C.
-: This is in response to teachers to whom
think all of us listen.
The problem is sometimes our teachers don't agree.
We represent our district and that's what has happened here.
-: Madam Chair? -: Yes?
-: I do just want to point out
that you received several public comments related to 5C
as proposed on Page 1-52.
The commenters were saying that it
is a confusing student expectation.
I just wanted to make sure to put that out there.
One proposal, one commenter suggested
that you revert to the original language
of that student expectation as it currently exists.
I can grab the other comments and see
if there were other suggestions.
Mrs. Bahorich: I mean, do you have the original language?
-: The original language would just read
without those strike throughs and underlines.
It would read, "Identify changes that can occur
"in the physical properties of the ingredients
"of solutions such as dissolving salt in water
"or adding lemon juice to water."
Mrs. Bahorich: Go back to the original.
-: The comments were only related to C.
They were not related to B.
-: So do you want to amend your motion to do that?
-: Yeah, I would amend to accept that
because I had a lot of complaints about this one, too,
and attempted to fix it.
But the fix didn't quite work.
I would amend my amendment to go back
to what Shelly just read which would be,
"Identify changes that can occur in the physical properties
"of the ingredients of solutions," right, Shelly?
"By dissolving salt in water
"or adding lemon juice to water."
Mrs. Bahorich: Such as dissolving--
-: Oh, sorry, such as.
-: So, the amendment before us.
I just want to make sure everybody's got--
I'm sorry, Mr. Rowley.
-: Does the one above it, does "sand and water" stay in?
-: Yes. -: Okay.
-: If you are in your rule text, I-52,
it's gonna look exactly the same as B now
on this vote.
B's gonna look exactly like it looks there.
On C, in fact, we are not doing the strike throughs
and we are not doing the adds.
We're taking "mixtures" out.
We're taking out "creating solutions by."
Does everybody see that?
We're putting "solutions" back in.
Back to the original language.
Is everybody clear?
That one got a little confusing.
No, "such as" is already in there.
So, here's what the two amendments would read.
Just to make sure.
I'm just gonna read exactly how it will read now.
B will be, "Demonstrate that some mixtures
"maintain physical properties of their ingredients
"such as iron filings and sand
"or sand and water."
And C will read, "Identify changes that can occur
"in the physical properties of the ingredients of solutions
"such as dissolving salt in water
"or adding lemon juice to water."
All those in favor, raise your hand.
All those opposed, raise your hand.
Motion carries.
All right?
Any others, Ms. Cargill?
Any other changes on Science?
Okay, we got through Science.
-: Madam Chair? -: Yes, Ms. Perez-Diaz.
Oh, I'm sorry. -: It was actually me.
-: Yeah, Ms. Martinez.
Ms. Martinez?
-: We had a request that you permit us,
there were some amendments that were made on Wednesday
that changed "methods" to "practices."
We're not sure that we captured those everywhere
in the student expectations.
So, if you will allow staff
to make appropriate adjustments
from the word "methods" to "practices" in all grade levels,
we'd like to be able to do that for consistency.
Mrs. Bahorich: Is there any objection?
-: And any other technical change.
Mrs. Bahorich: Any objection.
-: When you take the vote on the,
take the final vote.
The motion in the agenda book was
with an effective date of August of 2017.
The motion in your minutes did not have an effective date.
We would ask that you vote with an effective date
of August 27 of 2018.
What that will do is maintain the current standards
for the 17-18 school year.
Then make these changes effective at the start
of the 2018-19 school year.
Mrs. Bahorich: She's trying to change the school year.
-: August 27 of 2018.
That will be the first Monday of the school year in 2018.
-: Madam Chair? -: Yes, Mr. Maynard?
-: Just in terms of the effective date.
I've gotten some mixed reaction about that.
If we're truly streamlining,
even if they didn't get the memo and taught the old TEKS,
they would probably be okay
because they just taught more content.
If the assessment was on the streamlined TEKS,
but they had taught the old TEKS
that they should still be okay.
I'm just kind of curious.
-: Just reminding everybody about the conversation
that we had the other day.
Several folks were talking about the issues
that they end up with when you are taking out TEKS
'cause you're gonna change the numbering.
Things are gonna be changing in the TEKS
and you're gonna have to have cross-correlation documents.
Both instructional materials and staff's gonna
have to put together.
There are a lot of things that have to happen.
And Assessments also is going to have to realign,
and that won't be done by 17.
You stop me if I'm off, okay?
To have everything in sync, that was the recommendation.
What we want to do is up to you guys.
I'm just saying that we heard a lot of folks
talking about all of the work that really,
it sounds like you're not doing much but taking out,
but it causes quite a bit of work on the districts' parts,
on Assessments' part, on the publishers' parts.
Everybody has to get their re-syncing done.
And it's not done instantly.
I hope that answered the question.
I don't know what you want to vote,
but I'm just saying, that was what we heard.
-: I suppose what I'm doing is I'm just asking the question
and saying, well, what is possible?
Because I think that there is certainly a segment
of our teachers out there that say,
"We would really like to have that narrowed down
"as far as the assessment goes.
"We would like to have the narrowed down TEKS."
Because, really, that kind of helps us
and really gives us a little bit of relief.
If that's possible.
We just need to hear from staff and see what is possible.
-: I think, all along, we anticipated that if this
was a true streamlining that we would be able
to implement in the 2017-18 school year.
We made sure that we were carefully consulting
with Student Assessment staff to ensure
that they would be able to make the shift
for implementation in the 2017-18 school year.
I think, from our perspective,
we feel like we would be able to take the steps
that we would need to take for the 17-18 implementation.
That might be different from
what a school district feels like they need
in order to prepare for implementation.
My understanding was that the intent was to try to get
these standards to the point where teachers
were teaching less, and if you're expecting them
to teach less, the sooner the better.
I think that was the path that we started off on.
If you're hearing that folks need more time
to make adjustments locally,
that would be, I think, a separate issue
that we couldn't really address.
-: I just want to say, when I called originally about this
and I've now forgotten 'cause it's been so long ago
'cause we did it at the beginning of this process.
When something's streamlined,
I understood that it could take a year
to get the Assessments part done
because you got to put out new blueprint thing
and that sort of thing.
-: We confirmed, again, with our colleagues
in Student Assessment that they would be able
to implement assessments aligned
with the streamlined standards in 17-18.
They said, that given the scope of the changes,
that they could.
-: When would information, though, go to the field?
Like, they always have to put out a lot of stuff
before an assessment.
-: It's gonna depend.
I think you've gotta go back and look at
what has actually changed in the grades that are assessed.
We don't assess science at every grade.
Not every student expectation has been changed.
I don't have an answer about how quickly
they could get information out.
Similar to the issue of the number
of student expectation numbers that would be impacted,
the visual we gave you is in one grade level, it's two.
It's gonna vary and we are only talking
about a handful of grades that are tested.
Because we don't test that many grades in science.
-: Two of the sciences tests are inclusive
of three grades, correct?
8th Grade is testing over 6th, 7th, and 8th, correct?
-: Oh, that covers the content?
It covers 8th Grade content. -: Just 8th Grade.
I want to make sure that we're clear on what is assessed
'cause I think it's three grades in some of them.
-: So, our understanding is the 8th Grade STAAR exam
for science does include content from 6th and 7th.
But the lower STAAR exam grade does not
include multiple grade levels.
Mrs. Choric: So, 5th Grade only includes 5th Grade?
-: That's my understanding,
and staff's confirming that.
-: Well, that should be a real clear question
with a cut and dry answer.
I want to make sure we understand that.
All that does is complicate the alignment,
is all I'm trying to say.
Mr. Cortez.
-: I initially supported moving it to 2018
when Mr. Maynard made the motion.
I did that because I thought staff would need more time.
I feel a lot more comfortable knowing,
having heard Monica give her explanation.
I got a text from the Rio Grande Valley Science Association
that they'd like to start ASAP.
Going back to Mr. Maynard's comment about,
if we're able to give those teachers that relief,
then it should begin immediately.
That's the whole purpose of the streamlining.
I would ask that we reconsider the effective start date
of this streamlining as a member--
Mrs. Bahorich: Right now, we actually have it as 2017.
-: No, but we voted in 2018.
On Wednesday, we amended it.
-: I didn't think we amended it.
Sorry, Ms. Hardy.
-: Madam Chair, if I may clarify.
What you amended on Wednesday
is the implementation language.
What I was asking for a little bit earlier
was the effective date.
So, whatever your implementation is,
we just need to make sure we have the right effective date.
You did make an amendment to,
Dr. Ellis offered an amendment to three sections
that identify the school year when we will implement.
It'll take me a minute to find it in your minutes.
But that is something that you did take action on
on Wednesday.
Mrs. Bahorich: What was that action?
-: I'm looking for that right now.
Mrs. Bahorich: We need to be in sync, right?
-: Yes. It's on Page 8 of your minutes.
The second Motion and Vote from the bottom.
So, you got a vote then a Motion and Vote.
The one immediately above that
is the motion by Dr. Ellis to recommend
that the State Board of Education amend 112.10,
112.17, and 112.31 to change implementation
from 2017-18
to 2018-19.
It's different from the effective date in that
this language identifies when you intend to implement.
The effective date has an impact.
The rules, unlike the English and Spanish Language Arts
where we're actually going to be wholesale replacing
what is there now,
this is actually amending the language.
When we make this kind of an amendment,
we have to be careful that we don't change the language
before you implement.
If you made these changes effective in 2017,
then the rule text would change, and it would not match
what you're expecting teachers to implement in 17-18.
Whatever the decision is, we need to make sure
that the effective date matches.
-: In essence, if we decide to move this up,
we could go back to 2017-18.
-: You would need to undo that amendment
and then you would need to have the...
-: Ms. Hardy, you had a quick comment on--
-: No, I have a quick comment about that date.
I'm telling you, my people have already talked
about the technology of switching this out.
I know it's very easy
for smaller districts,
but larger districts do not want to do this
because they have to bring in all the people
to do the staff development for this.
But, the way I look at it,
if you keep it at 18-19, is that right?
18-19, and people wanna start with it in 17-18,
it's no skin off anyone's back.
But it is skin off anyone's back if you
have to move it to 17-18.
In other words, you put the pressure on these bigger
school districts to have to get this ready
for the beginning of the school year.
If you wait to 18-19, people want to get ready for it.
Whenever we've done standards,
even though the actual due date is such and such,
you have to have it on this date starting,
districts will jump ahead and do it ahead of time,
it's no big deal.
As long as they know that they're covering
under whatever they need to do for the testing.
I think we really need to consider that.
Just let it be 18-19.
The bigger districts will then be able to get caught up
with the technology needed to change
their curriculums and all that sort of stuff.
-: I just got some notes from teachers sending me notes.
The 5th Grade STAAR does include 3rd and 4th.
I'm a little confused about this
'cause we had to be clear from staff on this.
Okay.
'Cause I understood both of the tests had multiple grades.
Absolutely.
We have to have a motion to adopt.
That would be the first one that we would change.
But, let me get Ms. Perez-Diaz and then Ms. Beltran
before we get to that.
-: I sort of got skipped around.
So, this may seem like a late comment.
I have to say, I agree with pushing up this date
if it means relief for our teachers sooner than later.
Essentially, what we're doing when we're going
through the streamlining process,
we shouldn't be adding anything.
It's a matter of taking away so that our teachers
can delve in deeper into the curriculum
and the instruction.
I feel like a vote we just took a little while ago,
made specifically by O4A just made something like that
more convoluted.
Which I had a lot of heartburn with,
but it was the only option we were left with.
I think that if we can keep ourselves
from adding to the TEKS during a streamlining process,
then providing that relief early on for our educators
is the best, I think in my opinion, is the best thing
that we can do for them.
Mrs. Bahorich: Ms. Beltran.
-: Thank you Madam Chair.
Yeah, I just wanted to echo some of the similar sentiments.
I'm also getting messages and text messages
from the field.
I think while we intended to streamline,
we didn't always streamline,
and I'm wearing my hat as a former teacher as well,
of just, kind of, any tweaks that we make
are gonna impact just how we're implementing
the curriculum longer term.
If we implement this coming school year,
it only gives school districts two months
to prepare for that.
Also, I'm hearing that for some
of the smaller, rural districts who depend
on the service centers,
they have even a smaller time crunch,
and so, my recommendation would be to support
what we have passed earlier this week
and keep the implementation date for 2018-2019.
Mrs. Bahorich: Mr. Maynard?
-: I would just echo what Ms. Perez-Diaz said.
That's kind of what my thought was,
if we truly narrowed that.
But there is a lot of logistics
in terms of correlating materials
and as we've re-numbered things.
As my recollection, originally,
we were gonna finish this in January.
We didn't finish it in January.
Here it is in April.
We just don't have a lot of time.
I think a good philosophy sometimes is "do no harm."
My first inclination is to move faster,
but what I'm hearing is that, really,
in order to affect that and to implement that
is gonna take a little more time.
It gets a little messy.
I would support the 18-19 implementation.
-: Okay.
I believe there's a motion to amend.
We do have a motion to amend the effective date
to August 27, 2018.
We need to vote on whether we want
to amend that date or not.
-: Actually, we don't have it.
There is no date yet.
That's what Monica was saying.
The motion read out of the minutes
did not have an effective date on it.
-: I think Mr. Cortez asked for reconsideration
of the amendment to -: Oh, you mean from the notes.
-: the implementation date on Page 8.
-: But this is not a Committee of the Full Board.
There is no reconsideration.
You can simply move to amend the report.
You don't have to reconsider.
Because this board didn't meet until today.
So he can make a motion to amend what's in the report.
You get that?
-: Okay.
-: You don't reconsider it, you just move to amend it.
-: Amend what's in the report
if that's what you want to do.
Then we'll align that up with this.
Okay, what page is it on, just to make sure?
-: Page 8, it's gonna be,
you'll see a vote at the very bottom,
and then a Motion and Vote.
The Motion and Vote above that.
112.10, 112.17-- -: Okay.
Does everyone know where we're looking at on Page 8.
Because we're talking about the implementation date.
That's the motion that's in front of us
before we get to this other motion.
-: I would move to change the implementation date
to 2017-2018.
-: Okay, that's it.
Is there a second?
Hearing, okay.
-: No second. -: All right, no second.
Now, we need to go back over to here and correct--
I'm sorry, Mr. Rowley.
It's not changed.
It's still 18 and now we have to go right here
and fix this.
Yes, Mr. Rowley.
Members, if you'll look on your,
is it on the minutes?
-: Minutes Page 9. -: Oh, Page 9.
-: On the top of Page 9.
It was left off here. -: Oh, it was left off.
It should've had the date.
We didn't have a date up here.
It should have it.
So if you're at the top of Page 9,
it should read,
it should say at the end,
as amended it should say, "With an effective date
"of August 28th, 2017."
We would amend that, even though it's not there,
pretend it is.
Just add it, we'll just add it.
-: August 27, 2018. -: 27, 2018.
Why don't you just make the motion to amend?
-: Okay, I move that we amend the motion
to add, "with an effective date of August 27, 2018,"
at the end.
-: Is there a second?
All those in favor, raise your hand.
-: All those opposed, raise your hand.
Okay, motion carries.
Now, we're back to the main motion
because we've just amended this motion on an effective date.
It's moved that State Board of Education approve
for second reading and final adoption
proposed amendments to 19 TAC, Chapter 112,
Texas Essential Knowledge and Skills for Science,
Subchapter A, Elementary, Subchapter B, Middle School,
and Subchapter C, High School, with an effective date
of August 27, 2018.
All those in favor raise your hand.
I'm sorry.
Oh, I didn't know.
Was there another--
Well, yeah, you can speak.
-: I just wanted to clarify something.
This has been a long process but I
appreciate the board for sticking with us
on the science because it's very important
to all of us, I know.
But there were some reports in the media
that said Texas no longer required students,
it said, to challenge scientific theories
because of the word examine.
And just for the record, I wanted to clarify that.
First of all, in 3A, in our standard in Biology
it says, "Analyze, evaluate, and critique
"scientific explanations."
So, that's pretty important right there
because our student will be looking
at the scientific evidence for scientific explanations
or theories.
Analyzing, evaluating, and critiquing.
And then the word examine,
which we used in 6A about the origin of DNA,
means to inspect something in detail,
to determine its nature or condition,
to investigate thoroughly, and synonyms include,
scrutinize, probe, appraise, analyze,
review, evaluate, survey.
I think we kind of cover all the critical
thinking bases for students.
I wanted to clarify that
because there are rumors going around.
This is how we pull kids in is letting them talk
about subjects like this
and we don't have all the answers,
so why don't you go into the field of science
so you can help figure some of these answers out.
And so I just appreciate the board's work on it,
but I wanted to clarify that to go against
some of the things I've been reading.
-: Okay, thank you.
Any other comments before we take this vote?
I'm gonna read it one more time
just because it's been a minute.
It's moved that State Board of Education
approve for second reading and final adoption
proposed amendments to 19 TAC, Chapter 112,
Texas Essential Knowledge Skills
for Science, Subchapter A, Elementary,
Subchapter B, Middle School, and Subchapter C,
High School, as amended, with an effective date
of August 27, 2018.
All those in favor, raise your hands.
Was your hand raised?
All those opposed, raise your hand.
Okay, motion passes, thank you so much.
Ayes have it.
-: Madam Chair? -: Yes?
Yes, Mr. Bradley?
-: I have a motion.
If we will go to the minutes from Tuesday, April 18th.
There was one action item that was considered
by the board.
I apologize I was absent.
I couldn't speak that day, anyway.
There was a motion, if you will go to Page 4
of those minutes, that failed.
But I would like, at this time,
for the State Board of Education to recommend
and approve for first reading and filing authorization
proposed amendments to 19 TAC, Chapter 111
Texas Essential Knowledge and Skills for Mathematics
Subchap--
Committee of the Full Board on Tuesday.
Mrs. Bahorich: Page 4 right at the top of your stack.
-: Item number 3.
This is the math vote.
Mrs. Bahorich: Okay, I'm sorry,
could you read your motion again?
-: Is everybody ready?
I move to approve for first reading and filing authorization
proposed amendments to 19 TAC, Chapter 111,
Texas Essential Knowledge and Skill for Mathematics
Subchapter A, Elementary, Subchapter B, Middle School,
and Subchapter C, High School.
Need a second. -: Is there a second?
-: Haven't heard a second. -: Let him speak to the motion.
-: There was a second. -: Oh, there was a second?
I haven't heard a second.
Oh, Tom did a second? Okay.
Yes, Mr. Cortez?
-: So, the motion failed.
-: You have to have a member to reconsider it.
-: The member wasn't here.
The member bringing it up wasn't here or part of the vote.
It's my understanding, correct me if I'm wrong,
but only a member of the prevailing side can bring it back.
-: It's not reconsideration.
The Committee of the Full Board is not a body officially.
It's not the State Board.
Let him address that.
-: If this were a Committee of the Full Board meeting,
then a motion to reconsider would be needed.
However, the body has posted today to consider this item.
There is no recommendation coming out
of the Committee of the Full Board
to the State Board of Education.
Because it is posted, a member
could make a motion relating to that item.
So it would be in order.
-: Just for clarification, this is the item that dealt
with the removal of deleting the process standards
from the math language, correct?
-: I want to make sure that it's very clear.
We weren't removing the process standards
with that amendment that was in there.
It was removing it from the knowledge and skills
statements.
They're still in the set of standards.
Mr. Cortez: But this is the item that we're referring to?
-: It's just out of knowledge and skill,
the reference to them in the knowledge
and skills statements.
Just the knowledge and skills statements.
Mr. Cortez: I would rise against the motion.
-: Are you ready?
-: Madam Chair, I don't anticipate any debate
but I will respectfully ask for a record vote.
Mrs. Bahorich: Okay, so we can hold up our hands, right?
Oh, call the roll?
-: The minutes don't reflect the vote.
-: All right, sorry, we'll do call the roll.
The motion before us is
to adopt proposed amendments to 19 TAC, Chapter 111,
Texas Essential Knowledge and Skills for Mathematics,
Subchapter A, Elementary, Subchapter B, Middle School,
and subchapter C, high school.
First reading and filing authorization.
So, go ahead and call the roll, Renee.
-: Allen? -: Nay.
-: Beltran? -: No.
-: Bradley? -: Yes.
-: Cargill? -: Yes.
-: Cortez? -: No.
-: Ellis? -: No.
-: Hardy? -: No.
-: Maynard? -: Yes.
-: Melton-Malone? -: No.
-: Mercer? -: Yes.
-: Miller? -: Yes.
-: Perez? -: No.
-: Perez-Diaz? -: No.
-: Rowley? -: No.
-: Five, ten. I'm sorry, five, nine. Bahorich, would you like to vote?
-: It's not close.
-: Thank you, Madam Chair, members.
-: Motion was lost, nine to five.
Okay, next one.
Mr. Rowley, moving on.
-: I believe we're on
Page 27, right?
Of the Wednesday minutes.
Very top of the page.
(coughs) Excuse me.
That says, the board recommends by an affirmative vote
of 2/3 members, approved for second reading
and final adoption, proposed revisions to 19 TAC,
Chapter 110, Texas Essential Knowledge and Skills
for English Language Arts and Reading
Subchapter A, Elementary, and Subchapter B, Middle School,
and 19 TAC, Chapter 128, Texas Essential Knowledge and Skills
for Spanish Language Arts and Reading in English
as a Second Language, Subchapter A, Elementary,
and Subchapter B, Middle School,
with an effective date of 20 days after filing
as adopted with the Texas register as amended.
-: Okay, so, right now we're going to take up amendments
to it to make sure we've included all the amendments.
Then we'll a separate discussion that staff
will address us with some thoughts.
I think Ms. Perez?
Are they coming out right now?
Did anyone other Ms. Perez have some amendments today
on the Kindergarten through 8?
Ms. Perez: Am I the only one?
-: I think so.
I think she's the only one.
She doesn't have that many.
Yeah, this is a substantial.
This is the one that we were waiting on.
How many pages should we have, Gina,
at the end of this?
Three?
-: All of mine were posted.
These two were posted.
These were cleanup after the post.
-: Is it a change or you found an error?
-: It's gonna come out the same way
regardless of what it is.
-: Members, I would like for us,
just to cover all bases,
to go ahead and do a 2/3 vote to consider everything.
So, I won't have to ask that each time
you want to bring an amendment.
If the board is especially tolerant,
they're gonna let that happen.
So, consideration of these amendments.
All those in favor of letting
Ms. Perez bring forward all of these amendments
say, "Aye."
-: (all together) Aye.
-: All those opposed, say no.
Okay, hearing none, so we've got it.
-: Thank you so much for your tolerance.
I'm not a big fan of the word tolerance.
I prefer, you know, respect.
I don't think anybody likes to be tolerated.
But thank you for your tolerance, nonetheless.
Bahorich: (laughing) Oh, that was great.
Okay, which one first?
-: The first document we're going to be looking at
is English Language Arts and Reading TEKS K8, Friday 21.
It is the one where we strike through the word "more."
-: Yeah, that is a staff cleanup there, actually.
We already voted to remove,
if you will look at the one page
it's got red on it.
It says "strike through 'more'" on it.
The intent and the vote was to have this only say
spelling homophones, nothing else.
Ms. Perez: We were talking about
we would like you to know the word
to help you spell the word.
-: Is there any objection to fixing that?
Okay, no objection.
Okay, done.
-: Okay, document number two looks like
grades 6, 7, 8, English 1, 2, 3, and 4.
It was the assistance that I received yesterday
from Member Rowley with the placement
of "its, it's, there, their, they're,
"to, too, and two."
-: They want to include to correct the spelling
but to, specifically,
call out "its, it's,
"effect, affect, there, their, they're, to, too, and two."
Does everybody see that page?
This is Grade 6 through English 4, correct?
Ms. Perez: Yes, ma'am.
-: Okay. -: Thank you.
-: If there's no objection, any objection?
-: So our last document.
I'm gonna read these individually.
It is the Spanish Language Arts and Reading TEKS,
Strand 4,
Grade 8,
Chapter 128.23,
Number 9, Letter B.
I would like to strike the entire statement,
"Identify structural elements such as rhyme,
"repetition, and alliteration,
"and analyze how language contributes
"to the meaning of a poem," because there are two essays
for Grade 8 Spanish Poetry when all other
grade levels in Spanish have only one.
This would eliminate the repetition and eliminate
the extra TEKS in one language
versus the fewer TEKS in another.
I'd like one. -: Second.
Mrs. Bahorich: Would you like to speak to that
or you're good?
-: That was the short and sweet reason for it.
Mr. Cortez: This is the recommendation of that group of--
-: Yes, we did not sleep last night.
Everybody was on the phone together
just going through what had been
so kindly posted by staff because they,
apparently, didn't sleep either.
-: This is just in the Spanish?
Ms. Perez: Yes, this is just in the Spanish.
-: Any objection to the first one?
Okay, no objection.
-: The second one is Grade 8, Chapter 128.23, Number 9.
Scratch the letter C, making it B,
"Analyze the effect of graphical elements
"such as punctuation and line length in poems
"across a variety of poetic forms
"such as epic, lyric, and humorous poetry."
This is the same as English, see the rationale above.
It would change the letters in Grade 8
for the rest of Strand 4.
Thank you.
Ms. Martinez: Anything that addresses numbering
is technical and we will take care of.
Mrs. Bahorich: We don't even need to vote on that
'cause they'll fix that.
-: The next one is Grade 7, Chapter 128.22,
Number 9, Letter E.
Scratch the entire thing.
The rationale is this is an additional S.E. (Student Expectation)
for informational tech that is not addressed in English
and is a duplicate of 9D, Romanette 3
Thank you.
-: Any objection?
Okay.
-: Grade 8, chapter 128.23, Number 9, Letter F.
Scratch the entire thing.
-: Madam Chair? -: I'm sorry.
-: I'm sorry, I feel the need to make sure
that we share this information with you.
Grade 7 and 8 are two brand new courses.
They're for English Language Acquisition.
They're sort of the equivalent of your ESOL courses.
The committee that developed the courses
did add additional student expectations
because they felt that there were, in some instances,
the need to provide additional language supports
to students, to English language learners.
That's the reason why on 9E, for example,
there's an addition that's in
what they refer to as the ELA course,
the 7th Grade English Language Acquisition course,
that's not in English because
they felt that they were necessary to help students
who are acquiring English be successful.
-: Is it a duplicate in another place
in the strand in the 7th and 8th?
Mrs. Bahorich: 'Cause that was the other note.
-: It's duplicative of that?
-: Right, that's the question.
Has it already been included in one place
and this is a duplicate?
Mrs. Bahorich: Let's look for that.
-: Anything that is potentially a duplicate,
that's why we'd like the additional time.
So, that we can make sure that you don't have anything
that is duplicative within a given course.
We can definitely check these.
-: So this particular student expectation isn't duplicative
but there are other student expectations
that focus on organizational patterns.
-: The only thing that I'm trying to address
is the duplicativeness
of a standard that may be here and there.
Being additional for additional support is not an issue.
It's just the standard being asked
to be taught twice or three times.
-: The way that the two student expectations are worded,
and we just looked at them,
it's not the exact same content,
it's a different aspect of organizational patterns.
Mrs. Bahorich: So we just skip it?
-: I'm not gonna ask that we skip it.
I'm gonna ask that staff look at it
just for clarity.
So, which one is that, Shelly?
Is that the one, the Grade 8, 128.23?
-: Both of them. -: Okay.
-: Both the 7, 9E, and Grade 8, 9F.
-: The question before us is if it's duplicative,
you're saying that you would want it eliminated.
If it is not duplicative, you want it kept?
Ms. Perez: Right.
-: Okay, so, this was a technical cleanup.
Is any objection to that?
-: It's a potential technical cleanup.
-: Okay, all right, hearing none.
Both for Grade 7 and 8.
Now we're at the bottom on Grade 7.
-: Grade 7, Chapter 128.22, Number 9, Letter F,
Romanette 2, analyzing the evidence presented.
I'm asking to scratch that.
The rationale for this is it's an additional S.E.
for informational text that is not addressed in English.
Would that be the same reasoning again, Shelly?
Or do you have to verify?
-: It's a little bit off, in terms of alignment.
We really wouldn't probably have a concern
about deleting it.
It might be that we could better align
some student expectations.
-: That would be a number change or a romanette change
but not...
-: I think it's actually a matter of, perhaps, combining
two romanettes in this case.
Mrs. Bahorich: So, is there any objection
to letting staff figure out what the best way
to handle that particular one is?
Any objection?
Okay, no objection.
-: The next on Page 3.
These are corrections to already approved amendments.
Do you want me to read each one of them?
Or is this a technical cleanup by staff
that they can just?
Mrs. Bahorich: Appropriate number and letter,
they'll fix that.
-: This one we'll fix.
It looks like we may have missed adding to--
Ms. Perez: Right, because we went so quickly
in looking at 110 and 128 at the same time.
We just need time to make sure
that we're aligned, that we're not duplicating.
I'm hoping that that's all just technical cleanup.
Mrs. Bahorich: So that's the first one?
-: That's the entire second page, front and back.
Mrs. Bahorich: Oh, front and back.
Okay, so that's more technical cleanups.
-: The first one is definitely technical.
I think the other four on that page
are applying the same change to Chapter 128.
We tried to do that everywhere.
I think just to make sure that we're clear
would be helpful.
Just to make sure there's not an objection
to us adding 128
to those four.
Mrs. Bahorich: So let's just take a vote to make sure
there's no objection to adding these
that were voted in to Chapter 128.
-: So, shall I read them one by one?
Mrs. Bahorich: No, I don't think we need to do that.
This was just making sure it gets added.
Any objection to going ahead and adding
as you can see in red here to Chapter 128.
Just those four.
Okay, no objection.
Last page.
Ms. Martinez: The top of that page, the technical edit,
we can take care of.
Mrs. Bahorich: How 'bout the next one?
-: For the consonant blends or the spelling?
Which one are you looking at.
-: Okay, so the first one, we're good.
Ms. Perez: Are you looking at the request
for consonant blends?
-: Yeah. -: Okay.
'Cause it's two different things, right?
'Cause one is a spelling and then one is
we need to remove consonant blends
and replace it with (speaks spanish).
So, they're two separate things.
We're okay with both of those as a technical edit?
The third one is change "decoding."
It should be "spelling."
Everything under Letter C refers to spelling
in Grade 1, the same in Grade 2.
-: That was actually an issue that we were gonna raise.
We saw that last night and we thought
that that was the case.
Yeah, we'll make sure that we've got decoding
where it's appropriate and spelling where it's appropriate.
-: Any objection to that?
Okay, don't hear any objections.
And that's it? -: That's it.
-: Anybody else have any objections.
Okay, now, we'd like to hear from staff.
I mean any amendments, not objections.
Any amendments?
-: I think this is a very good example
of the challenge that we have with making
this many changes in a very short period of time.
We did work to capture all of the amendments for you
but we were not able
to finish updating the rule text
so that you could take a look at that
before taking a final vote.
Given the amount of time and energy
that has gone into this process thus far,
we would appreciate an opportunity
to go in and make all the changes to the rule text,
send that out so that you have an opportunity
to review it, make sure that we've got everything
appropriately aligned between Chapter 110
and Chapter 128.
It would be our recommendation that you consider
not taking a final vote on these standards today
and giving us a chance to give you
the actual rule text that you could review
and then go back in and make a change later.
We're thinking that this would really be
just to make sure that we've made all
of the correct technical edits.
If there happens to be anything that would
be considered more substantive,
that would require your approval,
there's an opportunity to get your approval
before you take that final vote.
-: Members, you know, staff does not have a comfort level
that we've caught everything exactly right
and they'd like some time.
You know, if they're not comfortable,
we're not comfortable either.
We want to make sure that we're comfortable
with how that's gonna work.
I believe you've also got something to hand out.
We need you to initial who can be--
Mr. Overbey: Don't we want to make this motion first?
-: Yeah, we'll make a motion but I just want to make sure
that you're starting to look at this page
as she's handing it out.
Ms. Martinez: Madam Chair, I think you've got a question.
-: Oh, I'm sorry, Ms. Beltran.
-: This is a question for clarification.
I also think it's important just to make clear
to anyone who's watching.
This is not an opportunity for more submissions
from the public. -: We're gonna address that.
-: Okay, we're gonna make that--
-: Our thought is it's strictly to give us a few days
to get everything.
The problem is, I think the concern is that you would
be voting on something that you haven't had a chance to see,
so this is not in any way considered
to be an opportunity for folks
to try and get you to make more changes.
It's really just to make sure that you all
have an opportunity to see what you would be voting on.
-: That's helpful, thank you.
I don't mean to imply that public input is not important.
Because it is.
It's just that we've had a lot of it.
Just wanted to make sure that was clear
to anyone who's listening as well.
Thanks.
-: I think that's a really good point.
If there's anything we've done in this process,
we've tried to be as responsive as we can
to the amount of input that we've gotten,
and because of that,
it's caused us to work quite a bit,
and that's made it hard on staff
'cause we had both Science and English.
You know, note to self, big reading,
second readings on two major subjects
is a little difficult to do
in one week.
And Spanish, exactly.
Spanish Language Arts and Reading.
So, Mr. Rowley has a motion before us.
He's going to have a motion.
-: I move, in light of the discussion we just had,
that the board postpone consideration of this item,
which is second reading
for English Language Arts, Elementary,
Middle School, Spanish Language Arts,
Elementary and Middle School
to a special meeting to be called by the chair
or to the regularly scheduled June meeting.
This postponement does not extend
the public comment period
under the Administrative Procedures Act.
-: Is there a second?
-: Second. -: Okay.
Members, it is not my intent to go into the June meeting.
It's our intent, if we can get eight people.
In order for this to work to do,
where some of us are together
and then others can tune in virtually,
we have to have a quorum of folks
in one physical location.
So, in handing out this paper,
we're trying to put it around the charter interviews
'cause we know some of you are already planning
on coming in anyway.
So that would be a natural time for us to try
to get a quorum of folks together here in Austin,
so we could carry this vote out
and connect the others virtually and go ahead
and finish second reading.
Because I think waiting 'til June is too long
for us to wait.
We need to get this done.
If you can at all make it,
if you will put your initials beside your name,
there are two options for time on each of the three days.
On May 9th, May 10th, and May 11th,
we have an option for an eight o'clock meeting.
The charter interviews start at nine.
We thought we'd convene at eight o'clock
to go ahead and have this discussion
and try to get it done between eight and nine
which I think is very feasible
since we're talking about the technical cleanup.
The other option is to have a 3 P.M. meeting.
If you can make either
or both,
please put your initials at the top and the bottom
of any of the days that you can make it
of these three days.
Just so we know who's gonna be here
'cause we're gonna be counting on you to be here.
We have to have eight or we can't have this vote.
We have to have, physically, have eight people here
in Austin.
Yeah, put your initials on there, please.
Actually, that's true.
You could circle the time that'll work for you
and put you initials up here
and then we'll have your sheet.
You have to do two times,
so tell us whether you can do both eight and three
or either or, or how that's gonna work.
Yes, Ms. Perez-Diaz?
-: Thank you, Madam Chair.
I may have missed the conversation
but is this gonna have any impact on adoption cycles
for instructional materials?
-: We don't anticipate that it will.
So, you, I hope, in the next few minutes,
will be adopting the proclamation 2019.
What we will do is make the Essential Knowledge
and Skills available as soon as you have adopted them.
We are, right now, in a position
where this is for implementation in 2019.
We do have some time so we don't think there will
be any negative impact on potential instructional materials.
-: But we didn't want to wait as late as June.
We want to get this done as soon
as we could get it done.
That seemed to be the most logical,
doing it in May.
Thank you, Dr. Ellis for suggesting that,
'cause that was immediately obvious to you.
Okay, does everybody got their papers?
Let's make sure it's real clear
if you can do eight or three or both on these three days.
We need to make sure we got an eight-person capability.
Woman: For this, you just need to be here one day?
You don't need to be here all three days, right?
-: Yeah, that's exactly right.
Yeah, just which days you can make it,
whichever days you can make it.
Of these three days.
We need to know which of the three days you can make it.
If you can make it any of the three, great.
If you could only make it one of the three,
is everybody clear on that?
Like, I can't be here the 9th,
but I can be here the 10th and the 11th.
You're not gonna be here?
I was thinking you were coming in, possibly.
For the 9th?
You could be here on the 9th?
Okay.
That's true.
I can do anything on the 10th and 11th.
It would probably make our minds at ease
if we knew we had enough for a particular day.
I don't know how quickly you can assemble that.
Yeah, let's go ahead.
The motion on the floor is to move
that the State Board of Education postpone
consideration of this item, Item Number 5,
proposed revisions to 19 TAC, Chapter 110,
Texas Essential Knowledge and Skills
for English Language Arts and Reading,
Subchapter A, Elementary, Subchapter B, Middle School,
and 19 TAC, Chapter 128, Texas Essential Knowledge and Skills
for Spanish Language Arts and Reading
and English as a Second Language,
Subchapter A, Elementary, and Subchapter B, Middle School,
for second reading and final adoption
to a special meeting to be called by the chair
or to the regularly scheduled June meeting.
This postponement does not extend the public comment period
under the Administrative Procedure Act.
All those in favor, are you sure, raise your hands?
Oh, all those in favor raise your hand.
All opposed, raise your hand.
Okay.
All right, members, I'm aiming for that May 9th,
10th or 11th just for those listening in.
Thank you.
-: Okay, Page 38 of your minutes from Wednesday.
Top of the Page.
Page 38, Wednesday minutes, top of the page.
Board recommends for proof on the first reading
and filing authorization propose revisions
to 19 TAC, Chapter 110, Texas Essential Knowledge
and Skills for English Language Arts and Reading,
Subchapter C, High School, and Chapter 128,
Texas Essential Knowledge and Skills
for Spanish Language Arts and Reading,
and English as a Second Language, Subchapter C, High School.
-: All right, it's moved that State Board of Education
approve for first reading and filing authorization,
proposed revisions to 19 TAC, Chapter 110,
Texas Essential Knowledge and Skills,
for English Language Arts and Reading,
Subchapter C, High School, and 19 TAC, Chapter 128,
Texas Essential Knowledge and Skills
for Spanish Language Arts and Reading
and English as a Second Language,
Subchapter C, High School.
Are you ready for the question?
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
Motion carries.
-: Next item is
Page 38, Item 5,
immediately below the one we just addressed.
The board recommends that the we approve
Proclamation 2019 of the State Board of Education,
advertising for bids for instructional materials.
-: I do have a just a point of information
that I just want to ask real quick.
Is Kelly in? -: No, she's not here.
-: Okay, that's all right.
Ms. Martinez: Is it something I might be able to answer?
-: I just want to make sure we're still doing
the word searches and stuff like that.
-: That is language that you had all read
two previous proclamations in.
Typically, what we will do is if you add language
in one proclamation, we assume that it's your intent
to continue to have that requirement.
It's moved that the State Board of Education
approve Proclamation 2019,
The State Board of Education advertising for bids
for instructional material.
Ae you ready for the question?
All those in favor say, "Aye."
-: (all together) Aye.
-: All those opposed say, "No."
Motion carries.
Is that it? -: That's it for me.
-: Okay, great.
Announcements.
I want to make sure that
staff is passing out
a satisfaction survey,
I don't know if y'all have that, for members.
Please fill it out.
Our very capable staff is trying to get
our thoughts about how to help the office
do a better job of serving us.
They want to pass out a satisfaction survey.
So, I'm assuming that's coming, like, any second.
(chuckles) Survey, not serving.
Ms. Perez-Diaz?
-: Thank you, Madam Chair.
Before we dismiss today.
-: Hold on, hold on members, hold on.
-: Sort of feel like how this week has gone.
Before we dismiss today,
I have two things that I'd like to say.
Number one, I want to thank staff for,
I think the new process that we have in place,
the phone call about a week prior to the board meeting,
I think it's a great way to hold board members accountable
for ensuring that we actually open our board books
before we get to the meetings.
I have to say that I appreciated that, staff,
and I think it helps us get through the week
a little more quickly and getting you all home earlier
during the week.
Secondly, I can't leave this week without saying
that over the last, probably, several months,
I've been a little bothered by the way
that we've handled our English Language Arts,
Spanish Language Arts adoption.
I really, really, and I have to preface this
by saying I really appreciate all
of the input that we've gotten to this point,
however, we need to be really careful
about maintaining fidelity to our process.
It seems like sometimes we're very selective
in how we do that when it comes to specific topics.
I realize that ELAR, SLAR, and ESL
was a huge undertaking.
I'm bothered by the fact that we can't quite identify
what language our original review panelists had.
If it weren't for staff keeping track,
we'd all be lost with that.
When we have this conversation in June
about revisiting our TEKS review process,
I really hope that everybody engages
in a really productive conversation.
Again, while I appreciate all of the input that's come in,
I find it to be very frustrating to still
be getting stacks and stacks of recommendations
right before second reading.
I think it's a little dismissive of what we hope
to accomplish with our panelists.
These individuals took time out of their busy schedules
during the school year to come and provide
their expertise when we've asked them to.
We just need to be very, very careful.
When we go into a vote in May,
while I appreciate, again, the work that was done,
it's with a little bit of,
a little bit of frustration because I feel
that we've moved very far from what our original panels
were trying to get accomplished.
I felt like that needed to be said.
And I wanted individuals to know that
that was where I was coming from.
-: Okay.
Members, I just want to say
at the end when we're doing this.
What I'd really like is if you have something
that has pertain to the business,
let's keep it on that particular thing
and not do it at the end of the meeting.
'Cause I'd like to just stay with announcements
and things like that at the end of the meeting,
surveys and things.
Housekeeping, house cleaning, kind of stuff.
If that's all right with respect with Ms. Perez-Diaz.
-: Well, I have something personal.
One of my twins got engaged,
so I'm finally getting a girl,
in the family,
after being raised with three brothers
and having three sons, it is time.
-: Absolutely, congratulations. -: So, we're happy.
January 20th. -: Congratulations.
Then, you've got a wedding coming up, Mr. Mercer, I think.
Not you, not you.
-: Yeah, I finally asked, Rosie, my wife to marry me.
About time, we've got two kids now.
I figured.
My youngest daughter will be graduating
with Beta University with highest honor
in the week of the 13th.
Then my oldest daughter is marrying a really fine guy
who's a medical doctor who is serving in Togo
and Ethiopia on his mission stuff.
But she's getting married in June.
So, I'm having a very, very busy summer.
Mrs. Bahorich: That's wonderful.
-: For those of y'all that didn't notice,
yes, I am now parting my hair on the left side.
Thank you.
-: (laughing) Any other personal announcements.
Have we missed any honors that our members have received.
This is when we like to talk about that stuff.
Mr. Maynard.
Mr. Maynard: I just wanted to remind folks,
I guess Tuesday, that the House is gonna be taking up 1857.
-: Oh, that's right.
Members, as you know, we had the Accountability Bill
that was heard.
Senate Bill 801 and that we all agreed with.
-: Suitability, right.
-: Oh, suitability, sorry, not accountability.
Oh, my goodness.
Yes, let's not get into that conversation.
So, suitability on Senate Bill 801
was heard and was enthusiastically, bipartisanly
embraced there at the committee in the Senate.
So, Tuesday, that hearing will happen as well.
Mr. Maynard plans on going.
Mr. Maynard: I'll be there.
-: Yes, thank you for reminding us about that, Mr. Maynard.
Did anybody else have any announcements?
I think Mr. Rowley was gonna say something.
-: I'll just take the risk of blowing my own horn.
I was named a distinguished alumni
of Eastern New Mexico University for this year.
One of two people named. -: Very cool.
-: Got to be in the homecoming parade and wave.
Highlight of my life.
-: Absolutely, absolutely.
Any other personal announcements?
-: Madam Chair, I forgot to mention.
I was at a conference in Washington DC
in the National Educational Leadership conference.
It was neat because one of our own charter schools,
IDF from Brownsville was recognized.
First time ever they gave a National Educational
Leadership award to a charter school,
and it was from Texas and from the Valley.
Because their graduates are graduating three times
the national rate.
Remember, I keep on saying that I just get 'em
to college to get 'em through?
They are three times the national average
in getting kids through college after graduation.
So, fantastic. -: That's great.
Any other personal announcements?
Members, this survey, by the way,
is gonna be something that staff wants to hand out
every Friday at the board meeting week.
Just to let us know now,
do we have a calculation of what day is gonna work?
-: Well, I have calculations of several days
that will work and then you guys will have to pick.
These are the counts of members that can be here.
-: Okay, great.
Okay, members, I'm gonna just make an executive decision
to do it on the
9th. Sorry, sorry, the 10th.
No, I can be there on the 10th.
I meant the 10th.
But we can do either morning or afternoon.
Would you rather do an eight o'clock or a 3 P.M.?
Man: If it's a morning, it saves me one day of travel.
-: Okay, let's do a morning.
Let's do a morning.
Let's do an eight o'clock.
And that'll be holding us accountable
'cause we've got to get in charter interview at 9.
So, again, this is for just making sure
that staff is comfortable with all the edits
that were done and to be ready to make that vote.
Put down on your calendar, May the 10th at 8 A.M.
to meet. I assume we meet here because this
is where the charter interviews are, right?
Will we meet in this room or would we meet
in one of the other rooms?
In this room?
Okay, so, we'll meet here.
I have down that the following folks
will be here at that meeting.
I want to make sure this is really important.
You cannot not show up for the meeting.
I'm gonna be here.
Gina's gonna be here, Ruben, Lawrence, David, Kevin,
Erika, Sue, and Marty.
Mr. Overbey: How many is that?
-: That's one, two, three, four,
five, six, seven, eight, nine.
Yeah, nine folks, 8 A.M. on May the 10th.
If two of us just can't be, there we can't meet.
Yeah, so, if you are on your deathbed make sure
somebody calls us.
(laughing)
Man: Bring the bed in, roll the bed in.
-: Yeah, roll the bed in.
We'll do that.
-: Madam Chair? -: Yes, Mr. Maynard.
Mr. Maynard: Why would anybody possess
such a piece of furniture, a deathbed?
Why would you buy a deathbed?
-: Stop that.
Ms. Hardy.
-: I would like a clarification on the
proclamation thing.
Is it gonna be that we will not have another delay
on the proclamation because of the, uh,?
-: No, no other delay. -: No delay.
Okay.
Mrs. Bahorich: All right, members, thank you very much.
Meeting is adjourned.