WEBVTT

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<v ->Here.</v>

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People back there.

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(chattering)

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We need some more people.

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Like to call the meeting of the State Board

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of Education together.

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There's no student performance this morning

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because our students are off,

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hopefully having some fun this summer.

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But we do start with our invocation, I believe.

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Miss Cargill?

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Oh, there she is.

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<v ->So, good morning.</v>

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Good morning, everyone.

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As I was looking through, trying to decide a few words

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of wisdom for us this morning,

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I came across something.

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Since we're moving houses, I've been going through

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lots of old files, like stacks, as you can imagine.

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And so I had saved this early on,

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I think the first time I campaigned back in,

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I think it was 2003 or four.

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And it's a word from the Lord to build up,

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encourage, and comfort.

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So I'm gonna read this.

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You are embarking upon a season of great importance.

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During this time, your granting of grace

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shall be tested, and your mind may resist.

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It will be obvious after a short while that you

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have never walked this way, and you will be stretched,

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but in a good way, and as you continue, and you will

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continue, you will need to call upon your faith

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in profound ways.

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To the natural eye, you will see no way possible.

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But God has not called you to walk

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according to the natural.

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Faith you have received, but now you will need

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to sharply increase your dependence upon faith.

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You will not live by what you see

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or what you hear.

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If you will allow it, God will increase

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your discernment and multiply your wisdom

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for this hour.

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Your secret weapon for this journey is prayer,

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so use it liberally.

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You are embarking upon a season of great importance.

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And the verse that goes with this is Romans 1:17.

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For in it, the righteousness of God is revealed

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from faith to faith, as it is written,

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but the righteous man shall live by faith.

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So, with that word, let's pray.

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Heavenly Father, we thank you for gathering us

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in this place.

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I know each one of us in this room

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is in a season of great importance,

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because that is how you want us to live our lives,

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as if every minute and every hour is important.

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And help us to seek how we can live in your will.

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Grant us wisdom. Grant us guidance on our

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individual journeys.

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Help us, Father, to stay focused on what is good and right,

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and how we can serve others,

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and how we can show kindness and love to others.

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And I would ask your blessing on this meeting,

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guide our Chair as she leads us.

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Give us confidence and give us wisdom to know

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how to make decisions for the children of the state.

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And I'd like to say a special prayer for Mrs. Miller

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in her recovery from back surgery. Would you grant

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her healing, and just a very quick recovery?

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And would you bless our fellow member,

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Mr. Mercer, as well, at the wedding of his daughter,

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and what a special time it will be in celebrating

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with so many family and friends over the weekend.

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And I thank you, too, for Sharon and her 42 years

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of service, God.

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Thank you for her commitment to the school children

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and for her, just her dedication and just

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the example that she shows all of us.

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The years of service she gave to our children.

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So God, we ask you to go with us this day,

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take us home safely, and in your name we pray, amen.

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So, if you'll stand, we'll say the pledges,

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starting with the American Pledge.

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I pledge allegiance to the flag

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of the United States of America,

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and to the Republic for which it stands,

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one nation, under God, indivisible,

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with liberty and justice for all.

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And the Texas flag.

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Honor the Texas flag.

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I pledge allegiance to thee, Texas,

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one state, under God,

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one and indivisible.

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(chattering)

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<v ->Miss Jackson will call the roll.</v>

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<v ->Mr. Alan?</v>

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Mrs. Boharich

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Miss Beltran.

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Mr. Bradley.
<v ->Still here.</v>

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<v ->Mrs. Cargill.
<v ->Here.</v>

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<v ->Mr. Cortez.
<v ->Here.</v>

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Here.

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<v ->Mrs. Melton-Malone.
<v ->Here.</v>

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<v ->Mr. Mercer.</v>

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Mrs. Miller.

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Miss Perez.

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Miss Perez Diaz.

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Mr. Rowley.
<v ->Here.</v>

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<v ->Did you mark me as here?</v>

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I didn't say "here."

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(laughing)

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OK.

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Next item on your, first item of business

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is the approval of minutes from the regular meeting

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that was on April 21st, 2017, and the special meeting

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that was on May 10th.

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Are there any corrections to the minutes?

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Hearing none, minutes are approved.

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And now, we have a resolution

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honoring Sharon Pierce, presented by Tom Maynard.

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I think today, this resolution actually should be

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called the Wonder Woman Award.

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Because seriously, this is pretty impressive.

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<v ->Members, we don't frequently honor retirements,</v>

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but I think that this is one of these moments

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and one of these junctures where

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it's completely appropriate and you know,

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Miss Pierce has led one of our current technical

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student organizations for half of its existence,

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in the state of Texas for 36 years and has

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a 42 year career in education

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as a classroom teacher, as a staff member

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in this agency, and as a state advisor, and I will just

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go ahead and read the resolution,

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and then we will bring her to the circle.

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Whereas the Texas Association of Family, Career,

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and Community Leaders of America was established,

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in 1945, and has had three state advisors,

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Sharon Pierce being the third, and most recent,

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who has served in this state role for 36 years,

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half of the association's history;

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and whereas, during her 42 years as a classroom teacher,

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Texas Education Agency staff member,

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and the FCCLA state advisor, Mrs. Pierce has

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impacted the lives of more than a million Texans;

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and whereas, Mrs. Pierce has represented Texas

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in the FCCLA on a national scale,

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having served as a member of the FCCLA

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National Board of Directors on three occasions,

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and as an advisor to 27 national FCCLA officers;

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and whereas, Mrs. Pierce navigated the organization's

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transition from a traditional Home Economics model,

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known as Future Homemakers of America,

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to a robust Family and Consumer Sciences model

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and the rebranding which followed this challenging

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and necessary transformation

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and has worked tirelessly to keep the association

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with a proud history, current and relevant

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to workplace and student needs,

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by establishing industry advisory groups

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to ensure that FCCLA career and leadership

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development initiatives, which are integral

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to the instructional program, remain on the cutting edge;

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whereas, Mrs. Pierce cultivated significant partnerships

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to support the post-secondary educational aspirations

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of Texas FCCLA members, resulting in a scholarship

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program which awards 1.9 million dollars each year

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to graduating seniors;

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whereas, Mrs. Pierce's relentless pursuit of excellence

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resulted in her being named the National

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State Advisor of the Year,

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and a recipient of the national FCCLA's Distinguished

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Service Award; and whereas, Mrs. Pierce

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has announced her retirement effective June 1, 2017,

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now, therefore, be it resolved that

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the State Board of Education thank Mrs. Pierce

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for her years of dedicated and selfless service

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to the State of Texas,

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congratulate her on a remarkable 42-year career,

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and commend her for her passionate visionary leadership,

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which has spanned half of the iconic organization's

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history in the state, and be it further resolved

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that a copy of this resolution be presented

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to Mrs. Pierce and that a copy be included

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in the permanent records of the State Board of Education.

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Sharon Pierce.

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(applauding)

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(chattering)

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(applauding)

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<v ->The question's on the adoption of the resolution.</v>

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All those in favor say aye.
<v ->Aye.</v>

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<v ->Resolution is adopted.</v>

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OK, one more resolution, Mr. Cortez.

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<v ->Good morning.</v>

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Well.

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Sounds like Mrs. Pierce had a stellar record

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and a lot of accomplishments with the students

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of our great state, and this next resolution

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is about our student heroes.

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Whereas, the State Board of Education's Student Heroes Award

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recognizes Texas public school students

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who engage in selfless acts of kindness,

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charity, or support toward their fellow students

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or community; and whereas, the SBOE members

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reviewed nominations and selected 15 students

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across the state as recipients of the 2017

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Student Heroes Award; and whereas, Amanda Aguirre,

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a fifth grade student at Don Jose Gallego

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Elementary School in Laredo Independent School District,

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created care packages for military families,

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dependent children, and donated to Locks of Love;

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and whereas, Jada Sosa, an eighth grader,

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an eighth grade student at Valley View

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Early College High School in the Valley View

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Independence School District, created a mentoring program

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called Project 2.0, "Do Something."

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And whereas, Harlie Montez, a Memorial High School senior

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in Edgewood Independent School District,

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volunteers with multiple programs, including a summer camp

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that helps incoming freshmen learn engineering

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and robotics concepts;

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and whereas, ZaDarius Webber, a Klein Forest High School

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senior in Klein Independent School District,

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is an active volunteer working with groups

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such as the North East Men of Distinction,

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North Houston Junior Frontiers Club,

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and the Klein Forest African American Heritage Society;

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whereas, Hunter Beaton, a sophomore at Boerne High School

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in Boerne Independent School District,

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started a program that is now going national,

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in which children in foster care are given day one,

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a day one duffel bag containing items such as

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toiletries, blankets, underwear, and books;

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and whereas, Madeline Neff,

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an eighth grade student at Salyards Middle School

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in Cyprus-Fairbanks Independent School District,

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worked to create a campus culture of volunteerism

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in which students help fellow students,

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the school staff and the residents of the local

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residential care facility;

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and whereas, Sarah Schilberg of Westbrook High School,

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a Westbrook High School junior in Beaumont

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Independence School District, founded Bruins

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Aiding in Community Service and volunteers

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at a nursing home, serving breakfast and providing

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companionship to seniors with Alzheimer's;

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and whereas, Dylan Keene, a third grade student

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at Whitcomb Elementary School in Clear Creek

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Independence School District, voluntarily assists

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a classmate who is new to the country

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and who has medical condition that requires her

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to check in regularly with the school nurse;

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And whereas, Bao Catteau, a senior in Denison High School

00:14:32.313 --> 00:14:34.376
in Denison Independence School District,

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performs many volunteer activities such as mentoring

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students through the Big Brother, Big Sister program,

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and collecting and delivering food through

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Meals on Wheels and Helping Hands;

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whereas, Corey Carol, a Milano High School senior

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in the Milano Independence School District,

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increased school spirit by creating and directing

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a drum line that will now continue after he graduates;

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and whereas, Brock Crymes, a senior at Birdville High School

00:15:06.981 --> 00:15:09.152
in Birdville Independent School District,

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is the founder of Birdville High School Senate

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and has served as a senior teen court attorney

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for seven years at the North Richland Hills

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Municipal Court;

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whereas, Emilee Gant, a senior at Lovejoy High School

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in Lovejoy Independence School District,

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volunteers with Special Olympics

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organizing events, games, and award ceremonies

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and has coached a Special Olympics cheer squad

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for four years;

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and whereas, Cooper Philpot, an eighth grade student

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at Bailey Junior High in

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Arlington Independent School District,

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each month, for three years, has set up

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and hosted birthday parties at Safe Haven,

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a shelter for women and children who are escaping

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domestic violence;

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and whereas, Cole George, a Lorena High School freshman

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in Lorena Independent School District,

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raised funds to buy a battery-powered adaptive fork

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that bends and levels to help a classmate

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whose disability affects her motor skills,

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which made it difficult for her to bring

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a fork to her mouth;

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and whereas, Christabel Salinas,

00:16:36.797 --> 00:16:40.704
a fifth grade student at Bean Elementary School

00:16:40.704 --> 00:16:43.171
in Lubbock Independent School District,

00:16:43.171 --> 00:16:46.754
organized a clothing drive and a coin drive

00:16:47.800 --> 00:16:51.717
to help needy humans and pets in her community;

00:16:52.851 --> 00:16:55.501
whereas, these amazing students have modeled

00:16:55.501 --> 00:16:59.084
caring and compassion in their communities,

00:17:00.130 --> 00:17:03.344
now, therefore, be it resolved, that

00:17:03.344 --> 00:17:07.053
the State Board of Education extends its heartfelt thanks

00:17:07.053 --> 00:17:10.989
to each of these students and commends them

00:17:10.989 --> 00:17:13.982
for their unselfish volunteerism,

00:17:13.982 --> 00:17:16.956
good character, and integrity.

00:17:16.956 --> 00:17:20.286
And be it further resolved that this resolution

00:17:20.286 --> 00:17:22.526
be presented to each of them

00:17:22.526 --> 00:17:26.140
and that a copy be included in the permanent records

00:17:26.140 --> 00:17:28.868
of the State Board of Education.

00:17:28.868 --> 00:17:33.035
Witness our signatures this 23rd day of June, 2017,

00:17:35.251 --> 00:17:36.751
Austin, Texas.

00:17:36.751 --> 00:17:40.918
Donna Boharich, Chair. Ruben Cortez Jr., Secretary.

00:17:42.623 --> 00:17:44.251
So congratulations to all these students

00:17:44.251 --> 00:17:47.023
and while the Chair said they're all out this summer,

00:17:47.023 --> 00:17:48.193
we wish them the best.

00:17:48.193 --> 00:17:49.394
(applauding)

00:17:49.394 --> 00:17:51.693
And this is just a great sample of what some of our

00:17:51.693 --> 00:17:55.582
districts represent, so congratulations to each of them.

00:17:55.582 --> 00:17:58.786
Madame Chair, I move adoption of the resolution.

00:17:58.786 --> 00:18:00.830
<v ->The question's on the adoption of the resolution.</v>

00:18:00.830 --> 00:18:03.440
All those in favor say aye.
<v ->Aye.</v>

00:18:03.440 --> 00:18:04.929
<v ->Resolution is adopted.</v>

00:18:04.929 --> 00:18:08.047
I know, for me personally, and I know for everyone

00:18:08.047 --> 00:18:10.847
in this circle, this particular award is our favorite

00:18:10.847 --> 00:18:12.638
award, I think, of all the things that we do

00:18:12.638 --> 00:18:16.197
because we are so inspired by the stories.

00:18:16.197 --> 00:18:19.001
On particular note, this year, about the fork

00:18:19.001 --> 00:18:20.918
was just amazing to me

00:18:22.048 --> 00:18:25.908
that a student would work on something like that.

00:18:25.908 --> 00:18:27.440
Very, very, very cool.

00:18:27.440 --> 00:18:32.142
So congratulations to all the students. well deserved.

00:18:32.142 --> 00:18:35.068
We have no public testimony today, so members,

00:18:35.068 --> 00:18:36.914
we're gonna go ahead.

00:18:36.914 --> 00:18:40.546
I do want to recognize Leander ISD Glenn High School

00:18:40.546 --> 00:18:43.776
Culinary students who provided food

00:18:43.776 --> 00:18:45.583
for the reception out there. Please stand up.

00:18:45.583 --> 00:18:46.632
Y'all stand up.

00:18:46.632 --> 00:18:49.049
(applauding)

00:18:50.577 --> 00:18:53.551
And I believe the teacher, Olivia Rodriguez?

00:18:53.551 --> 00:18:55.231
Yes, she's the one on the end there. Thank you

00:18:55.231 --> 00:18:57.998
so much for doing that. It's very special.

00:18:57.998 --> 00:19:00.655
Very special reception for a very special honoree

00:19:00.655 --> 00:19:02.720
here this morning.

00:19:02.720 --> 00:19:04.053
I'm sorry, what?

00:19:05.324 --> 00:19:07.566
The teacher, yeah.

00:19:07.566 --> 00:19:08.797
(chattering)

00:19:08.797 --> 00:19:10.130
Yes, Miss Cargill.

00:19:11.328 --> 00:19:13.578
(laughing)

00:19:15.967 --> 00:19:17.563
Absolutely.

00:19:17.563 --> 00:19:19.964
Well, thank you very much for serving this morning.

00:19:19.964 --> 00:19:22.271
We really appreciate it.

00:19:22.271 --> 00:19:25.075
(chattering)

00:19:25.075 --> 00:19:27.391
Ah, that's wonderful.

00:19:27.391 --> 00:19:28.495
OK.

00:19:28.495 --> 00:19:31.483
Members, we're gonna go to our Consent Agenda

00:19:31.483 --> 00:19:34.026
and go through those items.

00:19:34.026 --> 00:19:37.359
It's romanette seven in your board book.

00:19:46.550 --> 00:19:49.336
<v ->There's a little, I gave you a little sheet.</v>

00:19:49.336 --> 00:19:54.204
Where is it? Here it is right there. There it is.

00:19:54.204 --> 00:19:56.665
<v ->Members, you will see number one item</v>

00:19:56.665 --> 00:20:01.063
on the Consent Agenda, selection of board members

00:20:01.063 --> 00:20:04.535
to serve on Long Range Plan Steering Committee.

00:20:04.535 --> 00:20:08.612
I asked that we pull that, just to have an official vote

00:20:08.612 --> 00:20:10.195
on motion for that.

00:20:11.070 --> 00:20:14.854
Just outlining what each of our responsibilities are

00:20:14.854 --> 00:20:17.387
as we discussed. We had a pretty robust discussion

00:20:17.387 --> 00:20:19.386
the other day, but I found it important to put it

00:20:19.386 --> 00:20:21.773
in the form of a motion that kind of clarified

00:20:21.773 --> 00:20:24.390
where we came to at the end of our discussion.

00:20:24.390 --> 00:20:27.473
So, in essence, it will outline what,

00:20:29.159 --> 00:20:31.386
and we'll consider this motion here

00:20:31.386 --> 00:20:32.470
in a minute.

00:20:32.470 --> 00:20:34.104
We don't consider it now, right?

00:20:34.104 --> 00:20:35.403
We just do the Consent Agenda. OK.

00:20:35.403 --> 00:20:37.590
So I just wanted to let you know that I did pull

00:20:37.590 --> 00:20:39.818
item number one from the Consent Agenda.

00:20:39.818 --> 00:20:41.081
OK.

00:20:41.081 --> 00:20:43.159
So, going down the Consent Agenda,

00:20:43.159 --> 00:20:46.040
I'm gonna read each one of these.

00:20:46.040 --> 00:20:49.040
Just to make sure everyone has them.

00:20:50.519 --> 00:20:53.527
Again, romanette seven in your board book.

00:20:53.527 --> 00:20:56.987
Proposed amendment to 19 TAC, Chapter 105,

00:20:56.987 --> 00:21:00.172
Foundation School Program, Subchapter A,

00:21:00.172 --> 00:21:03.574
Definitions 105.1, Rules for the Definition of Tax Levy

00:21:03.574 --> 00:21:05.157
and Tax Collection.

00:21:06.205 --> 00:21:10.372
Next item, ratification of the purchases and sales

00:21:11.515 --> 00:21:13.895
of the investment portfolio of the Permanent

00:21:13.895 --> 00:21:18.823
School Fund for the months of March and April, 2017.

00:21:18.823 --> 00:21:22.990
Update on Permanent School Fund-related legislation.

00:21:25.064 --> 00:21:28.064
Decision on real estate investments.

00:21:29.475 --> 00:21:31.979
Review of the Permanent School Fund Private Market

00:21:31.979 --> 00:21:35.687
Policies and Real Estate Tactical Plan.

00:21:35.687 --> 00:21:39.866
Proposed amendments to the Investment Procedures Manual.

00:21:39.866 --> 00:21:42.548
Selection of qualified respondents to the request

00:21:42.548 --> 00:21:46.519
for qualification, the RFQ, for fiduciary counsel,

00:21:46.519 --> 00:21:49.178
alternative assets, portfolio contracting,

00:21:49.178 --> 00:21:53.448
and tax counsel for the Permanent School Fund.

00:21:53.448 --> 00:21:55.980
And finally, per capita apportionment rate

00:21:55.980 --> 00:21:58.563
for the 2016-2017 school year.

00:22:02.234 --> 00:22:06.234
And in addition, we added an item, and that was,

00:22:08.276 --> 00:22:11.687
we did add update to the Texas Essential Knowledge

00:22:11.687 --> 00:22:13.524
and Skills Review. If you'll remember, we moved that

00:22:13.524 --> 00:22:15.607
to Consent the other day.

00:22:17.735 --> 00:22:20.002
OK, terrific.
<v ->Madame Chair?</v>

00:22:20.002 --> 00:22:22.249
<v ->Yes.
<v ->I just wanted to,</v>

00:22:22.249 --> 00:22:24.019
because this is on the Consent Agenda

00:22:24.019 --> 00:22:26.975
on the update item, there was a question about

00:22:26.975 --> 00:22:29.545
whether the officers of the board could make that

00:22:29.545 --> 00:22:32.025
decision related to the content advisors,

00:22:32.025 --> 00:22:36.056
and I was able to speak with legal counsel on that.

00:22:36.056 --> 00:22:38.276
They said that that was fine,

00:22:38.276 --> 00:22:40.944
that what we should do, and we'll take responsibility

00:22:40.944 --> 00:22:45.402
for this, is just, at the next board meeting,

00:22:45.402 --> 00:22:47.495
that we would bring that back and the board

00:22:47.495 --> 00:22:49.350
would ratify that decision.

00:22:49.350 --> 00:22:51.732
And so, we could still proceed, but that would be

00:22:51.732 --> 00:22:53.752
an extra step that we would take.

00:22:53.752 --> 00:22:54.751
<v ->OK, terrific.</v>

00:22:54.751 --> 00:22:56.456
Thank you for clarifying that.

00:22:56.456 --> 00:22:58.269
In approving the Consent Agenda, we'll be approving

00:22:58.269 --> 00:23:00.126
all the items listed.

00:23:00.126 --> 00:23:03.978
Including the one added, and of course,

00:23:03.978 --> 00:23:06.326
we took out item number one.

00:23:06.326 --> 00:23:08.079
Are members clear as to what we're approving

00:23:08.079 --> 00:23:10.796
on the Consent Agenda today?

00:23:10.796 --> 00:23:13.511
Yes, Miss Beltran?
<v ->So, the last one</v>

00:23:13.511 --> 00:23:16.711
that we added was about the TEKS review process, right?

00:23:16.711 --> 00:23:19.257
<v ->Right, the TEKS review process that we talked about.</v>

00:23:19.257 --> 00:23:20.340
Right, right.

00:23:21.384 --> 00:23:24.728
If there's no objection, the Consent Agenda will

00:23:24.728 --> 00:23:25.728
be approved.

00:23:27.850 --> 00:23:28.933
Hearing none.

00:23:30.008 --> 00:23:32.007
It's passed, or it's adopted.

00:23:32.007 --> 00:23:33.006
OK.

00:23:33.006 --> 00:23:36.600
And members, if there's no objection, I'm going to

00:23:36.600 --> 00:23:39.100
go ahead, as is our tradition,

00:23:40.296 --> 00:23:42.372
with the charter approvals, when we have

00:23:42.372 --> 00:23:45.607
the meeting that has the final

00:23:45.607 --> 00:23:48.190
no action or veto on a charter,

00:23:49.433 --> 00:23:51.431
we always invite the charter representatives

00:23:51.431 --> 00:23:53.784
to come and speak to us, give a short presentation,

00:23:53.784 --> 00:23:55.861
and then are available for any questions if members have.

00:23:55.861 --> 00:24:00.321
So, at this time, I'd like to go ahead and do that.

00:24:00.321 --> 00:24:04.585
And then we're gonna follow that closely on with the vote

00:24:04.585 --> 00:24:09.434
on the charters, to take no action or to take action

00:24:09.434 --> 00:24:13.035
on any particular charter.
<v ->Thank you so much</v>

00:24:13.035 --> 00:24:16.868
for accommodating.
<v ->Oh, go ahead and hit that.</v>

00:24:19.048 --> 00:24:21.277
<v ->Thank you so much for accommodating us on the agenda</v>

00:24:21.277 --> 00:24:23.381
this morning. Good morning, Madame Chair,

00:24:23.381 --> 00:24:24.693
members of the board.

00:24:24.693 --> 00:24:26.249
My name's Arnold Alaniz,

00:24:26.249 --> 00:24:28.316
and I'm the Assistant Director in the Division

00:24:28.316 --> 00:24:29.660
of Charter School Administration.

00:24:29.660 --> 00:24:31.206
I'm here on behalf of Heather Mauze,

00:24:31.206 --> 00:24:33.934
who couldn't be here with us this morning.

00:24:33.934 --> 00:24:35.229
At the request of the Chair,

00:24:35.229 --> 00:24:37.321
all five of the charter schools that Commissioner

00:24:37.321 --> 00:24:41.028
Morath authorized, or has proposed for authorization,

00:24:41.028 --> 00:24:43.288
have been invited to provide an overview

00:24:43.288 --> 00:24:45.127
of their proposals

00:24:45.127 --> 00:24:47.170
and their school's mission and vision,

00:24:47.170 --> 00:24:49.672
as well as to entertain questions from the board

00:24:49.672 --> 00:24:51.706
if they so please.

00:24:51.706 --> 00:24:54.554
So, at this time, I'm going to call up each,

00:24:54.554 --> 00:24:56.348
representatives from each of the five charters.

00:24:56.348 --> 00:24:58.891
We're going to call them up in alphabetical order,

00:24:58.891 --> 00:25:00.986
and we're going to let them present to you this morning

00:25:00.986 --> 00:25:03.134
and answer any questions that you may have.

00:25:03.134 --> 00:25:04.491
So we're going to start with

00:25:04.491 --> 00:25:07.824
Bridgeway Preparatory Academy in Dallas.

00:25:18.204 --> 00:25:20.621
(chattering)

00:25:29.129 --> 00:25:30.637
<v ->Good morning.</v>

00:25:30.637 --> 00:25:32.792
My name is Dr. Natalie Davenport,

00:25:32.792 --> 00:25:36.776
and I am the founder of Bridgeway Preparatory Academy.

00:25:36.776 --> 00:25:40.193
On behalf of students, parents, teachers,

00:25:41.165 --> 00:25:45.986
administrators, and caregivers of children with unique

00:25:45.986 --> 00:25:49.980
learning needs, I'd like to express my sincere appreciation

00:25:49.980 --> 00:25:53.704
for the opportunity to be here today.

00:25:53.704 --> 00:25:57.318
This has been an incredible experience for our team,

00:25:57.318 --> 00:26:00.650
and I'd also like to thank the Texas Education Agency

00:26:00.650 --> 00:26:03.306
for their guidance and support,

00:26:03.306 --> 00:26:07.000
and the Texas Charter School Association, as well.

00:26:07.000 --> 00:26:09.448
Consistent with our mission and vision,

00:26:09.448 --> 00:26:12.411
Bridgeway Preparatory Academy will provide

00:26:12.411 --> 00:26:15.557
an educational experience that is committed

00:26:15.557 --> 00:26:18.655
to addressing students that find themselves

00:26:18.655 --> 00:26:22.655
in the margins of most educational environments.

00:26:23.637 --> 00:26:27.051
This includes the twice-exceptional gifted student;

00:26:27.051 --> 00:26:31.240
the severely cognitively-impaired student;

00:26:31.240 --> 00:26:35.407
students with behavioral, emotional, and social needs;

00:26:41.063 --> 00:26:43.398
and those that have just not succeeded,

00:26:43.398 --> 00:26:48.030
despite interventions in their regular school environment.

00:26:48.030 --> 00:26:51.440
Our goal is to bring these students front and center

00:26:51.440 --> 00:26:54.752
in the educational environment.

00:26:54.752 --> 00:26:58.440
Our commitment is to provide an educational experience

00:26:58.440 --> 00:27:01.497
that will enable them to become, what we state

00:27:01.497 --> 00:27:05.207
in our mission, as expert learners.

00:27:05.207 --> 00:27:07.848
These are students who are skillful, ambitious,

00:27:07.848 --> 00:27:11.793
energized, resourceful, and strategic,

00:27:11.793 --> 00:27:13.700
and to the greatest extent possible,

00:27:13.700 --> 00:27:17.241
take ownership for their own learning.

00:27:17.241 --> 00:27:20.886
To accomplish this outcome, as stated in our vision,

00:27:20.886 --> 00:27:23.719
we will offer an inclusive, barrier-free

00:27:24.655 --> 00:27:27.272
learning environment

00:27:27.272 --> 00:27:28.579
and personalized educational program

00:27:28.579 --> 00:27:31.076
that is supported by technology.

00:27:31.076 --> 00:27:34.783
Our model will utilize the research-based framework

00:27:34.783 --> 00:27:37.290
of Universal Design for Learning,

00:27:37.290 --> 00:27:39.160
also known as UDL,

00:27:39.160 --> 00:27:43.708
as the overarching guide to our instructional process.

00:27:43.708 --> 00:27:46.823
Through the use of UDL and a co-teaching model,

00:27:46.823 --> 00:27:49.941
our students will be able to receive personalized

00:27:49.941 --> 00:27:53.843
instruction that proactively eliminates

00:27:53.843 --> 00:27:58.010
and reduces barriers in the educational environment.

00:27:59.091 --> 00:28:02.322
Our program will ensure maximum academic outcomes;

00:28:02.322 --> 00:28:04.989
social and emotional competence;

00:28:06.210 --> 00:28:09.671
civic responsibility and exposure;

00:28:09.671 --> 00:28:12.456
community integration, which we feel is key to

00:28:12.456 --> 00:28:17.043
change the paradigm from exclusion to inclusion;

00:28:17.043 --> 00:28:20.579
the utilization of technology to offer a level playing

00:28:20.579 --> 00:28:25.113
field for all students; family outreach and empowerment,

00:28:25.113 --> 00:28:28.421
causing parents to be engaged and comfortable

00:28:28.421 --> 00:28:31.170
and knowledgeable, so that they can be advocates

00:28:31.170 --> 00:28:33.978
for their students, and then, actually teach that

00:28:33.978 --> 00:28:36.787
advocacy to their students as they grow;

00:28:36.787 --> 00:28:40.759
and then, finally, early intervention,

00:28:40.759 --> 00:28:43.874
to ensure students have a strong educational foundation

00:28:43.874 --> 00:28:47.715
that will support them throughout their school experiences.

00:28:47.715 --> 00:28:49.942
As we have committed to early intervention,

00:28:49.942 --> 00:28:52.930
our student population will range from pre-K three

00:28:52.930 --> 00:28:54.660
through fifth grade.

00:28:54.660 --> 00:28:57.528
Our first year projection is 286 students,

00:28:57.528 --> 00:29:00.870
pre-K four through second grade.

00:29:00.870 --> 00:29:05.052
We also know that parents of students with unique

00:29:05.052 --> 00:29:08.952
gifts and talents have opted for placements in

00:29:08.952 --> 00:29:10.457
the home school environment

00:29:10.457 --> 00:29:12.725
and the private school environment,

00:29:12.725 --> 00:29:16.649
and our commitment is to also re-engage these parents

00:29:16.649 --> 00:29:20.453
in a public school option, one that understands

00:29:20.453 --> 00:29:22.403
the needs of their children,

00:29:22.403 --> 00:29:26.851
has the supports in the environment, the certified personnel

00:29:26.851 --> 00:29:30.216
that will allow them to also thrive in a public

00:29:30.216 --> 00:29:32.544
educational system.

00:29:32.544 --> 00:29:35.283
Finally, we will accomplish our vision and mission

00:29:35.283 --> 00:29:38.244
by adhering to Bridgeway Preparatory Academy's

00:29:38.244 --> 00:29:42.270
core values: rSBECt every student for who they are

00:29:42.270 --> 00:29:44.316
and how they learn;

00:29:44.316 --> 00:29:47.469
accept and include every student in all aspects

00:29:47.469 --> 00:29:49.517
of educational life;

00:29:49.517 --> 00:29:53.198
individualize and personalize creative learning

00:29:53.198 --> 00:29:56.715
opportunities to address their specific needs,

00:29:56.715 --> 00:30:00.591
their skills, and also their passions;

00:30:00.591 --> 00:30:03.158
to ensure that they have an educational team

00:30:03.158 --> 00:30:06.282
that operates with vigor and passion,

00:30:06.282 --> 00:30:09.586
so that they can have successful student outcomes

00:30:09.586 --> 00:30:13.238
academically, socially, and emotionally;

00:30:13.238 --> 00:30:16.849
and finally, to exude love in all of our actions,

00:30:16.849 --> 00:30:20.724
every day, all of the time, with this very special

00:30:20.724 --> 00:30:22.724
group of students.

00:30:22.724 --> 00:30:26.470
Thank you, and I'd like to introduce my Board President,

00:30:26.470 --> 00:30:29.970
David Ray, and also my board member who is

00:30:31.826 --> 00:30:35.326
over community outreach, Dr. Brandy David.

00:30:37.437 --> 00:30:38.975
<v ->How are you doing? Good morning.</v>

00:30:38.975 --> 00:30:41.260
I appreciate this opportunity to speak with you.

00:30:41.260 --> 00:30:43.689
As Board President, one of the things that we're

00:30:43.689 --> 00:30:46.691
looking at is division associated with this school.

00:30:46.691 --> 00:30:49.361
We're going to monitor division based on structure

00:30:49.361 --> 00:30:52.344
and a keen sense of understanding where the educational

00:30:52.344 --> 00:30:55.917
environment lies within the state of Texas.

00:30:55.917 --> 00:30:59.211
The structure will include student outcomes,

00:30:59.211 --> 00:31:03.680
fiduciary responsibilities, and also evaluation,

00:31:03.680 --> 00:31:06.510
assessment, of the current programs, current staff,

00:31:06.510 --> 00:31:08.859
and current school activities.

00:31:08.859 --> 00:31:11.263
Our goal is to make sure that we envision,

00:31:11.263 --> 00:31:15.013
or use the same vision, to impact these kids

00:31:16.077 --> 00:31:18.972
and make an outcome that relies upon the state

00:31:18.972 --> 00:31:22.428
mandated standards but also something that our parents

00:31:22.428 --> 00:31:25.725
and kids enjoy and want to do.

00:31:25.725 --> 00:31:27.837
So we appreciate this opportunity.

00:31:27.837 --> 00:31:30.004
Do you have any questions?

00:31:31.148 --> 00:31:32.481
<v ->Any questions?</v>

00:31:35.295 --> 00:31:36.940
Yes, Mr. Rowley.

00:31:36.940 --> 00:31:40.137
<v ->Dr. Davenport and Mr. Ray, I want to express</v>

00:31:40.137 --> 00:31:44.370
my appreciation in that, in going through

00:31:44.370 --> 00:31:47.463
the charter process, obviously, your application

00:31:47.463 --> 00:31:49.885
was vetted and your vision and everything

00:31:49.885 --> 00:31:54.052
was fleshed out, and to me, the idea of a charter school

00:31:55.810 --> 00:31:58.109
coming in and serving this particular group

00:31:58.109 --> 00:32:01.720
of students is laudable, applaudable, and

00:32:01.720 --> 00:32:05.804
is something that I think we should, as a board,

00:32:05.804 --> 00:32:09.052
commend, in the sense that you all are taking on

00:32:09.052 --> 00:32:12.923
what undoubtedly will be a challenging task

00:32:12.923 --> 00:32:16.622
and a challenging vision, but doing so in a way

00:32:16.622 --> 00:32:18.717
that sounds like you're going to bring about

00:32:18.717 --> 00:32:20.841
some significant changes in these student's lives,

00:32:20.841 --> 00:32:22.591
so I appreciate that.

00:32:25.566 --> 00:32:28.255
<v ->Any other comments or questions?</v>

00:32:28.255 --> 00:32:29.996
Thank you so much. Really appreciate it.

00:32:29.996 --> 00:32:33.491
Members, I neglected to say that what we'd like to do

00:32:33.491 --> 00:32:36.666
is right about five minutes, you know,

00:32:36.666 --> 00:32:39.031
we'll kind of maybe ding something so we can,

00:32:39.031 --> 00:32:43.198
you'll know kind of when you've hit your five minutes.

00:32:46.858 --> 00:32:47.858
<v ->That's correct.</v>

00:32:47.858 --> 00:32:49.656
So we're hoping for a three to five minute

00:32:49.656 --> 00:32:51.515
presentation from each group.

00:32:51.515 --> 00:32:54.661
Next on the schedule would be representatives

00:32:54.661 --> 00:32:58.494
from Etoile Academy Charter School in Houston.

00:33:12.234 --> 00:33:14.538
<v ->Good morning, Madame Chair, and board members.</v>

00:33:14.538 --> 00:33:16.282
Thank you, again, for this opportunity

00:33:16.282 --> 00:33:18.823
to outline our vision for Etoile Academy

00:33:18.823 --> 00:33:20.704
and give you just a brief update.

00:33:20.704 --> 00:33:23.281
You have a handout in front of you that I will reference,

00:33:23.281 --> 00:33:25.462
as well, and I'd like to just briefly extend

00:33:25.462 --> 00:33:28.240
my thank you to the Texas Education Agency staff

00:33:28.240 --> 00:33:30.257
for their support and diligence throughout

00:33:30.257 --> 00:33:31.841
the application process.

00:33:31.841 --> 00:33:34.848
I'm also joined by our board chair, Kevin Hardaway,

00:33:34.848 --> 00:33:36.642
who will speak briefly at the end.

00:33:36.642 --> 00:33:38.388
My name is Kayleigh Colombero.

00:33:38.388 --> 00:33:40.641
I'm the lead founder and proposed school leader

00:33:40.641 --> 00:33:43.633
for Etoile Academy, a fifth grade through eighth grade

00:33:43.633 --> 00:33:45.564
college preparatory middle school,

00:33:45.564 --> 00:33:48.964
proposed for Gulfton and Sharpstown areas

00:33:48.964 --> 00:33:50.714
of southwest Houston.

00:33:51.636 --> 00:33:53.807
Our mission is to ensure that every student

00:33:53.807 --> 00:33:55.940
in grades five through eight has the academic

00:33:55.940 --> 00:33:57.696
and character foundation necessary

00:33:57.696 --> 00:34:00.668
to succeed in high school, graduate from college,

00:34:00.668 --> 00:34:03.374
and pursue ambitious life goals.

00:34:03.374 --> 00:34:06.880
We came up with this mission after both my experience

00:34:06.880 --> 00:34:09.315
in education over the last decade as well as conversations

00:34:09.315 --> 00:34:11.884
we had as a group and with families in the Gulfton

00:34:11.884 --> 00:34:14.333
and Sharpstown area about what their hopes

00:34:14.333 --> 00:34:17.058
and dreams were for their students.

00:34:17.058 --> 00:34:18.914
If you're familiar with this area,

00:34:18.914 --> 00:34:20.974
it's an incredibly vibrant community.

00:34:20.974 --> 00:34:23.389
It has a wonderful culture and unity.

00:34:23.389 --> 00:34:25.444
Fantastic community organizations and events

00:34:25.444 --> 00:34:27.461
on a regular basis that we've loved attending

00:34:27.461 --> 00:34:29.377
throughout the year.

00:34:29.377 --> 00:34:30.911
But it's also a community that is

00:34:30.911 --> 00:34:32.372
faced with many challenges.

00:34:32.372 --> 00:34:34.535
Currently, in the Gulfton area of Houston,

00:34:34.535 --> 00:34:37.328
40% of families live below the poverty line,

00:34:37.328 --> 00:34:41.091
and only 10% have a bachelor's degree or higher;

00:34:41.091 --> 00:34:42.882
whereas, in Sharpstown, only six percent

00:34:42.882 --> 00:34:44.833
have a bachelor's degree or higher.

00:34:44.833 --> 00:34:47.152
So this is an area that's definitely in need

00:34:47.152 --> 00:34:49.684
of high-quality college preparatory education,

00:34:49.684 --> 00:34:52.275
specifically at the middle school levels,

00:34:52.275 --> 00:34:54.130
focusing on grades five through eight.

00:34:54.130 --> 00:34:55.955
That was something that we heard from many

00:34:55.955 --> 00:34:57.937
of the parents and families that we met with:

00:34:57.937 --> 00:34:59.888
that they really wanted and needed

00:34:59.888 --> 00:35:01.607
that age group to be targeted.

00:35:01.607 --> 00:35:03.347
It's something that I have experience with,

00:35:03.347 --> 00:35:05.761
and page two of your handout, I've included

00:35:05.761 --> 00:35:09.504
some research by the ACT that says that, by eighth grade,

00:35:09.504 --> 00:35:11.675
the academic achievement of a student is actually

00:35:11.675 --> 00:35:13.695
a larger predictor than anything that happens

00:35:13.695 --> 00:35:16.435
in high school in terms of their college success.

00:35:16.435 --> 00:35:19.089
The reason for this, if, you know, if I can speak

00:35:19.089 --> 00:35:20.766
to my experience in middle school and high school

00:35:20.766 --> 00:35:22.133
is that students who enter high school

00:35:22.133 --> 00:35:25.105
academically behind, SBECially in reading and math,

00:35:25.105 --> 00:35:27.313
it's particularly challenging for students

00:35:27.313 --> 00:35:29.972
to access the curriculum and get prepared for college.

00:35:29.972 --> 00:35:32.515
And so we are excited, if given the opportunity,

00:35:32.515 --> 00:35:35.600
to focus on the fifth grade through eighth grade timespan,

00:35:35.600 --> 00:35:38.338
and really provide students that academic intervention

00:35:38.338 --> 00:35:39.597
that they need.

00:35:39.597 --> 00:35:42.209
We know that this will be a challenging task.

00:35:42.209 --> 00:35:44.515
Thankfully, through my experience in education,

00:35:44.515 --> 00:35:47.167
as well as my training with building excellent schools

00:35:47.167 --> 00:35:48.722
and the support of a great board,

00:35:48.722 --> 00:35:50.706
we've been able to put into the model

00:35:50.706 --> 00:35:53.226
practice-proven elements that have been used

00:35:53.226 --> 00:35:55.712
in high-performing charter schools across the country,

00:35:55.712 --> 00:35:58.962
as well as within the state of Texas and the city

00:35:58.962 --> 00:36:00.031
of Houston.

00:36:00.031 --> 00:36:01.747
As part of my training, I actually visited

00:36:01.747 --> 00:36:04.141
36 high-performing schools across the country

00:36:04.141 --> 00:36:06.463
and 18 high-performing schools in the city

00:36:06.463 --> 00:36:09.361
of Houston itself, to see how these elements played out,

00:36:09.361 --> 00:36:11.879
and we've been able to include them in our model.

00:36:11.879 --> 00:36:16.482
Things like a longer day; extended time on math and literacy;

00:36:16.482 --> 00:36:19.710
a 60-minute daily intervention block for students

00:36:19.710 --> 00:36:21.149
that happens every day;

00:36:21.149 --> 00:36:23.692
supports for struggling students in every classroom,

00:36:23.692 --> 00:36:26.836
including anchor charts, word walls, sentence stems,

00:36:26.836 --> 00:36:28.429
things that have been proven to support students

00:36:28.429 --> 00:36:32.097
as they get caught up to grade level and above.

00:36:32.097 --> 00:36:35.089
In addition, we thought very thoughtfully about

00:36:35.089 --> 00:36:37.809
what elements would make our school unique and innovative,

00:36:37.809 --> 00:36:40.155
what would make this a school that students would love

00:36:40.155 --> 00:36:42.066
to attend and would be different for them,

00:36:42.066 --> 00:36:44.578
and so, we've added a really robust financial literacy

00:36:44.578 --> 00:36:47.045
program that all students will experience

00:36:47.045 --> 00:36:49.217
in grades five through eight, preparing them

00:36:49.217 --> 00:36:51.509
not only for personal financial literacy

00:36:51.509 --> 00:36:53.785
and for college access through financial literacy,

00:36:53.785 --> 00:36:56.067
but also, the way that financial literacy can support

00:36:56.067 --> 00:37:00.150
their career and their business world experience.

00:37:01.211 --> 00:37:03.328
The last thing that I want to briefly touch on is our

00:37:03.328 --> 00:37:06.032
community engagement since our application.

00:37:06.032 --> 00:37:07.601
So on pages three and four,

00:37:07.601 --> 00:37:10.176
you'll see that we've been at over 30 community events

00:37:10.176 --> 00:37:13.278
this year in the targeted area of Gulfton and Sharpstown,

00:37:13.278 --> 00:37:16.006
things including the Houston Public Library Education Expo,

00:37:16.006 --> 00:37:19.152
the YMCA Healthy Kids Day. We've had a table

00:37:19.152 --> 00:37:21.632
at those events and been able to speak with families

00:37:21.632 --> 00:37:23.740
and collect family information.

00:37:23.740 --> 00:37:26.192
That has really created a great outcome for us

00:37:26.192 --> 00:37:28.337
in collecting family information that's outlined

00:37:28.337 --> 00:37:31.082
in your handout, but we have 400 likes on our Facebook

00:37:31.082 --> 00:37:33.469
page, we have 368 families receiving our monthly

00:37:33.469 --> 00:37:36.188
newsletter, and over 200 families that we have

00:37:36.188 --> 00:37:38.223
contact information for that express significant

00:37:38.223 --> 00:37:40.475
interest in enrolling, all from our target area

00:37:40.475 --> 00:37:43.271
of Gulfton and Sharpstown.

00:37:43.271 --> 00:37:45.293
And then, on page four, you'll see that we also have

00:37:45.293 --> 00:37:48.079
a large group of non-profits that we've connected with

00:37:48.079 --> 00:37:50.506
from our target area that have expressed interest

00:37:50.506 --> 00:37:52.793
in helping us obtain our inaugural class

00:37:52.793 --> 00:37:55.484
if we are approved. And that's outlined in there, as well.

00:37:55.484 --> 00:37:57.469
I'd like to turn it over to Kevin Hardaway,

00:37:57.469 --> 00:37:59.279
our Board Chair, to speak briefly about himself

00:37:59.279 --> 00:38:02.011
and the board. You do have board biographies in the handout,

00:38:02.011 --> 00:38:03.962
as well.
<v ->Thank you, Kayleigh.</v>

00:38:03.962 --> 00:38:05.262
Good morning.

00:38:05.262 --> 00:38:07.015
My name is Kevin Hardaway.

00:38:07.015 --> 00:38:08.477
I'm an intellectual property attorney

00:38:08.477 --> 00:38:09.787
with Hanes and Boone.

00:38:09.787 --> 00:38:11.773
And the proposed board chair of Etoile Academy.

00:38:11.773 --> 00:38:14.014
I'm proud to stand here before you today

00:38:14.014 --> 00:38:16.268
representing the board of Etoile Academy,

00:38:16.268 --> 00:38:19.100
a board that I believe our strength lies

00:38:19.100 --> 00:38:20.227
in our diversity.

00:38:20.227 --> 00:38:24.813
Diversity of educational and professional experience,

00:38:24.813 --> 00:38:27.719
and also, sorry, and also,

00:38:27.719 --> 00:38:29.386
in our cultural experience.

00:38:31.277 --> 00:38:33.679
Our drivers to serve on the board lie in

00:38:33.679 --> 00:38:36.512
the mission of Etoile Academy and the curriculum

00:38:36.512 --> 00:38:38.813
as Kayleigh just has stated.

00:38:38.813 --> 00:38:41.752
So we believe that we've identified a need

00:38:41.752 --> 00:38:44.875
in a community to bring both the curriculum

00:38:44.875 --> 00:38:48.292
and mission to, and we're happy to serve.

00:38:50.170 --> 00:38:53.595
<v Donna>Members, any questions of Etoile Academy?</v>

00:38:53.595 --> 00:38:55.905
Yes, Mr. Maynard.
<v ->I guess, the thing</v>

00:38:55.905 --> 00:38:57.368
that kind of jumps out to me,

00:38:57.368 --> 00:38:59.643
would it be fair to say the middle school is probably

00:38:59.643 --> 00:39:02.906
kind of that really in-between age group

00:39:02.906 --> 00:39:05.228
that's really been largely neglected?

00:39:05.228 --> 00:39:06.888
And it's a challenging time.

00:39:06.888 --> 00:39:09.107
I taught eighth grade at one time.

00:39:09.107 --> 00:39:12.192
<v ->Yeah, I have four years of experience teaching</v>

00:39:12.192 --> 00:39:14.075
middle school, and part of my leadership training

00:39:14.075 --> 00:39:15.837
this year, I'm actually currently working

00:39:15.837 --> 00:39:17.904
at a middle school, that I flew here from,

00:39:17.904 --> 00:39:19.518
to get more experience,

00:39:19.518 --> 00:39:20.936
and it is a challenging time for students.

00:39:20.936 --> 00:39:23.467
They're making a lot of social and academic choices,

00:39:23.467 --> 00:39:25.325
and they're also developmentally impulsive,

00:39:25.325 --> 00:39:27.284
and so without the right guidance

00:39:27.284 --> 00:39:29.360
and the right support, they might make the wrong choice.

00:39:29.360 --> 00:39:32.604
That leads to long-term ramifications in their pathway

00:39:32.604 --> 00:39:34.750
and in their success, and we want to be a part of

00:39:34.750 --> 00:39:36.528
helping them make the right choices.

00:39:36.528 --> 00:39:38.444
<v Maynard>I think it's a very unique concept.</v>

00:39:38.444 --> 00:39:39.277
<v ->Thanks.</v>

00:39:41.053 --> 00:39:43.840
<v ->Yes, Mr. Rowley and then Miss Cargill.</v>

00:39:43.840 --> 00:39:46.767
<v ->Yes, Miss Colombero, the question</v>

00:39:46.767 --> 00:39:48.834
that's been pressing in my mind,

00:39:48.834 --> 00:39:50.925
what's the significance of the name?

00:39:50.925 --> 00:39:52.385
<v ->Oh.</v>

00:39:52.385 --> 00:39:53.455
Sure.

00:39:53.455 --> 00:39:54.455
Sure.

00:39:54.455 --> 00:39:55.473
A couple of things.

00:39:55.473 --> 00:39:57.085
I really wanted it to, and we wanted it to reflect

00:39:57.085 --> 00:39:59.757
the idea of reaching for something in the distance

00:39:59.757 --> 00:40:01.836
because our mission has pursue ambitious life goals.

00:40:01.836 --> 00:40:05.025
I was grateful in my own life. I benefited

00:40:05.025 --> 00:40:07.550
from a scholarship to an elite private school,

00:40:07.550 --> 00:40:10.267
Smith College, that really changed my life, and it wasn't

00:40:10.267 --> 00:40:12.029
until I got there that I saw that you could

00:40:12.029 --> 00:40:13.657
really reach for things that are so far off

00:40:13.657 --> 00:40:15.628
in the distance. At 16, if you would have told

00:40:15.628 --> 00:40:17.332
me I'd be standing here, I would have laughed at you.

00:40:17.332 --> 00:40:18.333
Like, there's just no way, right?

00:40:18.333 --> 00:40:21.018
And so I wanted it to be a star or something

00:40:21.018 --> 00:40:22.141
off in the distance.

00:40:22.141 --> 00:40:23.583
Houston has a great space history.

00:40:23.583 --> 00:40:26.379
We also, Gulfton is an area where over 100 languages

00:40:26.379 --> 00:40:28.367
are spoken, so we knew we wanted it to be in

00:40:28.367 --> 00:40:29.853
a different language.

00:40:29.853 --> 00:40:32.593
And we like the idea of including the French language.

00:40:32.593 --> 00:40:34.877
As you know, a lot of people have moved from

00:40:34.877 --> 00:40:38.247
New Orleans, after Katrina, to the city of Houston,

00:40:38.247 --> 00:40:41.207
and we like the idea of incorporating that as well.

00:40:41.207 --> 00:40:43.772
<v ->And then that term "developmentally impulsive,"</v>

00:40:43.772 --> 00:40:45.538
what was that?

00:40:45.538 --> 00:40:49.056
That's been used to describe this board, on occasion.

00:40:49.056 --> 00:40:51.227
(laughing)

00:40:51.227 --> 00:40:54.644
So we sympathize with your mission there.

00:41:00.236 --> 00:41:01.533
<v Cargill>Yeah, I like that term, too.</v>

00:41:01.533 --> 00:41:03.545
Anyway, no, I just wanted to thank you.

00:41:03.545 --> 00:41:06.041
If anything, you have been so, so thorough.

00:41:06.041 --> 00:41:08.653
I'd love to see your notes, your bullet points

00:41:08.653 --> 00:41:11.022
on what you discovered in your quest to find out

00:41:11.022 --> 00:41:14.795
the best practices at, how many schools did you say

00:41:14.795 --> 00:41:15.803
you'd visited?

00:41:15.803 --> 00:41:18.301
<v ->36 nationwide and 18 in Houston.</v>

00:41:18.301 --> 00:41:19.787
<v ->Yeah, we need her notes.</v>

00:41:19.787 --> 00:41:21.086
(laughing)

00:41:21.086 --> 00:41:23.305
<v ->I do actually have them in an Excel spreadsheet,</v>

00:41:23.305 --> 00:41:25.472
so I could share.
<v ->Really.</v>

00:41:26.413 --> 00:41:28.050
<v ->Absolutely.
<v ->You could get</v>

00:41:28.050 --> 00:41:30.013
an e-mail address from staff.

00:41:30.013 --> 00:41:31.430
<v ->Great, perfect.</v>

00:41:33.950 --> 00:41:36.123
<v Donna>Any other questions?</v>

00:41:36.123 --> 00:41:38.236
Yes, Miss Beltran?

00:41:38.236 --> 00:41:39.616
<v ->Thank you for your presentation.</v>

00:41:39.616 --> 00:41:42.284
I was curious, I missed your interview.

00:41:42.284 --> 00:41:43.518
I think it was the same day that we had

00:41:43.518 --> 00:41:45.631
our meeting here.

00:41:45.631 --> 00:41:48.476
But you mentioned that there are other charter schools

00:41:48.476 --> 00:41:51.677
in the area, and that there's high wait list numbers,

00:41:51.677 --> 00:41:54.060
but what does that landscape look like

00:41:54.060 --> 00:41:56.463
in this particular community?

00:41:56.463 --> 00:42:00.140
And then, how are you proposing to work with

00:42:00.140 --> 00:42:03.021
other schools in the area? Because this is a middle school,

00:42:03.021 --> 00:42:06.192
how will you work with either other charter schools

00:42:06.192 --> 00:42:09.790
or the traditional school district?

00:42:09.790 --> 00:42:10.940
<v ->Great question, thanks.</v>

00:42:10.940 --> 00:42:13.423
We have connected already with all the charter schools

00:42:13.423 --> 00:42:14.540
in that area,

00:42:14.540 --> 00:42:16.511
and particularly with the CEO

00:42:16.511 --> 00:42:18.765
and superintendent of Kipp and Yes Prep,

00:42:18.765 --> 00:42:21.216
there are schools there in that area.

00:42:21.216 --> 00:42:23.340
Just recently, speaking with the superintendent

00:42:23.340 --> 00:42:25.532
of Kipp, she shared that that's an area where they are

00:42:25.532 --> 00:42:27.624
so overwhelmed that if a student doesn't get in

00:42:27.624 --> 00:42:29.709
in pre-K or kindergarten, it's almost impossible

00:42:29.709 --> 00:42:31.874
for them to access the schools there,

00:42:31.874 --> 00:42:32.881
the charter schools.

00:42:32.881 --> 00:42:34.415
And so that is why we feel that there's such

00:42:34.415 --> 00:42:36.669
a significant need. It's incredibly densely populated area

00:42:36.669 --> 00:42:39.856
of Houston, and so while there are some schools there

00:42:39.856 --> 00:42:41.565
that have a college prep mission,

00:42:41.565 --> 00:42:43.646
there are none focused solely on middle school

00:42:43.646 --> 00:42:46.282
and there are really just limited access

00:42:46.282 --> 00:42:48.414
to the ones that exist currently.

00:42:48.414 --> 00:42:50.621
In terms of coordinating with other schools,

00:42:50.621 --> 00:42:53.199
we've met with several magnet and charter

00:42:53.199 --> 00:42:55.488
and public schools in Houston.

00:42:55.488 --> 00:42:57.694
As I said, I went to 18, and I met with their leaders,

00:42:57.694 --> 00:43:00.039
as well, told them about our mission and our work.

00:43:00.039 --> 00:43:02.092
And we'll have a full-time staff member

00:43:02.092 --> 00:43:04.574
that works with seventh and eighth grade families

00:43:04.574 --> 00:43:06.653
around what's the next step, and where is

00:43:06.653 --> 00:43:08.444
the best high school for you to go?

00:43:08.444 --> 00:43:10.221
There are some fantastic high schools

00:43:10.221 --> 00:43:11.613
in the city of Houston, as I'm sure you know.

00:43:11.613 --> 00:43:13.530
But students and families often don't know

00:43:13.530 --> 00:43:15.167
exactly how to navigate that system,

00:43:15.167 --> 00:43:17.164
particularly around the magnet high schools,

00:43:17.164 --> 00:43:18.755
and the fact that your seventh grade scores

00:43:18.755 --> 00:43:21.228
and grades are important in gaining access there.

00:43:21.228 --> 00:43:23.050
So we really identified that we'll have

00:43:23.050 --> 00:43:24.571
a full-time staff member working with students

00:43:24.571 --> 00:43:26.927
and families, connecting to those other high schools

00:43:26.927 --> 00:43:28.844
so that they have a pathway.

00:43:32.025 --> 00:43:34.195
<v ->Madame Chair.
<v ->Yes.</v>

00:43:34.195 --> 00:43:36.239
<v ->Oh, yes, Mr. Bradley.
<v ->I'm a little intrigued,</v>

00:43:36.239 --> 00:43:39.595
is in your plan, you're gonna start with fifth grade.

00:43:39.595 --> 00:43:41.309
I mean, you're just gonna do the middle grade,

00:43:41.309 --> 00:43:43.678
middle school program.

00:43:43.678 --> 00:43:47.345
And in my experience, I've seen schools that

00:43:50.009 --> 00:43:52.221
generally when they start, they'll do a K one,

00:43:52.221 --> 00:43:54.093
two, three, four, five, and then they'll let

00:43:54.093 --> 00:43:56.414
each grade progress, as kids graduate,

00:43:56.414 --> 00:43:59.099
and fill out the remainder of those years.

00:43:59.099 --> 00:44:01.642
But the ones who have gone in and started with

00:44:01.642 --> 00:44:04.928
the fifth, sixth, seventh grade classes,

00:44:04.928 --> 00:44:08.733
suffer, because those kids coming in

00:44:08.733 --> 00:44:11.533
are already grade deficient.

00:44:11.533 --> 00:44:15.086
And you are gonna put through the ringer

00:44:15.086 --> 00:44:16.652
on the accountability system,

00:44:16.652 --> 00:44:19.157
because you're going to inherit the deficiencies

00:44:19.157 --> 00:44:21.472
in your first two, three years of operation,

00:44:21.472 --> 00:44:23.824
where it's most critical.

00:44:23.824 --> 00:44:26.871
You understand that risk.
<v ->Absolutely.</v>

00:44:26.871 --> 00:44:28.403
And I just want to speak to that.

00:44:28.403 --> 00:44:29.773
I think that's a good thing to highlight.

00:44:29.773 --> 00:44:30.781
We do understand that.

00:44:30.781 --> 00:44:32.988
We will do benchmark testing as soon as students

00:44:32.988 --> 00:44:34.777
begin with us in fifth grade.

00:44:34.777 --> 00:44:36.681
We are slow growth, so we will just be focused

00:44:36.681 --> 00:44:38.713
on our first fifth grade class set, first year.

00:44:38.713 --> 00:44:42.091
And we will be really using data to drive

00:44:42.091 --> 00:44:44.285
our instruction and to drive our intervention.

00:44:44.285 --> 00:44:46.491
We do have the 60 minutes a day of intervention with

00:44:46.491 --> 00:44:48.848
students that will be small group and one-on-one,

00:44:48.848 --> 00:44:50.683
utilizing blended learning, as well,

00:44:50.683 --> 00:44:53.095
to really ensure that we're able to meet students

00:44:53.095 --> 00:44:55.141
where they're at and progress them forward.

00:44:55.141 --> 00:44:57.579
As part of my training with building excellent schools,

00:44:57.579 --> 00:44:59.388
the middle school that I'm currently doing

00:44:59.388 --> 00:45:01.057
a leadership residency at, where I'm working

00:45:01.057 --> 00:45:03.128
alongside the leader, is also a fifth grade

00:45:03.128 --> 00:45:05.067
through eighth grade, so it's a model that

00:45:05.067 --> 00:45:07.501
can be quite successful. You are right

00:45:07.501 --> 00:45:08.922
that there are additional challenges

00:45:08.922 --> 00:45:10.510
and we feel that we've prepared for them

00:45:10.510 --> 00:45:11.627
in the application.

00:45:11.627 --> 00:45:14.341
<v ->Well, sometimes it's akin to these schools</v>

00:45:14.341 --> 00:45:17.174
are a victim of their own success.

00:45:18.686 --> 00:45:20.125
Because you'll have the enrollment.

00:45:20.125 --> 00:45:21.516
So you're gonna start in your first year,

00:45:21.516 --> 00:45:23.307
just with the fifth grade.
<v ->Correct.</v>

00:45:23.307 --> 00:45:25.547
<v ->And how many students?
<v ->150.</v>

00:45:25.547 --> 00:45:26.546
<v ->All right.</v>

00:45:26.546 --> 00:45:29.052
What would you anticipate are gonna be

00:45:29.052 --> 00:45:31.709
the options for these kids after the eighth grade?

00:45:31.709 --> 00:45:33.976
Because I've also got experience with charters

00:45:33.976 --> 00:45:36.448
that ran a K through eight program,

00:45:36.448 --> 00:45:38.989
and you know, their distress is the kids

00:45:38.989 --> 00:45:40.929
have nowhere to go, because again,

00:45:40.929 --> 00:45:42.785
the Kipps and the Harmonies and everything

00:45:42.785 --> 00:45:45.828
have great retention, so there are still not

00:45:45.828 --> 00:45:47.587
gonna be opportunities for kids to enter

00:45:47.587 --> 00:45:50.201
another charter program. So where are they

00:45:50.201 --> 00:45:52.156
gonna go when they leave the eighth grade?

00:45:52.156 --> 00:45:53.161
<v ->That's a great question.</v>

00:45:53.161 --> 00:45:56.401
I've met with in-district charters in Houston ISD

00:45:56.401 --> 00:45:58.711
that have had great success, that do still take

00:45:58.711 --> 00:45:59.714
ninth grade students.

00:45:59.714 --> 00:46:01.986
I've also met with some magnet coordinators at

00:46:01.986 --> 00:46:05.618
Houston ISD magnet schools, that are having

00:46:05.618 --> 00:46:07.688
great success with students, that our students

00:46:07.688 --> 00:46:09.571
can and will have access to.

00:46:09.571 --> 00:46:13.586
And also, even the local public schools.

00:46:13.586 --> 00:46:16.270
The high schools there that have strong IB and AP

00:46:16.270 --> 00:46:18.150
programs and we'll be encouraging students

00:46:18.150 --> 00:46:20.540
to access those programs to continue their trajectory.

00:46:20.540 --> 00:46:22.307
<v Bradley>Did you leave yourself open in the application,</v>

00:46:22.307 --> 00:46:26.208
or do you have any desire to expand to a high school

00:46:26.208 --> 00:46:28.193
program?
<v ->It certainly is something</v>

00:46:28.193 --> 00:46:30.096
that we would talk about as a team--

00:46:30.096 --> 00:46:31.548
<v Bradley>But it's not your current application.</v>

00:46:31.548 --> 00:46:32.786
<v ->It's not in our current application.</v>

00:46:32.786 --> 00:46:33.998
<v Bradley>And so, you know you have to wait</v>

00:46:33.998 --> 00:46:35.540
three years for any amendments.

00:46:35.540 --> 00:46:37.373
<v ->Yep.
<v ->OK, thank you.</v>

00:46:41.474 --> 00:46:44.374
<v ->I think that research will tell us that</v>

00:46:44.374 --> 00:46:46.048
kids that drop out of high school,

00:46:46.048 --> 00:46:47.779
they know in the fifth grade

00:46:47.779 --> 00:46:49.762
that they're gonna be dropping out of high school.

00:46:49.762 --> 00:46:53.793
So I like the idea of a model of a five through eight.

00:46:53.793 --> 00:46:55.521
And I'd like to see you just stay at five through eight

00:46:55.521 --> 00:46:59.570
because that's, in my experience with schools,

00:46:59.570 --> 00:47:03.488
that's like the lost territory that kids get.

00:47:03.488 --> 00:47:06.247
Usually you think about seventh and eighth

00:47:06.247 --> 00:47:08.480
or maybe eighth and ninth, but it really is

00:47:08.480 --> 00:47:10.128
starting in the fifth grade, those signs,

00:47:10.128 --> 00:47:13.618
and I would think that if your program is successful,

00:47:13.618 --> 00:47:16.849
like you're talking about what you're doing,

00:47:16.849 --> 00:47:18.496
then those children can go anywhere

00:47:18.496 --> 00:47:20.978
and be successful. Because what the problem is in

00:47:20.978 --> 00:47:24.234
the public school and why they need so many charter

00:47:24.234 --> 00:47:26.046
schools is that the public schools,

00:47:26.046 --> 00:47:29.215
the child comes to them without being able

00:47:29.215 --> 00:47:30.817
to read properly and so forth,

00:47:30.817 --> 00:47:33.174
so they get behind immediately,

00:47:33.174 --> 00:47:34.335
and then they get in trouble,

00:47:34.335 --> 00:47:37.040
and then, you know, it's a downward slope.

00:47:37.040 --> 00:47:40.001
So I always joked about middle school being

00:47:40.001 --> 00:47:41.266
a black hole.

00:47:41.266 --> 00:47:43.519
In almost every school district, that's a real problem,

00:47:43.519 --> 00:47:46.526
so sounds to me like it's a great safety net.

00:47:46.526 --> 00:47:47.532
<v Colombero>Yes, absolutely,</v>

00:47:47.532 --> 00:47:48.534
that's what we're hoping to do.

00:47:48.534 --> 00:47:50.534
<v ->Good luck.
<v ->Thank you.</v>

00:47:52.376 --> 00:47:55.245
<v ->Miss Perez-Diaz.
<v ->Thank you, Madame Chair.</v>

00:47:55.245 --> 00:47:58.066
Thank you, Miss Colombero for your report,

00:47:58.066 --> 00:48:00.701
and through the interviews and yesterday,

00:48:00.701 --> 00:48:02.267
I think we got a lot of our answers,

00:48:02.267 --> 00:48:04.610
in terms of how the charter looks to function,

00:48:04.610 --> 00:48:06.643
but I want to see here from Mr. Hardy, just really,

00:48:06.643 --> 00:48:09.105
Hardaway, I'm sorry, really quickly.

00:48:09.105 --> 00:48:11.448
If you can just explain, as a board member,

00:48:11.448 --> 00:48:13.506
what drew you to this charter school and why

00:48:13.506 --> 00:48:17.234
you're so passionate about supporting this new organization.

00:48:17.234 --> 00:48:18.233
<v ->Yes.</v>

00:48:18.233 --> 00:48:20.241
So I grew up in an area that's not too dissimilar

00:48:20.241 --> 00:48:22.830
from the area that we intend to serve.

00:48:22.830 --> 00:48:26.310
And in my community, we did not have a middle school

00:48:26.310 --> 00:48:29.315
whose mission was to prepare kids for college.

00:48:29.315 --> 00:48:32.478
I know what a college education has done for me,

00:48:32.478 --> 00:48:35.701
both personally and professionally, and it's just

00:48:35.701 --> 00:48:37.698
something that I really would like to be a part of,

00:48:37.698 --> 00:48:39.115
giving to others.

00:48:40.290 --> 00:48:44.339
So that's the main driver for me to serve on the board.

00:48:44.339 --> 00:48:47.006
<v Perez-Diaz>Great, thank you.</v>

00:48:48.785 --> 00:48:51.075
<v Donna>Any other questions?</v>

00:48:51.075 --> 00:48:52.575
Thank you so much.

00:49:03.210 --> 00:49:04.215
<v ->Thank you.</v>

00:49:04.215 --> 00:49:07.412
Next on the agenda is representatives from

00:49:07.412 --> 00:49:11.329
Legacy School of Sports and Science in Houston.

00:49:26.425 --> 00:49:28.839
<v ->Hello, how are you all?</v>

00:49:28.839 --> 00:49:30.024
My heart races when I come up here

00:49:30.024 --> 00:49:31.991
because I'm extremely excited, so I just want to

00:49:31.991 --> 00:49:33.210
kind of get that out there.

00:49:33.210 --> 00:49:35.933
Excuse me, so my name is Kerrie Patterson-Brown,

00:49:35.933 --> 00:49:38.038
and I'm here with our board president,

00:49:38.038 --> 00:49:42.055
Miss Beverly Cage, and I'm gonna say it again:

00:49:42.055 --> 00:49:44.040
I'm extremely excited. I mean, this has been a

00:49:44.040 --> 00:49:47.371
long process for Legacy, the School of Sport Sciences.

00:49:47.371 --> 00:49:49.193
And when I say that, I mean that we've been

00:49:49.193 --> 00:49:51.878
going after a charter for the last six years.

00:49:51.878 --> 00:49:55.461
And through that, it has been a great honor

00:49:57.161 --> 00:50:00.326
to be able to present here today to

00:50:00.326 --> 00:50:02.420
the State Board of Education and I want to tell

00:50:02.420 --> 00:50:04.487
the TEA representatives thank you for

00:50:04.487 --> 00:50:07.570
recommending us today, so, thank you.

00:50:09.496 --> 00:50:12.184
So now before I really get started,

00:50:12.184 --> 00:50:13.736
I have to give you kind of a little back history

00:50:13.736 --> 00:50:16.221
on just where we were and how we got here today.

00:50:16.221 --> 00:50:20.706
One thing being is that, with the first application

00:50:20.706 --> 00:50:24.514
that we had, we submitted was generation 18.

00:50:24.514 --> 00:50:27.497
And that generation 18, we thought that we

00:50:27.497 --> 00:50:29.643
were ready, but we were not.

00:50:29.643 --> 00:50:32.595
So, and then we came back generation 19.

00:50:32.595 --> 00:50:35.587
And then 20. And we faced some things dealing with,

00:50:35.587 --> 00:50:39.410
what was it, student code of conduct's being rejected,

00:50:39.410 --> 00:50:42.589
and then we had some other issues that came about,

00:50:42.589 --> 00:50:44.611
that now we look back and we're saying,

00:50:44.611 --> 00:50:47.305
we're glad that that time allowed us to grow Legacy,

00:50:47.305 --> 00:50:48.837
the School of Sport Sciences.

00:50:48.837 --> 00:50:50.741
Because if it wouldn't have been for that,

00:50:50.741 --> 00:50:53.192
then we wouldn't be where we are today.

00:50:53.192 --> 00:50:55.609
Our school will change lives.

00:50:57.992 --> 00:50:59.771
And the reason I say that is because we have

00:50:59.771 --> 00:51:04.390
60,000,000 high school senior athletes around the nation.

00:51:04.390 --> 00:51:07.057
And from an athletic standpoint,

00:51:08.630 --> 00:51:10.710
Legacy the School of Sport Science

00:51:10.710 --> 00:51:12.377
wants kids to understand that they can be

00:51:12.377 --> 00:51:14.119
more than a player.

00:51:14.119 --> 00:51:16.643
They have to understand about the industry itself.

00:51:16.643 --> 00:51:18.210
So we have three things that we will promote

00:51:18.210 --> 00:51:19.209
on our campus:

00:51:19.209 --> 00:51:20.985
one being academics, one being athletics,

00:51:20.985 --> 00:51:23.502
the other being the professions within athletics.

00:51:23.502 --> 00:51:26.581
Academically, on our campus, we have created

00:51:26.581 --> 00:51:28.497
a partnership with Houston Community College,

00:51:28.497 --> 00:51:31.223
and there, when our kids step into ninth grade,

00:51:31.223 --> 00:51:33.222
they can begin taking college courses.

00:51:33.222 --> 00:51:34.836
Now, granted, we have to prepare them

00:51:34.836 --> 00:51:36.550
from sixth through eighth by preparing them

00:51:36.550 --> 00:51:38.807
for that TSI test to be able to move forth

00:51:38.807 --> 00:51:41.057
with those college courses.

00:51:42.727 --> 00:51:44.982
When the kid, from the athletic standpoint,

00:51:44.982 --> 00:51:46.999
which that's the hook, that's where people

00:51:46.999 --> 00:51:48.466
get excited about our campus.

00:51:48.466 --> 00:51:50.068
All of our coaches on staff

00:51:50.068 --> 00:51:51.926
have either played collegiately or professionally

00:51:51.926 --> 00:51:53.737
or coached collegiately or professionally.

00:51:53.737 --> 00:51:55.463
So the mindset there is that we want to make sure

00:51:55.463 --> 00:51:57.057
that we're putting the right people in front

00:51:57.057 --> 00:51:59.272
of our kids to be able to help them

00:51:59.272 --> 00:52:00.934
or provide them with the tool

00:52:00.934 --> 00:52:02.950
to be able to go to the next level,

00:52:02.950 --> 00:52:05.637
as what they see as their dream.

00:52:05.637 --> 00:52:07.098
And then, third, which is my favorite,

00:52:07.098 --> 00:52:09.538
when a kid goes in the ninth grade,

00:52:09.538 --> 00:52:10.804
they declare a major.

00:52:10.804 --> 00:52:11.975
They go into either coaching,

00:52:11.975 --> 00:52:14.298
athletic administration, sports medicine,

00:52:14.298 --> 00:52:15.332
and sports media.

00:52:15.332 --> 00:52:18.137
Through those programs, we have partnered our school

00:52:18.137 --> 00:52:20.788
with really big industry experts.

00:52:20.788 --> 00:52:22.854
So, for instance, we're working with the Houston Astros.

00:52:22.854 --> 00:52:25.257
And we built a curriculum called Junior Jams.

00:52:25.257 --> 00:52:26.974
So the kids learned the pathway to become

00:52:26.974 --> 00:52:29.641
a general manager of a large sports organization.

00:52:29.641 --> 00:52:30.842
We're working with the NRG Center,

00:52:30.842 --> 00:52:33.196
Houston Sports Authority. Saint Luke's

00:52:33.196 --> 00:52:34.918
is one of our partners where we're building

00:52:34.918 --> 00:52:36.634
a curriculum called White Jackets.

00:52:36.634 --> 00:52:38.039
So when the kids become juniors or seniors,

00:52:38.039 --> 00:52:40.490
they have mentorships, apprenticeships, internships.

00:52:40.490 --> 00:52:42.476
They have the opportunity to learn what

00:52:42.476 --> 00:52:43.821
the medical community looks like.

00:52:43.821 --> 00:52:45.030
There's no other school in,

00:52:45.030 --> 00:52:47.175
well there's one school in the nation that has

00:52:47.175 --> 00:52:50.347
a similar thing, but as far as in the state of Texas,

00:52:50.347 --> 00:52:53.110
there's no other school that focuses on this

00:52:53.110 --> 00:52:55.293
1.5 trillion dollar industry.

00:52:55.293 --> 00:52:57.975
So that's who we are, and that's the plan that we have.

00:52:57.975 --> 00:52:59.413
And really, what we're looking to do is change

00:52:59.413 --> 00:53:00.954
the language of sport.

00:53:00.954 --> 00:53:02.630
We want our kids to see themselves as more

00:53:02.630 --> 00:53:04.906
than just being a player.

00:53:04.906 --> 00:53:06.679
So, thank you for your time.

00:53:06.679 --> 00:53:07.512
Miss Cage.

00:53:08.408 --> 00:53:09.719
<v ->Good morning.</v>

00:53:09.719 --> 00:53:12.935
It is an honor to be here today to represent our board

00:53:12.935 --> 00:53:15.689
and on our final step to becoming a reality.

00:53:15.689 --> 00:53:17.897
Our board is very diverse,

00:53:17.897 --> 00:53:21.657
and made up of a wide variety of educational backgrounds.

00:53:21.657 --> 00:53:24.118
I was trying to think of some statements to make today,

00:53:24.118 --> 00:53:26.451
but I didn't know USA Today

00:53:27.959 --> 00:53:30.100
would do it for me this morning.

00:53:30.100 --> 00:53:32.837
On the paper today, if you pull out your USA Today

00:53:32.837 --> 00:53:36.670
sports page, it says "On the Verge of a Dream."

00:53:38.409 --> 00:53:41.173
And this is a dream that has been in the process

00:53:41.173 --> 00:53:42.776
for over six years.

00:53:42.776 --> 00:53:47.480
And our students are not gonna all become Lebron James

00:53:47.480 --> 00:53:48.563
or Tom Brady.

00:53:50.087 --> 00:53:53.110
Our kids have the opportunity to get in the sports arena,

00:53:53.110 --> 00:53:55.317
be in something they love, and be in a field

00:53:55.317 --> 00:53:58.230
where they can enjoy what they're doing

00:53:58.230 --> 00:54:00.330
for the rest of their life.

00:54:00.330 --> 00:54:01.163
Thank you.

00:54:05.496 --> 00:54:06.829
<v ->Any questions?</v>

00:54:08.947 --> 00:54:10.280
Yes, Mr. Cortez.

00:54:14.457 --> 00:54:16.557
<v Cortez>Good morning.</v>

00:54:16.557 --> 00:54:20.406
So I know that yesterday, when we were talking,

00:54:20.406 --> 00:54:23.739
I had a few concerns, and I did hear you

00:54:25.929 --> 00:54:28.172
going back and thinking to some of the other

00:54:28.172 --> 00:54:30.583
line of questioning that was going on in the meeting.

00:54:30.583 --> 00:54:33.207
You did mention that there would be some restructuring

00:54:33.207 --> 00:54:34.647
on your board.
<v ->Yes.</v>

00:54:34.647 --> 00:54:36.010
<v ->Can you be a little more specific</v>

00:54:36.010 --> 00:54:39.377
and elaborate on what exactly you meant?

00:54:39.377 --> 00:54:41.559
When you said there would be some restructuring

00:54:41.559 --> 00:54:43.126
of your board?
<v ->Yes, well thank you</v>

00:54:43.126 --> 00:54:44.125
for the question.

00:54:44.125 --> 00:54:47.583
Yes, so as I mentioned yesterday,

00:54:47.583 --> 00:54:50.138
your boards, SBECially when you're going through

00:54:50.138 --> 00:54:51.300
the beginning process of all of this,

00:54:51.300 --> 00:54:53.014
your boards are, you know, built on need,

00:54:53.014 --> 00:54:55.271
and our need at the beginning of this whole thing

00:54:55.271 --> 00:54:58.518
was to create a strong educational program.

00:54:58.518 --> 00:54:59.961
That was truly what it was.
<v ->I can tell you</v>

00:54:59.961 --> 00:55:02.051
that this is a very original program.

00:55:02.051 --> 00:55:05.940
Of all the applicants that I've had the privilege of

00:55:05.940 --> 00:55:09.586
listening to, this is very original program,

00:55:09.586 --> 00:55:11.014
I've never seen anything like it.

00:55:11.014 --> 00:55:13.858
It's exciting, so.
<v ->Thank you.</v>

00:55:13.858 --> 00:55:17.558
And that's why the board that we had

00:55:17.558 --> 00:55:20.486
had over 100 years of educational experience.

00:55:20.486 --> 00:55:23.944
So to use that to get to this point,

00:55:23.944 --> 00:55:27.802
now we're looking to seek other people that can

00:55:27.802 --> 00:55:29.381
bring different things to our board.

00:55:29.381 --> 00:55:31.784
And that's why I was saying, as far as the restructuring

00:55:31.784 --> 00:55:33.549
piece, we're looking to transition people off.

00:55:33.549 --> 00:55:35.511
I mean, again, we've been working for the last

00:55:35.511 --> 00:55:38.060
six years, and we only have three-year stints,

00:55:38.060 --> 00:55:39.977
so we're looking to transition from people from

00:55:39.977 --> 00:55:41.873
that position. From off the board to maybe

00:55:41.873 --> 00:55:43.590
an advisory committee, or some people actually

00:55:43.590 --> 00:55:46.155
be on staff, so we are really looking to

00:55:46.155 --> 00:55:49.048
make sure that we have the right people in place

00:55:49.048 --> 00:55:52.745
moving forward.
<v ->So I'm looking at</v>

00:55:52.745 --> 00:55:55.662
your list of current board members.

00:55:58.182 --> 00:55:59.798
<v ->Yes.
<v ->Are these the only</v>

00:55:59.798 --> 00:56:02.550
board members that you have?

00:56:02.550 --> 00:56:04.675
<v ->Well, right now.</v>

00:56:04.675 --> 00:56:07.160
Yes, because, and I had to make some adjustments

00:56:07.160 --> 00:56:10.535
from our conversation yesterday.

00:56:10.535 --> 00:56:12.392
And, excuse me,

00:56:12.392 --> 00:56:14.114
what ended up happening is that we talked

00:56:14.114 --> 00:56:17.701
as a team, and we were able to talk with the person

00:56:17.701 --> 00:56:21.080
that you were addressing, and she resigned.

00:56:21.080 --> 00:56:23.669
So from that, resigned, and I have her resignation letter

00:56:23.669 --> 00:56:25.875
here. But we were, she just felt like

00:56:25.875 --> 00:56:27.833
there were too many things that we had been working

00:56:27.833 --> 00:56:30.839
towards for the last six years and it was too much.

00:56:30.839 --> 00:56:34.195
I think, as far as the, what the school could do

00:56:34.195 --> 00:56:37.845
for the athletic community, she felt like it would

00:56:37.845 --> 00:56:40.051
be best for her to step down, so.

00:56:40.051 --> 00:56:41.989
<v ->I can tell you that your determination,</v>

00:56:41.989 --> 00:56:46.181
I think, is gonna pay dividends for your students.

00:56:46.181 --> 00:56:49.269
When I first read what the mission of this charter

00:56:49.269 --> 00:56:53.588
school was, I was very excited because again,

00:56:53.588 --> 00:56:55.850
I've never seen a program like this, you know?

00:56:55.850 --> 00:57:00.017
I've got a daughter who's a freshman, loves every sport,

00:57:01.204 --> 00:57:02.454
playing soccer.

00:57:03.882 --> 00:57:06.774
She plays goalie as a soccer.

00:57:06.774 --> 00:57:08.655
Next year, they've invited her to play varsity.

00:57:08.655 --> 00:57:11.885
She thinks she's gonna be a professional soccer player.

00:57:11.885 --> 00:57:13.377
<v Patterson>She should come to my school.</v>

00:57:13.377 --> 00:57:14.294
<v ->You know.</v>

00:57:15.448 --> 00:57:16.583
It's just exciting.

00:57:16.583 --> 00:57:18.107
There's a lot of kids that have that type of passion

00:57:18.107 --> 00:57:20.674
and focus, and so a school like this could help.

00:57:20.674 --> 00:57:23.226
I mean, obviously, you're not in my town,

00:57:23.226 --> 00:57:24.807
so it's difficult for me to send my child

00:57:24.807 --> 00:57:27.983
all the way to where you're at, but I can see

00:57:27.983 --> 00:57:30.775
lots of students wanting to participate

00:57:30.775 --> 00:57:33.709
in these type of programs.

00:57:33.709 --> 00:57:37.090
And so, thank you for sharing updated information.

00:57:37.090 --> 00:57:40.306
You know, I think you're gonna do a good job

00:57:40.306 --> 00:57:42.025
and I look forward to participating

00:57:42.025 --> 00:57:43.942
in your ribbon cutting.

00:57:46.053 --> 00:57:49.670
<v Donna>Mr. Alan and then Miss Perez-Diaz.</v>

00:57:49.670 --> 00:57:51.623
<v ->Good morning, good morning.</v>

00:57:51.623 --> 00:57:53.016
Miss Patterson, I certainly want to thank you

00:57:53.016 --> 00:57:55.771
for your persistence. This journey has been

00:57:55.771 --> 00:57:58.813
a long, long journey, and you're getting even closer

00:57:58.813 --> 00:58:01.123
as we get to the hour.

00:58:01.123 --> 00:58:03.558
I want to congratulate you on that for the moments

00:58:03.558 --> 00:58:05.291
of our frustration.

00:58:05.291 --> 00:58:07.879
I normally divest myself because everybody that comes

00:58:07.879 --> 00:58:10.200
in here with a Legacy shirt on looks like I've known

00:58:10.200 --> 00:58:12.012
'em for 40 years.

00:58:12.012 --> 00:58:12.845
And so.

00:58:14.182 --> 00:58:17.528
I definitely wanted to say to you that there is

00:58:17.528 --> 00:58:20.163
a quality that you have assembled,

00:58:20.163 --> 00:58:22.087
and that young lady that's standing next to you,

00:58:22.087 --> 00:58:24.947
Dr. Cage, is one of the best ever

00:58:24.947 --> 00:58:28.727
to have been in a school in educating children

00:58:28.727 --> 00:58:30.694
in the south area of Houston.

00:58:30.694 --> 00:58:33.607
She, and I hate that she ran into the snafu

00:58:33.607 --> 00:58:34.746
with Dr. Strout.

00:58:34.746 --> 00:58:36.343
I don't like to deal with the elephant in the room,

00:58:36.343 --> 00:58:39.304
but to those of us who live in Houston,

00:58:39.304 --> 00:58:41.943
Dr. Strout is a hero in the educational community.

00:58:41.943 --> 00:58:44.550
I know what occurred, I don't want to rehash that.

00:58:44.550 --> 00:58:46.739
But we cannot throw the talent out.

00:58:46.739 --> 00:58:48.039
One thing I learned was when you die,

00:58:48.039 --> 00:58:49.721
you take your knowledge with you.

00:58:49.721 --> 00:58:52.713
And so since she's alive, we need to utilize that knowledge.

00:58:52.713 --> 00:58:54.854
We don't need to fear the fact that a person

00:58:54.854 --> 00:58:56.387
made a mistake, but that person is endowed

00:58:56.387 --> 00:58:59.765
with a tremendous amount of knowledge about how to

00:58:59.765 --> 00:59:03.271
help children succeed in the educational arena.

00:59:03.271 --> 00:59:06.460
So I would say to you, kudos to you for doing

00:59:06.460 --> 00:59:08.587
what you have to do to get to where you need to be,

00:59:08.587 --> 00:59:10.260
but don't be afraid to utilize the knowledge

00:59:10.260 --> 00:59:13.291
that's there because people have made some mistakes

00:59:13.291 --> 00:59:14.405
in their lives.

00:59:14.405 --> 00:59:16.167
We all believe in forgiveness.

00:59:16.167 --> 00:59:17.446
OK, we all believe in that.

00:59:17.446 --> 00:59:18.839
So what I'm saying to you now is,

00:59:18.839 --> 00:59:22.149
if you need to forgive because that person

00:59:22.149 --> 00:59:24.773
has the best, the most knowledge,

00:59:24.773 --> 00:59:27.799
and is very attractive, and because her name

00:59:27.799 --> 00:59:30.323
has been on the application for eight years almost.

00:59:30.323 --> 00:59:33.978
Eight years. And so we hadn't done that.

00:59:33.978 --> 00:59:35.384
But I do understand the whole thing,

00:59:35.384 --> 00:59:36.708
and I thank you for doing what's necessary.

00:59:36.708 --> 00:59:38.726
I have to say this:

00:59:38.726 --> 00:59:40.644
I'm so proud of you.

00:59:40.644 --> 00:59:42.728
I met Miss Patterson when she was in middle school,

00:59:42.728 --> 00:59:44.470
since the middle schools are working,

00:59:44.470 --> 00:59:47.064
when she was a student of mine in middle school.

00:59:47.064 --> 00:59:48.063
And.

00:59:48.063 --> 00:59:50.118
(laughing)

00:59:50.118 --> 00:59:53.015
I am. I'm showing my age, I'm telling you.

00:59:53.015 --> 00:59:55.690
<v ->I'm young.
<v ->OK, well,</v>

00:59:55.690 --> 00:59:59.447
my age. I was the teacher, you were the student.

00:59:59.447 --> 01:00:02.119
And I'm extremely proud of your persistence

01:00:02.119 --> 01:00:03.272
because you've not changed.

01:00:03.272 --> 01:00:07.022
I know the team that you assemble will do,

01:00:07.022 --> 01:00:10.307
as I said to you, what's best by children.

01:00:10.307 --> 01:00:11.306
I know that.

01:00:11.306 --> 01:00:13.764
The board that you've assembled will do

01:00:13.764 --> 01:00:14.911
what's best by children.

01:00:14.911 --> 01:00:17.018
The only thing I asked you to do for me,

01:00:17.018 --> 01:00:19.025
is when that second building opens,

01:00:19.025 --> 01:00:21.137
it's closer to my house.
<v ->Yes.</v>

01:00:21.137 --> 01:00:22.578
(laughing)

01:00:22.578 --> 01:00:24.995
<v ->Thank you.
<v ->Thank you, sir.</v>

01:00:26.445 --> 01:00:27.709
<v ->Thank you, Miss Patterson-Brown.</v>

01:00:27.709 --> 01:00:31.054
I, too, I'm trying not to be redundant,

01:00:31.054 --> 01:00:34.160
but I just wanted to tell you that I really appreciate

01:00:34.160 --> 01:00:37.714
the application. I, too, am really excited to see

01:00:37.714 --> 01:00:39.714
something so innovative.

01:00:39.714 --> 01:00:41.329
This is the purpose of charter schools,

01:00:41.329 --> 01:00:44.912
and the fact that, you know, you took what,

01:00:45.822 --> 01:00:47.796
you know, some of the concerns that we brought up,

01:00:47.796 --> 01:00:49.281
and really took that to heart,

01:00:49.281 --> 01:00:51.510
it just shows that you're willing to do

01:00:51.510 --> 01:00:54.483
whatever it takes to make this school a reality

01:00:54.483 --> 01:00:57.900
for kids, and that just gives me so much,

01:00:59.462 --> 01:01:02.274
it gives me so much pleasure to see that a school

01:01:02.274 --> 01:01:04.398
leader like yourself is gonna do something like this.

01:01:04.398 --> 01:01:08.565
So I wanted to tell you that I'm really excited for you.

01:01:09.716 --> 01:01:11.202
Wish you the best of luck, and I think that

01:01:11.202 --> 01:01:13.535
this is gonna be a great opportunity for a lot

01:01:13.535 --> 01:01:17.035
of kids in the Houston area, so thank you.

01:01:18.906 --> 01:01:20.675
<v ->Well, not to rub it in, but she will only be</v>

01:01:20.675 --> 01:01:24.029
10 minutes from my house. Just saying.

01:01:24.029 --> 01:01:25.354
But your children are welcome to come

01:01:25.354 --> 01:01:27.305
live with me, and all my critters,

01:01:27.305 --> 01:01:29.197
and attend the charter.

01:01:29.197 --> 01:01:31.461
No, I do want to thank you for your diligence,

01:01:31.461 --> 01:01:34.176
and I'm really proud of,

01:01:34.176 --> 01:01:36.581
what my fellow board members have said,

01:01:36.581 --> 01:01:38.520
just of the team you've assembled, and I think

01:01:38.520 --> 01:01:40.668
one of the greatest lessons you can teach your students

01:01:40.668 --> 01:01:43.581
is persistence pays off and brings about refined

01:01:43.581 --> 01:01:46.748
character and integrity, so thank you.

01:01:49.615 --> 01:01:51.616
<v ->Madame Chair.</v>

01:01:51.616 --> 01:01:54.540
Well, first of all, any friend of Dr. Alan's

01:01:54.540 --> 01:01:56.434
is a friend of mine.

01:01:56.434 --> 01:01:58.315
He doesn't speak often, but when he does,

01:01:58.315 --> 01:02:00.718
people pay attention, so you've got a great supporter

01:02:00.718 --> 01:02:01.718
right there.

01:02:02.852 --> 01:02:06.335
I'm gonna echo. We had a member that came in

01:02:06.335 --> 01:02:09.739
the other day, a former member, Rene Nunez,

01:02:09.739 --> 01:02:12.267
and I do remember when I used to sit right there

01:02:12.267 --> 01:02:14.012
and he would sit over there.

01:02:14.012 --> 01:02:16.241
In fact, we invited him to sit in your chair.

01:02:16.241 --> 01:02:18.702
I'm going down a rabbit trail here.

01:02:18.702 --> 01:02:20.094
But one of the things we used to complain

01:02:20.094 --> 01:02:21.998
about charters is no one ever goes to El Paso

01:02:21.998 --> 01:02:25.064
and no one ever goes to Beaumont.

01:02:25.064 --> 01:02:27.908
Three years, you get an opportunity to expand,

01:02:27.908 --> 01:02:29.708
I'm gonna invite you to Beaumont.

01:02:29.708 --> 01:02:32.125
I'll find you a facility, OK?

01:02:33.295 --> 01:02:34.387
Thank you.

01:02:34.387 --> 01:02:36.804
(chattering)

01:02:45.063 --> 01:02:46.896
<v ->Any other questions?</v>

01:02:48.256 --> 01:02:50.548
Thank you very much, I just want to echo that.

01:02:50.548 --> 01:02:53.191
I mean, you've worked on this for so long.

01:02:53.191 --> 01:02:55.041
I mean, I think we first started talking when

01:02:55.041 --> 01:02:56.690
I first got on the board, and what's that been?

01:02:56.690 --> 01:02:58.118
Five years ago.

01:02:58.118 --> 01:02:59.697
You're one of the first people I ended up talking to

01:02:59.697 --> 01:03:01.389
that was considering a charter.

01:03:01.389 --> 01:03:04.550
Before the no contact period and all that kind of stuff

01:03:04.550 --> 01:03:06.105
on that particular application.

01:03:06.105 --> 01:03:08.552
I'm gonna congratulate you for your persistence.

01:03:08.552 --> 01:03:12.719
And keep going, to getting this far, done well, so

01:03:14.500 --> 01:03:17.563
I, too, am excited about the vision, have been

01:03:17.563 --> 01:03:19.364
since that first idea. I thought, wow,

01:03:19.364 --> 01:03:22.174
this is a really different vision for kids,

01:03:22.174 --> 01:03:23.846
a different opportunity that they don't get

01:03:23.846 --> 01:03:26.547
in a typical situation, so

01:03:26.547 --> 01:03:28.501
congratulations on that.

01:03:28.501 --> 01:03:30.668
Wish you the best of luck.

01:03:40.839 --> 01:03:42.259
<v ->Next up this morning on the agenda,</v>

01:03:42.259 --> 01:03:44.927
we have representatives from Valor Public Schools

01:03:44.927 --> 01:03:49.094
in Houston, if they would come to the podium, please.

01:03:50.049 --> 01:03:51.287
Pardon me.

01:03:51.287 --> 01:03:54.037
Valor Public Schools in Austin

01:04:01.480 --> 01:04:04.743
<v ->Good morning, Madame Chair, members of the board.</v>

01:04:04.743 --> 01:04:07.139
My name is Steve Gordon and I'm the proposed

01:04:07.139 --> 01:04:08.974
Superintendent for Valor Public Schools.

01:04:08.974 --> 01:04:10.629
I'm joined by Jesse Bates.

01:04:10.629 --> 01:04:12.933
He's our Chief Operating Officer

01:04:12.933 --> 01:04:15.078
We're honored to be here.

01:04:15.078 --> 01:04:18.262
It's been quite a journey, just as it has been

01:04:18.262 --> 01:04:20.453
for the other applicants.

01:04:20.453 --> 01:04:23.494
A very rigorous and rewarding process for us.

01:04:23.494 --> 01:04:25.994
Our team is passionate about our mission

01:04:25.994 --> 01:04:28.405
for serving students in Austin,

01:04:28.405 --> 01:04:30.764
and we have a unique and innovative model

01:04:30.764 --> 01:04:32.472
that we want to share with you.

01:04:32.472 --> 01:04:35.095
So I'll start by just sharing a few highlights

01:04:35.095 --> 01:04:36.178
of our model,

01:04:37.323 --> 01:04:41.296
and then Jesse will speak a bit about our enrollment plans.

01:04:41.296 --> 01:04:44.700
So, first, Valor will combine the best of classical

01:04:44.700 --> 01:04:46.695
education with the best of contemporary

01:04:46.695 --> 01:04:48.598
educational practices.

01:04:48.598 --> 01:04:51.612
Our program is going to integrate a classical vision

01:04:51.612 --> 01:04:55.518
and curriculum with a range of advanced STEM course work,

01:04:55.518 --> 01:04:57.527
including AP Math and Science,

01:04:57.527 --> 01:05:01.555
Computer Science courses, coding and robotics.

01:05:01.555 --> 01:05:04.443
We're also make use of adaptive, computer-based

01:05:04.443 --> 01:05:07.277
learning tools and place a pedagogical emphasis

01:05:07.277 --> 01:05:09.752
on inquiry-based instructional techniques

01:05:09.752 --> 01:05:13.035
across all subjects and grade levels.

01:05:13.035 --> 01:05:15.708
More and more, employers, universities,

01:05:15.708 --> 01:05:18.252
and business leaders are recognizing

01:05:18.252 --> 01:05:22.395
that the best educational preparation will integrate

01:05:22.395 --> 01:05:25.285
both the liberal arts and STEM fields.

01:05:25.285 --> 01:05:28.334
And Valor students will receive precisely this

01:05:28.334 --> 01:05:32.316
distinctive blend of liberal arts and technical skills.

01:05:32.316 --> 01:05:35.874
Along with a strong emphasis on character formation.

01:05:35.874 --> 01:05:38.719
Our model will also feature innovative garden-based

01:05:38.719 --> 01:05:41.980
education, and service learning programs.

01:05:41.980 --> 01:05:44.280
And we're excited to bring these experiential learning

01:05:44.280 --> 01:05:45.971
opportunities to our students,

01:05:45.971 --> 01:05:50.108
and expand what it means to educate the whole person.

01:05:50.108 --> 01:05:51.520
And a final key part of our mission

01:05:51.520 --> 01:05:53.889
that I'd like to mention is our commitment to

01:05:53.889 --> 01:05:57.202
serving an intentionally diverse student body.

01:05:57.202 --> 01:05:59.172
This commitment to diversity has informed

01:05:59.172 --> 01:06:02.728
our plans for academics, as well as our work

01:06:02.728 --> 01:06:05.050
in the area of student recruiting.

01:06:05.050 --> 01:06:08.029
I'm gonna ask Jesse now to take it over

01:06:08.029 --> 01:06:12.236
and say a few words about our plans for enrollment.

01:06:12.236 --> 01:06:13.636
<v ->As you know from our application,</v>

01:06:13.636 --> 01:06:16.277
we're requesting to open a total of three campuses

01:06:16.277 --> 01:06:18.924
in Austin, and we're planning to open our first campus

01:06:18.924 --> 01:06:21.732
in either North Austin or South Austin,

01:06:21.732 --> 01:06:25.135
with between 500 and 575 students,

01:06:25.135 --> 01:06:27.539
in grades K through nine.

01:06:27.539 --> 01:06:29.919
We feel confident about our ability to execute

01:06:29.919 --> 01:06:31.625
this plan for a few specific reasons

01:06:31.625 --> 01:06:33.559
that we wanted to share.

01:06:33.559 --> 01:06:36.560
Our team brings a range of educational experience

01:06:36.560 --> 01:06:39.342
in functional areas, of various functional areas,

01:06:39.342 --> 01:06:41.564
including school leadership, curriculum,

01:06:41.564 --> 01:06:44.814
instruction, and business operations.

01:06:44.814 --> 01:06:47.297
Second, I wanted to share that we've received

01:06:47.297 --> 01:06:50.932
significant local philanthropic support for Valor,

01:06:50.932 --> 01:06:54.610
totaling over $1,000,000 in pledges for our first campus.

01:06:54.610 --> 01:06:56.654
As well as additional funds also pledged

01:06:56.654 --> 01:06:59.002
for future campuses.

01:06:59.002 --> 01:07:01.022
And third, and most importantly,

01:07:01.022 --> 01:07:03.739
the Austin community has shown an overwhelming desire

01:07:03.739 --> 01:07:06.303
for Valor's distinctive model.

01:07:06.303 --> 01:07:08.751
We focused intensively, like Steve said,

01:07:08.751 --> 01:07:10.612
on door to door recruiting,

01:07:10.612 --> 01:07:12.268
with a particular emphasis on recruiting students

01:07:12.268 --> 01:07:14.844
from economically-disadvantaged backgrounds.

01:07:14.844 --> 01:07:16.843
And just to flesh this out, Steve and I spent

01:07:16.843 --> 01:07:19.145
the majority of our time over the past several months

01:07:19.145 --> 01:07:22.280
doing this particular type of outreach door-to-door.

01:07:22.280 --> 01:07:25.786
We've walked through over 35 individual neighborhoods

01:07:25.786 --> 01:07:27.933
and three to four hour blocks of time,

01:07:27.933 --> 01:07:30.302
and we've had a very positive response, in each area

01:07:30.302 --> 01:07:32.845
we've been to and with almost all the parents

01:07:32.845 --> 01:07:34.828
that we've spoken to.

01:07:34.828 --> 01:07:37.210
In total, we've recruited over 600 projected

01:07:37.210 --> 01:07:39.132
economically-disadvantaged students,

01:07:39.132 --> 01:07:41.367
just through these individual conversations

01:07:41.367 --> 01:07:44.439
with parents who have been very eager to enroll

01:07:44.439 --> 01:07:45.916
their children.

01:07:45.916 --> 01:07:47.706
At our community meetings last fall,

01:07:47.706 --> 01:07:49.792
we also had a great turnout from parents

01:07:49.792 --> 01:07:53.875
with over 100, exactly 145 parents in attendance.

01:07:54.782 --> 01:07:57.072
And we also had a strong presence last month

01:07:57.072 --> 01:07:58.410
at our charter interview.

01:07:58.410 --> 01:08:00.080
If you were present for that, or if you were able

01:08:00.080 --> 01:08:02.764
to watch the video, you may have seen there were

01:08:02.764 --> 01:08:05.597
about 30 parents in attendance, showing their support.

01:08:05.597 --> 01:08:07.385
And after the interview, at the end,

01:08:07.385 --> 01:08:09.295
three parents in particular stood up,

01:08:09.295 --> 01:08:12.012
and gave very heartfelt, moving testimony

01:08:12.012 --> 01:08:14.792
about their desire to see Valor become a reality

01:08:14.792 --> 01:08:16.555
for their children.

01:08:16.555 --> 01:08:19.468
And so as of now, we have over 1,800 students

01:08:19.468 --> 01:08:22.686
on our interest list, and the interest from families

01:08:22.686 --> 01:08:24.519
is continuing to grow.

01:08:28.015 --> 01:08:29.385
<v ->I want to thank you once again for giving us</v>

01:08:29.385 --> 01:08:30.751
the opportunity to be here today,

01:08:30.751 --> 01:08:34.122
and we're happy to field questions, thank you.

01:08:34.122 --> 01:08:35.121
<v Donna>Any questions?</v>

01:08:35.121 --> 01:08:37.299
Yes, Miss Hardy.
<v ->Could you explain</v>

01:08:37.299 --> 01:08:39.799
garden-based education?
<v ->Sure.</v>

01:08:41.548 --> 01:08:44.131
So the program will start with,

01:08:45.625 --> 01:08:48.221
excuse me, the program will start with

01:08:48.221 --> 01:08:51.514
the creation of a school garden,

01:08:51.514 --> 01:08:53.383
and that's going to be a collaborative work

01:08:53.383 --> 01:08:56.990
between students, teachers, and also families

01:08:56.990 --> 01:08:58.732
and community members, and so,

01:08:58.732 --> 01:09:00.476
first phase is going to be planning it for

01:09:00.476 --> 01:09:02.938
each campus, and the idea is that

01:09:02.938 --> 01:09:05.084
the students in particular will take

01:09:05.084 --> 01:09:07.788
a high degree of ownership for the project.

01:09:07.788 --> 01:09:09.475
Students of various grade levels

01:09:09.475 --> 01:09:11.759
are part of that leadership team.

01:09:11.759 --> 01:09:13.643
Once the garden's been established,

01:09:13.643 --> 01:09:16.905
we're going to be integrating it within

01:09:16.905 --> 01:09:19.052
the curriculum, at different grade levels,

01:09:19.052 --> 01:09:21.178
so students will have the opportunity to go

01:09:21.178 --> 01:09:23.929
to the school garden for inquiry-based, hands-on

01:09:23.929 --> 01:09:27.980
lessons that connect with the state standards, of course,

01:09:27.980 --> 01:09:30.903
but kind of give an extension into this realm

01:09:30.903 --> 01:09:32.776
of experience, so, really,

01:09:32.776 --> 01:09:35.226
some things we're thinking about with the program

01:09:35.226 --> 01:09:38.140
is we want students to have a deeper appreciation

01:09:38.140 --> 01:09:39.890
of the natural world.

01:09:40.856 --> 01:09:43.535
We also want them to experience food production,

01:09:43.535 --> 01:09:46.877
and have an understanding of that and sustainability.

01:09:46.877 --> 01:09:50.551
And just, in general, we want them to have

01:09:50.551 --> 01:09:52.369
a high level of ownership with this project,

01:09:52.369 --> 01:09:54.952
but that's the basic framework.

01:09:58.406 --> 01:10:00.588
<v ->And not to tell you how to run your business,</v>

01:10:00.588 --> 01:10:03.647
but I think that would be a great opportunity

01:10:03.647 --> 01:10:06.828
for the Texas Agrilife Extension Service

01:10:06.828 --> 01:10:09.580
has a master gardeners group that would be

01:10:09.580 --> 01:10:12.270
a great partnership for you.
<v ->So, thank you</v>

01:10:12.270 --> 01:10:13.272
for asking that.

01:10:13.272 --> 01:10:16.285
We've been working with sustainable food center,

01:10:16.285 --> 01:10:19.122
and they have some garden based education trainings,

01:10:19.122 --> 01:10:20.667
and they've recommended, too,

01:10:20.667 --> 01:10:23.803
are you speaking of the junior master gardener program?

01:10:23.803 --> 01:10:27.784
Yes, so we've been connected with that curriculum,

01:10:27.784 --> 01:10:30.534
which we're really excited about.

01:10:36.142 --> 01:10:37.892
<v Donna>Mr. Cortez.</v>

01:10:39.905 --> 01:10:41.983
<v ->So I don't think I brought this up yesterday,</v>

01:10:41.983 --> 01:10:45.483
but you all have no Austin representation?

01:10:47.599 --> 01:10:50.605
<v Steve>No, we have Austin representation.</v>

01:10:50.605 --> 01:10:52.920
<v ->So who on your board is from Austin?</v>

01:10:52.920 --> 01:10:56.530
<v ->Our board member Catherine Van Arnam is here today.</v>

01:10:56.530 --> 01:10:58.608
<v ->But she wasn't part of the original application,</v>

01:10:58.608 --> 01:10:59.608
then, right?

01:11:01.800 --> 01:11:04.420
Or was she because?
<v ->Yeah.</v>

01:11:04.420 --> 01:11:06.494
<v ->I saw folks from like San Antonio and then Leander,</v>

01:11:06.494 --> 01:11:08.783
Waco.
<v ->So, Catherine was</v>

01:11:08.783 --> 01:11:10.759
part of the original application.

01:11:10.759 --> 01:11:12.847
She's in the north side of Austin.

01:11:12.847 --> 01:11:15.961
<v ->OK, and her bio was submitted during the process?</v>

01:11:15.961 --> 01:11:19.548
<v Steve>And then we have a board member, Tom Hibbs,</v>

01:11:19.548 --> 01:11:21.914
who's in Waco, as well.

01:11:21.914 --> 01:11:23.914
<v ->And what was the idea,</v>

01:11:27.742 --> 01:11:32.075
or the impetus behind going into specifically Austin?

01:11:32.075 --> 01:11:36.657
Because, as I've, from what I've been able to gather,

01:11:36.657 --> 01:11:38.490
there wasn't a lot of,

01:11:41.488 --> 01:11:44.958
I guess, at least, initial evidence of community support,

01:11:44.958 --> 01:11:48.689
other than this giant gift from KLE,

01:11:48.689 --> 01:11:51.405
this Austin foundation, right?

01:11:51.405 --> 01:11:52.488
So, I'm just,

01:11:55.120 --> 01:11:56.990
how did you come up with Austin, I guess,

01:11:56.990 --> 01:11:58.685
is what I'm curious.
<v ->Well we did,</v>

01:11:58.685 --> 01:12:01.785
we've had conversations with folks that we know

01:12:01.785 --> 01:12:03.898
in Austin, we'd been living in San Antonio for a while,

01:12:03.898 --> 01:12:06.448
so we looked at San Antonio and Austin as potential

01:12:06.448 --> 01:12:08.654
places that we might look to launch the model,

01:12:08.654 --> 01:12:11.281
and so, I mean, we started with conversations with

01:12:11.281 --> 01:12:15.262
a few parents that spread to further conversations.

01:12:15.262 --> 01:12:17.285
We met with a few parents at their homes.

01:12:17.285 --> 01:12:20.826
We talked to some individuals in the community.

01:12:20.826 --> 01:12:23.891
The philanthropic support is definitely a part of that

01:12:23.891 --> 01:12:25.481
conversation, as well.

01:12:25.481 --> 01:12:28.814
But, you know, we had, what we've found

01:12:29.823 --> 01:12:33.815
as we've started looking into different areas of Austin

01:12:33.815 --> 01:12:37.169
is that there was a distinct need and demand

01:12:37.169 --> 01:12:39.390
for this particular type of education.

01:12:39.390 --> 01:12:42.322
In the fall, when we had our community meetings,

01:12:42.322 --> 01:12:45.868
we followed that up with surveys.

01:12:45.868 --> 01:12:49.451
So I believe we surveyed 185, 182 families.

01:12:50.977 --> 01:12:54.617
Just to see what are you interested in,

01:12:54.617 --> 01:12:57.316
and why might you be attracted to Valor,

01:12:57.316 --> 01:12:59.359
what's Valor's proposing to offer?

01:12:59.359 --> 01:13:02.702
And in terms of responses, I think we had

01:13:02.702 --> 01:13:06.639
80% of the respondents, and I think we had,

01:13:06.639 --> 01:13:09.379
like I said, 182 said that they were interested

01:13:09.379 --> 01:13:11.422
in a school that had a classical emphasis,

01:13:11.422 --> 01:13:15.578
and another 60 to 65% were interested in that

01:13:15.578 --> 01:13:17.919
along with the advanced STEM,

01:13:17.919 --> 01:13:20.558
and then there was also a high percentage,

01:13:20.558 --> 01:13:23.318
I'm not sure of the number.

01:13:23.318 --> 01:13:25.502
A high percentage who were interested in our emphasis

01:13:25.502 --> 01:13:26.847
on school culture.

01:13:26.847 --> 01:13:28.905
So we've done some surveying,

01:13:28.905 --> 01:13:30.994
a lot of meetings with parents.

01:13:30.994 --> 01:13:33.551
And then most recently, as Jesse said,

01:13:33.551 --> 01:13:36.511
just getting out there and going door to door.

01:13:36.511 --> 01:13:37.742
<v ->And just to build off that.</v>

01:13:37.742 --> 01:13:39.866
I also just wanted to share, I mentioned

01:13:39.866 --> 01:13:43.268
our interest list right now is 1,800 students.

01:13:43.268 --> 01:13:45.332
Back in early December when we submitted,

01:13:45.332 --> 01:13:47.749
we were in the 1300 student range,

01:13:47.749 --> 01:13:50.466
and we feel really proud of that because

01:13:50.466 --> 01:13:53.668
those are families who've come to find us,

01:13:53.668 --> 01:13:56.852
have heard from a friend, or have come to one of our

01:13:56.852 --> 01:13:59.220
events and then have shared the word within the community.

01:13:59.220 --> 01:14:02.376
And you know, the growth even from December to now,

01:14:02.376 --> 01:14:04.872
we think is significant, is really representative

01:14:04.872 --> 01:14:09.039
of the fact that the community is searching for something.

01:14:09.936 --> 01:14:12.812
<v ->I believe you shared your door to door approach.</v>

01:14:12.812 --> 01:14:15.648
So that's admirable when you're able to reach

01:14:15.648 --> 01:14:17.599
that many families.

01:14:17.599 --> 01:14:19.398
I'm assuming you only went into the neighborhoods

01:14:19.398 --> 01:14:23.682
in the regions where you're, or the proximity

01:14:23.682 --> 01:14:26.689
of where you believe you'd be located, if approved?

01:14:26.689 --> 01:14:29.348
<v ->Yes, yes, and I mentioned north and south Austin.</v>

01:14:29.348 --> 01:14:33.015
Specifically, we've been targeting 78745, 78748,

01:14:34.677 --> 01:14:37.719
and then on the north, 78753 and 58, so we have,

01:14:37.719 --> 01:14:40.645
two zip codes in the south that we've been

01:14:40.645 --> 01:14:42.154
focusing on, and two in the north.

01:14:42.154 --> 01:14:43.821
<v ->So, prior to this,</v>

01:14:45.440 --> 01:14:50.107
both of you were working with Great Hearts San Antonio,

01:14:50.107 --> 01:14:52.190
correct?
<v ->That's correct.</v>

01:14:54.066 --> 01:14:57.397
<v ->Prior to that, you were working with</v>

01:14:57.397 --> 01:14:59.936
Great Hearts in Arizona?

01:14:59.936 --> 01:15:02.738
Is that also correct?
<v ->Yes.</v>

01:15:02.738 --> 01:15:04.197
<v ->OK.</v>

01:15:04.197 --> 01:15:07.255
And is there any affiliation between

01:15:07.255 --> 01:15:08.755
the Arizona entity

01:15:10.493 --> 01:15:12.160
and Valor, or--
<v ->No.</v>

01:15:14.755 --> 01:15:18.981
<v ->--the state entity of Great Hearts and Valor?</v>

01:15:18.981 --> 01:15:21.173
<v ->No affiliation whatsoever.</v>

01:15:21.173 --> 01:15:24.003
So about a year and a half is when we decided

01:15:24.003 --> 01:15:25.829
we were gonna leave Great Hearts.

01:15:25.829 --> 01:15:28.756
And the impetus behind that is we had the seed

01:15:28.756 --> 01:15:30.984
of a vision that's now become Valor.

01:15:30.984 --> 01:15:33.793
We wanted to do something distinctive.

01:15:33.793 --> 01:15:36.117
You know, we had a great experience there

01:15:36.117 --> 01:15:38.288
and we learned a great deal, but we wanted,

01:15:38.288 --> 01:15:40.146
we had a vision that went beyond what we had

01:15:40.146 --> 01:15:42.547
done in the past, and so, about a year and a half ago,

01:15:42.547 --> 01:15:45.380
we left voluntarily, formed Valor,

01:15:47.820 --> 01:15:51.605
and then ultimately made the decision to go through

01:15:51.605 --> 01:15:53.602
the charter application process.

01:15:53.602 --> 01:15:55.958
So, and then, just a little background on us.

01:15:55.958 --> 01:15:58.931
We spent some time in Arizona.

01:15:58.931 --> 01:16:02.100
Most of my adult life has been spent in Texas.

01:16:02.100 --> 01:16:04.771
That's where I went to undergraduate, grad school,

01:16:04.771 --> 01:16:06.628
and began my teaching career.

01:16:06.628 --> 01:16:08.706
Jesse's a native of Dallas, as well.

01:16:08.706 --> 01:16:11.678
So we're, we actually have a lot of roots in Texas.

01:16:11.678 --> 01:16:14.755
And so when we had the opportunity in Arizona

01:16:14.755 --> 01:16:16.693
to come back to Texas, we jumped at it,

01:16:16.693 --> 01:16:20.373
and then that was for several years before,

01:16:20.373 --> 01:16:23.620
but ultimately, we left to start Valor.

01:16:23.620 --> 01:16:26.353
<v ->So there's not gonna be any type of shared services</v>

01:16:26.353 --> 01:16:29.686
agreement, any, what do they call those,

01:16:30.935 --> 01:16:32.982
those charter management groups,

01:16:32.982 --> 01:16:37.892
where the current Great Hearts or Arizona Great Hearts

01:16:37.892 --> 01:16:42.352
are gonna be facilitating or helping with anything?

01:16:42.352 --> 01:16:45.160
Because as I look at the application,

01:16:45.160 --> 01:16:47.588
while you guys are applying as Valor,

01:16:47.588 --> 01:16:49.976
other than this gardening and a couple of other elements,

01:16:49.976 --> 01:16:54.194
it appears to be a Great Hearts application.

01:16:54.194 --> 01:16:56.154
At least in the programming.

01:16:56.154 --> 01:16:58.360
And so I'm just wondering, are they OK with you

01:16:58.360 --> 01:17:00.566
using their program? Are they just saying,

01:17:00.566 --> 01:17:02.725
yes, good luck to you, bless you, you know?

01:17:02.725 --> 01:17:05.308
Go open up and serve more kids.

01:17:06.420 --> 01:17:09.225
What is, what was that separation like?

01:17:09.225 --> 01:17:11.865
Because there's so many commonalities,

01:17:11.865 --> 01:17:14.865
and as you recall, this board vetoed

01:17:15.714 --> 01:17:17.310
a commissioner's recommendation of that

01:17:17.310 --> 01:17:21.095
Great Heart application back in 2013.

01:17:21.095 --> 01:17:24.055
And so I just want to make sure that we're clear

01:17:24.055 --> 01:17:26.040
and on record of the separation and the complete

01:17:26.040 --> 01:17:28.649
distinctions of you and them.

01:17:28.649 --> 01:17:30.069
<v ->Yes, I mean, we're totally separate.</v>

01:17:30.069 --> 01:17:32.899
In terms of, I know you mentioned you saw similarities,

01:17:32.899 --> 01:17:37.162
I mean, we started completely fresh with our program.

01:17:37.162 --> 01:17:39.716
My interest and affinity, for example,

01:17:39.716 --> 01:17:42.143
with classical education, predates my time

01:17:42.143 --> 01:17:44.036
working with Great Hearts, because it's a movement

01:17:44.036 --> 01:17:47.352
that's larger than one school, and so,

01:17:47.352 --> 01:17:50.131
I had that on background before going there.

01:17:50.131 --> 01:17:54.078
And so, some elements that would be deemed classical

01:17:54.078 --> 01:17:56.354
I think you're gonna see in common from some of

01:17:56.354 --> 01:17:58.293
the different classical schools.

01:17:58.293 --> 01:18:01.938
But we developed our curriculum in house,

01:18:01.938 --> 01:18:04.133
and our overall program.

01:18:04.133 --> 01:18:06.037
For us, I mean, the garden based education,

01:18:06.037 --> 01:18:09.005
the service learning, and also the intentional approach

01:18:09.005 --> 01:18:12.863
to student diversity, they're not for us add ons

01:18:12.863 --> 01:18:16.157
or just small things, they're really integral to the whole.

01:18:16.157 --> 01:18:18.842
And also, the emphasis on the advanced STEM.

01:18:18.842 --> 01:18:22.614
These are things that for us are not just simple

01:18:22.614 --> 01:18:25.843
additions, but they're really part of our foundational

01:18:25.843 --> 01:18:29.442
vision, and that's, like I said, when we decided

01:18:29.442 --> 01:18:32.180
to form Valor, those are the types of things

01:18:32.180 --> 01:18:36.339
we were saying we wanted to make a focus of our model.

01:18:36.339 --> 01:18:37.337
<v ->Sure.</v>

01:18:37.337 --> 01:18:39.016
Well, I appreciate you all answering my questions.

01:18:39.016 --> 01:18:42.024
And I will reiterate what I told you yesterday.

01:18:42.024 --> 01:18:46.264
Regardless of the outcome, or regardless of my position,

01:18:46.264 --> 01:18:48.038
if you're approved, as well as every other

01:18:48.038 --> 01:18:50.073
charter applicant that's here today

01:18:50.073 --> 01:18:54.450
and has come before you, my goal, if you're approved,

01:18:54.450 --> 01:18:57.094
is to make sure you're a successful school,

01:18:57.094 --> 01:18:59.123
and so, if at any point beyond this,

01:18:59.123 --> 01:19:03.077
you know, my assistance is needed in anything,

01:19:03.077 --> 01:19:06.394
my interest is only in the children that you serve.

01:19:06.394 --> 01:19:07.636
So.
<v ->Thank you very much.</v>

01:19:07.636 --> 01:19:09.493
<v ->Thank you for your honest answers.</v>

01:19:09.493 --> 01:19:10.493
<v ->Thank you.</v>

01:19:12.198 --> 01:19:14.420
<v ->Miss Beltran.
<v ->Thank you, Madame Chair.</v>

01:19:14.420 --> 01:19:16.753
Thank you both for your presentation.

01:19:16.753 --> 01:19:19.604
Jesse, I was curious about the 1800 students

01:19:19.604 --> 01:19:21.397
that are on your interest list.

01:19:21.397 --> 01:19:24.472
Can you give us any more demographic or detail information

01:19:24.472 --> 01:19:26.710
about who those students are,

01:19:26.710 --> 01:19:30.021
whether they would be eligible to enter at the grade level

01:19:30.021 --> 01:19:31.924
that you're proposing to open?

01:19:31.924 --> 01:19:35.268
And then, question kind of for staff and for you guys:

01:19:35.268 --> 01:19:38.149
I've asked this question before, but my understanding

01:19:38.149 --> 01:19:40.879
is that charter schools can determine whether

01:19:40.879 --> 01:19:43.880
to prioritize particular zip codes for admission,

01:19:43.880 --> 01:19:45.213
is that correct?

01:19:46.520 --> 01:19:50.327
Or they can have a more open process?

01:19:50.327 --> 01:19:54.416
And if there's that leeway, what will your priority

01:19:54.416 --> 01:19:57.416
population look like, as they apply?

01:20:01.463 --> 01:20:02.531
<v ->Thank you, Miss Beltran.</v>

01:20:02.531 --> 01:20:05.399
So, to the first question, in regard to the students

01:20:05.399 --> 01:20:06.804
currently on our interest list,

01:20:06.804 --> 01:20:09.785
they do all fit within the grade levels that we

01:20:09.785 --> 01:20:12.618
plan to open in the 2018/19 year.

01:20:13.471 --> 01:20:17.301
And then, in terms of information we've collected,

01:20:17.301 --> 01:20:19.921
you know, we have, we obviously have phone numbers

01:20:19.921 --> 01:20:23.058
and in some cases e-mail addresses.

01:20:23.058 --> 01:20:26.753
We don't have, you know, a screening process,

01:20:26.753 --> 01:20:30.754
obviously, for any kind of racial or socioeconomic data

01:20:30.754 --> 01:20:32.786
that we're collecting at the time of the interest list,

01:20:32.786 --> 01:20:34.915
but what we can say on that that front is that,

01:20:34.915 --> 01:20:37.260
you know, we've been very specific in targeting

01:20:37.260 --> 01:20:39.118
the neighborhoods where we've walked door to door

01:20:39.118 --> 01:20:42.392
and so, you know, we use the language of projected students.

01:20:42.392 --> 01:20:44.749
Students that are projected to be economically disadvantaged

01:20:44.749 --> 01:20:48.043
because, you know, based on the specific locations

01:20:48.043 --> 01:20:49.947
we were walking, that was a specific focus

01:20:49.947 --> 01:20:51.614
in individual cases.

01:20:52.829 --> 01:20:55.471
So that's how we arrive at that 600,

01:20:55.471 --> 01:20:57.798
a little more than 600 number.

01:20:57.798 --> 01:20:59.585
<v ->I do want to clarify something here.</v>

01:20:59.585 --> 01:21:02.431
We can't prioritize the zip codes, as I understand it.

01:21:02.431 --> 01:21:05.809
Is there some kind of, is there clarification, Karen,

01:21:05.809 --> 01:21:07.592
you can give us about that?

01:21:07.592 --> 01:21:09.907
OK, great.

01:21:09.907 --> 01:21:12.241
<v ->So regarding the geographic boundary,</v>

01:21:12.241 --> 01:21:14.006
there are a couple of components.

01:21:14.006 --> 01:21:16.711
So the applicant has to

01:21:16.711 --> 01:21:19.997
actually list the districts from which they

01:21:19.997 --> 01:21:22.272
may pool students, correct?

01:21:22.272 --> 01:21:24.815
But above and beyond that, they can establish

01:21:24.815 --> 01:21:27.910
what we would call primary and secondary boundaries,

01:21:27.910 --> 01:21:30.515
and the primary boundaries they can say

01:21:30.515 --> 01:21:33.378
will have kind of a priority,

01:21:33.378 --> 01:21:37.128
they can use zip codes, they can use streets.

01:21:39.269 --> 01:21:40.900
An example here in Austin is they can say

01:21:40.900 --> 01:21:43.716
the boundary that we're going to try to focus on

01:21:43.716 --> 01:21:47.484
is going to be, you know I-35 to the east,

01:21:47.484 --> 01:21:51.151
the toll road to the west, 183 to the north,

01:21:52.179 --> 01:21:53.826
and then right to the south.

01:21:53.826 --> 01:21:58.052
We're going to try to really focus our intent

01:21:58.052 --> 01:22:01.061
with those students, but we will accept students

01:22:01.061 --> 01:22:04.436
from outside of those boundaries, if we had room available.

01:22:04.436 --> 01:22:07.203
So they can establish a primary and secondary boundary,

01:22:07.203 --> 01:22:10.210
if it's stated in their charter that way.

01:22:10.210 --> 01:22:11.986
<v Donna>If it's stated in the charter that way.</v>

01:22:11.986 --> 01:22:13.935
<v ->Correct.
<v ->OK, got it.</v>

01:22:13.935 --> 01:22:15.190
Got it.

01:22:15.190 --> 01:22:17.199
Yes, Mr. Bradley.

01:22:17.199 --> 01:22:19.335
Oh, I'm sorry, Miss Beltran.

01:22:19.335 --> 01:22:21.518
<v ->Thanks, and so, is that established,</v>

01:22:21.518 --> 01:22:24.118
when they are granted a charter or through

01:22:24.118 --> 01:22:28.285
the application, or is there an indication of that?

01:22:30.534 --> 01:22:32.646
<v ->That type of a scenario would have to be stated</v>

01:22:32.646 --> 01:22:33.762
in the application.

01:22:33.762 --> 01:22:35.949
If there's just a reference to districts

01:22:35.949 --> 01:22:37.920
that will be served,

01:22:37.920 --> 01:22:42.087
and no reference to having a primary and secondary boundary,

01:22:43.890 --> 01:22:46.549
if they move forward with the authorization,

01:22:46.549 --> 01:22:49.461
their geographic boundary, as far as we're concerned,

01:22:49.461 --> 01:22:51.414
is going to be the districts, right?

01:22:51.414 --> 01:22:53.805
So the districts that they're approved to serve,

01:22:53.805 --> 01:22:57.137
and those boundaries, but once they do get

01:22:57.137 --> 01:22:59.552
authorized, they would be able to submit an amendment

01:22:59.552 --> 01:23:02.322
to the commissioner, if their board member chose

01:23:02.322 --> 01:23:04.893
to do that, or their board chose to do that,

01:23:04.893 --> 01:23:07.157
they could submit an amendment to clarify

01:23:07.157 --> 01:23:10.740
and specify primary and secondary boundary.

01:23:12.149 --> 01:23:12.982
Mm hmm.

01:23:15.794 --> 01:23:17.544
<v ->And don't walk off.</v>

01:23:18.404 --> 01:23:20.434
But they're also, if your application,

01:23:20.434 --> 01:23:23.187
correct me if I'm wrong, states that you're going to serve

01:23:23.187 --> 01:23:27.354
students within, I take it, you're gonna be here in Austin?

01:23:29.048 --> 01:23:31.619
Within the Austin Independent School District,

01:23:31.619 --> 01:23:34.208
or if your boundary is going to be Travis County,

01:23:34.208 --> 01:23:36.785
even though you may want to target north or south

01:23:36.785 --> 01:23:40.083
of a particular highway, you're an open enrollment

01:23:40.083 --> 01:23:43.345
charter, and when you take in all your applications,

01:23:43.345 --> 01:23:46.120
if you have more applications then you have seats,

01:23:46.120 --> 01:23:48.658
then it goes to a lottery, and so this targeting

01:23:48.658 --> 01:23:53.153
really becomes moot, because you will have to

01:23:53.153 --> 01:23:54.917
take a lottery, and you're going to have an even

01:23:54.917 --> 01:23:57.022
distribution, mathematically.

01:23:57.022 --> 01:24:00.226
Is that correct?
<v ->I believe that</v>

01:24:00.226 --> 01:24:01.828
would be correct, yes.

01:24:01.828 --> 01:24:05.857
Particularly for the first year, since they don't have any,

01:24:05.857 --> 01:24:08.190
you know, students that will be coming back.

01:24:08.190 --> 01:24:10.222
<v ->Yeah, we had this discussion when we had some</v>

01:24:10.222 --> 01:24:12.355
residential care facilities that wanted to serve

01:24:12.355 --> 01:24:15.073
a population that already resided within their

01:24:15.073 --> 01:24:18.103
one acre compound, and we had to remind them,

01:24:18.103 --> 01:24:20.005
no, it'll be all of Harris County,

01:24:20.005 --> 01:24:21.795
and whoever knocks on the gate,

01:24:21.795 --> 01:24:25.478
will have equal opportunity.
<v ->If they're age and grade</v>

01:24:25.478 --> 01:24:27.634
appropriate, and they reside within the boundary,

01:24:27.634 --> 01:24:30.435
they technically can.
<v ->So, it's a nice thought,</v>

01:24:30.435 --> 01:24:32.780
but you really can't target a specific population

01:24:32.780 --> 01:24:35.149
when it comes down to actual enrollment.

01:24:35.149 --> 01:24:36.925
One other quick question, if I might.

01:24:36.925 --> 01:24:40.092
Are you through, Miss Beltran?
<v ->I was just gonna say</v>

01:24:40.092 --> 01:24:42.997
one thing about that, if that's OK.

01:24:42.997 --> 01:24:45.679
Which is that the reason why we're doing

01:24:45.679 --> 01:24:48.407
the door to door is because when you come down

01:24:48.407 --> 01:24:51.252
to a lottery, you look at the total number

01:24:51.252 --> 01:24:53.395
of applicants, and so we want to make sure

01:24:53.395 --> 01:24:56.047
that a significant number of those applicants

01:24:56.047 --> 01:24:58.903
come from the areas that we're looking at.

01:24:58.903 --> 01:25:01.910
So that's why, so, in that sense, like,

01:25:01.910 --> 01:25:04.087
if we didn't do that work, then there would be

01:25:04.087 --> 01:25:06.978
fewer who would be coming from those areas.

01:25:06.978 --> 01:25:07.980
<v ->That's fine.</v>

01:25:07.980 --> 01:25:09.730
I have one more item.

01:25:11.044 --> 01:25:14.711
I really don't understand the kerfuffle over

01:25:14.711 --> 01:25:18.628
Great Hearts, in fact, often imitation is

01:25:18.628 --> 01:25:21.763
the sincerest form of flattery.

01:25:21.763 --> 01:25:23.152
But I have to ask the question, then,

01:25:23.152 --> 01:25:24.282
since the door's been opened.

01:25:24.282 --> 01:25:26.430
Have you ever collaborated with anybody

01:25:26.430 --> 01:25:28.831
in the Russian embassy?

01:25:28.831 --> 01:25:30.886
(laughing)

01:25:30.886 --> 01:25:32.499
Thank you.

01:25:32.499 --> 01:25:35.242
<v ->I do want to say, I'm glad you brought that up, though.</v>

01:25:35.242 --> 01:25:37.181
I actually want to make sure that there was

01:25:37.181 --> 01:25:39.348
an approval by this board.

01:25:41.092 --> 01:25:43.808
In 20, I don't know what year it was for Great Hearts,

01:25:43.808 --> 01:25:47.152
that was at a San Antonio, I forget what year

01:25:47.152 --> 01:25:48.985
that was, was it 2000?

01:25:52.134 --> 01:25:53.458
What was it?

01:25:53.458 --> 01:25:54.958
Generation 18, so.

01:25:55.917 --> 01:25:57.390
It was said it was rejected but actually

01:25:57.390 --> 01:25:59.478
it was approved at the second year,

01:25:59.478 --> 01:26:01.315
it was just an expansion requested,

01:26:01.315 --> 01:26:03.884
which was rejected, but the original application

01:26:03.884 --> 01:26:05.857
was approved by this board of education,

01:26:05.857 --> 01:26:09.050
when we had complete authority over approvals.

01:26:09.050 --> 01:26:10.745
Just wanted to make sure that didn't sit out there wrong,

01:26:10.745 --> 01:26:12.638
anyway, I don't believe it's relevant to this

01:26:12.638 --> 01:26:14.333
application, but I just wanted to make sure

01:26:14.333 --> 01:26:17.083
that was on the record correctly.

01:26:20.736 --> 01:26:22.804
Any other questions?

01:26:22.804 --> 01:26:25.304
Thank you so much.
<v ->Thank you.</v>

01:26:26.719 --> 01:26:29.038
<v ->Members, my intention is that we'll have</v>

01:26:29.038 --> 01:26:31.098
one more presentation, then take a quick break

01:26:31.098 --> 01:26:32.477
and then come back.

01:26:32.477 --> 01:26:35.277
And to bring the item up to actually vote

01:26:35.277 --> 01:26:39.444
on the charters at that moment, unless there's objection.

01:26:41.210 --> 01:26:43.088
<v ->Yes, and now we have representatives from</v>

01:26:43.088 --> 01:26:47.255
Yellow Stone in Houston to present on their application.

01:26:52.457 --> 01:26:53.593
<v ->Thank you and good morning.</v>

01:26:53.593 --> 01:26:56.663
My name is Lionel Gellins, and I'm the chairman of

01:26:56.663 --> 01:26:59.100
the Yellowstone Foundation, which seeks to

01:26:59.100 --> 01:27:03.037
establish a new charter school for grades 5 through 12

01:27:03.037 --> 01:27:06.715
in the Third Ward community of Houston, Texas.

01:27:06.715 --> 01:27:08.968
I happen to be a resident of the Third Ward

01:27:08.968 --> 01:27:11.117
of Houston, Texas, so it's very close to my heart

01:27:11.117 --> 01:27:13.402
and the kids that I look to serve.

01:27:13.402 --> 01:27:16.620
Yellowstone Academy will provide an education experience

01:27:16.620 --> 01:27:19.720
in our community through a blend of community schooling

01:27:19.720 --> 01:27:21.818
and project based learning.

01:27:21.818 --> 01:27:24.569
While serving some of the most socioeconomically

01:27:24.569 --> 01:27:26.939
challenged students in the community.

01:27:26.939 --> 01:27:28.869
Our mission is to prepare community leaders

01:27:28.869 --> 01:27:30.746
who are college and career ready.

01:27:30.746 --> 01:27:33.464
Our vision is to encourage community involvement

01:27:33.464 --> 01:27:35.692
and engagement through a blend of community-based

01:27:35.692 --> 01:27:37.769
school experience and project-based learning,

01:27:37.769 --> 01:27:38.840
if you will.

01:27:38.840 --> 01:27:41.048
Basically using the community as a classroom.

01:27:41.048 --> 01:27:43.436
We are next door to the University of Houston,

01:27:43.436 --> 01:27:46.188
Texas Southern University, Buffalo Soldiers Museum,

01:27:46.188 --> 01:27:49.077
countless churches, and opportunities

01:27:49.077 --> 01:27:53.108
downtown Houston, which we believe is a great place

01:27:53.108 --> 01:27:55.380
to establish a charter school and connect through

01:27:55.380 --> 01:27:57.320
this type of education.

01:27:57.320 --> 01:27:59.554
In addition to being a resident of Third Ward

01:27:59.554 --> 01:28:02.837
and living almost in walking distance from the school,

01:28:02.837 --> 01:28:05.986
my 87 year old father actually attended school

01:28:05.986 --> 01:28:08.237
in the building of which we are establishing

01:28:08.237 --> 01:28:10.154
the new charter school.

01:28:11.640 --> 01:28:13.556
I am very excited about the opportunity

01:28:13.556 --> 01:28:14.794
of working with the board here.

01:28:14.794 --> 01:28:16.130
We can talk a little bit more about the board

01:28:16.130 --> 01:28:17.131
in just a moment.

01:28:17.131 --> 01:28:18.501
Ryan.
<v ->Hi, good morning.</v>

01:28:18.501 --> 01:28:20.452
Again, my name is Ryan Dolibois, I'm the proposed

01:28:20.452 --> 01:28:23.001
superintendent for Yellowstone college prep,

01:28:23.001 --> 01:28:24.817
and again, it's just an honor to be before you

01:28:24.817 --> 01:28:27.484
this morning, and thank you for the work you do

01:28:27.484 --> 01:28:30.088
on behalf of Texas' children.

01:28:30.088 --> 01:28:32.329
You know, as Lionel mentioned, Yellowstone

01:28:32.329 --> 01:28:34.326
College Prep would be a community school

01:28:34.326 --> 01:28:35.812
that's preparing leaders who will be college

01:28:35.812 --> 01:28:36.878
and career ready.

01:28:36.878 --> 01:28:39.457
We will be located in Houston's historic Third Ward

01:28:39.457 --> 01:28:41.768
in Douglas Elementary School,

01:28:41.768 --> 01:28:43.324
which was, I think, the third or fourth oldest

01:28:43.324 --> 01:28:45.283
education building in Houston, built in 1927,

01:28:45.283 --> 01:28:49.382
in the shadow of downtown Houston, just six blocks away.

01:28:49.382 --> 01:28:52.421
We will serve in grades fifth through 12th,

01:28:52.421 --> 01:28:55.509
roughly 640 students, when we are fully enrolled.

01:28:55.509 --> 01:28:58.208
And we will be able to operate and leverage

01:28:58.208 --> 01:29:01.075
through a unique shared services agreement,

01:29:01.075 --> 01:29:04.951
a relationship with Yellowstone Academy,

01:29:04.951 --> 01:29:07.495
a school that has been in the area for 15 years,

01:29:07.495 --> 01:29:10.979
and has experienced tremendous operational and academic

01:29:10.979 --> 01:29:12.151
success.

01:29:12.151 --> 01:29:14.102
Our proposed leadership team has over 40 years

01:29:14.102 --> 01:29:16.551
of combined educational experience in Houston,

01:29:16.551 --> 01:29:19.489
and we have a strong board, as evidenced this morning,

01:29:19.489 --> 01:29:21.764
with deep roots in the community.

01:29:21.764 --> 01:29:24.562
Over 100 families have expressed interest in our program,

01:29:24.562 --> 01:29:27.704
and our educational model, as Lionel mentioned,

01:29:27.704 --> 01:29:30.820
will be relational, rigorous, and most importantly,

01:29:30.820 --> 01:29:34.255
be a line to the standards to ensure that we have

01:29:34.255 --> 01:29:35.960
academic success from day one.

01:29:35.960 --> 01:29:38.099
Again, we're excited to be here with you this morning.

01:29:38.099 --> 01:29:41.099
And welcome to answer any questions.

01:29:44.044 --> 01:29:45.969
<v Donna>Yes, Mr. Alan.</v>

01:29:45.969 --> 01:29:48.983
<v ->I certainly want to thank you for taking on this task</v>

01:29:48.983 --> 01:29:52.969
because in the area that you are choosing to serve

01:29:52.969 --> 01:29:56.383
children, we have, I think, zero schools

01:29:56.383 --> 01:29:58.166
that are considered successful.

01:29:58.166 --> 01:29:58.999
Zero.

01:30:00.760 --> 01:30:03.604
And you know, you've been doing work in that area

01:30:03.604 --> 01:30:07.401
already for quite some time and every meeting

01:30:07.401 --> 01:30:09.080
that I go in where you have representatives

01:30:09.080 --> 01:30:12.451
from your campus, there's an enthusiasm with the faculty

01:30:12.451 --> 01:30:15.383
and staff of what's occurring there.

01:30:15.383 --> 01:30:16.886
I've not had the opportunity to visit,

01:30:16.886 --> 01:30:18.727
but I want you to know, when people come away from

01:30:18.727 --> 01:30:21.513
that campus, they are spreading the good news,

01:30:21.513 --> 01:30:23.480
in what they're trying to do there.

01:30:23.480 --> 01:30:25.799
Now, as you open your umbrella, what I'm saying to you

01:30:25.799 --> 01:30:29.285
as we reach out a little further, we are failing,

01:30:29.285 --> 01:30:32.234
and we use Third Ward now, very lightly.

01:30:32.234 --> 01:30:34.694
We are failing the children in that area

01:30:34.694 --> 01:30:38.198
and we are facing closure of some of the schools

01:30:38.198 --> 01:30:42.428
surrounding the area that you are coming into.

01:30:42.428 --> 01:30:44.919
So I know we have a tough road ahead,

01:30:44.919 --> 01:30:47.084
and I'm asking that you expand that umbrella

01:30:47.084 --> 01:30:48.599
and do great work.

01:30:48.599 --> 01:30:51.484
It's always amazing to me that we might have a building

01:30:51.484 --> 01:30:53.758
that somebody says we need to build a new one,

01:30:53.758 --> 01:30:55.799
and yet you go in an old one and do great work.

01:30:55.799 --> 01:30:58.087
That's amazing to me, and I want to commend you

01:30:58.087 --> 01:31:00.942
for doing this because you know first hand

01:31:00.942 --> 01:31:03.927
that the transition of that community is coming,

01:31:03.927 --> 01:31:08.094
and it's much more diverse than what we used to call,

01:31:09.235 --> 01:31:11.637
now we'll call it Midtown, if that's the case,

01:31:11.637 --> 01:31:12.911
if we want to do that,

01:31:12.911 --> 01:31:14.326
but we are struggling.

01:31:14.326 --> 01:31:17.084
We have a literacy problem in Third Ward.

01:31:17.084 --> 01:31:19.452
And I'm hoping that we are working with children

01:31:19.452 --> 01:31:22.331
in Third Ward and not importing children to Third Ward

01:31:22.331 --> 01:31:25.831
and calling it Third Ward.
<v ->Yes, sir, yes.</v>

01:31:27.648 --> 01:31:30.191
Thank you.
<v ->I think, since that</v>

01:31:30.191 --> 01:31:33.672
point was brought up, it would be good to talk about

01:31:33.672 --> 01:31:35.811
who those children are now, because you've been

01:31:35.811 --> 01:31:37.366
in existence serving, and I realize,

01:31:37.366 --> 01:31:39.491
this is a private school that you've been working

01:31:39.491 --> 01:31:41.650
for many years, but if you could just kind of

01:31:41.650 --> 01:31:45.067
address that issue about the importation.

01:31:46.387 --> 01:31:48.198
<v ->So, we really appreciate the comments</v>

01:31:48.198 --> 01:31:50.474
and you summarize our intentions directly,

01:31:50.474 --> 01:31:52.053
which is to serve the students

01:31:52.053 --> 01:31:53.481
in the greater Third Ward community.

01:31:53.481 --> 01:31:55.927
Currently, Yellowstone Academy is serving

01:31:55.927 --> 01:31:59.366
around 350 students and another 115 alumni,

01:31:59.366 --> 01:32:02.746
pre-K through eighth grade and then these students

01:32:02.746 --> 01:32:05.544
that have gone on beyond Yellowstone Academy's doors

01:32:05.544 --> 01:32:06.944
for high school and beyond.

01:32:06.944 --> 01:32:10.057
And you know, the vast majority, I believe,

01:32:10.057 --> 01:32:11.558
well over 70% of those students,

01:32:11.558 --> 01:32:13.624
are from the five zip codes immediately surrounding

01:32:13.624 --> 01:32:17.560
Douglas Elementary, you know, as Mr. Alan mentioned,

01:32:17.560 --> 01:32:21.736
you know, the average family income is around $16,000

01:32:21.736 --> 01:32:26.035
a year, the educational opportunities are very scarce

01:32:26.035 --> 01:32:28.711
and limited and you know, this is exactly where

01:32:28.711 --> 01:32:31.370
we want to be and see that we can have tremendous impact

01:32:31.370 --> 01:32:35.537
on the community and on the broader city through this work.

01:32:36.386 --> 01:32:38.406
<v ->Mr. Bradley.
<v ->I think what we could</v>

01:32:38.406 --> 01:32:40.528
best characterize what you're trying to do

01:32:40.528 --> 01:32:41.695
is a ministry.

01:32:42.701 --> 01:32:45.406
And got, I think, our invocation this morning

01:32:45.406 --> 01:32:48.811
is very applicable, maybe you'll carry it with you,

01:32:48.811 --> 01:32:52.259
remind yourself when it looks even more difficult.

01:32:52.259 --> 01:32:56.938
Exactly where are you going to be locating the campus?

01:32:56.938 --> 01:33:00.118
<v Donna>Can you hit that button again?</v>

01:33:00.118 --> 01:33:03.868
<v ->It's located at 3000 Trulley, zip code 77004.</v>

01:33:04.750 --> 01:33:08.211
<v ->Give me major cross streets.
<v ->It's Trulely and Sawyer,</v>

01:33:08.211 --> 01:33:11.334
which is just a couple of blocks from basically

01:33:11.334 --> 01:33:14.341
the intersection of 59, 45, and 288.

01:33:14.341 --> 01:33:16.383
Right in the heart of Third Ward.

01:33:16.383 --> 01:33:17.383
<v ->OK.</v>

01:33:17.383 --> 01:33:18.567
We had a charter there years ago.

01:33:18.567 --> 01:33:20.901
Conania, does that ring a bell?

01:33:20.901 --> 01:33:22.712
It was there in the northwest corner,

01:33:22.712 --> 01:33:24.629
Scott and 45.
<v ->OK, yes.</v>

01:33:26.915 --> 01:33:28.251
<v ->Right across from what was the old star front,</v>

01:33:28.251 --> 01:33:30.392
the other side of the 45.
<v ->Oh, yes, OK.</v>

01:33:30.392 --> 01:33:33.933
On the other side of 45, sure, sure, sure, sure.

01:33:33.933 --> 01:33:37.183
We're actually on the south side of 45,

01:33:39.152 --> 01:33:42.235
closer in to downtown.
<v ->The two of us</v>

01:33:44.080 --> 01:33:45.729
went to junior high together.

01:33:45.729 --> 01:33:48.640
We know the neighborhood.
<v ->Yes, very well.</v>

01:33:48.640 --> 01:33:50.512
Very good.
<v ->But anyway.</v>

01:33:50.512 --> 01:33:52.473
There's definitely demand.

01:33:52.473 --> 01:33:54.641
Now you're gonna be pulling kids out of

01:33:54.641 --> 01:33:57.199
a private program that are gonna be in your charter?

01:33:57.199 --> 01:33:59.568
This has been--
<v ->Just some of them</v>

01:33:59.568 --> 01:34:01.344
will be coming out of the private--

01:34:01.344 --> 01:34:04.290
<v ->I wanted to say, I want to be very careful here.</v>

01:34:04.290 --> 01:34:06.034
This is an open enrollment public school,

01:34:06.034 --> 01:34:08.368
so we don't, yes, we don't want to make any

01:34:08.368 --> 01:34:10.256
indication that any of the students that are

01:34:10.256 --> 01:34:13.233
currently in the private school--

01:34:13.233 --> 01:34:15.329
<v ->Are guaranteed a spot.
<v ->They will not be</v>

01:34:15.329 --> 01:34:17.697
guaranteed a spot, this is an open enrollment school.

01:34:17.697 --> 01:34:19.985
Now, clearly, we will be working and networking

01:34:19.985 --> 01:34:22.377
through those families in that community--

01:34:22.377 --> 01:34:24.459
<v ->To get an application in.
<v ->That's right, to preserve,</v>

01:34:24.459 --> 01:34:26.336
as Mr. Alan said, you know, really our target

01:34:26.336 --> 01:34:27.966
and our desire--
<v ->What do you</v>

01:34:27.966 --> 01:34:30.434
project to be your enrollment?

01:34:30.434 --> 01:34:32.144
<v ->So, our first year, our enrollment would be</v>

01:34:32.144 --> 01:34:33.858
in grades fifth through and eighth, and we've be

01:34:33.858 --> 01:34:35.408
looking for 240 students.

01:34:35.408 --> 01:34:37.021
And we would be growing to serve a total

01:34:37.021 --> 01:34:39.352
of about 640.
<v ->You're gonna start</v>

01:34:39.352 --> 01:34:40.830
with the fifth grade.
<v ->We will start</v>

01:34:40.830 --> 01:34:42.545
with a fifth through eighth grade.

01:34:42.545 --> 01:34:44.475
<v ->So again, if you heard the earlier conversation,</v>

01:34:44.475 --> 01:34:49.152
and I've just seen it happen over and over and over,

01:34:49.152 --> 01:34:52.822
you're gonna get whacked in your accountability

01:34:52.822 --> 01:34:56.004
with fifth, sixth, seventh, eighth graders,

01:34:56.004 --> 01:34:59.916
your first round of assessments, who are two, three,

01:34:59.916 --> 01:35:04.083
are going to be two or three grade levels deficient.

01:35:04.990 --> 01:35:06.859
<v ->No, we recognize that.
<v ->Do not be a victim</v>

01:35:06.859 --> 01:35:09.158
of your own success.
<v ->That's exactly right.</v>

01:35:09.158 --> 01:35:11.119
Now, that's something that we're taking very seriously.

01:35:11.119 --> 01:35:14.092
And see this year zero as an opportunity to really

01:35:14.092 --> 01:35:16.832
make sure that we're aligned and ready to go.

01:35:16.832 --> 01:35:19.154
Obviously, we have a group of students in the community

01:35:19.154 --> 01:35:21.058
that have experienced, you know,

01:35:21.058 --> 01:35:23.148
the Yellowstone Academy model for many years.

01:35:23.148 --> 01:35:25.281
<v ->OK, I mean, that will help.
<v ->The hope is to build</v>

01:35:25.281 --> 01:35:27.690
on that success.
<v ->Good luck.</v>

01:35:27.690 --> 01:35:28.690
<v ->Thank you.</v>

01:35:30.927 --> 01:35:32.622
<v ->I want to make a comment to Mr. Bradley's comments</v>

01:35:32.622 --> 01:35:34.428
there, I think that's one of the great things

01:35:34.428 --> 01:35:36.302
about the new accountability system that was

01:35:36.302 --> 01:35:38.903
just passed. We're gonna look at proficiency,

01:35:38.903 --> 01:35:40.783
and we're also gonna look at growth,

01:35:40.783 --> 01:35:43.554
but it's a best of, and so, as you take on

01:35:43.554 --> 01:35:46.287
the groups you're gonna take on, challenging students,

01:35:46.287 --> 01:35:48.304
there's gonna be a large opportunity for growth,

01:35:48.304 --> 01:35:49.932
and I think that's gonna help with that issue

01:35:49.932 --> 01:35:51.507
that you're talking about there.

01:35:51.507 --> 01:35:53.392
Second question or point.

01:35:53.392 --> 01:35:56.677
I was extremely impressed with the amount of community

01:35:56.677 --> 01:35:59.042
support you have, which is

01:35:59.042 --> 01:36:00.945
currently for your private school.

01:36:00.945 --> 01:36:02.761
How many of those have expressed interest

01:36:02.761 --> 01:36:06.000
in supporting the charter school in the same way?

01:36:06.000 --> 01:36:08.554
And I think the level of support you had

01:36:08.554 --> 01:36:10.749
far exceeded just parents and family members

01:36:10.749 --> 01:36:14.393
of students, but can you speak to that?

01:36:14.393 --> 01:36:15.472
<v ->Take it.
<v ->Take it initially.</v>

01:36:15.472 --> 01:36:17.645
Certainly with regards to the existing academy board,

01:36:17.645 --> 01:36:20.048
on which I do not sit, I am on the foundation board,

01:36:20.048 --> 01:36:22.611
there are five members of our current,

01:36:22.611 --> 01:36:25.145
our charter board, two of which were originally

01:36:25.145 --> 01:36:28.141
on the academy board, two of which are coming from

01:36:28.141 --> 01:36:30.045
the community and one person that formerly

01:36:30.045 --> 01:36:32.048
was on the academy board.

01:36:32.048 --> 01:36:35.107
The academy's been very successful in bringing

01:36:35.107 --> 01:36:38.079
financial support for the academy, over the years,

01:36:38.079 --> 01:36:40.642
and has provided a strong foundation,

01:36:40.642 --> 01:36:43.569
materials, equipment, and a facility to support

01:36:43.569 --> 01:36:47.120
the academy. We believe that using that will also

01:36:47.120 --> 01:36:50.095
allow us to be even more successful on the charter side,

01:36:50.095 --> 01:36:52.595
if that answers your question.

01:36:53.868 --> 01:36:56.208
<v ->Any other questions?</v>

01:36:56.208 --> 01:36:57.363
Thank you so much.

01:36:57.363 --> 01:37:00.707
Again, great application and you know,

01:37:00.707 --> 01:37:02.945
I said it at the interview, but what I appreciated

01:37:02.945 --> 01:37:06.730
about your group when they came in was the breadth.

01:37:06.730 --> 01:37:09.275
I didn't get to see every one of the interview applications,

01:37:09.275 --> 01:37:11.597
and so I'm not leaving anybody out, but in your

01:37:11.597 --> 01:37:13.474
particular interview, because I was able to come

01:37:13.474 --> 01:37:16.763
to that one, you had such a breadth of understanding

01:37:16.763 --> 01:37:18.399
of each of the board members.

01:37:18.399 --> 01:37:20.142
They were all contributing to that conversation.

01:37:20.142 --> 01:37:22.612
It wasn't just one person with the major vision,

01:37:22.612 --> 01:37:24.066
everybody kind of followed along,

01:37:24.066 --> 01:37:26.980
everyone was very vested in their various areas

01:37:26.980 --> 01:37:30.992
and it was a very broad base of support that I think

01:37:30.992 --> 01:37:33.839
that all the members appreciate in an interview like that,

01:37:33.839 --> 01:37:35.904
so appreciate that.
<v ->Thank you very much.</v>

01:37:35.904 --> 01:37:40.749
<v ->OK, members, my intention is to get back together</v>

01:37:40.749 --> 01:37:43.666
at 11 after 10, sorry, 10 after 11.

01:37:45.776 --> 01:37:48.193
11:10, so let's take a break.

01:37:58.345 --> 01:37:59.476
(laughing)

01:37:59.476 --> 01:38:01.926
OK, members, I know some of us need to get going.

01:38:01.926 --> 01:38:05.246
Various commitments, and so we want to go ahead

01:38:05.246 --> 01:38:08.913
and get started with the rest of our agenda.

01:38:16.195 --> 01:38:18.226
Are there enough of us in here?

01:38:18.226 --> 01:38:19.726
We're.
<v ->Five, six.</v>

01:38:23.103 --> 01:38:24.774
<v ->OK, and then Sue.</v>

01:38:24.774 --> 01:38:26.191
I think we're OK.

01:38:27.201 --> 01:38:28.034
OK.

01:38:29.569 --> 01:38:31.986
Oh, yeah, OK, we're good, OK.

01:38:32.924 --> 01:38:35.474
Members, I'd like to go ahead, if there's no objection,

01:38:35.474 --> 01:38:39.307
and bring up the actual vote on the review of,

01:38:40.668 --> 01:38:44.093
so the item number nine, in your,

01:38:44.093 --> 01:38:46.938
well let's look at, if you look on your committee notes,

01:38:46.938 --> 01:38:50.154
it would be action item number one.

01:38:50.154 --> 01:38:51.814
In your committee notes there.

01:38:51.814 --> 01:38:53.962
Miss Cargill, would you like to present that?

01:38:53.962 --> 01:38:55.246
<v ->Yeah, sure will.
<v ->I'm sorry.</v>

01:38:55.246 --> 01:38:58.031
Yes, Mr. Cortez.
<v ->One by one?</v>

01:38:58.031 --> 01:38:59.149
<v ->Well, we'll have to see.</v>

01:38:59.149 --> 01:39:01.311
You'll have to make the motion to reject.

01:39:01.311 --> 01:39:02.493
<v ->Committee recommendation.
<v ->Oh, there's a committee</v>

01:39:02.493 --> 01:39:04.211
recommendation first, yeah.
<v ->OK.</v>

01:39:04.211 --> 01:39:07.229
So Madame Chair, the Committee on School Initiatives

01:39:07.229 --> 01:39:09.368
would like to recommend that the State Board of Education

01:39:09.368 --> 01:39:11.830
take no action on the Commissioner of Education's

01:39:11.830 --> 01:39:15.452
proposed Generation 22 Open Enrollment Charter Schools:

01:39:15.452 --> 01:39:18.291
Bridgeway Preparatory Academy, Dallas;

01:39:18.291 --> 01:39:21.419
Etoile Academy Charter School of Houston;

01:39:21.419 --> 01:39:25.820
Legacy School of Sport Science of Houston, the Woodlands;

01:39:25.820 --> 01:39:28.234
Valor Public Schools, Austin; and Yellowstone

01:39:28.234 --> 01:39:30.817
College Preparatory in Houston.

01:39:31.933 --> 01:39:34.028
<v ->Is there a second.
<v ->Second.</v>

01:39:34.028 --> 01:39:35.373
<v ->We don't need.
<v ->Oh, that's right.</v>

01:39:35.373 --> 01:39:36.721
There's no seconds, committee recommendation, sorry.

01:39:36.721 --> 01:39:38.393
<v ->It's all right.
<v ->OK.</v>

01:39:38.393 --> 01:39:41.479
Is there a motion to reject any of the proposed charters

01:39:41.479 --> 01:39:43.979
submitted by the commissioner?

01:39:44.893 --> 01:39:46.973
Mr. Cortez.
<v ->I would only move</v>

01:39:46.973 --> 01:39:49.890
to reject Valor.
<v ->Is there a second</v>

01:39:51.197 --> 01:39:52.780
to rejecting Valor?

01:39:55.885 --> 01:39:56.886
OK.

01:39:56.886 --> 01:40:00.303
Hearing none, motion is not for the body.

01:40:01.902 --> 01:40:04.442
So we're back to the original motion.

01:40:04.442 --> 01:40:07.609
Where no action is taken and that was,

01:40:09.821 --> 01:40:11.017
where is it?

01:40:11.017 --> 01:40:12.733
I'm just gonna read it one more time.

01:40:12.733 --> 01:40:15.150
(chattering)

01:40:16.076 --> 01:40:17.577
OK, hearing no motion, OK.

01:40:17.577 --> 01:40:21.048
Oh, yes, Miss Perez.
<v ->What is the procedure</v>

01:40:21.048 --> 01:40:25.215
to ask that each charter school be voted on individually?

01:40:29.079 --> 01:40:33.270
<v ->You have to make, well, we've not had it done like that,</v>

01:40:33.270 --> 01:40:37.847
we usually just have a motion to object a particular one.

01:40:37.847 --> 01:40:39.460
OK, I'm sorry.

01:40:39.460 --> 01:40:42.826
Let the parliamentarian address that particular issue.

01:40:42.826 --> 01:40:45.356
<v ->There is no actually motion to approve,</v>

01:40:45.356 --> 01:40:49.028
it's just the board has a veto opportunity,

01:40:49.028 --> 01:40:51.513
and so a motion would have to be made to reject

01:40:51.513 --> 01:40:54.772
a charter, and if that's done, then it would be

01:40:54.772 --> 01:40:58.003
taken up and voted on by the body to reject.

01:40:58.003 --> 01:40:59.605
But if there is no such motion,

01:40:59.605 --> 01:41:03.761
then the charters will automatically be awarded?

01:41:03.761 --> 01:41:06.350
<v ->So, we already made one motion to reject</v>

01:41:06.350 --> 01:41:09.218
a charter. There was no second

01:41:09.218 --> 01:41:10.933
to that motion, so it died.

01:41:10.933 --> 01:41:15.181
So now we're back to the original, which is to take

01:41:15.181 --> 01:41:16.014
no action.

01:41:23.858 --> 01:41:26.108
You have to move to reject.

01:41:28.224 --> 01:41:29.685
But the one that was mentioned was not,

01:41:29.685 --> 01:41:33.852
that motion was already brought forth and it failed.

01:41:35.875 --> 01:41:37.708
Never brought forward.

01:41:38.902 --> 01:41:41.319
(chattering)

01:41:56.714 --> 01:41:58.381
Any other questions?

01:42:00.870 --> 01:42:04.307
OK, so the motion is to take no action

01:42:04.307 --> 01:42:06.117
on the Commissioner of Education's proposed

01:42:06.117 --> 01:42:08.343
Generation 22 Open Enrollment Charter Schools,

01:42:08.343 --> 01:42:11.093
Bridgeway Preparatory, I'm sorry.

01:42:12.150 --> 01:42:13.421
Are you done?
<v ->Nothing more to do.</v>

01:42:13.421 --> 01:42:14.931
<v ->Oh, I don't have to resay it.</v>

01:42:14.931 --> 01:42:16.933
Hearing no motion, OK, I got ya.

01:42:16.933 --> 01:42:18.401
Not motion to reject.

01:42:18.401 --> 01:42:20.039
OK, then all the charters are approved,

01:42:20.039 --> 01:42:21.571
thank you very much.

01:42:21.571 --> 01:42:23.988
(applauding)

01:42:30.103 --> 01:42:31.462
<v Man>You were being cautious, and there's nothing wrong</v>

01:42:31.462 --> 01:42:32.578
with being cautious.

01:42:32.578 --> 01:42:34.946
<v ->I was being overabundantly cautious on that one.</v>

01:42:34.946 --> 01:42:36.258
OK.

01:42:36.258 --> 01:42:37.091
OK.

01:42:42.456 --> 01:42:43.478
What was that one?

01:42:43.478 --> 01:42:46.485
Developmentally impulsive, yeah.

01:42:46.485 --> 01:42:48.932
That's what I was doing.

01:42:48.932 --> 01:42:50.387
OK.

01:42:50.387 --> 01:42:52.303
Congratulations to all the charter applicants

01:42:52.303 --> 01:42:55.220
that got approved, congratulations.

01:42:56.576 --> 01:42:59.915
OK, I believe the next item on the agenda

01:42:59.915 --> 01:43:03.398
is the approval, proclamation 2019, sorry.

01:43:03.398 --> 01:43:06.234
Committee the full board notes.

01:43:06.234 --> 01:43:07.361
Mr. Rowley.

01:43:07.361 --> 01:43:09.207
I will get my stuff together here this morning,

01:43:09.207 --> 01:43:11.281
and Mr. Rowley, you were bringing those.

01:43:11.281 --> 01:43:13.514
<v ->We are on the minutes of the committee</v>

01:43:13.514 --> 01:43:16.181
of the full board for June 20th.

01:43:18.200 --> 01:43:19.367
Page two.
<v ->OK.</v>

01:43:20.852 --> 01:43:22.435
<v ->Action item four.</v>

01:43:23.880 --> 01:43:25.701
Everybody with us?

01:43:25.701 --> 01:43:26.702
OK.

01:43:26.702 --> 01:43:29.856
Whereby the committee the full board recommends

01:43:29.856 --> 01:43:33.701
the State Board of Education approve Proclamation 2019,

01:43:33.701 --> 01:43:36.534
questions and answers, as amended.

01:43:39.749 --> 01:43:41.854
<v ->OK, I do want to point out, members,</v>

01:43:41.854 --> 01:43:44.895
there was one addition that we added to the Q and A.

01:43:44.895 --> 01:43:47.497
What page is that on, Miss Calloway?

01:43:47.497 --> 01:43:49.339
<v Calloway>You've got it tabbed in your copy.</v>

01:43:49.339 --> 01:43:50.422
<v ->In my copy?</v>

01:43:52.045 --> 01:43:53.819
I don't think I took it away from me.

01:43:53.819 --> 01:43:55.018
I mean you.

01:43:55.018 --> 01:43:57.656
OK, here we go, so sorry.
<v ->Sorry.</v>

01:43:57.656 --> 01:44:00.291
No, that was my fault, you didn't need to get up.

01:44:00.291 --> 01:44:02.540
<v ->OK, OK, members, if you want to look at</v>

01:44:02.540 --> 01:44:05.221
your Q and A document that was revised, if you go over

01:44:05.221 --> 01:44:08.888
to page five, in the middle, on question 29,

01:44:11.269 --> 01:44:13.941
remember, we had that discussion.

01:44:13.941 --> 01:44:15.878
The question has been added.

01:44:15.878 --> 01:44:18.159
How can products submitted for hand writing or spelling

01:44:18.159 --> 01:44:19.819
meet the requirements that materials meet

01:44:19.819 --> 01:44:22.338
at least 50% of the TEKS and the answer

01:44:22.338 --> 01:44:24.533
is articulated there.

01:44:24.533 --> 01:44:27.444
TEA will identify the TEKS within Language Arts

01:44:27.444 --> 01:44:29.444
and Readings that are applicable to spelling

01:44:29.444 --> 01:44:31.517
and handwriting and post them to the publisher portal.

01:44:31.517 --> 01:44:33.223
Publishers who submit materials for spelling

01:44:33.223 --> 01:44:35.330
and handwriting will be required to meet 50%

01:44:35.330 --> 01:44:38.639
of the identified applicable TEKS.

01:44:38.639 --> 01:44:42.806
I believe that addresses what we discussed

01:44:43.942 --> 01:44:47.109
in the board, at the previous meeting.

01:44:48.356 --> 01:44:50.325
So it's been moved, the State Board of Education

01:44:50.325 --> 01:44:53.065
approved Proclamation 2019, Questions and Answers.

01:44:53.065 --> 01:44:55.845
Are you ready for the question?

01:44:55.845 --> 01:44:58.109
All those in favor, say aye.
<v ->Aye.</v>

01:44:58.109 --> 01:45:00.036
<v ->All those opposed, say no.</v>

01:45:00.036 --> 01:45:01.192
The ayes have it, and the Proclamation 2019,

01:45:01.192 --> 01:45:03.909
Question and Answer is approved.

01:45:03.909 --> 01:45:06.884
<v ->OK, the next item is on page three,</v>

01:45:06.884 --> 01:45:08.951
of those same minutes.

01:45:08.951 --> 01:45:10.701
It's action item six.

01:45:12.679 --> 01:45:16.239
Whereby the committee of the full board recommends,

01:45:16.239 --> 01:45:17.663
by an affirmative vote of two-thirds

01:45:17.663 --> 01:45:19.374
of the members of the board, approved for second reading

01:45:19.374 --> 01:45:23.471
and final adoption, proposed new 19 TAC Chapter 110,

01:45:23.471 --> 01:45:26.512
Texas Essential Knowledge and Skills for English

01:45:26.512 --> 01:45:29.890
Language Arts and Reading, Subchapter C, High School,

01:45:29.890 --> 01:45:33.571
and Chapter 128, Texas Essential Knowledge and Skills

01:45:33.571 --> 01:45:35.950
for Spanish Language Arts and Reading,

01:45:35.950 --> 01:45:38.972
and English as a Second Language, Subchapter C,

01:45:38.972 --> 01:45:42.316
High School, with an effective date of 20 days

01:45:42.316 --> 01:45:46.171
after filing as adopted with the Texas register.

01:45:46.171 --> 01:45:50.210
<v ->OK, and I believe Mr. Ellis, Dr. Ellis,</v>

01:45:50.210 --> 01:45:52.240
that you actually had an amendment that was

01:45:52.240 --> 01:45:55.016
submitted and posted as of yesterday.

01:45:55.016 --> 01:45:57.220
I don't believe, does that need a two-thirds vote

01:45:57.220 --> 01:45:59.243
to stand?
<v ->If it was posted</v>

01:45:59.243 --> 01:46:00.995
ahead of time.
<v ->It was posted ahead of time.</v>

01:46:00.995 --> 01:46:01.828
OK.

01:46:02.877 --> 01:46:05.313
And so you want to bring that one amendment forward.

01:46:05.313 --> 01:46:07.054
<v ->Yes, and as was stated, I posted this,</v>

01:46:07.054 --> 01:46:10.319
or requested this be brought forward on Tuesday,

01:46:10.319 --> 01:46:12.235
within the time frame.

01:46:12.235 --> 01:46:14.831
After consultation with our experts and also

01:46:14.831 --> 01:46:18.014
with staff, I think we missed one or one slipped through.

01:46:18.014 --> 01:46:21.597
So in English 1110.367D, Roman numeral two,

01:46:28.197 --> 01:46:31.910
and it was amended organizational design in thesis,

01:46:31.910 --> 01:46:35.253
and I am requesting that we move it back to the language

01:46:35.253 --> 01:46:38.323
from first reading, which is multiple organizational

01:46:38.323 --> 01:46:41.527
patterns within a text to develop the thesis.

01:46:41.527 --> 01:46:45.458
This changes amended lacks of specificity the original

01:46:45.458 --> 01:46:47.576
language contained. The original language

01:46:47.576 --> 01:46:49.652
asks for students to analyze multiple patterns

01:46:49.652 --> 01:46:52.626
in a text, and how those patterns develop the thesis.

01:46:52.626 --> 01:46:54.670
This is a skill that begins in eighth grade,

01:46:54.670 --> 01:46:56.481
which should be repeated when students get to high school

01:46:56.481 --> 01:46:57.920
to ensure that students master that skill

01:46:57.920 --> 01:47:00.147
with high school and texts.

01:47:00.147 --> 01:47:02.486
That skill is a good bridge to what students

01:47:02.486 --> 01:47:04.819
are expected in English 2.

01:47:06.945 --> 01:47:09.222
<v ->OK, any further discussion?</v>

01:47:09.222 --> 01:47:11.324
I want to make sure because we do have the vertical

01:47:11.324 --> 01:47:14.141
documents now, I want to kind of follow along here.

01:47:14.141 --> 01:47:17.657
Do we know what page this is on, on the vertical document?

01:47:17.657 --> 01:47:21.225
I just want to make sure that we're able to see that.

01:47:21.225 --> 01:47:24.308
And do you have the actual amendment?

01:47:26.649 --> 01:47:27.647
Let's see.

01:47:27.647 --> 01:47:29.691
We're trying to go back to the original, aren't we?

01:47:29.691 --> 01:47:32.918
<v ->So page six, and just to make sure everyone is aware,</v>

01:47:32.918 --> 01:47:34.904
before the meeting started this morning,

01:47:34.904 --> 01:47:38.654
we distributed copies of the rule text

01:47:38.654 --> 01:47:41.705
incorporating all the amendments from earlier

01:47:41.705 --> 01:47:44.644
in the week, as well as an English 1 through 4

01:47:44.644 --> 01:47:48.811
vertical chart, and an ESOL 1 and 2 vertical chart.

01:47:50.391 --> 01:47:55.266
So page six of the English 1 through 4 document.

01:47:55.266 --> 01:47:59.433
And it, I'm sorry, on the rule text, it's gonna be

01:48:00.488 --> 01:48:01.321
page four.

01:48:02.187 --> 01:48:05.623
On the vertical chart, it'll be page six.

01:48:05.623 --> 01:48:09.790
<v ->And which expectation?
<v ->7D and then it's little II.</v>

01:48:13.309 --> 01:48:16.920
<v ->For which grade again?
<v ->For English 1.</v>

01:48:16.920 --> 01:48:18.497
<v ->OK.</v>

01:48:18.497 --> 01:48:21.506
So it would go back to the struck through language,

01:48:21.506 --> 01:48:22.655
is that correct?
<v ->Correct.</v>

01:48:22.655 --> 01:48:24.745
It would go back to multiple organizational patterns

01:48:24.745 --> 01:48:27.745
within a text to develop the thesis.

01:48:30.515 --> 01:48:33.055
<v ->He already had a second.</v>

01:48:33.055 --> 01:48:35.519
So does everybody see where that is?

01:48:35.519 --> 01:48:37.853
If you go on page six, it's right in the middle

01:48:37.853 --> 01:48:39.103
of English 1.

01:48:40.031 --> 01:48:42.433
Little II, D little II.

01:48:42.433 --> 01:48:43.658
Look at the vertical there.

01:48:43.658 --> 01:48:47.466
Did you want to look at the vertical, Miss Hardy?

01:48:47.466 --> 01:48:49.966
You need the vertical.

01:48:51.807 --> 01:48:55.974
But she's gonna want to look at the vertical, I bet.

01:48:58.623 --> 01:48:59.900
Sorry, members, I just want to make sure

01:48:59.900 --> 01:49:01.119
we're looking--
<v ->May I ask a question</v>

01:49:01.119 --> 01:49:03.105
of step? Could we get the e-mail?

01:49:03.105 --> 01:49:06.204
Electronic version of the verticals?

01:49:06.204 --> 01:49:08.127
<v ->Yeah, actually, we do need that.</v>

01:49:08.127 --> 01:49:10.239
<v ->Right this minute?
<v ->Well, no,</v>

01:49:10.239 --> 01:49:12.391
not right this minute.
<v ->OK, yeah.</v>

01:49:12.391 --> 01:49:16.433
<v ->Let's just make sure we get the Excel sheet there.</v>

01:49:16.433 --> 01:49:18.882
(chattering)

01:49:18.882 --> 01:49:20.030
<v ->Pat, you got the verticals?</v>

01:49:20.030 --> 01:49:21.889
Staff worked really hard to get us the verticals in time

01:49:21.889 --> 01:49:24.896
today, too, which we greatly appreciated.

01:49:24.896 --> 01:49:27.813
Really helps us on this final vote.

01:49:31.386 --> 01:49:34.886
OK, so the amendment is to English 1.

01:49:36.483 --> 01:49:39.150
110.367, right?

01:49:43.342 --> 01:49:44.607
Seven, yeah.

01:49:44.607 --> 01:49:45.440
7D.

01:49:47.080 --> 01:49:48.247
Romanette two.

01:49:49.649 --> 01:49:52.433
To revert back to the original language,

01:49:52.433 --> 01:49:55.473
which is multiple organizational patterns,

01:49:55.473 --> 01:49:59.134
within a text to develop the thesis.

01:49:59.134 --> 01:50:02.091
Is there any other discussion?

01:50:02.091 --> 01:50:03.685
All those in favor of reverting back

01:50:03.685 --> 01:50:06.298
to the original language, say aye?

01:50:06.298 --> 01:50:08.445
<v ->Aye.
<v ->All those opposed?</v>

01:50:08.445 --> 01:50:10.141
Motion carries.

01:50:10.141 --> 01:50:12.893
OK, so that's the lone amendment that was submitted

01:50:12.893 --> 01:50:15.750
in time, so if we have further amendments,

01:50:15.750 --> 01:50:18.559
which I believe we do from Miss Perez,

01:50:18.559 --> 01:50:21.369
we'll need a two-thirds vote.

01:50:21.369 --> 01:50:24.283
In order to suspend the rules, so those could be

01:50:24.283 --> 01:50:26.083
considered. Mr. Cortez.

01:50:26.083 --> 01:50:28.728
<v Cortez>So, just procedurally, if these amendments</v>

01:50:28.728 --> 01:50:30.811
were submitted by Monday,

01:50:31.702 --> 01:50:34.637
but weren't properly--
<v ->I'm sorry, what?</v>

01:50:34.637 --> 01:50:37.098
<v Cortez>Her amendments were submitted on Monday.</v>

01:50:37.098 --> 01:50:38.154
<v ->You're talking about Miss Perez?</v>

01:50:38.154 --> 01:50:39.222
<v ->Yes.
<v ->OK.</v>

01:50:39.222 --> 01:50:40.223
<v ->If they were submitted on Monday,</v>

01:50:40.223 --> 01:50:42.600
but weren't properly dealt with Tuesday,

01:50:42.600 --> 01:50:46.179
why is there a need for a suspension of the rules?

01:50:46.179 --> 01:50:47.700
If they just weren't properly expedited

01:50:47.700 --> 01:50:49.988
and she was told to wait 'til Friday?

01:50:49.988 --> 01:50:52.084
They were already submitted previously.

01:50:52.084 --> 01:50:53.447
<v Donna>That's the way our rules are written,</v>

01:50:53.447 --> 01:50:56.392
but I'm gonna let the parliamentarian speak to that.

01:50:56.392 --> 01:50:58.876
<v ->There were actually two different bodies that met.</v>

01:50:58.876 --> 01:51:00.669
One is the Committee of the Full Board,

01:51:00.669 --> 01:51:03.048
which is not the State Board of Education.

01:51:03.048 --> 01:51:04.392
It's a separate body.

01:51:04.392 --> 01:51:07.656
And so, amendments were considered by the Committee

01:51:07.656 --> 01:51:09.062
of the Full Board.

01:51:09.062 --> 01:51:11.907
And then your rule 5.7 states that after that

01:51:11.907 --> 01:51:15.074
body adjourns, then on second reading,

01:51:16.313 --> 01:51:19.418
within two hours of that, amendments need to be filed

01:51:19.418 --> 01:51:22.001
for this body to consider.
<v ->OK.</v>

01:51:24.267 --> 01:51:27.987
So, I'm sure that every member here could appreciate

01:51:27.987 --> 01:51:30.792
the fact that this is her third meeting,

01:51:30.792 --> 01:51:34.625
and that you know, even I would have thought--

01:51:36.039 --> 01:51:38.060
<v Donna>Do we speak in favor of the motion to suspend?</v>

01:51:38.060 --> 01:51:42.217
<v ->Is this debatable?
<v ->We haven't moved it, right.</v>

01:51:42.217 --> 01:51:45.528
Yeah, I want to make sure we do this.

01:51:45.528 --> 01:51:46.934
<v ->All right.
<v ->Suspend the rules.</v>

01:51:46.934 --> 01:51:48.130
<v ->So suspend the rules is not debatable.</v>

01:51:48.130 --> 01:51:50.162
Appreciate your giving the support, but I mean, the.

01:51:50.162 --> 01:51:52.579
(chattering)

01:51:55.746 --> 01:51:57.322
Well, that's a good point.

01:51:57.322 --> 01:51:59.125
<v ->Madame Chair.
<v ->Yes, Miss Martinez.</v>

01:51:59.125 --> 01:52:01.304
<v ->Just, in the event that it would be helpful,</v>

01:52:01.304 --> 01:52:04.698
you all may recall that you had this same situation

01:52:04.698 --> 01:52:08.424
with the science standards at the last meeting,

01:52:08.424 --> 01:52:11.127
and there were some amendments that were voted on

01:52:11.127 --> 01:52:15.123
in the committee, that were revisted on Friday,

01:52:15.123 --> 01:52:17.236
some of which were submitted in advance

01:52:17.236 --> 01:52:19.511
and did not require the two-thirds vote,

01:52:19.511 --> 01:52:21.579
and some of which were not submitted in advance

01:52:21.579 --> 01:52:23.143
and required the two-thirds vote,

01:52:23.143 --> 01:52:25.454
so you do have a very recent precedent

01:52:25.454 --> 01:52:29.037
for exactly how that was to be carried out.

01:52:31.144 --> 01:52:33.444
<v ->Yes, Mr. Rowley.
<v ->I move we suspend</v>

01:52:33.444 --> 01:52:36.444
the rules to allow the consideration

01:52:38.049 --> 01:52:41.014
of additional amendments to SLAR,

01:52:41.014 --> 01:52:42.599
is that what it is, or ELAR?

01:52:42.599 --> 01:52:43.682
<v ->ESOL, ESOL.</v>

01:52:44.566 --> 01:52:45.399
ELDA, too?

01:52:47.225 --> 01:52:49.642
No, just ESOL.
<v ->Madame Chair?</v>

01:52:50.580 --> 01:52:52.727
<v ->Yes.
<v ->Over here.</v>

01:52:52.727 --> 01:52:54.098
<v ->I'm sorry, I'm sorry, Miss Martinez.</v>

01:52:54.098 --> 01:52:56.567
<v ->So, just for the board's consideration,</v>

01:52:56.567 --> 01:53:00.342
if you are interested in reviewing the work

01:53:00.342 --> 01:53:04.327
over the last couple of days and conversation with

01:53:04.327 --> 01:53:06.022
one of your expert reviewers,

01:53:06.022 --> 01:53:08.135
Jennifer Wilkerson, we did identify

01:53:08.135 --> 01:53:10.312
a few additional matters.

01:53:10.312 --> 01:53:13.650
Staff can't submit amendments in advance,

01:53:13.650 --> 01:53:15.716
but we're happy to point those things out

01:53:15.716 --> 01:53:18.142
to you, should you choose to suspend for that

01:53:18.142 --> 01:53:20.472
purpose, as well, and it would impact

01:53:20.472 --> 01:53:23.004
English 1, 2, 3, and 4,

01:53:23.004 --> 01:53:25.479
in addition to ESOL 1 and 2.

01:53:25.479 --> 01:53:27.719
<v Donna>Should we, do you think we should go ahead</v>

01:53:27.719 --> 01:53:30.284
and do the English 1 through 4 first

01:53:30.284 --> 01:53:31.831
or just consider these all at once,

01:53:31.831 --> 01:53:33.416
or what would you recommend?

01:53:33.416 --> 01:53:35.732
<v ->If the board is interested in hearing</v>

01:53:35.732 --> 01:53:38.390
what we identified on English 1, 2, 3, and 4,

01:53:38.390 --> 01:53:40.515
it might be helpful since you've already made

01:53:40.515 --> 01:53:42.698
one amendment to that section,

01:53:42.698 --> 01:53:45.817
before you move on to Chapter 128.

01:53:45.817 --> 01:53:48.003
<v ->I'm sorry.
<v ->Madame Chair.</v>

01:53:48.003 --> 01:53:51.020
So then I will move to suspend the rules.

01:53:51.020 --> 01:53:52.874
We need to do that, as well, right?

01:53:52.874 --> 01:53:55.104
Because, it has been, for the purposes of

01:53:55.104 --> 01:53:57.719
considering amendments to ELAR,

01:53:57.719 --> 01:54:01.052
as well as ESOL.
<v ->Just their amendments.</v>

01:54:02.364 --> 01:54:04.327
Just their amendments.
<v ->Because we'll consider</v>

01:54:04.327 --> 01:54:07.100
hers separately.
<v ->Staff proposed amendments.</v>

01:54:07.100 --> 01:54:09.351
<v ->I understand, but don't we have to suspend the rule,</v>

01:54:09.351 --> 01:54:12.106
I'm trying to suspend the rules for both of the--

01:54:12.106 --> 01:54:14.439
<v ->Can we do that?
<v ->One time.</v>

01:54:15.426 --> 01:54:17.237
In one motion.
<v ->Let's do them</v>

01:54:17.237 --> 01:54:19.687
separately because they're separate things.

01:54:19.687 --> 01:54:21.545
And the reason for voting is going to be different

01:54:21.545 --> 01:54:23.341
on each one for people, so I recommend you do them

01:54:23.341 --> 01:54:25.178
separately.
<v ->OK, I move to suspend</v>

01:54:25.178 --> 01:54:28.987
in regard to ELAR.
<v ->And ESOL because</v>

01:54:28.987 --> 01:54:31.622
the staff hasn't.
<v ->For the staff amendments.</v>

01:54:31.622 --> 01:54:33.143
No, he told me not to do ESOL right now.

01:54:33.143 --> 01:54:35.604
<v ->Well, she also has ESOL.</v>

01:54:35.604 --> 01:54:37.218
They also have ESOL.
<v ->I understand that.</v>

01:54:37.218 --> 01:54:42.187
But Mr. Oberby just told me I could only make one motion.

01:54:42.187 --> 01:54:45.262
<v ->They've got a set of amendments, and really,</v>

01:54:45.262 --> 01:54:47.237
you should suspend the rules on each single amendment

01:54:47.237 --> 01:54:49.081
that's brought up.
<v ->Oh.</v>

01:54:49.081 --> 01:54:50.845
For each single?
<v ->They have some proposed--</v>

01:54:50.845 --> 01:54:52.787
<v ->They're two documents.
<v ->And she's got</v>

01:54:52.787 --> 01:54:54.935
some proposed--
<v ->I understand that.</v>

01:54:54.935 --> 01:54:56.827
I understand everything you're explaining to me.

01:54:56.827 --> 01:54:58.743
What I want to do is suspend the rules

01:54:58.743 --> 01:55:01.076
to consider both sets.

01:55:01.076 --> 01:55:03.340
But if you tell me I have to do it in two different

01:55:03.340 --> 01:55:05.159
motions, I will.
<v ->Do it, do it,</v>

01:55:05.159 --> 01:55:06.684
do it in one.
<v ->Do it in one.</v>

01:55:06.684 --> 01:55:10.434
Move to suspend the rules to consider additional

01:55:10.434 --> 01:55:13.184
amendments to both ESOL and ELAR,

01:55:14.702 --> 01:55:17.249
particularly in regard to the staff amendments.

01:55:17.249 --> 01:55:20.332
<v ->Parliamentary inquiry.
<v ->Mister Bradley.</v>

01:55:26.166 --> 01:55:28.949
<v Man>Can the board suspend the rules</v>

01:55:28.949 --> 01:55:30.949
for specific amendments

01:55:30.949 --> 01:55:34.454
and limit it to members, to the person, bringing

01:55:34.454 --> 01:55:36.204
forth the amendments?

01:55:38.242 --> 01:55:40.248
<v ->That's what a motion is.
<v ->No, his is kind of broad,</v>

01:55:40.248 --> 01:55:42.821
he's going EL, you know, the Spanish and the English

01:55:42.821 --> 01:55:45.740
from any source, and I'm asking if the board

01:55:45.740 --> 01:55:48.488
or the member can limit--
<v ->No, that wasn't my intent.</v>

01:55:48.488 --> 01:55:50.869
My intent was with regard to Member Perez

01:55:50.869 --> 01:55:53.669
and with regard to the staff amendments.

01:55:53.669 --> 01:55:56.586
<v ->For what subject?
<v ->ELAR and ESOL.</v>

01:55:58.216 --> 01:56:00.392
But if the member would rather I break those up

01:56:00.392 --> 01:56:03.097
into two different motions, I will.

01:56:03.197 --> 01:56:03.830
<v ->OK.</v>

01:56:06.491 --> 01:56:08.333
<v Man>Is there a second to the motion?</v>

01:56:08.833 --> 01:56:11.040
<v ->Is there a second to suspend, OK.</v>

01:56:11.040 --> 01:56:12.110
Any other discussion?

01:56:12.410 --> 01:56:13.410
All those in favor, say aye.

01:56:14.510 --> 01:56:15.958
All those opposed.

01:56:15.958 --> 01:56:18.353
Motion carries and so that motion is adopted

01:56:18.353 --> 01:56:20.647
and I believe I'm gonna go ahead and have

01:56:20.647 --> 01:56:24.517
staff present what they caught first, and then

01:56:24.517 --> 01:56:28.678
we'll take those into consideration one by one.

01:56:28.678 --> 01:56:29.511
I'm sorry.

01:56:34.429 --> 01:56:37.925
<v ->OK, so the first issue that was identified,</v>

01:56:37.925 --> 01:56:40.899
and I'm happy to give you all page numbers,

01:56:40.899 --> 01:56:43.825
if you would like them, but it's gonna be the same thing

01:56:43.825 --> 01:56:45.752
for English 1, 2, 3 & 4,

01:56:45.752 --> 01:56:47.494
and ESOL 1 and 2.

01:56:47.494 --> 01:56:51.093
In the introduction, so on page one of your rule text,

01:56:51.093 --> 01:56:54.843
B2, almost near the bottom of that paragraph,

01:56:57.571 --> 01:57:00.323
there are two sentences that address

01:57:00.323 --> 01:57:03.469
encoding and decoding. These were sentences

01:57:03.469 --> 01:57:07.504
that are applicable to the early elementary grades

01:57:07.504 --> 01:57:08.810
and not high school.

01:57:08.810 --> 01:57:10.873
We were supposed to have removed those,

01:57:10.873 --> 01:57:13.999
and we missed pulling those two sentences

01:57:13.999 --> 01:57:15.717
out of the introductions.

01:57:15.717 --> 01:57:19.232
So they really should just be those two sentences

01:57:19.232 --> 01:57:20.350
should be deleted.

01:57:20.350 --> 01:57:22.173
The first one says, "It is important to note

01:57:22.173 --> 01:57:24.727
"that encoding, spelling, and decoding, reading,

01:57:24.727 --> 01:57:25.952
"are reciprocal skills.

01:57:25.952 --> 01:57:28.799
"Decoding is internalized when tactile and kinesthetic

01:57:28.799 --> 01:57:31.759
"opportunities, encoding, are provided."

01:57:31.759 --> 01:57:34.073
<v Donna>So pulling out the things that are</v>

01:57:34.073 --> 01:57:35.983
really just applicable in the K-8 sense.

01:57:35.983 --> 01:57:38.608
<v ->Yeah, that was something we were supposed to do</v>

01:57:38.608 --> 01:57:40.095
as a technical amendment.

01:57:40.095 --> 01:57:41.550
We missed it in the rule text,

01:57:41.550 --> 01:57:43.372
and so we just wanted to go ahead and bring it

01:57:43.372 --> 01:57:46.238
to your attention, prior to the final vote.

01:57:46.238 --> 01:57:49.166
<v Donna>Is there any objection to that removal?</v>

01:57:49.166 --> 01:57:50.249
Hearing none.

01:57:55.725 --> 01:57:58.024
<v Martinez>It's on page 1, page 7,</v>

01:57:58.024 --> 01:58:00.078
page 12, and page 17

01:58:00.078 --> 01:58:02.169
of the rule text that we handed out with

01:58:02.169 --> 01:58:04.586
the colored amendments on it.

01:58:05.985 --> 01:58:08.623
Because it's in the intro, it's in several spots.

01:58:08.623 --> 01:58:11.619
<v Martinez>Yes and then it's also in ESOL 1 and 2.</v>

01:58:11.619 --> 01:58:15.613
That would be an edit

01:58:15.613 --> 01:58:18.284
that we should have made and didn't catch.

01:58:18.284 --> 01:58:19.485
<v ->OK.</v>

01:58:19.485 --> 01:58:20.718
Great, OK.

01:58:20.718 --> 01:58:24.820
So that's a good catch by staff, thank you.

01:58:24.820 --> 01:58:27.653
<v ->The next one is in English 4, 5H</v>

01:58:31.670 --> 01:58:35.570
If you're looking at your vertical document,

01:58:35.570 --> 01:58:39.747
it's going to be page four of the vertical document.

01:58:39.747 --> 01:58:43.830
If you're looking at the rule text, it's page 19.

01:58:44.894 --> 01:58:48.490
The standard there, there was an amendment that

01:58:48.490 --> 01:58:51.299
addresses appropriate register and persuasive

01:58:51.299 --> 01:58:54.851
vocabulary. There was a conversation, again,

01:58:54.851 --> 01:58:58.948
with experts, and it should have been purposeful

01:58:58.948 --> 01:59:03.632
rather than persuasive.
<v ->OK, so that's on page four</v>

01:59:03.632 --> 01:59:07.465
of the vertical document, in English four, 5H.

01:59:08.787 --> 01:59:11.059
<v ->Yes, ma'am, and page 19 of the rule text.</v>

01:59:11.059 --> 01:59:12.962
<v Donna>But it should have been, what's the word?</v>

01:59:12.962 --> 01:59:14.162
<v ->Purposeful.
<v ->Purposeful instead</v>

01:59:14.162 --> 01:59:15.718
of persuasive.
<v ->This was one of</v>

01:59:15.718 --> 01:59:19.954
the suggestions that we had made for differentiation.

01:59:19.954 --> 01:59:21.779
<v ->And we just got the wrong--
<v ->Wrong verb in there.</v>

01:59:21.779 --> 01:59:24.196
<v Donna>Got the wrong word.</v>

01:59:26.770 --> 01:59:29.076
I'm sorry, Mr. Maynard.
<v ->So it'd just be purpose,</v>

01:59:29.076 --> 01:59:30.532
or purposeful?
<v ->Purposeful.</v>

01:59:30.532 --> 01:59:34.584
So it would be purposeful vocabulary, tone, and voice.

01:59:34.584 --> 01:59:36.128
<v Maynard>Oh.</v>

01:59:36.128 --> 01:59:39.495
So, OK, so there is--
<v ->Persuasive's too</v>

01:59:39.495 --> 01:59:42.912
narrow there, that's a wrong word choice.

01:59:46.798 --> 01:59:48.911
<v Maynard>So the 'and' goes away, too,</v>

01:59:48.911 --> 01:59:50.953
so it's the appropriate register?

01:59:50.953 --> 01:59:55.401
<v ->Appropriate register and purposeful vocabulary tone</v>

01:59:55.401 --> 01:59:58.066
and voice.
<v ->OK, I got you.</v>

01:59:58.066 --> 02:00:00.684
<v ->Is that clear?
<v ->Mm hmm, I see now, OK.</v>

02:00:00.684 --> 02:00:04.794
<v Donna>Is there any objection to fixing that word choice?</v>

02:00:04.794 --> 02:00:05.877
Hearing none.

02:00:10.350 --> 02:00:13.345
<v ->The next one is going to be applicable</v>

02:00:13.345 --> 02:00:17.512
to English 1, 2, 3, 4 and ESOL 1 and 2.

02:00:19.347 --> 02:00:22.557
So, as we went through and looked again,

02:00:22.557 --> 02:00:26.632
at ensuring you have sufficient differentiation,

02:00:26.632 --> 02:00:30.646
there were some amendments that staff was going

02:00:30.646 --> 02:00:32.396
to propose.

02:00:32.396 --> 02:00:34.898
We didn't want for those to be in conflict

02:00:34.898 --> 02:00:39.065
with anything that members or experts were proposing,

02:00:40.013 --> 02:00:43.930
but 5C, English 1, 2, 3, and 4

02:00:45.069 --> 02:00:48.993
is identical, and had we made the recommendation

02:00:48.993 --> 02:00:52.540
we were going to recommend, using some different verbs,

02:00:52.540 --> 02:00:55.142
so you can see, the amendment was to add

02:00:55.142 --> 02:00:58.092
"and original commentary," so "use text evidence

02:00:58.092 --> 02:01:02.170
"and original commentary to support the appropriate response."

02:01:02.170 --> 02:01:04.672
This is also on page four of the vertical.

02:01:04.672 --> 02:01:08.839
We would suggest that you consider differentiating

02:01:12.116 --> 02:01:14.790
the verb that modifies the, I'm sorry,

02:01:14.790 --> 02:01:16.880
the adjective for response, so that we would have

02:01:16.880 --> 02:01:19.245
in English 1, "ask them to provide a comprehensive

02:01:19.245 --> 02:01:21.199
"response."
<v ->OK, I'm sorry.</v>

02:01:21.199 --> 02:01:22.949
Which one is it?
<v ->5C.</v>

02:01:23.879 --> 02:01:25.947
So "use text evidence and original commentary

02:01:25.947 --> 02:01:30.380
to support, in English 1, a comprehensive response,"

02:01:30.380 --> 02:01:33.145
and I'll say these again, but just to give you

02:01:33.145 --> 02:01:35.816
the idea, in English 2, it would be

02:01:35.816 --> 02:01:37.785
an interpretive response.

02:01:37.785 --> 02:01:40.448
In English 3, an analytic response.

02:01:40.448 --> 02:01:44.031
And in English 4, an evaluative response.

02:01:44.031 --> 02:01:46.845
So that you have--
<v ->Analytic?</v>

02:01:46.845 --> 02:01:47.902
Was it?

02:01:47.902 --> 02:01:49.348
Third?
<v ->Yes.</v>

02:01:49.348 --> 02:01:52.917
So English 1, "use text evidence and original commentary

02:01:52.917 --> 02:01:55.917
"to support a comprehensive response."

02:01:57.201 --> 02:01:58.201
English 2,

02:02:00.301 --> 02:02:03.722
"Use text evidence and original commentary to support

02:02:03.722 --> 02:02:05.805
"an interpretive response."

02:02:08.475 --> 02:02:09.677
English 3,

02:02:09.677 --> 02:02:13.002
"Use text evidence and original commentary to support

02:02:13.002 --> 02:02:14.752
"an analytic response."

02:02:17.260 --> 02:02:20.909
And English 4, "use text evidence and original commentary

02:02:20.909 --> 02:02:23.742
"to support an evaluative response."

02:02:25.948 --> 02:02:27.975
So that maintains the proposed amendment

02:02:27.975 --> 02:02:30.011
that was made earlier in the week,

02:02:30.011 --> 02:02:32.156
but does differentiate the expectation

02:02:32.156 --> 02:02:34.690
among the four grade levels.

02:02:34.690 --> 02:02:36.745
<v ->Madame Chair.
<v ->Yes, Mr. Maynard.</v>

02:02:36.745 --> 02:02:39.740
<v ->And then would comprehensive and interpretive</v>

02:02:39.740 --> 02:02:41.323
be what goes into--

02:02:44.093 --> 02:02:45.868
<v ->ESOL 1 and 2.</v>

02:02:45.868 --> 02:02:48.451
<v ->Yeah, one and two.
<v ->Yes, sir.</v>

02:02:57.919 --> 02:03:00.418
And that was also based on

02:03:00.418 --> 02:03:03.947
a conversation that we had with the expert.

02:03:03.947 --> 02:03:08.114
She actually made some recommendations for the terminology.

02:03:10.785 --> 02:03:12.236
<v ->Any objection to the differentiation,</v>

02:03:12.236 --> 02:03:14.403
breaking those terms down?

02:03:17.937 --> 02:03:20.604
Hearing none, motion is adopted.

02:03:22.741 --> 02:03:26.795
Any more or?
<v ->So we have three more</v>

02:03:26.795 --> 02:03:30.962
that we identified that are specific to Chapter 128.

02:03:32.287 --> 02:03:35.259
ESOL 1 and 2.
<v ->And that's on</v>

02:03:35.259 --> 02:03:38.754
the other vertical document.
<v ->Yes, ma'am.</v>

02:03:38.754 --> 02:03:43.467
So on the vertical document that shows ESOL 1 and 2

02:03:43.467 --> 02:03:47.550
on page two, we identified another staff mistake.

02:03:49.609 --> 02:03:53.696
So in the original vertical alignment chart

02:03:53.696 --> 02:03:55.794
that we sent you prior to the meeting,

02:03:55.794 --> 02:03:59.512
the language was included and we somehow

02:03:59.512 --> 02:04:01.533
left it out of the rule text.

02:04:01.533 --> 02:04:05.033
But if you look at number four, so 128.34

02:04:06.862 --> 02:04:10.362
and 354. Because this is one that only has

02:04:12.922 --> 02:04:15.042
one student expectation, where the student

02:04:15.042 --> 02:04:17.469
expectation is wrapped into the knowledge and skill

02:04:17.469 --> 02:04:19.326
statement.
<v ->That's on page two</v>

02:04:19.326 --> 02:04:21.558
of the vertical doc?
<v ->Yes, ma'am.</v>

02:04:21.558 --> 02:04:25.275
I think we just didn't catch that there is currently

02:04:25.275 --> 02:04:28.382
not a knowledge and skills statement in there.

02:04:28.382 --> 02:04:29.789
The knowledge and skills statement,

02:04:29.789 --> 02:04:32.517
when we went back and looked at earlier drafts,

02:04:32.517 --> 02:04:35.457
that we believe should have been in there,

02:04:35.457 --> 02:04:40.272
was to say "the student reads grade level text with fluency

02:04:40.272 --> 02:04:44.722
"and comprehension," so that would be the knowledge

02:04:44.722 --> 02:04:47.054
and skills statement. Right now there isn't one.

02:04:47.054 --> 02:04:51.199
And then the other thing that we identified

02:04:51.199 --> 02:04:54.782
was that unlike most of the other knowledge

02:04:55.774 --> 02:04:59.499
and skills statements that say "based on the students

02:04:59.499 --> 02:05:02.589
"language proficiency," this one just says

02:05:02.589 --> 02:05:05.178
the student is expected to adjust fluency.

02:05:05.178 --> 02:05:08.859
And so we believe that what it should have said is,

02:05:08.859 --> 02:05:11.692
":the student reads grade level text with fluency

02:05:11.692 --> 02:05:14.443
"and comprehension, based on the student's language

02:05:14.443 --> 02:05:17.276
"proficiency level, the student is expected

02:05:17.276 --> 02:05:18.776
"to adjust fluency."

02:05:20.174 --> 02:05:24.091
So that's what we think it should have said

02:05:24.091 --> 02:05:28.094
that then does raise the question about the language

02:05:28.094 --> 02:05:32.206
that was added about appropriately provided English

02:05:32.206 --> 02:05:34.909
language development scaffolding.

02:05:34.909 --> 02:05:37.048
So you may recall when that motion was made,

02:05:37.048 --> 02:05:40.450
it excluded two knowledge and skill statements.

02:05:40.450 --> 02:05:43.271
I think in one case, it makes logical sense.

02:05:43.271 --> 02:05:45.486
In the other, I think it's because the knowledge

02:05:45.486 --> 02:05:47.404
and skill statement was missing.

02:05:47.404 --> 02:05:49.713
And so it looked different.

02:05:49.713 --> 02:05:51.911
And so our question would be,

02:05:51.911 --> 02:05:55.308
or our request would be that you allow us

02:05:55.308 --> 02:05:56.715
to add the knowledge and skill statement,

02:05:56.715 --> 02:05:58.813
and then our question would be, do you want it

02:05:58.813 --> 02:06:01.998
to say, "based on the student's language proficiency level,

02:06:01.998 --> 02:06:05.406
"and with appropriately provided English language

02:06:05.406 --> 02:06:08.727
"development scaffolding, the students expected to."

02:06:08.727 --> 02:06:12.110
<v ->OK, I am not, do we have this written somewhere?</v>

02:06:12.110 --> 02:06:15.649
Because I'm not sure I understand what this is.

02:06:15.649 --> 02:06:18.089
It's too many words there.

02:06:18.089 --> 02:06:20.339
(laughing)

02:06:21.212 --> 02:06:24.335
I just want to make sure all the members are comfortable.

02:06:24.335 --> 02:06:25.168
OK.

02:06:26.553 --> 02:06:28.745
Do you think we could get, is there another one

02:06:28.745 --> 02:06:30.650
to consider? could we just get this copied first

02:06:30.650 --> 02:06:32.590
and hand it out? I just want to make sure

02:06:32.590 --> 02:06:35.551
because that was a lot of words and things to change there.

02:06:35.551 --> 02:06:37.164
And I honestly didn't follow.

02:06:37.164 --> 02:06:38.380
Maybe you guys are better than me,

02:06:38.380 --> 02:06:39.902
and you followed along.
<v ->I'm sorry.</v>

02:06:39.902 --> 02:06:44.188
It is actually in the vertical alignment document,

02:06:44.188 --> 02:06:45.188
on page two.

02:06:46.530 --> 02:06:50.447
If you look, right before it says ESOL 1128.34?

02:06:52.269 --> 02:06:55.044
Just below, a little more than halfway down the page.

02:06:55.044 --> 02:06:57.862
The student reads grade level texts with fluency

02:06:57.862 --> 02:06:58.988
and comprehension.

02:06:58.988 --> 02:07:02.264
That's what's missing from the rule text.

02:07:02.264 --> 02:07:05.347
So you do actually have the language.

02:07:07.263 --> 02:07:09.183
<v ->At the top of the page?
<v ->So it says,</v>

02:07:09.183 --> 02:07:11.900
about halfway through.
<v ->Oh, I'm sorry.</v>

02:07:11.900 --> 02:07:16.067
<v ->See the second, it says, "ESOL 1128.34" and then a four.</v>

02:07:17.869 --> 02:07:20.369
<v ->Oh, I see.
<v ->Look at the line</v>

02:07:21.387 --> 02:07:25.133
above "ESOL 1, Developing and Sustaining

02:07:25.133 --> 02:07:26.460
"Foundational Language Skills.

02:07:26.460 --> 02:07:28.846
"Listening, speaking, reading, writing, and thinking.

02:07:28.846 --> 02:07:30.315
"Fluency."

02:07:30.315 --> 02:07:32.913
The sentence that says, "the student reads grade level

02:07:32.913 --> 02:07:35.551
text with fluency and comprehension" is missing

02:07:35.551 --> 02:07:37.884
from the rule text.
<v ->Oh, OK.</v>

02:07:38.825 --> 02:07:41.804
All we're trying to do is to put what's in this vertical--

02:07:41.804 --> 02:07:44.444
<v ->Correct.
<v ->--back into the rule text.</v>

02:07:44.444 --> 02:07:45.949
So that's the only adjustment we're making.

02:07:45.949 --> 02:07:48.519
Oh, I see.
<v ->Now, that's the adjustment</v>

02:07:48.519 --> 02:07:51.106
that we think needs to be made to correct

02:07:51.106 --> 02:07:53.939
language we inadvertently omitted.

02:07:55.566 --> 02:07:56.909
So that's one issue.

02:07:56.909 --> 02:08:00.988
The second issue is we wanted to confirm

02:08:00.988 --> 02:08:04.482
whether or not the intent is to add,

02:08:04.482 --> 02:08:08.093
because based on the students language proficiency level

02:08:08.093 --> 02:08:12.142
was missing from four, so you did not add the language

02:08:12.142 --> 02:08:13.642
about scaffolding.

02:08:14.710 --> 02:08:17.045
Now, if you choose to add it back in,

02:08:17.045 --> 02:08:18.891
our question is, do you want it to say,

02:08:18.891 --> 02:08:21.104
"Based on the student's language proficiency level,

02:08:21.104 --> 02:08:23.871
"the student is expected to," as it reads there,

02:08:23.871 --> 02:08:26.803
or do you want to add, like you did with the other

02:08:26.803 --> 02:08:28.272
knowledge and skills statements,

02:08:28.272 --> 02:08:30.814
"Based on the student's language proficiency level,

02:08:30.814 --> 02:08:33.654
"and with appropriately provided English language

02:08:33.654 --> 02:08:35.969
"development scaffolding"?

02:08:35.969 --> 02:08:39.359
It seems like that would be an add that would be

02:08:39.359 --> 02:08:42.515
appropriate, given that we just--

02:08:42.515 --> 02:08:45.118
<v Donna>We just set it up above.</v>

02:08:45.118 --> 02:08:48.585
So we'd be adding what is in green, up above,

02:08:48.585 --> 02:08:50.035
at the top of the page.

02:08:50.035 --> 02:08:52.061
<v ->In addition to the language we left out.</v>

02:08:52.061 --> 02:08:53.407
<v Donna>In addition to the language that we left out.</v>

02:08:53.407 --> 02:08:55.205
OK, now I'm following you completely.

02:08:55.205 --> 02:08:56.705
<v ->I believe.
<v ->Yes.</v>

02:08:57.808 --> 02:09:00.246
<v Woman>The way we originally submitted it.</v>

02:09:00.246 --> 02:09:03.170
I believe that, yes. So, no, we have no objection,

02:09:03.170 --> 02:09:04.003
thank you.

02:09:07.011 --> 02:09:09.078
<v ->Is everybody clear what we're doing?</v>

02:09:09.078 --> 02:09:11.890
We're adding back in this second sentence

02:09:11.890 --> 02:09:14.770
that is listed there on the vertical document

02:09:14.770 --> 02:09:16.531
on page two.

02:09:16.531 --> 02:09:18.114
Just before 128.34

02:09:20.050 --> 02:09:21.410
in ESOL 1.

02:09:21.410 --> 02:09:24.139
And we're adding in the green that's listed up above,

02:09:24.139 --> 02:09:26.354
at the very top of the page.

02:09:26.354 --> 02:09:27.524
Everybody following?

02:09:27.524 --> 02:09:30.694
Is there any objection to those corrections?

02:09:30.694 --> 02:09:32.738
Hearing none, OK.

02:09:32.738 --> 02:09:33.961
Followed that one, finally.

02:09:33.961 --> 02:09:35.714
Sorry about that.

02:09:35.714 --> 02:09:37.058
That took me a while.
<v ->I know it's confusing.</v>

02:09:37.058 --> 02:09:38.338
I apologize.

02:09:38.338 --> 02:09:41.252
So then we just have two more.

02:09:41.252 --> 02:09:44.997
One of them is going to be on page three

02:09:44.997 --> 02:09:46.414
of the rule text.

02:09:49.955 --> 02:09:53.122
And on page two of the vertical chart.

02:09:54.592 --> 02:09:55.425
So.

02:09:58.500 --> 02:09:59.750
3B in ESOL 1

02:10:01.732 --> 02:10:02.732
was amended.

02:10:03.822 --> 02:10:07.489
We attempted to point out any instance where

02:10:10.028 --> 02:10:12.390
you were making a change that was going to make

02:10:12.390 --> 02:10:14.711
the language different than English 1,

02:10:14.711 --> 02:10:18.752
and we neglected to point out that the language in 3B,

02:10:18.752 --> 02:10:21.511
as it read prior to the amendment,

02:10:21.511 --> 02:10:24.790
is in English 1, and so we wanted to make sure

02:10:24.790 --> 02:10:27.042
that we pointed out that now you have two

02:10:27.042 --> 02:10:30.614
pretty significantly different student expectations

02:10:30.614 --> 02:10:32.673
and I think this is the only place

02:10:32.673 --> 02:10:35.552
where you would have a different SE as opposed to

02:10:35.552 --> 02:10:37.219
additional language.

02:10:42.250 --> 02:10:44.203
So, page three of the rule text.

02:10:44.203 --> 02:10:45.036
3B.

02:10:46.614 --> 02:10:48.963
Page two of the rule text.

02:10:48.963 --> 02:10:49.796
Also 3B.

02:10:50.723 --> 02:10:52.890
And this is only ESOL 1.

02:10:54.559 --> 02:10:57.226
So the language that was removed

02:10:59.539 --> 02:11:02.047
to distinguish between the denotative and connotative

02:11:02.047 --> 02:11:06.122
meaning of words, that language is in English 1,

02:11:06.122 --> 02:11:08.278
and there were several places where when we pointed out

02:11:08.278 --> 02:11:11.175
that you were changing the language

02:11:11.175 --> 02:11:15.236
so that it would no longer match. This is one place

02:11:15.236 --> 02:11:17.592
where we missed it, and we didn't point it out to you

02:11:17.592 --> 02:11:20.092
before you made the amendment.

02:11:22.569 --> 02:11:26.646
<v ->So if we make them the same,</v>

02:11:26.646 --> 02:11:28.681
and use this language in English 1,

02:11:28.681 --> 02:11:31.640
would it affect the alignment from across the charts

02:11:31.640 --> 02:11:35.298
from K-8 and then on through senior year?

02:11:35.298 --> 02:11:38.582
<v ->So, if you'll look at ESOL 2,</v>

02:11:38.582 --> 02:11:42.403
you actually did, the amendment that you see there,

02:11:42.403 --> 02:11:44.435
it is identical to English 2.

02:11:44.435 --> 02:11:49.161
So what we would ask is that you consider reverting

02:11:49.161 --> 02:11:52.952
to the original language so that ESOL 1

02:11:52.952 --> 02:11:57.119
matches English 1, and ESOL 2 matches English 2.

02:11:58.739 --> 02:12:00.550
<v Cargill>So go back to what's underlined,</v>

02:12:00.550 --> 02:12:02.245
or stricken.
<v ->Stricken.</v>

02:12:02.245 --> 02:12:04.346
So you would go back to analyze context

02:12:04.346 --> 02:12:06.152
to distinguish between the denotative and connotative

02:12:06.152 --> 02:12:07.574
meaning of words.

02:12:07.574 --> 02:12:09.989
And that actually better aligns with ESOL 2

02:12:09.989 --> 02:12:12.572
than what is currently written.

02:12:26.551 --> 02:12:28.968
(chattering)

02:12:32.266 --> 02:12:34.660
<v ->We ask that you consider leaving the amendment</v>

02:12:34.660 --> 02:12:37.883
because if you notice, we just changed.

02:12:37.883 --> 02:12:41.550
We added "cognates," but we're still analyzing

02:12:43.925 --> 02:12:46.175
"denotation and connotation,"

02:12:47.854 --> 02:12:50.733
so we don't feel that it would impact

02:12:50.733 --> 02:12:52.988
the content that's delivered.

02:12:52.988 --> 02:12:55.252
We just changed the wording because

02:12:55.252 --> 02:12:58.384
it doesn't make sense with "cognates."

02:12:58.384 --> 02:13:00.332
<v ->So the problem with that is that the way</v>

02:13:00.332 --> 02:13:02.427
that it's written, it's not talking about

02:13:02.427 --> 02:13:06.073
distinguishing between denotative and connotative.

02:13:06.073 --> 02:13:09.530
So if you feel that you want "cognates" in there somewhere,

02:13:09.530 --> 02:13:13.613
then, again, I urge you to consider that students

02:13:15.395 --> 02:13:18.170
are gonna be tested on what is in English 1,

02:13:18.170 --> 02:13:19.837
not what is in ESOL,

02:13:20.876 --> 02:13:23.518
and so that piece about being able to distinguish

02:13:23.518 --> 02:13:26.506
could potentially be assessed, and it wouldn't be

02:13:26.506 --> 02:13:28.339
expected to be taught.

02:13:30.335 --> 02:13:32.520
<v ->How about if we say,</v>

02:13:32.520 --> 02:13:35.643
"Discuss and analyze contexts, and use cognates

02:13:35.643 --> 02:13:40.425
"to distinguish," do you like that better than "determine?"

02:13:40.425 --> 02:13:43.631
"Denotation and connotation of unfamiliar

02:13:43.631 --> 02:13:45.131
words and phrases?"

02:13:46.603 --> 02:13:50.436
Would you like me to repeat it so that we can?

02:13:53.453 --> 02:13:56.061
<v ->We would recommend that you say,</v>

02:13:56.061 --> 02:14:00.061
"discuss and analyze context and use cognates

02:14:01.485 --> 02:14:03.760
"to distinguish between the denotative and connotative

02:14:03.760 --> 02:14:05.260
"meanings of words."

02:14:11.065 --> 02:14:13.153
So then you are only adding words,

02:14:13.153 --> 02:14:15.403
you're not changing the SE.

02:14:16.557 --> 02:14:18.355
<v ->Yeah, because we didn't--
<v ->Yeah, the changing of the SE</v>

02:14:18.355 --> 02:14:22.522
seems to be the problem, we don't want to do that.

02:14:24.516 --> 02:14:25.586
So is everybody clear?

02:14:25.586 --> 02:14:27.943
Can you say it one more time what it now should read?

02:14:27.943 --> 02:14:29.421
<v ->Yes, ma'am.</v>

02:14:29.421 --> 02:14:30.919
"Discuss and analyze context and use cognates

02:14:30.919 --> 02:14:34.692
"to distinguish between the denotative and connotative

02:14:34.692 --> 02:14:36.192
"meanings of words."

02:14:37.873 --> 02:14:40.102
<v ->"Of unfamiliar," or just "words?"</v>

02:14:40.102 --> 02:14:41.944
<v ->"Of words."
<v ->OK, so, OK.</v>

02:14:41.944 --> 02:14:44.527
Phrases is struck, as well, OK.

02:14:46.565 --> 02:14:49.030
<v ->Can I ask you to consider leaving "phrases,"</v>

02:14:49.030 --> 02:14:53.682
just because in order to analyze context and for

02:14:53.682 --> 02:14:56.797
the cognates to be applicable, we need to also

02:14:56.797 --> 02:14:58.835
look at phrases, and it's just adding,

02:14:58.835 --> 02:15:00.454
so we wouldn't be missing anything

02:15:00.454 --> 02:15:01.824
that they're going to be testing on.

02:15:01.824 --> 02:15:05.574
We're just going to be adding what they need.

02:15:07.118 --> 02:15:09.281
<v ->Correct.
<v ->Words and phrases.</v>

02:15:09.281 --> 02:15:12.970
Do you see any conflict?
<v ->That's just an addition.</v>

02:15:12.970 --> 02:15:15.283
Is there any objection?

02:15:15.283 --> 02:15:17.700
Hearing none, motion carries.

02:15:21.506 --> 02:15:23.089
<v ->Last thing is in,</v>

02:15:27.299 --> 02:15:31.466
give me one moment, so I can find the page for you.

02:17:13.955 --> 02:17:14.956
My apologies.

02:17:14.956 --> 02:17:17.871
So this is going to be ESOL 2.

02:17:17.871 --> 02:17:21.371
At the bottom of page 16 in the rule text,

02:17:22.720 --> 02:17:27.323
this is composition six, letter N, as in Nancy.

02:17:27.323 --> 02:17:29.598
It's the very last thing at the bottom of the page.

02:17:29.598 --> 02:17:31.602
So we just wanted to point out,

02:17:31.602 --> 02:17:34.254
as currently written, the standard says,

02:17:34.254 --> 02:17:36.818
"Use cohesive devices appropriately with

02:17:36.818 --> 02:17:39.071
"increasing accuracy."

02:17:39.071 --> 02:17:41.498
And it seems that is should be one or the other.

02:17:41.498 --> 02:17:43.376
You would either use them appropriately

02:17:43.376 --> 02:17:45.539
or you would use them with increasing accuracy.

02:17:45.539 --> 02:17:48.383
I'm not sure that you could use something,

02:17:48.383 --> 02:17:50.851
both appropriately and with increasing accuracy

02:17:50.851 --> 02:17:54.018
at the same time.
<v ->OK, at which point?</v>

02:17:55.859 --> 02:17:59.192
<v ->I don't have the page on the vertical.</v>

02:18:08.790 --> 02:18:11.495
I'm sorry, this one's actually in the ELDA course,

02:18:11.495 --> 02:18:13.318
so it's not gonna be in the vertical.

02:18:13.318 --> 02:18:15.442
That's why we couldn't find it.

02:18:15.442 --> 02:18:17.033
Sorry.

02:18:17.033 --> 02:18:21.200
16 in your rule text, the very bottom of the page.

02:18:24.104 --> 02:18:26.576
So we would suggest that you choose one or the other,

02:18:26.576 --> 02:18:29.653
if you want to leave "with increasing accuracy,"

02:18:29.653 --> 02:18:33.070
we suggest that you strike "appropriately."

02:18:34.386 --> 02:18:38.553
Or leave "appropriately" and strike "with increasing accuracy."

02:18:42.489 --> 02:18:44.696
<v ->Yeah, it's my understanding, when you write</v>

02:18:44.696 --> 02:18:47.864
a student expectation, you know,

02:18:47.864 --> 02:18:51.244
really, you're describing a deliverable.

02:18:51.244 --> 02:18:54.359
There's what the student can do or knows how to do.

02:18:54.359 --> 02:18:57.191
"Increasingly", we don't know what that is.

02:18:57.191 --> 02:19:01.079
You know, if there's a standard,

02:19:01.079 --> 02:19:03.351
we would assume the student starts the year,

02:19:03.351 --> 02:19:05.654
that they are increasing toward that.

02:19:05.654 --> 02:19:09.237
And so I would move to strike ""increasingly"."

02:19:20.237 --> 02:19:21.722
<v ->Yeah, so you would still need to choose</v>

02:19:21.722 --> 02:19:22.966
between "appropriately"

02:19:22.966 --> 02:19:24.719
or "with accuracy."
<v ->I would choose</v>

02:19:24.719 --> 02:19:26.302
"appropriately."
<v ->OK.</v>

02:19:30.346 --> 02:19:31.674
<v ->All right, "use cohesive devices,"</v>

02:19:31.674 --> 02:19:35.757
amend to say, "use cohesive devices appropriately."

02:19:37.606 --> 02:19:38.439
Correct?

02:19:41.147 --> 02:19:43.259
Is there a second?

02:19:43.259 --> 02:19:44.258
OK.

02:19:44.258 --> 02:19:45.508
Any discussion?

02:19:46.379 --> 02:19:48.796
Miss Perez?
<v ->We wanted to ask</v>

02:19:51.234 --> 02:19:52.300
you to consider--

02:19:52.300 --> 02:19:54.139
<v ->Oh, I'm sorry.
<v ->I'm sorry.</v>

02:19:54.139 --> 02:19:56.856
We wanted to ask you to consider leaving "increasing

02:19:56.856 --> 02:20:01.465
accuracy," substitute it. We see what staff says,

02:20:01.465 --> 02:20:03.388
that it's completely contradictory,

02:20:03.388 --> 02:20:06.527
but if you recall, this course specifically

02:20:06.527 --> 02:20:10.694
is for the newcomer who most of the time is illiterate

02:20:11.818 --> 02:20:13.386
at the high school level.

02:20:13.386 --> 02:20:17.553
So expecting that they get there without the appropriate

02:20:19.205 --> 02:20:23.122
scaffolding is not setting them up for success.

02:20:29.015 --> 02:20:30.770
<v ->Any discussion?</v>

02:20:30.770 --> 02:20:31.603
Members?

02:20:33.067 --> 02:20:33.984
Miss Perez?

02:20:36.202 --> 02:20:38.369
OK, hold on just a minute.

02:20:42.947 --> 02:20:44.336
<v ->Thank you, Madame Chair.</v>

02:20:44.336 --> 02:20:47.428
So, for clarification, Miss Othello.

02:20:47.428 --> 02:20:50.958
It's not that the students are necessarily illiterate,

02:20:50.958 --> 02:20:52.375
but they are not,

02:20:53.811 --> 02:20:57.134
high school level literate in the English acquisition,

02:20:57.134 --> 02:20:59.328
correct?
<v ->Proficient.</v>

02:20:59.328 --> 02:21:01.697
They're not proficient--
<v ->English proficient.</v>

02:21:01.697 --> 02:21:03.887
And so because this course is a corequisite,

02:21:03.887 --> 02:21:05.819
they would be taking this as an elective,

02:21:05.819 --> 02:21:08.861
or in lieu of an elective, as further support

02:21:08.861 --> 02:21:11.694
for their English course, correct?

02:21:15.246 --> 02:21:16.338
<v ->The introduction doesn't say that.</v>

02:21:16.338 --> 02:21:20.505
The introduction refers to these students as, hold on.

02:21:34.147 --> 02:21:35.819
Yeah, you're right, it doesn't say "illiterate,"

02:21:35.819 --> 02:21:37.433
it says "pre-literate."

02:21:37.433 --> 02:21:41.677
It was in our conversations with the team

02:21:41.677 --> 02:21:45.756
that worked on this and these members of the team

02:21:45.756 --> 02:21:48.253
are directors of English Language Learners

02:21:48.253 --> 02:21:50.503
in Houston ISD and Alief.

02:21:51.931 --> 02:21:55.080
And they say that it's their experience that the students

02:21:55.080 --> 02:21:58.157
who scored this low, it's because their schooling

02:21:58.157 --> 02:22:01.582
has been so limited or so interrupted,

02:22:01.582 --> 02:22:03.753
that they truly are illiterate. They have to start

02:22:03.753 --> 02:22:04.836
from scratch.

02:22:11.797 --> 02:22:13.979
Yes, ma'am, this the ELDA.

02:22:13.979 --> 02:22:16.054
<v Donna>Yes, Mr. Maynard.</v>

02:22:16.054 --> 02:22:18.006
And then Miss Hardy is it?

02:22:18.006 --> 02:22:20.309
<v ->Yeah, I'm not sure, and I guess.</v>

02:22:20.309 --> 02:22:23.226
My concern on some of this has been

02:22:25.370 --> 02:22:28.145
that we may be lowering the bar

02:22:28.145 --> 02:22:30.258
in areas that are assessed,

02:22:30.258 --> 02:22:32.951
but looking at what this is,

02:22:32.951 --> 02:22:36.906
this is the English Language Development Acquisition,

02:22:36.906 --> 02:22:39.314
which is a little bit different animal.

02:22:39.314 --> 02:22:42.019
Therefore, I withdraw my amendment.

02:22:42.019 --> 02:22:44.086
<v Donna>Is there any objection to the withdrawal?</v>

02:22:44.086 --> 02:22:46.326
Hearing none, OK.

02:22:46.326 --> 02:22:50.505
All right, so before I assist to leave as is.

02:22:50.505 --> 02:22:52.005
<v ->Madame Chair?
<v ->Yes.</v>

02:22:52.005 --> 02:22:54.650
<v Martinez>We would still request</v>

02:22:54.650 --> 02:22:56.032
that you consider removing

02:22:56.032 --> 02:22:58.341
the word "appropriately," then, so that you don't have

02:22:58.341 --> 02:23:00.837
two different expectations there.

02:23:00.837 --> 02:23:02.789
<v ->Is there any objection to removing</v>

02:23:02.789 --> 02:23:04.620
the word "appropriately?"

02:23:04.620 --> 02:23:06.198
OK.

02:23:06.198 --> 02:23:07.324
Hearing none.

02:23:07.324 --> 02:23:08.927
OK, so now that expectation will just read

02:23:08.927 --> 02:23:12.760
"use cohesive devices with increasing accuracy."

02:23:13.711 --> 02:23:16.820
Any objection to making that change?

02:23:16.820 --> 02:23:20.737
Hearing none, OK.
<v ->We very much hope that's it.</v>

02:23:23.855 --> 02:23:24.772
<v ->As do we.</v>

02:23:25.844 --> 02:23:26.677
Yes.

02:23:29.696 --> 02:23:30.832
<v ->Madame Chair.
<v ->Yes, Miss Perez.</v>

02:23:30.832 --> 02:23:33.999
<v ->In our amendments, we do have three,</v>

02:23:36.908 --> 02:23:39.021
which appear to me to be kind of a clean up,

02:23:39.021 --> 02:23:42.318
that pertain to the English 1 through 4.

02:23:42.318 --> 02:23:45.198
Because that's the content we're discussing,

02:23:45.198 --> 02:23:47.682
I'd like to bring those now,

02:23:47.682 --> 02:23:50.129
before we move to ESOL.
<v ->Yes.</v>

02:23:50.129 --> 02:23:52.629
English 1 through 4, yes.

02:23:53.690 --> 02:23:57.857
So let's make sure we find it in the vertical doc, too.

02:23:59.257 --> 02:24:01.590
Do you have those locations?

02:24:21.514 --> 02:24:23.093
<v ->Madame Chair, I would like to move that</v>

02:24:23.093 --> 02:24:27.795
as members review the document that's being distributed,

02:24:27.795 --> 02:24:31.878
that as you read the, again, what I believe to be

02:24:35.212 --> 02:24:38.962
clean up, that you also look at the rationale

02:24:40.438 --> 02:24:43.938
and remove to correct these as one motion.

02:25:21.305 --> 02:25:23.437
So the first one is four of English 4,

02:25:23.437 --> 02:25:25.817
Chapter 110.39, number seven, letter C,

02:25:25.817 --> 02:25:29.984
"analyze the effects of, rather than differences in,

02:25:30.845 --> 02:25:33.258
"sound form figurative language graphics

02:25:33.258 --> 02:25:35.527
"and dramatic structure and poetry across

02:25:35.527 --> 02:25:38.444
"literary time periods and cultures."

02:26:18.143 --> 02:26:20.560
(chattering)

02:26:24.521 --> 02:26:26.540
<v Martinez>So, Madame Chair, we think it's actually B,</v>

02:26:26.540 --> 02:26:29.501
not C, because C is a completely different standard.

02:26:29.501 --> 02:26:33.001
<v ->Oh, OK, I was very confused. OK, got it.</v>

02:26:44.858 --> 02:26:48.779
<v ->It's on page six of the vertical document.</v>

02:26:48.779 --> 02:26:52.279
<v ->At the top, far right. B, right? It's B.</v>

02:26:56.592 --> 02:26:59.009
(chattering)

02:27:04.240 --> 02:27:06.902
Well, this is the first time we've seen this,

02:27:06.902 --> 02:27:10.660
so I want to make sure members have looked at this.

02:27:10.660 --> 02:27:11.493
I mean,

02:27:12.713 --> 02:27:16.656
is there a thought about the changing "differences in,"

02:27:16.656 --> 02:27:19.156
to "effects of?"

02:27:20.540 --> 02:27:22.121
I don't know what the implications are,

02:27:22.121 --> 02:27:23.704
that's my question.

02:27:25.144 --> 02:27:27.430
Can we hold off on that one just a second?

02:27:27.430 --> 02:27:28.429
<v ->I have a question.
<v ->Until they have</v>

02:27:28.429 --> 02:27:29.520
a chance to think about it.

02:27:29.520 --> 02:27:31.065
No one's seen this.
<v ->Question.</v>

02:27:31.065 --> 02:27:33.909
It was the source of this amendment.

02:27:33.909 --> 02:27:34.742
Or whom?

02:27:36.782 --> 02:27:40.449
<v ->Yes, yes, Miss Perez.
<v ->So, this came to us</v>

02:27:41.539 --> 02:27:44.420
yesterday from the same team.

02:27:44.420 --> 02:27:48.420
And we also have e-mail from Jennifer Wilkerson,

02:27:49.710 --> 02:27:52.444
who reviewed it and is in agreement with

02:27:52.444 --> 02:27:54.499
the three of these.

02:27:54.499 --> 02:27:56.560
Does that answer?
<v ->Just question.</v>

02:27:56.560 --> 02:27:59.227
We're here at third reading, OK.

02:28:00.620 --> 02:28:02.715
<v ->It does feel like it.
<v ->Because I just,</v>

02:28:02.715 --> 02:28:06.465
I remember so much commentary and grief given

02:28:07.665 --> 02:28:11.047
when members at second reading trying to make

02:28:11.047 --> 02:28:12.920
amendments, well, we don't have enough time

02:28:12.920 --> 02:28:15.229
to look at it. Now we're past second reading,

02:28:15.229 --> 02:28:17.112
and here we are at board day on Friday,

02:28:17.112 --> 02:28:19.917
in the afternoon, and we're bringing fresh

02:28:19.917 --> 02:28:21.705
amendments from folks who've been involved

02:28:21.705 --> 02:28:24.788
in the process for a year and a half.

02:28:27.336 --> 02:28:28.169
Thank you.

02:28:29.637 --> 02:28:31.943
<v ->Should we delay? Staff asked for just a delay</v>

02:28:31.943 --> 02:28:35.026
for a minute while they look at this.

02:28:36.421 --> 02:28:38.470
Let's do the ESL and come back.

02:28:38.470 --> 02:28:41.351
I think that's, that would be a little more.

02:28:41.351 --> 02:28:43.170
<v ->OK, so.
<v ->Comfortable.</v>

02:28:43.170 --> 02:28:44.863
<v ->At this time.
<v ->Actually, do we have</v>

02:28:44.863 --> 02:28:47.446
the electronic version of this?

02:28:48.863 --> 02:28:50.780
<v ->Board members?
<v ->Yeah.</v>

02:28:56.570 --> 02:28:58.890
So, we'll go on to the ESOL.

02:28:58.890 --> 02:29:03.057
And that's coming right now.
<v ->Yes, I did, thank you.</v>

02:29:05.125 --> 02:29:07.042
I have mine, thank you.

02:29:16.593 --> 02:29:20.623
So, if members will recall, on Tuesday,

02:29:20.623 --> 02:29:24.706
we had some discussion about reviewing this again

02:29:27.372 --> 02:29:31.839
on Friday, and if you will look at the vertical document,

02:29:31.839 --> 02:29:35.589
you will see how this page of nine amendments

02:29:37.051 --> 02:29:40.801
cleans up alignment between ESOL 1 and 2.

02:29:42.471 --> 02:29:46.638
And so I'm asking that we approve all of these amendments

02:29:49.054 --> 02:29:50.221
in one motion.

02:29:54.186 --> 02:29:56.603
(chattering)

02:30:40.470 --> 02:30:41.990
<v ->I would just like to remind the board</v>

02:30:41.990 --> 02:30:45.983
that we told the member to bring this back on Friday.

02:30:45.983 --> 02:30:47.787
We asked her to do the work on it

02:30:47.787 --> 02:30:50.620
and bring it back to us on Friday.

02:30:52.901 --> 02:30:56.030
<v ->These were not new members, new amendments</v>

02:30:56.030 --> 02:30:58.832
that we have not seen. This particular set of amendments

02:30:58.832 --> 02:31:01.733
were the only ones that were remaining

02:31:01.733 --> 02:31:03.745
because we did some and approved some and then

02:31:03.745 --> 02:31:05.997
didn't approve others.
<v ->Right, and so,</v>

02:31:05.997 --> 02:31:09.790
what this is is I think, so that members have

02:31:09.790 --> 02:31:13.733
an opportunity to look at what passed,

02:31:13.733 --> 02:31:15.900
what didn't pass, and how

02:31:18.015 --> 02:31:20.932
the issues that result from what went and what

02:31:20.932 --> 02:31:22.099
didn't go, so.

02:31:24.047 --> 02:31:27.121
As per the board's request, that's what

02:31:27.121 --> 02:31:30.342
the vertical document hopefully explains,

02:31:30.342 --> 02:31:32.009
demonstrates to you.

02:31:36.512 --> 02:31:39.012
Yes, mister, yes, Mr. Maynard.

02:31:42.414 --> 02:31:45.914
<v ->Yeah, not to sound like a broken record.</v>

02:31:47.050 --> 02:31:50.111
Understand, when we write standards

02:31:50.111 --> 02:31:51.895
or student expectations, you know,

02:31:51.895 --> 02:31:55.369
certainly, that we have certain things that

02:31:55.369 --> 02:31:56.715
in a knowledge and skill statement

02:31:56.715 --> 02:31:58.517
that we can kind of provide context,

02:31:58.517 --> 02:32:02.567
in an overview, but the student expectation itself is

02:32:02.567 --> 02:32:06.934
what is very specific and what is measurable.

02:32:06.934 --> 02:32:08.851
That is, as a result of

02:32:11.235 --> 02:32:13.000
going through this class, taking this course,

02:32:13.000 --> 02:32:16.436
studying this content, this is what they know how to do,

02:32:16.436 --> 02:32:18.353
this is what they know.

02:32:19.980 --> 02:32:21.872
In knowledge and skills.

02:32:21.872 --> 02:32:24.415
You know, my issue, I said this over and over again,

02:32:24.415 --> 02:32:26.498
when we say ""increasingly","

02:32:28.078 --> 02:32:29.842
we don't know what that is.

02:32:29.842 --> 02:32:32.236
Is it that if we had a one percent increase

02:32:32.236 --> 02:32:34.109
over from the time they started the year,

02:32:34.109 --> 02:32:36.556
that would be "increasingly".

02:32:36.556 --> 02:32:40.730
What we think about in this particular course,

02:32:40.730 --> 02:32:43.067
where the student is actually having to take

02:32:43.067 --> 02:32:46.400
the standardized assessment for English,

02:32:47.510 --> 02:32:51.677
this gives us a very soft and a very nebulous target

02:32:53.163 --> 02:32:56.598
for a teacher. We don't know exactly what that is.

02:32:56.598 --> 02:32:59.265
And I would speak against adding

02:33:00.448 --> 02:33:03.735
the word ""increasingly"" in there. In fact,

02:33:03.735 --> 02:33:07.902
I would encourage my fellow members to not approve that

02:33:09.143 --> 02:33:11.244
and that I would say that we need to go back

02:33:11.244 --> 02:33:14.127
and strip the ""increasingly"" out of the ones

02:33:14.127 --> 02:33:17.939
where it did pass. Because we are lowering

02:33:17.939 --> 02:33:20.818
the expectation here, or we have an expectation

02:33:20.818 --> 02:33:23.068
that is not clearly stated.

02:33:24.494 --> 02:33:27.225
We would assume, and we understand

02:33:27.225 --> 02:33:29.676
that a lot of these students are coming in,

02:33:29.676 --> 02:33:31.400
and I have taught these students before,

02:33:31.400 --> 02:33:35.634
as have you, Miss Perez, that certainly that they

02:33:35.634 --> 02:33:38.519
come in with some deficiency, and that if we give

02:33:38.519 --> 02:33:41.381
a finite, measurable target,

02:33:41.381 --> 02:33:43.279
we would assume that during the course

02:33:43.279 --> 02:33:45.189
of that year, they would be increasing.

02:33:45.189 --> 02:33:46.753
But at the end of the day, there needs to be

02:33:46.753 --> 02:33:49.976
a finite, clearly defined target,

02:33:49.976 --> 02:33:54.388
and ""increasingly"" is not a clearly defined target.

02:33:54.388 --> 02:33:58.471
And I just am just curious if the staff

02:33:58.471 --> 02:34:00.471
shares similar concerns.

02:34:07.075 --> 02:34:09.193
<v ->In terms of writing good standards</v>

02:34:09.193 --> 02:34:11.573
and being as clear as possible,

02:34:11.573 --> 02:34:13.568
the point that Mr. Maynard makes, I think,

02:34:13.568 --> 02:34:14.990
is an accurate one.

02:34:14.990 --> 02:34:18.444
You want to have a definitive point

02:34:18.444 --> 02:34:21.322
that students can reach to demonstrate

02:34:21.322 --> 02:34:24.239
the proficiency in those standards.

02:34:31.876 --> 02:34:35.553
Well, I think the point that Mr. Maynard is trying to make

02:34:35.553 --> 02:34:37.603
is that when you're writing standards,

02:34:37.603 --> 02:34:40.553
you're supposed to be identifying what a student

02:34:40.553 --> 02:34:43.610
should know and be able to do at the end of the year.

02:34:43.610 --> 02:34:46.490
So, in terms of well written,

02:34:46.490 --> 02:34:47.910
clear and well written standards,

02:34:47.910 --> 02:34:49.785
you would want to have identified what

02:34:49.785 --> 02:34:51.854
the student should have achieved,

02:34:51.854 --> 02:34:53.771
at the end of the year.

02:34:56.709 --> 02:34:58.435
<v Donna>Yes, Miss Beltran.</v>

02:34:58.435 --> 02:35:00.816
<v Beltran>So Monica, given what you just said,</v>

02:35:00.816 --> 02:35:02.486
one of the questions that I was thinking about

02:35:02.486 --> 02:35:03.744
as we left our last meeting was then,

02:35:03.744 --> 02:35:07.475
what differentiates an ESOL 1 class

02:35:07.475 --> 02:35:08.818
and an English 1 class?

02:35:08.818 --> 02:35:09.938
I mean, is it?

02:35:09.938 --> 02:35:12.814
Where are the instances that are different and?

02:35:12.814 --> 02:35:14.075
<v ->That's a good question.</v>

02:35:14.075 --> 02:35:16.275
So I think, so one of the things that you've done

02:35:16.275 --> 02:35:18.218
is you've included language in the knowledge

02:35:18.218 --> 02:35:20.213
and skill statement that addresses or reinforces

02:35:20.213 --> 02:35:25.126
the additional scaffolding that's targeted at the teacher.

02:35:25.126 --> 02:35:29.027
When the committees originally wrote these courses,

02:35:29.027 --> 02:35:32.410
they added additional student expectations

02:35:32.410 --> 02:35:35.287
that you will see in ESOL 1 and 2,

02:35:35.287 --> 02:35:37.322
that are not in English 1 and 2,

02:35:37.322 --> 02:35:39.661
to provide the additional language support.

02:35:39.661 --> 02:35:42.777
You took action to strip some of those out

02:35:42.777 --> 02:35:43.610
this week.

02:35:44.791 --> 02:35:46.541
There are some that still remain,

02:35:46.541 --> 02:35:50.064
and so that would be an important differentiation

02:35:50.064 --> 02:35:51.934
between the two.

02:35:51.934 --> 02:35:53.410
And then there's some instances where

02:35:53.410 --> 02:35:56.376
in the student expectation, you've added

02:35:56.376 --> 02:35:57.707
some additional language

02:35:57.707 --> 02:36:00.416
that would be appropriate,

02:36:00.416 --> 02:36:03.255
and while I think we all recognize that

02:36:03.255 --> 02:36:05.455
if you say "identify and analyze,"

02:36:05.455 --> 02:36:07.354
identify is subsumed in analyze,

02:36:07.354 --> 02:36:10.035
but that's being more deliberate there,

02:36:10.035 --> 02:36:12.595
and so I think those instances where we've asked

02:36:12.595 --> 02:36:15.556
that you, if you want to add language,

02:36:15.556 --> 02:36:18.530
that you not change the student expectation

02:36:18.530 --> 02:36:21.208
so that we can ensure students have had

02:36:21.208 --> 02:36:23.367
the opportunity to learn and have the opportunity

02:36:23.367 --> 02:36:26.463
to be successful on those end of course assessments.

02:36:26.463 --> 02:36:29.395
I think that's where you're gonna see

02:36:29.395 --> 02:36:31.812
that kind of differentiation.

02:36:37.135 --> 02:36:39.722
<v ->Oh, yes, Mr. Rowley.
<v ->And I guess,</v>

02:36:39.722 --> 02:36:43.305
if we're looking at all of these as a whole,

02:36:44.689 --> 02:36:48.356
some of them I think Mr. Maynard's points is

02:36:49.859 --> 02:36:52.526
germane, others not necessarily.

02:36:53.778 --> 02:36:57.323
Because on some of them, it speaks to the student's

02:36:57.323 --> 02:36:59.933
increasing knowledge. In others, it talks about

02:36:59.933 --> 02:37:03.600
"increasingly" complex processes, for example.

02:37:04.735 --> 02:37:08.049
1C doesn't necessarily talk about the student

02:37:08.049 --> 02:37:09.848
increasing in knowledge, it's talking about

02:37:09.848 --> 02:37:14.670
the instructional material itself increasing in complexity.

02:37:14.670 --> 02:37:18.837
Just as a note, 7K, "dealing with "increasingly"

02:37:20.444 --> 02:37:22.712
extended discussions," I remember the conversation

02:37:22.712 --> 02:37:26.879
about that one before in another expectation or standard.

02:37:29.692 --> 02:37:33.192
But to me that ""increasingly"" then says that

02:37:34.294 --> 02:37:38.225
that modifies "extended," which means you have

02:37:38.225 --> 02:37:40.796
"increasingly" extended discussions, and I'm not sure

02:37:40.796 --> 02:37:44.088
that that would be something I think

02:37:44.088 --> 02:37:47.005
we're looking to achieve there.

02:37:48.964 --> 02:37:52.469
<v ->Yes, Miss Perez.
<v ->So, I would like to</v>

02:37:52.469 --> 02:37:56.636
remind our board that our students are taking an ESOL 1

02:38:00.050 --> 02:38:03.019
course and testing on an English 1

02:38:03.019 --> 02:38:04.616
end of course assessment.

02:38:04.616 --> 02:38:07.969
They're taking an English, the ESOL 2 course,

02:38:07.969 --> 02:38:10.552
testing on the English 2 EOC.

02:38:11.783 --> 02:38:14.622
And so, because we have faith in our educators,

02:38:14.622 --> 02:38:17.289
I believe that it is fair to say

02:38:18.138 --> 02:38:20.316
that while our educators are using

02:38:20.316 --> 02:38:22.252
the student expectations of English 1

02:38:22.252 --> 02:38:24.755
and English 2, they're quite cognizant

02:38:24.755 --> 02:38:28.255
and also using the English 1 as it would

02:38:30.131 --> 02:38:31.770
pertain to individual students,

02:38:31.770 --> 02:38:33.716
or the English 2 course, as it would pertain

02:38:33.716 --> 02:38:35.658
to individual students, and so they know

02:38:35.658 --> 02:38:39.384
the mark of what students need to either hit

02:38:39.384 --> 02:38:42.793
proficiency or mastery for their English 1 students

02:38:42.793 --> 02:38:44.872
and English 2 students because that's the test

02:38:44.872 --> 02:38:48.575
that they're responsible to demonstrate

02:38:48.575 --> 02:38:50.772
proficiency at the end of the year.

02:38:50.772 --> 02:38:54.605
But please remember, these educators are using

02:38:54.605 --> 02:38:56.772
ESOL 1 with English 1.

02:38:57.755 --> 02:39:00.723
ESOL 2 with English 2.

02:39:00.723 --> 02:39:03.993
It is not one or the other for these particular students.

02:39:03.993 --> 02:39:04.910
It is both.

02:39:05.816 --> 02:39:09.914
You're in this course, but you are testing on this.

02:39:09.914 --> 02:39:14.077
You're assessed on this when, so, it's not

02:39:14.077 --> 02:39:16.327
necessarily accurate to say

02:39:18.541 --> 02:39:21.147
they're receiving these SE's

02:39:21.147 --> 02:39:24.055
and then being tested on these SE's.

02:39:24.055 --> 02:39:28.432
They're being tested on the English 1 course,

02:39:28.432 --> 02:39:31.834
but receiving instruction in ESOL 1.

02:39:31.834 --> 02:39:34.746
And so I realize that it may be a bit difficult

02:39:34.746 --> 02:39:36.762
to comprehend if you haven't taught this

02:39:36.762 --> 02:39:38.152
or you haven't seen this,

02:39:38.152 --> 02:39:40.760
and I don't mean to speak down to anybody

02:39:40.760 --> 02:39:42.523
on this board or anywhere else,

02:39:42.523 --> 02:39:45.273
but I just want to stress that

02:39:46.592 --> 02:39:49.762
these children are being tested on,

02:39:49.762 --> 02:39:51.971
you know, the same as a native English speaker

02:39:51.971 --> 02:39:52.970
is being tested.

02:39:52.970 --> 02:39:54.914
Do they need extra support?

02:39:54.914 --> 02:39:56.867
Yes. Do they need increasing support?

02:39:56.867 --> 02:39:58.864
Yes. Do they need extended conversations?

02:39:58.864 --> 02:40:01.555
Yes. Do they need increasing accuracy?

02:40:01.555 --> 02:40:04.156
Yes. Do they need, I mean, they need a lot

02:40:04.156 --> 02:40:08.131
because we're asking them to start three

02:40:08.131 --> 02:40:09.925
football fields behind

02:40:09.925 --> 02:40:11.911
and get to the end of the goal line,

02:40:11.911 --> 02:40:16.078
where some students are starting at zero.

02:40:19.295 --> 02:40:22.712
<v ->So if I could translate your argument.</v>

02:40:24.933 --> 02:40:26.717
You tell me if I've got this right.

02:40:26.717 --> 02:40:30.337
Is that by adding those modifiers,

02:40:30.337 --> 02:40:33.134
what we're saying is that

02:40:33.134 --> 02:40:35.209
they already have the mark

02:40:35.209 --> 02:40:38.433
that they're gonna reach in English 1 and 2,

02:40:38.433 --> 02:40:39.580
correct?

02:40:39.580 --> 02:40:41.405
That standard has already been set.

02:40:41.405 --> 02:40:45.488
This is a support course. Am I saying this right?

02:40:47.281 --> 02:40:49.207
Oh, it's in lieu of, OK.

02:40:49.207 --> 02:40:50.624
It is in lieu of.

02:40:52.738 --> 02:40:54.695
That's why the close alignment.

02:40:54.695 --> 02:40:56.732
But it's not the one they take at the same time,

02:40:56.732 --> 02:40:58.511
I guess that was my confusion.

02:40:58.511 --> 02:40:59.807
That's ELDA?

02:40:59.807 --> 02:41:01.986
ELDA, I got ya, OK.

02:41:01.986 --> 02:41:04.486
That's where my confusion was.

02:41:08.719 --> 02:41:10.854
OK, so the motion and second is to consider

02:41:10.854 --> 02:41:12.854
all of these amendments

02:41:14.725 --> 02:41:16.144
in one vote.

02:41:16.144 --> 02:41:17.638
Of course, we could have a different motion

02:41:17.638 --> 02:41:18.994
if we wanted to go one at a time.

02:41:18.994 --> 02:41:20.805
But right now, the motion for us is to consider

02:41:20.805 --> 02:41:24.474
all of them into approve. Yeah, Dr. Ellis?

02:41:24.474 --> 02:41:25.628
<v ->I think we've got to separate them,</v>

02:41:25.628 --> 02:41:27.733
because there's some, as member Rowley

02:41:27.733 --> 02:41:30.236
was pointing out, that are like, for example,

02:41:30.236 --> 02:41:33.319
this isn't page numbered, but the one

02:41:34.192 --> 02:41:38.176
where it says ""increasingly" complex argument of texts."

02:41:38.176 --> 02:41:40.005
Texts are, that's, I think that's fine

02:41:40.005 --> 02:41:43.748
to have "increasing text," but to Mr. Maynard's points,

02:41:43.748 --> 02:41:47.498
to have, yeah, "increasing depth of knowledge,"

02:41:51.877 --> 02:41:53.751
those are two different things, so I think we do

02:41:53.751 --> 02:41:56.359
have to take 'em one by one.

02:41:56.359 --> 02:41:57.946
<v ->Madame Chair.
<v ->I'm sorry.</v>

02:41:57.946 --> 02:42:00.251
<v ->I'm sorry, if I might just add one more piece</v>

02:42:00.251 --> 02:42:02.638
of information. As we look at these,

02:42:02.638 --> 02:42:05.357
we're not certain how our state review panels

02:42:05.357 --> 02:42:06.868
are going to be able to review

02:42:06.868 --> 02:42:10.701
instructional materials against this language.

02:42:15.038 --> 02:42:18.292
So if they're looking to see if instructional

02:42:18.292 --> 02:42:22.459
material is addressed commonly, "use commonly confused

02:42:23.317 --> 02:42:25.635
"terms with increasing accuracy,"

02:42:25.635 --> 02:42:29.920
we're struggling to understand what they would be

02:42:29.920 --> 02:42:33.503
looking for in the instructional materials.

02:42:34.976 --> 02:42:37.393
Just food for thought.

02:42:42.571 --> 02:42:46.069
<v ->Yes, Miss Beltran.
<v ->Also not to sound</v>

02:42:46.069 --> 02:42:48.240
like a broken record.

02:42:48.240 --> 02:42:51.242
I would like to hear from the practitioners,

02:42:51.242 --> 02:42:53.325
if you guys are amenable.

02:42:54.335 --> 02:42:56.408
The distinction between the ELPS,

02:42:56.408 --> 02:42:59.662
how they use the ELPS, and why we would include

02:42:59.662 --> 02:43:02.580
increasing language like ""increasingly""

02:43:02.580 --> 02:43:05.830
across these standards if the intention

02:43:09.892 --> 02:43:12.242
of the ELPS is to have that kind of support

02:43:12.242 --> 02:43:14.351
throughout every content area.

02:43:14.351 --> 02:43:16.218
And while the ELPS may not be perfect

02:43:16.218 --> 02:43:18.861
at this point, we will be reviewing those,

02:43:18.861 --> 02:43:21.433
but I'm still not clear.

02:43:21.433 --> 02:43:23.397
In some of the rationale it says that

02:43:23.397 --> 02:43:26.079
we want consistency with the ELPS,

02:43:26.079 --> 02:43:29.316
when the ELPS should be kind of a guiding standard,

02:43:29.316 --> 02:43:33.483
rather than an English proficiency target, I guess.

02:43:35.474 --> 02:43:38.474
So, I'd love to hear from the group.

02:43:39.951 --> 02:43:42.091
<v ->OK, can I just first go back to what</v>

02:43:42.091 --> 02:43:44.094
Miss Martinez said?

02:43:44.094 --> 02:43:46.092
As far as like the instructional materials,

02:43:46.092 --> 02:43:48.517
I guess what we're looking for is to give them

02:43:48.517 --> 02:43:51.002
more opportunities, multiple opportunities

02:43:51.002 --> 02:43:55.787
to practice, and therefore getting the "increasingly"

02:43:55.787 --> 02:43:59.954
opportunities to get better up with what they're doing.

02:44:00.950 --> 02:44:03.345
<v ->The way I think she's intending that is</v>

02:44:03.345 --> 02:44:07.095
that is more about guiding the instructional,

02:44:10.613 --> 02:44:12.645
you know, the instructor to do that.

02:44:12.645 --> 02:44:14.646
But she's talking about, specifically, when you hand

02:44:14.646 --> 02:44:18.245
those standards to a publisher and say,

02:44:18.245 --> 02:44:20.294
"here's what we expect," what does that mean

02:44:20.294 --> 02:44:21.679
to a manufacturer?

02:44:21.679 --> 02:44:24.173
<v ->Well, I think that explanation is not gonna</v>

02:44:24.173 --> 02:44:28.285
get translated based on the words on the page.

02:44:28.285 --> 02:44:31.162
So, we often talk with committees about

02:44:31.162 --> 02:44:33.610
you have to say what you mean,

02:44:33.610 --> 02:44:36.054
we can't assume that people are going

02:44:36.054 --> 02:44:37.950
to understand what you mean if that's not

02:44:37.950 --> 02:44:40.702
what the words on the page say.

02:44:40.702 --> 02:44:42.624
<v ->Because we can leave here with an understanding,</v>

02:44:42.624 --> 02:44:45.037
because we didn't make sure the language

02:44:45.037 --> 02:44:47.142
was precise to our understanding,

02:44:47.142 --> 02:44:49.692
that's not necessarily gonna translate

02:44:49.692 --> 02:44:51.281
when a publisher looks at it and says,

02:44:51.281 --> 02:44:53.979
"Here's what we're gonna offer for materials."

02:44:53.979 --> 02:44:57.542
<v ->And I agree with that, but when you're doing it</v>

02:44:57.542 --> 02:45:00.668
in the classroom, and the student is "increasingly"

02:45:00.668 --> 02:45:03.664
getting better at it, it's because they're being

02:45:03.664 --> 02:45:06.682
provided, obviously, the scaffolding,

02:45:06.682 --> 02:45:10.659
so when you're submitting in the sense

02:45:10.659 --> 02:45:12.061
of an instructional piece,

02:45:12.061 --> 02:45:14.458
you're also giving them more and more,

02:45:14.458 --> 02:45:17.281
and at the same time, kind of taking away

02:45:17.281 --> 02:45:21.448
different scaffolds, but it's so that you eventually

02:45:22.750 --> 02:45:26.991
get to that. So the text should reflect that,

02:45:26.991 --> 02:45:28.933
that the increasing or decreasing of this,

02:45:28.933 --> 02:45:32.262
the scaffolding, the depth, the complexity of it.

02:45:32.262 --> 02:45:34.871
<v ->And you know, as we went out to the field</v>

02:45:34.871 --> 02:45:38.632
and interviewed teachers and interviewed directors,

02:45:38.632 --> 02:45:40.503
they face that problem. They don't have

02:45:40.503 --> 02:45:44.334
instructional materials that provide the scaffolding.

02:45:44.334 --> 02:45:47.431
They are given the same text that the English 1

02:45:47.431 --> 02:45:50.760
is given, and so that was also part of the intention

02:45:50.760 --> 02:45:54.379
for adding this to the TEKS in hopes that,

02:45:54.379 --> 02:45:57.544
now, their instructional materials will be

02:45:57.544 --> 02:46:00.871
a little bit more specific to them,

02:46:00.871 --> 02:46:04.371
so that it can help them reach their goal.

02:46:05.505 --> 02:46:08.789
We absolutely want this to be something

02:46:08.789 --> 02:46:11.423
that the people who provide the materials

02:46:11.423 --> 02:46:14.997
really have to look into and find something

02:46:14.997 --> 02:46:18.433
that is indeed suitable for these students.

02:46:18.433 --> 02:46:20.538
<v ->Madame Chair.
<v ->Miss Martinez.</v>

02:46:20.538 --> 02:46:23.257
<v ->If that is the intent, these words</v>

02:46:23.257 --> 02:46:25.803
are not going to get there.

02:46:25.803 --> 02:46:28.332
I mean, we can certainly work with folks,

02:46:28.332 --> 02:46:32.574
if there needs to be language to get to that point,

02:46:32.574 --> 02:46:35.958
but this proposal is not going to get

02:46:35.958 --> 02:46:40.125
to that type of information in the instructional materials.

02:46:44.305 --> 02:46:46.017
<v ->This is a dilemma, because I really, truly</v>

02:46:46.017 --> 02:46:48.569
do understand what you're trying to accomplish,

02:46:48.569 --> 02:46:50.366
and you feel that, right now,

02:46:50.366 --> 02:46:52.261
as standards are set, you're not getting

02:46:52.261 --> 02:46:54.561
what you need accomplished, so how do we communicate,

02:46:54.561 --> 02:46:56.672
"here's what we need in order to support

02:46:56.672 --> 02:46:59.282
"our students, to where we need them to be."

02:46:59.282 --> 02:47:00.794
I understand what the dilemma is here.

02:47:00.794 --> 02:47:03.383
This is a little complex, yeah.

02:47:03.383 --> 02:47:06.134
Dr. Ellis and Miss Beltran.
<v ->They never answered</v>

02:47:06.134 --> 02:47:06.967
my question.
<v ->Oh, I'm sorry.</v>

02:47:06.967 --> 02:47:08.394
I didn't know you were continuing, OK.

02:47:08.394 --> 02:47:10.078
<v ->And I think that, and not that,</v>

02:47:10.078 --> 02:47:11.554
I know you were getting to it.

02:47:11.554 --> 02:47:13.389
But the other thing is that my understanding,

02:47:13.389 --> 02:47:16.249
what Monica has said in the past is that,

02:47:16.249 --> 02:47:19.194
the ELPS, every content area, every publisher

02:47:19.194 --> 02:47:21.386
has to adapt the material, the content,

02:47:21.386 --> 02:47:24.753
using the ELPS, and that's how they would,

02:47:24.753 --> 02:47:25.753
is that not?

02:47:28.998 --> 02:47:30.778
<v ->That is correct.</v>

02:47:30.778 --> 02:47:32.849
So that is something that we will be looking for,

02:47:32.849 --> 02:47:35.773
in addition to, for all of these courses,

02:47:35.773 --> 02:47:38.751
that they address the English language

02:47:38.751 --> 02:47:42.001
proficiency standards in the materials.

02:47:43.764 --> 02:47:45.624
<v Donna>Suggesting that it would be in the ELPS</v>

02:47:45.624 --> 02:47:48.002
that we would do this, or what are you suggesting?

02:47:48.002 --> 02:47:49.008
I'm just not sure.

02:47:49.008 --> 02:47:50.247
<v ->Oh, I do want to hear their response,</v>

02:47:50.247 --> 02:47:52.697
but I think that would be, yes, because then

02:47:52.697 --> 02:47:55.591
you would say this is the standard,

02:47:55.591 --> 02:47:59.190
but every publisher would have to account for

02:47:59.190 --> 02:48:02.520
addressing the ELPS and language development.

02:48:02.520 --> 02:48:04.231
I'm assuming this course is in addition to

02:48:04.231 --> 02:48:08.312
every course, that was my understanding.

02:48:08.312 --> 02:48:10.062
Does that make sense?

02:48:11.269 --> 02:48:12.102
Yes.

02:48:14.649 --> 02:48:16.649
Well, that's a question.

02:48:19.076 --> 02:48:23.243
<v Donna>Sorry, that's where you show the language support.</v>

02:48:24.367 --> 02:48:26.938
<v ->The words ""increasingly" complex," we took them</v>

02:48:26.938 --> 02:48:29.366
from the ELPS. Tthey're already in the ELPS.

02:48:29.366 --> 02:48:32.616
The problem is that the ELPS is seen by

02:48:34.215 --> 02:48:37.751
the instructional practitioners as a support piece,

02:48:37.751 --> 02:48:40.541
but it doesn't drive instruction.

02:48:40.541 --> 02:48:43.708
When we went out and we spoke to them,

02:48:45.295 --> 02:48:48.117
they are all aware of the ELPS,

02:48:48.117 --> 02:48:50.418
but the fact of the matter is that because

02:48:50.418 --> 02:48:51.790
the standard is not specific,

02:48:51.790 --> 02:48:54.524
it's just seen as an instructional support.

02:48:54.524 --> 02:48:57.524
So, in conversation with the experts

02:48:59.574 --> 02:49:04.253
at the university level, as far as language acquisition,

02:49:04.253 --> 02:49:08.430
they said it's necessary to change things

02:49:08.430 --> 02:49:11.939
for these students because these students are

02:49:11.939 --> 02:49:14.148
facing high, high dropout rates,

02:49:14.148 --> 02:49:16.171
because they are not given the tools

02:49:16.171 --> 02:49:19.262
that they need to reach their target.

02:49:19.262 --> 02:49:21.843
So, they felt that it was very important

02:49:21.843 --> 02:49:24.812
to bring some of the wording that is already included

02:49:24.812 --> 02:49:27.479
in the ELPS, into this document.

02:49:29.160 --> 02:49:32.395
And the reason that the practitioners find it very hard

02:49:32.395 --> 02:49:35.600
to incorporate the ELPS into their instruction,

02:49:35.600 --> 02:49:38.697
if you get the opportunity to pull it up,

02:49:38.697 --> 02:49:42.255
any time here soon, you can see that the ELPS

02:49:42.255 --> 02:49:46.088
don't really align to what the expectation is.

02:49:47.856 --> 02:49:49.777
And we understand that's nobody's fault,

02:49:49.777 --> 02:49:53.650
that's just they have to pass the EOC for English 1.

02:49:53.650 --> 02:49:56.780
But the ELPS describe the students as being able

02:49:56.780 --> 02:50:00.947
to barely begin to grow into the content because of

02:50:02.539 --> 02:50:04.268
their language acquisition.

02:50:04.268 --> 02:50:06.911
So that, in itself, doesn't merge.

02:50:06.911 --> 02:50:08.762
But we understand it's the situation

02:50:08.762 --> 02:50:10.780
that they have to face.

02:50:10.780 --> 02:50:13.250
So that's what we were trying to do here.

02:50:13.250 --> 02:50:16.167
Merge the ELPS with their standard.

02:50:18.880 --> 02:50:20.138
<v ->Madame Chair.
<v ->Yeah.</v>

02:50:20.138 --> 02:50:23.003
<v ->So what I think I'm hearing</v>

02:50:23.003 --> 02:50:25.394
is that we have a professional development issue.

02:50:25.394 --> 02:50:28.231
If teachers are not understanding how to appropriately

02:50:28.231 --> 02:50:31.347
use these tools, that sounds like a professional

02:50:31.347 --> 02:50:34.172
development issue, and an issue that absolutely

02:50:34.172 --> 02:50:36.041
needs to be addressed.

02:50:36.041 --> 02:50:39.208
It would be addressed in the resources

02:50:41.205 --> 02:50:44.386
and the support that we provide to teachers

02:50:44.386 --> 02:50:47.053
after the standards are adopted.

02:50:48.082 --> 02:50:50.617
It sounds like that's the way that we need to

02:50:50.617 --> 02:50:53.191
address the issue of, if we have instructors

02:50:53.191 --> 02:50:56.682
who still don't understand how these documents

02:50:56.682 --> 02:50:58.717
are to be used, how they work together,

02:50:58.717 --> 02:51:02.300
that is, I think, saying to us that we need

02:51:03.704 --> 02:51:06.362
to revisit the way that we're doing professional development

02:51:06.362 --> 02:51:08.847
around these issues.

02:51:08.847 --> 02:51:12.119
And that's certainly something that we can go back,

02:51:12.119 --> 02:51:14.981
as an agency, and work to address.

02:51:14.981 --> 02:51:17.177
<v ->But I also am hearing them saying that</v>

02:51:17.177 --> 02:51:19.913
the materials that they have to work with are not

02:51:19.913 --> 02:51:23.911
appropriately paying attention to, I guess,

02:51:23.911 --> 02:51:26.101
the instructions in the ELPS, you know.

02:51:26.101 --> 02:51:29.085
So I'm just not understanding how we can fix

02:51:29.085 --> 02:51:32.094
the instructional material problem.

02:51:32.094 --> 02:51:34.453
I mean, I see the PD problem.

02:51:34.453 --> 02:51:35.945
The professional development problem

02:51:35.945 --> 02:51:38.052
with the educators, but I don't understand

02:51:38.052 --> 02:51:40.337
how that addresses the instructional material

02:51:40.337 --> 02:51:42.959
problem which they're trying to address.

02:51:42.959 --> 02:51:45.529
<v ->And so I think that</v>

02:51:45.529 --> 02:51:49.696
we recognize that the ELPS need to be also revised,

02:51:52.678 --> 02:51:54.819
and that's why we tried to put that on your schedule sooner

02:51:54.819 --> 02:51:57.910
versus later. Certainly,

02:51:57.910 --> 02:52:01.410
we can make sure that we're including,

02:52:03.133 --> 02:52:06.591
for example, in question and answer documents

02:52:06.591 --> 02:52:10.028
that you just approved, those kinds

02:52:10.028 --> 02:52:13.662
of resources for publishers, I think that we can

02:52:13.662 --> 02:52:18.501
have conversations with them about some of those pieces.

02:52:18.501 --> 02:52:21.418
So, there are, I think we recognize

02:52:23.499 --> 02:52:25.964
and we acknowledge that there are challenges.

02:52:25.964 --> 02:52:29.515
We just want to make sure that those challenges

02:52:29.515 --> 02:52:32.840
are being addressed in the most appropriate ways.

02:52:32.840 --> 02:52:36.423
So that you get the result that you intend.

02:52:38.964 --> 02:52:41.154
<v ->Yes, Dr. Ellis.
<v ->I'm gonna open this</v>

02:52:41.154 --> 02:52:44.666
to anyone who considers themselves a curriculum expert

02:52:44.666 --> 02:52:47.650
can answer this, but back to Member Maynard's main comment

02:52:47.650 --> 02:52:51.433
about the ""increasingly"," would I be correct in

02:52:51.433 --> 02:52:54.169
understanding that would be a place in the curriculum

02:52:54.169 --> 02:52:56.805
on the win to increase something along the way,

02:52:56.805 --> 02:52:58.888
as opposed to a standard?

02:53:02.824 --> 02:53:05.157
<v ->Dr. Ellis, that's correct.</v>

02:53:06.524 --> 02:53:08.111
<v ->I mean, it sounds like we've definitely got</v>

02:53:08.111 --> 02:53:10.413
an issue. It should be addressed by the board.

02:53:10.413 --> 02:53:12.741
The question is, where is the appropriate language

02:53:12.741 --> 02:53:16.908
and focus and direction that we need to give with this?

02:53:18.223 --> 02:53:19.535
We've got a discrepancy here.

02:53:19.535 --> 02:53:21.245
We're not getting the right materials.

02:53:21.245 --> 02:53:23.347
The teachers aren't getting the right understanding

02:53:23.347 --> 02:53:25.347
of what it is they're supposed to do with what we've

02:53:25.347 --> 02:53:28.461
set up, so I think the board, it's incumbent upon us

02:53:28.461 --> 02:53:31.104
to try to get this right.

02:53:31.104 --> 02:53:33.970
Question is, as has been raised by several people,

02:53:33.970 --> 02:53:36.306
is whether this ""increasingly"" is appropriate

02:53:36.306 --> 02:53:39.038
in the specific standards, given the challenge of

02:53:39.038 --> 02:53:42.314
what does that mean when it gets translated?

02:53:42.314 --> 02:53:44.187
We know the intention, but what does that mean

02:53:44.187 --> 02:53:47.644
when you're checking off has this TEK been met,

02:53:47.644 --> 02:53:49.244
what is ""increasingly"?"

02:53:49.244 --> 02:53:52.411
So, anyway, is there, yes, Miss Perez.

02:53:53.776 --> 02:53:57.943
<v ->So I would like to bring this to everyone's attention</v>

02:53:59.504 --> 02:54:02.199
or share this information.

02:54:02.199 --> 02:54:04.532
We are writing for teachers.

02:54:05.982 --> 02:54:07.939
We're not writing for publishers.

02:54:07.939 --> 02:54:09.790
That being said,

02:54:09.790 --> 02:54:10.957
this issue has,

02:54:15.531 --> 02:54:19.763
I guess, sparked the interest of publishers.

02:54:19.763 --> 02:54:23.359
Obviously, for me, in a way that I have,

02:54:23.359 --> 02:54:25.276
that this is new to me.

02:54:26.625 --> 02:54:30.679
And because of the work that this team has done,

02:54:30.679 --> 02:54:32.881
SLR and ESOL and ELDA,

02:54:32.881 --> 02:54:36.929
they have been contacted by far more than

02:54:36.929 --> 02:54:38.887
the publishers that sit through these meetings

02:54:38.887 --> 02:54:42.827
to specifically address what they're trying

02:54:42.827 --> 02:54:45.023
to accomplish, right?

02:54:45.023 --> 02:54:47.761
And so I believe that that's something,

02:54:47.761 --> 02:54:50.876
I believe we're moving in the right direction.

02:54:50.876 --> 02:54:52.833
I just want to remind everybody,

02:54:52.833 --> 02:54:55.009
we are not writing to publishers.

02:54:55.009 --> 02:54:56.736
We're writing to teachers.

02:54:56.736 --> 02:54:59.208
And the publishers, I believe, and someone please

02:54:59.208 --> 02:55:01.741
correct me if I'm wrong,

02:55:01.741 --> 02:55:04.189
publishers have responsibility not to only read

02:55:04.189 --> 02:55:08.129
these documents but deal directly with the practitioners,

02:55:08.129 --> 02:55:10.796
as well, and so that being said,

02:55:11.960 --> 02:55:14.661
we have experts across the state that are more than willing

02:55:14.661 --> 02:55:17.233
to work with publishers, in addition to what

02:55:17.233 --> 02:55:20.669
publishers read that we write to teachers.

02:55:20.669 --> 02:55:22.897
<v ->Madame Chair.
<v ->Yes, Miss Martinez.</v>

02:55:22.897 --> 02:55:23.922
<v ->I did need to correct that.</v>

02:55:23.922 --> 02:55:27.066
You are writing to publishers as well as to teachers.

02:55:27.066 --> 02:55:30.998
This is what you use to determine alignment

02:55:30.998 --> 02:55:33.481
and adoption of instructional materials,

02:55:33.481 --> 02:55:36.972
that is one of the primary audiences that

02:55:36.972 --> 02:55:40.157
the standards are intended for.

02:55:40.157 --> 02:55:42.049
<v ->Yeah.
<v ->And so when</v>

02:55:42.049 --> 02:55:44.603
we're talking about ""increasingly"," and we're talking

02:55:44.603 --> 02:55:47.788
about "accuracy and complexity," is that,

02:55:47.788 --> 02:55:49.532
when we're talking about instructional materials,

02:55:49.532 --> 02:55:52.392
are we looking for one all inclusive piece of literature,

02:55:52.392 --> 02:55:55.259
are we looking for supplementary,

02:55:55.259 --> 02:55:58.222
are we looking for, you know, one stop shop,

02:55:58.222 --> 02:56:00.296
I mean, when we're talking,

02:56:00.296 --> 02:56:01.891
if we're gonna write a document to publishers

02:56:01.891 --> 02:56:03.727
so that it makes their job easier,

02:56:03.727 --> 02:56:06.354
then, does that not defeat the purpose

02:56:06.354 --> 02:56:08.499
of writing something really great for teachers?

02:56:08.499 --> 02:56:10.325
I mean, I don't know how we please everybody

02:56:10.325 --> 02:56:12.313
with one document.
<v ->So.</v>

02:56:12.313 --> 02:56:15.281
<v ->Madame Chair.
<v ->Also try and clarify,</v>

02:56:15.281 --> 02:56:18.464
probably a piece that we're missing is that

02:56:18.464 --> 02:56:20.442
these are the standards that are targeted

02:56:20.442 --> 02:56:22.044
at a variety of audiences.

02:56:22.044 --> 02:56:24.025
When we're talking specifically about teachers,

02:56:24.025 --> 02:56:26.686
that's the curriculum, that's the scope and sequence,

02:56:26.686 --> 02:56:29.586
that's all of the additional resources.

02:56:29.586 --> 02:56:33.741
All of those pieces are targeted at the classroom teachers.

02:56:33.741 --> 02:56:36.405
The standards have to meet multiple purposes

02:56:36.405 --> 02:56:38.779
for multiple audiences.
<v ->Madame Chair,</v>

02:56:38.779 --> 02:56:41.030
parliamentary inquiry.
<v ->Yes, Mr. Rowell.</v>

02:56:41.030 --> 02:56:42.617
<v ->Do we not have a motion on the floor,</v>

02:56:42.617 --> 02:56:44.664
and should the conversation be limited to

02:56:44.664 --> 02:56:47.472
the specific motion?
<v ->Yeah, I believe</v>

02:56:47.472 --> 02:56:49.180
the member is correct on that.
<v ->Thank you.</v>

02:56:49.180 --> 02:56:50.425
<v ->Absolutely.</v>

02:56:50.425 --> 02:56:53.716
So the motion before us is to,

02:56:53.716 --> 02:56:55.225
we're gonna do it one at a time.

02:56:55.225 --> 02:56:57.383
<v Man>Take a vote and that's all it takes.</v>

02:56:57.383 --> 02:56:58.381
<v ->OK.</v>

02:56:58.381 --> 02:57:01.794
So Dr. Ellis did request a separate vote on it.

02:57:01.794 --> 02:57:04.097
<v ->Can I withdraw that?
<v ->Yes.</v>

02:57:04.097 --> 02:57:05.096
OK.

02:57:05.096 --> 02:57:06.291
(laughing)

02:57:06.291 --> 02:57:07.124
OK.

02:57:08.577 --> 02:57:12.660
So we would have to take these all as a one vote.

02:57:14.466 --> 02:57:16.320
<v ->Just to be clear, it's only the ones</v>

02:57:16.320 --> 02:57:20.686
in the purple boxes, that say motion failed.

02:57:20.686 --> 02:57:21.685
Consider.

02:57:21.685 --> 02:57:25.185
So if we vote against the motion to insert

02:57:26.193 --> 02:57:30.151
all of that language, we probably need to go back,

02:57:30.151 --> 02:57:32.387
because then the two sides won't match,

02:57:32.387 --> 02:57:34.036
so then we'd have to go back and fix the ones

02:57:34.036 --> 02:57:37.072
that don't match--
<v ->On the ""increasingly"."</v>

02:57:37.072 --> 02:57:39.866
<v ->I'm sorry.
<v ->Tom, or Mr. Maynard.</v>

02:57:39.866 --> 02:57:41.666
<v ->I just wanted to say it publicly so--</v>

02:57:41.666 --> 02:57:42.946
<v ->I think you're right.
<v ->I will say--</v>

02:57:42.946 --> 02:57:45.695
<v ->If this motion fails--
<v ->Can I just say one thing?</v>

02:57:45.695 --> 02:57:48.612
You know, I'm hearing the teachers,

02:57:49.746 --> 02:57:52.506
and I'm hearing, you know, our English expert over here

02:57:52.506 --> 02:57:55.776
and all that, but I just, and so it's very conflicting,

02:57:55.776 --> 02:57:57.811
but I do think we're gonna have to address it through PD,

02:57:57.811 --> 02:58:01.281
as much as I hate to undo what we did the other day,

02:58:01.281 --> 02:58:02.485
some of it.

02:58:02.485 --> 02:58:05.112
Because it is a conundrum,

02:58:05.112 --> 02:58:06.877
but I think by talking publicly, you're doing

02:58:06.877 --> 02:58:08.547
a great service to the state, to publishers,

02:58:08.547 --> 02:58:11.103
to bring this out.
<v ->This is gonna make</v>

02:58:11.103 --> 02:58:12.770
a change regardless.

02:58:13.810 --> 02:58:16.161
<v ->Madame Chair.
<v ->Yes.</v>

02:58:16.161 --> 02:58:19.750
I believe Miss Beltran, then Mr. Rowley.

02:58:19.750 --> 02:58:21.909
<v ->Yeah, great comment, Barbara.</v>

02:58:21.909 --> 02:58:24.909
And you know, I'm a former bilingual education

02:58:24.909 --> 02:58:27.316
elementary school teacher, and so this is

02:58:27.316 --> 02:58:29.551
certainly a population that's, you know,

02:58:29.551 --> 02:58:30.971
I care a lot about personally,

02:58:30.971 --> 02:58:32.869
and you know, want to make sure that we're setting

02:58:32.869 --> 02:58:34.928
the right language and the right standards.

02:58:34.928 --> 02:58:38.332
Question, I think it's a question,

02:58:38.332 --> 02:58:40.532
but maybe another idea to consider is

02:58:40.532 --> 02:58:45.021
when we do do the proclamation for this particular

02:58:45.021 --> 02:58:49.431
content area, can we specify--
<v ->That's the Q and A.</v>

02:58:49.431 --> 02:58:51.227
<v ->--anything else in terms of, you know,</v>

02:58:51.227 --> 02:58:54.528
how they should approach English language learning?

02:58:54.528 --> 02:58:57.138
Is it only looking at the ELPS and the other question is,

02:58:57.138 --> 02:59:00.608
if the ELPS aren't revised, when we do the proclamation,

02:59:00.608 --> 02:59:03.394
how would we deal with that?

02:59:03.394 --> 02:59:06.273
<v ->So.
<v ->Parliamentary inquiry.</v>

02:59:06.273 --> 02:59:08.146
<v ->Yes.
<v ->Madame Chair,</v>

02:59:08.146 --> 02:59:10.248
we have a motion on the floor, can we limit discussion

02:59:10.248 --> 02:59:12.248
to the motion before us?

02:59:13.831 --> 02:59:15.710
<v ->This is going to the motion.
<v ->Is it direct?</v>

02:59:15.710 --> 02:59:16.906
Thank you.
<v ->Yeah, it is.</v>

02:59:16.906 --> 02:59:19.309
Directly to the motion.
<v ->So, to your first</v>

02:59:19.309 --> 02:59:23.495
question, Miss Beltran, you can include whatever

02:59:23.495 --> 02:59:26.154
language you'd like to include in the proclamation.

02:59:26.154 --> 02:59:28.872
That is the way that you communicate to publishers

02:59:28.872 --> 02:59:30.621
what you'd like to see.

02:59:30.621 --> 02:59:32.382
To your second question,

02:59:32.382 --> 02:59:35.965
I think the question to the board would be,

02:59:39.333 --> 02:59:42.518
is there a desire to try and accelerate review

02:59:42.518 --> 02:59:45.443
of the English Language Proficiency Standards?

02:59:45.443 --> 02:59:47.998
And if there is a desire to do that,

02:59:47.998 --> 02:59:50.772
we could go back and look at what a schedule might

02:59:50.772 --> 02:59:53.953
look like, and bring that back to you

02:59:53.953 --> 02:59:56.965
for your consideration in September.

02:59:56.965 --> 03:00:01.047
Since we're talking about standards that

03:00:01.047 --> 03:00:04.611
would go into the classroom in 2020,

03:00:04.611 --> 03:00:08.607
it's within the realm of possibilities

03:00:08.607 --> 03:00:11.034
that we would be able to do that,

03:00:11.034 --> 03:00:14.201
if that's what the board wanted us to.

03:00:18.195 --> 03:00:20.528
<v ->Mr. Rowley.
<v ->Madame Chair.</v>

03:00:22.284 --> 03:00:26.284
To my point earlier, with regard to the language

03:00:28.306 --> 03:00:31.889
of the amendments, for example, on ESOL 7K,

03:00:33.604 --> 03:00:35.966
about "increasingly" extended discussions,

03:00:35.966 --> 03:00:38.140
I had a question.

03:00:38.140 --> 03:00:42.307
It looks like that in ESOL 2, the motion passed,

03:00:44.550 --> 03:00:48.716
but I'm trying to find that in the rule text.

03:00:48.716 --> 03:00:51.951
And you see what I'm asking about?

03:00:51.951 --> 03:00:53.868
This is 7K in ESOL 2.

03:00:59.025 --> 03:01:01.972
So did we pass that as if that "increasingly" modified

03:01:01.972 --> 03:01:04.139
extended in that instance?

03:01:08.449 --> 03:01:11.032
<v ->Mr. Rowley, 7K is on page 10.</v>

03:01:12.034 --> 03:01:14.617
<v ->Right, OK.
<v ->Of the rule text.</v>

03:01:17.914 --> 03:01:21.747
And our notes indicate that the motion failed.

03:01:23.312 --> 03:01:26.395
<v ->OK and ESOL 2, the motion failed.</v>

03:01:28.996 --> 03:01:29.954
Right?
<v ->Yes, sir.</v>

03:01:29.954 --> 03:01:32.287
<v ->OK, that's what I thought.</v>

03:01:34.779 --> 03:01:38.446
OK and then with regard to the last item on,

03:01:41.290 --> 03:01:44.707
it's ESOL 1, 11E, "an increasing variety

03:01:49.096 --> 03:01:52.429
"of sentence structures and links," right?

03:01:54.154 --> 03:01:57.935
And so, I think in the motion that passed,

03:01:57.935 --> 03:02:01.034
in that instance, and I wanted to check this with staff,

03:02:01.034 --> 03:02:04.534
is it said "an "increasingly" complex variety

03:02:06.813 --> 03:02:10.980
"of sentence structures and links," is that correct?

03:02:13.359 --> 03:02:14.906
That is correct?

03:02:14.906 --> 03:02:16.351
OK.

03:02:16.351 --> 03:02:17.891
So that if we adopt this,

03:02:17.891 --> 03:02:20.974
it won't match up with that language.

03:02:22.535 --> 03:02:26.702
OK, I just wanted to clarify that to see where that came.

03:02:30.432 --> 03:02:31.265
Huh?

03:02:34.933 --> 03:02:36.645
Well, this said motion passed.

03:02:36.645 --> 03:02:39.954
It says motion passed, ""increasingly" complex variety."

03:02:39.954 --> 03:02:42.204
That was the.
<v ->It did pass.</v>

03:02:43.499 --> 03:02:46.200
<v ->That motion did pass, but it said "increasing variety,</v>"

03:02:46.200 --> 03:02:50.008
"increasingly" complex variety", instead of "increasing variety,"

03:02:50.008 --> 03:02:52.261
which is my point from the beginning.

03:02:52.261 --> 03:02:54.691
I don't know that you want "increasing" to modify "variety"

03:02:54.691 --> 03:02:57.498
there because I don't think you want more variety,

03:02:57.498 --> 03:03:00.645
you want "increasingly" complex variety.

03:03:00.645 --> 03:03:01.978
That's my point.

03:03:03.938 --> 03:03:05.306
<v ->Mr. Rowley, we're double checking,</v>

03:03:05.306 --> 03:03:07.889
but we don't think that passed.

03:03:08.863 --> 03:03:11.280
(chattering)

03:03:22.054 --> 03:03:25.593
<v ->The rule text, Miss Martinez, can you show me where,</v>

03:03:25.593 --> 03:03:29.722
because the rule text, right, well, they probably both do,

03:03:29.722 --> 03:03:30.555
yeah, but the rule text--
<v ->So staff is showing</v>

03:03:30.555 --> 03:03:32.836
that that amendment was withdrawn.

03:03:32.836 --> 03:03:35.895
We're all double checking our notes.

03:03:35.895 --> 03:03:39.145
<v ->On ESOL 2.
<v ->Oh, I thought ESOL 1.</v>

03:03:40.036 --> 03:03:43.085
<v ->No, ESOL 1 is the modification that's being proposed</v>

03:03:43.085 --> 03:03:44.655
with this motion.

03:03:44.655 --> 03:03:47.910
My question is ESOL 2 seems to be different

03:03:47.910 --> 03:03:50.588
in that it says ""increasingly" complex"

03:03:50.588 --> 03:03:52.970
instead of just "increasing variety."

03:03:52.970 --> 03:03:54.044
That's my question.

03:03:54.044 --> 03:03:57.377
So did, on ESOL 2, what's it gonna be?

03:03:59.005 --> 03:03:59.922
11E, right?

03:04:09.601 --> 03:04:12.366
Yes, ""increasingly" complex variety of

03:04:12.366 --> 03:04:13.796
"sentence structure and lengths."

03:04:13.796 --> 03:04:16.713
That's on page 12 of the rule text.

03:04:19.512 --> 03:04:22.095
I mean, my question's answered.

03:04:37.488 --> 03:04:39.574
<v ->Any other questions before we take a complete</v>

03:04:39.574 --> 03:04:42.324
up or down vote on this document?

03:04:45.062 --> 03:04:46.400
<v ->Yes, I have one.
<v ->Yes.</v>

03:04:46.400 --> 03:04:49.264
Mr. Cortez.
<v ->So, I guess.</v>

03:04:49.264 --> 03:04:54.249
In the, assuming that they did not get an affirmative

03:04:54.249 --> 03:04:57.582
vote, and our motion was limited to only

03:04:58.629 --> 03:05:02.796
accept amendments based on some staff clean up and this,

03:05:06.472 --> 03:05:08.467
what then happens to the document. Will it not be

03:05:08.467 --> 03:05:12.443
correctly aligned if some of these aren't approved?

03:05:12.443 --> 03:05:14.746
<v ->If this motion fails--
<v ->We don't have an alternative</v>

03:05:14.746 --> 03:05:17.663
to add more, we limited the motion.

03:05:18.683 --> 03:05:21.780
For that reason, because of member from Beaumont

03:05:21.780 --> 03:05:26.172
wanting clarification on that, and we've done that.

03:05:26.172 --> 03:05:28.005
So, what happens then?

03:05:31.245 --> 03:05:34.266
<v Donna>Miss Martinez, did you want to?</v>

03:05:34.266 --> 03:05:35.580
<v ->To start rewriting all over again,</v>

03:05:35.580 --> 03:05:37.360
is that what y'all are suggesting?

03:05:37.360 --> 03:05:38.929
<v ->No, definitely not.
<v ->Is that what I'm hearing</v>

03:05:38.929 --> 03:05:40.600
from across the room?
<v ->I don't know if you</v>

03:05:40.600 --> 03:05:43.949
want to, depending on the outcome of the vote,

03:05:43.949 --> 03:05:46.380
if you want to direct staff,

03:05:46.380 --> 03:05:49.401
if you can be very specific for what you

03:05:49.401 --> 03:05:53.568
would want us to do to align between ESOL 1 and 2.

03:05:55.164 --> 03:05:57.343
<v ->Because that's where we don't want to be out of alignment</v>

03:05:57.343 --> 03:05:58.921
because that's what we were trying to avoid.

03:05:58.921 --> 03:06:01.383
One way or the other, we were trying to be out of alignment.

03:06:01.383 --> 03:06:03.957
I mean not be out of alignment.

03:06:03.957 --> 03:06:05.374
Yes, Mr. Maynard.

03:06:07.792 --> 03:06:10.114
I think it's a good point, though, Mr. Cortez.

03:06:10.114 --> 03:06:12.670
<v ->I think it's an excellent point and, you know,</v>

03:06:12.670 --> 03:06:14.557
I think that we just have to have it one way

03:06:14.557 --> 03:06:16.486
or the other, and we just have to decide

03:06:16.486 --> 03:06:19.990
how that's going to be and it's my understanding

03:06:19.990 --> 03:06:24.022
that the scope of the motion to suspend

03:06:24.022 --> 03:06:27.600
applied only to the staff recommendations and what

03:06:27.600 --> 03:06:31.767
Miss Perez had, and so that, assuming that this fails,

03:06:33.709 --> 03:06:36.282
then we would have to have a new motion to suspend,

03:06:36.282 --> 03:06:38.610
would that be correct, Mr. Parliamentarian?

03:06:38.610 --> 03:06:41.842
<v ->Yes, Miss Perez.
<v ->So, I don't believe</v>

03:06:41.842 --> 03:06:43.842
that we would object to,

03:06:46.304 --> 03:06:50.387
if the board decides not to accept this motion to

03:06:52.716 --> 03:06:56.095
move these forward, then I don't believe

03:06:56.095 --> 03:06:58.347
there would be an objection on our part

03:06:58.347 --> 03:07:01.012
that if staff were to go back

03:07:01.012 --> 03:07:03.291
and work with our team

03:07:03.291 --> 03:07:05.874
to develop, to rewrite, to fix,

03:07:07.320 --> 03:07:08.800
to whatever.

03:07:08.800 --> 03:07:12.967
But I would request that staff work with our team.

03:07:13.837 --> 03:07:15.743
<v ->Madame Chair, I want to clarify.</v>

03:07:15.743 --> 03:07:18.589
I don't think it would be appropriate for staff

03:07:18.589 --> 03:07:21.547
to rewrite. I thought it was just a matter of

03:07:21.547 --> 03:07:25.464
very clearly and objectively adding or removing

03:07:27.349 --> 03:07:29.266
that specific language.

03:07:30.697 --> 03:07:33.114
(chattering)

03:07:34.102 --> 03:07:37.247
<v ->Because if this failed, now we've got out of alignment,</v>

03:07:37.247 --> 03:07:38.830
which could be clearly identified.

03:07:38.830 --> 03:07:41.902
Staff would identify where the out of alignment is.

03:07:41.902 --> 03:07:43.185
And fix the alignment.

03:07:43.185 --> 03:07:45.201
<v ->And so what we're asking for is that staff do that</v>

03:07:45.201 --> 03:07:47.618
in conjunction with our team.

03:07:50.960 --> 03:07:55.924
<v ->That would be beyond the scope of what we have done.</v>

03:07:55.924 --> 03:07:59.021
<v ->So we would not make a change that required</v>

03:07:59.021 --> 03:08:04.021
a judgment call. It would have to be a very clear,

03:08:04.021 --> 03:08:07.189
and it would be related to amendments that you made

03:08:07.189 --> 03:08:10.689
to remove something, those specific words,

03:08:11.777 --> 03:08:14.006
that were added, they were added in one place

03:08:14.006 --> 03:08:16.349
and not another, it would have to be very clear

03:08:16.349 --> 03:08:17.787
and objective.
<v ->Very narrow.</v>

03:08:17.787 --> 03:08:20.149
Very narrow purpose.
<v ->Beyond that,</v>

03:08:20.149 --> 03:08:23.982
it would not be appropriate for us to do that.

03:08:27.778 --> 03:08:29.433
<v ->Donna, if this does not pass,</v>

03:08:29.433 --> 03:08:31.702
we can not sequentially introduce these independently?

03:08:31.702 --> 03:08:33.027
<v ->We cannot?
<v ->No.</v>

03:08:33.027 --> 03:08:34.809
Because this is the same thing as taking nine votes

03:08:34.809 --> 03:08:36.086
against all.
<v ->Monica.</v>

03:08:36.086 --> 03:08:39.127
Would, if that would happen, and the vote is

03:08:39.127 --> 03:08:42.960
in the negative to make the changes requested,

03:08:45.081 --> 03:08:48.831
would your work be with keeping in the intent

03:08:49.714 --> 03:08:53.881
of the maker of the motion, to try to get us close

03:08:55.985 --> 03:08:58.525
to this language as possible?

03:08:58.525 --> 03:09:02.086
Would that be part of your focus in your restructuring

03:09:02.086 --> 03:09:05.087
of whatever you're trying to do?

03:09:05.087 --> 03:09:06.093
<v ->No, sir.</v>

03:09:06.093 --> 03:09:07.374
There would not be restructuring.

03:09:07.374 --> 03:09:10.796
I think what I was saying is those instances

03:09:10.796 --> 03:09:14.048
where if, so I'm just looking at,

03:09:14.048 --> 03:09:16.171
it so happens that you made this amendment to both,

03:09:16.171 --> 03:09:20.338
but ESOL 1 and 2, 1F, where you added "increasing mastery,"

03:09:22.709 --> 03:09:26.322
so if it exists in one and not the other,

03:09:26.322 --> 03:09:30.489
and you instructed us to add it to make it consistent

03:09:31.362 --> 03:09:33.698
or to remove it to make it consistent,

03:09:33.698 --> 03:09:37.980
we would take that step specific to those amendments

03:09:37.980 --> 03:09:39.834
that were made this week.

03:09:39.834 --> 03:09:43.112
We would not change any of the rest of the language

03:09:43.112 --> 03:09:45.871
because then we'd be making a substantive change

03:09:45.871 --> 03:09:48.410
that you have not seen, and that would not be

03:09:48.410 --> 03:09:50.991
an appropriate step for us to take.

03:09:50.991 --> 03:09:54.650
So, all I'm saying is if you, today in your amendments,

03:09:54.650 --> 03:09:57.734
if you were to vote not to include this

03:09:57.734 --> 03:10:00.753
and there was a desire to remove it where it had

03:10:00.753 --> 03:10:04.322
been added, and you ask us to do that in those

03:10:04.322 --> 03:10:06.374
instances where it occurs, then we would do that

03:10:06.374 --> 03:10:08.782
without you having to go through and find them

03:10:08.782 --> 03:10:10.645
all yourselves today.

03:10:10.645 --> 03:10:15.440
That is, I think that's the extent of the adjustment

03:10:15.440 --> 03:10:17.152
that we could make.

03:10:17.152 --> 03:10:20.158
The alternative is for you to find them today,

03:10:20.158 --> 03:10:24.064
and take specific action to remove anything

03:10:24.064 --> 03:10:27.533
that you added earlier in the week yourselves.

03:10:27.533 --> 03:10:28.866
<v ->So, basically,</v>

03:10:30.001 --> 03:10:33.780
if it fails, you would undo any other,

03:10:33.780 --> 03:10:37.826
that align with this--
<v ->Only if you instructed us</v>

03:10:37.826 --> 03:10:39.447
to do so.
<v ->Which it sounds like</v>

03:10:39.447 --> 03:10:40.957
that's what I'm hearing.

03:10:40.957 --> 03:10:42.506
That's why I'm asking the question because--

03:10:42.506 --> 03:10:44.271
<v ->Yeah, Mr. Rowley.
<v ->Thank you.</v>

03:10:44.271 --> 03:10:47.435
<v ->But that couldn't be done without further board action.</v>

03:10:47.435 --> 03:10:48.913
Just so we all understand.

03:10:48.913 --> 03:10:51.235
If we vote this down, my understanding,

03:10:51.235 --> 03:10:53.951
correct me if I'm wrong, if this motion fails,

03:10:53.951 --> 03:10:56.813
then there would take, there would be a necessity

03:10:56.813 --> 03:11:00.249
of additional board action to instruct staff to do that.

03:11:00.249 --> 03:11:02.229
<v Donna>That's correct.</v>

03:11:02.229 --> 03:11:03.732
<v ->Two-thirds, there you go.</v>

03:11:03.732 --> 03:11:05.503
That's exactly right, it can't.

03:11:05.503 --> 03:11:09.157
That's not a technical edit is my point.

03:11:09.157 --> 03:11:11.784
<v Cargill>So, Madame Chair, may I use another example?</v>

03:11:11.784 --> 03:11:12.969
<v Donna>Miss Cargill.</v>

03:11:12.969 --> 03:11:15.764
<v ->Monica, on page one of the amendments that were given,</v>

03:11:15.764 --> 03:11:17.764
just even looking at 1C,

03:11:18.939 --> 03:11:21.939
so if this fails, you would make 1C,

03:11:23.137 --> 03:11:26.126
on both sides of this paper match.

03:11:26.126 --> 03:11:28.036
Right?
<v ->But only if it voted.</v>

03:11:28.036 --> 03:11:29.255
<v ->Right, I know, but I'm just--</v>

03:11:29.255 --> 03:11:32.638
<v ->If you instructed us to address that,</v>

03:11:32.638 --> 03:11:36.221
then 1C in ESOL 1 is a very good example.

03:11:37.338 --> 03:11:40.631
We would simply remove the word ""increasingly"."

03:11:40.631 --> 03:11:42.649
<v Cargill>OK, good, gotcha.</v>

03:11:42.649 --> 03:11:45.250
Just making sure.
<v ->OK, to follow up on that.</v>

03:11:45.250 --> 03:11:49.290
If you go right down on page one of the vertical document,

03:11:49.290 --> 03:11:52.415
just so everybody sees that, on F,

03:11:52.415 --> 03:11:56.012
because the two do match, you would not touch that.

03:11:56.012 --> 03:11:58.671
Is that correct?
<v ->If you instructed us</v>

03:11:58.671 --> 03:12:02.347
only to make adjustments, to make them match,

03:12:02.347 --> 03:12:04.290
then that's all we would do.

03:12:04.290 --> 03:12:07.338
If you instructed us to remove that language

03:12:07.338 --> 03:12:10.014
that was added, that addresses "increasing,"

03:12:10.014 --> 03:12:13.531
in all instances, then that's what we would do.

03:12:13.531 --> 03:12:15.213
<v Donna>That's why this is a little more complex</v>

03:12:15.213 --> 03:12:17.984
and so that's why we want to make sure

03:12:17.984 --> 03:12:19.534
we understand what it is we're doing.

03:12:19.534 --> 03:12:21.171
<v ->Madame Chair.
<v ->Yes, Mr. Bradley.</v>

03:12:21.171 --> 03:12:22.866
<v Bradley>Let's see if we can move this along</v>

03:12:22.866 --> 03:12:25.020
because I bet we're gonna have this discussion again.

03:12:25.020 --> 03:12:29.285
I call for the vote on the pending question.

03:12:29.285 --> 03:12:32.057
<v ->Yeah, we're doing a lot of what ifs based on the fact</v>

03:12:32.057 --> 03:12:35.640
that, you know, yes, I'm sorry, Miss Perez,

03:12:37.973 --> 03:12:39.647
did you have one more?
<v ->Made a motion for the,</v>

03:12:39.647 --> 03:12:42.792
is there a second?
<v ->Is there a second to that?</v>

03:12:42.792 --> 03:12:45.515
It takes a two-third vote to close debate.

03:12:45.515 --> 03:12:47.206
All those in favor, say aye.

03:12:47.206 --> 03:12:48.393
<v ->Aye.
<v ->Oh, well,</v>

03:12:48.393 --> 03:12:50.026
it's two-thirds, we have to count, right?

03:12:50.026 --> 03:12:51.667
<v ->Well, just raise hands.
<v ->Raise hands.</v>

03:12:51.667 --> 03:12:53.503
OK, all those in favor of closing debate,

03:12:53.503 --> 03:12:54.836
raise your hand.

03:12:59.403 --> 03:13:01.411
And all those opposed to closing debate,

03:13:01.411 --> 03:13:02.744
raise your hand?

03:13:05.487 --> 03:13:07.557
<v ->Seven, three, that's two-thirds.</v>

03:13:07.557 --> 03:13:09.014
<v ->That's two-thirds?</v>

03:13:09.014 --> 03:13:10.253
OK.

03:13:10.253 --> 03:13:12.412
So we're going to vote on these amendments now.

03:13:12.412 --> 03:13:14.984
And these are the ones in front.

03:13:14.984 --> 03:13:16.651
Oh, yes, sorry, yes.

03:13:19.486 --> 03:13:20.487
OK.

03:13:20.487 --> 03:13:24.654
All those in favor, should we raise our hands on this?

03:13:26.086 --> 03:13:27.233
OK.

03:13:27.233 --> 03:13:29.702
Let's all our raise our hands on this,

03:13:29.702 --> 03:13:31.325
so that we're taking this as a package.

03:13:31.325 --> 03:13:33.926
Now, I want to make sure that everyone understands,

03:13:33.926 --> 03:13:36.111
if you vote this down as a package,

03:13:36.111 --> 03:13:38.193
somebody can't come back in and say, OK, well, now

03:13:38.193 --> 03:13:41.094
I'd like to offer just this one.

03:13:41.094 --> 03:13:43.110
We can't do that.

03:13:43.110 --> 03:13:46.757
We'd have to reconsider if that's what we did, OK.

03:13:46.757 --> 03:13:47.781
I just wanted to make sure.

03:13:47.781 --> 03:13:48.903
OK.

03:13:48.903 --> 03:13:52.525
All those in favor of adding all of these amendments,

03:13:52.525 --> 03:13:54.787
signify by raising your hands.

03:13:54.787 --> 03:13:58.255
All those in favor of adding all of these amendments,

03:13:58.255 --> 03:14:00.883
to approving these, raise your hands.

03:14:00.883 --> 03:14:03.300
(chattering)

03:14:06.225 --> 03:14:09.963
And then all of those opposed to these amendments,

03:14:09.963 --> 03:14:11.296
raise your hand.

03:14:14.632 --> 03:14:18.178
Three to eight, so the motion fails, so these amendments

03:14:18.178 --> 03:14:22.351
will not be added. Now, the next questions is to

03:14:22.351 --> 03:14:25.212
what is your pleasure, as far as directing staff

03:14:25.212 --> 03:14:28.284
what to do as a consequence of that particular vote.

03:14:28.284 --> 03:14:31.382
Yes, Mr. Maynard.
<v ->Madame Chair,</v>

03:14:31.382 --> 03:14:34.608
it's my understanding that, again, that the way

03:14:34.608 --> 03:14:38.278
we're talking about now is that we have rule text now

03:14:38.278 --> 03:14:40.902
that is here for second, awaiting final adoption.

03:14:40.902 --> 03:14:45.069
We had a vote to suspend the rules, for the sole purpose of

03:14:46.750 --> 03:14:50.745
approving staff recommendations and those brought

03:14:50.745 --> 03:14:54.900
by Miss Perez, and therefore, I move to suspend the rule

03:14:54.900 --> 03:14:59.471
for the purpose of bringing additional amendments

03:14:59.471 --> 03:15:03.638
that would direct the staff to address these issues.

03:15:04.747 --> 03:15:06.903
Hmm?
<v ->One amendment?</v>

03:15:06.903 --> 03:15:08.343
<v ->One amendment.</v>

03:15:08.343 --> 03:15:09.176
Right.

03:15:10.191 --> 03:15:13.191
Regarding the ""increasingly"" language.

03:15:15.016 --> 03:15:16.223
<v ->In what way?</v>

03:15:16.223 --> 03:15:18.940
Because as I pointed out, I want to make sure

03:15:18.940 --> 03:15:20.736
that you understand, we did pass,

03:15:20.736 --> 03:15:23.097
and there is alignment where we added

03:15:23.097 --> 03:15:25.086
the ""increasingly"" language.

03:15:25.086 --> 03:15:27.019
In several instances.

03:15:27.019 --> 03:15:29.852
If you look on page one, number F.

03:15:32.522 --> 03:15:34.867
So are we just talking about the out of alignment,

03:15:34.867 --> 03:15:37.402
or are we talking about the other instance?

03:15:37.402 --> 03:15:41.590
We have to clarify for staff is what I'm explaining.

03:15:41.590 --> 03:15:44.689
Because staff can't be directed if they're not clear--

03:15:44.689 --> 03:15:46.141
<v Man>Is there a second to see if</v>

03:15:46.141 --> 03:15:47.708
the board wants to consider this?

03:15:47.708 --> 03:15:49.078
<v ->What is the motion there?</v>

03:15:49.078 --> 03:15:50.302
Can you say that again?

03:15:50.302 --> 03:15:52.299
Do you want just the out of alignment,

03:15:52.299 --> 03:15:55.225
or is your motion that all of the ""increasingly""

03:15:55.225 --> 03:15:56.892
language be removed?

03:15:59.188 --> 03:16:01.425
OK, I'm sorry, Mr. Maynard, could you hit your mic?

03:16:01.425 --> 03:16:04.206
<v ->It is my intent to strike all the ""increasingly""</v>

03:16:04.206 --> 03:16:06.873
language where it's appropriate.

03:16:08.384 --> 03:16:11.217
Well, I deem it to be appropriate.

03:16:15.388 --> 03:16:16.427
I'm just.
<v ->Is there a second</v>

03:16:16.427 --> 03:16:17.677
to that motion?

03:16:19.745 --> 03:16:21.884
To, oh.
<v ->To suspend.</v>

03:16:21.884 --> 03:16:25.245
<v ->No second to suspend the rules.</v>

03:16:25.245 --> 03:16:28.244
(chattering)

03:16:28.244 --> 03:16:31.262
So, now, if you want to, you could make another motion

03:16:31.262 --> 03:16:33.305
to suspend the rules for the other reason,

03:16:33.305 --> 03:16:34.869
which is just remove the ""increasingly""

03:16:34.869 --> 03:16:36.170
where it's out of alignment.

03:16:36.170 --> 03:16:39.078
Staff would be directed to remove the ""increasingly""

03:16:39.078 --> 03:16:42.247
where it's out of alignment.
<v ->Madame Chair.</v>

03:16:42.247 --> 03:16:43.080
Is that?

03:16:45.521 --> 03:16:48.869
I think that we've had a lot of discussion here about,

03:16:48.869 --> 03:16:51.100
not necessarily about alignment,

03:16:51.100 --> 03:16:52.664
but whether or not that's even appropriate language

03:16:52.664 --> 03:16:55.034
for an instructional student expectations.

03:16:55.034 --> 03:16:56.388
<v Donna>Right, so are you making a motion to?</v>

03:16:56.388 --> 03:17:00.236
<v ->So this is, here's.
<v ->Want to make a motion</v>

03:17:00.236 --> 03:17:01.675
to suspend the rules?

03:17:01.675 --> 03:17:04.317
<v ->Here's my motion, I move to suspend the rule</v>

03:17:04.317 --> 03:17:08.067
for the purpose of striking ""increasingly"" from

03:17:09.115 --> 03:17:12.448
128.341C, 128.343E, 128.357K, 128.3511B,

03:17:20.665 --> 03:17:24.832
and to strike ""increasingly"," "increasing mastery of,"

03:17:26.642 --> 03:17:28.725
from 128.35 and 128.341F.

03:17:31.894 --> 03:17:33.515
<v Donna>Is there a second?</v>

03:17:33.515 --> 03:17:35.617
I'm sorry, yes, Mr. Rowley.

03:17:35.617 --> 03:17:36.791
<v Rowley>Are those the instances</v>

03:17:36.791 --> 03:17:38.860
when they are out of alignment

03:17:38.860 --> 03:17:40.736
or are those the instances when the member feels like

03:17:40.736 --> 03:17:42.986
it's inappropriate?
<v ->Right.</v>

03:17:45.104 --> 03:17:47.983
<v Rowley>That was an either/or, that wasn't a vote.</v>

03:17:47.983 --> 03:17:50.119
Is it where the member feels it's inappropriate,

03:17:50.119 --> 03:17:51.702
or is it where the member feels where they're

03:17:51.702 --> 03:17:53.610
out of alignment.
<v ->Well, not necessarily.</v>

03:17:53.610 --> 03:17:58.469
Because in some instances, they occur in both courses,

03:17:58.469 --> 03:18:02.803
and as we have discussed, and as staff has noted,

03:18:02.803 --> 03:18:06.190
that that's not a measurable standard and it's not

03:18:06.190 --> 03:18:08.370
an appropriate standard.
<v ->OK, so just a point</v>

03:18:08.370 --> 03:18:10.814
of inquiry, then, or so I understand.

03:18:10.814 --> 03:18:14.057
The member's motion deals with all of the instances

03:18:14.057 --> 03:18:17.544
when it's there, not just when it's in misalignment.

03:18:17.544 --> 03:18:18.877
Is that correct?

03:18:19.880 --> 03:18:21.213
Is that correct?

03:18:23.325 --> 03:18:26.075
<v ->You get to take two votes.
<v ->OK.</v>

03:18:26.912 --> 03:18:29.197
<v ->Yes, please.
<v ->First you have to</v>

03:18:29.197 --> 03:18:32.215
suspend the rules to even allow it.

03:18:32.215 --> 03:18:35.913
Then, the actual direction to staff will be given,

03:18:35.913 --> 03:18:40.139
and you'll take a vote by majority vote on that.

03:18:40.139 --> 03:18:42.279
So there's kind of two steps you have to follow,

03:18:42.279 --> 03:18:44.690
so there really shouldn't be a lot of debate

03:18:44.690 --> 03:18:47.494
to suspend the rules.
<v ->OK, so could we amend?</v>

03:18:47.494 --> 03:18:49.841
Could I just suggest this?

03:18:49.841 --> 03:18:52.699
That instead of having that we have to suspend the rule

03:18:52.699 --> 03:18:55.035
vote over and over, could we just have a suspend

03:18:55.035 --> 03:18:59.536
the rule vote that says that we will make direction

03:18:59.536 --> 03:19:03.709
to staff, that we want to have that discussion?

03:19:03.709 --> 03:19:06.534
And then what we end up doing is gonna be based on,

03:19:06.534 --> 03:19:09.143
like that amendment or somebody else's amendment.

03:19:09.143 --> 03:19:10.962
Should we do that?

03:19:10.962 --> 03:19:12.740
Would that work?

03:19:12.740 --> 03:19:15.604
With that direction is to what that rule is.

03:19:15.604 --> 03:19:18.021
(chattering)

03:19:19.760 --> 03:19:21.109
Well, we didn't.

03:19:21.109 --> 03:19:22.108
No, no.

03:19:22.108 --> 03:19:24.673
We took it for a specific direction of suspending the rules,

03:19:24.673 --> 03:19:28.131
and that was the problem.
<v ->We need a second.</v>

03:19:28.131 --> 03:19:30.631
<v ->OK, is there a second to that, somebody already did</v>

03:19:30.631 --> 03:19:33.727
second this. Yeah, somebody did already second this.

03:19:33.727 --> 03:19:37.253
OK, if we're going to consider this motion on the board,

03:19:37.253 --> 03:19:41.484
then, because your motion was very specific to SE's.

03:19:41.484 --> 03:19:43.905
I need to understand which SE's you want to suspend

03:19:43.905 --> 03:19:46.641
the motion on.
<v ->Can I make a point</v>

03:19:46.641 --> 03:19:48.944
of inquiry?
<v ->Yes, Mr. Rowley.</v>

03:19:48.944 --> 03:19:52.705
<v ->So if we vote in favor of suspending the rules</v>

03:19:52.705 --> 03:19:55.912
on this motion, we can take up each one of those

03:19:55.912 --> 03:19:58.466
amendments with a majority vote.

03:19:58.466 --> 03:19:59.894
On each one of them.

03:19:59.894 --> 03:20:02.965
So if there are instances when it appears

03:20:02.965 --> 03:20:05.715
it's for member Maynard's opinion

03:20:06.599 --> 03:20:07.969
that they're inappropriate,

03:20:07.969 --> 03:20:10.107
as compared to when they're misaligned,

03:20:10.107 --> 03:20:11.167
is this right, Mr. Overby?

03:20:11.167 --> 03:20:14.066
We can just vote on each one of 'em on a majority basis.

03:20:14.066 --> 03:20:15.637
<v ->OK, got it, got it, got it.</v>

03:20:15.637 --> 03:20:17.795
OK, well then that makes it a little easier.

03:20:17.795 --> 03:20:20.221
Is there any objection to suspending the rules

03:20:20.221 --> 03:20:22.288
and doing just as Mr. Rowley suggested,

03:20:22.288 --> 03:20:24.588
we do them one by one?

03:20:24.588 --> 03:20:27.456
(laughing)

03:20:27.456 --> 03:20:29.070
(coughing)

03:20:29.070 --> 03:20:30.908
I think Mr. Alan.

03:20:30.908 --> 03:20:33.478
I think Mr. Alan has objected.

03:20:33.478 --> 03:20:36.017
(laughing)

03:20:36.017 --> 03:20:38.197
So hearing no objections, we're gonna take these

03:20:38.197 --> 03:20:39.651
one at a time, OK.

03:20:39.651 --> 03:20:41.818
All right, now, first one.

03:20:43.521 --> 03:20:46.059
<v ->Madame Chair, move that we strike the word</v>

03:20:46.059 --> 03:20:48.075
""increasingly""--
<v ->OK, first of all,</v>

03:20:48.075 --> 03:20:50.523
where, what, where are we?

03:20:50.523 --> 03:20:52.338
Can we use the vertical, because seriously,

03:20:52.338 --> 03:20:55.361
the vertical makes, sorry, I'm gonna make sure

03:20:55.361 --> 03:20:57.278
that it's in alignment.

03:21:00.670 --> 03:21:03.640
I understand that, but it's the alignment

03:21:03.640 --> 03:21:06.570
we're talking about here that's the problem.

03:21:06.570 --> 03:21:09.469
Well, I'm afraid, I mean, this is gospel.

03:21:09.469 --> 03:21:13.912
This is nicely colored, but this is the gospel, right here.

03:21:13.912 --> 03:21:16.329
(chattering)

03:21:19.097 --> 03:21:22.847
Is it, I think it's on the first page, 128.34

03:21:24.279 --> 03:21:25.196
and 128.35.

03:21:27.189 --> 03:21:30.719
The "increasingly" C, is it the C one there?

03:21:30.719 --> 03:21:33.184
<v ->Yes.
<v ->OK, so right now,</v>

03:21:33.184 --> 03:21:34.856
members, if you will look on your first page

03:21:34.856 --> 03:21:37.896
of the vertical document, in the first column,

03:21:37.896 --> 03:21:40.779
you will see that there is an ""increasingly""

03:21:40.779 --> 03:21:43.779
but we do not have it in column two.

03:21:45.117 --> 03:21:47.054
<v Martinez>It's the bottom of page two on the rule text,</v>

03:21:47.054 --> 03:21:49.887
if anyone is looking at rule text.

03:21:52.203 --> 03:21:53.036
<v ->It's C.</v>

03:21:55.640 --> 03:21:57.390
Page one, C, on ESOL.

03:21:59.151 --> 03:22:01.021
Yeah, don't look at the wrong vertical, sorry.

03:22:01.021 --> 03:22:02.938
It's the ESOL vertical.

03:22:04.152 --> 03:22:05.918
Are we all together?

03:22:05.918 --> 03:22:08.095
I just want to make sure we know which one we're looking at.

03:22:08.095 --> 03:22:08.928
Got it?

03:22:09.997 --> 03:22:11.745
So, we're gonna vote on that one.

03:22:11.745 --> 03:22:13.201
So does everybody see that?

03:22:13.201 --> 03:22:15.057
""Increasingly"" is in ESOL 1,

03:22:15.057 --> 03:22:17.666
but it is not in ESOL 2.

03:22:17.666 --> 03:22:21.416
So you would move to take it out of ESOL 1,

03:22:22.476 --> 03:22:24.847
to strike.
<v ->Second.</v>

03:22:24.847 --> 03:22:26.648
(chattering)

03:22:26.648 --> 03:22:29.981
<v ->First page, C.
<v ->I need chapter number,</v>

03:22:30.855 --> 03:22:32.313
letter, everything.
<v ->OK.</v>

03:22:32.313 --> 03:22:35.646
Very first, there's item C here, 128.34.

03:22:36.652 --> 03:22:40.735
128.35, but it's item C in both of those columns.

03:22:42.294 --> 03:22:43.127
<v ->1C.
<v ->1C.</v>

03:22:45.698 --> 03:22:47.115
Everybody see it?

03:22:48.006 --> 03:22:50.847
So the motion is to strike ""increasingly"" from

03:22:50.847 --> 03:22:52.264
the first column.

03:22:53.850 --> 03:22:55.996
All those in favor, say aye.

03:22:55.996 --> 03:22:57.343
<v ->Aye.
<v ->All those opposed,</v>

03:22:57.343 --> 03:22:58.343
say no.
<v ->No.</v>

03:22:59.665 --> 03:23:02.582
<v ->OK, let's do a hands on that one.</v>

03:23:05.955 --> 03:23:07.039
OK.

03:23:07.039 --> 03:23:08.471
(chattering)

03:23:08.471 --> 03:23:11.414
So if motion fails, these two will be out of sync, right?

03:23:11.414 --> 03:23:12.473
OK.

03:23:12.473 --> 03:23:17.356
OK, all those in favor, raise your hand, of removing.

03:23:17.356 --> 03:23:18.369
Taking it out.

03:23:18.369 --> 03:23:21.453
Take it out of first column.

03:23:21.453 --> 03:23:23.870
(chattering)

03:23:31.192 --> 03:23:34.025
All those opposed raise your hand.

03:23:37.395 --> 03:23:40.221
OK, it passes, motion passes, so we will remove

03:23:40.221 --> 03:23:42.832
""increasingly"" from column one.

03:23:42.832 --> 03:23:44.251
OK, next one.

03:23:44.251 --> 03:23:45.602
Mr. Maynard.

03:23:45.602 --> 03:23:48.589
I believe it's on the second page, and I believe

03:23:48.589 --> 03:23:49.756
it is 128.34B

03:23:52.976 --> 03:23:53.976
and 128.35B.

03:23:56.360 --> 03:23:59.745
Am I correct?
<v ->Why do you keep saying?</v>

03:23:59.745 --> 03:24:01.457
<v ->Oh, sorry, that's "denotative connotative."</v>

03:24:01.457 --> 03:24:03.650
I think we already fixed that one, didn't we?

03:24:03.650 --> 03:24:05.143
The "denotative connotative."

03:24:05.143 --> 03:24:06.850
We already fixed that, sorry.

03:24:06.850 --> 03:24:08.695
So it would be E on that page.

03:24:08.695 --> 03:24:12.106
Am I right?
<v ->Same motion again?</v>

03:24:12.106 --> 03:24:14.483
<v ->I did have that on E, but I'm not seeing that on,</v>

03:24:14.483 --> 03:24:17.525
I saw it on--
<v ->"Identify, understand,</v>

03:24:17.525 --> 03:24:18.942
"and use multiple."

03:24:20.639 --> 03:24:21.472
Is that?

03:24:24.884 --> 03:24:26.049
3E?

03:24:26.049 --> 03:24:28.466
Is that correct, Mr. Maynard?

03:24:29.505 --> 03:24:31.775
<v ->Well, it was in the Perez document that way,</v>

03:24:31.775 --> 03:24:36.508
but I don't see it in the, let me look at the rule text.

03:24:36.508 --> 03:24:37.535
<v Donna>It's not in the rule text.</v>

03:24:37.535 --> 03:24:40.287
The rule text is page three.

03:24:40.287 --> 03:24:41.120
3E.

03:24:45.395 --> 03:24:48.112
<v ->OK, we're clear on 3E, OK.
<v ->I believe it is.</v>

03:24:48.112 --> 03:24:48.945
Page two.

03:24:50.556 --> 03:24:52.473
128.35 3E and 128.34 E.

03:24:57.438 --> 03:24:58.692
3E.

03:24:58.692 --> 03:25:00.775
I believe it's those two.

03:25:02.109 --> 03:25:04.307
<v Martinez>Madame Chair, in those two, there's no language</v>

03:25:04.307 --> 03:25:06.734
about increasing, it's got the "identify,

03:25:06.734 --> 03:25:08.280
"understand, and use."

03:25:08.280 --> 03:25:10.441
<v ->Oh, but that was his next one, though, right?</v>

03:25:10.441 --> 03:25:12.442
Or we took out the ""increasingly"?"

03:25:12.442 --> 03:25:14.257
OK, there was none.
<v ->It didn't pass.</v>

03:25:14.257 --> 03:25:17.098
<v ->Oh, it didn't pass, OK, that's the one that didn't pass?</v>

03:25:17.098 --> 03:25:19.515
<v Maynard>OK, I have it in,</v>

03:25:22.305 --> 03:25:23.298
OK.

03:25:23.298 --> 03:25:24.782
<v ->You're not having a problem with alignment there,</v>

03:25:24.782 --> 03:25:26.512
right, Mr. Maynard?
<v ->I think we've got</v>

03:25:26.512 --> 03:25:28.897
too many documents here, only.

03:25:28.897 --> 03:25:29.730
OK.

03:25:30.775 --> 03:25:34.275
The next one I guess then would be in

03:25:35.991 --> 03:25:36.824
128.34.

03:25:39.107 --> 03:25:39.940
Three.

03:25:40.941 --> 03:25:41.774
E.

03:25:43.605 --> 03:25:44.792
Is that?
<v ->E.</v>

03:25:44.792 --> 03:25:48.247
We're on 7K now, right?
<v ->OK, right.</v>

03:25:48.247 --> 03:25:50.424
OK, 7K, right.
<v ->Yeah.</v>

03:25:50.424 --> 03:25:52.976
And that's on page four, bottom row.

03:25:52.976 --> 03:25:54.559
<v ->Right, 128.35 7K.</v>

03:25:57.736 --> 03:26:00.032
(chattering)

03:26:00.032 --> 03:26:02.969
<v Martinez>Page 10 of your rule text,</v>

03:26:02.969 --> 03:26:05.302
near the bottom of the page.

03:26:10.146 --> 03:26:12.563
(chattering)

03:26:16.175 --> 03:26:20.342
<v ->This is where the "increasingly" extended discussions.</v>

03:26:21.934 --> 03:26:26.017
So you want to take out ""increasingly"" in ESOL 2,

03:26:28.068 --> 03:26:30.353
there at the bottom right on the right column?

03:26:30.353 --> 03:26:32.055
Bottom row?

03:26:32.055 --> 03:26:34.347
Page four, on the vertical.

03:26:34.347 --> 03:26:36.895
Page four on the vertical.

03:26:36.895 --> 03:26:38.503
Tag.

03:26:38.503 --> 03:26:39.336
7K, 7K.

03:26:40.376 --> 03:26:42.371
(chattering)

03:26:42.371 --> 03:26:44.206
<v ->Right, right.</v>

03:26:44.206 --> 03:26:48.039
So to strike ""increasingly"" in 128.35 7K, right.

03:26:51.623 --> 03:26:54.040
(chattering)

03:26:56.172 --> 03:26:58.294
<v ->So take out "increasingly".</v>

03:26:58.294 --> 03:27:01.303
Move to strike "increasingly" in the second column.

03:27:01.303 --> 03:27:03.720
(chattering)

03:27:15.212 --> 03:27:18.393
Does it matter that in is on the right but not on the left?

03:27:18.393 --> 03:27:21.923
I don't know, is that something to fix?

03:27:21.923 --> 03:27:25.990
The word "in." Iis that a technical error?

03:27:25.990 --> 03:27:26.989
OK.

03:27:26.989 --> 03:27:29.100
OK, that's fine, as long as it's technical.

03:27:29.100 --> 03:27:29.933
I just.

03:27:34.645 --> 03:27:36.089
OK, all right.

03:27:36.089 --> 03:27:39.773
So the motion is for us to strike "increasingly".

03:27:39.773 --> 03:27:41.429
Everyone knows where we are, right?

03:27:41.429 --> 03:27:44.216
OK, all those in favor of striking "increasingly",

03:27:44.216 --> 03:27:45.549
raise your hand.

03:27:50.135 --> 03:27:51.218
(chattering)

03:27:51.218 --> 03:27:55.385
All those in favor, I mean not in favor, raise your hand.

03:27:56.309 --> 03:28:01.150
OK, so motion carries, so strike is done for that one.

03:28:01.150 --> 03:28:02.590
OK, next one, Mr. Maynard, which one?

03:28:02.590 --> 03:28:04.507
<v Maynard>128.35 11B.</v>

03:28:08.221 --> 03:28:11.716
<v Donna>I believe this is on page six.</v>

03:28:11.716 --> 03:28:13.466
<v ->Page eight on.
<v ->11?</v>

03:28:14.377 --> 03:28:17.600
You said it was 11B, oh, sorry, I'm in the wrong spot.

03:28:17.600 --> 03:28:22.295
<v ->It should be on page eight on the, page eight on the--</v>

03:28:22.295 --> 03:28:23.680
<v ->On the vertical?
<v ->Vertical.</v>

03:28:23.680 --> 03:28:25.009
<v ->On the vertical, yeah.</v>

03:28:25.009 --> 03:28:26.681
Second row there, B.

03:28:26.681 --> 03:28:28.098
It's 128.34, 11B.

03:28:30.139 --> 03:28:33.612
And 35, 11B.
<v ->And it's on page 12</v>

03:28:33.612 --> 03:28:36.495
of your rule text.
<v ->OK, great.</v>

03:28:36.495 --> 03:28:40.162
So, the motion is to remove an "increasingly".

03:28:41.766 --> 03:28:44.433
And put back "a focused," correct?

03:28:46.969 --> 03:28:50.992
All those in favor of removing an "increasingly" there.

03:28:50.992 --> 03:28:53.409
Signify by raising your hand.

03:28:56.641 --> 03:28:59.193
(chattering)

03:28:59.193 --> 03:29:02.110
All those opposed, raise your hand.

03:29:03.986 --> 03:29:05.834
OK.
<v ->And then one more.</v>

03:29:05.834 --> 03:29:08.769
<v ->Motion carries.
<v ->To strike "increasing</v>

03:29:08.769 --> 03:29:11.629
"mastery of" from--
<v ->And that is?</v>

03:29:11.629 --> 03:29:14.212
<v ->From 128.34 1F and 128.35 1F.</v>

03:29:17.318 --> 03:29:18.735
<v ->1F?
<v ->128, yeah.</v>

03:29:20.374 --> 03:29:23.108
<v ->Oh, it's ELDA?
<v ->So, no.</v>

03:29:23.108 --> 03:29:25.145
<v ->No, oh sorry.
<v ->So the language</v>

03:29:25.145 --> 03:29:28.395
is "increasing mastery of"--
<v ->OK, hold on.</v>

03:29:30.315 --> 03:29:31.925
Page one, which row?

03:29:31.925 --> 03:29:33.425
<v ->Yeah, it's both.</v>

03:29:36.914 --> 03:29:38.164
128 35, 128 34.

03:29:40.041 --> 03:29:43.170
And 35 1F in both of 'em, both columns.

03:29:43.170 --> 03:29:44.901
(chattering)

03:29:44.901 --> 03:29:47.026
<v ->Oh, this is, OK, so these do match,</v>

03:29:47.026 --> 03:29:49.216
but he would like to strike that from both.

03:29:49.216 --> 03:29:51.383
And "increasing mastery of."

03:29:53.814 --> 03:29:55.538
So leave, "give a presentation,"

03:29:55.538 --> 03:29:58.127
and leave, "give a formal presentation," correct?

03:29:58.127 --> 03:30:02.552
But you want to strike "and increasing mastery of"

03:30:02.552 --> 03:30:05.969
from both ESOL One and ESOL Two, correct?

03:30:07.825 --> 03:30:08.658
OK.

03:30:10.289 --> 03:30:12.789
Oh, did I miss a couple words?

03:30:13.905 --> 03:30:17.709
OK, oh and, yeah, it is, you're right.

03:30:17.709 --> 03:30:20.368
All those in favor of striking that language,

03:30:20.368 --> 03:30:24.535
in both ESOL 1 and ESOL 2, raise your hand, please.

03:30:28.664 --> 03:30:29.662
(chattering)

03:30:29.662 --> 03:30:32.498
OK, all those in favor of retaining the language,

03:30:32.498 --> 03:30:33.915
raise your hands.

03:30:37.425 --> 03:30:39.418
(chattering)

03:30:39.418 --> 03:30:41.202
OK, so the motion fails.

03:30:41.202 --> 03:30:43.369
And that will be retained.

03:30:44.374 --> 03:30:48.205
I want to make sure we put "and with" or take out the "with"

03:30:48.205 --> 03:30:50.403
of whatever.
<v ->That's technical.</v>

03:30:50.403 --> 03:30:52.288
<v ->That's technical, so we can, OK, just want to make</v>

03:30:52.288 --> 03:30:53.977
the language make sense.

03:30:53.977 --> 03:30:57.227
Was there any other amendments to ESOL?

03:30:59.538 --> 03:31:00.455
OK, so now.

03:31:01.337 --> 03:31:03.754
(chattering)

03:31:04.885 --> 03:31:07.870
We have to go back to the English, yeah.

03:31:07.870 --> 03:31:09.310
Yep.

03:31:09.310 --> 03:31:11.615
We need to go back to the English, Miss Perez.

03:31:11.615 --> 03:31:13.702
I mean, I'm sorry, Miss Beltran.

03:31:13.702 --> 03:31:16.056
<v ->I just want to comment quickly on, you know,</v>

03:31:16.056 --> 03:31:17.620
the intention of these votes really are

03:31:17.620 --> 03:31:19.978
to set a high standard, and to hopefully

03:31:19.978 --> 03:31:22.427
encourage the board to look at the ELPS as

03:31:22.427 --> 03:31:25.093
an opportunity for the English language development.

03:31:25.093 --> 03:31:27.429
<v ->I think it's been very clearly articulated,</v>

03:31:27.429 --> 03:31:29.372
there's been a problem, and there is a problem,

03:31:29.372 --> 03:31:31.858
and the board needs to take some pretty strong action

03:31:31.858 --> 03:31:34.341
to try to prevent the problem from reoccuring with

03:31:34.341 --> 03:31:37.290
this revisiting of our standards, for sure.

03:31:37.290 --> 03:31:40.007
There's definitely a problem, we need to be,

03:31:40.007 --> 03:31:42.921
you know, very proactive.

03:31:42.921 --> 03:31:47.004
OK, so the ELAR, yes, staff had an opportunity to

03:31:48.592 --> 03:31:50.509
look at this?
<v ->Yes, so.</v>

03:31:52.214 --> 03:31:54.436
Yeah, they're fine.

03:31:54.436 --> 03:31:57.536
<v ->OK, so, there are two amendments, is that correct?</v>

03:31:57.536 --> 03:32:00.618
<v ->It's three and so--
<v ->Oh, I'm sorry.</v>

03:32:00.618 --> 03:32:01.922
<v Woman>I would move that</v>

03:32:01.922 --> 03:32:03.091
since staff has had an opportunity

03:32:03.091 --> 03:32:05.757
to read over them and then are in agreement with them,

03:32:05.757 --> 03:32:09.029
that we just vote on all three of them in one motion.

03:32:09.029 --> 03:32:10.196
<v ->OK.
<v ->Second.</v>

03:32:12.126 --> 03:32:13.658
<v ->Second.</v>

03:32:13.658 --> 03:32:15.945
OK, any more discussion?

03:32:15.945 --> 03:32:18.945
All those in favor, raise your hand.

03:32:19.864 --> 03:32:22.281
(chattering)

03:32:26.673 --> 03:32:28.734
OK, all those opposed, raise your hand.

03:32:28.734 --> 03:32:30.084
OK, motion carries.

03:32:30.084 --> 03:32:32.186
Those amendments are taken care of.

03:32:32.186 --> 03:32:35.686
OK, I think we're back to the main motion.

03:32:36.621 --> 03:32:39.403
Which is, it's been moved that State Board

03:32:39.403 --> 03:32:41.851
of Education approved for second reading

03:32:41.851 --> 03:32:43.887
and final adoption proposed revisions for 19TAC,

03:32:43.887 --> 03:32:46.187
Chapter 110, Texas Essential Knowledge and Skills

03:32:46.187 --> 03:32:47.705
for English Language Arts and Reading,

03:32:47.705 --> 03:32:50.415
Subchapter C, High School, and 19TAC,

03:32:50.415 --> 03:32:53.388
Chapter 128, Texas Essential Knowledge and Skills,

03:32:53.388 --> 03:32:55.725
for Spanish Language Arts and Reading

03:32:55.725 --> 03:32:57.886
and English as Second Language, Subchapter C,

03:32:57.886 --> 03:33:00.137
High School, with effective date of 20 days

03:33:00.137 --> 03:33:02.507
after filing as adopted with the Texas Register.

03:33:02.507 --> 03:33:05.076
Of course, to set, as amended,

03:33:05.076 --> 03:33:07.368
of course, to set an earlier effective date

03:33:07.368 --> 03:33:09.581
requires a two-thirds of members, which is 10 votes

03:33:09.581 --> 03:33:10.965
in the affirmative.

03:33:10.965 --> 03:33:15.141
All right, are we ready for the question on this one?

03:33:15.141 --> 03:33:17.615
<v ->Is this?
<v ->This is the final thing.</v>

03:33:17.615 --> 03:33:20.576
This is amazing, we're finally getting to the final.

03:33:20.576 --> 03:33:22.614
(chattering)

03:33:22.614 --> 03:33:25.003
Pause for a moment of silence, yes.

03:33:25.003 --> 03:33:28.097
All those in favor, please raise your hand

03:33:28.097 --> 03:33:32.039
on adoption of all of our English standards

03:33:32.039 --> 03:33:34.628
and Spanish standards.

03:33:34.628 --> 03:33:36.358
All those in favor of all of these.

03:33:36.358 --> 03:33:38.374
(chattering)

03:33:38.374 --> 03:33:39.471
I'm sorry.

03:33:39.471 --> 03:33:41.430
ESOL and ELDA.

03:33:41.430 --> 03:33:44.034
Excuse me, thank you for bringing that up.

03:33:44.034 --> 03:33:45.207
Unanimous.

03:33:45.207 --> 03:33:47.960
And add me to that because I want to vote

03:33:47.960 --> 03:33:49.460
in favor of these.

03:33:50.300 --> 03:33:53.217
All those opposed, raise your hand.

03:33:55.121 --> 03:33:56.137
Fantastic.

03:33:56.137 --> 03:33:57.479
I think it would have been a unanimous.

03:33:57.479 --> 03:33:59.243
(applauding)

03:33:59.243 --> 03:34:00.956
I'm gonna stand up.
<v ->Madame Chair.</v>

03:34:00.956 --> 03:34:02.539
<v ->Yes.
<v ->If I may.</v>

03:34:02.539 --> 03:34:03.614
<v ->Did I do something wrong?
<v ->No, you didn't do</v>

03:34:03.614 --> 03:34:06.691
anything wrong. Just, there is one person

03:34:06.691 --> 03:34:09.857
who I think has put in more time, more effort,

03:34:09.857 --> 03:34:11.846
more work, lots of people contributed to this

03:34:11.846 --> 03:34:14.843
process, but there is one person who I think

03:34:14.843 --> 03:34:16.896
we almost killed her in this process,

03:34:16.896 --> 03:34:19.394
and I just want to make sure that you are all aware,

03:34:19.394 --> 03:34:21.736
Jessica Snider, who's probably turning 12 shades

03:34:21.736 --> 03:34:24.636
of red because she doesn't like us to call attention

03:34:24.636 --> 03:34:27.763
to her, she was our primary facilitator

03:34:27.763 --> 03:34:31.689
throughout this process. She has spent, we have had

03:34:31.689 --> 03:34:33.576
to practically drag her out of the building

03:34:33.576 --> 03:34:36.832
because she was trying to make sure that we made

03:34:36.832 --> 03:34:40.936
all the technical edits and took it very personally,

03:34:40.936 --> 03:34:43.003
I think, every time we discovered a mistake

03:34:43.003 --> 03:34:46.227
that we had made, and so I just want to make sure

03:34:46.227 --> 03:34:48.795
that you know that there is no way that any of us

03:34:48.795 --> 03:34:53.096
could have made this happen without all of her efforts.

03:34:53.096 --> 03:34:53.929
So.

03:34:55.866 --> 03:34:57.036
(applauding)

03:34:57.036 --> 03:34:59.369
<v ->Madame Chair.
<v ->Mr. Rowley.</v>

03:35:00.240 --> 03:35:02.508
<v ->I'd like to go on record, as well, to thank</v>

03:35:02.508 --> 03:35:04.650
Member Perez and her team, as well.

03:35:04.650 --> 03:35:07.369
Obviously, they spent a lot of time working on that.

03:35:07.369 --> 03:35:11.560
And appreciate it very much, so thank y'all.

03:35:11.560 --> 03:35:14.223
And of course, Jennifer Wilkerson from Amarillo, Texas.

03:35:14.223 --> 03:35:16.148
(laughing)

03:35:16.148 --> 03:35:18.363
<v ->Just want to say, just want to say.</v>

03:35:18.363 --> 03:35:19.874
<v ->You know, even when we're talking about</v>

03:35:19.874 --> 03:35:21.639
the ESOL 1 and 2 and ELDA, Jennifer Wilkerson

03:35:21.639 --> 03:35:25.776
and that team also participated in those with us,

03:35:25.776 --> 03:35:29.017
as much as they could, or as much as possible,

03:35:29.017 --> 03:35:31.138
to make sure that we were doing our very best

03:35:31.138 --> 03:35:33.603
to move our ESOL students forward,

03:35:33.603 --> 03:35:35.906
so that they can pass an assessment in a course

03:35:35.906 --> 03:35:38.573
that they don't actually attend.

03:35:40.080 --> 03:35:42.853
<v ->I think you have highlighted, thanks to your efforts,</v>

03:35:42.853 --> 03:35:47.349
a real leap forward for us, and highlighted

03:35:47.349 --> 03:35:50.066
what we need to do to make this better for these students.

03:35:50.066 --> 03:35:52.460
So I think that's a huge service in itself,

03:35:52.460 --> 03:35:54.445
and thank you, thank you, thank you for that

03:35:54.445 --> 03:35:57.804
great deal of effort. We really appreciate it.

03:35:57.804 --> 03:35:59.226
OK.

03:35:59.226 --> 03:36:00.484
(chattering)

03:36:00.484 --> 03:36:02.268
Now, we're not done done.

03:36:02.268 --> 03:36:04.625
We're not done done.

03:36:04.625 --> 03:36:08.792
Committee on Instruction, oh yeah, oh yes, that's right.

03:36:11.318 --> 03:36:12.560
<v ->May I proceed?
<v ->Yes.</v>

03:36:12.560 --> 03:36:15.600
<v ->OK, this is on page three of the minutes,</v>

03:36:15.600 --> 03:36:16.850
from June 21st.

03:36:17.977 --> 03:36:20.318
So the Wednesday minutes, page three.

03:36:20.318 --> 03:36:22.961
My understanding is, we make the committee

03:36:22.961 --> 03:36:25.697
recommendation and then there may be

03:36:25.697 --> 03:36:29.043
an amendment to this, but as recommended,

03:36:29.043 --> 03:36:31.510
the State Board of Education approved the election

03:36:31.510 --> 03:36:34.136
of Marty Rowley, Tom Maynard, Georgina Perez

03:36:34.136 --> 03:36:36.328
to serve on the Long Range Plan Steering Committee,

03:36:36.328 --> 03:36:38.596
along with the board chair and the chair

03:36:38.596 --> 03:36:40.251
of the Committee on School Initiatives,

03:36:40.251 --> 03:36:42.537
and approve the start of the nomination

03:36:42.537 --> 03:36:44.732
and selection process for the 10 members

03:36:44.732 --> 03:36:47.162
of the steering committee from stakeholder groups

03:36:47.162 --> 03:36:48.958
across the state.

03:36:48.958 --> 03:36:51.378
<v ->The chair would like to recognize Dr. Ellis</v>

03:36:51.378 --> 03:36:52.461
for a motion.

03:36:54.271 --> 03:36:57.220
<v ->I had some good conversation with Chairman Boharich</v>

03:36:57.220 --> 03:37:00.042
about this issue, and I think what this revolves around

03:37:00.042 --> 03:37:04.436
is our long discussion that we had on Wednesday

03:37:04.436 --> 03:37:07.750
that became very circuitous, and I think back

03:37:07.750 --> 03:37:11.363
to a very similar point than where we started.

03:37:11.363 --> 03:37:15.829
But I would like to amend this motion for clarification

03:37:15.829 --> 03:37:18.079
of the process of everyone.

03:37:18.919 --> 03:37:23.254
And as we had discussed that each of the 10 members

03:37:23.254 --> 03:37:27.954
will nominate three, the 10 members who are not

03:37:27.954 --> 03:37:31.660
chosen will nominate three people to be on that committee.

03:37:31.660 --> 03:37:36.522
The five members of the committee, on the steering

03:37:36.522 --> 03:37:38.588
committee, will make the final selections,

03:37:38.588 --> 03:37:41.178
but with the guarantee that one of the nominees

03:37:41.178 --> 03:37:43.875
from each of those 10 nominating board members

03:37:43.875 --> 03:37:45.100
shall be selected.

03:37:45.100 --> 03:37:47.836
So my amendment would read that the State Board

03:37:47.836 --> 03:37:50.266
of Education confirmed the election of Marty Rowley,

03:37:50.266 --> 03:37:53.107
Tom Maynard, and Georgina Perez to serve

03:37:53.107 --> 03:37:54.889
on the Long Range Plan Steering Committee,

03:37:54.889 --> 03:37:56.452
along with the board chair and the chair of

03:37:56.452 --> 03:37:58.004
the Committee on School Initiative,

03:37:58.004 --> 03:37:59.910
in that the three seats of the committee be reserved

03:37:59.910 --> 03:38:01.727
for point as the Texas Education Agency,

03:38:01.727 --> 03:38:03.548
the Texas Higher Education Coordinating Committee,

03:38:03.548 --> 03:38:05.920
and the Texas Workforce Commission with the final

03:38:05.920 --> 03:38:08.997
10 seats, filled by the remaining state board members,

03:38:08.997 --> 03:38:11.731
submitting three nominees for consideration.

03:38:11.731 --> 03:38:14.161
And the five board members serving on the steering

03:38:14.161 --> 03:38:16.000
committee make the final selections,

03:38:16.000 --> 03:38:17.902
with a guarantee that one of the nominees

03:38:17.902 --> 03:38:20.245
from one of the 10 nominating board members

03:38:20.245 --> 03:38:23.097
shall be selected to serve on the committee.

03:38:23.097 --> 03:38:24.887
<v ->Is there a second?
<v ->Second.</v>

03:38:24.887 --> 03:38:26.719
<v ->OK, it's moved and seconded,</v>

03:38:26.719 --> 03:38:29.436
to substitute the amendment just read.

03:38:29.436 --> 03:38:31.669
Are you ready for the question?

03:38:31.669 --> 03:38:35.522
All those in favor of adopting the substitute, say aye.

03:38:35.522 --> 03:38:37.174
<v ->Aye.
<v ->All those opposed say no.</v>

03:38:37.174 --> 03:38:40.332
The ayes have it, and substitute is adopted.

03:38:40.332 --> 03:38:43.414
Now we need to vote on the main motion, as amended.

03:38:43.414 --> 03:38:45.331
Is there any objection?

03:38:46.242 --> 03:38:48.155
Is there any objection?

03:38:48.155 --> 03:38:50.317
We just voted on that, so we don't need to,

03:38:50.317 --> 03:38:51.606
it's just a process.

03:38:51.606 --> 03:38:53.785
OK, hearing none, it's adopted.

03:38:53.785 --> 03:38:54.845
OK, terrific.

03:38:54.845 --> 03:38:57.614
Thank you, actually, Dr. Ellis, for bringing this up

03:38:57.614 --> 03:38:59.092
to me and I'm thinking, you know,

03:38:59.092 --> 03:39:01.182
it did get a little bit confusing, I really think

03:39:01.182 --> 03:39:04.182
this clarification helps, thank you.

03:39:05.211 --> 03:39:09.378
Now we are on the Committee on Instruction, I believe.

03:39:11.561 --> 03:39:13.612
<v ->Madame Chair, on behalf of the committee,</v>

03:39:13.612 --> 03:39:16.368
this is on your, if there's just one page.

03:39:16.368 --> 03:39:17.201
Just.

03:39:19.423 --> 03:39:22.340
And it's at the bottom of page one.

03:39:23.291 --> 03:39:25.398
On behalf of the Committee on Instruction,

03:39:25.398 --> 03:39:26.836
I move that the State Board of Education,

03:39:26.836 --> 03:39:29.090
by an affirmative vote of two-thirds of the members

03:39:29.090 --> 03:39:32.629
of the board, approve for second reading and final adoption,

03:39:32.629 --> 03:39:35.796
proposed repeal of 19TAC, Chapter 114,

03:39:36.898 --> 03:39:38.837
Texas Essential Knowledge and Skills,

03:39:38.837 --> 03:39:41.488
for Languages Other Than English, Subchapter A,

03:39:41.488 --> 03:39:43.821
Elementary, 114.1 and 114.2,

03:39:45.536 --> 03:39:49.119
Subchapter B, Middle School, 114.1 and 114,

03:39:50.180 --> 03:39:52.347
I mean, 114.11 and 114.12.

03:39:54.499 --> 03:39:57.140
And Subchapter C, high school.

03:39:57.140 --> 03:40:00.890
114.21 through 114.29, with an effective date

03:40:02.647 --> 03:40:04.397
of August 28th, 2017.

03:40:07.686 --> 03:40:08.833
<v ->OK.</v>

03:40:08.833 --> 03:40:10.654
It's been moved that the State Board of Education

03:40:10.654 --> 03:40:12.631
approve for second reading and final adoption,

03:40:12.631 --> 03:40:15.383
the proposed repeal of 19 TAC, Chapter 114,

03:40:15.383 --> 03:40:16.912
Texas Essential Knowledge and Skills,

03:40:16.912 --> 03:40:18.616
for Languages Other Than English, Subchapter a,

03:40:18.616 --> 03:40:20.866
Elementary 114.1 and 114.2.

03:40:21.807 --> 03:40:23.518
Subchapter B, middle school.

03:40:23.518 --> 03:40:24.768
114.11, 114.12.

03:40:26.272 --> 03:40:28.056
And Subchapter C, high school.

03:40:28.056 --> 03:40:32.223
114.21 to 114.29 with effective date of August 28th, 2017.

03:40:34.925 --> 03:40:37.359
And of course, to set an earlier effective date

03:40:37.359 --> 03:40:39.836
requires votes of two-thirds of the members.

03:40:39.836 --> 03:40:41.726
Are you ready for the question?

03:40:41.726 --> 03:40:44.726
All those in favor, raise your hand.

03:40:46.332 --> 03:40:48.895
All those, oops, sorry.

03:40:48.895 --> 03:40:50.895
Keep raising your hands.

03:40:51.937 --> 03:40:52.770
Oh, just.

03:40:54.236 --> 03:40:56.502
It was the Committee on Instruction.

03:40:56.502 --> 03:40:58.694
<v Woman>You're just voting to repeal the old--</v>

03:40:58.694 --> 03:41:00.391
<v ->The old, because we got new.
<v ->This repeals the old</v>

03:41:00.391 --> 03:41:03.609
so that we can put the new in place.

03:41:03.609 --> 03:41:05.320
<v ->Oh, you didn't get the minutes.</v>

03:41:05.320 --> 03:41:06.953
<v Woman>It's just one page.</v>

03:41:06.953 --> 03:41:08.412
(chattering)

03:41:08.412 --> 03:41:10.774
<v ->It's to repeal the old because we're replacing it</v>

03:41:10.774 --> 03:41:12.085
with the new.

03:41:12.085 --> 03:41:13.510
(chattering)

03:41:13.510 --> 03:41:15.790
OK, so did you want to be?

03:41:15.790 --> 03:41:16.788
OK.

03:41:16.788 --> 03:41:18.038
So Miss Hardy does want to be shown as

03:41:18.038 --> 03:41:20.001
in the affirmative, OK.

03:41:20.001 --> 03:41:22.868
And all those opposed, raise your hand.

03:41:22.868 --> 03:41:25.200
Hearing none, OK.
<v ->We have one more</v>

03:41:25.200 --> 03:41:27.283
on the back of that page.

03:41:28.187 --> 03:41:29.520
It's number two.

03:41:30.753 --> 03:41:32.328
On behalf of the Committee on Instruction,

03:41:32.328 --> 03:41:34.336
I move that the State Board of Education

03:41:34.336 --> 03:41:38.443
approve the following one half-credit innovative courses,

03:41:38.443 --> 03:41:41.005
which do not fall within any of the subject areas

03:41:41.005 --> 03:41:43.377
of the foundation or enrichment curriculum

03:41:43.377 --> 03:41:47.785
for a period of five years, Making Connections 3

03:41:47.785 --> 03:41:50.118
and Making Connections 4.

03:41:51.761 --> 03:41:53.240
<v ->It's moved that State Board of Education approve</v>

03:41:53.240 --> 03:41:55.322
the following innovative courses that do not

03:41:55.322 --> 03:41:57.394
fall within any subject areas of the foundation,

03:41:57.394 --> 03:42:00.541
or enrichment, curriculum for a period of five years,

03:42:00.541 --> 03:42:04.970
Making Connections 3 and Making Connections 4.

03:42:04.970 --> 03:42:06.734
Are you ready for the question?

03:42:06.734 --> 03:42:09.105
All those in favor, say aye.
<v ->Aye.</v>

03:42:09.105 --> 03:42:11.498
<v ->All those opposed, say no.</v>

03:42:11.498 --> 03:42:13.244
Ayes have it.
<v ->Thank you, Madame Chair,</v>

03:42:13.244 --> 03:42:15.738
that's all we have.
<v ->That's all you have, OK.</v>

03:42:15.738 --> 03:42:17.601
And I think we already did the CI committee,

03:42:17.601 --> 03:42:20.098
so do we have anything for PSF?

03:42:20.098 --> 03:42:22.815
<v ->Yes, ma'am.
<v ->Where am I?</v>

03:42:22.815 --> 03:42:24.815
<v ->Mr. Bradley has escaped.
<v ->OK.</v>

03:42:28.360 --> 03:42:30.231
<v ->Madame Chair.
<v ->I have the page.</v>

03:42:30.231 --> 03:42:31.345
Yes?

03:42:31.345 --> 03:42:32.534
Mister, I don't see this.

03:42:32.534 --> 03:42:34.805
Where, it's not in my notes.
<v ->It's in the minutes.</v>

03:42:34.805 --> 03:42:36.656
But let me, I just, can we, I think everything

03:42:36.656 --> 03:42:38.516
is on the Consent Agenda, but we just had a few

03:42:38.516 --> 03:42:40.523
things we wanted to highlight.

03:42:40.523 --> 03:42:41.698
<v ->Oh, it's on the Consent.</v>

03:42:41.698 --> 03:42:43.347
I was thinking I didn't have anything, I'm sorry.

03:42:43.347 --> 03:42:46.119
OK, yes, please highlight those.

03:42:46.119 --> 03:42:50.202
<v ->Very quickly, we did go back and there was some</v>

03:42:51.445 --> 03:42:56.094
discussion, the legislature did pass some legislation

03:42:56.094 --> 03:43:01.017
related to social investment, as it relates to Israel.

03:43:01.017 --> 03:43:02.491
And also to Iran.

03:43:02.491 --> 03:43:04.894
The committee took no action on that.

03:43:04.894 --> 03:43:07.495
I think that it is yet to be seen whether or not

03:43:07.495 --> 03:43:09.956
that number one, that is constitutional,

03:43:09.956 --> 03:43:12.296
number two, that it really applies to us,

03:43:12.296 --> 03:43:14.353
and so we don't know yet.

03:43:14.353 --> 03:43:18.310
Second thing is we did retain our legal counsel

03:43:18.310 --> 03:43:20.721
with Jackson and Walker.

03:43:20.721 --> 03:43:24.471
We also voted for $100,000,000 investment

03:43:25.384 --> 03:43:29.628
with Prologis, some real estate, and mostly

03:43:29.628 --> 03:43:33.246
on the west coast, a lot in San Francisco and Seattle.

03:43:33.246 --> 03:43:35.367
And for those of you who are out,

03:43:35.367 --> 03:43:37.205
I think it's just worth noting,

03:43:37.205 --> 03:43:39.432
is that the fair market value reported us

03:43:39.432 --> 03:43:42.016
on what we manage on the Permanent School Fund

03:43:42.016 --> 03:43:45.626
was 31.5 billion, but very recently,

03:43:45.626 --> 03:43:48.617
crossed to 32 billion, and so the piece that

03:43:48.617 --> 03:43:51.363
we're managing is 32 billion plus added to

03:43:51.363 --> 03:43:55.676
whatever the seven, the seven, what, and so

03:43:55.676 --> 03:43:57.791
it's very close to about, it's very close to 39

03:43:57.791 --> 03:44:00.791
to 40 billion total, in the PSF.

03:44:01.948 --> 03:44:04.514
<v ->Congratulations to the school children of Texas</v>

03:44:04.514 --> 03:44:09.092
when you hear those kinds of numbers, it's terrific.

03:44:09.092 --> 03:44:11.319
Thank you for that update, we really appreciate it.

03:44:11.319 --> 03:44:13.138
I believe that concludes our business.

03:44:13.138 --> 03:44:13.971
We have.

03:44:15.280 --> 03:44:16.395
Hold on.

03:44:16.395 --> 03:44:18.455
Do I need to do anything with this?

03:44:18.455 --> 03:44:20.872
(chattering)

03:44:35.931 --> 03:44:39.589
Jennifer Carl needs to give us those dates.

03:44:39.589 --> 03:44:42.581
<v ->Dates for what?
<v ->Next year.</v>

03:44:42.581 --> 03:44:45.498
<v Woman>To consider my HOA board?</v>

03:44:47.505 --> 03:44:48.694
You did?

03:44:48.694 --> 03:44:51.771
(chattering)

03:44:51.771 --> 03:44:53.771
I am on the homeowner's.

03:45:09.838 --> 03:45:11.977
<v ->Yes, Miss Beltran.</v>

03:45:11.977 --> 03:45:13.756
Can you read those to us, please?

03:45:13.756 --> 03:45:17.759
<v ->So January is the week of January 20,</v>

03:45:17.759 --> 03:45:19.677
well, it sounds like we're meeting on Monday the 29th

03:45:19.677 --> 03:45:22.432
through--
<v ->Monday through Friday,</v>

03:45:22.432 --> 03:45:25.778
that week, Monday through Friday.

03:45:25.778 --> 03:45:29.106
<v ->And then Tuesday through Friday, the week of,</v>

03:45:29.106 --> 03:45:30.773
starting April 10th.

03:45:36.218 --> 03:45:37.816
April.
<v ->It's mid-winter week,</v>

03:45:37.816 --> 03:45:41.881
which is the TASA/TASB conference, we're gonna be here

03:45:41.881 --> 03:45:44.881
that whole week.
<v ->That's in January.</v>

03:45:46.564 --> 03:45:48.814
June 12th through the 15th.

03:45:52.119 --> 03:45:54.534
(chattering)

03:45:54.534 --> 03:45:56.422
<v Donna>Yes, it's also on page 5-37</v>

03:45:56.422 --> 03:45:58.363
in your yellow pages, that's what I was

03:45:58.363 --> 03:46:01.026
digging for, I apologize.

03:46:01.026 --> 03:46:02.039
<v ->Do you want me to keep going?</v>

03:46:02.039 --> 03:46:04.899
September 11th through the 14th,

03:46:04.899 --> 03:46:07.649
and November 13 through the 16th.

03:46:09.613 --> 03:46:10.708
<v ->OK.</v>

03:46:10.708 --> 03:46:13.300
(chattering)

03:46:13.300 --> 03:46:14.883
Which is on Monday?

03:46:16.900 --> 03:46:19.112
(chattering)

03:46:19.112 --> 03:46:19.945
Yeah.

03:46:21.202 --> 03:46:23.619
(chattering)

03:46:25.979 --> 03:46:29.079
What I wanted to make a note specifically about

03:46:29.079 --> 03:46:34.048
on the January meeting, SBEC, we are going to have

03:46:34.048 --> 03:46:37.791
our next round table coincident with midwinter

03:46:37.791 --> 03:46:40.259
because we think we'll get a much better turnout

03:46:40.259 --> 03:46:42.630
for that conversation about educators.

03:46:42.630 --> 03:46:45.616
And the focus of the round table course will be

03:46:45.616 --> 03:46:49.783
how to attract, train, develop, and retain educators

03:46:50.925 --> 03:46:52.797
in Texas, we're pretty excited about that.

03:46:52.797 --> 03:46:56.090
We wanted to combine that meeting with midwinter,

03:46:56.090 --> 03:46:57.638
hoping for a lot of turnout.

03:46:57.638 --> 03:46:59.838
Many people are excited that we're actually having

03:46:59.838 --> 03:47:02.907
this conversation, and we will be in partnership,

03:47:02.907 --> 03:47:04.707
not only with Commissioner of Education,

03:47:04.707 --> 03:47:08.629
as we were with Educating the Children of Poverty

03:47:08.629 --> 03:47:11.005
round table, but we're also going to be combining

03:47:11.005 --> 03:47:12.948
with the SBEC, which we've never done before.

03:47:12.948 --> 03:47:16.260
They approved us on their meeting a couple of months ago.

03:47:16.260 --> 03:47:17.557
Or a couple weeks ago.

03:47:17.557 --> 03:47:20.043
That they want to partner with us on this educator

03:47:20.043 --> 03:47:24.649
round table, in addition to higher ed coordinator.

03:47:24.649 --> 03:47:25.647
Sorry.

03:47:25.647 --> 03:47:27.309
Higher Education Coordinating Board

03:47:27.309 --> 03:47:28.679
and the Texas Workforce Commission.

03:47:28.679 --> 03:47:31.142
So this is gonna be quite a big combination,

03:47:31.142 --> 03:47:33.896
in addition to the TASA/TASB folks who are hoping

03:47:33.896 --> 03:47:35.531
to help us, as well.

03:47:35.531 --> 03:47:37.834
So you'll get more information about this later.

03:47:37.834 --> 03:47:41.040
And if you have any suggestions as to panels,

03:47:41.040 --> 03:47:43.377
because we will be doing those panels that run

03:47:43.377 --> 03:47:47.620
at the same time in the afternoon, and so topics

03:47:47.620 --> 03:47:50.037
and speakers, please get those to Jennifer Carl

03:47:50.037 --> 03:47:52.696
so that she can, she's already got a list going

03:47:52.696 --> 03:47:55.266
of suggestions from people, the types of panels

03:47:55.266 --> 03:47:57.832
that you think would be good to hear.

03:47:57.832 --> 03:48:00.835
As well as any speakers that you know are dynamic,

03:48:00.835 --> 03:48:03.080
that could really talk about this very important topic

03:48:03.080 --> 03:48:05.639
to our education system.

03:48:05.639 --> 03:48:08.116
Yes, Miss Perez Diaz.
<v ->Madame Chair,</v>

03:48:08.116 --> 03:48:10.192
do you have a deadline for when you want those names?

03:48:10.192 --> 03:48:12.579
Or Jennifer, do you have a deadline?

03:48:12.579 --> 03:48:14.217
<v ->Yeah, Jennifer, do you want to?</v>

03:48:14.217 --> 03:48:16.071
<v Jennifer>I wouldn't say there's necessarily a deadline</v>

03:48:16.071 --> 03:48:17.785
that's been reached, but the sooner the better,

03:48:17.785 --> 03:48:20.059
just as you know, people will be planning.

03:48:20.059 --> 03:48:22.406
<v Cortez>Can you send us an e-mail about that?</v>

03:48:22.406 --> 03:48:23.792
<v Jennifer>We sure will.</v>

03:48:23.792 --> 03:48:25.608
(chattering)

03:48:25.608 --> 03:48:27.640
<v ->So, the e-mail is gonna sound more or less</v>

03:48:27.640 --> 03:48:29.297
like a formal RFP,

03:48:29.297 --> 03:48:31.601
with specifics of what you're looking for,

03:48:31.601 --> 03:48:34.080
so that way when we come with suggestions for

03:48:34.080 --> 03:48:38.247
that it's very clear, as to, this is what you're asking for,

03:48:39.266 --> 03:48:41.731
this is what we're, or is it this is what

03:48:41.731 --> 03:48:45.572
we're suggesting?
<v ->Well, what would be helpful</v>

03:48:45.572 --> 03:48:47.724
is to gather people's ideas.

03:48:47.724 --> 03:48:49.326
Of course, we're getting this from SBEC and from

03:48:49.326 --> 03:48:51.431
other people participating, as well.

03:48:51.431 --> 03:48:54.819
Pool of ideas as to panel type

03:48:54.819 --> 03:48:56.716
that you think needs to be discussed.

03:48:56.716 --> 03:48:59.920
Like the type of information you'd want in a panel.

03:48:59.920 --> 03:49:04.552
Like how that panel, let's say it was focusing on,

03:49:04.552 --> 03:49:08.379
I don't know, special education teachers or something.

03:49:08.379 --> 03:49:10.323
That's your suggestion for a panel.

03:49:10.323 --> 03:49:14.417
But then also speaker, any speakers that you have,

03:49:14.417 --> 03:49:17.289
this person would be dynamic to speak about this topic,

03:49:17.289 --> 03:49:18.959
if we're talking about that topic.

03:49:18.959 --> 03:49:21.638
So it's just some guidance that, as she's collecting this

03:49:21.638 --> 03:49:24.717
from the various sources, we'll have your great ideas

03:49:24.717 --> 03:49:27.738
about how that's gonna work.

03:49:27.738 --> 03:49:30.352
But right now it's anticipated that Wednesday,

03:49:30.352 --> 03:49:34.216
January 31st would actually be the round table itself.

03:49:34.216 --> 03:49:35.217
That's what we're looking for.

03:49:35.217 --> 03:49:37.619
That's the last day of the midwinter conference.

03:49:37.619 --> 03:49:41.778
And so, hoping to pull in that audience into that last day,

03:49:41.778 --> 03:49:44.047
that's why we're set at January 31st.

03:49:44.047 --> 03:49:45.609
So we'll do something unusual that week.

03:49:45.609 --> 03:49:47.372
Monday and Tuesday will be board meetings.

03:49:47.372 --> 03:49:49.061
Wednesday would be the round table.

03:49:49.061 --> 03:49:50.918
Thursday, Friday board meetings.

03:49:50.918 --> 03:49:52.790
Unusual that week.

03:49:52.790 --> 03:49:56.010
OK, also, just want to make a quick announcement.

03:49:56.010 --> 03:49:58.980
Caesar E Chavez Legacy in Educational Foundation

03:49:58.980 --> 03:50:00.977
Gala is tonight in San Antonio.

03:50:00.977 --> 03:50:04.356
And our Member Cortez, Rubin Cortez,

03:50:04.356 --> 03:50:07.687
is going to receive the 2017 Caesar E Chavez

03:50:07.687 --> 03:50:09.703
Spirit Award for Leadership.

03:50:09.703 --> 03:50:10.699
Congratulations.

03:50:10.699 --> 03:50:12.699
(applauding)

03:50:12.699 --> 03:50:17.604
Any other announcements, as far as, yes, Mr. Maynard.

03:50:17.604 --> 03:50:19.924
Awards or whatever.
<v ->Well.</v>

03:50:19.924 --> 03:50:22.918
I just want to let you know that I'm gonna be,

03:50:22.918 --> 03:50:26.888
a week from today, I'm gonna be officiating a wedding.

03:50:26.888 --> 03:50:29.427
In Maui.
<v ->Oh, so sad.</v>

03:50:29.427 --> 03:50:31.279
<v ->But it's a touch, but it's my understanding</v>

03:50:31.279 --> 03:50:33.620
that Miss Melton, Sue Melton-Malone is receiving

03:50:33.620 --> 03:50:36.298
an honorary membership from the Texas Rural

03:50:36.298 --> 03:50:38.563
Education Association.

03:50:38.563 --> 03:50:41.153
And I will be join, and I will be joining her.

03:50:41.153 --> 03:50:44.702
<v Donna>Awesome, congratulations for both of you.</v>

03:50:44.702 --> 03:50:46.500
And we have good news next time.

03:50:46.500 --> 03:50:49.340
Yes, Mrs. Perez Diaz.
<v ->And when I see everybody</v>

03:50:49.340 --> 03:50:51.927
next time, God willing, I will be a mother of two.

03:50:51.927 --> 03:50:54.712
<v ->Mother of two, that will be fantastic.</v>

03:50:54.712 --> 03:50:57.420
And my fourth granddaughter,

03:50:57.420 --> 03:51:01.995
sixth grandchild, was born May 22nd which happens

03:51:01.995 --> 03:51:04.495
to be Member Perez's birthday.

03:51:05.374 --> 03:51:06.207
So.

03:51:07.065 --> 03:51:08.659
Lucky for her, yeah.

03:51:08.659 --> 03:51:10.862
So very excited to have our new granddaughter.

03:51:10.862 --> 03:51:12.695
Emma Rae, yeah, absolutely.

03:51:14.417 --> 03:51:16.786
Dr. Ellis.
<v ->I have three children.</v>

03:51:16.786 --> 03:51:20.294
My eldest daughter is engaged as of about two weeks ago,

03:51:20.294 --> 03:51:22.090
so we will have a wedding next May.

03:51:22.090 --> 03:51:24.594
<v ->So that's the dress, yes to the dress thing.</v>

03:51:24.594 --> 03:51:26.392
(laughing)

03:51:26.392 --> 03:51:28.336
I saw that on your post, yeah.

03:51:28.336 --> 03:51:29.706
Congratulations.

03:51:29.706 --> 03:51:32.900
Any other congratulatory or good things?

03:51:32.900 --> 03:51:35.769
Well, members, I do want to thank each one of you

03:51:35.769 --> 03:51:38.936
for sticking together and sticking, you know,

03:51:38.936 --> 03:51:42.785
working so hard through our big accomplishment

03:51:42.785 --> 03:51:46.614
this meeting, which was to get through English Language

03:51:46.614 --> 03:51:49.044
Arts and Reading, Spanish language Arts and Reading.

03:51:49.044 --> 03:51:52.303
And to get beyond, you know, we've been talking about this

03:51:52.303 --> 03:51:56.044
so long, it'll feel funny to not have it on the next agenda

03:51:56.044 --> 03:51:58.350
because we just have had it for so long.

03:51:58.350 --> 03:52:00.350
And so, I appreciate it.

03:52:01.214 --> 03:52:05.169
We've stuck with it through thick and thin, got through it.

03:52:05.169 --> 03:52:06.951
Had a lot of help along the way.

03:52:06.951 --> 03:52:08.424
A lot of input.

03:52:08.424 --> 03:52:09.794
Which I think is really important.

03:52:09.794 --> 03:52:13.770
And you know, the one thing that I would just like to

03:52:13.770 --> 03:52:17.404
say is that, you know, we really are expecting

03:52:17.404 --> 03:52:20.487
a very robust literature explanation.

03:52:22.034 --> 03:52:25.823
I think, on the bottom of page five of your vertical

03:52:25.823 --> 03:52:28.832
document, which you guys have all packed up,

03:52:28.832 --> 03:52:32.665
we have expectation for quite a broad exposure

03:52:34.175 --> 03:52:38.092
for different cultures and both World, British,

03:52:41.984 --> 03:52:44.920
American, all through the years, and so we're hoping

03:52:44.920 --> 03:52:46.988
to see lots of great materials that will have

03:52:46.988 --> 03:52:49.560
quite a broad selection for students to be looking at,

03:52:49.560 --> 03:52:53.878
so we wanted to thank folks for sticking with us

03:52:53.878 --> 03:52:57.119
and we look forward to putting out the proclamation,

03:52:57.119 --> 03:52:59.472
which will go out, when would the proclamation,

03:52:59.472 --> 03:53:04.022
this K-8 gonna go out next?
<v ->You've already put out</v>

03:53:04.022 --> 03:53:06.346
your K-8 proclamation.

03:53:06.346 --> 03:53:09.316
<v ->And then high school?
<v ->Proclamation 2020</v>

03:53:09.316 --> 03:53:11.316
will be issued in April.

03:53:13.869 --> 03:53:14.702
2018.

03:53:16.946 --> 03:53:18.424
<v ->2018, April of 2018.</v>

03:53:18.424 --> 03:53:19.753
I wasn't sure when the timing was.

03:53:19.753 --> 03:53:20.780
OK, terrific.

03:53:20.780 --> 03:53:22.633
All right, that's, I think that's it.

03:53:22.633 --> 03:53:24.432
Meeting is adjourned.

03:53:24.432 --> 03:53:26.613
Yeah, did you have something to tell us?

03:53:26.613 --> 03:53:28.064
<v ->Well, I don't know if I can do this</v>

03:53:28.064 --> 03:53:29.848
after you said the meeting is adjourned.

03:53:29.848 --> 03:53:31.106
Yes, OK.

03:53:31.106 --> 03:53:35.189
So I would like to ask for, to go on the record,

03:53:35.189 --> 03:53:38.018
and to have it reflected in the notes,

03:53:38.018 --> 03:53:40.481
my personal opposition to all five of the charter schools.

03:53:40.481 --> 03:53:41.981
Please. Thank you.

03:53:44.444 --> 03:53:46.168
<v ->She just wants to say it in the minutes, yeah.</v>

03:53:46.168 --> 03:53:47.739
OK.

03:53:47.739 --> 03:53:49.239
Meeting adjourned.