-: Here.
People back there.
(chattering)
We need some more people.
Like to call the meeting of the State Board
of Education together.
There's no student performance this morning
because our students are off,
hopefully having some fun this summer.
But we do start with our invocation, I believe.
Miss Cargill?
Oh, there she is.
-: So, good morning.
Good morning, everyone.
As I was looking through, trying to decide a few words
of wisdom for us this morning,
I came across something.
Since we're moving houses, I've been going through
lots of old files, like stacks, as you can imagine.
And so I had saved this early on,
I think the first time I campaigned back in,
I think it was 2003 or four.
And it's a word from the Lord to build up,
encourage, and comfort.
So I'm gonna read this.
You are embarking upon a season of great importance.
During this time, your granting of grace
shall be tested, and your mind may resist.
It will be obvious after a short while that you
have never walked this way, and you will be stretched,
but in a good way, and as you continue, and you will
continue, you will need to call upon your faith
in profound ways.
To the natural eye, you will see no way possible.
But God has not called you to walk
according to the natural.
Faith you have received, but now you will need
to sharply increase your dependence upon faith.
You will not live by what you see
or what you hear.
If you will allow it, God will increase
your discernment and multiply your wisdom
for this hour.
Your secret weapon for this journey is prayer,
so use it liberally.
You are embarking upon a season of great importance.
And the verse that goes with this is Romans 1:17.
For in it, the righteousness of God is revealed
from faith to faith, as it is written,
but the righteous man shall live by faith.
So, with that word, let's pray.
Heavenly Father, we thank you for gathering us
in this place.
I know each one of us in this room
is in a season of great importance,
because that is how you want us to live our lives,
as if every minute and every hour is important.
And help us to seek how we can live in your will.
Grant us wisdom. Grant us guidance on our
individual journeys.
Help us, Father, to stay focused on what is good and right,
and how we can serve others,
and how we can show kindness and love to others.
And I would ask your blessing on this meeting,
guide our Chair as she leads us.
Give us confidence and give us wisdom to know
how to make decisions for the children of the state.
And I'd like to say a special prayer for Mrs. Miller
in her recovery from back surgery. Would you grant
her healing, and just a very quick recovery?
And would you bless our fellow member,
Mr. Mercer, as well, at the wedding of his daughter,
and what a special time it will be in celebrating
with so many family and friends over the weekend.
And I thank you, too, for Sharon and her 42 years
of service, God.
Thank you for her commitment to the school children
and for her, just her dedication and just
the example that she shows all of us.
The years of service she gave to our children.
So God, we ask you to go with us this day,
take us home safely, and in your name we pray, amen.
So, if you'll stand, we'll say the pledges,
starting with the American Pledge.
I pledge allegiance to the flag
of the United States of America,
and to the Republic for which it stands,
one nation, under God, indivisible,
with liberty and justice for all.
And the Texas flag.
Honor the Texas flag.
I pledge allegiance to thee, Texas,
one state, under God,
one and indivisible.
(chattering)
-: Miss Jackson will call the roll.
-: Mr. Alan?
Mrs. Boharich
Miss Beltran.
Mr. Bradley. -: Still here.
-: Mrs. Cargill. -: Here.
-: Mr. Cortez. -: Here.
Here.
-: Mrs. Melton-Malone. -: Here.
-: Mr. Mercer.
Mrs. Miller.
Miss Perez.
Miss Perez Diaz.
Mr. Rowley. -: Here.
-: Did you mark me as here?
I didn't say "here."
(laughing)
OK.
Next item on your, first item of business
is the approval of minutes from the regular meeting
that was on April 21st, 2017, and the special meeting
that was on May 10th.
Are there any corrections to the minutes?
Hearing none, minutes are approved.
And now, we have a resolution
honoring Sharon Pierce, presented by Tom Maynard.
I think today, this resolution actually should be
called the Wonder Woman Award.
Because seriously, this is pretty impressive.
-: Members, we don't frequently honor retirements,
but I think that this is one of these moments
and one of these junctures where
it's completely appropriate and you know,
Miss Pierce has led one of our current technical
student organizations for half of its existence,
in the state of Texas for 36 years and has
a 42 year career in education
as a classroom teacher, as a staff member
in this agency, and as a state advisor, and I will just
go ahead and read the resolution,
and then we will bring her to the circle.
Whereas the Texas Association of Family, Career,
and Community Leaders of America was established,
in 1945, and has had three state advisors,
Sharon Pierce being the third, and most recent,
who has served in this state role for 36 years,
half of the association's history;
and whereas, during her 42 years as a classroom teacher,
Texas Education Agency staff member,
and the FCCLA state advisor, Mrs. Pierce has
impacted the lives of more than a million Texans;
and whereas, Mrs. Pierce has represented Texas
in the FCCLA on a national scale,
having served as a member of the FCCLA
National Board of Directors on three occasions,
and as an advisor to 27 national FCCLA officers;
and whereas, Mrs. Pierce navigated the organization's
transition from a traditional Home Economics model,
known as Future Homemakers of America,
to a robust Family and Consumer Sciences model
and the rebranding which followed this challenging
and necessary transformation
and has worked tirelessly to keep the association
with a proud history, current and relevant
to workplace and student needs,
by establishing industry advisory groups
to ensure that FCCLA career and leadership
development initiatives, which are integral
to the instructional program, remain on the cutting edge;
whereas, Mrs. Pierce cultivated significant partnerships
to support the post-secondary educational aspirations
of Texas FCCLA members, resulting in a scholarship
program which awards 1.9 million dollars each year
to graduating seniors;
whereas, Mrs. Pierce's relentless pursuit of excellence
resulted in her being named the National
State Advisor of the Year,
and a recipient of the national FCCLA's Distinguished
Service Award; and whereas, Mrs. Pierce
has announced her retirement effective June 1, 2017,
now, therefore, be it resolved that
the State Board of Education thank Mrs. Pierce
for her years of dedicated and selfless service
to the State of Texas,
congratulate her on a remarkable 42-year career,
and commend her for her passionate visionary leadership,
which has spanned half of the iconic organization's
history in the state, and be it further resolved
that a copy of this resolution be presented
to Mrs. Pierce and that a copy be included
in the permanent records of the State Board of Education.
Sharon Pierce.
(applauding)
(chattering)
(applauding)
-: The question's on the adoption of the resolution.
All those in favor say aye. -: Aye.
-: Resolution is adopted.
OK, one more resolution, Mr. Cortez.
-: Good morning.
Well.
Sounds like Mrs. Pierce had a stellar record
and a lot of accomplishments with the students
of our great state, and this next resolution
is about our student heroes.
Whereas, the State Board of Education's Student Heroes Award
recognizes Texas public school students
who engage in selfless acts of kindness,
charity, or support toward their fellow students
or community; and whereas, the SBOE members
reviewed nominations and selected 15 students
across the state as recipients of the 2017
Student Heroes Award; and whereas, Amanda Aguirre,
a fifth grade student at Don Jose Gallego
Elementary School in Laredo Independent School District,
created care packages for military families,
dependent children, and donated to Locks of Love;
and whereas, Jada Sosa, an eighth grader,
an eighth grade student at Valley View
Early College High School in the Valley View
Independence School District, created a mentoring program
called Project 2.0, "Do Something."
And whereas, Harlie Montez, a Memorial High School senior
in Edgewood Independent School District,
volunteers with multiple programs, including a summer camp
that helps incoming freshmen learn engineering
and robotics concepts;
and whereas, ZaDarius Webber, a Klein Forest High School
senior in Klein Independent School District,
is an active volunteer working with groups
such as the North East Men of Distinction,
North Houston Junior Frontiers Club,
and the Klein Forest African American Heritage Society;
whereas, Hunter Beaton, a sophomore at Boerne High School
in Boerne Independent School District,
started a program that is now going national,
in which children in foster care are given day one,
a day one duffel bag containing items such as
toiletries, blankets, underwear, and books;
and whereas, Madeline Neff,
an eighth grade student at Salyards Middle School
in Cyprus-Fairbanks Independent School District,
worked to create a campus culture of volunteerism
in which students help fellow students,
the school staff and the residents of the local
residential care facility;
and whereas, Sarah Schilberg of Westbrook High School,
a Westbrook High School junior in Beaumont
Independence School District, founded Bruins
Aiding in Community Service and volunteers
at a nursing home, serving breakfast and providing
companionship to seniors with Alzheimer's;
and whereas, Dylan Keene, a third grade student
at Whitcomb Elementary School in Clear Creek
Independence School District, voluntarily assists
a classmate who is new to the country
and who has medical condition that requires her
to check in regularly with the school nurse;
And whereas, Bao Catteau, a senior in Denison High School
in Denison Independence School District,
performs many volunteer activities such as mentoring
students through the Big Brother, Big Sister program,
and collecting and delivering food through
Meals on Wheels and Helping Hands;
whereas, Corey Carol, a Milano High School senior
in the Milano Independence School District,
increased school spirit by creating and directing
a drum line that will now continue after he graduates;
and whereas, Brock Crymes, a senior at Birdville High School
in Birdville Independent School District,
is the founder of Birdville High School Senate
and has served as a senior teen court attorney
for seven years at the North Richland Hills
Municipal Court;
whereas, Emilee Gant, a senior at Lovejoy High School
in Lovejoy Independence School District,
volunteers with Special Olympics
organizing events, games, and award ceremonies
and has coached a Special Olympics cheer squad
for four years;
and whereas, Cooper Philpot, an eighth grade student
at Bailey Junior High in
Arlington Independent School District,
each month, for three years, has set up
and hosted birthday parties at Safe Haven,
a shelter for women and children who are escaping
domestic violence;
and whereas, Cole George, a Lorena High School freshman
in Lorena Independent School District,
raised funds to buy a battery-powered adaptive fork
that bends and levels to help a classmate
whose disability affects her motor skills,
which made it difficult for her to bring
a fork to her mouth;
and whereas, Christabel Salinas,
a fifth grade student at Bean Elementary School
in Lubbock Independent School District,
organized a clothing drive and a coin drive
to help needy humans and pets in her community;
whereas, these amazing students have modeled
caring and compassion in their communities,
now, therefore, be it resolved, that
the State Board of Education extends its heartfelt thanks
to each of these students and commends them
for their unselfish volunteerism,
good character, and integrity.
And be it further resolved that this resolution
be presented to each of them
and that a copy be included in the permanent records
of the State Board of Education.
Witness our signatures this 23rd day of June, 2017,
Austin, Texas.
Donna Boharich, Chair. Ruben Cortez Jr., Secretary.
So congratulations to all these students
and while the Chair said they're all out this summer,
we wish them the best.
(applauding)
And this is just a great sample of what some of our
districts represent, so congratulations to each of them.
Madame Chair, I move adoption of the resolution.
-: The question's on the adoption of the resolution.
All those in favor say aye. -: Aye.
-: Resolution is adopted.
I know, for me personally, and I know for everyone
in this circle, this particular award is our favorite
award, I think, of all the things that we do
because we are so inspired by the stories.
On particular note, this year, about the fork
was just amazing to me
that a student would work on something like that.
Very, very, very cool.
So congratulations to all the students. well deserved.
We have no public testimony today, so members,
we're gonna go ahead.
I do want to recognize Leander ISD Glenn High School
Culinary students who provided food
for the reception out there. Please stand up.
Y'all stand up.
(applauding)
And I believe the teacher, Olivia Rodriguez?
Yes, she's the one on the end there. Thank you
so much for doing that. It's very special.
Very special reception for a very special honoree
here this morning.
I'm sorry, what?
The teacher, yeah.
(chattering)
Yes, Miss Cargill.
(laughing)
Absolutely.
Well, thank you very much for serving this morning.
We really appreciate it.
(chattering)
Ah, that's wonderful.
OK.
Members, we're gonna go to our Consent Agenda
and go through those items.
It's romanette seven in your board book.
-: There's a little, I gave you a little sheet.
Where is it? Here it is right there. There it is.
-: Members, you will see number one item
on the Consent Agenda, selection of board members
to serve on Long Range Plan Steering Committee.
I asked that we pull that, just to have an official vote
on motion for that.
Just outlining what each of our responsibilities are
as we discussed. We had a pretty robust discussion
the other day, but I found it important to put it
in the form of a motion that kind of clarified
where we came to at the end of our discussion.
So, in essence, it will outline what,
and we'll consider this motion here
in a minute.
We don't consider it now, right?
We just do the Consent Agenda. OK.
So I just wanted to let you know that I did pull
item number one from the Consent Agenda.
OK.
So, going down the Consent Agenda,
I'm gonna read each one of these.
Just to make sure everyone has them.
Again, romanette seven in your board book.
Proposed amendment to 19 TAC, Chapter 105,
Foundation School Program, Subchapter A,
Definitions 105.1, Rules for the Definition of Tax Levy
and Tax Collection.
Next item, ratification of the purchases and sales
of the investment portfolio of the Permanent
School Fund for the months of March and April, 2017.
Update on Permanent School Fund-related legislation.
Decision on real estate investments.
Review of the Permanent School Fund Private Market
Policies and Real Estate Tactical Plan.
Proposed amendments to the Investment Procedures Manual.
Selection of qualified respondents to the request
for qualification, the RFQ, for fiduciary counsel,
alternative assets, portfolio contracting,
and tax counsel for the Permanent School Fund.
And finally, per capita apportionment rate
for the 2016-2017 school year.
And in addition, we added an item, and that was,
we did add update to the Texas Essential Knowledge
and Skills Review. If you'll remember, we moved that
to Consent the other day.
OK, terrific. -: Madame Chair?
-: Yes. -: I just wanted to,
because this is on the Consent Agenda
on the update item, there was a question about
whether the officers of the board could make that
decision related to the content advisors,
and I was able to speak with legal counsel on that.
They said that that was fine,
that what we should do, and we'll take responsibility
for this, is just, at the next board meeting,
that we would bring that back and the board
would ratify that decision.
And so, we could still proceed, but that would be
an extra step that we would take.
-: OK, terrific.
Thank you for clarifying that.
In approving the Consent Agenda, we'll be approving
all the items listed.
Including the one added, and of course,
we took out item number one.
Are members clear as to what we're approving
on the Consent Agenda today?
Yes, Miss Beltran? -: So, the last one
that we added was about the TEKS review process, right?
-: Right, the TEKS review process that we talked about.
Right, right.
If there's no objection, the Consent Agenda will
be approved.
Hearing none.
It's passed, or it's adopted.
OK.
And members, if there's no objection, I'm going to
go ahead, as is our tradition,
with the charter approvals, when we have
the meeting that has the final
no action or veto on a charter,
we always invite the charter representatives
to come and speak to us, give a short presentation,
and then are available for any questions if members have.
So, at this time, I'd like to go ahead and do that.
And then we're gonna follow that closely on with the vote
on the charters, to take no action or to take action
on any particular charter. -: Thank you so much
for accommodating. -: Oh, go ahead and hit that.
-: Thank you so much for accommodating us on the agenda
this morning. Good morning, Madame Chair,
members of the board.
My name's Arnold Alaniz,
and I'm the Assistant Director in the Division
of Charter School Administration.
I'm here on behalf of Heather Mauze,
who couldn't be here with us this morning.
At the request of the Chair,
all five of the charter schools that Commissioner
Morath authorized, or has proposed for authorization,
have been invited to provide an overview
of their proposals
and their school's mission and vision,
as well as to entertain questions from the board
if they so please.
So, at this time, I'm going to call up each,
representatives from each of the five charters.
We're going to call them up in alphabetical order,
and we're going to let them present to you this morning
and answer any questions that you may have.
So we're going to start with
Bridgeway Preparatory Academy in Dallas.
(chattering)
-: Good morning.
My name is Dr. Natalie Davenport,
and I am the founder of Bridgeway Preparatory Academy.
On behalf of students, parents, teachers,
administrators, and caregivers of children with unique
learning needs, I'd like to express my sincere appreciation
for the opportunity to be here today.
This has been an incredible experience for our team,
and I'd also like to thank the Texas Education Agency
for their guidance and support,
and the Texas Charter School Association, as well.
Consistent with our mission and vision,
Bridgeway Preparatory Academy will provide
an educational experience that is committed
to addressing students that find themselves
in the margins of most educational environments.
This includes the twice-exceptional gifted student;
the severely cognitively-impaired student;
students with behavioral, emotional, and social needs;
and those that have just not succeeded,
despite interventions in their regular school environment.
Our goal is to bring these students front and center
in the educational environment.
Our commitment is to provide an educational experience
that will enable them to become, what we state
in our mission, as expert learners.
These are students who are skillful, ambitious,
energized, resourceful, and strategic,
and to the greatest extent possible,
take ownership for their own learning.
To accomplish this outcome, as stated in our vision,
we will offer an inclusive, barrier-free
learning environment
and personalized educational program
that is supported by technology.
Our model will utilize the research-based framework
of Universal Design for Learning,
also known as UDL,
as the overarching guide to our instructional process.
Through the use of UDL and a co-teaching model,
our students will be able to receive personalized
instruction that proactively eliminates
and reduces barriers in the educational environment.
Our program will ensure maximum academic outcomes;
social and emotional competence;
civic responsibility and exposure;
community integration, which we feel is key to
change the paradigm from exclusion to inclusion;
the utilization of technology to offer a level playing
field for all students; family outreach and empowerment,
causing parents to be engaged and comfortable
and knowledgeable, so that they can be advocates
for their students, and then, actually teach that
advocacy to their students as they grow;
and then, finally, early intervention,
to ensure students have a strong educational foundation
that will support them throughout their school experiences.
As we have committed to early intervention,
our student population will range from pre-K three
through fifth grade.
Our first year projection is 286 students,
pre-K four through second grade.
We also know that parents of students with unique
gifts and talents have opted for placements in
the home school environment
and the private school environment,
and our commitment is to also re-engage these parents
in a public school option, one that understands
the needs of their children,
has the supports in the environment, the certified personnel
that will allow them to also thrive in a public
educational system.
Finally, we will accomplish our vision and mission
by adhering to Bridgeway Preparatory Academy's
core values: rSBECt every student for who they are
and how they learn;
accept and include every student in all aspects
of educational life;
individualize and personalize creative learning
opportunities to address their specific needs,
their skills, and also their passions;
to ensure that they have an educational team
that operates with vigor and passion,
so that they can have successful student outcomes
academically, socially, and emotionally;
and finally, to exude love in all of our actions,
every day, all of the time, with this very special
group of students.
Thank you, and I'd like to introduce my Board President,
David Ray, and also my board member who is
over community outreach, Dr. Brandy David.
-: How are you doing? Good morning.
I appreciate this opportunity to speak with you.
As Board President, one of the things that we're
looking at is division associated with this school.
We're going to monitor division based on structure
and a keen sense of understanding where the educational
environment lies within the state of Texas.
The structure will include student outcomes,
fiduciary responsibilities, and also evaluation,
assessment, of the current programs, current staff,
and current school activities.
Our goal is to make sure that we envision,
or use the same vision, to impact these kids
and make an outcome that relies upon the state
mandated standards but also something that our parents
and kids enjoy and want to do.
So we appreciate this opportunity.
Do you have any questions?
-: Any questions?
Yes, Mr. Rowley.
-: Dr. Davenport and Mr. Ray, I want to express
my appreciation in that, in going through
the charter process, obviously, your application
was vetted and your vision and everything
was fleshed out, and to me, the idea of a charter school
coming in and serving this particular group
of students is laudable, applaudable, and
is something that I think we should, as a board,
commend, in the sense that you all are taking on
what undoubtedly will be a challenging task
and a challenging vision, but doing so in a way
that sounds like you're going to bring about
some significant changes in these student's lives,
so I appreciate that.
-: Any other comments or questions?
Thank you so much. Really appreciate it.
Members, I neglected to say that what we'd like to do
is right about five minutes, you know,
we'll kind of maybe ding something so we can,
you'll know kind of when you've hit your five minutes.
-: That's correct.
So we're hoping for a three to five minute
presentation from each group.
Next on the schedule would be representatives
from Etoile Academy Charter School in Houston.
-: Good morning, Madame Chair, and board members.
Thank you, again, for this opportunity
to outline our vision for Etoile Academy
and give you just a brief update.
You have a handout in front of you that I will reference,
as well, and I'd like to just briefly extend
my thank you to the Texas Education Agency staff
for their support and diligence throughout
the application process.
I'm also joined by our board chair, Kevin Hardaway,
who will speak briefly at the end.
My name is Kayleigh Colombero.
I'm the lead founder and proposed school leader
for Etoile Academy, a fifth grade through eighth grade
college preparatory middle school,
proposed for Gulfton and Sharpstown areas
of southwest Houston.
Our mission is to ensure that every student
in grades five through eight has the academic
and character foundation necessary
to succeed in high school, graduate from college,
and pursue ambitious life goals.
We came up with this mission after both my experience
in education over the last decade as well as conversations
we had as a group and with families in the Gulfton
and Sharpstown area about what their hopes
and dreams were for their students.
If you're familiar with this area,
it's an incredibly vibrant community.
It has a wonderful culture and unity.
Fantastic community organizations and events
on a regular basis that we've loved attending
throughout the year.
But it's also a community that is
faced with many challenges.
Currently, in the Gulfton area of Houston,
40% of families live below the poverty line,
and only 10% have a bachelor's degree or higher;
whereas, in Sharpstown, only six percent
have a bachelor's degree or higher.
So this is an area that's definitely in need
of high-quality college preparatory education,
specifically at the middle school levels,
focusing on grades five through eight.
That was something that we heard from many
of the parents and families that we met with:
that they really wanted and needed
that age group to be targeted.
It's something that I have experience with,
and page two of your handout, I've included
some research by the ACT that says that, by eighth grade,
the academic achievement of a student is actually
a larger predictor than anything that happens
in high school in terms of their college success.
The reason for this, if, you know, if I can speak
to my experience in middle school and high school
is that students who enter high school
academically behind, SBECially in reading and math,
it's particularly challenging for students
to access the curriculum and get prepared for college.
And so we are excited, if given the opportunity,
to focus on the fifth grade through eighth grade timespan,
and really provide students that academic intervention
that they need.
We know that this will be a challenging task.
Thankfully, through my experience in education,
as well as my training with building excellent schools
and the support of a great board,
we've been able to put into the model
practice-proven elements that have been used
in high-performing charter schools across the country,
as well as within the state of Texas and the city
of Houston.
As part of my training, I actually visited
36 high-performing schools across the country
and 18 high-performing schools in the city
of Houston itself, to see how these elements played out,
and we've been able to include them in our model.
Things like a longer day; extended time on math and literacy;
a 60-minute daily intervention block for students
that happens every day;
supports for struggling students in every classroom,
including anchor charts, word walls, sentence stems,
things that have been proven to support students
as they get caught up to grade level and above.
In addition, we thought very thoughtfully about
what elements would make our school unique and innovative,
what would make this a school that students would love
to attend and would be different for them,
and so, we've added a really robust financial literacy
program that all students will experience
in grades five through eight, preparing them
not only for personal financial literacy
and for college access through financial literacy,
but also, the way that financial literacy can support
their career and their business world experience.
The last thing that I want to briefly touch on is our
community engagement since our application.
So on pages three and four,
you'll see that we've been at over 30 community events
this year in the targeted area of Gulfton and Sharpstown,
things including the Houston Public Library Education Expo,
the YMCA Healthy Kids Day. We've had a table
at those events and been able to speak with families
and collect family information.
That has really created a great outcome for us
in collecting family information that's outlined
in your handout, but we have 400 likes on our Facebook
page, we have 368 families receiving our monthly
newsletter, and over 200 families that we have
contact information for that express significant
interest in enrolling, all from our target area
of Gulfton and Sharpstown.
And then, on page four, you'll see that we also have
a large group of non-profits that we've connected with
from our target area that have expressed interest
in helping us obtain our inaugural class
if we are approved. And that's outlined in there, as well.
I'd like to turn it over to Kevin Hardaway,
our Board Chair, to speak briefly about himself
and the board. You do have board biographies in the handout,
as well. -: Thank you, Kayleigh.
Good morning.
My name is Kevin Hardaway.
I'm an intellectual property attorney
with Hanes and Boone.
And the proposed board chair of Etoile Academy.
I'm proud to stand here before you today
representing the board of Etoile Academy,
a board that I believe our strength lies
in our diversity.
Diversity of educational and professional experience,
and also, sorry, and also,
in our cultural experience.
Our drivers to serve on the board lie in
the mission of Etoile Academy and the curriculum
as Kayleigh just has stated.
So we believe that we've identified a need
in a community to bring both the curriculum
and mission to, and we're happy to serve.
Donna: Members, any questions of Etoile Academy?
Yes, Mr. Maynard. -: I guess, the thing
that kind of jumps out to me,
would it be fair to say the middle school is probably
kind of that really in-between age group
that's really been largely neglected?
And it's a challenging time.
I taught eighth grade at one time.
-: Yeah, I have four years of experience teaching
middle school, and part of my leadership training
this year, I'm actually currently working
at a middle school, that I flew here from,
to get more experience,
and it is a challenging time for students.
They're making a lot of social and academic choices,
and they're also developmentally impulsive,
and so without the right guidance
and the right support, they might make the wrong choice.
That leads to long-term ramifications in their pathway
and in their success, and we want to be a part of
helping them make the right choices.
Maynard: I think it's a very unique concept.
-: Thanks.
-: Yes, Mr. Rowley and then Miss Cargill.
-: Yes, Miss Colombero, the question
that's been pressing in my mind,
what's the significance of the name?
-: Oh.
Sure.
A couple of things.
I really wanted it to, and we wanted it to reflect
the idea of reaching for something in the distance
because our mission has pursue ambitious life goals.
I was grateful in my own life. I benefited
from a scholarship to an elite private school,
Smith College, that really changed my life, and it wasn't
until I got there that I saw that you could
really reach for things that are so far off
in the distance. At 16, if you would have told
me I'd be standing here, I would have laughed at you.
Like, there's just no way, right?
And so I wanted it to be a star or something
off in the distance.
Houston has a great space history.
We also, Gulfton is an area where over 100 languages
are spoken, so we knew we wanted it to be in
a different language.
And we like the idea of including the French language.
As you know, a lot of people have moved from
New Orleans, after Katrina, to the city of Houston,
and we like the idea of incorporating that as well.
-: And then that term "developmentally impulsive,"
what was that?
That's been used to describe this board, on occasion.
(laughing)
So we sympathize with your mission there.
Cargill: Yeah, I like that term, too.
Anyway, no, I just wanted to thank you.
If anything, you have been so, so thorough.
I'd love to see your notes, your bullet points
on what you discovered in your quest to find out
the best practices at, how many schools did you say
you'd visited?
-: 36 nationwide and 18 in Houston.
-: Yeah, we need her notes.
(laughing)
-: I do actually have them in an Excel spreadsheet,
so I could share. -: Really.
-: Absolutely. -: You could get
an e-mail address from staff.
-: Great, perfect.
Donna: Any other questions?
Yes, Miss Beltran?
-: Thank you for your presentation.
I was curious, I missed your interview.
I think it was the same day that we had
our meeting here.
But you mentioned that there are other charter schools
in the area, and that there's high wait list numbers,
but what does that landscape look like
in this particular community?
And then, how are you proposing to work with
other schools in the area? Because this is a middle school,
how will you work with either other charter schools
or the traditional school district?
-: Great question, thanks.
We have connected already with all the charter schools
in that area,
and particularly with the CEO
and superintendent of Kipp and Yes Prep,
there are schools there in that area.
Just recently, speaking with the superintendent
of Kipp, she shared that that's an area where they are
so overwhelmed that if a student doesn't get in
in pre-K or kindergarten, it's almost impossible
for them to access the schools there,
the charter schools.
And so that is why we feel that there's such
a significant need. It's incredibly densely populated area
of Houston, and so while there are some schools there
that have a college prep mission,
there are none focused solely on middle school
and there are really just limited access
to the ones that exist currently.
In terms of coordinating with other schools,
we've met with several magnet and charter
and public schools in Houston.
As I said, I went to 18, and I met with their leaders,
as well, told them about our mission and our work.
And we'll have a full-time staff member
that works with seventh and eighth grade families
around what's the next step, and where is
the best high school for you to go?
There are some fantastic high schools
in the city of Houston, as I'm sure you know.
But students and families often don't know
exactly how to navigate that system,
particularly around the magnet high schools,
and the fact that your seventh grade scores
and grades are important in gaining access there.
So we really identified that we'll have
a full-time staff member working with students
and families, connecting to those other high schools
so that they have a pathway.
-: Madame Chair. -: Yes.
-: Oh, yes, Mr. Bradley. -: I'm a little intrigued,
is in your plan, you're gonna start with fifth grade.
I mean, you're just gonna do the middle grade,
middle school program.
And in my experience, I've seen schools that
generally when they start, they'll do a K one,
two, three, four, five, and then they'll let
each grade progress, as kids graduate,
and fill out the remainder of those years.
But the ones who have gone in and started with
the fifth, sixth, seventh grade classes,
suffer, because those kids coming in
are already grade deficient.
And you are gonna put through the ringer
on the accountability system,
because you're going to inherit the deficiencies
in your first two, three years of operation,
where it's most critical.
You understand that risk. -: Absolutely.
And I just want to speak to that.
I think that's a good thing to highlight.
We do understand that.
We will do benchmark testing as soon as students
begin with us in fifth grade.
We are slow growth, so we will just be focused
on our first fifth grade class set, first year.
And we will be really using data to drive
our instruction and to drive our intervention.
We do have the 60 minutes a day of intervention with
students that will be small group and one-on-one,
utilizing blended learning, as well,
to really ensure that we're able to meet students
where they're at and progress them forward.
As part of my training with building excellent schools,
the middle school that I'm currently doing
a leadership residency at, where I'm working
alongside the leader, is also a fifth grade
through eighth grade, so it's a model that
can be quite successful. You are right
that there are additional challenges
and we feel that we've prepared for them
in the application.
-: Well, sometimes it's akin to these schools
are a victim of their own success.
Because you'll have the enrollment.
So you're gonna start in your first year,
just with the fifth grade. -: Correct.
-: And how many students? -: 150.
-: All right.
What would you anticipate are gonna be
the options for these kids after the eighth grade?
Because I've also got experience with charters
that ran a K through eight program,
and you know, their distress is the kids
have nowhere to go, because again,
the Kipps and the Harmonies and everything
have great retention, so there are still not
gonna be opportunities for kids to enter
another charter program. So where are they
gonna go when they leave the eighth grade?
-: That's a great question.
I've met with in-district charters in Houston ISD
that have had great success, that do still take
ninth grade students.
I've also met with some magnet coordinators at
Houston ISD magnet schools, that are having
great success with students, that our students
can and will have access to.
And also, even the local public schools.
The high schools there that have strong IB and AP
programs and we'll be encouraging students
to access those programs to continue their trajectory.
Bradley: Did you leave yourself open in the application,
or do you have any desire to expand to a high school
program? -: It certainly is something
that we would talk about as a team--
Bradley: But it's not your current application.
-: It's not in our current application.
Bradley: And so, you know you have to wait
three years for any amendments.
-: Yep. -: OK, thank you.
-: I think that research will tell us that
kids that drop out of high school,
they know in the fifth grade
that they're gonna be dropping out of high school.
So I like the idea of a model of a five through eight.
And I'd like to see you just stay at five through eight
because that's, in my experience with schools,
that's like the lost territory that kids get.
Usually you think about seventh and eighth
or maybe eighth and ninth, but it really is
starting in the fifth grade, those signs,
and I would think that if your program is successful,
like you're talking about what you're doing,
then those children can go anywhere
and be successful. Because what the problem is in
the public school and why they need so many charter
schools is that the public schools,
the child comes to them without being able
to read properly and so forth,
so they get behind immediately,
and then they get in trouble,
and then, you know, it's a downward slope.
So I always joked about middle school being
a black hole.
In almost every school district, that's a real problem,
so sounds to me like it's a great safety net.
Colombero: Yes, absolutely,
that's what we're hoping to do.
-: Good luck. -: Thank you.
-: Miss Perez-Diaz. -: Thank you, Madame Chair.
Thank you, Miss Colombero for your report,
and through the interviews and yesterday,
I think we got a lot of our answers,
in terms of how the charter looks to function,
but I want to see here from Mr. Hardy, just really,
Hardaway, I'm sorry, really quickly.
If you can just explain, as a board member,
what drew you to this charter school and why
you're so passionate about supporting this new organization.
-: Yes.
So I grew up in an area that's not too dissimilar
from the area that we intend to serve.
And in my community, we did not have a middle school
whose mission was to prepare kids for college.
I know what a college education has done for me,
both personally and professionally, and it's just
something that I really would like to be a part of,
giving to others.
So that's the main driver for me to serve on the board.
Perez-Diaz: Great, thank you.
Donna: Any other questions?
Thank you so much.
-: Thank you.
Next on the agenda is representatives from
Legacy School of Sports and Science in Houston.
-: Hello, how are you all?
My heart races when I come up here
because I'm extremely excited, so I just want to
kind of get that out there.
Excuse me, so my name is Kerrie Patterson-Brown,
and I'm here with our board president,
Miss Beverly Cage, and I'm gonna say it again:
I'm extremely excited. I mean, this has been a
long process for Legacy, the School of Sport Sciences.
And when I say that, I mean that we've been
going after a charter for the last six years.
And through that, it has been a great honor
to be able to present here today to
the State Board of Education and I want to tell
the TEA representatives thank you for
recommending us today, so, thank you.
So now before I really get started,
I have to give you kind of a little back history
on just where we were and how we got here today.
One thing being is that, with the first application
that we had, we submitted was generation 18.
And that generation 18, we thought that we
were ready, but we were not.
So, and then we came back generation 19.
And then 20. And we faced some things dealing with,
what was it, student code of conduct's being rejected,
and then we had some other issues that came about,
that now we look back and we're saying,
we're glad that that time allowed us to grow Legacy,
the School of Sport Sciences.
Because if it wouldn't have been for that,
then we wouldn't be where we are today.
Our school will change lives.
And the reason I say that is because we have
60,000,000 high school senior athletes around the nation.
And from an athletic standpoint,
Legacy the School of Sport Science
wants kids to understand that they can be
more than a player.
They have to understand about the industry itself.
So we have three things that we will promote
on our campus:
one being academics, one being athletics,
the other being the professions within athletics.
Academically, on our campus, we have created
a partnership with Houston Community College,
and there, when our kids step into ninth grade,
they can begin taking college courses.
Now, granted, we have to prepare them
from sixth through eighth by preparing them
for that TSI test to be able to move forth
with those college courses.
When the kid, from the athletic standpoint,
which that's the hook, that's where people
get excited about our campus.
All of our coaches on staff
have either played collegiately or professionally
or coached collegiately or professionally.
So the mindset there is that we want to make sure
that we're putting the right people in front
of our kids to be able to help them
or provide them with the tool
to be able to go to the next level,
as what they see as their dream.
And then, third, which is my favorite,
when a kid goes in the ninth grade,
they declare a major.
They go into either coaching,
athletic administration, sports medicine,
and sports media.
Through those programs, we have partnered our school
with really big industry experts.
So, for instance, we're working with the Houston Astros.
And we built a curriculum called Junior Jams.
So the kids learned the pathway to become
a general manager of a large sports organization.
We're working with the NRG Center,
Houston Sports Authority. Saint Luke's
is one of our partners where we're building
a curriculum called White Jackets.
So when the kids become juniors or seniors,
they have mentorships, apprenticeships, internships.
They have the opportunity to learn what
the medical community looks like.
There's no other school in,
well there's one school in the nation that has
a similar thing, but as far as in the state of Texas,
there's no other school that focuses on this
1.5 trillion dollar industry.
So that's who we are, and that's the plan that we have.
And really, what we're looking to do is change
the language of sport.
We want our kids to see themselves as more
than just being a player.
So, thank you for your time.
Miss Cage.
-: Good morning.
It is an honor to be here today to represent our board
and on our final step to becoming a reality.
Our board is very diverse,
and made up of a wide variety of educational backgrounds.
I was trying to think of some statements to make today,
but I didn't know USA Today
would do it for me this morning.
On the paper today, if you pull out your USA Today
sports page, it says "On the Verge of a Dream."
And this is a dream that has been in the process
for over six years.
And our students are not gonna all become Lebron James
or Tom Brady.
Our kids have the opportunity to get in the sports arena,
be in something they love, and be in a field
where they can enjoy what they're doing
for the rest of their life.
Thank you.
-: Any questions?
Yes, Mr. Cortez.
Cortez: Good morning.
So I know that yesterday, when we were talking,
I had a few concerns, and I did hear you
going back and thinking to some of the other
line of questioning that was going on in the meeting.
You did mention that there would be some restructuring
on your board. -: Yes.
-: Can you be a little more specific
and elaborate on what exactly you meant?
When you said there would be some restructuring
of your board? -: Yes, well thank you
for the question.
Yes, so as I mentioned yesterday,
your boards, SBECially when you're going through
the beginning process of all of this,
your boards are, you know, built on need,
and our need at the beginning of this whole thing
was to create a strong educational program.
That was truly what it was. -: I can tell you
that this is a very original program.
Of all the applicants that I've had the privilege of
listening to, this is very original program,
I've never seen anything like it.
It's exciting, so. -: Thank you.
And that's why the board that we had
had over 100 years of educational experience.
So to use that to get to this point,
now we're looking to seek other people that can
bring different things to our board.
And that's why I was saying, as far as the restructuring
piece, we're looking to transition people off.
I mean, again, we've been working for the last
six years, and we only have three-year stints,
so we're looking to transition from people from
that position. From off the board to maybe
an advisory committee, or some people actually
be on staff, so we are really looking to
make sure that we have the right people in place
moving forward. -: So I'm looking at
your list of current board members.
-: Yes. -: Are these the only
board members that you have?
-: Well, right now.
Yes, because, and I had to make some adjustments
from our conversation yesterday.
And, excuse me,
what ended up happening is that we talked
as a team, and we were able to talk with the person
that you were addressing, and she resigned.
So from that, resigned, and I have her resignation letter
here. But we were, she just felt like
there were too many things that we had been working
towards for the last six years and it was too much.
I think, as far as the, what the school could do
for the athletic community, she felt like it would
be best for her to step down, so.
-: I can tell you that your determination,
I think, is gonna pay dividends for your students.
When I first read what the mission of this charter
school was, I was very excited because again,
I've never seen a program like this, you know?
I've got a daughter who's a freshman, loves every sport,
playing soccer.
She plays goalie as a soccer.
Next year, they've invited her to play varsity.
She thinks she's gonna be a professional soccer player.
Patterson: She should come to my school.
-: You know.
It's just exciting.
There's a lot of kids that have that type of passion
and focus, and so a school like this could help.
I mean, obviously, you're not in my town,
so it's difficult for me to send my child
all the way to where you're at, but I can see
lots of students wanting to participate
in these type of programs.
And so, thank you for sharing updated information.
You know, I think you're gonna do a good job
and I look forward to participating
in your ribbon cutting.
Donna: Mr. Alan and then Miss Perez-Diaz.
-: Good morning, good morning.
Miss Patterson, I certainly want to thank you
for your persistence. This journey has been
a long, long journey, and you're getting even closer
as we get to the hour.
I want to congratulate you on that for the moments
of our frustration.
I normally divest myself because everybody that comes
in here with a Legacy shirt on looks like I've known
'em for 40 years.
And so.
I definitely wanted to say to you that there is
a quality that you have assembled,
and that young lady that's standing next to you,
Dr. Cage, is one of the best ever
to have been in a school in educating children
in the south area of Houston.
She, and I hate that she ran into the snafu
with Dr. Strout.
I don't like to deal with the elephant in the room,
but to those of us who live in Houston,
Dr. Strout is a hero in the educational community.
I know what occurred, I don't want to rehash that.
But we cannot throw the talent out.
One thing I learned was when you die,
you take your knowledge with you.
And so since she's alive, we need to utilize that knowledge.
We don't need to fear the fact that a person
made a mistake, but that person is endowed
with a tremendous amount of knowledge about how to
help children succeed in the educational arena.
So I would say to you, kudos to you for doing
what you have to do to get to where you need to be,
but don't be afraid to utilize the knowledge
that's there because people have made some mistakes
in their lives.
We all believe in forgiveness.
OK, we all believe in that.
So what I'm saying to you now is,
if you need to forgive because that person
has the best, the most knowledge,
and is very attractive, and because her name
has been on the application for eight years almost.
Eight years. And so we hadn't done that.
But I do understand the whole thing,
and I thank you for doing what's necessary.
I have to say this:
I'm so proud of you.
I met Miss Patterson when she was in middle school,
since the middle schools are working,
when she was a student of mine in middle school.
And.
(laughing)
I am. I'm showing my age, I'm telling you.
-: I'm young. -: OK, well,
my age. I was the teacher, you were the student.
And I'm extremely proud of your persistence
because you've not changed.
I know the team that you assemble will do,
as I said to you, what's best by children.
I know that.
The board that you've assembled will do
what's best by children.
The only thing I asked you to do for me,
is when that second building opens,
it's closer to my house. -: Yes.
(laughing)
-: Thank you. -: Thank you, sir.
-: Thank you, Miss Patterson-Brown.
I, too, I'm trying not to be redundant,
but I just wanted to tell you that I really appreciate
the application. I, too, am really excited to see
something so innovative.
This is the purpose of charter schools,
and the fact that, you know, you took what,
you know, some of the concerns that we brought up,
and really took that to heart,
it just shows that you're willing to do
whatever it takes to make this school a reality
for kids, and that just gives me so much,
it gives me so much pleasure to see that a school
leader like yourself is gonna do something like this.
So I wanted to tell you that I'm really excited for you.
Wish you the best of luck, and I think that
this is gonna be a great opportunity for a lot
of kids in the Houston area, so thank you.
-: Well, not to rub it in, but she will only be
10 minutes from my house. Just saying.
But your children are welcome to come
live with me, and all my critters,
and attend the charter.
No, I do want to thank you for your diligence,
and I'm really proud of,
what my fellow board members have said,
just of the team you've assembled, and I think
one of the greatest lessons you can teach your students
is persistence pays off and brings about refined
character and integrity, so thank you.
-: Madame Chair.
Well, first of all, any friend of Dr. Alan's
is a friend of mine.
He doesn't speak often, but when he does,
people pay attention, so you've got a great supporter
right there.
I'm gonna echo. We had a member that came in
the other day, a former member, Rene Nunez,
and I do remember when I used to sit right there
and he would sit over there.
In fact, we invited him to sit in your chair.
I'm going down a rabbit trail here.
But one of the things we used to complain
about charters is no one ever goes to El Paso
and no one ever goes to Beaumont.
Three years, you get an opportunity to expand,
I'm gonna invite you to Beaumont.
I'll find you a facility, OK?
Thank you.
(chattering)
-: Any other questions?
Thank you very much, I just want to echo that.
I mean, you've worked on this for so long.
I mean, I think we first started talking when
I first got on the board, and what's that been?
Five years ago.
You're one of the first people I ended up talking to
that was considering a charter.
Before the no contact period and all that kind of stuff
on that particular application.
I'm gonna congratulate you for your persistence.
And keep going, to getting this far, done well, so
I, too, am excited about the vision, have been
since that first idea. I thought, wow,
this is a really different vision for kids,
a different opportunity that they don't get
in a typical situation, so
congratulations on that.
Wish you the best of luck.
-: Next up this morning on the agenda,
we have representatives from Valor Public Schools
in Houston, if they would come to the podium, please.
Pardon me.
Valor Public Schools in Austin
-: Good morning, Madame Chair, members of the board.
My name is Steve Gordon and I'm the proposed
Superintendent for Valor Public Schools.
I'm joined by Jesse Bates.
He's our Chief Operating Officer
We're honored to be here.
It's been quite a journey, just as it has been
for the other applicants.
A very rigorous and rewarding process for us.
Our team is passionate about our mission
for serving students in Austin,
and we have a unique and innovative model
that we want to share with you.
So I'll start by just sharing a few highlights
of our model,
and then Jesse will speak a bit about our enrollment plans.
So, first, Valor will combine the best of classical
education with the best of contemporary
educational practices.
Our program is going to integrate a classical vision
and curriculum with a range of advanced STEM course work,
including AP Math and Science,
Computer Science courses, coding and robotics.
We're also make use of adaptive, computer-based
learning tools and place a pedagogical emphasis
on inquiry-based instructional techniques
across all subjects and grade levels.
More and more, employers, universities,
and business leaders are recognizing
that the best educational preparation will integrate
both the liberal arts and STEM fields.
And Valor students will receive precisely this
distinctive blend of liberal arts and technical skills.
Along with a strong emphasis on character formation.
Our model will also feature innovative garden-based
education, and service learning programs.
And we're excited to bring these experiential learning
opportunities to our students,
and expand what it means to educate the whole person.
And a final key part of our mission
that I'd like to mention is our commitment to
serving an intentionally diverse student body.
This commitment to diversity has informed
our plans for academics, as well as our work
in the area of student recruiting.
I'm gonna ask Jesse now to take it over
and say a few words about our plans for enrollment.
-: As you know from our application,
we're requesting to open a total of three campuses
in Austin, and we're planning to open our first campus
in either North Austin or South Austin,
with between 500 and 575 students,
in grades K through nine.
We feel confident about our ability to execute
this plan for a few specific reasons
that we wanted to share.
Our team brings a range of educational experience
in functional areas, of various functional areas,
including school leadership, curriculum,
instruction, and business operations.
Second, I wanted to share that we've received
significant local philanthropic support for Valor,
totaling over $1,000,000 in pledges for our first campus.
As well as additional funds also pledged
for future campuses.
And third, and most importantly,
the Austin community has shown an overwhelming desire
for Valor's distinctive model.
We focused intensively, like Steve said,
on door to door recruiting,
with a particular emphasis on recruiting students
from economically-disadvantaged backgrounds.
And just to flesh this out, Steve and I spent
the majority of our time over the past several months
doing this particular type of outreach door-to-door.
We've walked through over 35 individual neighborhoods
and three to four hour blocks of time,
and we've had a very positive response, in each area
we've been to and with almost all the parents
that we've spoken to.
In total, we've recruited over 600 projected
economically-disadvantaged students,
just through these individual conversations
with parents who have been very eager to enroll
their children.
At our community meetings last fall,
we also had a great turnout from parents
with over 100, exactly 145 parents in attendance.
And we also had a strong presence last month
at our charter interview.
If you were present for that, or if you were able
to watch the video, you may have seen there were
about 30 parents in attendance, showing their support.
And after the interview, at the end,
three parents in particular stood up,
and gave very heartfelt, moving testimony
about their desire to see Valor become a reality
for their children.
And so as of now, we have over 1,800 students
on our interest list, and the interest from families
is continuing to grow.
-: I want to thank you once again for giving us
the opportunity to be here today,
and we're happy to field questions, thank you.
Donna: Any questions?
Yes, Miss Hardy. -: Could you explain
garden-based education? -: Sure.
So the program will start with,
excuse me, the program will start with
the creation of a school garden,
and that's going to be a collaborative work
between students, teachers, and also families
and community members, and so,
first phase is going to be planning it for
each campus, and the idea is that
the students in particular will take
a high degree of ownership for the project.
Students of various grade levels
are part of that leadership team.
Once the garden's been established,
we're going to be integrating it within
the curriculum, at different grade levels,
so students will have the opportunity to go
to the school garden for inquiry-based, hands-on
lessons that connect with the state standards, of course,
but kind of give an extension into this realm
of experience, so, really,
some things we're thinking about with the program
is we want students to have a deeper appreciation
of the natural world.
We also want them to experience food production,
and have an understanding of that and sustainability.
And just, in general, we want them to have
a high level of ownership with this project,
but that's the basic framework.
-: And not to tell you how to run your business,
but I think that would be a great opportunity
for the Texas Agrilife Extension Service
has a master gardeners group that would be
a great partnership for you. -: So, thank you
for asking that.
We've been working with sustainable food center,
and they have some garden based education trainings,
and they've recommended, too,
are you speaking of the junior master gardener program?
Yes, so we've been connected with that curriculum,
which we're really excited about.
Donna: Mr. Cortez.
-: So I don't think I brought this up yesterday,
but you all have no Austin representation?
Steve: No, we have Austin representation.
-: So who on your board is from Austin?
-: Our board member Catherine Van Arnam is here today.
-: But she wasn't part of the original application,
then, right?
Or was she because? -: Yeah.
-: I saw folks from like San Antonio and then Leander,
Waco. -: So, Catherine was
part of the original application.
She's in the north side of Austin.
-: OK, and her bio was submitted during the process?
Steve: And then we have a board member, Tom Hibbs,
who's in Waco, as well.
-: And what was the idea,
or the impetus behind going into specifically Austin?
Because, as I've, from what I've been able to gather,
there wasn't a lot of,
I guess, at least, initial evidence of community support,
other than this giant gift from KLE,
this Austin foundation, right?
So, I'm just,
how did you come up with Austin, I guess,
is what I'm curious. -: Well we did,
we've had conversations with folks that we know
in Austin, we'd been living in San Antonio for a while,
so we looked at San Antonio and Austin as potential
places that we might look to launch the model,
and so, I mean, we started with conversations with
a few parents that spread to further conversations.
We met with a few parents at their homes.
We talked to some individuals in the community.
The philanthropic support is definitely a part of that
conversation, as well.
But, you know, we had, what we've found
as we've started looking into different areas of Austin
is that there was a distinct need and demand
for this particular type of education.
In the fall, when we had our community meetings,
we followed that up with surveys.
So I believe we surveyed 185, 182 families.
Just to see what are you interested in,
and why might you be attracted to Valor,
what's Valor's proposing to offer?
And in terms of responses, I think we had
80% of the respondents, and I think we had,
like I said, 182 said that they were interested
in a school that had a classical emphasis,
and another 60 to 65% were interested in that
along with the advanced STEM,
and then there was also a high percentage,
I'm not sure of the number.
A high percentage who were interested in our emphasis
on school culture.
So we've done some surveying,
a lot of meetings with parents.
And then most recently, as Jesse said,
just getting out there and going door to door.
-: And just to build off that.
I also just wanted to share, I mentioned
our interest list right now is 1,800 students.
Back in early December when we submitted,
we were in the 1300 student range,
and we feel really proud of that because
those are families who've come to find us,
have heard from a friend, or have come to one of our
events and then have shared the word within the community.
And you know, the growth even from December to now,
we think is significant, is really representative
of the fact that the community is searching for something.
-: I believe you shared your door to door approach.
So that's admirable when you're able to reach
that many families.
I'm assuming you only went into the neighborhoods
in the regions where you're, or the proximity
of where you believe you'd be located, if approved?
-: Yes, yes, and I mentioned north and south Austin.
Specifically, we've been targeting 78745, 78748,
and then on the north, 78753 and 58, so we have,
two zip codes in the south that we've been
focusing on, and two in the north.
-: So, prior to this,
both of you were working with Great Hearts San Antonio,
correct? -: That's correct.
-: Prior to that, you were working with
Great Hearts in Arizona?
Is that also correct? -: Yes.
-: OK.
And is there any affiliation between
the Arizona entity
and Valor, or-- -: No.
-: --the state entity of Great Hearts and Valor?
-: No affiliation whatsoever.
So about a year and a half is when we decided
we were gonna leave Great Hearts.
And the impetus behind that is we had the seed
of a vision that's now become Valor.
We wanted to do something distinctive.
You know, we had a great experience there
and we learned a great deal, but we wanted,
we had a vision that went beyond what we had
done in the past, and so, about a year and a half ago,
we left voluntarily, formed Valor,
and then ultimately made the decision to go through
the charter application process.
So, and then, just a little background on us.
We spent some time in Arizona.
Most of my adult life has been spent in Texas.
That's where I went to undergraduate, grad school,
and began my teaching career.
Jesse's a native of Dallas, as well.
So we're, we actually have a lot of roots in Texas.
And so when we had the opportunity in Arizona
to come back to Texas, we jumped at it,
and then that was for several years before,
but ultimately, we left to start Valor.
-: So there's not gonna be any type of shared services
agreement, any, what do they call those,
those charter management groups,
where the current Great Hearts or Arizona Great Hearts
are gonna be facilitating or helping with anything?
Because as I look at the application,
while you guys are applying as Valor,
other than this gardening and a couple of other elements,
it appears to be a Great Hearts application.
At least in the programming.
And so I'm just wondering, are they OK with you
using their program? Are they just saying,
yes, good luck to you, bless you, you know?
Go open up and serve more kids.
What is, what was that separation like?
Because there's so many commonalities,
and as you recall, this board vetoed
a commissioner's recommendation of that
Great Heart application back in 2013.
And so I just want to make sure that we're clear
and on record of the separation and the complete
distinctions of you and them.
-: Yes, I mean, we're totally separate.
In terms of, I know you mentioned you saw similarities,
I mean, we started completely fresh with our program.
My interest and affinity, for example,
with classical education, predates my time
working with Great Hearts, because it's a movement
that's larger than one school, and so,
I had that on background before going there.
And so, some elements that would be deemed classical
I think you're gonna see in common from some of
the different classical schools.
But we developed our curriculum in house,
and our overall program.
For us, I mean, the garden based education,
the service learning, and also the intentional approach
to student diversity, they're not for us add ons
or just small things, they're really integral to the whole.
And also, the emphasis on the advanced STEM.
These are things that for us are not just simple
additions, but they're really part of our foundational
vision, and that's, like I said, when we decided
to form Valor, those are the types of things
we were saying we wanted to make a focus of our model.
-: Sure.
Well, I appreciate you all answering my questions.
And I will reiterate what I told you yesterday.
Regardless of the outcome, or regardless of my position,
if you're approved, as well as every other
charter applicant that's here today
and has come before you, my goal, if you're approved,
is to make sure you're a successful school,
and so, if at any point beyond this,
you know, my assistance is needed in anything,
my interest is only in the children that you serve.
So. -: Thank you very much.
-: Thank you for your honest answers.
-: Thank you.
-: Miss Beltran. -: Thank you, Madame Chair.
Thank you both for your presentation.
Jesse, I was curious about the 1800 students
that are on your interest list.
Can you give us any more demographic or detail information
about who those students are,
whether they would be eligible to enter at the grade level
that you're proposing to open?
And then, question kind of for staff and for you guys:
I've asked this question before, but my understanding
is that charter schools can determine whether
to prioritize particular zip codes for admission,
is that correct?
Or they can have a more open process?
And if there's that leeway, what will your priority
population look like, as they apply?
-: Thank you, Miss Beltran.
So, to the first question, in regard to the students
currently on our interest list,
they do all fit within the grade levels that we
plan to open in the 2018/19 year.
And then, in terms of information we've collected,
you know, we have, we obviously have phone numbers
and in some cases e-mail addresses.
We don't have, you know, a screening process,
obviously, for any kind of racial or socioeconomic data
that we're collecting at the time of the interest list,
but what we can say on that that front is that,
you know, we've been very specific in targeting
the neighborhoods where we've walked door to door
and so, you know, we use the language of projected students.
Students that are projected to be economically disadvantaged
because, you know, based on the specific locations
we were walking, that was a specific focus
in individual cases.
So that's how we arrive at that 600,
a little more than 600 number.
-: I do want to clarify something here.
We can't prioritize the zip codes, as I understand it.
Is there some kind of, is there clarification, Karen,
you can give us about that?
OK, great.
-: So regarding the geographic boundary,
there are a couple of components.
So the applicant has to
actually list the districts from which they
may pool students, correct?
But above and beyond that, they can establish
what we would call primary and secondary boundaries,
and the primary boundaries they can say
will have kind of a priority,
they can use zip codes, they can use streets.
An example here in Austin is they can say
the boundary that we're going to try to focus on
is going to be, you know I-35 to the east,
the toll road to the west, 183 to the north,
and then right to the south.
We're going to try to really focus our intent
with those students, but we will accept students
from outside of those boundaries, if we had room available.
So they can establish a primary and secondary boundary,
if it's stated in their charter that way.
Donna: If it's stated in the charter that way.
-: Correct. -: OK, got it.
Got it.
Yes, Mr. Bradley.
Oh, I'm sorry, Miss Beltran.
-: Thanks, and so, is that established,
when they are granted a charter or through
the application, or is there an indication of that?
-: That type of a scenario would have to be stated
in the application.
If there's just a reference to districts
that will be served,
and no reference to having a primary and secondary boundary,
if they move forward with the authorization,
their geographic boundary, as far as we're concerned,
is going to be the districts, right?
So the districts that they're approved to serve,
and those boundaries, but once they do get
authorized, they would be able to submit an amendment
to the commissioner, if their board member chose
to do that, or their board chose to do that,
they could submit an amendment to clarify
and specify primary and secondary boundary.
Mm hmm.
-: And don't walk off.
But they're also, if your application,
correct me if I'm wrong, states that you're going to serve
students within, I take it, you're gonna be here in Austin?
Within the Austin Independent School District,
or if your boundary is going to be Travis County,
even though you may want to target north or south
of a particular highway, you're an open enrollment
charter, and when you take in all your applications,
if you have more applications then you have seats,
then it goes to a lottery, and so this targeting
really becomes moot, because you will have to
take a lottery, and you're going to have an even
distribution, mathematically.
Is that correct? -: I believe that
would be correct, yes.
Particularly for the first year, since they don't have any,
you know, students that will be coming back.
-: Yeah, we had this discussion when we had some
residential care facilities that wanted to serve
a population that already resided within their
one acre compound, and we had to remind them,
no, it'll be all of Harris County,
and whoever knocks on the gate,
will have equal opportunity. -: If they're age and grade
appropriate, and they reside within the boundary,
they technically can. -: So, it's a nice thought,
but you really can't target a specific population
when it comes down to actual enrollment.
One other quick question, if I might.
Are you through, Miss Beltran? -: I was just gonna say
one thing about that, if that's OK.
Which is that the reason why we're doing
the door to door is because when you come down
to a lottery, you look at the total number
of applicants, and so we want to make sure
that a significant number of those applicants
come from the areas that we're looking at.
So that's why, so, in that sense, like,
if we didn't do that work, then there would be
fewer who would be coming from those areas.
-: That's fine.
I have one more item.
I really don't understand the kerfuffle over
Great Hearts, in fact, often imitation is
the sincerest form of flattery.
But I have to ask the question, then,
since the door's been opened.
Have you ever collaborated with anybody
in the Russian embassy?
(laughing)
Thank you.
-: I do want to say, I'm glad you brought that up, though.
I actually want to make sure that there was
an approval by this board.
In 20, I don't know what year it was for Great Hearts,
that was at a San Antonio, I forget what year
that was, was it 2000?
What was it?
Generation 18, so.
It was said it was rejected but actually
it was approved at the second year,
it was just an expansion requested,
which was rejected, but the original application
was approved by this board of education,
when we had complete authority over approvals.
Just wanted to make sure that didn't sit out there wrong,
anyway, I don't believe it's relevant to this
application, but I just wanted to make sure
that was on the record correctly.
Any other questions?
Thank you so much. -: Thank you.
-: Members, my intention is that we'll have
one more presentation, then take a quick break
and then come back.
And to bring the item up to actually vote
on the charters at that moment, unless there's objection.
-: Yes, and now we have representatives from
Yellow Stone in Houston to present on their application.
-: Thank you and good morning.
My name is Lionel Gellins, and I'm the chairman of
the Yellowstone Foundation, which seeks to
establish a new charter school for grades 5 through 12
in the Third Ward community of Houston, Texas.
I happen to be a resident of the Third Ward
of Houston, Texas, so it's very close to my heart
and the kids that I look to serve.
Yellowstone Academy will provide an education experience
in our community through a blend of community schooling
and project based learning.
While serving some of the most socioeconomically
challenged students in the community.
Our mission is to prepare community leaders
who are college and career ready.
Our vision is to encourage community involvement
and engagement through a blend of community-based
school experience and project-based learning,
if you will.
Basically using the community as a classroom.
We are next door to the University of Houston,
Texas Southern University, Buffalo Soldiers Museum,
countless churches, and opportunities
downtown Houston, which we believe is a great place
to establish a charter school and connect through
this type of education.
In addition to being a resident of Third Ward
and living almost in walking distance from the school,
my 87 year old father actually attended school
in the building of which we are establishing
the new charter school.
I am very excited about the opportunity
of working with the board here.
We can talk a little bit more about the board
in just a moment.
Ryan. -: Hi, good morning.
Again, my name is Ryan Dolibois, I'm the proposed
superintendent for Yellowstone college prep,
and again, it's just an honor to be before you
this morning, and thank you for the work you do
on behalf of Texas' children.
You know, as Lionel mentioned, Yellowstone
College Prep would be a community school
that's preparing leaders who will be college
and career ready.
We will be located in Houston's historic Third Ward
in Douglas Elementary School,
which was, I think, the third or fourth oldest
education building in Houston, built in 1927,
in the shadow of downtown Houston, just six blocks away.
We will serve in grades fifth through 12th,
roughly 640 students, when we are fully enrolled.
And we will be able to operate and leverage
through a unique shared services agreement,
a relationship with Yellowstone Academy,
a school that has been in the area for 15 years,
and has experienced tremendous operational and academic
success.
Our proposed leadership team has over 40 years
of combined educational experience in Houston,
and we have a strong board, as evidenced this morning,
with deep roots in the community.
Over 100 families have expressed interest in our program,
and our educational model, as Lionel mentioned,
will be relational, rigorous, and most importantly,
be a line to the standards to ensure that we have
academic success from day one.
Again, we're excited to be here with you this morning.
And welcome to answer any questions.
Donna: Yes, Mr. Alan.
-: I certainly want to thank you for taking on this task
because in the area that you are choosing to serve
children, we have, I think, zero schools
that are considered successful.
Zero.
And you know, you've been doing work in that area
already for quite some time and every meeting
that I go in where you have representatives
from your campus, there's an enthusiasm with the faculty
and staff of what's occurring there.
I've not had the opportunity to visit,
but I want you to know, when people come away from
that campus, they are spreading the good news,
in what they're trying to do there.
Now, as you open your umbrella, what I'm saying to you
as we reach out a little further, we are failing,
and we use Third Ward now, very lightly.
We are failing the children in that area
and we are facing closure of some of the schools
surrounding the area that you are coming into.
So I know we have a tough road ahead,
and I'm asking that you expand that umbrella
and do great work.
It's always amazing to me that we might have a building
that somebody says we need to build a new one,
and yet you go in an old one and do great work.
That's amazing to me, and I want to commend you
for doing this because you know first hand
that the transition of that community is coming,
and it's much more diverse than what we used to call,
now we'll call it Midtown, if that's the case,
if we want to do that,
but we are struggling.
We have a literacy problem in Third Ward.
And I'm hoping that we are working with children
in Third Ward and not importing children to Third Ward
and calling it Third Ward. -: Yes, sir, yes.
Thank you. -: I think, since that
point was brought up, it would be good to talk about
who those children are now, because you've been
in existence serving, and I realize,
this is a private school that you've been working
for many years, but if you could just kind of
address that issue about the importation.
-: So, we really appreciate the comments
and you summarize our intentions directly,
which is to serve the students
in the greater Third Ward community.
Currently, Yellowstone Academy is serving
around 350 students and another 115 alumni,
pre-K through eighth grade and then these students
that have gone on beyond Yellowstone Academy's doors
for high school and beyond.
And you know, the vast majority, I believe,
well over 70% of those students,
are from the five zip codes immediately surrounding
Douglas Elementary, you know, as Mr. Alan mentioned,
you know, the average family income is around $16,000
a year, the educational opportunities are very scarce
and limited and you know, this is exactly where
we want to be and see that we can have tremendous impact
on the community and on the broader city through this work.
-: Mr. Bradley. -: I think what we could
best characterize what you're trying to do
is a ministry.
And got, I think, our invocation this morning
is very applicable, maybe you'll carry it with you,
remind yourself when it looks even more difficult.
Exactly where are you going to be locating the campus?
Donna: Can you hit that button again?
-: It's located at 3000 Trulley, zip code 77004.
-: Give me major cross streets. -: It's Trulely and Sawyer,
which is just a couple of blocks from basically
the intersection of 59, 45, and 288.
Right in the heart of Third Ward.
-: OK.
We had a charter there years ago.
Conania, does that ring a bell?
It was there in the northwest corner,
Scott and 45. -: OK, yes.
-: Right across from what was the old star front,
the other side of the 45. -: Oh, yes, OK.
On the other side of 45, sure, sure, sure, sure.
We're actually on the south side of 45,
closer in to downtown. -: The two of us
went to junior high together.
We know the neighborhood. -: Yes, very well.
Very good. -: But anyway.
There's definitely demand.
Now you're gonna be pulling kids out of
a private program that are gonna be in your charter?
This has been-- -: Just some of them
will be coming out of the private--
-: I wanted to say, I want to be very careful here.
This is an open enrollment public school,
so we don't, yes, we don't want to make any
indication that any of the students that are
currently in the private school--
-: Are guaranteed a spot. -: They will not be
guaranteed a spot, this is an open enrollment school.
Now, clearly, we will be working and networking
through those families in that community--
-: To get an application in. -: That's right, to preserve,
as Mr. Alan said, you know, really our target
and our desire-- -: What do you
project to be your enrollment?
-: So, our first year, our enrollment would be
in grades fifth through and eighth, and we've be
looking for 240 students.
And we would be growing to serve a total
of about 640. -: You're gonna start
with the fifth grade. -: We will start
with a fifth through eighth grade.
-: So again, if you heard the earlier conversation,
and I've just seen it happen over and over and over,
you're gonna get whacked in your accountability
with fifth, sixth, seventh, eighth graders,
your first round of assessments, who are two, three,
are going to be two or three grade levels deficient.
-: No, we recognize that. -: Do not be a victim
of your own success. -: That's exactly right.
Now, that's something that we're taking very seriously.
And see this year zero as an opportunity to really
make sure that we're aligned and ready to go.
Obviously, we have a group of students in the community
that have experienced, you know,
the Yellowstone Academy model for many years.
-: OK, I mean, that will help. -: The hope is to build
on that success. -: Good luck.
-: Thank you.
-: I want to make a comment to Mr. Bradley's comments
there, I think that's one of the great things
about the new accountability system that was
just passed. We're gonna look at proficiency,
and we're also gonna look at growth,
but it's a best of, and so, as you take on
the groups you're gonna take on, challenging students,
there's gonna be a large opportunity for growth,
and I think that's gonna help with that issue
that you're talking about there.
Second question or point.
I was extremely impressed with the amount of community
support you have, which is
currently for your private school.
How many of those have expressed interest
in supporting the charter school in the same way?
And I think the level of support you had
far exceeded just parents and family members
of students, but can you speak to that?
-: Take it. -: Take it initially.
Certainly with regards to the existing academy board,
on which I do not sit, I am on the foundation board,
there are five members of our current,
our charter board, two of which were originally
on the academy board, two of which are coming from
the community and one person that formerly
was on the academy board.
The academy's been very successful in bringing
financial support for the academy, over the years,
and has provided a strong foundation,
materials, equipment, and a facility to support
the academy. We believe that using that will also
allow us to be even more successful on the charter side,
if that answers your question.
-: Any other questions?
Thank you so much.
Again, great application and you know,
I said it at the interview, but what I appreciated
about your group when they came in was the breadth.
I didn't get to see every one of the interview applications,
and so I'm not leaving anybody out, but in your
particular interview, because I was able to come
to that one, you had such a breadth of understanding
of each of the board members.
They were all contributing to that conversation.
It wasn't just one person with the major vision,
everybody kind of followed along,
everyone was very vested in their various areas
and it was a very broad base of support that I think
that all the members appreciate in an interview like that,
so appreciate that. -: Thank you very much.
-: OK, members, my intention is to get back together
at 11 after 10, sorry, 10 after 11.
11:10, so let's take a break.
(laughing)
OK, members, I know some of us need to get going.
Various commitments, and so we want to go ahead
and get started with the rest of our agenda.
Are there enough of us in here?
We're. -: Five, six.
-: OK, and then Sue.
I think we're OK.
OK.
Oh, yeah, OK, we're good, OK.
Members, I'd like to go ahead, if there's no objection,
and bring up the actual vote on the review of,
so the item number nine, in your,
well let's look at, if you look on your committee notes,
it would be action item number one.
In your committee notes there.
Miss Cargill, would you like to present that?
-: Yeah, sure will. -: I'm sorry.
Yes, Mr. Cortez. -: One by one?
-: Well, we'll have to see.
You'll have to make the motion to reject.
-: Committee recommendation. -: Oh, there's a committee
recommendation first, yeah. -: OK.
So Madame Chair, the Committee on School Initiatives
would like to recommend that the State Board of Education
take no action on the Commissioner of Education's
proposed Generation 22 Open Enrollment Charter Schools:
Bridgeway Preparatory Academy, Dallas;
Etoile Academy Charter School of Houston;
Legacy School of Sport Science of Houston, the Woodlands;
Valor Public Schools, Austin; and Yellowstone
College Preparatory in Houston.
-: Is there a second. -: Second.
-: We don't need. -: Oh, that's right.
There's no seconds, committee recommendation, sorry.
-: It's all right. -: OK.
Is there a motion to reject any of the proposed charters
submitted by the commissioner?
Mr. Cortez. -: I would only move
to reject Valor. -: Is there a second
to rejecting Valor?
OK.
Hearing none, motion is not for the body.
So we're back to the original motion.
Where no action is taken and that was,
where is it?
I'm just gonna read it one more time.
(chattering)
OK, hearing no motion, OK.
Oh, yes, Miss Perez. -: What is the procedure
to ask that each charter school be voted on individually?
-: You have to make, well, we've not had it done like that,
we usually just have a motion to object a particular one.
OK, I'm sorry.
Let the parliamentarian address that particular issue.
-: There is no actually motion to approve,
it's just the board has a veto opportunity,
and so a motion would have to be made to reject
a charter, and if that's done, then it would be
taken up and voted on by the body to reject.
But if there is no such motion,
then the charters will automatically be awarded?
-: So, we already made one motion to reject
a charter. There was no second
to that motion, so it died.
So now we're back to the original, which is to take
no action.
You have to move to reject.
But the one that was mentioned was not,
that motion was already brought forth and it failed.
Never brought forward.
(chattering)
Any other questions?
OK, so the motion is to take no action
on the Commissioner of Education's proposed
Generation 22 Open Enrollment Charter Schools,
Bridgeway Preparatory, I'm sorry.
Are you done? -: Nothing more to do.
-: Oh, I don't have to resay it.
Hearing no motion, OK, I got ya.
Not motion to reject.
OK, then all the charters are approved,
thank you very much.
(applauding)
Man: You were being cautious, and there's nothing wrong
with being cautious.
-: I was being overabundantly cautious on that one.
OK.
What was that one?
Developmentally impulsive, yeah.
That's what I was doing.
OK.
Congratulations to all the charter applicants
that got approved, congratulations.
OK, I believe the next item on the agenda
is the approval, proclamation 2019, sorry.
Committee the full board notes.
Mr. Rowley.
I will get my stuff together here this morning,
and Mr. Rowley, you were bringing those.
-: We are on the minutes of the committee
of the full board for June 20th.
Page two. -: OK.
-: Action item four.
Everybody with us?
OK.
Whereby the committee the full board recommends
the State Board of Education approve Proclamation 2019,
questions and answers, as amended.
-: OK, I do want to point out, members,
there was one addition that we added to the Q and A.
What page is that on, Miss Calloway?
Calloway: You've got it tabbed in your copy.
-: In my copy?
I don't think I took it away from me.
I mean you.
OK, here we go, so sorry. -: Sorry.
No, that was my fault, you didn't need to get up.
-: OK, OK, members, if you want to look at
your Q and A document that was revised, if you go over
to page five, in the middle, on question 29,
remember, we had that discussion.
The question has been added.
How can products submitted for hand writing or spelling
meet the requirements that materials meet
at least 50% of the TEKS and the answer
is articulated there.
TEA will identify the TEKS within Language Arts
and Readings that are applicable to spelling
and handwriting and post them to the publisher portal.
Publishers who submit materials for spelling
and handwriting will be required to meet 50%
of the identified applicable TEKS.
I believe that addresses what we discussed
in the board, at the previous meeting.
So it's been moved, the State Board of Education
approved Proclamation 2019, Questions and Answers.
Are you ready for the question?
All those in favor, say aye. -: Aye.
-: All those opposed, say no.
The ayes have it, and the Proclamation 2019,
Question and Answer is approved.
-: OK, the next item is on page three,
of those same minutes.
It's action item six.
Whereby the committee of the full board recommends,
by an affirmative vote of two-thirds
of the members of the board, approved for second reading
and final adoption, proposed new 19 TAC Chapter 110,
Texas Essential Knowledge and Skills for English
Language Arts and Reading, Subchapter C, High School,
and Chapter 128, Texas Essential Knowledge and Skills
for Spanish Language Arts and Reading,
and English as a Second Language, Subchapter C,
High School, with an effective date of 20 days
after filing as adopted with the Texas register.
-: OK, and I believe Mr. Ellis, Dr. Ellis,
that you actually had an amendment that was
submitted and posted as of yesterday.
I don't believe, does that need a two-thirds vote
to stand? -: If it was posted
ahead of time. -: It was posted ahead of time.
OK.
And so you want to bring that one amendment forward.
-: Yes, and as was stated, I posted this,
or requested this be brought forward on Tuesday,
within the time frame.
After consultation with our experts and also
with staff, I think we missed one or one slipped through.
So in English 1110.367D, Roman numeral two,
and it was amended organizational design in thesis,
and I am requesting that we move it back to the language
from first reading, which is multiple organizational
patterns within a text to develop the thesis.
This changes amended lacks of specificity the original
language contained. The original language
asks for students to analyze multiple patterns
in a text, and how those patterns develop the thesis.
This is a skill that begins in eighth grade,
which should be repeated when students get to high school
to ensure that students master that skill
with high school and texts.
That skill is a good bridge to what students
are expected in English 2.
-: OK, any further discussion?
I want to make sure because we do have the vertical
documents now, I want to kind of follow along here.
Do we know what page this is on, on the vertical document?
I just want to make sure that we're able to see that.
And do you have the actual amendment?
Let's see.
We're trying to go back to the original, aren't we?
-: So page six, and just to make sure everyone is aware,
before the meeting started this morning,
we distributed copies of the rule text
incorporating all the amendments from earlier
in the week, as well as an English 1 through 4
vertical chart, and an ESOL 1 and 2 vertical chart.
So page six of the English 1 through 4 document.
And it, I'm sorry, on the rule text, it's gonna be
page four.
On the vertical chart, it'll be page six.
-: And which expectation? -: 7D and then it's little II.
-: For which grade again? -: For English 1.
-: OK.
So it would go back to the struck through language,
is that correct? -: Correct.
It would go back to multiple organizational patterns
within a text to develop the thesis.
-: He already had a second.
So does everybody see where that is?
If you go on page six, it's right in the middle
of English 1.
Little II, D little II.
Look at the vertical there.
Did you want to look at the vertical, Miss Hardy?
You need the vertical.
But she's gonna want to look at the vertical, I bet.
Sorry, members, I just want to make sure
we're looking-- -: May I ask a question
of step? Could we get the e-mail?
Electronic version of the verticals?
-: Yeah, actually, we do need that.
-: Right this minute? -: Well, no,
not right this minute. -: OK, yeah.
-: Let's just make sure we get the Excel sheet there.
(chattering)
-: Pat, you got the verticals?
Staff worked really hard to get us the verticals in time
today, too, which we greatly appreciated.
Really helps us on this final vote.
OK, so the amendment is to English 1.
110.367, right?
Seven, yeah.
7D.
Romanette two.
To revert back to the original language,
which is multiple organizational patterns,
within a text to develop the thesis.
Is there any other discussion?
All those in favor of reverting back
to the original language, say aye?
-: Aye. -: All those opposed?
Motion carries.
OK, so that's the lone amendment that was submitted
in time, so if we have further amendments,
which I believe we do from Miss Perez,
we'll need a two-thirds vote.
In order to suspend the rules, so those could be
considered. Mr. Cortez.
Cortez: So, just procedurally, if these amendments
were submitted by Monday,
but weren't properly-- -: I'm sorry, what?
Cortez: Her amendments were submitted on Monday.
-: You're talking about Miss Perez?
-: Yes. -: OK.
-: If they were submitted on Monday,
but weren't properly dealt with Tuesday,
why is there a need for a suspension of the rules?
If they just weren't properly expedited
and she was told to wait 'til Friday?
They were already submitted previously.
Donna: That's the way our rules are written,
but I'm gonna let the parliamentarian speak to that.
-: There were actually two different bodies that met.
One is the Committee of the Full Board,
which is not the State Board of Education.
It's a separate body.
And so, amendments were considered by the Committee
of the Full Board.
And then your rule 5.7 states that after that
body adjourns, then on second reading,
within two hours of that, amendments need to be filed
for this body to consider. -: OK.
So, I'm sure that every member here could appreciate
the fact that this is her third meeting,
and that you know, even I would have thought--
Donna: Do we speak in favor of the motion to suspend?
-: Is this debatable? -: We haven't moved it, right.
Yeah, I want to make sure we do this.
-: All right. -: Suspend the rules.
-: So suspend the rules is not debatable.
Appreciate your giving the support, but I mean, the.
(chattering)
Well, that's a good point.
-: Madame Chair. -: Yes, Miss Martinez.
-: Just, in the event that it would be helpful,
you all may recall that you had this same situation
with the science standards at the last meeting,
and there were some amendments that were voted on
in the committee, that were revisted on Friday,
some of which were submitted in advance
and did not require the two-thirds vote,
and some of which were not submitted in advance
and required the two-thirds vote,
so you do have a very recent precedent
for exactly how that was to be carried out.
-: Yes, Mr. Rowley. -: I move we suspend
the rules to allow the consideration
of additional amendments to SLAR,
is that what it is, or ELAR?
-: ESOL, ESOL.
ELDA, too?
No, just ESOL. -: Madame Chair?
-: Yes. -: Over here.
-: I'm sorry, I'm sorry, Miss Martinez.
-: So, just for the board's consideration,
if you are interested in reviewing the work
over the last couple of days and conversation with
one of your expert reviewers,
Jennifer Wilkerson, we did identify
a few additional matters.
Staff can't submit amendments in advance,
but we're happy to point those things out
to you, should you choose to suspend for that
purpose, as well, and it would impact
English 1, 2, 3, and 4,
in addition to ESOL 1 and 2.
Donna: Should we, do you think we should go ahead
and do the English 1 through 4 first
or just consider these all at once,
or what would you recommend?
-: If the board is interested in hearing
what we identified on English 1, 2, 3, and 4,
it might be helpful since you've already made
one amendment to that section,
before you move on to Chapter 128.
-: I'm sorry. -: Madame Chair.
So then I will move to suspend the rules.
We need to do that, as well, right?
Because, it has been, for the purposes of
considering amendments to ELAR,
as well as ESOL. -: Just their amendments.
Just their amendments. -: Because we'll consider
hers separately. -: Staff proposed amendments.
-: I understand, but don't we have to suspend the rule,
I'm trying to suspend the rules for both of the--
-: Can we do that? -: One time.
In one motion. -: Let's do them
separately because they're separate things.
And the reason for voting is going to be different
on each one for people, so I recommend you do them
separately. -: OK, I move to suspend
in regard to ELAR. -: And ESOL because
the staff hasn't. -: For the staff amendments.
No, he told me not to do ESOL right now.
-: Well, she also has ESOL.
They also have ESOL. -: I understand that.
But Mr. Oberby just told me I could only make one motion.
-: They've got a set of amendments, and really,
you should suspend the rules on each single amendment
that's brought up. -: Oh.
For each single? -: They have some proposed--
-: They're two documents. -: And she's got
some proposed-- -: I understand that.
I understand everything you're explaining to me.
What I want to do is suspend the rules
to consider both sets.
But if you tell me I have to do it in two different
motions, I will. -: Do it, do it,
do it in one. -: Do it in one.
Move to suspend the rules to consider additional
amendments to both ESOL and ELAR,
particularly in regard to the staff amendments.
-: Parliamentary inquiry. -: Mister Bradley.
Man: Can the board suspend the rules
for specific amendments
and limit it to members, to the person, bringing
forth the amendments?
-: That's what a motion is. -: No, his is kind of broad,
he's going EL, you know, the Spanish and the English
from any source, and I'm asking if the board
or the member can limit-- -: No, that wasn't my intent.
My intent was with regard to Member Perez
and with regard to the staff amendments.
-: For what subject? -: ELAR and ESOL.
But if the member would rather I break those up
into two different motions, I will.
-: OK.
Man: Is there a second to the motion?
-: Is there a second to suspend, OK.
Any other discussion?
All those in favor, say aye.
All those opposed.
Motion carries and so that motion is adopted
and I believe I'm gonna go ahead and have
staff present what they caught first, and then
we'll take those into consideration one by one.
I'm sorry.
-: OK, so the first issue that was identified,
and I'm happy to give you all page numbers,
if you would like them, but it's gonna be the same thing
for English 1, 2, 3 & 4,
and ESOL 1 and 2.
In the introduction, so on page one of your rule text,
B2, almost near the bottom of that paragraph,
there are two sentences that address
encoding and decoding. These were sentences
that are applicable to the early elementary grades
and not high school.
We were supposed to have removed those,
and we missed pulling those two sentences
out of the introductions.
So they really should just be those two sentences
should be deleted.
The first one says, "It is important to note
"that encoding, spelling, and decoding, reading,
"are reciprocal skills.
"Decoding is internalized when tactile and kinesthetic
"opportunities, encoding, are provided."
Donna: So pulling out the things that are
really just applicable in the K-8 sense.
-: Yeah, that was something we were supposed to do
as a technical amendment.
We missed it in the rule text,
and so we just wanted to go ahead and bring it
to your attention, prior to the final vote.
Donna: Is there any objection to that removal?
Hearing none.
Martinez: It's on page 1, page 7,
page 12, and page 17
of the rule text that we handed out with
the colored amendments on it.
Because it's in the intro, it's in several spots.
Martinez: Yes and then it's also in ESOL 1 and 2.
That would be an edit
that we should have made and didn't catch.
-: OK.
Great, OK.
So that's a good catch by staff, thank you.
-: The next one is in English 4, 5H
If you're looking at your vertical document,
it's going to be page four of the vertical document.
If you're looking at the rule text, it's page 19.
The standard there, there was an amendment that
addresses appropriate register and persuasive
vocabulary. There was a conversation, again,
with experts, and it should have been purposeful
rather than persuasive. -: OK, so that's on page four
of the vertical document, in English four, 5H.
-: Yes, ma'am, and page 19 of the rule text.
Donna: But it should have been, what's the word?
-: Purposeful. -: Purposeful instead
of persuasive. -: This was one of
the suggestions that we had made for differentiation.
-: And we just got the wrong-- -: Wrong verb in there.
Donna: Got the wrong word.
I'm sorry, Mr. Maynard. -: So it'd just be purpose,
or purposeful? -: Purposeful.
So it would be purposeful vocabulary, tone, and voice.
Maynard: Oh.
So, OK, so there is-- -: Persuasive's too
narrow there, that's a wrong word choice.
Maynard: So the 'and' goes away, too,
so it's the appropriate register?
-: Appropriate register and purposeful vocabulary tone
and voice. -: OK, I got you.
-: Is that clear? -: Mm hmm, I see now, OK.
Donna: Is there any objection to fixing that word choice?
Hearing none.
-: The next one is going to be applicable
to English 1, 2, 3, 4 and ESOL 1 and 2.
So, as we went through and looked again,
at ensuring you have sufficient differentiation,
there were some amendments that staff was going
to propose.
We didn't want for those to be in conflict
with anything that members or experts were proposing,
but 5C, English 1, 2, 3, and 4
is identical, and had we made the recommendation
we were going to recommend, using some different verbs,
so you can see, the amendment was to add
"and original commentary," so "use text evidence
"and original commentary to support the appropriate response."
This is also on page four of the vertical.
We would suggest that you consider differentiating
the verb that modifies the, I'm sorry,
the adjective for response, so that we would have
in English 1, "ask them to provide a comprehensive
"response." -: OK, I'm sorry.
Which one is it? -: 5C.
So "use text evidence and original commentary
to support, in English 1, a comprehensive response,"
and I'll say these again, but just to give you
the idea, in English 2, it would be
an interpretive response.
In English 3, an analytic response.
And in English 4, an evaluative response.
So that you have-- -: Analytic?
Was it?
Third? -: Yes.
So English 1, "use text evidence and original commentary
"to support a comprehensive response."
English 2,
"Use text evidence and original commentary to support
"an interpretive response."
English 3,
"Use text evidence and original commentary to support
"an analytic response."
And English 4, "use text evidence and original commentary
"to support an evaluative response."
So that maintains the proposed amendment
that was made earlier in the week,
but does differentiate the expectation
among the four grade levels.
-: Madame Chair. -: Yes, Mr. Maynard.
-: And then would comprehensive and interpretive
be what goes into--
-: ESOL 1 and 2.
-: Yeah, one and two. -: Yes, sir.
And that was also based on
a conversation that we had with the expert.
She actually made some recommendations for the terminology.
-: Any objection to the differentiation,
breaking those terms down?
Hearing none, motion is adopted.
Any more or? -: So we have three more
that we identified that are specific to Chapter 128.
ESOL 1 and 2. -: And that's on
the other vertical document. -: Yes, ma'am.
So on the vertical document that shows ESOL 1 and 2
on page two, we identified another staff mistake.
So in the original vertical alignment chart
that we sent you prior to the meeting,
the language was included and we somehow
left it out of the rule text.
But if you look at number four, so 128.34
and 354. Because this is one that only has
one student expectation, where the student
expectation is wrapped into the knowledge and skill
statement. -: That's on page two
of the vertical doc? -: Yes, ma'am.
I think we just didn't catch that there is currently
not a knowledge and skills statement in there.
The knowledge and skills statement,
when we went back and looked at earlier drafts,
that we believe should have been in there,
was to say "the student reads grade level text with fluency
"and comprehension," so that would be the knowledge
and skills statement. Right now there isn't one.
And then the other thing that we identified
was that unlike most of the other knowledge
and skills statements that say "based on the students
"language proficiency," this one just says
the student is expected to adjust fluency.
And so we believe that what it should have said is,
":the student reads grade level text with fluency
"and comprehension, based on the student's language
"proficiency level, the student is expected
"to adjust fluency."
So that's what we think it should have said
that then does raise the question about the language
that was added about appropriately provided English
language development scaffolding.
So you may recall when that motion was made,
it excluded two knowledge and skill statements.
I think in one case, it makes logical sense.
In the other, I think it's because the knowledge
and skill statement was missing.
And so it looked different.
And so our question would be,
or our request would be that you allow us
to add the knowledge and skill statement,
and then our question would be, do you want it
to say, "based on the student's language proficiency level,
"and with appropriately provided English language
"development scaffolding, the students expected to."
-: OK, I am not, do we have this written somewhere?
Because I'm not sure I understand what this is.
It's too many words there.
(laughing)
I just want to make sure all the members are comfortable.
OK.
Do you think we could get, is there another one
to consider? could we just get this copied first
and hand it out? I just want to make sure
because that was a lot of words and things to change there.
And I honestly didn't follow.
Maybe you guys are better than me,
and you followed along. -: I'm sorry.
It is actually in the vertical alignment document,
on page two.
If you look, right before it says ESOL 1128.34?
Just below, a little more than halfway down the page.
The student reads grade level texts with fluency
and comprehension.
That's what's missing from the rule text.
So you do actually have the language.
-: At the top of the page? -: So it says,
about halfway through. -: Oh, I'm sorry.
-: See the second, it says, "ESOL 1128.34" and then a four.
-: Oh, I see. -: Look at the line
above "ESOL 1, Developing and Sustaining
"Foundational Language Skills.
"Listening, speaking, reading, writing, and thinking.
"Fluency."
The sentence that says, "the student reads grade level
text with fluency and comprehension" is missing
from the rule text. -: Oh, OK.
All we're trying to do is to put what's in this vertical--
-: Correct. -: --back into the rule text.
So that's the only adjustment we're making.
Oh, I see. -: Now, that's the adjustment
that we think needs to be made to correct
language we inadvertently omitted.
So that's one issue.
The second issue is we wanted to confirm
whether or not the intent is to add,
because based on the students language proficiency level
was missing from four, so you did not add the language
about scaffolding.
Now, if you choose to add it back in,
our question is, do you want it to say,
"Based on the student's language proficiency level,
"the student is expected to," as it reads there,
or do you want to add, like you did with the other
knowledge and skills statements,
"Based on the student's language proficiency level,
"and with appropriately provided English language
"development scaffolding"?
It seems like that would be an add that would be
appropriate, given that we just--
Donna: We just set it up above.
So we'd be adding what is in green, up above,
at the top of the page.
-: In addition to the language we left out.
Donna: In addition to the language that we left out.
OK, now I'm following you completely.
-: I believe. -: Yes.
Woman: The way we originally submitted it.
I believe that, yes. So, no, we have no objection,
thank you.
-: Is everybody clear what we're doing?
We're adding back in this second sentence
that is listed there on the vertical document
on page two.
Just before 128.34
in ESOL 1.
And we're adding in the green that's listed up above,
at the very top of the page.
Everybody following?
Is there any objection to those corrections?
Hearing none, OK.
Followed that one, finally.
Sorry about that.
That took me a while. -: I know it's confusing.
I apologize.
So then we just have two more.
One of them is going to be on page three
of the rule text.
And on page two of the vertical chart.
So.
3B in ESOL 1
was amended.
We attempted to point out any instance where
you were making a change that was going to make
the language different than English 1,
and we neglected to point out that the language in 3B,
as it read prior to the amendment,
is in English 1, and so we wanted to make sure
that we pointed out that now you have two
pretty significantly different student expectations
and I think this is the only place
where you would have a different SE as opposed to
additional language.
So, page three of the rule text.
3B.
Page two of the rule text.
Also 3B.
And this is only ESOL 1.
So the language that was removed
to distinguish between the denotative and connotative
meaning of words, that language is in English 1,
and there were several places where when we pointed out
that you were changing the language
so that it would no longer match. This is one place
where we missed it, and we didn't point it out to you
before you made the amendment.
-: So if we make them the same,
and use this language in English 1,
would it affect the alignment from across the charts
from K-8 and then on through senior year?
-: So, if you'll look at ESOL 2,
you actually did, the amendment that you see there,
it is identical to English 2.
So what we would ask is that you consider reverting
to the original language so that ESOL 1
matches English 1, and ESOL 2 matches English 2.
Cargill: So go back to what's underlined,
or stricken. -: Stricken.
So you would go back to analyze context
to distinguish between the denotative and connotative
meaning of words.
And that actually better aligns with ESOL 2
than what is currently written.
(chattering)
-: We ask that you consider leaving the amendment
because if you notice, we just changed.
We added "cognates," but we're still analyzing
"denotation and connotation,"
so we don't feel that it would impact
the content that's delivered.
We just changed the wording because
it doesn't make sense with "cognates."
-: So the problem with that is that the way
that it's written, it's not talking about
distinguishing between denotative and connotative.
So if you feel that you want "cognates" in there somewhere,
then, again, I urge you to consider that students
are gonna be tested on what is in English 1,
not what is in ESOL,
and so that piece about being able to distinguish
could potentially be assessed, and it wouldn't be
expected to be taught.
-: How about if we say,
"Discuss and analyze contexts, and use cognates
"to distinguish," do you like that better than "determine?"
"Denotation and connotation of unfamiliar
words and phrases?"
Would you like me to repeat it so that we can?
-: We would recommend that you say,
"discuss and analyze context and use cognates
"to distinguish between the denotative and connotative
"meanings of words."
So then you are only adding words,
you're not changing the SE.
-: Yeah, because we didn't-- -: Yeah, the changing of the SE
seems to be the problem, we don't want to do that.
So is everybody clear?
Can you say it one more time what it now should read?
-: Yes, ma'am.
"Discuss and analyze context and use cognates
"to distinguish between the denotative and connotative
"meanings of words."
-: "Of unfamiliar," or just "words?"
-: "Of words." -: OK, so, OK.
Phrases is struck, as well, OK.
-: Can I ask you to consider leaving "phrases,"
just because in order to analyze context and for
the cognates to be applicable, we need to also
look at phrases, and it's just adding,
so we wouldn't be missing anything
that they're going to be testing on.
We're just going to be adding what they need.
-: Correct. -: Words and phrases.
Do you see any conflict? -: That's just an addition.
Is there any objection?
Hearing none, motion carries.
-: Last thing is in,
give me one moment, so I can find the page for you.
My apologies.
So this is going to be ESOL 2.
At the bottom of page 16 in the rule text,
this is composition six, letter N, as in Nancy.
It's the very last thing at the bottom of the page.
So we just wanted to point out,
as currently written, the standard says,
"Use cohesive devices appropriately with
"increasing accuracy."
And it seems that is should be one or the other.
You would either use them appropriately
or you would use them with increasing accuracy.
I'm not sure that you could use something,
both appropriately and with increasing accuracy
at the same time. -: OK, at which point?
-: I don't have the page on the vertical.
I'm sorry, this one's actually in the ELDA course,
so it's not gonna be in the vertical.
That's why we couldn't find it.
Sorry.
16 in your rule text, the very bottom of the page.
So we would suggest that you choose one or the other,
if you want to leave "with increasing accuracy,"
we suggest that you strike "appropriately."
Or leave "appropriately" and strike "with increasing accuracy."
-: Yeah, it's my understanding, when you write
a student expectation, you know,
really, you're describing a deliverable.
There's what the student can do or knows how to do.
"Increasingly", we don't know what that is.
You know, if there's a standard,
we would assume the student starts the year,
that they are increasing toward that.
And so I would move to strike ""increasingly"."
-: Yeah, so you would still need to choose
between "appropriately"
or "with accuracy." -: I would choose
"appropriately." -: OK.
-: All right, "use cohesive devices,"
amend to say, "use cohesive devices appropriately."
Correct?
Is there a second?
OK.
Any discussion?
Miss Perez? -: We wanted to ask
you to consider--
-: Oh, I'm sorry. -: I'm sorry.
We wanted to ask you to consider leaving "increasing
accuracy," substitute it. We see what staff says,
that it's completely contradictory,
but if you recall, this course specifically
is for the newcomer who most of the time is illiterate
at the high school level.
So expecting that they get there without the appropriate
scaffolding is not setting them up for success.
-: Any discussion?
Members?
Miss Perez?
OK, hold on just a minute.
-: Thank you, Madame Chair.
So, for clarification, Miss Othello.
It's not that the students are necessarily illiterate,
but they are not,
high school level literate in the English acquisition,
correct? -: Proficient.
They're not proficient-- -: English proficient.
And so because this course is a corequisite,
they would be taking this as an elective,
or in lieu of an elective, as further support
for their English course, correct?
-: The introduction doesn't say that.
The introduction refers to these students as, hold on.
Yeah, you're right, it doesn't say "illiterate,"
it says "pre-literate."
It was in our conversations with the team
that worked on this and these members of the team
are directors of English Language Learners
in Houston ISD and Alief.
And they say that it's their experience that the students
who scored this low, it's because their schooling
has been so limited or so interrupted,
that they truly are illiterate. They have to start
from scratch.
Yes, ma'am, this the ELDA.
Donna: Yes, Mr. Maynard.
And then Miss Hardy is it?
-: Yeah, I'm not sure, and I guess.
My concern on some of this has been
that we may be lowering the bar
in areas that are assessed,
but looking at what this is,
this is the English Language Development Acquisition,
which is a little bit different animal.
Therefore, I withdraw my amendment.
Donna: Is there any objection to the withdrawal?
Hearing none, OK.
All right, so before I assist to leave as is.
-: Madame Chair? -: Yes.
Martinez: We would still request
that you consider removing
the word "appropriately," then, so that you don't have
two different expectations there.
-: Is there any objection to removing
the word "appropriately?"
OK.
Hearing none.
OK, so now that expectation will just read
"use cohesive devices with increasing accuracy."
Any objection to making that change?
Hearing none, OK. -: We very much hope that's it.
-: As do we.
Yes.
-: Madame Chair. -: Yes, Miss Perez.
-: In our amendments, we do have three,
which appear to me to be kind of a clean up,
that pertain to the English 1 through 4.
Because that's the content we're discussing,
I'd like to bring those now,
before we move to ESOL. -: Yes.
English 1 through 4, yes.
So let's make sure we find it in the vertical doc, too.
Do you have those locations?
-: Madame Chair, I would like to move that
as members review the document that's being distributed,
that as you read the, again, what I believe to be
clean up, that you also look at the rationale
and remove to correct these as one motion.
So the first one is four of English 4,
Chapter 110.39, number seven, letter C,
"analyze the effects of, rather than differences in,
"sound form figurative language graphics
"and dramatic structure and poetry across
"literary time periods and cultures."
(chattering)
Martinez: So, Madame Chair, we think it's actually B,
not C, because C is a completely different standard.
-: Oh, OK, I was very confused. OK, got it.
-: It's on page six of the vertical document.
-: At the top, far right. B, right? It's B.
(chattering)
Well, this is the first time we've seen this,
so I want to make sure members have looked at this.
I mean,
is there a thought about the changing "differences in,"
to "effects of?"
I don't know what the implications are,
that's my question.
Can we hold off on that one just a second?
-: I have a question. -: Until they have
a chance to think about it.
No one's seen this. -: Question.
It was the source of this amendment.
Or whom?
-: Yes, yes, Miss Perez. -: So, this came to us
yesterday from the same team.
And we also have e-mail from Jennifer Wilkerson,
who reviewed it and is in agreement with
the three of these.
Does that answer? -: Just question.
We're here at third reading, OK.
-: It does feel like it. -: Because I just,
I remember so much commentary and grief given
when members at second reading trying to make
amendments, well, we don't have enough time
to look at it. Now we're past second reading,
and here we are at board day on Friday,
in the afternoon, and we're bringing fresh
amendments from folks who've been involved
in the process for a year and a half.
Thank you.
-: Should we delay? Staff asked for just a delay
for a minute while they look at this.
Let's do the ESL and come back.
I think that's, that would be a little more.
-: OK, so. -: Comfortable.
-: At this time. -: Actually, do we have
the electronic version of this?
-: Board members? -: Yeah.
So, we'll go on to the ESOL.
And that's coming right now. -: Yes, I did, thank you.
I have mine, thank you.
So, if members will recall, on Tuesday,
we had some discussion about reviewing this again
on Friday, and if you will look at the vertical document,
you will see how this page of nine amendments
cleans up alignment between ESOL 1 and 2.
And so I'm asking that we approve all of these amendments
in one motion.
(chattering)
-: I would just like to remind the board
that we told the member to bring this back on Friday.
We asked her to do the work on it
and bring it back to us on Friday.
-: These were not new members, new amendments
that we have not seen. This particular set of amendments
were the only ones that were remaining
because we did some and approved some and then
didn't approve others. -: Right, and so,
what this is is I think, so that members have
an opportunity to look at what passed,
what didn't pass, and how
the issues that result from what went and what
didn't go, so.
As per the board's request, that's what
the vertical document hopefully explains,
demonstrates to you.
Yes, mister, yes, Mr. Maynard.
-: Yeah, not to sound like a broken record.
Understand, when we write standards
or student expectations, you know,
certainly, that we have certain things that
in a knowledge and skill statement
that we can kind of provide context,
in an overview, but the student expectation itself is
what is very specific and what is measurable.
That is, as a result of
going through this class, taking this course,
studying this content, this is what they know how to do,
this is what they know.
In knowledge and skills.
You know, my issue, I said this over and over again,
when we say ""increasingly","
we don't know what that is.
Is it that if we had a one percent increase
over from the time they started the year,
that would be "increasingly".
What we think about in this particular course,
where the student is actually having to take
the standardized assessment for English,
this gives us a very soft and a very nebulous target
for a teacher. We don't know exactly what that is.
And I would speak against adding
the word ""increasingly"" in there. In fact,
I would encourage my fellow members to not approve that
and that I would say that we need to go back
and strip the ""increasingly"" out of the ones
where it did pass. Because we are lowering
the expectation here, or we have an expectation
that is not clearly stated.
We would assume, and we understand
that a lot of these students are coming in,
and I have taught these students before,
as have you, Miss Perez, that certainly that they
come in with some deficiency, and that if we give
a finite, measurable target,
we would assume that during the course
of that year, they would be increasing.
But at the end of the day, there needs to be
a finite, clearly defined target,
and ""increasingly"" is not a clearly defined target.
And I just am just curious if the staff
shares similar concerns.
-: In terms of writing good standards
and being as clear as possible,
the point that Mr. Maynard makes, I think,
is an accurate one.
You want to have a definitive point
that students can reach to demonstrate
the proficiency in those standards.
Well, I think the point that Mr. Maynard is trying to make
is that when you're writing standards,
you're supposed to be identifying what a student
should know and be able to do at the end of the year.
So, in terms of well written,
clear and well written standards,
you would want to have identified what
the student should have achieved,
at the end of the year.
Donna: Yes, Miss Beltran.
Beltran: So Monica, given what you just said,
one of the questions that I was thinking about
as we left our last meeting was then,
what differentiates an ESOL 1 class
and an English 1 class?
I mean, is it?
Where are the instances that are different and?
-: That's a good question.
So I think, so one of the things that you've done
is you've included language in the knowledge
and skill statement that addresses or reinforces
the additional scaffolding that's targeted at the teacher.
When the committees originally wrote these courses,
they added additional student expectations
that you will see in ESOL 1 and 2,
that are not in English 1 and 2,
to provide the additional language support.
You took action to strip some of those out
this week.
There are some that still remain,
and so that would be an important differentiation
between the two.
And then there's some instances where
in the student expectation, you've added
some additional language
that would be appropriate,
and while I think we all recognize that
if you say "identify and analyze,"
identify is subsumed in analyze,
but that's being more deliberate there,
and so I think those instances where we've asked
that you, if you want to add language,
that you not change the student expectation
so that we can ensure students have had
the opportunity to learn and have the opportunity
to be successful on those end of course assessments.
I think that's where you're gonna see
that kind of differentiation.
-: Oh, yes, Mr. Rowley. -: And I guess,
if we're looking at all of these as a whole,
some of them I think Mr. Maynard's points is
germane, others not necessarily.
Because on some of them, it speaks to the student's
increasing knowledge. In others, it talks about
"increasingly" complex processes, for example.
1C doesn't necessarily talk about the student
increasing in knowledge, it's talking about
the instructional material itself increasing in complexity.
Just as a note, 7K, "dealing with "increasingly"
extended discussions," I remember the conversation
about that one before in another expectation or standard.
But to me that ""increasingly"" then says that
that modifies "extended," which means you have
"increasingly" extended discussions, and I'm not sure
that that would be something I think
we're looking to achieve there.
-: Yes, Miss Perez. -: So, I would like to
remind our board that our students are taking an ESOL 1
course and testing on an English 1
end of course assessment.
They're taking an English, the ESOL 2 course,
testing on the English 2 EOC.
And so, because we have faith in our educators,
I believe that it is fair to say
that while our educators are using
the student expectations of English 1
and English 2, they're quite cognizant
and also using the English 1 as it would
pertain to individual students,
or the English 2 course, as it would pertain
to individual students, and so they know
the mark of what students need to either hit
proficiency or mastery for their English 1 students
and English 2 students because that's the test
that they're responsible to demonstrate
proficiency at the end of the year.
But please remember, these educators are using
ESOL 1 with English 1.
ESOL 2 with English 2.
It is not one or the other for these particular students.
It is both.
You're in this course, but you are testing on this.
You're assessed on this when, so, it's not
necessarily accurate to say
they're receiving these SE's
and then being tested on these SE's.
They're being tested on the English 1 course,
but receiving instruction in ESOL 1.
And so I realize that it may be a bit difficult
to comprehend if you haven't taught this
or you haven't seen this,
and I don't mean to speak down to anybody
on this board or anywhere else,
but I just want to stress that
these children are being tested on,
you know, the same as a native English speaker
is being tested.
Do they need extra support?
Yes. Do they need increasing support?
Yes. Do they need extended conversations?
Yes. Do they need increasing accuracy?
Yes. Do they need, I mean, they need a lot
because we're asking them to start three
football fields behind
and get to the end of the goal line,
where some students are starting at zero.
-: So if I could translate your argument.
You tell me if I've got this right.
Is that by adding those modifiers,
what we're saying is that
they already have the mark
that they're gonna reach in English 1 and 2,
correct?
That standard has already been set.
This is a support course. Am I saying this right?
Oh, it's in lieu of, OK.
It is in lieu of.
That's why the close alignment.
But it's not the one they take at the same time,
I guess that was my confusion.
That's ELDA?
ELDA, I got ya, OK.
That's where my confusion was.
OK, so the motion and second is to consider
all of these amendments
in one vote.
Of course, we could have a different motion
if we wanted to go one at a time.
But right now, the motion for us is to consider
all of them into approve. Yeah, Dr. Ellis?
-: I think we've got to separate them,
because there's some, as member Rowley
was pointing out, that are like, for example,
this isn't page numbered, but the one
where it says ""increasingly" complex argument of texts."
Texts are, that's, I think that's fine
to have "increasing text," but to Mr. Maynard's points,
to have, yeah, "increasing depth of knowledge,"
those are two different things, so I think we do
have to take 'em one by one.
-: Madame Chair. -: I'm sorry.
-: I'm sorry, if I might just add one more piece
of information. As we look at these,
we're not certain how our state review panels
are going to be able to review
instructional materials against this language.
So if they're looking to see if instructional
material is addressed commonly, "use commonly confused
"terms with increasing accuracy,"
we're struggling to understand what they would be
looking for in the instructional materials.
Just food for thought.
-: Yes, Miss Beltran. -: Also not to sound
like a broken record.
I would like to hear from the practitioners,
if you guys are amenable.
The distinction between the ELPS,
how they use the ELPS, and why we would include
increasing language like ""increasingly""
across these standards if the intention
of the ELPS is to have that kind of support
throughout every content area.
And while the ELPS may not be perfect
at this point, we will be reviewing those,
but I'm still not clear.
In some of the rationale it says that
we want consistency with the ELPS,
when the ELPS should be kind of a guiding standard,
rather than an English proficiency target, I guess.
So, I'd love to hear from the group.
-: OK, can I just first go back to what
Miss Martinez said?
As far as like the instructional materials,
I guess what we're looking for is to give them
more opportunities, multiple opportunities
to practice, and therefore getting the "increasingly"
opportunities to get better up with what they're doing.
-: The way I think she's intending that is
that is more about guiding the instructional,
you know, the instructor to do that.
But she's talking about, specifically, when you hand
those standards to a publisher and say,
"here's what we expect," what does that mean
to a manufacturer?
-: Well, I think that explanation is not gonna
get translated based on the words on the page.
So, we often talk with committees about
you have to say what you mean,
we can't assume that people are going
to understand what you mean if that's not
what the words on the page say.
-: Because we can leave here with an understanding,
because we didn't make sure the language
was precise to our understanding,
that's not necessarily gonna translate
when a publisher looks at it and says,
"Here's what we're gonna offer for materials."
-: And I agree with that, but when you're doing it
in the classroom, and the student is "increasingly"
getting better at it, it's because they're being
provided, obviously, the scaffolding,
so when you're submitting in the sense
of an instructional piece,
you're also giving them more and more,
and at the same time, kind of taking away
different scaffolds, but it's so that you eventually
get to that. So the text should reflect that,
that the increasing or decreasing of this,
the scaffolding, the depth, the complexity of it.
-: And you know, as we went out to the field
and interviewed teachers and interviewed directors,
they face that problem. They don't have
instructional materials that provide the scaffolding.
They are given the same text that the English 1
is given, and so that was also part of the intention
for adding this to the TEKS in hopes that,
now, their instructional materials will be
a little bit more specific to them,
so that it can help them reach their goal.
We absolutely want this to be something
that the people who provide the materials
really have to look into and find something
that is indeed suitable for these students.
-: Madame Chair. -: Miss Martinez.
-: If that is the intent, these words
are not going to get there.
I mean, we can certainly work with folks,
if there needs to be language to get to that point,
but this proposal is not going to get
to that type of information in the instructional materials.
-: This is a dilemma, because I really, truly
do understand what you're trying to accomplish,
and you feel that, right now,
as standards are set, you're not getting
what you need accomplished, so how do we communicate,
"here's what we need in order to support
"our students, to where we need them to be."
I understand what the dilemma is here.
This is a little complex, yeah.
Dr. Ellis and Miss Beltran. -: They never answered
my question. -: Oh, I'm sorry.
I didn't know you were continuing, OK.
-: And I think that, and not that,
I know you were getting to it.
But the other thing is that my understanding,
what Monica has said in the past is that,
the ELPS, every content area, every publisher
has to adapt the material, the content,
using the ELPS, and that's how they would,
is that not?
-: That is correct.
So that is something that we will be looking for,
in addition to, for all of these courses,
that they address the English language
proficiency standards in the materials.
Donna: Suggesting that it would be in the ELPS
that we would do this, or what are you suggesting?
I'm just not sure.
-: Oh, I do want to hear their response,
but I think that would be, yes, because then
you would say this is the standard,
but every publisher would have to account for
addressing the ELPS and language development.
I'm assuming this course is in addition to
every course, that was my understanding.
Does that make sense?
Yes.
Well, that's a question.
Donna: Sorry, that's where you show the language support.
-: The words ""increasingly" complex," we took them
from the ELPS. Tthey're already in the ELPS.
The problem is that the ELPS is seen by
the instructional practitioners as a support piece,
but it doesn't drive instruction.
When we went out and we spoke to them,
they are all aware of the ELPS,
but the fact of the matter is that because
the standard is not specific,
it's just seen as an instructional support.
So, in conversation with the experts
at the university level, as far as language acquisition,
they said it's necessary to change things
for these students because these students are
facing high, high dropout rates,
because they are not given the tools
that they need to reach their target.
So, they felt that it was very important
to bring some of the wording that is already included
in the ELPS, into this document.
And the reason that the practitioners find it very hard
to incorporate the ELPS into their instruction,
if you get the opportunity to pull it up,
any time here soon, you can see that the ELPS
don't really align to what the expectation is.
And we understand that's nobody's fault,
that's just they have to pass the EOC for English 1.
But the ELPS describe the students as being able
to barely begin to grow into the content because of
their language acquisition.
So that, in itself, doesn't merge.
But we understand it's the situation
that they have to face.
So that's what we were trying to do here.
Merge the ELPS with their standard.
-: Madame Chair. -: Yeah.
-: So what I think I'm hearing
is that we have a professional development issue.
If teachers are not understanding how to appropriately
use these tools, that sounds like a professional
development issue, and an issue that absolutely
needs to be addressed.
It would be addressed in the resources
and the support that we provide to teachers
after the standards are adopted.
It sounds like that's the way that we need to
address the issue of, if we have instructors
who still don't understand how these documents
are to be used, how they work together,
that is, I think, saying to us that we need
to revisit the way that we're doing professional development
around these issues.
And that's certainly something that we can go back,
as an agency, and work to address.
-: But I also am hearing them saying that
the materials that they have to work with are not
appropriately paying attention to, I guess,
the instructions in the ELPS, you know.
So I'm just not understanding how we can fix
the instructional material problem.
I mean, I see the PD problem.
The professional development problem
with the educators, but I don't understand
how that addresses the instructional material
problem which they're trying to address.
-: And so I think that
we recognize that the ELPS need to be also revised,
and that's why we tried to put that on your schedule sooner
versus later. Certainly,
we can make sure that we're including,
for example, in question and answer documents
that you just approved, those kinds
of resources for publishers, I think that we can
have conversations with them about some of those pieces.
So, there are, I think we recognize
and we acknowledge that there are challenges.
We just want to make sure that those challenges
are being addressed in the most appropriate ways.
So that you get the result that you intend.
-: Yes, Dr. Ellis. -: I'm gonna open this
to anyone who considers themselves a curriculum expert
can answer this, but back to Member Maynard's main comment
about the ""increasingly"," would I be correct in
understanding that would be a place in the curriculum
on the win to increase something along the way,
as opposed to a standard?
-: Dr. Ellis, that's correct.
-: I mean, it sounds like we've definitely got
an issue. It should be addressed by the board.
The question is, where is the appropriate language
and focus and direction that we need to give with this?
We've got a discrepancy here.
We're not getting the right materials.
The teachers aren't getting the right understanding
of what it is they're supposed to do with what we've
set up, so I think the board, it's incumbent upon us
to try to get this right.
Question is, as has been raised by several people,
is whether this ""increasingly"" is appropriate
in the specific standards, given the challenge of
what does that mean when it gets translated?
We know the intention, but what does that mean
when you're checking off has this TEK been met,
what is ""increasingly"?"
So, anyway, is there, yes, Miss Perez.
-: So I would like to bring this to everyone's attention
or share this information.
We are writing for teachers.
We're not writing for publishers.
That being said,
this issue has,
I guess, sparked the interest of publishers.
Obviously, for me, in a way that I have,
that this is new to me.
And because of the work that this team has done,
SLR and ESOL and ELDA,
they have been contacted by far more than
the publishers that sit through these meetings
to specifically address what they're trying
to accomplish, right?
And so I believe that that's something,
I believe we're moving in the right direction.
I just want to remind everybody,
we are not writing to publishers.
We're writing to teachers.
And the publishers, I believe, and someone please
correct me if I'm wrong,
publishers have responsibility not to only read
these documents but deal directly with the practitioners,
as well, and so that being said,
we have experts across the state that are more than willing
to work with publishers, in addition to what
publishers read that we write to teachers.
-: Madame Chair. -: Yes, Miss Martinez.
-: I did need to correct that.
You are writing to publishers as well as to teachers.
This is what you use to determine alignment
and adoption of instructional materials,
that is one of the primary audiences that
the standards are intended for.
-: Yeah. -: And so when
we're talking about ""increasingly"," and we're talking
about "accuracy and complexity," is that,
when we're talking about instructional materials,
are we looking for one all inclusive piece of literature,
are we looking for supplementary,
are we looking for, you know, one stop shop,
I mean, when we're talking,
if we're gonna write a document to publishers
so that it makes their job easier,
then, does that not defeat the purpose
of writing something really great for teachers?
I mean, I don't know how we please everybody
with one document. -: So.
-: Madame Chair. -: Also try and clarify,
probably a piece that we're missing is that
these are the standards that are targeted
at a variety of audiences.
When we're talking specifically about teachers,
that's the curriculum, that's the scope and sequence,
that's all of the additional resources.
All of those pieces are targeted at the classroom teachers.
The standards have to meet multiple purposes
for multiple audiences. -: Madame Chair,
parliamentary inquiry. -: Yes, Mr. Rowell.
-: Do we not have a motion on the floor,
and should the conversation be limited to
the specific motion? -: Yeah, I believe
the member is correct on that. -: Thank you.
-: Absolutely.
So the motion before us is to,
we're gonna do it one at a time.
Man: Take a vote and that's all it takes.
-: OK.
So Dr. Ellis did request a separate vote on it.
-: Can I withdraw that? -: Yes.
OK.
(laughing)
OK.
So we would have to take these all as a one vote.
-: Just to be clear, it's only the ones
in the purple boxes, that say motion failed.
Consider.
So if we vote against the motion to insert
all of that language, we probably need to go back,
because then the two sides won't match,
so then we'd have to go back and fix the ones
that don't match-- -: On the ""increasingly"."
-: I'm sorry. -: Tom, or Mr. Maynard.
-: I just wanted to say it publicly so--
-: I think you're right. -: I will say--
-: If this motion fails-- -: Can I just say one thing?
You know, I'm hearing the teachers,
and I'm hearing, you know, our English expert over here
and all that, but I just, and so it's very conflicting,
but I do think we're gonna have to address it through PD,
as much as I hate to undo what we did the other day,
some of it.
Because it is a conundrum,
but I think by talking publicly, you're doing
a great service to the state, to publishers,
to bring this out. -: This is gonna make
a change regardless.
-: Madame Chair. -: Yes.
I believe Miss Beltran, then Mr. Rowley.
-: Yeah, great comment, Barbara.
And you know, I'm a former bilingual education
elementary school teacher, and so this is
certainly a population that's, you know,
I care a lot about personally,
and you know, want to make sure that we're setting
the right language and the right standards.
Question, I think it's a question,
but maybe another idea to consider is
when we do do the proclamation for this particular
content area, can we specify-- -: That's the Q and A.
-: --anything else in terms of, you know,
how they should approach English language learning?
Is it only looking at the ELPS and the other question is,
if the ELPS aren't revised, when we do the proclamation,
how would we deal with that?
-: So. -: Parliamentary inquiry.
-: Yes. -: Madame Chair,
we have a motion on the floor, can we limit discussion
to the motion before us?
-: This is going to the motion. -: Is it direct?
Thank you. -: Yeah, it is.
Directly to the motion. -: So, to your first
question, Miss Beltran, you can include whatever
language you'd like to include in the proclamation.
That is the way that you communicate to publishers
what you'd like to see.
To your second question,
I think the question to the board would be,
is there a desire to try and accelerate review
of the English Language Proficiency Standards?
And if there is a desire to do that,
we could go back and look at what a schedule might
look like, and bring that back to you
for your consideration in September.
Since we're talking about standards that
would go into the classroom in 2020,
it's within the realm of possibilities
that we would be able to do that,
if that's what the board wanted us to.
-: Mr. Rowley. -: Madame Chair.
To my point earlier, with regard to the language
of the amendments, for example, on ESOL 7K,
about "increasingly" extended discussions,
I had a question.
It looks like that in ESOL 2, the motion passed,
but I'm trying to find that in the rule text.
And you see what I'm asking about?
This is 7K in ESOL 2.
So did we pass that as if that "increasingly" modified
extended in that instance?
-: Mr. Rowley, 7K is on page 10.
-: Right, OK. -: Of the rule text.
And our notes indicate that the motion failed.
-: OK and ESOL 2, the motion failed.
Right? -: Yes, sir.
-: OK, that's what I thought.
OK and then with regard to the last item on,
it's ESOL 1, 11E, "an increasing variety
"of sentence structures and links," right?
And so, I think in the motion that passed,
in that instance, and I wanted to check this with staff,
is it said "an "increasingly" complex variety
"of sentence structures and links," is that correct?
That is correct?
OK.
So that if we adopt this,
it won't match up with that language.
OK, I just wanted to clarify that to see where that came.
Huh?
Well, this said motion passed.
It says motion passed, ""increasingly" complex variety."
That was the. -: It did pass.
-: That motion did pass, but it said "increasing variety,"
"increasingly" complex variety", instead of "increasing variety,"
which is my point from the beginning.
I don't know that you want "increasing" to modify "variety"
there because I don't think you want more variety,
you want "increasingly" complex variety.
That's my point.
-: Mr. Rowley, we're double checking,
but we don't think that passed.
(chattering)
-: The rule text, Miss Martinez, can you show me where,
because the rule text, right, well, they probably both do,
yeah, but the rule text-- -: So staff is showing
that that amendment was withdrawn.
We're all double checking our notes.
-: On ESOL 2. -: Oh, I thought ESOL 1.
-: No, ESOL 1 is the modification that's being proposed
with this motion.
My question is ESOL 2 seems to be different
in that it says ""increasingly" complex"
instead of just "increasing variety."
That's my question.
So did, on ESOL 2, what's it gonna be?
11E, right?
Yes, ""increasingly" complex variety of
"sentence structure and lengths."
That's on page 12 of the rule text.
I mean, my question's answered.
-: Any other questions before we take a complete
up or down vote on this document?
-: Yes, I have one. -: Yes.
Mr. Cortez. -: So, I guess.
In the, assuming that they did not get an affirmative
vote, and our motion was limited to only
accept amendments based on some staff clean up and this,
what then happens to the document. Will it not be
correctly aligned if some of these aren't approved?
-: If this motion fails-- -: We don't have an alternative
to add more, we limited the motion.
For that reason, because of member from Beaumont
wanting clarification on that, and we've done that.
So, what happens then?
Donna: Miss Martinez, did you want to?
-: To start rewriting all over again,
is that what y'all are suggesting?
-: No, definitely not. -: Is that what I'm hearing
from across the room? -: I don't know if you
want to, depending on the outcome of the vote,
if you want to direct staff,
if you can be very specific for what you
would want us to do to align between ESOL 1 and 2.
-: Because that's where we don't want to be out of alignment
because that's what we were trying to avoid.
One way or the other, we were trying to be out of alignment.
I mean not be out of alignment.
Yes, Mr. Maynard.
I think it's a good point, though, Mr. Cortez.
-: I think it's an excellent point and, you know,
I think that we just have to have it one way
or the other, and we just have to decide
how that's going to be and it's my understanding
that the scope of the motion to suspend
applied only to the staff recommendations and what
Miss Perez had, and so that, assuming that this fails,
then we would have to have a new motion to suspend,
would that be correct, Mr. Parliamentarian?
-: Yes, Miss Perez. -: So, I don't believe
that we would object to,
if the board decides not to accept this motion to
move these forward, then I don't believe
there would be an objection on our part
that if staff were to go back
and work with our team
to develop, to rewrite, to fix,
to whatever.
But I would request that staff work with our team.
-: Madame Chair, I want to clarify.
I don't think it would be appropriate for staff
to rewrite. I thought it was just a matter of
very clearly and objectively adding or removing
that specific language.
(chattering)
-: Because if this failed, now we've got out of alignment,
which could be clearly identified.
Staff would identify where the out of alignment is.
And fix the alignment.
-: And so what we're asking for is that staff do that
in conjunction with our team.
-: That would be beyond the scope of what we have done.
-: So we would not make a change that required
a judgment call. It would have to be a very clear,
and it would be related to amendments that you made
to remove something, those specific words,
that were added, they were added in one place
and not another, it would have to be very clear
and objective. -: Very narrow.
Very narrow purpose. -: Beyond that,
it would not be appropriate for us to do that.
-: Donna, if this does not pass,
we can not sequentially introduce these independently?
-: We cannot? -: No.
Because this is the same thing as taking nine votes
against all. -: Monica.
Would, if that would happen, and the vote is
in the negative to make the changes requested,
would your work be with keeping in the intent
of the maker of the motion, to try to get us close
to this language as possible?
Would that be part of your focus in your restructuring
of whatever you're trying to do?
-: No, sir.
There would not be restructuring.
I think what I was saying is those instances
where if, so I'm just looking at,
it so happens that you made this amendment to both,
but ESOL 1 and 2, 1F, where you added "increasing mastery,"
so if it exists in one and not the other,
and you instructed us to add it to make it consistent
or to remove it to make it consistent,
we would take that step specific to those amendments
that were made this week.
We would not change any of the rest of the language
because then we'd be making a substantive change
that you have not seen, and that would not be
an appropriate step for us to take.
So, all I'm saying is if you, today in your amendments,
if you were to vote not to include this
and there was a desire to remove it where it had
been added, and you ask us to do that in those
instances where it occurs, then we would do that
without you having to go through and find them
all yourselves today.
That is, I think that's the extent of the adjustment
that we could make.
The alternative is for you to find them today,
and take specific action to remove anything
that you added earlier in the week yourselves.
-: So, basically,
if it fails, you would undo any other,
that align with this-- -: Only if you instructed us
to do so. -: Which it sounds like
that's what I'm hearing.
That's why I'm asking the question because--
-: Yeah, Mr. Rowley. -: Thank you.
-: But that couldn't be done without further board action.
Just so we all understand.
If we vote this down, my understanding,
correct me if I'm wrong, if this motion fails,
then there would take, there would be a necessity
of additional board action to instruct staff to do that.
Donna: That's correct.
-: Two-thirds, there you go.
That's exactly right, it can't.
That's not a technical edit is my point.
Cargill: So, Madame Chair, may I use another example?
Donna: Miss Cargill.
-: Monica, on page one of the amendments that were given,
just even looking at 1C,
so if this fails, you would make 1C,
on both sides of this paper match.
Right? -: But only if it voted.
-: Right, I know, but I'm just--
-: If you instructed us to address that,
then 1C in ESOL 1 is a very good example.
We would simply remove the word ""increasingly"."
Cargill: OK, good, gotcha.
Just making sure. -: OK, to follow up on that.
If you go right down on page one of the vertical document,
just so everybody sees that, on F,
because the two do match, you would not touch that.
Is that correct? -: If you instructed us
only to make adjustments, to make them match,
then that's all we would do.
If you instructed us to remove that language
that was added, that addresses "increasing,"
in all instances, then that's what we would do.
Donna: That's why this is a little more complex
and so that's why we want to make sure
we understand what it is we're doing.
-: Madame Chair. -: Yes, Mr. Bradley.
Bradley: Let's see if we can move this along
because I bet we're gonna have this discussion again.
I call for the vote on the pending question.
-: Yeah, we're doing a lot of what ifs based on the fact
that, you know, yes, I'm sorry, Miss Perez,
did you have one more? -: Made a motion for the,
is there a second? -: Is there a second to that?
It takes a two-third vote to close debate.
All those in favor, say aye.
-: Aye. -: Oh, well,
it's two-thirds, we have to count, right?
-: Well, just raise hands. -: Raise hands.
OK, all those in favor of closing debate,
raise your hand.
And all those opposed to closing debate,
raise your hand?
-: Seven, three, that's two-thirds.
-: That's two-thirds?
OK.
So we're going to vote on these amendments now.
And these are the ones in front.
Oh, yes, sorry, yes.
OK.
All those in favor, should we raise our hands on this?
OK.
Let's all our raise our hands on this,
so that we're taking this as a package.
Now, I want to make sure that everyone understands,
if you vote this down as a package,
somebody can't come back in and say, OK, well, now
I'd like to offer just this one.
We can't do that.
We'd have to reconsider if that's what we did, OK.
I just wanted to make sure.
OK.
All those in favor of adding all of these amendments,
signify by raising your hands.
All those in favor of adding all of these amendments,
to approving these, raise your hands.
(chattering)
And then all of those opposed to these amendments,
raise your hand.
Three to eight, so the motion fails, so these amendments
will not be added. Now, the next questions is to
what is your pleasure, as far as directing staff
what to do as a consequence of that particular vote.
Yes, Mr. Maynard. -: Madame Chair,
it's my understanding that, again, that the way
we're talking about now is that we have rule text now
that is here for second, awaiting final adoption.
We had a vote to suspend the rules, for the sole purpose of
approving staff recommendations and those brought
by Miss Perez, and therefore, I move to suspend the rule
for the purpose of bringing additional amendments
that would direct the staff to address these issues.
Hmm? -: One amendment?
-: One amendment.
Right.
Regarding the ""increasingly"" language.
-: In what way?
Because as I pointed out, I want to make sure
that you understand, we did pass,
and there is alignment where we added
the ""increasingly"" language.
In several instances.
If you look on page one, number F.
So are we just talking about the out of alignment,
or are we talking about the other instance?
We have to clarify for staff is what I'm explaining.
Because staff can't be directed if they're not clear--
Man: Is there a second to see if
the board wants to consider this?
-: What is the motion there?
Can you say that again?
Do you want just the out of alignment,
or is your motion that all of the ""increasingly""
language be removed?
OK, I'm sorry, Mr. Maynard, could you hit your mic?
-: It is my intent to strike all the ""increasingly""
language where it's appropriate.
Well, I deem it to be appropriate.
I'm just. -: Is there a second
to that motion?
To, oh. -: To suspend.
-: No second to suspend the rules.
(chattering)
So, now, if you want to, you could make another motion
to suspend the rules for the other reason,
which is just remove the ""increasingly""
where it's out of alignment.
Staff would be directed to remove the ""increasingly""
where it's out of alignment. -: Madame Chair.
Is that?
I think that we've had a lot of discussion here about,
not necessarily about alignment,
but whether or not that's even appropriate language
for an instructional student expectations.
Donna: Right, so are you making a motion to?
-: So this is, here's. -: Want to make a motion
to suspend the rules?
-: Here's my motion, I move to suspend the rule
for the purpose of striking ""increasingly"" from
128.341C, 128.343E, 128.357K, 128.3511B,
and to strike ""increasingly"," "increasing mastery of,"
from 128.35 and 128.341F.
Donna: Is there a second?
I'm sorry, yes, Mr. Rowley.
Rowley: Are those the instances
when they are out of alignment
or are those the instances when the member feels like
it's inappropriate? -: Right.
Rowley: That was an either/or, that wasn't a vote.
Is it where the member feels it's inappropriate,
or is it where the member feels where they're
out of alignment. -: Well, not necessarily.
Because in some instances, they occur in both courses,
and as we have discussed, and as staff has noted,
that that's not a measurable standard and it's not
an appropriate standard. -: OK, so just a point
of inquiry, then, or so I understand.
The member's motion deals with all of the instances
when it's there, not just when it's in misalignment.
Is that correct?
-: You get to take two votes. -: OK.
-: Yes, please. -: First you have to
suspend the rules to even allow it.
Then, the actual direction to staff will be given,
and you'll take a vote by majority vote on that.
So there's kind of two steps you have to follow,
so there really shouldn't be a lot of debate
to suspend the rules. -: OK, so could we amend?
Could I just suggest this?
That instead of having that we have to suspend the rule
vote over and over, could we just have a suspend
the rule vote that says that we will make direction
to staff, that we want to have that discussion?
And then what we end up doing is gonna be based on,
like that amendment or somebody else's amendment.
Should we do that?
Would that work?
With that direction is to what that rule is.
(chattering)
Well, we didn't.
No, no.
We took it for a specific direction of suspending the rules,
and that was the problem. -: We need a second.
-: OK, is there a second to that, somebody already did
second this. Yeah, somebody did already second this.
OK, if we're going to consider this motion on the board,
then, because your motion was very specific to SE's.
I need to understand which SE's you want to suspend
the motion on. -: Can I make a point
of inquiry? -: Yes, Mr. Rowley.
-: So if we vote in favor of suspending the rules
on this motion, we can take up each one of those
amendments with a majority vote.
On each one of them.
So if there are instances when it appears
it's for member Maynard's opinion
that they're inappropriate,
as compared to when they're misaligned,
is this right, Mr. Overby?
We can just vote on each one of 'em on a majority basis.
-: OK, got it, got it, got it.
OK, well then that makes it a little easier.
Is there any objection to suspending the rules
and doing just as Mr. Rowley suggested,
we do them one by one?
(laughing)
(coughing)
I think Mr. Alan.
I think Mr. Alan has objected.
(laughing)
So hearing no objections, we're gonna take these
one at a time, OK.
All right, now, first one.
-: Madame Chair, move that we strike the word
""increasingly""-- -: OK, first of all,
where, what, where are we?
Can we use the vertical, because seriously,
the vertical makes, sorry, I'm gonna make sure
that it's in alignment.
I understand that, but it's the alignment
we're talking about here that's the problem.
Well, I'm afraid, I mean, this is gospel.
This is nicely colored, but this is the gospel, right here.
(chattering)
Is it, I think it's on the first page, 128.34
and 128.35.
The "increasingly" C, is it the C one there?
-: Yes. -: OK, so right now,
members, if you will look on your first page
of the vertical document, in the first column,
you will see that there is an ""increasingly""
but we do not have it in column two.
Martinez: It's the bottom of page two on the rule text,
if anyone is looking at rule text.
-: It's C.
Page one, C, on ESOL.
Yeah, don't look at the wrong vertical, sorry.
It's the ESOL vertical.
Are we all together?
I just want to make sure we know which one we're looking at.
Got it?
So, we're gonna vote on that one.
So does everybody see that?
""Increasingly"" is in ESOL 1,
but it is not in ESOL 2.
So you would move to take it out of ESOL 1,
to strike. -: Second.
(chattering)
-: First page, C. -: I need chapter number,
letter, everything. -: OK.
Very first, there's item C here, 128.34.
128.35, but it's item C in both of those columns.
-: 1C. -: 1C.
Everybody see it?
So the motion is to strike ""increasingly"" from
the first column.
All those in favor, say aye.
-: Aye. -: All those opposed,
say no. -: No.
-: OK, let's do a hands on that one.
OK.
(chattering)
So if motion fails, these two will be out of sync, right?
OK.
OK, all those in favor, raise your hand, of removing.
Taking it out.
Take it out of first column.
(chattering)
All those opposed raise your hand.
OK, it passes, motion passes, so we will remove
""increasingly"" from column one.
OK, next one.
Mr. Maynard.
I believe it's on the second page, and I believe
it is 128.34B
and 128.35B.
Am I correct? -: Why do you keep saying?
-: Oh, sorry, that's "denotative connotative."
I think we already fixed that one, didn't we?
The "denotative connotative."
We already fixed that, sorry.
So it would be E on that page.
Am I right? -: Same motion again?
-: I did have that on E, but I'm not seeing that on,
I saw it on-- -: "Identify, understand,
"and use multiple."
Is that?
3E?
Is that correct, Mr. Maynard?
-: Well, it was in the Perez document that way,
but I don't see it in the, let me look at the rule text.
Donna: It's not in the rule text.
The rule text is page three.
3E.
-: OK, we're clear on 3E, OK. -: I believe it is.
Page two.
128.35 3E and 128.34 E.
3E.
I believe it's those two.
Martinez: Madame Chair, in those two, there's no language
about increasing, it's got the "identify,
"understand, and use."
-: Oh, but that was his next one, though, right?
Or we took out the ""increasingly"?"
OK, there was none. -: It didn't pass.
-: Oh, it didn't pass, OK, that's the one that didn't pass?
Maynard: OK, I have it in,
OK.
-: You're not having a problem with alignment there,
right, Mr. Maynard? -: I think we've got
too many documents here, only.
OK.
The next one I guess then would be in
128.34.
Three.
E.
Is that? -: E.
We're on 7K now, right? -: OK, right.
OK, 7K, right. -: Yeah.
And that's on page four, bottom row.
-: Right, 128.35 7K.
(chattering)
Martinez: Page 10 of your rule text,
near the bottom of the page.
(chattering)
-: This is where the "increasingly" extended discussions.
So you want to take out ""increasingly"" in ESOL 2,
there at the bottom right on the right column?
Bottom row?
Page four, on the vertical.
Page four on the vertical.
Tag.
7K, 7K.
(chattering)
-: Right, right.
So to strike ""increasingly"" in 128.35 7K, right.
(chattering)
-: So take out "increasingly".
Move to strike "increasingly" in the second column.
(chattering)
Does it matter that in is on the right but not on the left?
I don't know, is that something to fix?
The word "in." Iis that a technical error?
OK.
OK, that's fine, as long as it's technical.
I just.
OK, all right.
So the motion is for us to strike "increasingly".
Everyone knows where we are, right?
OK, all those in favor of striking "increasingly",
raise your hand.
(chattering)
All those in favor, I mean not in favor, raise your hand.
OK, so motion carries, so strike is done for that one.
OK, next one, Mr. Maynard, which one?
Maynard: 128.35 11B.
Donna: I believe this is on page six.
-: Page eight on. -: 11?
You said it was 11B, oh, sorry, I'm in the wrong spot.
-: It should be on page eight on the, page eight on the--
-: On the vertical? -: Vertical.
-: On the vertical, yeah.
Second row there, B.
It's 128.34, 11B.
And 35, 11B. -: And it's on page 12
of your rule text. -: OK, great.
So, the motion is to remove an "increasingly".
And put back "a focused," correct?
All those in favor of removing an "increasingly" there.
Signify by raising your hand.
(chattering)
All those opposed, raise your hand.
OK. -: And then one more.
-: Motion carries. -: To strike "increasing
"mastery of" from-- -: And that is?
-: From 128.34 1F and 128.35 1F.
-: 1F? -: 128, yeah.
-: Oh, it's ELDA? -: So, no.
-: No, oh sorry. -: So the language
is "increasing mastery of"-- -: OK, hold on.
Page one, which row?
-: Yeah, it's both.
128 35, 128 34.
And 35 1F in both of 'em, both columns.
(chattering)
-: Oh, this is, OK, so these do match,
but he would like to strike that from both.
And "increasing mastery of."
So leave, "give a presentation,"
and leave, "give a formal presentation," correct?
But you want to strike "and increasing mastery of"
from both ESOL One and ESOL Two, correct?
OK.
Oh, did I miss a couple words?
OK, oh and, yeah, it is, you're right.
All those in favor of striking that language,
in both ESOL 1 and ESOL 2, raise your hand, please.
(chattering)
OK, all those in favor of retaining the language,
raise your hands.
(chattering)
OK, so the motion fails.
And that will be retained.
I want to make sure we put "and with" or take out the "with"
of whatever. -: That's technical.
-: That's technical, so we can, OK, just want to make
the language make sense.
Was there any other amendments to ESOL?
OK, so now.
(chattering)
We have to go back to the English, yeah.
Yep.
We need to go back to the English, Miss Perez.
I mean, I'm sorry, Miss Beltran.
-: I just want to comment quickly on, you know,
the intention of these votes really are
to set a high standard, and to hopefully
encourage the board to look at the ELPS as
an opportunity for the English language development.
-: I think it's been very clearly articulated,
there's been a problem, and there is a problem,
and the board needs to take some pretty strong action
to try to prevent the problem from reoccuring with
this revisiting of our standards, for sure.
There's definitely a problem, we need to be,
you know, very proactive.
OK, so the ELAR, yes, staff had an opportunity to
look at this? -: Yes, so.
Yeah, they're fine.
-: OK, so, there are two amendments, is that correct?
-: It's three and so-- -: Oh, I'm sorry.
Woman: I would move that
since staff has had an opportunity
to read over them and then are in agreement with them,
that we just vote on all three of them in one motion.
-: OK. -: Second.
OK, any more discussion?
All those in favor, raise your hand.
(chattering)
OK, all those opposed, raise your hand.
OK, motion carries.
Those amendments are taken care of.
OK, I think we're back to the main motion.
Which is, it's been moved that State Board
of Education approved for second reading
and final adoption proposed revisions for 19TAC,
Chapter 110, Texas Essential Knowledge and Skills
for English Language Arts and Reading,
Subchapter C, High School, and 19TAC,
Chapter 128, Texas Essential Knowledge and Skills,
for Spanish Language Arts and Reading
and English as Second Language, Subchapter C,
High School, with effective date of 20 days
after filing as adopted with the Texas Register.
Of course, to set, as amended,
of course, to set an earlier effective date
requires a two-thirds of members, which is 10 votes
in the affirmative.
All right, are we ready for the question on this one?
-: Is this? -: This is the final thing.
This is amazing, we're finally getting to the final.
(chattering)
Pause for a moment of silence, yes.
All those in favor, please raise your hand
on adoption of all of our English standards
and Spanish standards.
All those in favor of all of these.
(chattering)
I'm sorry.
ESOL and ELDA.
Excuse me, thank you for bringing that up.
Unanimous.
And add me to that because I want to vote
in favor of these.
All those opposed, raise your hand.
Fantastic.
I think it would have been a unanimous.
(applauding)
I'm gonna stand up. -: Madame Chair.
-: Yes. -: If I may.
-: Did I do something wrong? -: No, you didn't do
anything wrong. Just, there is one person
who I think has put in more time, more effort,
more work, lots of people contributed to this
process, but there is one person who I think
we almost killed her in this process,
and I just want to make sure that you are all aware,
Jessica Snider, who's probably turning 12 shades
of red because she doesn't like us to call attention
to her, she was our primary facilitator
throughout this process. She has spent, we have had
to practically drag her out of the building
because she was trying to make sure that we made
all the technical edits and took it very personally,
I think, every time we discovered a mistake
that we had made, and so I just want to make sure
that you know that there is no way that any of us
could have made this happen without all of her efforts.
So.
(applauding)
-: Madame Chair. -: Mr. Rowley.
-: I'd like to go on record, as well, to thank
Member Perez and her team, as well.
Obviously, they spent a lot of time working on that.
And appreciate it very much, so thank y'all.
And of course, Jennifer Wilkerson from Amarillo, Texas.
(laughing)
-: Just want to say, just want to say.
-: You know, even when we're talking about
the ESOL 1 and 2 and ELDA, Jennifer Wilkerson
and that team also participated in those with us,
as much as they could, or as much as possible,
to make sure that we were doing our very best
to move our ESOL students forward,
so that they can pass an assessment in a course
that they don't actually attend.
-: I think you have highlighted, thanks to your efforts,
a real leap forward for us, and highlighted
what we need to do to make this better for these students.
So I think that's a huge service in itself,
and thank you, thank you, thank you for that
great deal of effort. We really appreciate it.
OK.
(chattering)
Now, we're not done done.
We're not done done.
Committee on Instruction, oh yeah, oh yes, that's right.
-: May I proceed? -: Yes.
-: OK, this is on page three of the minutes,
from June 21st.
So the Wednesday minutes, page three.
My understanding is, we make the committee
recommendation and then there may be
an amendment to this, but as recommended,
the State Board of Education approved the election
of Marty Rowley, Tom Maynard, Georgina Perez
to serve on the Long Range Plan Steering Committee,
along with the board chair and the chair
of the Committee on School Initiatives,
and approve the start of the nomination
and selection process for the 10 members
of the steering committee from stakeholder groups
across the state.
-: The chair would like to recognize Dr. Ellis
for a motion.
-: I had some good conversation with Chairman Boharich
about this issue, and I think what this revolves around
is our long discussion that we had on Wednesday
that became very circuitous, and I think back
to a very similar point than where we started.
But I would like to amend this motion for clarification
of the process of everyone.
And as we had discussed that each of the 10 members
will nominate three, the 10 members who are not
chosen will nominate three people to be on that committee.
The five members of the committee, on the steering
committee, will make the final selections,
but with the guarantee that one of the nominees
from each of those 10 nominating board members
shall be selected.
So my amendment would read that the State Board
of Education confirmed the election of Marty Rowley,
Tom Maynard, and Georgina Perez to serve
on the Long Range Plan Steering Committee,
along with the board chair and the chair of
the Committee on School Initiative,
in that the three seats of the committee be reserved
for point as the Texas Education Agency,
the Texas Higher Education Coordinating Committee,
and the Texas Workforce Commission with the final
10 seats, filled by the remaining state board members,
submitting three nominees for consideration.
And the five board members serving on the steering
committee make the final selections,
with a guarantee that one of the nominees
from one of the 10 nominating board members
shall be selected to serve on the committee.
-: Is there a second? -: Second.
-: OK, it's moved and seconded,
to substitute the amendment just read.
Are you ready for the question?
All those in favor of adopting the substitute, say aye.
-: Aye. -: All those opposed say no.
The ayes have it, and substitute is adopted.
Now we need to vote on the main motion, as amended.
Is there any objection?
We just voted on that, so we don't need to,
it's just a process.
OK, hearing none, it's adopted.
OK, terrific.
Thank you, actually, Dr. Ellis, for bringing this up
to me and I'm thinking, you know,
it did get a little bit confusing, I really think
this clarification helps, thank you.
Now we are on the Committee on Instruction, I believe.
-: Madame Chair, on behalf of the committee,
this is on your, if there's just one page.
Just.
And it's at the bottom of page one.
On behalf of the Committee on Instruction,
I move that the State Board of Education,
by an affirmative vote of two-thirds of the members
of the board, approve for second reading and final adoption,
proposed repeal of 19TAC, Chapter 114,
Texas Essential Knowledge and Skills,
for Languages Other Than English, Subchapter A,
Elementary, 114.1 and 114.2,
Subchapter B, Middle School, 114.1 and 114,
I mean, 114.11 and 114.12.
And Subchapter C, high school.
114.21 through 114.29, with an effective date
of August 28th, 2017.
-: OK.
It's been moved that the State Board of Education
approve for second reading and final adoption,
the proposed repeal of 19 TAC, Chapter 114,
Texas Essential Knowledge and Skills,
for Languages Other Than English, Subchapter a,
Elementary 114.1 and 114.2.
Subchapter B, middle school.
114.11, 114.12.
And Subchapter C, high school.
114.21 to 114.29 with effective date of August 28th, 2017.
And of course, to set an earlier effective date
requires votes of two-thirds of the members.
Are you ready for the question?
All those in favor, raise your hand.
All those, oops, sorry.
Keep raising your hands.
Oh, just.
It was the Committee on Instruction.
Woman: You're just voting to repeal the old--
-: The old, because we got new. -: This repeals the old
so that we can put the new in place.
-: Oh, you didn't get the minutes.
Woman: It's just one page.
(chattering)
-: It's to repeal the old because we're replacing it
with the new.
(chattering)
OK, so did you want to be?
OK.
So Miss Hardy does want to be shown as
in the affirmative, OK.
And all those opposed, raise your hand.
Hearing none, OK. -: We have one more
on the back of that page.
It's number two.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve the following one half-credit innovative courses,
which do not fall within any of the subject areas
of the foundation or enrichment curriculum
for a period of five years, Making Connections 3
and Making Connections 4.
-: It's moved that State Board of Education approve
the following innovative courses that do not
fall within any subject areas of the foundation,
or enrichment, curriculum for a period of five years,
Making Connections 3 and Making Connections 4.
Are you ready for the question?
All those in favor, say aye. -: Aye.
-: All those opposed, say no.
Ayes have it. -: Thank you, Madame Chair,
that's all we have. -: That's all you have, OK.
And I think we already did the CI committee,
so do we have anything for PSF?
-: Yes, ma'am. -: Where am I?
-: Mr. Bradley has escaped. -: OK.
-: Madame Chair. -: I have the page.
Yes?
Mister, I don't see this.
Where, it's not in my notes. -: It's in the minutes.
But let me, I just, can we, I think everything
is on the Consent Agenda, but we just had a few
things we wanted to highlight.
-: Oh, it's on the Consent.
I was thinking I didn't have anything, I'm sorry.
OK, yes, please highlight those.
-: Very quickly, we did go back and there was some
discussion, the legislature did pass some legislation
related to social investment, as it relates to Israel.
And also to Iran.
The committee took no action on that.
I think that it is yet to be seen whether or not
that number one, that is constitutional,
number two, that it really applies to us,
and so we don't know yet.
Second thing is we did retain our legal counsel
with Jackson and Walker.
We also voted for $100,000,000 investment
with Prologis, some real estate, and mostly
on the west coast, a lot in San Francisco and Seattle.
And for those of you who are out,
I think it's just worth noting,
is that the fair market value reported us
on what we manage on the Permanent School Fund
was 31.5 billion, but very recently,
crossed to 32 billion, and so the piece that
we're managing is 32 billion plus added to
whatever the seven, the seven, what, and so
it's very close to about, it's very close to 39
to 40 billion total, in the PSF.
-: Congratulations to the school children of Texas
when you hear those kinds of numbers, it's terrific.
Thank you for that update, we really appreciate it.
I believe that concludes our business.
We have.
Hold on.
Do I need to do anything with this?
(chattering)
Jennifer Carl needs to give us those dates.
-: Dates for what? -: Next year.
Woman: To consider my HOA board?
You did?
(chattering)
I am on the homeowner's.
-: Yes, Miss Beltran.
Can you read those to us, please?
-: So January is the week of January 20,
well, it sounds like we're meeting on Monday the 29th
through-- -: Monday through Friday,
that week, Monday through Friday.
-: And then Tuesday through Friday, the week of,
starting April 10th.
April. -: It's mid-winter week,
which is the TASA/TASB conference, we're gonna be here
that whole week. -: That's in January.
June 12th through the 15th.
(chattering)
Donna: Yes, it's also on page 5-37
in your yellow pages, that's what I was
digging for, I apologize.
-: Do you want me to keep going?
September 11th through the 14th,
and November 13 through the 16th.
-: OK.
(chattering)
Which is on Monday?
(chattering)
Yeah.
(chattering)
What I wanted to make a note specifically about
on the January meeting, SBEC, we are going to have
our next round table coincident with midwinter
because we think we'll get a much better turnout
for that conversation about educators.
And the focus of the round table course will be
how to attract, train, develop, and retain educators
in Texas, we're pretty excited about that.
We wanted to combine that meeting with midwinter,
hoping for a lot of turnout.
Many people are excited that we're actually having
this conversation, and we will be in partnership,
not only with Commissioner of Education,
as we were with Educating the Children of Poverty
round table, but we're also going to be combining
with the SBEC, which we've never done before.
They approved us on their meeting a couple of months ago.
Or a couple weeks ago.
That they want to partner with us on this educator
round table, in addition to higher ed coordinator.
Sorry.
Higher Education Coordinating Board
and the Texas Workforce Commission.
So this is gonna be quite a big combination,
in addition to the TASA/TASB folks who are hoping
to help us, as well.
So you'll get more information about this later.
And if you have any suggestions as to panels,
because we will be doing those panels that run
at the same time in the afternoon, and so topics
and speakers, please get those to Jennifer Carl
so that she can, she's already got a list going
of suggestions from people, the types of panels
that you think would be good to hear.
As well as any speakers that you know are dynamic,
that could really talk about this very important topic
to our education system.
Yes, Miss Perez Diaz. -: Madame Chair,
do you have a deadline for when you want those names?
Or Jennifer, do you have a deadline?
-: Yeah, Jennifer, do you want to?
Jennifer: I wouldn't say there's necessarily a deadline
that's been reached, but the sooner the better,
just as you know, people will be planning.
Cortez: Can you send us an e-mail about that?
Jennifer: We sure will.
(chattering)
-: So, the e-mail is gonna sound more or less
like a formal RFP,
with specifics of what you're looking for,
so that way when we come with suggestions for
that it's very clear, as to, this is what you're asking for,
this is what we're, or is it this is what
we're suggesting? -: Well, what would be helpful
is to gather people's ideas.
Of course, we're getting this from SBEC and from
other people participating, as well.
Pool of ideas as to panel type
that you think needs to be discussed.
Like the type of information you'd want in a panel.
Like how that panel, let's say it was focusing on,
I don't know, special education teachers or something.
That's your suggestion for a panel.
But then also speaker, any speakers that you have,
this person would be dynamic to speak about this topic,
if we're talking about that topic.
So it's just some guidance that, as she's collecting this
from the various sources, we'll have your great ideas
about how that's gonna work.
But right now it's anticipated that Wednesday,
January 31st would actually be the round table itself.
That's what we're looking for.
That's the last day of the midwinter conference.
And so, hoping to pull in that audience into that last day,
that's why we're set at January 31st.
So we'll do something unusual that week.
Monday and Tuesday will be board meetings.
Wednesday would be the round table.
Thursday, Friday board meetings.
Unusual that week.
OK, also, just want to make a quick announcement.
Caesar E Chavez Legacy in Educational Foundation
Gala is tonight in San Antonio.
And our Member Cortez, Rubin Cortez,
is going to receive the 2017 Caesar E Chavez
Spirit Award for Leadership.
Congratulations.
(applauding)
Any other announcements, as far as, yes, Mr. Maynard.
Awards or whatever. -: Well.
I just want to let you know that I'm gonna be,
a week from today, I'm gonna be officiating a wedding.
In Maui. -: Oh, so sad.
-: But it's a touch, but it's my understanding
that Miss Melton, Sue Melton-Malone is receiving
an honorary membership from the Texas Rural
Education Association.
And I will be join, and I will be joining her.
Donna: Awesome, congratulations for both of you.
And we have good news next time.
Yes, Mrs. Perez Diaz. -: And when I see everybody
next time, God willing, I will be a mother of two.
-: Mother of two, that will be fantastic.
And my fourth granddaughter,
sixth grandchild, was born May 22nd which happens
to be Member Perez's birthday.
So.
Lucky for her, yeah.
So very excited to have our new granddaughter.
Emma Rae, yeah, absolutely.
Dr. Ellis. -: I have three children.
My eldest daughter is engaged as of about two weeks ago,
so we will have a wedding next May.
-: So that's the dress, yes to the dress thing.
(laughing)
I saw that on your post, yeah.
Congratulations.
Any other congratulatory or good things?
Well, members, I do want to thank each one of you
for sticking together and sticking, you know,
working so hard through our big accomplishment
this meeting, which was to get through English Language
Arts and Reading, Spanish language Arts and Reading.
And to get beyond, you know, we've been talking about this
so long, it'll feel funny to not have it on the next agenda
because we just have had it for so long.
And so, I appreciate it.
We've stuck with it through thick and thin, got through it.
Had a lot of help along the way.
A lot of input.
Which I think is really important.
And you know, the one thing that I would just like to
say is that, you know, we really are expecting
a very robust literature explanation.
I think, on the bottom of page five of your vertical
document, which you guys have all packed up,
we have expectation for quite a broad exposure
for different cultures and both World, British,
American, all through the years, and so we're hoping
to see lots of great materials that will have
quite a broad selection for students to be looking at,
so we wanted to thank folks for sticking with us
and we look forward to putting out the proclamation,
which will go out, when would the proclamation,
this K-8 gonna go out next? -: You've already put out
your K-8 proclamation.
-: And then high school? -: Proclamation 2020
will be issued in April.
2018.
-: 2018, April of 2018.
I wasn't sure when the timing was.
OK, terrific.
All right, that's, I think that's it.
Meeting is adjourned.
Yeah, did you have something to tell us?
-: Well, I don't know if I can do this
after you said the meeting is adjourned.
Yes, OK.
So I would like to ask for, to go on the record,
and to have it reflected in the notes,
my personal opposition to all five of the charter schools.
Please. Thank you.
-: She just wants to say it in the minutes, yeah.
OK.
Meeting adjourned.