WEBVTT
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All right, I wanna
welcome everyone
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to the first September meeting
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of the Texas State Board of Education
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for September 2nd of 2020.
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I want to thank everyone
for being here today.
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And again, like I mentioned yesterday,
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for putting this into your schedule,
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and part of this
unscheduled Board meeting
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so that we can work
towards our other items
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that we have to do next week.
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I am to begin the meeting,
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I'm gonna ask Marty
Rowley to bring the invocation
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and lead us to the pledges.
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Okay, very good.
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So this is out of the
book of Psalms, Psalm 91,
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and it has ministered
to us in our family
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quite a bit over the last months
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of the situation that
we've all been dealing with.
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So I'm just gonna read that.
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And Psalm 91 says, "He
who dwells in the secret place
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of the most high shall abide
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under the shadow of the almighty.
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I will say of the Lord, he is
my refuge and my fortress,
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my God, in him I will trust.
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Surely he shall deliver you
from the snare of the fowler
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and from the perilous pestilence.
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He shall cover you with his feathers.
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and under his wings
you shall take refuge.
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His truth shall be
your shield and buckler.
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You shall not be afraid
of the terror by night,
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nor of the arrow that flies by day,
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nor of the pestilence
that walks in the darkness,
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nor of the destruction
that lays waste at noon day.
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A thousand may fall at your side
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and 10,000 at your right hand,
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but it shall not come near you.
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Only with your eyes shall you look
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and see the reward of the wicked.
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Because you have made
the Lord who is my refuge,
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even the most high, your dwelling place,
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no evil shall befall you,
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nor shall any plague
come near your dwelling.
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For he shall give his
angels charge over you
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to keep you in all your ways.
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In their hands, they shall bear you up
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as you dash your foot against a stone.
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You shall tread upon
the lion and the cobra.
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The young lion and the serpent
you shall trample underfoot.
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Because he has set his love upon me,
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therefore, I will deliver him.
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I will set him on high because
he has known my name.
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He shall call upon me
and I will answer him.
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I will be with him in trouble.
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I will deliver him and honor him.
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With long life I will satisfy him
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and show him my salvation."
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So if you'd joined me as we pray.
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Father, we come to you,
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and I thank you so
much for this group, Lord,
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of dedicated men and
women who set aside their time
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and their energy, their talents, Lord,
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to serve the public education
system in the State of Texas.
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I thank you that you give us all wisdom.
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And we ask that you and
instruct us and guide us
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and counsel us to make
the kind of decisions
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that you would have us to make.
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Let us be unselfish in our approach.
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Let us be understanding
of one another's views
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and perceptions,
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and Lord help us to do
everything in accordance
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with your will.
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We ask these things in your Son's name.
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Amen.
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Okay.
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So, where do we pledge to?
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Ah, there we go.
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All right.
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If you'll join me in the pledge.
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I pledge allegiance to the
flag of the United States
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of America, and to the
Republic for which it stands,
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one nation under God, indivisible,
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with liberty and justice for all.
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And to the Texas flag.
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I pledge allegiance to the Texas,
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one state under God.
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Indivisible, and the
rest of it (laughs).
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Amen.
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We got it.
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Sorry (laughs).
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Remember, I didn't grow up in Texas,
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so I don't remember the Texas flag.
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Well, in your defense, I
gave you about a 30 second
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heads up that you were
gonna be doing the pledges.
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Yeah, you know, I dropped
the ball on the Texas flag.
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Sorry.
That's all right.
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We'll make it up next week.
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Thanks, Joe.
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All right, I will have now
staff, please call the roll.
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Perez?
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Ms. Perez?
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Here.
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Mr. Cortez.
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Ms. Perez-Diaz?
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Here.
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Mr. Allen?
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Present.
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Mr. Mercer?
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Present.
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Mrs. Bahorich?
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Here.
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Dr. Robinson?
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Here.
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Mrs. Cargill?
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Here.
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Dr. Ellis?
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Here.
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Mr. Maynard?
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Here.
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Thank you.
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Ms. Hardy?
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Here.
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Mrs. Little?
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Here.
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Ms. Davis?
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Here.
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Mrs. Melton-Malone?
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Here.
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And Mr. Rowley.
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Here.
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All present.
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Thank you, Ms. Martinez.
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We will move to item
number one on our agenda,
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which is the approval
of the Consent Agenda.
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This begins on page 22 of your agenda.
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We'll ask you to take a
moment to review the items
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on the Consent Agenda, which include,
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one, ratification of purchases
and sales on the investment
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portfolio of the PSF for the
month of May and June, 2020.
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Number two, determination
as to whether transfers may be
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made from the permanent school fund
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to the available school fund.
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Three, proposed amendments to the
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investment procedures manual.
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Four, review of the permanent
school fund real estate policy
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and tactical plan.
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Five, authorization to
issue a request for proposals
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for emerging manager,
investment management
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in the private equity
and real estate classes
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for the permanent school fund.
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Six, recommendation for
appointment to the Randolph Field
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Independent School
District Board of Trustees.
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And seven, recommendation
for appointment
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to the Boys Ranch School
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Independent School Board of Trustees.
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So I would ask members,
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are there any items to be
removed from the Consent Agenda
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for separate consideration?
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All right, hearing none the
Consent Agenda is adopted.
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So we will now move to the
Committee of the Full Board,
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which is item number two today
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and proposed new 19 TAC Chapter 61,
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School District, Subchapter B,
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Special Purpose School District 61.101,
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applicability of state law
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for special purpose school districts.
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And I will call on Vice Chair Rowley.
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Okay, Mr. Chair, it
was recommended
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by the Committee of the Full Board
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to suspend the Board
operating procedures
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in accordance with section
2.13 to allow consideration
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for second reading and final adoption
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and approve for second
reading and final adoption
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proposed new 19 TAC Chapter 61,
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School District Subchapter B,
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special purpose school
district section 61.101,
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applicability of state law
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for special purpose school district
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and making a firm defining
that immediate adoption
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of 19 TAC Chapter 61
School Districts, Subchapter B,
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special purpose school
district section 61.101,
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applicability of state law
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for special purpose
school districts is necessary,
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shall have an effective date of 20 days
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after filing as adopted
with the Texas Register.
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Members, is there
any discussion on this?
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Hearing none, is there any objection?
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Hearing none, the motion is adopted.
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Okay thank you, item two?
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Yes.
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Okay item two to Board agenda page I-9
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official agenda item number three,
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it's proclamation 2022
questions and answers,
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recommended by the
Committee of the Full Board
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that the State Board of Education
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approve proclamation
2022 questions and answers.
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All right members, this was
when it came up yesterday.
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I think we received this
document at a late notice.
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So not everyone had
time to fully digest that.
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I wanted to make sure
staff was here today
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to answer any questions
that might have come up
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after you had time to look at that.
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I see that Amy is here
and Melissa is also here.
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And are there any questions before we
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pick up this item and
we vote on this item
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about the proclamation
2022 questions and answers?
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All right, looks like we got
everything answered yesterday.
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Thank you, Melissa and thank you, Amy.
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Is there any objection to
the motion as presented?
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Hearing none, the motion is adopted.
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Hey Mr. Chair, that's all
the items from the committee,
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the full Board.
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Thank you, Mr. Rowley.
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We will move on now to
the committee of instruction
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and proposed amendments
to 19 TAC Chapter 74
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Curriculum Requirements, Subchapter A,
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Required Curriculum 74.1,
Essential Knowledge And Skills,
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and 74.3, Description Of A
Required Secondary Curriculum.
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This is for second
reading and final adoption,
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is on your agenda on page 2-1,
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and I'm gonna call on Ms. Melton-Malone.
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Thank you, Mr. Chair.
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On behalf of the
committee on instruction,
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I move that the State Board of Education
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approve for second reading
and filing final adoption,
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the proposed amendments
to 19 TAC Chapter 74
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Curriculum Requirements,
Subchapter A, Required Curriculum,
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74.1 Essential Knowledge and Skills
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and 74.3, Description Of A
Required Secondary Curriculum
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and, make an affirmative
finding that immediate adoption
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of 19 TAC Chapter 74
Curriculum Requirements,
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Subchapter A, Required Curriculum,
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74.1, Essential Knowledge and Skills
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and 74.3, Description Of A
Required Secondary Curriculum,
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is necessary and shall
have an effective date
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of 20 days after filing as
adopted with the Texas Register.
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All right members,
you've heard the motion.
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Is there any further questions
or discussions or debate
00:10:55.510 --> 00:10:56.493
on this motion?
00:11:01.440 --> 00:11:03.673
Hearing none, is
there any objection?
00:11:07.780 --> 00:11:09.863
Hearing none, the motion is adopted.
00:11:11.750 --> 00:11:15.230
All right, next item is proposed
new 19 TAC Chapter 120,
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Other Essential Knowledge And Skills,
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Subchapter A, Character Traits.
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And that is on page 2-9 of your agenda.
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Ms. Melton-Malone.
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Thank you, Mr. Chair.
00:11:25.810 --> 00:11:27.860
On behalf of the
committee on instruction,
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I move that the State
Board of Education approve
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for second reading
and file final adoption
00:11:33.130 --> 00:11:36.810
proposed new 19 TAC Chapter 120,
00:11:36.810 --> 00:11:38.680
Other Essential Knowledge And Skills,
00:11:38.680 --> 00:11:41.370
Subchapter A, Character Traits,
00:11:41.370 --> 00:11:44.810
and make an affirmative
finding that immediate adoption
00:11:44.810 --> 00:11:49.810
of 19 TAC Chapter 120, Other
Essential Knowledge And Skills,
00:11:51.052 --> 00:11:54.240
Subchapter A, Character
Traits, is necessary
00:11:54.240 --> 00:11:57.327
and shall have an effective
date of August 1st, 2021.
00:12:00.850 --> 00:12:01.683
Thank you,
is there any questions
00:12:01.683 --> 00:12:03.223
or debate on this motion?
00:12:04.390 --> 00:12:05.223
Ms. Cargill?
00:12:05.223 --> 00:12:06.660
I just have a quick question.
00:12:08.060 --> 00:12:11.020
Could you explain, these
curriculum standards can be
00:12:11.020 --> 00:12:13.690
incorporated into any
of the core courses,
00:12:13.690 --> 00:12:15.023
is that how it works?
00:12:16.580 --> 00:12:19.393
Yes, Monica, am I correct?
00:12:20.660 --> 00:12:22.780
They can be incorporated
into any courses.
00:12:22.780 --> 00:12:24.340
It doesn't even have to be the core.
00:12:24.340 --> 00:12:26.740
It could be integrated into any course.
00:12:26.740 --> 00:12:29.810
Okay, and so that will be
communicated to districts,
00:12:29.810 --> 00:12:30.780
and then it's up to them
00:12:30.780 --> 00:12:32.900
as to where they
incorporate it into their...
00:12:32.900 --> 00:12:36.910
So is it throughout
K-12, or is it just a certain,
00:12:36.910 --> 00:12:38.120
they can incorporate it anywhere
00:12:38.120 --> 00:12:40.450
just at least one time in K-12.
00:12:40.450 --> 00:12:44.380
So the statutory
requirement is in K-12.
00:12:44.380 --> 00:12:45.500
The way that we structure
00:12:45.500 --> 00:12:48.223
these essential knowledge
and skills is grade bands.
00:12:50.169 --> 00:12:53.620
So they couldn't just do it
in kindergarten and be done.
00:12:53.620 --> 00:12:54.740
But they will need to do it
00:12:54.740 --> 00:12:58.680
within like K-2, 3,
5, 6, 8, high school.
00:12:58.680 --> 00:13:00.273
Okay, all right, thank you.
00:13:01.830 --> 00:13:04.675
Ms. Martinez, I know
this has come up before,
00:13:04.675 --> 00:13:07.070
but can you a couple of comments,
00:13:07.070 --> 00:13:09.240
number one, explain this is response
00:13:09.240 --> 00:13:13.090
to the legislative bill that was passed.
00:13:13.090 --> 00:13:15.790
And two, I think there
was an idea of having this,
00:13:15.790 --> 00:13:18.810
as it ended up I believe,
in a separate section
00:13:19.700 --> 00:13:21.560
versus spread out
throughout the curriculum.
00:13:21.560 --> 00:13:23.200
Can you just touch on those two points?
00:13:23.200 --> 00:13:26.740
Yes sir, so this is a
statutory requirement
00:13:26.740 --> 00:13:28.640
that you need to comply with
00:13:28.640 --> 00:13:31.030
to ensure that these
positive character traits
00:13:31.030 --> 00:13:34.760
are in the essential
knowledge and skills.
00:13:34.760 --> 00:13:38.930
When we looked at where
they might be represented,
00:13:38.930 --> 00:13:40.850
many of them are very clearly
00:13:40.850 --> 00:13:43.690
already addressed in the standards.
00:13:43.690 --> 00:13:46.870
Some I think there's
some interpretation,
00:13:46.870 --> 00:13:48.920
it might be a little
bit more of a stretch.
00:13:48.920 --> 00:13:53.630
And so the idea is by having
this as a separate section,
00:13:53.630 --> 00:13:57.820
then you'll give districts
maximum flexibility
00:13:57.820 --> 00:14:02.250
to incorporate them as
they see most appropriate.
00:14:02.250 --> 00:14:06.470
So I think the best analogy
here is if you think about
00:14:06.470 --> 00:14:09.190
your English language
proficiency standards,
00:14:09.190 --> 00:14:12.070
that's a separate set of standards
00:14:12.070 --> 00:14:15.710
in the administrative
rule that gets incorporated
00:14:15.710 --> 00:14:18.330
and embedded with the content standards.
00:14:18.330 --> 00:14:21.303
So it's not in addition to it,
00:14:21.303 --> 00:14:24.120
it's really that incorporation.
00:14:24.120 --> 00:14:25.127
The last thing that I will say,
00:14:25.127 --> 00:14:28.270
and I know that Mrs. Lola and I have had
00:14:28.270 --> 00:14:32.670
several conversations
about this, we do anticipate
00:14:32.670 --> 00:14:36.470
that what we will
do to help districts is
00:14:36.470 --> 00:14:39.430
as we continue to develop
those TEKS guides,
00:14:39.430 --> 00:14:43.500
that we will identify where
these character trait standards
00:14:43.500 --> 00:14:45.580
are covered, whether
it's in social studies
00:14:45.580 --> 00:14:49.410
or health or other subject areas.
00:14:49.410 --> 00:14:52.017
So that we can
identify that for districts
00:14:52.017 --> 00:14:55.960
and they're aware as
they do their planning.
00:14:55.960 --> 00:14:57.940
But the idea really was that this
00:14:58.910 --> 00:15:00.760
seemed like the best approach
00:15:00.760 --> 00:15:05.553
to create maximum
flexibility for districts.
00:15:10.070 --> 00:15:12.430
Okay, is there
any further questions
00:15:12.430 --> 00:15:13.783
or debate on the motion?
00:15:17.090 --> 00:15:20.263
All right, is there any
objection to the motion?
00:15:22.320 --> 00:15:24.943
Hearing none, the motion is adopted.
00:15:29.570 --> 00:15:32.900
All right, and that
brings us to the next item,
00:15:32.900 --> 00:15:36.180
which is the report from the
Commissioner of Education
00:15:36.180 --> 00:15:37.700
regarding updated TEKS alignments
00:15:37.700 --> 00:15:39.150
for adopted instruction materials.
00:15:39.150 --> 00:15:42.650
This is on page 2-18 of your agenda.
00:15:42.650 --> 00:15:44.750
And back to Ms. Melton-Malone.
00:15:44.750 --> 00:15:46.190
Thank you.
00:15:46.190 --> 00:15:49.090
Mr. Chair, on behalf of the
Committee on Instruction,
00:15:49.090 --> 00:15:51.480
I move that the State
Board of Education approve
00:15:51.480 --> 00:15:54.020
changes and corrections
submitted in response
00:15:54.020 --> 00:15:56.900
to written comments
and public testimony,
00:15:56.900 --> 00:15:59.700
and update the official TEKS percentage
00:15:59.700 --> 00:16:02.763
of instructional materials
reviewed for TEKS.
00:16:03.770 --> 00:16:04.603
Excuse me.
00:16:05.500 --> 00:16:07.780
Updates on the instructional materials
00:16:07.780 --> 00:16:09.403
current adoption list.
00:16:11.800 --> 00:16:13.230
I'm sorry.
00:16:13.230 --> 00:16:16.387
Instruction materials current
adoption bulletin, thank you.
00:16:20.420 --> 00:16:22.010
All right, is there
any questions
00:16:22.010 --> 00:16:24.323
or comments on this item?
00:16:28.710 --> 00:16:30.120
Seeing and hearing none,
00:16:30.120 --> 00:16:32.483
is there any objection to the motion?
00:16:35.680 --> 00:16:37.923
Hearing none, the motion is adopted.
00:16:38.990 --> 00:16:40.300
Will take us to the next item,
00:16:40.300 --> 00:16:41.960
which is approval of update
00:16:41.960 --> 00:16:44.920
to the instruction
materials for Learning A-Z.
00:16:44.920 --> 00:16:48.700
This is on page 2-21 of your agenda.
00:16:48.700 --> 00:16:50.750
Back to Ms. Melton-Malone.
00:16:50.750 --> 00:16:51.650
Thank you.
00:16:51.650 --> 00:16:54.603
Mr. Chair, on behalf of the
Committee on Instruction,
00:16:56.810 --> 00:16:58.890
I move that the State Board of Education
00:16:58.890 --> 00:17:01.780
approve the request from Learning A-Z
00:17:01.780 --> 00:17:05.740
to update content in three
of its adopted products,
00:17:05.740 --> 00:17:10.740
Raz-Plus ELL Texas Edition Kindergarten,
00:17:10.780 --> 00:17:15.510
Raz-Plus ELL Texas Edition Grade One,
00:17:15.510 --> 00:17:19.593
and Raz-Plus ELL
Texas Edition Grade Two.
00:17:23.730 --> 00:17:25.190
Members, is there any comments
00:17:25.190 --> 00:17:26.923
or questions on this motion?
00:17:31.180 --> 00:17:34.053
Seeing and hearing none,
is there any objection?
00:17:37.460 --> 00:17:39.613
Hearing none, the motion is adopted.
00:17:41.120 --> 00:17:42.780
That will bring us to the next item,
00:17:42.780 --> 00:17:47.120
which is proposed amendment
to 19 TAC Chapter 66,
00:17:47.120 --> 00:17:50.430
State Adoption And Distribution
Of Instructional Materials,
00:17:50.430 --> 00:17:52.280
Subchapter A, General Provisions,
00:17:52.280 --> 00:17:55.570
66.15, Administrative Penalty.
00:17:55.570 --> 00:17:58.630
This is for first reading
and filing authorization.
00:17:58.630 --> 00:18:02.910
It is on page 2-22 of your agenda.
00:18:02.910 --> 00:18:04.420
Ms. Melton-Malone.
00:18:04.420 --> 00:18:05.440
Thank you.
00:18:05.440 --> 00:18:07.297
On behalf of the
committee of instruction,
00:18:07.297 --> 00:18:09.990
I move that the State
Board of Education approve
00:18:09.990 --> 00:18:12.350
for first reading and
filing authorization
00:18:12.350 --> 00:18:16.840
the proposed amendment
to 19 TAC Chapter 66,
00:18:16.840 --> 00:18:20.990
State Adoption And Distribution
Of Instructional Materials,
00:18:20.990 --> 00:18:23.940
Subchapter A, General Provision,
00:18:23.940 --> 00:18:27.483
66.15, Administrative Penalty.
00:18:28.710 --> 00:18:31.390
Mr. Chair, may I make a comment?
00:18:31.390 --> 00:18:32.583
Absolutely.
00:18:33.680 --> 00:18:36.380
We wanna thank
our legal department
00:18:36.380 --> 00:18:39.350
for helping us come
up with this wording,
00:18:39.350 --> 00:18:41.940
and this gives us some teeth
00:18:41.940 --> 00:18:44.670
so that should we ever
have a problem again,
00:18:44.670 --> 00:18:48.710
like we had with Argo this last time,
00:18:48.710 --> 00:18:53.710
this gives us some discretion as to
00:18:54.330 --> 00:18:56.390
what kind of penalty to assess
00:18:56.390 --> 00:18:58.700
and how much of the penalty
00:18:58.700 --> 00:19:02.170
should be based on a lot
of the different information
00:19:02.170 --> 00:19:04.660
that we get as to maybe,
00:19:04.660 --> 00:19:06.480
has he gone out into the schools?
00:19:06.480 --> 00:19:09.620
Or how long has this been going on
00:19:09.620 --> 00:19:11.520
that we were not notified?
00:19:11.520 --> 00:19:16.520
And so Legal helped us with
this so that we would have
00:19:18.020 --> 00:19:22.870
enough discretion to be able
to, should this happen again,
00:19:22.870 --> 00:19:26.170
level a penalty that we
think would be appropriate
00:19:26.170 --> 00:19:28.703
for whatever the
infraction happens to be.
00:19:32.240 --> 00:19:33.093
Good deal.
00:19:34.980 --> 00:19:37.180
Any other comments
on that or any questions?
00:19:41.680 --> 00:19:44.770
Seeing none, is there any
objection to the motion?
00:19:47.930 --> 00:19:50.293
Hearing none, the motion is adopted.
00:19:54.480 --> 00:19:56.890
That concludes
our report, Mr. Chair.
00:19:56.890 --> 00:19:58.860
All right, thank you,
Ms. Melton-Malone.
00:19:58.860 --> 00:20:01.100
We will now move to the
Committee on School Finance,
00:20:01.100 --> 00:20:02.363
Permanent School Fund.
00:20:03.230 --> 00:20:06.400
I believe they have no recommendations.
00:20:06.400 --> 00:20:08.120
Mr. Maynard, any comments you wanna make
00:20:08.120 --> 00:20:10.280
about your proceedings yesterday?
00:20:10.280 --> 00:20:12.350
Ah sure, yes,
Mr. Chairman, yes.
00:20:12.350 --> 00:20:15.923
Everything that we have
is on the Consent Agenda.
00:20:17.661 --> 00:20:20.030
A couple of things that
I would just point out
00:20:20.030 --> 00:20:22.970
is that we did get an
opportunity to do a review
00:20:22.970 --> 00:20:26.730
of the study of the PSF distribution.
00:20:26.730 --> 00:20:30.680
Of course that is result
of House Bill 4388.
00:20:30.680 --> 00:20:33.635
If you have an opportunity
to go back and listen to that.
00:20:33.635 --> 00:20:35.460
Just a couple things that
really jumped out at me
00:20:35.460 --> 00:20:38.290
is that the study found
00:20:38.290 --> 00:20:43.180
that there is not a
actually clear definition
00:20:43.180 --> 00:20:46.560
of what intergenerational
equity actually is.
00:20:46.560 --> 00:20:51.270
There appears to be sort
of two different definitions.
00:20:51.270 --> 00:20:54.950
And then really trying to
satisfy both of those things
00:20:54.950 --> 00:20:56.483
is a little bit difficult.
00:20:58.310 --> 00:21:01.800
And there were some
discussion in there a little bit
00:21:01.800 --> 00:21:06.320
about maybe is that,
you know, at some point,
00:21:06.320 --> 00:21:09.630
would our distribution
process be more rule-based?
00:21:09.630 --> 00:21:14.630
And currently the Board
has a fair amount of discretion
00:21:14.670 --> 00:21:18.230
related to that, when
compared to other funds,
00:21:18.230 --> 00:21:19.683
other similar funds.
00:21:21.024 --> 00:21:22.670
Other funds tend to be more rule-based
00:21:22.670 --> 00:21:25.473
in terms of their distribution.
00:21:27.040 --> 00:21:30.480
But the study also noted that
there's none of those funds
00:21:30.480 --> 00:21:33.810
that they compare this two,
that are as complex as ours.
00:21:33.810 --> 00:21:36.593
And so that's worth noting.
00:21:37.550 --> 00:21:41.870
Secondly, I would tell
you that we did approve
00:21:41.870 --> 00:21:46.045
the RFP, and of course that
was on the Consent Agenda,
00:21:46.045 --> 00:21:48.373
for the emerging manager.
00:21:50.190 --> 00:21:51.543
The emerging manager.
00:21:54.180 --> 00:21:55.960
So in other words, we're
gonna be engaged with...
00:21:55.960 --> 00:21:57.470
We're looking for an external manager
00:21:57.470 --> 00:22:01.370
to manage external emerging managers.
00:22:01.370 --> 00:22:03.080
I think that there's been some question
00:22:03.080 --> 00:22:06.410
about whether or not State
Board of Education members
00:22:06.410 --> 00:22:08.397
would have an opportunity to reach out
00:22:08.397 --> 00:22:10.373
to the people in their district.
00:22:12.362 --> 00:22:16.273
And I have sent a memo
through our SPOE support email
00:22:17.730 --> 00:22:18.563
about that,
00:22:20.320 --> 00:22:23.070
and Mr. Maska can correct me
00:22:23.070 --> 00:22:25.190
if I'm stating this improperly,
00:22:25.190 --> 00:22:28.440
but once we've approved that RFP,
00:22:28.440 --> 00:22:33.330
the members of the other
Board really are prohibited
00:22:33.330 --> 00:22:36.450
from having contact
with a potential vendor
00:22:36.450 --> 00:22:38.360
or a provisional potential vendor.
00:22:38.360 --> 00:22:42.000
And so I did send that out.
00:22:42.000 --> 00:22:46.370
Mr. Maska, did I
characterize that correctly?
00:22:46.370 --> 00:22:47.870
Yes, you did.
00:22:47.870 --> 00:22:49.450
Okay.
00:22:49.450 --> 00:22:52.070
Thirdly, I just wanna make a note
00:22:52.070 --> 00:22:57.070
of the amendments to the
investment procedures manual.
00:22:57.210 --> 00:22:59.990
And for many, many, many years,
00:22:59.990 --> 00:23:03.083
we have had to report
on a quarterly basis,
00:23:04.820 --> 00:23:09.820
meetings that we may have
had with potential vendors
00:23:10.720 --> 00:23:13.320
and such like that and we
had these meeting reports.
00:23:14.930 --> 00:23:19.373
We eliminated that provision
in our investments manual.
00:23:20.290 --> 00:23:22.640
And I wanna just make a note of this,
00:23:22.640 --> 00:23:24.850
is that because anytime
that you eliminate something
00:23:24.850 --> 00:23:29.810
that would appear to
diminish transparency,
00:23:29.810 --> 00:23:31.710
I think everybody needs to be clear
00:23:31.710 --> 00:23:33.560
what it is that we're actually doing.
00:23:35.822 --> 00:23:38.860
When that particular
provision was adopted,
00:23:38.860 --> 00:23:41.200
the State Board of Education
was a lot more hands on
00:23:41.200 --> 00:23:44.503
in terms of procurement process.
00:23:46.960 --> 00:23:51.960
And the procurement
procedures of the state
00:23:52.630 --> 00:23:54.693
were not quite as robust as they were,
00:23:55.620 --> 00:23:58.530
given the fact that that tends to be
00:23:58.530 --> 00:23:59.990
the actual nuts and bolts,
00:23:59.990 --> 00:24:04.260
that process tends to be
more managed by staff,
00:24:04.260 --> 00:24:08.410
and the fact that the state over time,
00:24:08.410 --> 00:24:11.053
has really beefed up their procedures,
00:24:12.093 --> 00:24:14.017
it was determined that
that particular provision
00:24:14.017 --> 00:24:16.683
was no longer necessary,
it was duplicative,
00:24:18.100 --> 00:24:20.103
and so we did eliminate that.
00:24:20.103 --> 00:24:22.210
And the fourth thing I
would just mention is
00:24:22.210 --> 00:24:24.463
is that the Permanent School Fund is,
00:24:25.956 --> 00:24:27.940
after the big downturn back in March,
00:24:27.940 --> 00:24:31.720
is that we are making a nice recovery.
00:24:31.720 --> 00:24:33.450
Worth noting their
00:24:36.510 --> 00:24:38.820
liquid account, liquid fund
00:24:38.820 --> 00:24:41.210
has enabled us to put about $70 million
00:24:42.620 --> 00:24:44.450
for investment into the corpus.
00:24:44.450 --> 00:24:46.050
Mr. Chairman, that's all I have.
00:24:48.240 --> 00:24:49.740
Well, Thank you Mr. Maynard.
00:24:51.830 --> 00:24:54.150
We will move on to the
Committee of School Initiatives.
00:24:54.150 --> 00:24:56.070
I'm gonna call on Ms. Barbara Cargill
00:24:56.070 --> 00:24:58.300
for item number nine-
Chairman, chairman,
00:24:58.300 --> 00:25:00.130
I'm sorry, it looks like you've got
00:25:00.130 --> 00:25:01.690
Ms. Perez has her hand up.
00:25:01.690 --> 00:25:04.213
Oh, I'm sorry Ms.
Perez, question?
00:25:06.410 --> 00:25:08.650
Yes, I would like
to ask a question
00:25:08.650 --> 00:25:12.030
of the chair of the
Permanent School Fund,
00:25:12.030 --> 00:25:14.730
just for information purposes.
00:25:14.730 --> 00:25:16.153
Absolutely.
Go ahead.
00:25:17.420 --> 00:25:20.470
Mr. Maynard if you
would please explain to me
00:25:20.470 --> 00:25:22.450
what happened yesterday.
00:25:22.450 --> 00:25:24.070
I was listening in on the meeting
00:25:24.070 --> 00:25:26.300
and I got a little confused
there towards the end
00:25:26.300 --> 00:25:27.133
because I wanted
00:25:29.400 --> 00:25:32.150
to find out the process
for RFPs and RFQs,
00:25:32.150 --> 00:25:36.850
and if those things could
be maybe a bit easier to find,
00:25:36.850 --> 00:25:40.210
and every time we issue
an RFP and an RFQ,
00:25:40.210 --> 00:25:42.490
every time it goes out for request,
00:25:42.490 --> 00:25:45.030
or individuals are
invited that every member
00:25:45.030 --> 00:25:47.210
of the State Board of Education
receive that information
00:25:47.210 --> 00:25:49.720
and then have the opportunity
to share that information
00:25:49.720 --> 00:25:52.300
with their constituents
and their respective districts.
00:25:52.300 --> 00:25:54.310
And I didn't quite understand
00:25:54.310 --> 00:25:56.283
the answer that was given yesterday.
00:26:00.220 --> 00:26:03.390
I think the answer to
that is is that we can...
00:26:03.390 --> 00:26:05.383
I think that you can do that.
00:26:07.123 --> 00:26:09.663
There's a fairly robust process.
00:26:11.420 --> 00:26:13.700
Certainly, our people do that.
00:26:13.700 --> 00:26:17.490
And actually, our fiduciary consultants
00:26:17.490 --> 00:26:19.830
actually do that for us.
00:26:19.830 --> 00:26:21.130
I don't think that there's any,
00:26:21.130 --> 00:26:24.770
and Mr. Maska you keep
me out of the weeds here,
00:26:24.770 --> 00:26:28.290
I don't think that there's
necessarily any prohibition for,
00:26:28.290 --> 00:26:30.940
in other words, if a member
of the State Board of Education
00:26:30.940 --> 00:26:34.300
wanted to refer people to the website,
00:26:34.300 --> 00:26:38.700
where those RFPs exist,
you can certainly do that.
00:26:38.700 --> 00:26:40.603
And we can provide that information.
00:26:42.218 --> 00:26:43.520
I think the concern is,
00:26:43.520 --> 00:26:48.240
is that would not be appropriate
00:26:48.240 --> 00:26:49.890
for a member of the
State Board of Education
00:26:49.890 --> 00:26:54.690
to directly contact a potential
vendor regarding that.
00:26:54.690 --> 00:26:56.080
But if you just put out the information
00:26:56.080 --> 00:26:59.590
and refer people to that
website, I think that's complete.
00:26:59.590 --> 00:27:01.470
I think that is allowable.
00:27:01.470 --> 00:27:03.878
Mr. Maska, would that be correct?
00:27:03.878 --> 00:27:05.378
That is correct.
00:27:06.930 --> 00:27:09.670
So that means that the State
Board of Education members
00:27:09.670 --> 00:27:13.100
can each receive some
kind of newsletter or update
00:27:13.100 --> 00:27:17.617
or email or something
saying there is a new RFP?
00:27:18.540 --> 00:27:20.360
There's a new RFQ?
00:27:20.360 --> 00:27:23.650
And then we can in turn,
share that information
00:27:23.650 --> 00:27:27.730
with our constituents
via a newsletter as well.
00:27:27.730 --> 00:27:29.480
It goes to a mass number of people
00:27:29.480 --> 00:27:31.750
it's not a specific direct invitation
00:27:31.750 --> 00:27:35.200
or solicitation to X entity.
00:27:35.200 --> 00:27:36.510
Correct?
Yes.
00:27:36.510 --> 00:27:40.730
I will, and Ms. Perez,
I will ask the staff
00:27:40.730 --> 00:27:43.533
to provide that information
to the members of the Board.
00:27:52.160 --> 00:27:53.810
Any other questions, Ms. Perez?
00:27:57.687 --> 00:28:01.097
Okay, all right, any other
questions for Mr. Maynard
00:28:01.097 --> 00:28:04.047
before we move on from the
Permanent School Fund Committee?
00:28:06.820 --> 00:28:08.360
All right, so that will bring us back
00:28:08.360 --> 00:28:09.717
to the committee on school initiatives.
00:28:09.717 --> 00:28:12.900
And next item is the ad hoc
committee recommendations
00:28:12.900 --> 00:28:14.980
related to trustee team building.
00:28:14.980 --> 00:28:18.530
This is on page 5-25 of your agenda.
00:28:18.530 --> 00:28:20.420
I'm gonna call Ms. Cargill.
00:28:20.420 --> 00:28:21.410
Okay, yes, thank you.
00:28:21.410 --> 00:28:25.680
We had a few items on consent,
but this was our action item.
00:28:25.680 --> 00:28:28.290
And you did get a copy of the draft
00:28:28.290 --> 00:28:29.720
of the framework from yesterday.
00:28:29.720 --> 00:28:33.730
So it was recommended by the
committee on school initiatives
00:28:33.730 --> 00:28:35.120
that the State Board of Education
00:28:35.120 --> 00:28:38.290
postpone consideration of
the recommended revisions
00:28:38.290 --> 00:28:40.370
to school Board member training,
00:28:40.370 --> 00:28:42.410
framework for school Board development,
00:28:42.410 --> 00:28:45.100
until November, 2020.
00:28:45.100 --> 00:28:46.693
Okay, and I think we may
have some discussion on this,
00:28:46.693 --> 00:28:49.490
but before we do, I wanna first of all,
00:28:49.490 --> 00:28:51.270
thank the ad hoc committee.
00:28:51.270 --> 00:28:52.667
I think this is the
third ad hoc committee
00:28:52.667 --> 00:28:55.210
that's been appointed
since I've been on the Board
00:28:55.210 --> 00:28:57.160
for about four years now.
00:28:57.160 --> 00:28:58.950
The first was a long range plan,
00:28:58.950 --> 00:29:02.200
which came up with a great document
00:29:02.200 --> 00:29:05.040
that was passed by the
Board a couple of years back.
00:29:05.040 --> 00:29:07.790
And a lot of hard
work was put into that.
00:29:07.790 --> 00:29:10.640
The second one, if my
recollection is correct,
00:29:10.640 --> 00:29:12.490
is the ad hoc committee
00:29:12.490 --> 00:29:14.890
that worked on the
special purpose districts,
00:29:14.890 --> 00:29:18.140
which as you noted on today's
agenda item and last month,
00:29:18.140 --> 00:29:22.160
went very smoothly, and that
is only because a lot of work
00:29:22.160 --> 00:29:25.070
that went on with our ad hoc committee
00:29:25.070 --> 00:29:28.650
to make sure that those
items were fully vetted through
00:29:28.650 --> 00:29:30.980
and ready to be presented to the Board.
00:29:30.980 --> 00:29:33.980
And then the third one
is this ad hoc committee
00:29:33.980 --> 00:29:36.400
on trustee training with team building.
00:29:36.400 --> 00:29:38.360
And we had some great people on that.
00:29:38.360 --> 00:29:41.150
We had some agency staff
that participated from the agency.
00:29:41.150 --> 00:29:43.690
It was Jeff Cottrill, Morris Lonan,
00:29:43.690 --> 00:29:46.570
I think Chris helped
quite a bit on that also.
00:29:46.570 --> 00:29:49.310
Going off the top of my head
here, the SPOE members,
00:29:49.310 --> 00:29:52.700
where it was chaired by
Ms. Cargill, Mr. Cortez,
00:29:52.700 --> 00:29:57.570
Ms. Perez-Diaz,
Dr. Robinson, Ms. Bahorich,
00:29:57.570 --> 00:30:00.290
and then we had some
trainers in the field,
00:30:00.290 --> 00:30:01.730
who do the training from Region 4,
00:30:01.730 --> 00:30:05.270
Robby McGowen and
from CRSS, Cathy Mincberg.
00:30:05.270 --> 00:30:08.950
And then our representation
from TASA and TASB,
00:30:08.950 --> 00:30:10.890
Dr. Kevin Brown and Dr. Phil Gore.
00:30:10.890 --> 00:30:13.820
So, I want to personally thank
each and every one of them
00:30:13.820 --> 00:30:15.710
for the hours and hours and hours.
00:30:15.710 --> 00:30:18.130
I think they met four
times for a couple of hours
00:30:18.130 --> 00:30:20.870
at each meeting and came up with
00:30:20.870 --> 00:30:23.340
a really good document to present to us,
00:30:23.340 --> 00:30:27.160
which is what is happening
in today's meeting.
00:30:27.160 --> 00:30:29.810
And I'll let Ms. Cargill
explain the process
00:30:29.810 --> 00:30:31.310
of where we're at now.
00:30:31.310 --> 00:30:34.250
And the fact of it being
postponed to November
00:30:34.250 --> 00:30:38.290
was kind of anticipated for
additional stakeholder input,
00:30:38.290 --> 00:30:40.010
but I'll turn it over to Ms. Cargill.
00:30:40.010 --> 00:30:41.100
Sure.
00:30:41.100 --> 00:30:44.610
So our chairman had
charged the ad hoc committee,
00:30:44.610 --> 00:30:45.560
and I've gotta say,
00:30:46.600 --> 00:30:49.280
this was really an enjoyable process.
00:30:49.280 --> 00:30:51.440
We met, I think, four times by Zoom,
00:30:51.440 --> 00:30:53.940
and just a great group of people.
00:30:53.940 --> 00:30:56.870
I was pretty humbled
to be part of that group
00:30:56.870 --> 00:30:58.320
and especially to lead it up.
00:30:59.500 --> 00:31:01.160
So we were charged with three things
00:31:01.160 --> 00:31:04.010
to make appropriate
revisions to the framework
00:31:04.010 --> 00:31:05.980
for school Board development.
00:31:05.980 --> 00:31:09.400
We were also asked to review 61.14
00:31:09.400 --> 00:31:11.350
to determine if there
needed to be a change
00:31:11.350 --> 00:31:14.350
to the expectations for
the team building training.
00:31:14.350 --> 00:31:17.430
And then the third charge
was to create a path for a trainer
00:31:17.430 --> 00:31:19.920
to become an authorized
trainer in team building.
00:31:19.920 --> 00:31:23.970
And so, we took those
charges very, very seriously.
00:31:23.970 --> 00:31:28.970
We decided as a group to
leave the word registered trainer
00:31:29.640 --> 00:31:33.620
in the language of 61.14,
so not gonna touch that.
00:31:33.620 --> 00:31:37.180
But we did update the framework
for school Board development
00:31:37.180 --> 00:31:38.840
because it was over 20 years old.
00:31:38.840 --> 00:31:42.870
And so it needed some
of the current language
00:31:42.870 --> 00:31:44.890
that we worked so hard on.
00:31:44.890 --> 00:31:48.050
And you have a draft of
that that was sent to you,
00:31:48.050 --> 00:31:49.180
and you might wanna open that,
00:31:49.180 --> 00:31:51.370
because I believe we might have some
00:31:52.360 --> 00:31:54.453
suggested amendments by Board members.
00:31:56.440 --> 00:32:01.130
And if I may just clarify
what you received last night,
00:32:01.130 --> 00:32:06.130
we wanted... So there were
some staff recommended changes
00:32:06.470 --> 00:32:08.880
that we wanted to
capture in the minutes.
00:32:08.880 --> 00:32:12.440
So the attachment to your
minutes are the changes
00:32:12.440 --> 00:32:14.670
that were recommended by staff
00:32:14.670 --> 00:32:16.710
and approved by the committee.
00:32:16.710 --> 00:32:18.870
And then there was a separate document
00:32:18.870 --> 00:32:20.930
that included those changes,
00:32:20.930 --> 00:32:25.460
plus the amended
language from the committee.
00:32:25.460 --> 00:32:27.260
So you have two versions of that,
00:32:27.260 --> 00:32:29.330
just so that you could
see that distinction
00:32:29.330 --> 00:32:31.250
of where those changes came from.
00:32:31.250 --> 00:32:32.860
And those were both in your email,
00:32:32.860 --> 00:32:34.100
with the minutes last night.
00:32:34.100 --> 00:32:35.240
I think it'd be easier if they
00:32:35.240 --> 00:32:36.500
opened the attachment, right?
00:32:36.500 --> 00:32:38.480
And then they can see the changes
00:32:38.480 --> 00:32:39.790
that were recommended yesterday
00:32:39.790 --> 00:32:44.790
by Committee on School
Initiatives members, plus staff.
00:32:45.450 --> 00:32:46.380
Yes ma'am.
00:32:46.380 --> 00:32:47.213
Okay, great.
00:32:47.213 --> 00:32:48.046
Thank you.
00:32:50.210 --> 00:32:52.870
So the separate document,
not the one that is included
00:32:52.870 --> 00:32:54.750
in the minutes?
Right.
00:32:54.750 --> 00:32:57.930
And the title of it was
"Framework As Amended."
00:32:57.930 --> 00:32:59.830
That's the document you wanna look at.
00:33:03.443 --> 00:33:04.276
(computer bell notification)
00:33:04.276 --> 00:33:05.276
All right, I am...
00:33:07.130 --> 00:33:08.920
Let me cut in for just a second.
00:33:08.920 --> 00:33:11.990
I spoke with Ms.
Cargill about this earlier
00:33:11.990 --> 00:33:13.750
about this item coming up.
00:33:13.750 --> 00:33:16.010
I'm just getting a message
from our parliamentarian
00:33:16.010 --> 00:33:17.683
about the motion on the floor.
00:33:18.610 --> 00:33:21.770
Why don't we have Ms.
Kay come in and explain
00:33:23.010 --> 00:33:24.660
where we're at here.
00:33:24.660 --> 00:33:27.420
Thank you very
much, Mr. Chairman.
00:33:27.420 --> 00:33:30.510
The pending motion on
the floor as I understand it
00:33:30.510 --> 00:33:33.510
is a motion to postpone
further consideration
00:33:33.510 --> 00:33:38.150
of this to the November meeting.
00:33:38.150 --> 00:33:42.430
And as such, amendments
to the underlying document
00:33:42.430 --> 00:33:45.713
are not in order while
that motion is pending.
00:33:46.760 --> 00:33:51.620
If there is a desire for the state Board
00:33:51.620 --> 00:33:56.120
to make amendments to
that document at this time,
00:33:56.120 --> 00:34:01.120
then perhaps the correct option forward
00:34:01.320 --> 00:34:03.340
would be to
00:34:04.640 --> 00:34:07.870
bring forward the document itself
00:34:07.870 --> 00:34:11.360
for adoption, amended on the floor,
00:34:11.360 --> 00:34:13.840
and then after you've made
the amendments that you wish
00:34:13.840 --> 00:34:16.370
for the entire Board to make,
00:34:16.370 --> 00:34:21.170
then the Board could take up
postpone again at that point.
00:34:21.170 --> 00:34:23.920
But you've gone a
direction I didn't expect
00:34:23.920 --> 00:34:27.960
you were going to go based
on my prior conversation
00:34:27.960 --> 00:34:30.130
with Ms. Cargill.
00:34:30.130 --> 00:34:32.320
Okay,
again sorry about that.
00:34:32.320 --> 00:34:33.420
That's okay.
00:34:33.420 --> 00:34:36.193
I'd like to make a motion
to do what you just said.
00:34:37.660 --> 00:34:40.320
'Cause I can't repeat
what you just said. (laughs)
00:34:40.320 --> 00:34:43.680
That's all right, I'll
walk you through it.
00:34:43.680 --> 00:34:44.513
Okay.
00:34:44.513 --> 00:34:46.710
Mr. Chairman, if
there's no objection,
00:34:46.710 --> 00:34:50.020
I would like to withdraw
my pending motion.
00:34:50.020 --> 00:34:51.770
All right, Mr. Chairman,
if there's no objection,
00:34:51.770 --> 00:34:55.180
I would like to withdraw
the pending motion.
00:34:55.180 --> 00:34:56.430
Is there any objection?
00:34:57.280 --> 00:34:59.600
Hearing none, the motion passes.
00:34:59.600 --> 00:35:01.266
And I just want...
Let me point out too,
00:35:01.266 --> 00:35:03.730
just a little bit of, I think
it is a little confusing
00:35:03.730 --> 00:35:06.880
about why this was
postponed and so forth.
00:35:06.880 --> 00:35:11.050
The framework itself is not a rule
00:35:11.050 --> 00:35:13.993
in administrative code
or in the education code.
00:35:15.620 --> 00:35:16.770
It is just a document.
00:35:16.770 --> 00:35:19.130
So it did not require
a normal first reading
00:35:19.130 --> 00:35:20.600
and second reading.
00:35:20.600 --> 00:35:22.670
The potential changes we had,
00:35:22.670 --> 00:35:27.240
the 61.1 was an actual rule change.
00:35:27.240 --> 00:35:28.770
If we decided to change that
00:35:28.770 --> 00:35:31.683
it would have taken a first
reading and second reading.
00:35:32.955 --> 00:35:34.860
The recommendations from the committee
00:35:34.860 --> 00:35:37.190
was to not change the rule,
00:35:37.190 --> 00:35:40.837
but we had anticipated this
would take a September meeting
00:35:40.837 --> 00:35:43.970
and a November meeting
for that two-step process.
00:35:43.970 --> 00:35:48.670
Now that there is no
proposed change to the rule
00:35:48.670 --> 00:35:52.560
for the trainer part, that
leaves just the framework,
00:35:52.560 --> 00:35:54.090
which does not require two meetings,
00:35:54.090 --> 00:35:59.090
but we all feel that it was
portrayed to the stakeholders
00:35:59.110 --> 00:36:02.250
that this would be a
November kind of final adoption.
00:36:02.250 --> 00:36:06.490
So that's why this is in
this postpone process,
00:36:06.490 --> 00:36:09.470
just to give all the
stakeholders enough time
00:36:09.470 --> 00:36:11.500
to look at the recommended changes now,
00:36:11.500 --> 00:36:14.460
which is essentially
what we had conveyed
00:36:14.460 --> 00:36:16.130
to them throughout this process.
00:36:16.130 --> 00:36:18.710
So it's simply that we don't rush
00:36:18.710 --> 00:36:21.910
through a process quicker than what
00:36:21.910 --> 00:36:24.263
we had told the field
was going to be the case.
00:36:25.340 --> 00:36:26.946
Ms. Cargill, did I
explain that correctly.
00:36:26.946 --> 00:36:28.460
Yeah, thank you
for explaining that.
00:36:28.460 --> 00:36:30.620
I wasn't sure how into the
weeds you wanted me to go.
00:36:30.620 --> 00:36:32.350
But yeah, that's a great explanation,
00:36:32.350 --> 00:36:35.230
and this would give stakeholders...
00:36:35.230 --> 00:36:38.140
And we had a lot of great
testifiers yesterday, by the way,
00:36:38.140 --> 00:36:41.160
but this will give stakeholders
a chance for more input.
00:36:41.160 --> 00:36:42.760
So I have a question for Ms. Kay.
00:36:42.760 --> 00:36:44.890
Do I need to put another
motion on the floor?
00:36:44.890 --> 00:36:46.703
And if so, what is that language?
00:36:47.650 --> 00:36:52.650
Yes ma'am, you would move
the adoption of the document,
00:36:54.800 --> 00:36:57.720
name it by title please, as amended,
00:36:57.720 --> 00:37:01.440
by the Committee on School Initiatives.
00:37:01.440 --> 00:37:04.760
Okay, I move that the
State Board of Education
00:37:04.760 --> 00:37:07.350
adopt the document as amended,
00:37:07.350 --> 00:37:11.143
the document is The Framework
for School Board Development.
00:37:12.170 --> 00:37:15.073
And then what was
the rest, or is that it?
00:37:16.370 --> 00:37:18.920
By the committee on-
Okay.
00:37:18.920 --> 00:37:21.840
As amended by the
Committee on School Initiatives.
00:37:21.840 --> 00:37:22.673
There.
00:37:22.673 --> 00:37:24.077
Do we have a second?
00:37:25.650 --> 00:37:26.820
Second.
00:37:26.820 --> 00:37:28.823
We have a second,
and is there any objection?
00:37:31.100 --> 00:37:32.020
Ms. Perez-Diaz.
00:37:37.010 --> 00:37:38.480
Sorry, so a really
quick question.
00:37:38.480 --> 00:37:40.360
I just wanna be very clear,
00:37:40.360 --> 00:37:41.760
by voting in favor of this,
00:37:41.760 --> 00:37:45.980
this just opens up
conversation for, I guess,
00:37:45.980 --> 00:37:48.650
amendments that are
wanting to be proposed today,
00:37:48.650 --> 00:37:51.030
but we are still going
to postpone fine...
00:37:51.030 --> 00:37:52.240
This doesn't prohibit us
00:37:52.240 --> 00:37:53.900
from postponing through November, right?
00:37:53.900 --> 00:37:55.610
'Cause what I don't wanna do,
00:37:55.610 --> 00:37:58.216
is adopt without letting people see
00:37:58.216 --> 00:38:00.000
(crackling drowns out speaker).
00:38:00.000 --> 00:38:01.950
I think that is
everyone's intention.
00:38:02.910 --> 00:38:03.770
Perfect.
00:38:03.770 --> 00:38:05.640
Chairman, Mr. Rowley
has had his hand up
00:38:05.640 --> 00:38:06.650
for a little while.
00:38:06.650 --> 00:38:07.670
Mr. Rowley.
00:38:07.670 --> 00:38:10.363
Yeah, and so I
have a question about,
00:38:11.290 --> 00:38:15.600
and maybe this is for Ms.
Kay, whether this is in order,
00:38:15.600 --> 00:38:18.230
but an issue that's been
brought to my attention
00:38:18.230 --> 00:38:22.453
with regard to the entire
governing structure,
00:38:24.025 --> 00:38:28.563
is who authorizes or
certifies the trainers,
00:38:29.500 --> 00:38:31.040
whether that's solely
00:38:31.040 --> 00:38:33.890
within the authority
of the Commissioner,
00:38:33.890 --> 00:38:37.860
or local districts or
how that might work?
00:38:37.860 --> 00:38:42.360
I don't know if that's a
proper subject of this.
00:38:42.360 --> 00:38:47.360
Are we only looking at the
framework here and not the rule?
00:38:48.710 --> 00:38:51.605
So that's my question,
I'm not sure about that.
00:38:51.605 --> 00:38:52.760
I think I can answer that.
00:38:52.760 --> 00:38:56.910
Yeah, there are no proposed changes
00:38:56.910 --> 00:38:59.930
from the ad hoc committee or out of CSI
00:38:59.930 --> 00:39:03.560
yesterday for any changes
on the trainer portion of that,
00:39:03.560 --> 00:39:05.570
which is a 61.1.
00:39:05.570 --> 00:39:09.150
So essentially that is
proposed to keep the same
00:39:09.150 --> 00:39:13.120
as it's been two years
ago, five years ago on bank.
00:39:13.120 --> 00:39:16.870
So there were no changes
to that specific process
00:39:16.870 --> 00:39:19.100
that you asked about there.
00:39:19.100 --> 00:39:20.757
Thank you.
00:39:20.757 --> 00:39:23.910
Is that a topic that can properly
00:39:23.910 --> 00:39:27.870
come before the Board at some point?
00:39:27.870 --> 00:39:30.390
Or because the ad hoc
committee determined
00:39:30.390 --> 00:39:32.300
that no changes should be made,
00:39:32.300 --> 00:39:34.790
then that's not an
area that we can look,
00:39:34.790 --> 00:39:37.320
or I don't understand that fully.
00:39:37.320 --> 00:39:39.150
No, I think he
can ask about it.
00:39:39.150 --> 00:39:41.120
And Jeff Cottrill is on the call
00:39:41.120 --> 00:39:44.023
if he wanted to move
into that a little bit further.
00:39:45.710 --> 00:39:48.910
That is part of what the
ad hoc committee looked at.
00:39:48.910 --> 00:39:50.360
Okay.
00:39:50.360 --> 00:39:52.550
Well, I would at least like to have
00:39:53.470 --> 00:39:57.392
maybe an explanation about
that, how it currently works,
00:39:57.392 --> 00:40:02.000
'cause I understand
there was some discussion,
00:40:02.000 --> 00:40:05.800
movement, whatever to visit
00:40:06.730 --> 00:40:10.430
whether that right to
certify trainers remained
00:40:10.430 --> 00:40:14.430
exclusively with the
Commissioner or was broadened
00:40:14.430 --> 00:40:18.230
to either the local
districts or someone else.
00:40:18.230 --> 00:40:19.350
Yeah, that's a great question,
00:40:19.350 --> 00:40:20.890
if Jeff wants to come on,
00:40:20.890 --> 00:40:25.323
but while he's coming in,
I see his name on the call.
00:40:26.220 --> 00:40:28.420
We did, the ad hoc committee did decide
00:40:28.420 --> 00:40:30.290
to leave the language as is,
00:40:30.290 --> 00:40:32.810
and the language is registered provider
00:40:32.810 --> 00:40:35.130
as opposed to an authorized provider.
00:40:35.130 --> 00:40:38.340
But Jeff can probably go
into a little bit more detail.
00:40:38.340 --> 00:40:39.580
And before he does that,
00:40:39.580 --> 00:40:43.020
I just want to add, if the
Board would like for us
00:40:43.020 --> 00:40:46.910
to put the rule on a future agenda,
00:40:46.910 --> 00:40:50.680
we could bring that rule
to you for consideration
00:40:50.680 --> 00:40:53.800
either in November or
at a future point in time
00:40:53.800 --> 00:40:56.270
if you felt like you wanted
to make any amendments
00:40:56.270 --> 00:40:58.740
to that rule, you just
need to let us know.
00:40:58.740 --> 00:41:00.670
Okay and just
before Jeff answers.
00:41:00.670 --> 00:41:04.170
So then is that then our authority?
00:41:04.170 --> 00:41:08.383
Within our province to
make to that particular rule?
00:41:09.290 --> 00:41:11.700
There is an SBOE rule.
00:41:11.700 --> 00:41:14.210
Yes, that you can amend.
Okay,
00:41:14.210 --> 00:41:15.340
okay.
00:41:15.340 --> 00:41:16.173
Thank you.
00:41:17.580 --> 00:41:18.413
Mr. Cottrill?
00:41:18.413 --> 00:41:21.380
Well good morning,
I just appreciate
00:41:21.380 --> 00:41:22.910
the opportunity to join
you again this morning.
00:41:22.910 --> 00:41:25.720
I will share with you I'm
having some connectivity issues.
00:41:25.720 --> 00:41:27.680
I'm out here at deep East
Texas visiting a school district
00:41:27.680 --> 00:41:30.640
and a series of
superintendents this morning.
00:41:30.640 --> 00:41:33.530
So I apologize if my
connectivity is a little choppy,
00:41:33.530 --> 00:41:35.030
but to
00:41:37.300 --> 00:41:38.630
Mr. Rowley's point.
00:41:38.630 --> 00:41:41.920
Yes, there is a rule
and we can revise that.
00:41:41.920 --> 00:41:44.400
At this point in time,
based on the convening
00:41:44.400 --> 00:41:45.900
of the ad hoc committee,
00:41:45.900 --> 00:41:50.900
there was not revisions
to that standing rule.
00:41:51.050 --> 00:41:53.310
And so we weren't going
to bring that back to review
00:41:53.310 --> 00:41:55.400
in November and then further ahead.
00:41:55.400 --> 00:41:57.680
But, what I will say is that
00:41:57.680 --> 00:41:59.150
we are more than happy to revisit that
00:41:59.150 --> 00:42:00.140
at a later point in time
00:42:00.140 --> 00:42:02.890
should there be a
desire of the state Board
00:42:02.890 --> 00:42:04.420
to take that up for consideration
00:42:04.420 --> 00:42:06.670
and make additional revisions.
00:42:06.670 --> 00:42:08.350
But specific to the
00:42:11.900 --> 00:42:13.780
framework for school Board development,
00:42:13.780 --> 00:42:16.770
there was a great deal
of work that Dr. Ellis,
00:42:16.770 --> 00:42:18.990
chair Ellis, had made
mention of over the course
00:42:18.990 --> 00:42:21.457
of the last six weeks through
a series of convenings.
00:42:21.457 --> 00:42:23.820
And so I'm certainly here
to answer any questions
00:42:23.820 --> 00:42:25.280
and then also provide assistance
00:42:25.280 --> 00:42:26.780
as we kinda work through that.
00:42:30.056 --> 00:42:31.610
And, Mr. Chair.
00:42:31.610 --> 00:42:32.443
Yes.
00:42:32.443 --> 00:42:35.650
Before we get started,
while we have Jeff on the line,
00:42:35.650 --> 00:42:39.040
if he could comment about
some things maybe that were taken
00:42:39.040 --> 00:42:41.900
out of the framework
yesterday that are in the statute,
00:42:41.900 --> 00:42:43.770
I don't know if he wants
to address that now,
00:42:43.770 --> 00:42:45.540
while he's connected in.
00:42:45.540 --> 00:42:47.110
Yeah.
00:42:47.110 --> 00:42:49.220
Yeah, before we get into
the details of the framework,
00:42:49.220 --> 00:42:51.270
Jeff, do you anticipate
you're gonna be at a place
00:42:51.270 --> 00:42:53.520
where you'll be able
to stay connected to us?
00:42:54.380 --> 00:42:55.423
That is my hope.
00:42:56.960 --> 00:43:00.750
I've dropped off once
so far, but if this persists,
00:43:00.750 --> 00:43:03.240
then what I will do is I
will find a different location
00:43:03.240 --> 00:43:04.670
to be able to pipe back in.
00:43:04.670 --> 00:43:07.160
So before we go into
the details of the framework
00:43:07.160 --> 00:43:08.600
document itself, I've
got two other questions.
00:43:08.600 --> 00:43:11.560
Let's see, I've got Mr. Rowley
and then Ms. Perez-Diaz.
00:43:11.560 --> 00:43:13.767
Yeah, so what I've
heard from Mr. Cottrill,
00:43:13.767 --> 00:43:15.573
and thank you for that, Jeff,
00:43:17.600 --> 00:43:21.290
that there is a mechanism by which
00:43:21.290 --> 00:43:26.160
the Board could consider
the rule itself in November,
00:43:26.160 --> 00:43:29.310
and if that's the case,
I would like to have
00:43:30.200 --> 00:43:34.140
that item placed on the agenda for that.
00:43:34.140 --> 00:43:36.100
And by the way, the
framework looks great.
00:43:36.100 --> 00:43:37.890
I appreciate all the work you all did.
00:43:37.890 --> 00:43:42.720
I have no hesitancy to
approve and adopt that.
00:43:42.720 --> 00:43:45.060
But just that one aspect of the rule,
00:43:45.060 --> 00:43:48.133
I would like to at least
have a discussion about that.
00:43:50.522 --> 00:43:51.355
Very good.
00:43:51.355 --> 00:43:54.641
And I would ask either
Ms. Martinez, or maybe Kay,
00:43:54.641 --> 00:43:58.320
does our agenda item, as posted today,
00:43:58.320 --> 00:44:02.230
allow us to have a
discussion on Rule 61.1?
00:44:04.390 --> 00:44:07.160
Yes, sir, I believe
that we added language
00:44:07.160 --> 00:44:12.160
in the items so that
you could discuss that,
00:44:12.210 --> 00:44:13.070
if you wanted to.
00:44:13.070 --> 00:44:17.710
We weren't quite sure what you would
00:44:17.710 --> 00:44:19.020
be looking to discuss.
00:44:19.020 --> 00:44:20.550
I'm double checking the item,
00:44:20.550 --> 00:44:23.527
but I'm pretty sure that
we posted it in that way.
00:44:23.527 --> 00:44:25.570
Then if that's the case
then, essentially Mr. Rowley,
00:44:25.570 --> 00:44:27.507
this would be like our discussion item,
00:44:27.507 --> 00:44:30.530
and if it is determined
that it's appropriate,
00:44:30.530 --> 00:44:33.220
then it can be added for
first reading in November,
00:44:33.220 --> 00:44:36.210
if that was something that we
wanted to move forward with.
00:44:36.210 --> 00:44:37.043
Yes.
00:44:37.043 --> 00:44:40.240
So, Chairman, the summary
of your item does say
00:44:40.240 --> 00:44:43.990
that the item provides the
opportunity for the Board
00:44:43.990 --> 00:44:47.480
to discuss recommendations
and proposed amendments
00:44:47.480 --> 00:44:51.730
to Chapter 61 and then
61.1. continuing education.
00:44:51.730 --> 00:44:53.830
So you are posted to
have that discussion.
00:44:53.830 --> 00:44:56.270
I would propose that we
work through the framework,
00:44:56.270 --> 00:44:57.950
and then when we finish
the framework document
00:44:57.950 --> 00:45:00.220
we can have a discussion about 61.1.
00:45:01.358 --> 00:45:02.793
Is that appropriate Mr. Allen?
00:45:03.660 --> 00:45:06.420
Okay, I got Ms. Perez-Diaz?
00:45:06.420 --> 00:45:08.850
Well, thank you for
the question, chair.
00:45:08.850 --> 00:45:11.270
I think then I'll just wait
until our conversation
00:45:11.270 --> 00:45:14.670
on 61.1, and my question
was for member Rowley,
00:45:14.670 --> 00:45:17.910
but I'll wait until we're at
that point in the conversation.
00:45:17.910 --> 00:45:19.080
Okay.
00:45:19.080 --> 00:45:20.470
Well I will give it back to Ms. Cargill
00:45:20.470 --> 00:45:23.773
to walk us through the
proposed framework document.
00:45:24.740 --> 00:45:26.200
Okay, so just to make sure
00:45:26.200 --> 00:45:28.683
that everyone has it pulled up,
00:45:29.720 --> 00:45:31.320
the correct one pulled up
00:45:31.320 --> 00:45:33.380
the one that says framework as amended
00:45:33.380 --> 00:45:36.180
that was the separate PDF.
00:45:36.180 --> 00:45:41.180
So if I could ask Mr. Cottrill
to go ahead and tell us
00:45:41.350 --> 00:45:44.900
maybe some things that
were pulled out yesterday
00:45:44.900 --> 00:45:48.530
that are actually in statute.
00:45:48.530 --> 00:45:53.330
Absolutely, so the first
item that comes to mind,
00:45:53.330 --> 00:45:58.223
it relates to what is
Chapter 11.185 and 186.
00:45:59.910 --> 00:46:04.180
So new legislation as
a result of House Bill 3,
00:46:04.180 --> 00:46:09.180
relating to the adoption of
annual goals by school Boards.
00:46:09.790 --> 00:46:14.790
And so those annual goals,
very, very specifically calls out
00:46:15.170 --> 00:46:19.540
that there is a need for those goals
00:46:19.540 --> 00:46:24.540
to be specific and measurable.
00:46:24.720 --> 00:46:27.400
I think it's quantifiable,
maybe quantifiable
00:46:27.400 --> 00:46:29.420
is the term that's used in statute.
00:46:29.420 --> 00:46:31.960
And that is also, talks about it being
00:46:31.960 --> 00:46:33.113
a five year frame.
00:46:34.190 --> 00:46:38.090
And so that kind of measures
up with what is framework.
00:46:38.090 --> 00:46:40.380
So your Roman numeral
one under framework,
00:46:40.380 --> 00:46:41.880
under vision and goals.
00:46:41.880 --> 00:46:45.860
It is bullet number, it looks like four.
00:46:45.860 --> 00:46:49.790
And so it lays out the,
adopts a reasonable number
00:46:49.790 --> 00:46:53.097
of specific and measurable
attainable research-based
00:46:53.097 --> 00:46:55.690
and time-bound goals
that aligns to the vision.
00:46:55.690 --> 00:46:58.040
And so that language
was actually stricken
00:46:58.040 --> 00:46:59.940
as a result of some good discussion
00:46:59.940 --> 00:47:02.790
and some perspectives that
were shared during the committee
00:47:02.790 --> 00:47:04.300
on school initiatives yesterday.
00:47:04.300 --> 00:47:06.900
And I certainly understand why
00:47:06.900 --> 00:47:09.047
there were that that recommendation came
00:47:09.047 --> 00:47:11.640
and that occurred, but I do believe
00:47:11.640 --> 00:47:13.300
that if we're going to stay consistent
00:47:13.300 --> 00:47:17.480
with Chapter 11.185 and 186,
00:47:17.480 --> 00:47:19.970
as it relates to the
early childhood literacy
00:47:19.970 --> 00:47:22.810
and mathematics goals
as well as the college career
00:47:22.810 --> 00:47:25.760
and mathematic goals that
are required to be adopted
00:47:25.760 --> 00:47:28.770
by Boards, providing that definition
00:47:28.770 --> 00:47:30.910
as to what those goals look like here
00:47:30.910 --> 00:47:33.993
within the school Board
framework makes a lot of sense.
00:47:36.690 --> 00:47:38.680
Okay. Was there
anything else, Jeff?
00:47:38.680 --> 00:47:40.500
There was, yes.
00:47:40.500 --> 00:47:43.040
And so, if we continue to scroll down,
00:47:43.040 --> 00:47:47.890
I believe it is right there
under roman numeral two,
00:47:47.890 --> 00:47:52.800
Systems And Processes,
the seventh bullet down
00:47:52.800 --> 00:47:56.640
it talks about, and what happens here
00:47:56.640 --> 00:47:59.163
is I wanna make sure that we see this.
00:48:01.454 --> 00:48:04.800
The seventh bullet down
and the eighth bullet down,
00:48:04.800 --> 00:48:09.800
by and large, were grouped
together by the committee,
00:48:09.880 --> 00:48:13.343
and it now stands as bullet number six.
00:48:15.930 --> 00:48:17.970
Bullet number five, rather.
00:48:17.970 --> 00:48:20.070
And so bullet five...
00:48:20.070 --> 00:48:22.850
What is lost in bullet
five that is contained
00:48:22.850 --> 00:48:26.170
in bullet number six is
the statement provides
00:48:26.170 --> 00:48:27.780
oversight of management.
00:48:27.780 --> 00:48:30.780
And so that content
right there is pulled
00:48:30.780 --> 00:48:34.080
from statute as a role
of the School Board
00:48:34.080 --> 00:48:36.280
and independent school
districts across Texas.
00:48:36.280 --> 00:48:39.430
And so it would be our recommendation
00:48:39.430 --> 00:48:43.360
that providing oversight
of management is retained
00:48:43.360 --> 00:48:47.340
within the School Board
development framework here.
00:48:47.340 --> 00:48:50.580
And so, simply retaining
that would actually be,
00:48:50.580 --> 00:48:53.500
in many ways, restoring
bullet six and seven,
00:48:53.500 --> 00:48:56.023
and then returning
back without bullet five.
00:49:01.940 --> 00:49:03.803
Okay, anything else?
00:49:06.750 --> 00:49:09.090
Those are the
primary statutorily driven
00:49:09.090 --> 00:49:11.260
recommendations that we have,
00:49:11.260 --> 00:49:14.880
but I know that there is
a great deal of work that,
00:49:14.880 --> 00:49:17.240
again, I'll share with you
that the ad hoc committee,
00:49:17.240 --> 00:49:20.690
comprised of former superintendents,
former Board members.
00:49:20.690 --> 00:49:22.510
I think that we had, at any given time,
00:49:22.510 --> 00:49:24.750
anywhere from four to six State
Board of Education members
00:49:24.750 --> 00:49:27.826
joining and providing a
great deal of guidance
00:49:27.826 --> 00:49:30.980
and crafting of this language.
00:49:30.980 --> 00:49:33.250
We've got current
Board trainers that work
00:49:33.250 --> 00:49:34.570
with school Boards across the state
00:49:34.570 --> 00:49:36.940
and identify different
things that they've witnessed
00:49:36.940 --> 00:49:38.350
over the course of their tenure
00:49:38.350 --> 00:49:40.850
and serving as a school Board trainer
00:49:40.850 --> 00:49:43.130
that they felt was
necessary for inclusion.
00:49:43.130 --> 00:49:46.670
And so that is one of the
reasons why that draft language
00:49:46.670 --> 00:49:49.130
coming out of the ad hoc
committee was reflective
00:49:49.130 --> 00:49:52.960
of what the sentiments and
the rich dialogue brought about
00:49:52.960 --> 00:49:55.660
over the course of those
six weeks and, I would say,
00:49:55.660 --> 00:49:59.060
roughly about 15 hours of discussion
00:49:59.060 --> 00:50:01.310
on the framework of
School Board development.
00:50:02.630 --> 00:50:04.260
Okay, thank you
for going over that.
00:50:04.260 --> 00:50:07.370
And I wanna thank Jeff and
Morris and the rest of staff.
00:50:07.370 --> 00:50:08.620
Y'all were awesome.
00:50:08.620 --> 00:50:12.120
And Chris Lucas wins
the award for fastest typist
00:50:12.120 --> 00:50:15.420
on, you know, keeping
up with the language
00:50:15.420 --> 00:50:17.400
that we were spitting out on Zoom here.
00:50:17.400 --> 00:50:20.830
So with that, I'll yield the
floor back to you, Mr. Chair,
00:50:20.830 --> 00:50:23.753
in case there are amendments
that people want to offer.
00:50:25.070 --> 00:50:26.810
Okay, and
00:50:26.810 --> 00:50:27.990
Ms. Kay, maybe help me out here.
00:50:27.990 --> 00:50:30.250
Is it proper for me to work
through the amendment process,
00:50:30.250 --> 00:50:33.000
or does Ms. Cargill work
through the amendment process?
00:50:35.190 --> 00:50:38.230
You should do
it, sir; you're still the chair.
00:50:38.230 --> 00:50:39.539
Okay.
00:50:39.539 --> 00:50:40.901
(Ms. Cargill speaks indistinctly)
00:50:40.901 --> 00:50:43.360
(Ms. Cargill laughing)
00:50:43.360 --> 00:50:44.193
And I actually,
00:50:44.193 --> 00:50:46.000
and Ms. Kay, again,
tell me if this is proper,
00:50:46.000 --> 00:50:47.840
I actually have some changes
00:50:47.840 --> 00:50:49.950
that I think are important to make too.
00:50:49.950 --> 00:50:51.030
We've had this come up before.
00:50:51.030 --> 00:50:52.860
Is it proper for me to
hand over the gavel
00:50:52.860 --> 00:50:55.340
to Mr. Rowley in that circumstance?
00:50:55.340 --> 00:50:57.070
Yes, sir,
that would be fine.
00:50:57.070 --> 00:50:59.890
Mr. Rowley, are you available?
00:50:59.890 --> 00:51:01.310
I am available.
00:51:01.310 --> 00:51:02.680
All right, I'm gonna
hand the gavel
00:51:02.680 --> 00:51:04.890
to you for any amendments.
00:51:04.890 --> 00:51:06.480
Okay, and so Dr. Ellis,
00:51:06.480 --> 00:51:08.780
do you have some
amendments you'd like to make?
00:51:08.780 --> 00:51:11.720
Yeah, let me start
with what Jeff Cottrill
00:51:11.720 --> 00:51:12.830
just mentioned on the first one,
00:51:12.830 --> 00:51:15.000
so I'm gonna go to section number one,
00:51:15.000 --> 00:51:16.970
a vision and goals, and
the fourth bullet point
00:51:16.970 --> 00:51:20.463
that he adopted, not adopted
that he mentioned there.
00:51:21.635 --> 00:51:24.400
And specifically, it was
a strike of the words;
00:51:24.400 --> 00:51:25.970
specific, measurable, attainable,
00:51:25.970 --> 00:51:27.730
research-based and time-bound.
00:51:27.730 --> 00:51:29.100
And as just a little background,
00:51:29.100 --> 00:51:32.760
we had quite a few members from the TASB
00:51:32.760 --> 00:51:35.750
legislative committee
that came and testified
00:51:35.750 --> 00:51:38.360
to some of these items and
why some of these changes
00:51:38.360 --> 00:51:43.360
should be made, as well
as Mr. Gore from TASB.
00:51:43.908 --> 00:51:47.283
This specific one, the actual phrase,
00:51:48.720 --> 00:51:51.060
that I mentioned there, was pointed out
00:51:51.060 --> 00:51:53.310
that it seemed to be like
buzzwords and faddish.
00:51:53.310 --> 00:51:55.660
But the question I
want to ask Mr. Cottrill,
00:51:55.660 --> 00:51:58.560
you talked about 11.185, 11.186,
00:51:58.560 --> 00:52:01.680
you're not implying at all that statute
00:52:01.680 --> 00:52:03.150
mentioned specific measurable,
00:52:03.150 --> 00:52:06.080
attainable, research-based
and time-bound in the statute?
00:52:06.080 --> 00:52:09.290
You're just saying that those
are words that would describe
00:52:09.290 --> 00:52:14.290
the goals that are in 11.185
and 186, is that correct?
00:52:15.480 --> 00:52:16.470
That is correct.
00:52:16.470 --> 00:52:20.150
What I will share is the
language directly from statute
00:52:20.150 --> 00:52:22.670
is set specific annual,
so they're specific
00:52:25.420 --> 00:52:28.610
annual goals for the
following five school years,
00:52:28.610 --> 00:52:30.980
so we're talking about time-bound,
00:52:30.980 --> 00:52:33.530
to reach quantifiable goals.
00:52:33.530 --> 00:52:35.954
Which to me, quantifiable's measurable.
00:52:35.954 --> 00:52:39.070
For student performance
in reading mathematics,
00:52:39.070 --> 00:52:43.290
and then what is 186A,
00:52:43.290 --> 00:52:45.260
it talks about college,
career, military.
00:52:45.260 --> 00:52:48.810
So that language is
reflective of what is included
00:52:48.810 --> 00:52:53.250
in statute 11.185 and 186.
00:52:53.250 --> 00:52:54.820
In your mind
reflective but again,
00:52:54.820 --> 00:52:57.720
not specifically mentioned
in those sections.
00:52:57.720 --> 00:53:00.140
I would say that it's
not a plug and play,
00:53:00.140 --> 00:53:03.000
that it's not like a cut and
paste from statute into here,
00:53:03.000 --> 00:53:06.483
but it very much stays
with the spirit of statute.
00:53:07.640 --> 00:53:10.620
Okay, to me the
most important thing
00:53:10.620 --> 00:53:12.680
in that fourth bullet
point is that the goals
00:53:12.680 --> 00:53:13.720
align to the vision.
00:53:13.720 --> 00:53:14.690
I think that's a lot of what
00:53:14.690 --> 00:53:16.430
the ad hoc committee talked about.
00:53:16.430 --> 00:53:19.270
That it is when a district
is setting their goals,
00:53:19.270 --> 00:53:21.280
that it's very, very important
00:53:21.280 --> 00:53:23.640
that the goals align to the vision.
00:53:23.640 --> 00:53:25.990
I think what might be
appropriate to what Mr. Cottrill
00:53:25.990 --> 00:53:28.690
is speaking to is the
fact that we might,
00:53:28.690 --> 00:53:30.610
in our iteration that
comes back in November,
00:53:30.610 --> 00:53:34.060
specifically talk about setting
goals that are consistent
00:53:34.060 --> 00:53:38.760
with the goals that are in HB
3, however we outlined those.
00:53:38.760 --> 00:53:41.450
Like you say, in CCMR
and early childhood reading,
00:53:41.450 --> 00:53:43.610
I know that those
are the specific things,
00:53:43.610 --> 00:53:46.750
but if we wanna be
specific on what goals
00:53:46.750 --> 00:53:50.840
instead of using, again, what
was pointed out as jargon,
00:53:50.840 --> 00:53:53.420
or maybe buzzwords,
let's talk about specifically
00:53:53.420 --> 00:53:55.240
what goals are to be expected.
00:53:55.240 --> 00:53:59.980
So goals align to the vision,
including CCMR goals,
00:53:59.980 --> 00:54:03.360
early college goals that
are mentioned in HB 3.
00:54:03.360 --> 00:54:05.850
But that was the reason that
the testifiers recommended
00:54:05.850 --> 00:54:07.570
we take out those
00:54:07.570 --> 00:54:11.330
that phrase of specific, measurable,
00:54:11.330 --> 00:54:13.453
tangible, research and
time-bound is that it seemed to be
00:54:13.453 --> 00:54:15.430
kind of a buzzword type process.
00:54:15.430 --> 00:54:19.620
So I guess what I'm saying is
that I would recommend that we
00:54:19.620 --> 00:54:23.560
keep that strike as is and
consider adding language in
00:54:23.560 --> 00:54:26.273
November specific to the goals in HB 3.
00:54:29.760 --> 00:54:31.740
Anything else, Dr.Ellis?
00:54:31.740 --> 00:54:33.063
That's all on that one.
00:54:36.040 --> 00:54:37.700
Okay
00:54:37.700 --> 00:54:38.533
Ms. Cargill.
00:54:38.533 --> 00:54:39.366
I have a question.
00:54:39.366 --> 00:54:41.757
Was that a... That wasn't a motion
00:54:41.757 --> 00:54:44.840
that was just a comment, Dr.Ellis.
00:54:44.840 --> 00:54:47.690
Yeah I don't think there's-
(Ms. Cargill mumbles)
00:54:47.690 --> 00:54:52.690
I think what Mr. Cottrill
had pointed out was that
00:54:52.870 --> 00:54:54.220
that should be put back in.
00:54:56.387 --> 00:54:57.220
So-
Okay.
00:54:57.220 --> 00:54:59.000
There's been a
motion to type to strike it
00:54:59.000 --> 00:55:01.650
I was just speaking to Mr.-
You were agreeing with that,
00:55:01.650 --> 00:55:03.670
but if anyone had a motion
00:55:03.670 --> 00:55:05.910
to change that wording now
00:55:05.910 --> 00:55:07.370
is the time to speak kind of a thing.
00:55:07.370 --> 00:55:09.070
Is that what the pro...
I'm just trying to figure out
00:55:09.070 --> 00:55:10.770
the process we're using right now.
00:55:11.730 --> 00:55:12.890
I think that is
what we're doing-
00:55:12.890 --> 00:55:13.840
Okay.
right now
00:55:13.840 --> 00:55:16.060
but I see hands from Ms. Bahorich
00:55:16.060 --> 00:55:17.410
and Ms. (mumbles).
00:55:17.410 --> 00:55:19.113
So lets go, Ms. Bahorich first.
00:55:24.930 --> 00:55:28.160
Just to kind of
address the point.
00:55:28.160 --> 00:55:31.010
You know, I'd... There isn't...
00:55:31.010 --> 00:55:34.960
There was a lot of discussion
during the ad hoc about
00:55:34.960 --> 00:55:37.723
and not using the acronyms smart.
00:55:38.580 --> 00:55:39.940
The acronym smart,
00:55:39.940 --> 00:55:43.563
you know, view that had been
in business and elsewhere.
00:55:44.590 --> 00:55:48.470
The acronym is only to kind of
help people remember. Right?
00:55:48.470 --> 00:55:49.303
And so,
00:55:50.670 --> 00:55:55.530
what these specific adjectives are for
00:55:55.530 --> 00:55:59.400
is not a cliched set of adjectives.
00:55:59.400 --> 00:56:03.140
These are things that
just define what a goal is,
00:56:03.140 --> 00:56:04.010
so that
00:56:06.010 --> 00:56:10.500
trustees will be as
part of their training,
00:56:10.500 --> 00:56:13.150
'cause we're saying the
skeleton, the framework, right?
00:56:13.150 --> 00:56:16.950
As part of their training,
they will make sure
00:56:16.950 --> 00:56:21.950
that the training is aligned to
a clear and simple framework
00:56:22.550 --> 00:56:25.210
that defines on what is a goal.
00:56:25.210 --> 00:56:28.500
And that way, there's a
consistency across the state
00:56:28.500 --> 00:56:31.040
with all trainers on what is a goal
00:56:31.040 --> 00:56:35.170
and a goal's gotta be
specific, measurable, attainable,
00:56:35.170 --> 00:56:39.530
and in this case,
research-based and time-bound.
00:56:39.530 --> 00:56:44.530
And we even talked about the
research-based because the R
00:56:45.070 --> 00:56:48.580
for many organizations
is something like realistic,
00:56:48.580 --> 00:56:50.850
or relevant or whatever.
00:56:50.850 --> 00:56:54.370
People adapt it when
they come up with their own
00:56:54.370 --> 00:56:58.110
adjectives for these goals
and what they mean by goals
00:56:59.180 --> 00:57:02.420
based on the situation,
and in this case,
00:57:02.420 --> 00:57:04.370
the committee felt research-based,
00:57:04.370 --> 00:57:07.060
and that was a
recommendation from Phil Gore
00:57:07.060 --> 00:57:08.483
from TASB at the time.
00:57:09.660 --> 00:57:12.170
That the RB, research-based,
00:57:12.170 --> 00:57:14.033
which makes sense for school Boards.
00:57:15.151 --> 00:57:19.790
So, I think by eliminating these
00:57:19.790 --> 00:57:22.310
adjectives to describe what we mean
00:57:22.310 --> 00:57:26.390
when we are talking about goals
00:57:26.390 --> 00:57:30.340
is something that I think the Board
00:57:30.340 --> 00:57:35.010
should not do because we
want all Boards consistently,
00:57:35.010 --> 00:57:38.520
across the state, to
put specific, measurable,
00:57:38.520 --> 00:57:41.460
attainable, research-based,
and time-bound goals
00:57:41.460 --> 00:57:43.373
in place for their students.
00:57:44.940 --> 00:57:47.890
So is that in the form of
a motion, Ms. Bahorich?
00:57:47.890 --> 00:57:49.580
Yes, exactly.
00:57:49.580 --> 00:57:53.970
So what I would suggest is that there...
00:57:53.970 --> 00:58:00.010
To not strike the
language, let this go out
00:58:02.470 --> 00:58:04.250
for folks to look at that and see
00:58:04.250 --> 00:58:07.110
if there's any of those
adjectives that they don't like
00:58:07.110 --> 00:58:10.040
as part of the goal's description.
00:58:10.040 --> 00:58:12.480
And then we can decide in November
00:58:12.480 --> 00:58:15.670
whether to strike this or not.
00:58:15.670 --> 00:58:18.940
But at this point I would prefer,
00:58:18.940 --> 00:58:21.560
I'm suggesting that we unstrike it
00:58:21.560 --> 00:58:24.653
and leave these in
place for consideration.
00:58:25.785 --> 00:58:28.363
Okay, is there a second?
00:58:29.730 --> 00:58:30.940
Ms. Cargill, was that a second?
00:58:30.940 --> 00:58:32.040
You're waving.
00:58:32.040 --> 00:58:32.990
Okay.
00:58:32.990 --> 00:58:34.540
So I have a motion and a second
00:58:35.810 --> 00:58:37.560
that we reinserted
00:58:38.892 --> 00:58:41.053
a discussion about that point.
00:58:42.160 --> 00:58:45.360
Ms. Perez, do you
wanna address that point?
00:58:45.360 --> 00:58:48.620
I saw Dr. Robinson's hand go up also.
00:58:48.620 --> 00:58:50.520
So Ms. Perez, do you
want to speak to that point
00:58:50.520 --> 00:58:53.313
or are we to yield to Dr. Robinson?
00:58:54.830 --> 00:58:57.540
I do want to
talk about smart goals.
00:58:57.540 --> 00:58:58.373
Okay.
00:58:58.373 --> 00:59:01.600
So I'm just
wondering if the issue
00:59:01.600 --> 00:59:06.400
is that smart goals, and
this acronym sounds cliche.
00:59:06.400 --> 00:59:07.760
One, I would say, this is something
00:59:07.760 --> 00:59:09.500
that we require high school students,
00:59:09.500 --> 00:59:11.800
particularly when they're
applying to college.
00:59:13.710 --> 00:59:17.450
But if it's already in House Bill 3,
00:59:17.450 --> 00:59:19.660
then why don't we use the same language
00:59:19.660 --> 00:59:20.760
from House Bill 3?
00:59:20.760 --> 00:59:22.410
Doesn't that kinda give us a two for one
00:59:22.410 --> 00:59:25.033
and make a trustee's life a bit easier?
00:59:27.480 --> 00:59:28.313
Okay.
00:59:30.720 --> 00:59:32.880
Anything further, Ms. Perez?
00:59:32.880 --> 00:59:35.253
Are you asking that
question rhetorically?
00:59:36.760 --> 00:59:38.250
No, it's not a
rhetorical question.
00:59:38.250 --> 00:59:40.190
I'm asking it quite seriously.
00:59:40.190 --> 00:59:41.303
No, but I mean who-
00:59:41.303 --> 00:59:42.437
We do require-
00:59:42.437 --> 00:59:44.520
But of who are you
addressing the question?
00:59:44.520 --> 00:59:45.823
Was what I was saying.
00:59:47.685 --> 00:59:50.360
So I'm presuming
00:59:50.360 --> 00:59:53.140
that this is a question going to
00:59:54.450 --> 00:59:56.180
the ad hoc committee, right?
00:59:56.180 --> 00:59:59.640
Because these are recommendations
from the committee, right?
00:59:59.640 --> 01:00:03.450
So, if it sounds a
bit too cliche-ish,
01:00:03.450 --> 01:00:06.060
then why don't we just
use the exact language
01:00:06.060 --> 01:00:09.660
from House Bill 3 as
it's required in statute?
01:00:09.660 --> 01:00:10.693
Okay. Ms. Cargill.
01:00:13.800 --> 01:00:17.340
All right, so Ms. Perez,
would you say the words
01:00:17.340 --> 01:00:18.820
that are exactly in House Bill 3,
01:00:18.820 --> 01:00:21.900
or maybe Mr. Cottrill
could say the exact words
01:00:21.900 --> 01:00:23.051
from House Bill 3.
01:00:23.051 --> 01:00:28.051
I'll defer to Mr. Cottrill for
the exact language please.
01:00:28.370 --> 01:00:29.203
Thank you.
01:00:29.203 --> 01:00:31.413
Yeah, I don't have it
pulled up in front of me.
01:00:33.830 --> 01:00:36.410
And what I'm gonna do is
to make it work within this,
01:00:36.410 --> 01:00:40.313
it would be set specific
annual goals to reach, quantify,
01:00:41.750 --> 01:00:45.657
set specific goals to reach
quantifiable student outcomes,
01:00:45.657 --> 01:00:47.890
it was a bit of a paraphrasing to
01:00:52.674 --> 01:00:54.870
make that work within that language.
01:00:54.870 --> 01:00:57.790
So I would say, "Adopts
a reasonable number
01:00:57.790 --> 01:01:00.593
of specific quantifiable goals
01:01:08.070 --> 01:01:09.340
that are aligned with the vision
01:01:09.340 --> 01:01:10.857
to improve student outcomes."
01:01:12.870 --> 01:01:14.530
So adopt a reasonable number.
01:01:14.530 --> 01:01:16.890
So, let me, apologize for this.
01:01:16.890 --> 01:01:20.610
It would be, adopts a reasonable
number of, and that's the,
01:01:20.610 --> 01:01:25.563
I guess the front stem
and then specific goals,
01:01:27.270 --> 01:01:32.140
specific quantifiable
goals that align with
01:01:37.639 --> 01:01:40.920
the vision to improve student outcomes.
01:01:40.920 --> 01:01:41.783
Okay.
01:01:43.900 --> 01:01:47.703
So, Ms. Bahorich, it's your motion.
01:01:49.790 --> 01:01:52.463
Do you-
Yeah, I, oops.
01:01:53.390 --> 01:01:54.980
I wouldn't have any problem.
01:01:54.980 --> 01:01:58.410
I would just say,
specific and quantifiable
01:01:58.410 --> 01:02:02.610
is definitely keeping in
the spirit here regarding
01:02:04.340 --> 01:02:07.380
what we mean by a
really quality goal here.
01:02:07.380 --> 01:02:11.360
And that's the aim of this
particular framework suggestion
01:02:11.360 --> 01:02:14.760
is that what is a good goal,
01:02:14.760 --> 01:02:16.263
and it's gotta be these things, right?
01:02:16.263 --> 01:02:19.350
That we're trying to describe
what makes a good goal.
01:02:19.350 --> 01:02:21.590
And we want that
consistent training throughout.
01:02:21.590 --> 01:02:22.880
So I wouldn't have any problems
01:02:22.880 --> 01:02:26.723
going specific, quantifiable.
01:02:28.140 --> 01:02:31.330
I hate getting rid of the
word research-based
01:02:31.330 --> 01:02:35.930
because Boards ought
to be focused on that.
01:02:35.930 --> 01:02:39.280
But time-bound is definitely,
as part of the statute,
01:02:39.280 --> 01:02:40.580
it doesn't say time-bound,
01:02:40.580 --> 01:02:43.220
it says by annual goals
and it says five years
01:02:43.220 --> 01:02:44.053
and that sort of thing.
01:02:44.053 --> 01:02:47.903
But time-bound is pretty
standard for good goal setting.
01:02:48.800 --> 01:02:51.770
I would suggest maybe
specific, quantifiable
01:02:53.700 --> 01:02:55.340
and time-bound again,
01:02:55.340 --> 01:02:58.027
but I hate to get rid of research-based,
01:02:58.027 --> 01:02:59.507
but it's up to the Board.
(laughs) Okay.
01:02:59.507 --> 01:03:01.010
It's your motion.
01:03:01.010 --> 01:03:05.323
And so we need the language to vote on.
01:03:06.690 --> 01:03:09.140
Mr. Cottrill as much as we
appreciate his contribution,
01:03:09.140 --> 01:03:11.470
he's certainly not
able to make a motion.
01:03:11.470 --> 01:03:15.300
So it's, do you want to
withdraw your motion,
01:03:15.300 --> 01:03:18.970
and reword it in accordance
with what we see on the screen?
01:03:18.970 --> 01:03:21.550
Or add to it? Or what do you wanna do?
01:03:21.550 --> 01:03:23.480
Okay. Yeah, that's
a good question.
01:03:23.480 --> 01:03:24.950
Hold on, just,
01:03:24.950 --> 01:03:27.193
I'm not seeing the
screen for some reason.
01:03:29.770 --> 01:03:30.603
All right.
01:03:30.603 --> 01:03:31.840
I can read it to you.
I don't see,
01:03:31.840 --> 01:03:32.870
okay, yeah.
01:03:32.870 --> 01:03:36.380
So what we would do is specific comma,
01:03:36.380 --> 01:03:38.313
quantifiable comma.
01:03:39.303 --> 01:03:41.750
Well, do you see, well,
hang on, I'm sorry to interrupt.
01:03:41.750 --> 01:03:43.990
But look at, see the pink line,
01:03:43.990 --> 01:03:46.097
or the pink there.
Oh yeah yeah.
01:03:46.097 --> 01:03:48.040
"Adopts a reasonable
number of specific,
01:03:48.040 --> 01:03:50.480
quantifiable goals
that align with the vision
01:03:50.480 --> 01:03:52.170
to improve student outcomes."
01:03:52.170 --> 01:03:56.800
That was Mr. Cottrill's
reading of the statute.
01:03:56.800 --> 01:03:57.780
Okay?
Gotcha.
01:03:57.780 --> 01:04:00.350
Your motion that's
currently on the floor
01:04:00.350 --> 01:04:04.600
is to reinsert specific,
measurable, attainable,
01:04:04.600 --> 01:04:09.600
research-based, and time-bound
goals that align with that.
01:04:10.280 --> 01:04:11.847
Right.
01:04:11.847 --> 01:04:16.240
And so what I would
agree with Mr. Cottrill
01:04:16.240 --> 01:04:18.320
on specific and quantifiable,
01:04:18.320 --> 01:04:21.210
but I'd like to make sure that,
01:04:21.210 --> 01:04:23.500
to keep research-based and time-bound.
01:04:23.500 --> 01:04:27.820
So it would say, specific
comma, quantifiable comma,
01:04:27.820 --> 01:04:30.490
research-based comma, and time-bound.
01:04:30.490 --> 01:04:31.323
Okay.
01:04:33.350 --> 01:04:38.350
Okay. Is there any
objection to Ms. Bahorich
01:04:38.760 --> 01:04:43.103
withdrawing her previous
motion and inserting this one?
01:04:45.820 --> 01:04:48.650
If, I can't see everybody
because we're sharing a screen,
01:04:48.650 --> 01:04:50.600
so if you have an objection to it,
01:04:50.600 --> 01:04:53.637
unmute your mic and say, "I object."
01:04:54.700 --> 01:04:56.680
I have a question.
01:04:56.680 --> 01:04:57.770
Okay.
01:04:57.770 --> 01:05:01.585
Well, okay, go- I guess
your question is in order
01:05:01.585 --> 01:05:04.110
because we need to
decide what the motion is.
01:05:04.110 --> 01:05:04.943
Yes, sir.
01:05:04.943 --> 01:05:09.250
So the term reasonable, can
you explain that to me please?
01:05:09.250 --> 01:05:12.690
Because it's just, it feels ambiguous,
01:05:12.690 --> 01:05:15.130
which leads to inconsistency.
01:05:15.130 --> 01:05:15.963
So,
01:05:16.940 --> 01:05:18.260
why reasonable?
01:05:18.260 --> 01:05:20.760
What I think is reasonable may not be
01:05:20.760 --> 01:05:22.460
what Lufkin thinks is reasonable.
01:05:22.460 --> 01:05:26.333
So how do we eliminate the ambiguity?
01:05:27.320 --> 01:05:31.313
Okay. Well, Kay,
help me with this.
01:05:32.491 --> 01:05:35.360
But do we need to first
decide on the language
01:05:35.360 --> 01:05:38.403
of the motion that's before us?
01:05:40.200 --> 01:05:41.329
Yes, sir.
01:05:41.329 --> 01:05:43.650
So, here's where we are, right?
01:05:43.650 --> 01:05:45.050
Y'all have kind of gotten off
01:05:45.050 --> 01:05:48.477
of the parliamentary
reservation just a little bit.
01:05:50.450 --> 01:05:52.060
I led us off the reservation,
01:05:52.060 --> 01:05:54.697
so I'll take responsibility for that.
01:05:54.697 --> 01:05:57.730
That's okay.
You're doing great.
01:05:57.730 --> 01:06:00.240
So the motion was,
01:06:00.240 --> 01:06:03.370
to reinsert some specific language.
01:06:03.370 --> 01:06:06.600
And then it was suggested
that the stem to get
01:06:06.600 --> 01:06:10.960
into that specific language
should also be addressed.
01:06:10.960 --> 01:06:12.790
But quite frankly,
01:06:12.790 --> 01:06:17.070
reasonable is not part of what I believe
01:06:17.070 --> 01:06:19.360
the pending motion is,
01:06:19.360 --> 01:06:21.690
that does not mean that
it could not be subject
01:06:21.690 --> 01:06:26.680
to a future amendment of the same item.
01:06:26.680 --> 01:06:28.700
Very good, okay.
But for right now,
01:06:28.700 --> 01:06:30.220
that's kind of where we are.
01:06:30.220 --> 01:06:31.210
Okay.
01:06:31.210 --> 01:06:32.457
So then, Ms. Bahorich,
01:06:32.457 --> 01:06:35.282
this is up to you, at your pleasure,
01:06:35.282 --> 01:06:39.650
but it could read, "Adopts
a number of specific,
01:06:39.650 --> 01:06:43.300
quantifiable, research-based
and time-bound goals
01:06:43.300 --> 01:06:46.220
that align with the vision to
improve student outcomes."
01:06:46.220 --> 01:06:47.893
Is that your motion?
01:06:49.120 --> 01:06:51.590
I would like to keep
the reasonable there
01:06:51.590 --> 01:06:53.260
and then have a
discussion on that later.
01:06:53.260 --> 01:06:58.030
But for right now, if we
could just tackle this part of the
01:06:58.030 --> 01:07:01.400
adjectives describing
what is a good solid goal,
01:07:01.400 --> 01:07:05.180
I would rather have a
vote up or down on adding,
01:07:05.180 --> 01:07:08.300
keeping some specifics on
what is a good quality goal.
01:07:08.300 --> 01:07:10.810
And then we can go
back to the reasonable.
01:07:10.810 --> 01:07:15.560
Alright, so then Ms.
Perez, with your permission,
01:07:15.560 --> 01:07:18.930
Ms. Bahorich can
withdraw her original motion
01:07:18.930 --> 01:07:21.280
and this becomes the
motion that we'll discuss.
01:07:21.280 --> 01:07:22.430
And if you don't like reasonable,
01:07:22.430 --> 01:07:24.487
then we can talk about that.
01:07:24.487 --> 01:07:28.230
But for now, I think
Ms. Bahorich's pleasure
01:07:28.230 --> 01:07:31.010
or desire is to, is for
this to be the motion.
01:07:31.010 --> 01:07:33.580
Is that right, Ms. Bahorich?
01:07:33.580 --> 01:07:34.910
Yes.
01:07:34.910 --> 01:07:35.743
Okay.
01:07:35.743 --> 01:07:38.393
So is there a second to that motion?
01:07:41.200 --> 01:07:44.380
I was thinking that for
purposes of discussion-
01:07:44.380 --> 01:07:45.790
Mr. Robinson had
already seconded.
01:07:45.790 --> 01:07:49.910
Okay. I can't see, I can't
see everybody because...
01:07:49.910 --> 01:07:52.550
Yeah, because we've got
this, we're sharing the screen,
01:07:52.550 --> 01:07:53.710
so that's fine.
01:07:53.710 --> 01:07:55.220
Okay.
01:07:55.220 --> 01:07:57.510
All right, so that's the
motion now before the Board,
01:07:57.510 --> 01:08:01.253
Dr. Robinson, you've been
very patient, you can go ahead.
01:08:02.690 --> 01:08:03.523
Okay.
01:08:04.990 --> 01:08:07.613
I'm trying to be relatively brief.
01:08:08.650 --> 01:08:09.750
It's interesting that
01:08:11.500 --> 01:08:13.540
me as a physician,
01:08:13.540 --> 01:08:17.580
medicine and education
actually have a lot in common.
01:08:17.580 --> 01:08:19.430
And then when you talk
about research-based,
01:08:19.430 --> 01:08:22.540
clearly that's implying
that the science aspect
01:08:22.540 --> 01:08:24.710
of education, and I think that's
01:08:25.640 --> 01:08:28.343
fairly what that's implying and,
01:08:29.310 --> 01:08:31.540
education's like medicine in that
01:08:31.540 --> 01:08:33.823
science is a big part of both,
01:08:34.680 --> 01:08:37.800
but actually there's...
01:08:37.800 --> 01:08:39.240
It's probably only about half.
01:08:39.240 --> 01:08:41.270
It's not the whole picture.
01:08:41.270 --> 01:08:44.270
And so teachers as well as physicians,
01:08:44.270 --> 01:08:48.180
a lot of times will make
decisions on how to teach
01:08:48.180 --> 01:08:52.000
or curriculum to use that
are not research-based.
01:08:52.000 --> 01:08:54.990
They're based on their
personal experience
01:08:54.990 --> 01:08:57.630
or the experience of
the English department
01:08:57.630 --> 01:09:01.663
at the high school on what
their specific kids need.
01:09:02.660 --> 01:09:05.430
So, I think we're putting an...
01:09:07.240 --> 01:09:08.213
In my opinion,
01:09:09.100 --> 01:09:12.940
an unnecessary maybe an
inappropriately high influence
01:09:12.940 --> 01:09:17.893
of the science part, which is
research-based emphasis here.
01:09:19.108 --> 01:09:23.540
I would support the
motion if we could remove
01:09:23.540 --> 01:09:25.180
that research-based part,
01:09:25.180 --> 01:09:28.640
because I think that it's not,
01:09:28.640 --> 01:09:32.080
it's not all science when
you're educating kids.
01:09:32.080 --> 01:09:34.203
The research-based part is not,
01:09:35.590 --> 01:09:39.060
it should not be the dominant part
01:09:39.060 --> 01:09:41.273
that guides a teacher or a principal.
01:09:42.270 --> 01:09:44.390
So that would be my comment.
01:09:44.390 --> 01:09:46.790
Okay, is that in
the form of a motion
01:09:47.730 --> 01:09:50.953
to strike research-based
from this amendment?
01:09:51.840 --> 01:09:54.963
Don't we have to vote
on Donna's amendment?
01:09:56.750 --> 01:10:01.073
I don't know, Ms. Cruz, can
he amend this amendment?
01:10:02.500 --> 01:10:07.100
Yes he can, so he
can amend it by striking out
01:10:07.100 --> 01:10:09.460
research-based if that is his desire.
01:10:09.460 --> 01:10:10.657
Okay.
That would be my amendment
01:10:10.657 --> 01:10:13.220
to the amendment
to strike that out then.
01:10:13.220 --> 01:10:14.053
Okay.
01:10:14.053 --> 01:10:15.800
Is there a second to that?
01:10:16.820 --> 01:10:19.500
And again, I can't see you
because we're sharing the screen,
01:10:19.500 --> 01:10:21.280
so you'll need to unmute and say second
01:10:21.280 --> 01:10:22.143
if anyone-
Second.
01:10:22.143 --> 01:10:24.270
Second.
Okay, thank you.
01:10:24.270 --> 01:10:26.250
Alright, so now the motion before us
01:10:26.250 --> 01:10:31.250
is to strike research-based
from the proposed amendment.
01:10:33.390 --> 01:10:35.463
Is there discussion about that?
01:10:37.740 --> 01:10:39.933
Mr Chair.
Yes.
01:10:40.810 --> 01:10:42.587
I actually had Ms.
Kay help us out here.
01:10:42.587 --> 01:10:46.380
As we try to get back
on the reservation here.
01:10:46.380 --> 01:10:49.563
Further amendments that
go to that same phrase.
01:10:50.560 --> 01:10:53.870
Is it proper to vote on Dr. Robinson's
01:10:53.870 --> 01:10:56.350
that may add some? Or?
01:10:56.350 --> 01:10:57.360
Yeah.
01:10:57.360 --> 01:10:59.940
Yeah, I think we have
to vote on his right now
01:11:00.960 --> 01:11:02.760
and then you can make further amendments
01:11:02.760 --> 01:11:06.690
to Ms. Bahorich's motion, right Kay?
01:11:06.690 --> 01:11:08.500
Yes, sir, that is correct.
01:11:08.500 --> 01:11:11.240
Okay, so is there
any further discussion
01:11:11.240 --> 01:11:12.900
on Dr. Robinson's
01:11:14.160 --> 01:11:17.473
motion that we strike research-based?
01:11:18.950 --> 01:11:21.280
And just unmute your mic and say,
01:11:21.280 --> 01:11:23.350
get my attention 'cause I can't see.
01:11:23.350 --> 01:11:25.570
All right. Marty,
this is Barbara.
01:11:25.570 --> 01:11:27.700
I see several hands raised in the,
01:11:27.700 --> 01:11:29.860
so I'm sure what order I'm in, but-
01:11:29.860 --> 01:11:32.040
Those hands had
been up for a while,
01:11:32.040 --> 01:11:34.330
and right now we're just
talking about researched-based.
01:11:34.330 --> 01:11:35.580
Well, I have a comment.
01:11:38.591 --> 01:11:41.030
I want to remind the
Board that this document
01:11:41.030 --> 01:11:44.840
is actually for local ISD Board members,
01:11:44.840 --> 01:11:47.090
it's not for teachers or students.
01:11:47.090 --> 01:11:49.550
And so I think research-based
is very appropriate
01:11:49.550 --> 01:11:52.253
because this is a framework
for school Board members.
01:11:53.990 --> 01:11:54.823
Okay.
01:11:54.823 --> 01:11:58.030
And I would also state-
I have a comment.
01:11:58.030 --> 01:12:01.100
that teachers
should teach in a way
01:12:01.100 --> 01:12:03.220
that is very research-based.
01:12:03.220 --> 01:12:06.270
I mean, that's part of their
training as professionals,
01:12:06.270 --> 01:12:08.730
and so I would beg to disagree
01:12:08.730 --> 01:12:11.000
with my colleague's statement.
01:12:11.000 --> 01:12:12.963
Okay, anyone
else that wants to-
01:12:12.963 --> 01:12:14.997
Pat Hardy, Pat Hardy.
Yeah, Ms. Hardy.
01:12:14.997 --> 01:12:17.500
Pat Hardy would
like to say she agrees
01:12:17.500 --> 01:12:19.760
with Barbara Cargill and does think
01:12:19.760 --> 01:12:21.270
researched-based is very important.
01:12:21.270 --> 01:12:23.260
I'll give you a real simple example
01:12:23.260 --> 01:12:25.540
of when we were debating the handwriting
01:12:25.540 --> 01:12:28.170
and cursive writing head
people that just automatically
01:12:28.170 --> 01:12:31.110
threw that out and said, no
one needs cursive writing,
01:12:31.110 --> 01:12:33.560
but the research was in-depth
01:12:33.560 --> 01:12:35.700
and it proved to be totally different
01:12:35.700 --> 01:12:38.350
than what we were saying and hearing.
01:12:38.350 --> 01:12:42.176
So I like the idea of
research-based staying in here.
01:12:42.176 --> 01:12:43.009
Thank you.
01:12:43.009 --> 01:12:45.470
Okay, Ms. Perez-Diaz, your
hand has been up for a while.
01:12:45.470 --> 01:12:48.150
Is it on the issue of researched-based,
01:12:48.150 --> 01:12:50.970
or on the other part of the motion?
01:12:50.970 --> 01:12:52.247
So it was on the
other part of the motion,
01:12:52.247 --> 01:12:54.790
but I do have a comment now
on the research-based piece.
01:12:54.790 --> 01:12:56.558
Okay, you can
go ahead. (laughs)
01:12:56.558 --> 01:12:58.340
Thank you, vice chair.
01:12:58.340 --> 01:13:02.540
So I will say, let's
remember that education
01:13:02.540 --> 01:13:03.860
there's a lot of social science,
01:13:03.860 --> 01:13:07.030
and research is a social science.
01:13:07.030 --> 01:13:10.900
And so I believe in terms of teaching
01:13:10.900 --> 01:13:13.292
that's really appropriate,
but I also wanna remind
01:13:13.292 --> 01:13:16.540
this body that we heard from a lot of
01:13:16.540 --> 01:13:20.250
practicing, sitting Board
members about what this looks like
01:13:20.250 --> 01:13:22.670
and the fact that they
do get a lot of guidance
01:13:22.670 --> 01:13:26.030
from individuals who work
within the school district
01:13:27.000 --> 01:13:29.277
to help support how
they're crafting their goals
01:13:29.277 --> 01:13:30.560
and those sorts of things.
01:13:30.560 --> 01:13:32.370
And so, you know, for me,
01:13:32.370 --> 01:13:35.755
I don't necessarily
know that research-based
01:13:35.755 --> 01:13:39.190
is necessary for this conversation,
01:13:39.190 --> 01:13:40.023
nor do I think time-bound is.
01:13:40.023 --> 01:13:42.433
But in terms of the
research-based piece,
01:13:43.380 --> 01:13:46.050
I thought our previous goal was to align
01:13:46.050 --> 01:13:47.910
this to House Bill
3, which I agree with,
01:13:47.910 --> 01:13:50.900
and it doesn't seem like
research-based is in that language.
01:13:50.900 --> 01:13:54.050
And so I would ask that the Board,
01:13:54.050 --> 01:13:57.470
as we make this decision,
consider the testimony
01:13:57.470 --> 01:14:02.030
from sitting school
Board members who were
01:14:02.030 --> 01:14:03.980
representing different
parts of this state
01:14:03.980 --> 01:14:07.250
that spoke to this item.
01:14:07.250 --> 01:14:08.103
Okay.
01:14:08.103 --> 01:14:09.970
Mr. Allen, do you have a comment
01:14:09.970 --> 01:14:12.600
on the research-based
proposed amendment?
01:14:12.600 --> 01:14:14.600
Yes sir.
Okay.
01:14:14.600 --> 01:14:17.130
I wanted to speak
on leaving it in
01:14:17.130 --> 01:14:19.900
because in all the
conversations that I've had
01:14:19.900 --> 01:14:21.050
in educational leadership,
01:14:21.050 --> 01:14:23.950
it's the foundation to
everything that educators do,
01:14:23.950 --> 01:14:26.959
especially as it pertains
to student outcomes,
01:14:26.959 --> 01:14:30.060
and remembering that
we need to make sure
01:14:30.060 --> 01:14:32.410
that everything we
implement with students
01:14:32.410 --> 01:14:33.700
have been vetted out properly.
01:14:33.700 --> 01:14:35.377
So when something is research-based,
01:14:35.377 --> 01:14:37.080
it simply means to the educator,
01:14:37.080 --> 01:14:38.860
that has been looked at thoroughly,
01:14:38.860 --> 01:14:42.753
it's been vetted in other
areas and that it gives
01:14:42.753 --> 01:14:44.567
a credence to the why we're doing it.
01:14:44.567 --> 01:14:47.770
And not necessarily
that it's the actual formula,
01:14:47.770 --> 01:14:51.494
but why we're actually
implementing these things
01:14:51.494 --> 01:14:53.650
because we know
that they affect students
01:14:53.650 --> 01:14:55.820
in a positive manner.
01:14:55.820 --> 01:14:56.790
Okay, thank you.
01:14:56.790 --> 01:15:01.080
Mr. Cortez are you speaking to
the research-based amendment?
01:15:01.080 --> 01:15:02.616
Yes, Mr. Chair.
01:15:02.616 --> 01:15:04.280
Okay.
01:15:04.280 --> 01:15:07.450
Yeah. I just wanna, I
guess, just to add that,
01:15:07.450 --> 01:15:09.763
I do agree with the striking of it.
01:15:12.020 --> 01:15:15.250
I think this is just another
example of language
01:15:16.850 --> 01:15:18.800
that trustees, as a former trustee,
01:15:18.800 --> 01:15:22.260
that they're just not
going to appreciate us
01:15:22.260 --> 01:15:25.443
micro managing again, through this,
01:15:27.080 --> 01:15:30.780
this process that we're taking on.
01:15:30.780 --> 01:15:32.603
It's just gonna seem like another,
01:15:34.493 --> 01:15:37.590
I guess, big brother kind of stepping in
01:15:37.590 --> 01:15:40.530
and telling you exactly
how you have to do it right
01:15:40.530 --> 01:15:43.490
when you're saying
you didn't have specific,
01:15:43.490 --> 01:15:46.887
quantifiable, time-bound,
and all these other things.
01:15:46.887 --> 01:15:51.272
And so striking the
language, I'm in support of it.
01:15:51.272 --> 01:15:56.272
I like the original language
that we amended yesterday.
01:15:59.100 --> 01:16:01.223
The motion was made by Chair Ellis.
01:16:02.935 --> 01:16:05.770
I'm in favor of going back
to that original language.
01:16:05.770 --> 01:16:08.860
So, striking research-based,
I'm in favor of.
01:16:08.860 --> 01:16:10.270
Okay.
01:16:10.270 --> 01:16:13.830
Ms. Bahorich, do you have a
comment on the research-based?
01:16:13.830 --> 01:16:14.703
Yes.
01:16:14.703 --> 01:16:18.403
I just, what I wanted to say is that,
01:16:19.670 --> 01:16:22.200
the only point of keeping that in,
01:16:22.200 --> 01:16:25.060
is got to be more along the lines
01:16:25.060 --> 01:16:29.000
of what member Allen discussed,
01:16:29.000 --> 01:16:31.100
which is, we expect
01:16:32.260 --> 01:16:35.640
goals set of teachers for their students
01:16:35.640 --> 01:16:38.600
to be based on what's making
a difference for students.
01:16:38.600 --> 01:16:40.820
Like, what is really
improving their outcomes.
01:16:40.820 --> 01:16:44.920
We expect them to be focused
on using data as part of that.
01:16:44.920 --> 01:16:47.660
And I just don't think
we should require less
01:16:47.660 --> 01:16:50.950
of our Boards of trustees
when they're setting goals
01:16:50.950 --> 01:16:52.600
for the entire district.
01:16:52.600 --> 01:16:54.350
We want goals that are really
01:16:54.350 --> 01:16:56.653
gonna make a difference
in student outcomes.
01:16:58.421 --> 01:17:00.520
And so that needs research.
01:17:00.520 --> 01:17:03.490
And so I just don't, I think
it would be a step back,
01:17:03.490 --> 01:17:08.490
and too, any expectation and
consistency across the state,
01:17:08.900 --> 01:17:11.823
if we don't include research-based.
01:17:13.050 --> 01:17:13.987
Okay. Thank you.
01:17:15.210 --> 01:17:19.760
Any further comments?
Mr.Chairman?
01:17:19.760 --> 01:17:20.740
Mr. Cortez.
01:17:22.170 --> 01:17:23.100
I'm sorry, Mr. Maynard?
01:17:23.100 --> 01:17:24.343
Yes.
Yes, yes.
01:17:25.480 --> 01:17:27.833
Yeah, I was, I'm just kind of,
01:17:29.550 --> 01:17:31.561
thinking through this thing.
01:17:31.561 --> 01:17:35.690
And I appreciate what
Dr. Robinson to say about that,
01:17:35.690 --> 01:17:39.300
that a lot of times is
that there's a lot of those,
01:17:39.300 --> 01:17:41.703
the goal setting is based on,
01:17:43.760 --> 01:17:47.150
that, what maybe say,
the English department
01:17:47.150 --> 01:17:50.610
has experienced and that perhaps that
01:17:51.550 --> 01:17:54.810
the data that they put
together, but that's still research.
01:17:54.810 --> 01:17:57.950
And we didn't say it was
peer reviewed research
01:17:57.950 --> 01:18:00.163
that came out of a
university, necessarily.
01:18:01.862 --> 01:18:02.990
We should research.
01:18:02.990 --> 01:18:07.060
And if the English
department has compiled data
01:18:07.060 --> 01:18:09.470
that guides their decision making,
01:18:09.470 --> 01:18:11.150
it's still research.
01:18:11.150 --> 01:18:14.000
And so, I don't think
that that necessarily
01:18:14.000 --> 01:18:18.800
works against us there because
we've not specifically stated
01:18:18.800 --> 01:18:21.360
the source of that research.
01:18:21.360 --> 01:18:26.360
And so, I think that the
language is still appropriate,
01:18:26.460 --> 01:18:30.000
and so I will not support striking it.
01:18:30.000 --> 01:18:31.300
Okay.
01:18:31.300 --> 01:18:33.590
Okay, how about if we- <v
Ms. Perez>Mr. Chair.
01:18:33.590 --> 01:18:35.293
Yes. Is that Ms. Perez?
01:18:37.740 --> 01:18:38.650
Yes sir.
01:18:38.650 --> 01:18:40.830
I have a question going
back to House Bill 3.
01:18:40.830 --> 01:18:43.920
And again, just in an
effort of doing a two-for-one,
01:18:43.920 --> 01:18:46.923
which I think makes
trustees' lives a bit easier.
01:18:48.260 --> 01:18:51.640
Don't our goals, or I
guess the trustees' goals,
01:18:51.640 --> 01:18:55.460
have to be anchored in
early childhood literacy,
01:18:55.460 --> 01:18:56.893
math, and CCMR?
01:18:57.990 --> 01:19:00.260
Those things are already researched.
01:19:00.260 --> 01:19:03.500
Those goals already have to be attained
01:19:03.500 --> 01:19:05.940
by school Boards,
it's already in statute.
01:19:05.940 --> 01:19:08.417
So, doesn't this do another two-for-one?
01:19:11.029 --> 01:19:11.862
Okay.
01:19:14.230 --> 01:19:15.063
Okay.
01:19:16.830 --> 01:19:17.770
All right.
01:19:17.770 --> 01:19:21.130
How about, would you all do me a favor
01:19:21.130 --> 01:19:24.797
and go ahead and lower your hands
01:19:24.797 --> 01:19:27.860
if you're speaking to
something other than
01:19:29.300 --> 01:19:32.743
the researched-based amendment.
01:19:33.690 --> 01:19:35.793
So I'm gonna see what's left.
01:19:37.430 --> 01:19:38.330
Okay.
01:19:38.330 --> 01:19:39.570
I see Ms. Bahorich.
01:19:39.570 --> 01:19:40.863
Okay, well there you go.
01:19:44.500 --> 01:19:47.191
Ms. Bahorich, your hand is still up.
01:19:47.191 --> 01:19:48.490
I'm so sorry.
01:19:48.490 --> 01:19:51.110
Guys, my power literally just went out,
01:19:51.110 --> 01:19:53.700
and so, I'm barely on.
01:19:53.700 --> 01:19:55.583
I don't know, I hope I can stay on.
01:19:56.640 --> 01:19:58.560
But we just got a note from CenterPoint
01:19:58.560 --> 01:19:59.710
that the power is going out.
01:19:59.710 --> 01:20:02.050
So, I didn't print out the document
01:20:03.850 --> 01:20:06.330
that I'm hoping to address
some of these things,
01:20:06.330 --> 01:20:09.410
so hopefully, I can stay
on and- Okay.
01:20:09.410 --> 01:20:10.250
Anyway, I'm sorry.
01:20:10.250 --> 01:20:11.940
You're with us,
you're with us so far.
01:20:11.940 --> 01:20:13.540
So, we and see and hear you.
01:20:13.540 --> 01:20:15.546
So, so far, you're okay.
01:20:15.546 --> 01:20:17.847
Ms. Bahorich, why
don't you check with staff
01:20:17.847 --> 01:20:20.040
and find out if you can
call in on your phone
01:20:20.040 --> 01:20:22.070
if you lose your internet from power.
01:20:22.070 --> 01:20:24.130
I think you should
be able to still call in.
01:20:24.130 --> 01:20:24.963
Yeah.
01:20:24.963 --> 01:20:25.823
So check with staff.
01:20:25.823 --> 01:20:26.656
Problem is I can't,
01:20:26.656 --> 01:20:27.890
I didn't print any of these document.
01:20:27.890 --> 01:20:29.010
They're all on my computer.
01:20:29.010 --> 01:20:30.880
But yeah, I can do that.
01:20:30.880 --> 01:20:31.970
Okay.
01:20:31.970 --> 01:20:32.803
All right.
01:20:32.803 --> 01:20:36.400
So is there any further
discussion on the amendment,
01:20:36.400 --> 01:20:40.003
to the amendment to
strike researched-based?
01:20:42.950 --> 01:20:44.000
Okay, hearing none.
01:20:44.000 --> 01:20:45.440
Okay, Ms. Cruz?
01:20:45.440 --> 01:20:48.430
Probably, it'd be good if you stopped
01:20:48.430 --> 01:20:51.677
sharing your screen for just a minute.
01:20:51.677 --> 01:20:52.660
Okay.
01:20:52.660 --> 01:20:53.963
While we do the vote.
01:20:56.173 --> 01:20:57.230
That okay? All right.
01:20:57.230 --> 01:20:58.503
Is that okay, Monica?
01:20:59.540 --> 01:21:00.373
All right.
01:21:00.373 --> 01:21:04.020
Okay, so all in favor of
striking research-based
01:21:04.020 --> 01:21:06.800
from the proposed amendment,
01:21:06.800 --> 01:21:09.943
signify by raising your hand, please.
01:21:13.420 --> 01:21:15.560
Oh, I'm sorry, what
was the motion, Mr. Chair?
01:21:15.560 --> 01:21:20.560
It's to strike research-based
proposed amendment.
01:21:23.640 --> 01:21:27.360
Raise your hand where we
can see 'em please everyone.
01:21:27.360 --> 01:21:29.433
I see three in favor.
01:21:30.760 --> 01:21:31.593
Okay.
01:21:32.950 --> 01:21:34.623
All opposed same sign.
01:21:42.350 --> 01:21:43.270
10 opposed.
01:21:43.270 --> 01:21:45.230
Okay, so the motion fails.
01:21:45.230 --> 01:21:48.043
Three for, 10 against.
01:21:49.140 --> 01:21:52.823
Oh Ms. Davis, you were for, I guess?
01:21:54.490 --> 01:21:56.680
11.
11, there you go.
01:21:56.680 --> 01:21:57.533
Okay, so now.
01:21:57.533 --> 01:22:00.070
And Ms. Davis, if you can
maybe turn on your camera
01:22:00.070 --> 01:22:02.943
just when we do the
vote, that would be helpful.
01:22:04.360 --> 01:22:08.990
Okay, so now we're back
to the main amendment.
01:22:08.990 --> 01:22:11.430
And Ms. Cruz, if you'd like,
01:22:11.430 --> 01:22:15.570
you can put the screen
back up and we'll see that.
01:22:15.570 --> 01:22:17.650
Mr. Chair, I can't
raise my Zoom hand,
01:22:17.650 --> 01:22:18.483
because I'm a cohost.
01:22:18.483 --> 01:22:20.750
Just to let you know
I've got my hand raised.
01:22:20.750 --> 01:22:22.610
Okay, well,
Dr. Ellis, go ahead.
01:22:22.610 --> 01:22:26.816
I will call on you to
address into the amendment
01:22:26.816 --> 01:22:29.100
that's now before us, right?
01:22:29.100 --> 01:22:31.460
Yeah, so I'd like to
make another amendment,
01:22:31.460 --> 01:22:34.470
a request to make an
amendment to the amendment,
01:22:34.470 --> 01:22:38.050
with what we just decided
there to keep research-based.
01:22:38.050 --> 01:22:39.580
I think those phrases are important.
01:22:39.580 --> 01:22:43.770
I think my original point
was just the buzz words
01:22:43.770 --> 01:22:46.470
and the jargon of that
specific phrase there.
01:22:46.470 --> 01:22:47.800
But I think to everyone's point,
01:22:47.800 --> 01:22:51.040
there are specific things,
specifically word specific,
01:22:51.040 --> 01:22:52.730
that they need to be research-based.
01:22:52.730 --> 01:22:55.340
And then to Mr. Cottrill's point earlier
01:22:55.340 --> 01:22:58.130
about pointing them back to HB 3.
01:22:58.130 --> 01:22:59.950
So my amendment would read,
01:22:59.950 --> 01:23:03.200
adopts a reasonable
number of specific goals
01:23:03.200 --> 01:23:07.330
that align to the vision to
improve student outcomes,
01:23:07.330 --> 01:23:11.720
including the quantifiable
goals required in HB 3.
01:23:11.720 --> 01:23:14.020
Now, that last little
phrase we can work on,
01:23:14.020 --> 01:23:16.390
if we wanna specifically
talk about the CCMR
01:23:16.390 --> 01:23:19.520
and early childhood reading or literacy.
01:23:19.520 --> 01:23:21.080
But I think that might be a placeholder
01:23:21.080 --> 01:23:23.453
just to say the goals required in HB 3.
01:23:25.460 --> 01:23:26.293
Go ahead.
01:23:26.293 --> 01:23:27.180
Chairman, I'm sorry,
01:23:27.180 --> 01:23:30.140
It would not be appropriate
for you to reference HB 3,
01:23:30.140 --> 01:23:32.780
because there have been previous HB 3s,
01:23:32.780 --> 01:23:34.440
and there will be one
in the next session.
01:23:34.440 --> 01:23:37.920
So you'd actually have
to reference the statute.
01:23:37.920 --> 01:23:39.780
Okay.
01:23:39.780 --> 01:23:40.620
If you wanted to do that
01:23:40.620 --> 01:23:43.840
would be Chapter 11.185 and
01:23:45.040 --> 01:23:46.703
Chapter 11.186.
01:23:49.194 --> 01:23:50.550
185 and 186. Right.
01:23:50.550 --> 01:23:54.113
Okay, all right, so would
you go ahead, Dr. Ellis,
01:23:55.470 --> 01:23:57.100
provide the language one more time,
01:23:57.100 --> 01:24:00.440
so Ms. Cruz can get that
on the screen, please?
01:24:00.440 --> 01:24:03.490
Sure, adopts a reasonable
number of specific
01:24:06.600 --> 01:24:08.433
goals that align to the vision.
01:24:10.750 --> 01:24:13.970
I'm sorry. Specific
research-based goals.
01:24:13.970 --> 01:24:15.840
So we're gonna scratch quantifiable
01:24:15.840 --> 01:24:17.993
and time-bound.
01:24:19.840 --> 01:24:23.240
Scratch measurable,
attainable and time-bound.
01:24:23.240 --> 01:24:24.073
Okay.
01:24:24.073 --> 01:24:25.730
Reasonable number of
specific, research-based
01:24:25.730 --> 01:24:27.280
goals that align to the vision.
01:24:28.440 --> 01:24:30.190
Okay. Well, so far measurable,
01:24:30.190 --> 01:24:32.310
attainable and time-bound are not-
01:24:32.310 --> 01:24:33.900
Oh wait, yes they are, I'm sorry.
01:24:33.900 --> 01:24:35.380
Time bound is, but...
01:24:36.340 --> 01:24:38.680
Adopt a reasonable number of
specific, research-based goals
01:24:38.680 --> 01:24:42.600
that align with the vision
in accordance with Chapter.
01:24:42.600 --> 01:24:44.590
Do you want that in there?
01:24:44.590 --> 01:24:47.700
The line to the vision to
improve student outcomes.
01:24:47.700 --> 01:24:48.780
All right.
01:24:48.780 --> 01:24:50.640
Including the
quantifiable goals,
01:24:50.640 --> 01:24:53.403
in 11.185 and 186.
01:24:54.640 --> 01:24:55.473
Okay.
01:24:55.473 --> 01:24:56.306
We can clean that up later.
01:24:56.306 --> 01:24:58.713
If we wanna say that specifically,
01:25:00.130 --> 01:25:02.010
CCMR and early childhood literacy.
01:25:02.010 --> 01:25:03.610
I think the point is that,
01:25:03.610 --> 01:25:06.310
those are the goals were talking about.
01:25:06.310 --> 01:25:11.230
Okay. So I have a
question for Ms. Cruz on this,
01:25:11.230 --> 01:25:16.220
this doesn't appear to be an amendment
01:25:16.220 --> 01:25:17.820
particularly of the amendment.
01:25:17.820 --> 01:25:20.330
It appears to be a substitute amendment.
01:25:20.330 --> 01:25:22.050
That is exactly it.
01:25:22.050 --> 01:25:24.580
You have been studying so hard.
01:25:24.580 --> 01:25:25.471
That's so good.
01:25:25.471 --> 01:25:26.304
Yes!
01:25:26.304 --> 01:25:27.522
Thank you, thank you.
01:25:27.522 --> 01:25:31.930
I wanna get us back on the
reservation and in good graces.
01:25:31.930 --> 01:25:33.603
So that's my, that's my intent.
01:25:34.940 --> 01:25:39.330
So do we need to vote
on the first amendment
01:25:39.330 --> 01:25:42.100
and then take Dr. Ellis' amendment
01:25:43.338 --> 01:25:44.920
if he so chooses?
01:25:44.920 --> 01:25:48.152
Okay. So the appropriate
way to handle this
01:25:48.152 --> 01:25:49.780
(indistinct) is a motion
01:25:49.780 --> 01:25:54.130
to strike out the existing language,
01:25:54.130 --> 01:25:56.780
which is on your screen.
01:25:56.780 --> 01:25:58.507
So those of you who can see it,
01:25:58.507 --> 01:26:02.090
this red language on the top
01:26:02.090 --> 01:26:06.233
and insert it with this red
language on the bottom.
01:26:07.420 --> 01:26:10.240
And so that's the way
that I would handle that
01:26:10.240 --> 01:26:12.000
because the red language on the top
01:26:12.000 --> 01:26:14.210
is already a substitute.
01:26:14.210 --> 01:26:17.370
Dr. Ellis' proposed language
01:26:17.370 --> 01:26:21.940
is not amendable at this point.
01:26:21.940 --> 01:26:24.980
You'll have to decide basically,
01:26:24.980 --> 01:26:28.840
do you prefer bullet number five
01:26:28.840 --> 01:26:31.770
or bullet number six on your list.
01:26:31.770 --> 01:26:35.053
And then that would become
amendable at that point.
01:26:36.710 --> 01:26:37.740
Okay.
01:26:37.740 --> 01:26:40.778
So what I'm hearing you say then do we
01:26:40.778 --> 01:26:42.320
(crackling drowns out speaker).
01:26:42.320 --> 01:26:45.420
So we need to vote... When
you're saying bullet number five,
01:26:45.420 --> 01:26:47.150
you're talking about,
"Adopts a reasonable number
01:26:47.150 --> 01:26:49.627
of specific, quantifiable,
research-based,
01:26:49.627 --> 01:26:50.870
and time-bound goals
01:26:50.870 --> 01:26:54.757
that align with the vision to
improve student outcomes."
01:26:54.757 --> 01:26:57.990
Is that what you're talking about?
01:26:57.990 --> 01:27:01.030
So do we need to vote on that now?
01:27:01.030 --> 01:27:05.070
What you vote on is,
shall the language proposed
01:27:05.070 --> 01:27:08.530
in bullet number six,
adopt a reasonable number
01:27:08.530 --> 01:27:10.180
of specific, research-based goals
01:27:10.180 --> 01:27:12.750
that align with the vision to
improve student outcomes,
01:27:12.750 --> 01:27:17.650
including the quantifiable
goals in 11.185 and 11.186.
01:27:17.650 --> 01:27:21.810
Replace the language
adopts a reasonable number
01:27:21.810 --> 01:27:23.977
of specific, quantifiable,
research-based
01:27:23.977 --> 01:27:25.830
and time-bound goals.
01:27:25.830 --> 01:27:26.700
Gotcha.
01:27:26.700 --> 01:27:30.810
So everybody understand
what we're voting on then?
01:27:30.810 --> 01:27:32.303
We're voting on,
01:27:33.510 --> 01:27:35.840
we're gonna call it
Dr. Ellis' amendment.
01:27:36.810 --> 01:27:39.673
It replaces Ms. Bahorich's amendment.
01:27:41.080 --> 01:27:42.727
I just have a quick question.
01:27:42.727 --> 01:27:45.210
Okay, Ms. Diaz. Yes please.
01:27:45.210 --> 01:27:50.147
Thank you, so just that
we're clear, if we vote to replace
01:27:51.940 --> 01:27:55.870
Ms. Bahorich's language
with Chair Ellis' language,
01:27:55.870 --> 01:27:58.560
then when we come, and if that passes,
01:27:58.560 --> 01:28:03.560
then we are not able to
amend Chair Ellis' language,
01:28:04.030 --> 01:28:04.863
is that correct?
01:28:04.863 --> 01:28:05.740
No, you can.
01:28:05.740 --> 01:28:08.405
Yeah, you can still amend his
01:28:08.405 --> 01:28:11.550
once that determination is
made between the two of them.
01:28:11.550 --> 01:28:12.653
Right, Ms. Cruz?
01:28:14.220 --> 01:28:15.170
Yes, sir.
01:28:15.170 --> 01:28:16.333
Okay, yes.
01:28:16.333 --> 01:28:18.750
And then I have-
So, okay.
01:28:18.750 --> 01:28:19.750
Sorry, I have
one other question.
01:28:19.750 --> 01:28:21.710
And this will cover the question
01:28:21.710 --> 01:28:23.360
I've kind of been waiting to ask.
01:28:24.269 --> 01:28:26.170
We had a really robust conversation
01:28:26.170 --> 01:28:28.630
about using the language
student outcomes,
01:28:28.630 --> 01:28:31.430
and there were some
really poi... I think,
01:28:31.430 --> 01:28:34.670
points that were made
regarding the use of that language.
01:28:34.670 --> 01:28:37.950
And so I'm wondering if
that, if student outcomes
01:28:37.950 --> 01:28:41.240
is specifically used in statute.
01:28:41.240 --> 01:28:43.785
'Cause that I'm not sure of,
but I just want clarification,
01:28:43.785 --> 01:28:48.785
is student outcomes
specifically stated in statute?
01:28:49.680 --> 01:28:51.883
Okay. Mr. Cottrill,
can you speak to that?
01:28:59.700 --> 01:29:01.460
Yes sir, I can.
01:29:01.460 --> 01:29:06.120
No, student outcomes is not
specifically stated in statute.
01:29:06.120 --> 01:29:07.630
As I shared yesterday
during the committee,
01:29:07.630 --> 01:29:10.000
the reason that we use the
language student outcomes
01:29:10.000 --> 01:29:13.540
is because oftentimes
what's found in statute
01:29:13.540 --> 01:29:17.210
is going to be performance,
it's going to be achievement.
01:29:17.210 --> 01:29:20.950
And many times those two terms
01:29:20.950 --> 01:29:24.780
are very quickly tied
to, standardized testing.
01:29:24.780 --> 01:29:28.480
And so, by utilizing language
around student outcomes,
01:29:28.480 --> 01:29:32.280
it gives a greater latitude
in terms of our interpretation
01:29:32.280 --> 01:29:34.560
of what student outcomes
is, that it can be something
01:29:34.560 --> 01:29:36.750
beyond that of a standardized test,
01:29:36.750 --> 01:29:39.930
but instead can be
reflective of certifications
01:29:39.930 --> 01:29:42.300
that were obtained through college
01:29:42.300 --> 01:29:44.900
career and technology
education at the high school level.
01:29:44.900 --> 01:29:48.020
It could be on life
outcomes that students
01:29:48.020 --> 01:29:49.890
are able to obtain an associates degree
01:29:49.890 --> 01:29:51.680
as they're graduating, things like that,
01:29:51.680 --> 01:29:55.220
that aren't specific to
achievement and performance
01:29:55.220 --> 01:29:58.410
on what are so closely
aligned with standardized tests.
01:29:58.410 --> 01:30:01.320
And so, the use of student
outcomes is predicated on trying
01:30:01.320 --> 01:30:04.440
to give greater latitude
and flexibility to the field
01:30:04.440 --> 01:30:06.120
to understand that we're
not specifically talking
01:30:06.120 --> 01:30:07.133
about STAAR test.
01:30:09.408 --> 01:30:11.902
Does that answer your
question Ms. Perez-Diaz?
01:30:11.902 --> 01:30:14.350
It does, thank you.
Okay, Ms. Bahorich
01:30:14.350 --> 01:30:15.590
I see your hand.
01:30:15.590 --> 01:30:18.873
Are you speaking to the
proposed substitution?
01:30:22.970 --> 01:30:26.290
Yes, the reason that I think,
01:30:26.290 --> 01:30:27.760
one of the concerns that we had,
01:30:27.760 --> 01:30:29.540
and we did talk about this a lot,
01:30:29.540 --> 01:30:32.050
and member Cortez
already brought this up,
01:30:32.050 --> 01:30:34.880
we don't wanna get
too far into the weeds
01:30:34.880 --> 01:30:37.810
on any specific recommendations.
01:30:37.810 --> 01:30:42.810
The previous that we
approved adopts a reasonable
01:30:43.170 --> 01:30:45.350
number of specific,
quantifiable research
01:30:45.350 --> 01:30:46.713
and time-bound goals.
01:30:49.040 --> 01:30:50.850
It's general instruction.
01:30:50.850 --> 01:30:55.130
It's not specific instruction
related to a specific law
01:30:55.130 --> 01:30:57.550
which may or may not change over time.
01:30:57.550 --> 01:31:00.070
And so, I'd hate to
see us members getting
01:31:00.070 --> 01:31:01.620
into the weeds on
01:31:04.495 --> 01:31:07.430
pulling specifically out of statute.
01:31:07.430 --> 01:31:11.203
When we know that they want
to set locally adopted goals,
01:31:12.100 --> 01:31:15.290
as we previously have in this document,
01:31:15.290 --> 01:31:16.730
that may have nothing to do
01:31:16.730 --> 01:31:19.000
with something that's in statute,
01:31:19.000 --> 01:31:22.300
but need to be specific, quantifiable,
01:31:22.300 --> 01:31:24.240
research-based and time-bound.
01:31:24.240 --> 01:31:28.670
So, I would suggest that we
give back local control here
01:31:28.670 --> 01:31:30.170
as to what those are.
01:31:30.170 --> 01:31:33.550
We want them to set a high-quality goal,
01:31:33.550 --> 01:31:35.587
but we're not interested in a goal
01:31:35.587 --> 01:31:37.683
tied to a specific statute.
01:31:38.910 --> 01:31:40.270
Okay.
01:31:40.270 --> 01:31:42.070
Any further discussion on the motion
01:31:42.070 --> 01:31:46.140
before us with just a
substitute, the language found
01:31:46.140 --> 01:31:50.420
in the substitute for
amendment number one.
01:31:50.420 --> 01:31:52.800
Or to replace that language
with amendment number one.
01:31:52.800 --> 01:31:55.770
And remember we will
then vote on and discuss
01:31:55.770 --> 01:31:59.543
amendment number one,
once we get this decision made.
01:32:00.390 --> 01:32:03.730
Only if you defeat
the substitute, sir.
01:32:03.730 --> 01:32:04.730
Oh, right, good point.
If you defeat
01:32:04.730 --> 01:32:09.730
the substitute, then amendment
number one is not adopted.
01:32:10.780 --> 01:32:12.727
Right, yeah. That's
what I meant to say.
01:32:12.727 --> 01:32:15.030
I do have a question,
I do have a question.
01:32:15.030 --> 01:32:17.120
Okay, Ms. Bahorich.
01:32:17.120 --> 01:32:21.763
Could Dr. Ellis address
the including language here?
01:32:22.680 --> 01:32:25.690
Like I said, I don't mind
including what's in there,
01:32:25.690 --> 01:32:28.900
but those statutes change
and stuff happens over time.
01:32:28.900 --> 01:32:31.500
Is there a way that we could
get at what you're including
01:32:31.500 --> 01:32:34.680
is talking about as part of this
01:32:34.680 --> 01:32:36.990
without naming the statutes?
01:32:36.990 --> 01:32:38.690
Is there a way we could get there?
01:32:40.540 --> 01:32:42.662
Mr. Chair.
Yes, Dr. Ellis,
01:32:42.662 --> 01:32:46.560
and Ms. Perez-Diaz I see
your hand, you'll be in line.
01:32:46.560 --> 01:32:48.310
Yeah, so in response to
that now is really from what
01:32:48.310 --> 01:32:50.860
Mr. Cottrill said, that these phrases
01:32:50.860 --> 01:32:54.500
was all based around 11.185 and 11.186.
01:32:54.500 --> 01:32:57.280
That's the reason that I
proposed those should be there,
01:32:57.280 --> 01:33:00.040
and it is including and not to the fact
01:33:00.040 --> 01:33:03.000
of that it's all that they can do,
01:33:03.000 --> 01:33:05.430
or there's not others that they can do.
01:33:05.430 --> 01:33:06.993
But I do agree with your point,
01:33:06.993 --> 01:33:10.562
that statute changes over time,
01:33:10.562 --> 01:33:12.470
requirements change over time.
01:33:12.470 --> 01:33:15.470
And that's why I kinda said
a little bit of a placeholder
01:33:15.470 --> 01:33:18.594
over what's neither
HB 3 or these statutory,
01:33:18.594 --> 01:33:21.200
or whether it's specifically about CCMR
01:33:21.200 --> 01:33:22.700
or early childhood literacy.
01:33:22.700 --> 01:33:25.250
I think that that was in
response to Mr. Cottrill
01:33:25.250 --> 01:33:30.250
saying that this bullet point
and especially those phrases,
01:33:30.460 --> 01:33:33.443
were pulling in the
requirements of 11.185 and 186.
01:33:36.338 --> 01:33:37.171
Okay.
01:33:37.171 --> 01:33:38.900
Actually, Ms. Cargill's
hand was up first I think,
01:33:38.900 --> 01:33:40.553
and then Ms. Perez-Diaz.
01:33:41.580 --> 01:33:43.570
Okay, yeah, thank you.
01:33:43.570 --> 01:33:47.500
Yeah, I'm gonna speak in favor
of Ms. Bahorich's amendment,
01:33:47.500 --> 01:33:49.090
which I think is called
amendment number one
01:33:49.090 --> 01:33:50.040
on Kay's document.
01:33:50.040 --> 01:33:52.749
To me, it's a lot more
simple, it's straightforward,
01:33:52.749 --> 01:33:56.780
and I think it addresses
what we're wanting to address
01:33:56.780 --> 01:34:00.100
in 11.185 and 186 anyway.
01:34:00.100 --> 01:34:03.553
So I would speak in favor of
keeping the amendment as is.
01:34:04.400 --> 01:34:06.460
Okay, Ms. Perez-Diaz.
01:34:07.720 --> 01:34:08.620
Thank you, Vice Chair.
01:34:08.620 --> 01:34:13.200
So I would say I really
appreciate member Bahorich's
01:34:13.200 --> 01:34:16.288
comment on respecting local control.
01:34:16.288 --> 01:34:20.810
We're talking about a framework,
again, remember a framework
01:34:20.810 --> 01:34:23.870
is basically just a
skeleton to build from
01:34:23.870 --> 01:34:26.360
for peer elected officials.
01:34:26.360 --> 01:34:27.990
And so I think that we
have to remember that
01:34:27.990 --> 01:34:29.440
as we're making these decisions.
01:34:29.440 --> 01:34:33.380
And what I might say is, so I appreciate
01:34:33.380 --> 01:34:35.230
the local control piece, and so maybe
01:34:35.230 --> 01:34:40.230
to even better support that positioning,
01:34:41.620 --> 01:34:46.620
I have perhaps a proposal
for alternative language.
01:34:48.998 --> 01:34:50.590
I'm not sure if I should do that now,
01:34:50.590 --> 01:34:54.000
or if that should
happen after this vote.
01:34:54.000 --> 01:34:56.550
So I need some
assistance 'cause either way
01:34:56.550 --> 01:34:59.880
the language I want
to add to whichever...
01:35:03.488 --> 01:35:07.310
I think that comes
probably after this vote.
01:35:07.310 --> 01:35:08.490
Okay.
Yes sir.
01:35:08.490 --> 01:35:10.380
Is that right Ms. Cruz?
01:35:10.380 --> 01:35:11.390
Yes, sir.
01:35:11.390 --> 01:35:13.600
Okay, yeah,
that's after this vote.
01:35:13.600 --> 01:35:14.920
Okay, got it. Thank you.
01:35:14.920 --> 01:35:17.640
So any further discussion
on the motion before us,
01:35:17.640 --> 01:35:21.510
which is to substitute the language,
01:35:21.510 --> 01:35:23.380
which is, "Adopt a reasonable number
01:35:23.380 --> 01:35:27.200
of specific, research-based
goals that align with the vision
01:35:27.200 --> 01:35:29.330
to improve student outcomes,
01:35:29.330 --> 01:35:32.997
including the quantifiable
goals in the 11.185 and 11.186."
01:35:36.183 --> 01:35:41.183
Substitute that language
with amendment number one.
01:35:43.840 --> 01:35:45.777
Mr. Maynard. Yeah there you go.
01:35:45.777 --> 01:35:48.260
"Adopts a reasonable
number of specific, quantifiable,
01:35:48.260 --> 01:35:50.570
research-based and time-bound goals
01:35:50.570 --> 01:35:53.620
that align with the vision to
improve student outcomes."
01:35:53.620 --> 01:35:54.683
Mr. Mercer.
01:35:56.300 --> 01:35:57.170
Yes, sir.
01:35:57.170 --> 01:35:58.830
Marty, Mr. Chairman.
01:35:58.830 --> 01:36:00.750
I just speak in favor of the substitute.
01:36:00.750 --> 01:36:02.283
I like... Both things I look for
01:36:02.283 --> 01:36:05.140
when I do research-based
and quantifiable,
01:36:05.140 --> 01:36:06.530
but the substitute is very specific,
01:36:06.530 --> 01:36:10.063
it says quantifiable as
in 11-185 and 11-186.
01:36:11.130 --> 01:36:13.450
I speak in favor of
the substitute motion.
01:36:13.450 --> 01:36:15.120
Okay. Thank you, sir.
01:36:15.120 --> 01:36:19.013
Any further discussion
on the motion before us?
01:36:20.810 --> 01:36:22.970
Okay, so Ms. Cruz, if you don't mind,
01:36:22.970 --> 01:36:26.970
removing this sharing
screen for just a moment, we'll-
01:36:26.970 --> 01:36:28.060
All right.
01:36:28.060 --> 01:36:31.677
And Mr. Chairman,
if I can just help you,
01:36:31.677 --> 01:36:35.170
and if I can help everyone
with a quick shortcut,
01:36:35.170 --> 01:36:39.490
if you're in favor of the
language marked substitute,
01:36:39.490 --> 01:36:41.437
you would vote, yes.
There you go.
01:36:41.437 --> 01:36:43.840
And if you're
in favor of the language
01:36:43.840 --> 01:36:46.380
marked amendment
one, you would vote, no.
01:36:46.380 --> 01:36:49.997
And whichever one you
adopt would be amendable.
01:36:51.120 --> 01:36:53.270
And Ms. Bahorich is
about to have a hernia,
01:36:53.270 --> 01:36:54.870
she's waiting so hard.
01:36:56.060 --> 01:36:57.600
Oh, okay.
01:36:57.600 --> 01:36:58.433
All right. All right.
01:36:58.433 --> 01:37:02.470
Just a point of clarification,
members, on the substitute,
01:37:02.470 --> 01:37:05.140
what's been taken out are the adjectives
01:37:05.140 --> 01:37:07.100
on what is a good goal.
01:37:07.100 --> 01:37:09.050
We're taking out quantifiable.
01:37:09.050 --> 01:37:12.970
Member Ken Mercer, just
pointed to the importance of that,
01:37:12.970 --> 01:37:15.670
but that's been taken out
of the substitute amendment.
01:37:16.538 --> 01:37:17.690
Quantifiable's no longer in there.
01:37:17.690 --> 01:37:21.110
It just says specific,
research-based goals.
01:37:21.110 --> 01:37:24.320
It took out quantifiable,
and it took out time-bound.
01:37:24.320 --> 01:37:27.290
I just wanna make sure
that members understand
01:37:27.290 --> 01:37:29.623
what's been removed there as well.
01:37:30.720 --> 01:37:32.653
No, quantifiable is there.
01:37:33.870 --> 01:37:34.703
Yeah.
01:37:35.660 --> 01:37:37.663
Specific, research-based.
01:37:39.090 --> 01:37:40.143
Well, there's the
quantifiable there.
01:37:40.143 --> 01:37:42.330
Oh, the quantifiable
at the bottom.
01:37:42.330 --> 01:37:44.960
Well, yeah, but quantifiable is only
01:37:44.960 --> 01:37:48.593
in relations to two statutes, right?
01:37:50.670 --> 01:37:51.503
Okay.
01:37:51.503 --> 01:37:56.060
Any further discussion on
the amendment before us?
01:37:56.060 --> 01:38:01.060
Okay, as Ms. Cruz pointed
out, a vote yes, essentially is,
01:38:02.180 --> 01:38:05.970
it means you're in favor
of the substitute language.
01:38:05.970 --> 01:38:10.660
A vote no means you prefer
the amendment number one.
01:38:10.660 --> 01:38:12.800
But then we still have the opportunity
01:38:12.800 --> 01:38:14.743
to amend amendment number one.
01:38:15.917 --> 01:38:16.750
Are you with me?
01:38:16.750 --> 01:38:19.953
So all in favor of the motion
signify by raising your hand.
01:38:28.300 --> 01:38:32.010
I see six in favor. You
may lower your hands.
01:38:32.010 --> 01:38:34.593
All opposed, raise
your hand, please?
01:38:39.174 --> 01:38:41.160
Eight opposed.
01:38:41.160 --> 01:38:44.510
Eight, so the motion
fails, six to eight.
01:38:44.510 --> 01:38:48.270
So now, what's currently
before us is the amendment
01:38:50.210 --> 01:38:52.543
that we've been calling
amendment number one.
01:38:54.980 --> 01:38:58.850
And it'll come up on your
screen in just a moment.
01:38:58.850 --> 01:39:00.000
Okay, there it is.
01:39:00.000 --> 01:39:04.640
Okay, so the motion is to
amend the ad hoc committee's
01:39:04.640 --> 01:39:05.840
recommendation actually.
01:39:08.335 --> 01:39:10.780
"To adopt a reasonable
number of specific, quantifiable,
01:39:10.780 --> 01:39:13.600
research-based and time-bound goals
01:39:13.600 --> 01:39:14.870
that align with the vision
01:39:14.870 --> 01:39:17.147
to improve student outcomes."
01:39:17.995 --> 01:39:21.700
And that's to substitute
for the original that you see
01:39:21.700 --> 01:39:22.600
before you.
01:39:22.600 --> 01:39:25.670
Adopts a reasonable
number of goals that aligned
01:39:25.670 --> 01:39:28.000
to the vision to improve
student outcomes.
01:39:28.000 --> 01:39:29.750
So Ms. Perez-Diaz,
01:39:29.750 --> 01:39:33.320
did you have an amendment to that?
01:39:33.320 --> 01:39:35.550
Let me bring up my participant.
01:39:35.550 --> 01:39:38.068
Thank you. Vice
Chair, thank you.
01:39:38.068 --> 01:39:38.901
All right.
01:39:38.901 --> 01:39:43.050
So when looking at the
amendment, I would propose,
01:39:43.050 --> 01:39:46.350
and I'll preface this
proposal by saying,
01:39:46.350 --> 01:39:48.610
I hope that this...
What I'm trying to do is,
01:39:48.610 --> 01:39:52.150
is respect a member
before just point regarding
01:39:52.150 --> 01:39:53.650
local control I really value that.
01:39:53.650 --> 01:39:55.840
And I think that that's important.
01:39:55.840 --> 01:39:59.820
I also really want to be cognizant
01:39:59.820 --> 01:40:04.030
of member Ellis' goal in
looking at House Bill 3.
01:40:04.030 --> 01:40:06.640
And then finally, again,
01:40:06.640 --> 01:40:09.800
listen to the voices of
people who are actually sitting
01:40:09.800 --> 01:40:11.223
in office right now,
01:40:12.430 --> 01:40:14.530
who we're working this for.
01:40:14.530 --> 01:40:17.423
So, I would strike,
01:40:18.400 --> 01:40:19.233
give me just a second
01:40:19.233 --> 01:40:21.140
let me look at my
language, so I would...
01:40:21.140 --> 01:40:22.350
My proposal would read,
01:40:22.350 --> 01:40:27.350
adopt a reasonable
number of specific strike,
01:40:27.560 --> 01:40:29.633
quantifiable, research-based.
01:40:30.890 --> 01:40:33.760
And, actually I'm sorry.
01:40:33.760 --> 01:40:34.593
Oh yes.
01:40:34.593 --> 01:40:37.393
Strike quantifiable,
research-based and time-bound.
01:40:40.110 --> 01:40:41.840
And then include
01:40:43.240 --> 01:40:44.603
measurable goals.
01:40:47.250 --> 01:40:48.999
Mr. Chairman, I'm sorry.
01:40:48.999 --> 01:40:49.832
Yes, Ma'am.
01:40:49.832 --> 01:40:54.420
You have already voted that
you will retain research-based
01:40:54.420 --> 01:40:58.120
and a motion to strike
that would not be in for her.
01:40:58.120 --> 01:41:00.683
Aah good point. That
was Dr. Robinson's.
01:41:01.540 --> 01:41:03.560
That they want to
keep that language.
01:41:03.560 --> 01:41:04.430
Yeah, that's true.
01:41:04.430 --> 01:41:06.910
Remember that was Dr. Robinson's
01:41:06.910 --> 01:41:09.260
motion to strike research-based.
01:41:09.260 --> 01:41:10.710
Got it, okay
01:41:10.710 --> 01:41:11.543
So, yeah.
01:41:11.543 --> 01:41:12.680
That's been voted in.
01:41:12.680 --> 01:41:13.513
Research based.
01:41:13.513 --> 01:41:17.000
I can strike... I'll
strike quantifiable.
01:41:17.000 --> 01:41:17.940
Yeah.
01:41:17.940 --> 01:41:19.250
In time-bound.
01:41:19.250 --> 01:41:20.083
Right.
01:41:20.083 --> 01:41:21.960
And then I'll replace
01:41:25.320 --> 01:41:27.543
and time-bound with measurable.
01:41:29.160 --> 01:41:30.040
Okay.
01:41:30.040 --> 01:41:31.400
And then,
01:41:31.400 --> 01:41:34.233
goals that align.
01:41:38.520 --> 01:41:39.653
So after with,
01:41:40.720 --> 01:41:44.940
I would strike the vision to
improve student outcomes
01:41:44.940 --> 01:41:46.763
and insert,
01:41:48.880 --> 01:41:52.850
let's see, goals that align
with early childhood literacy,
01:41:52.850 --> 01:41:54.710
mathematics and CCMR
01:41:57.910 --> 01:41:58.743
goals.
01:42:01.780 --> 01:42:03.130
Let me make sure because I'm like,
01:42:03.130 --> 01:42:05.563
I'm trying to read
through all of the changes,
01:42:06.920 --> 01:42:07.807
what it should read is,
01:42:07.807 --> 01:42:10.280
"Adopt a reasonable number of specific
01:42:10.280 --> 01:42:12.410
and measurable goals
that aligned to goals
01:42:12.410 --> 01:42:16.657
for early childhood literacy,
mathematics, and CCMR."
01:42:17.530 --> 01:42:19.910
This way we're not being prescriptive
01:42:20.880 --> 01:42:22.220
of our Board members,
01:42:22.220 --> 01:42:24.520
but they understand
what our intent is, right?
01:42:26.835 --> 01:42:31.640
We want those deep goals
aligned to all of the other work
01:42:31.640 --> 01:42:32.490
that's happening,
01:42:33.540 --> 01:42:36.070
but again we're
respecting that local control,
01:42:36.070 --> 01:42:37.390
we're acknowledging House Bill 3,
01:42:37.390 --> 01:42:40.800
and we're also respecting the roles
01:42:40.800 --> 01:42:42.720
of the school Board members.
01:42:42.720 --> 01:42:44.410
Okay, just one second.
01:42:44.410 --> 01:42:46.020
Oh, all right.
01:42:46.020 --> 01:42:47.440
So I think your language
01:42:47.440 --> 01:42:49.690
was a little bit different in that
01:42:49.690 --> 01:42:53.140
you had goals that align with
01:42:54.700 --> 01:42:59.300
the goals of early childhood
literacy, mathematics and CCMR.
01:43:00.850 --> 01:43:02.811
I'm sorry, let me look.
01:43:02.811 --> 01:43:05.940
It's hard to follow.
We have goals at the end.
01:43:05.940 --> 01:43:09.030
So,-
Chairman I'm not...
01:43:09.030 --> 01:43:13.940
So I think there's a
requirement in the TEC
01:43:13.940 --> 01:43:15.280
resulting from House Bill 3.
01:43:15.280 --> 01:43:16.500
I don't think that there,
01:43:16.500 --> 01:43:20.340
there are goals in
the statute and it also,
01:43:20.340 --> 01:43:21.710
I think sounds a little odd to say
01:43:21.710 --> 01:43:23.950
you're gonna adopt
goals that align with goals.
01:43:23.950 --> 01:43:24.833
With goals.
01:43:24.833 --> 01:43:28.391
Yeah, well I know, but I'm
just trying to get the language.
01:43:28.391 --> 01:43:29.330
Yeah.
01:43:29.330 --> 01:43:30.826
that the member is proposing.
01:43:30.826 --> 01:43:31.659
Yeah. Well, so I think
there are two additional,
01:43:31.659 --> 01:43:33.990
there are two extra, the word goals
01:43:33.990 --> 01:43:35.410
is in there two times
01:43:35.410 --> 01:43:36.880
that it probably shouldn't be.
01:43:36.880 --> 01:43:39.797
Right, well, okay.
01:43:39.797 --> 01:43:41.380
"Reasonable number of specific,
01:43:41.380 --> 01:43:43.750
research-based, and measurable goals
01:43:43.750 --> 01:43:46.050
that align with early
childhood literacy,
01:43:46.050 --> 01:43:48.320
mathematics, and CCMR requirements."
01:43:48.320 --> 01:43:49.660
Okay, that's what it,
that's what it already.
01:43:49.660 --> 01:43:52.330
Okay, thank you Monica and Vice Chair.
01:43:52.330 --> 01:43:54.810
So, adopt a reasonable
number of specific,
01:43:54.810 --> 01:43:57.060
research-based, and measurable goals
01:43:57.060 --> 01:43:59.130
that align with early
childhood literacy,
01:43:59.130 --> 01:44:01.520
mathematics, and CCMR requirements.
01:44:01.520 --> 01:44:03.490
Okay.
That would be my proposal.
01:44:03.490 --> 01:44:04.323
All right.
01:44:04.323 --> 01:44:06.360
So is there a second to that motion?
01:44:06.360 --> 01:44:07.960
I second that.
01:44:07.960 --> 01:44:09.533
Okay, that was Dr. Robinson.
01:44:10.610 --> 01:44:12.530
Okay, and so I think Ms. Perez-Diaz,
01:44:12.530 --> 01:44:15.270
you've already spoken
to your motion, right?
01:44:15.270 --> 01:44:16.103
Yes, sir.
01:44:16.103 --> 01:44:20.123
Okay, so I'm seeing
hands, Ms. Cargill.
01:44:23.480 --> 01:44:28.480
Yeah, and I appreciate
member Perez-Diaz's
01:44:29.490 --> 01:44:34.040
attempts to satisfy all
the different stakeholders
01:44:34.040 --> 01:44:37.790
and Dr. Ellison, everyone,
I'm not gonna be able
01:44:37.790 --> 01:44:39.170
to support the amendment.
01:44:39.170 --> 01:44:41.520
We don't want to limit school Boards
01:44:41.520 --> 01:44:43.600
just to early childhood literacy,
01:44:43.600 --> 01:44:45.850
mathematics and CCMR requirements.
01:44:45.850 --> 01:44:48.570
We want them to have more flexibility
01:44:48.570 --> 01:44:50.670
with that based on what their goals
01:44:50.670 --> 01:44:53.970
need to be in their specific districts.
01:44:53.970 --> 01:44:55.850
So I'm not going to be
able to agree with that.
01:44:55.850 --> 01:44:57.475
And also the word "quantifiable"
01:44:57.475 --> 01:45:00.770
was from statute, which is why
01:45:00.770 --> 01:45:02.150
Mr. Cottrill had mentioned it.
01:45:02.150 --> 01:45:04.320
So I'm not sure why
we would take that out
01:45:04.320 --> 01:45:06.930
since that is the exact
term that is in statute
01:45:06.930 --> 01:45:08.253
as opposed to measurable.
01:45:09.710 --> 01:45:12.060
Okay, Ms. Bahorich,
I see your hand.
01:45:12.060 --> 01:45:14.370
Was that for this measure?
01:45:14.370 --> 01:45:17.023
Yeah, again, I
certainly appreciate,
01:45:18.500 --> 01:45:21.630
and I do think, what we've
gotten in current statute
01:45:21.630 --> 01:45:26.630
is pretty important and
they very well may adopt that
01:45:28.190 --> 01:45:30.840
as part of their
reasonable number of goals
01:45:30.840 --> 01:45:33.230
in a particular district.
01:45:33.230 --> 01:45:36.060
But again, I don't
wanna see local control.
01:45:36.060 --> 01:45:38.550
The only thing that I'm
hoping we can do when we get
01:45:38.550 --> 01:45:42.330
finished with this process
is give some framework,
01:45:42.330 --> 01:45:45.670
a skeleton, if you will,
for what is a quality goal.
01:45:45.670 --> 01:45:48.490
And so I'd like to keep this
just as simple as we possibly
01:45:48.490 --> 01:45:53.490
can and go back to
more of what we approved
01:45:53.560 --> 01:45:57.230
before we made this amendment.
01:45:57.230 --> 01:46:00.070
Okay, Ms. Cruz,
could we go ahead
01:46:01.000 --> 01:46:02.530
and this may take you a moment,
01:46:02.530 --> 01:46:07.530
but let's put up what the
original amendment was.
01:46:09.980 --> 01:46:13.140
And by that, I mean, Ms. Bahorich's
01:46:13.140 --> 01:46:18.010
original amendment as
we're currently situated,
01:46:18.010 --> 01:46:20.990
and I think it would be,
adopts a reasonable number of
01:46:20.990 --> 01:46:25.990
specific, quantifiable, researched
and time-bound goals that
01:46:27.950 --> 01:46:32.290
align with the vision to
improve student outcomes.
01:46:32.290 --> 01:46:33.650
Is that right?
01:46:33.650 --> 01:46:34.686
Yes sir, that is.
01:46:34.686 --> 01:46:35.860
Give me just a second.
01:46:35.860 --> 01:46:37.120
I'll take my screen down and I'll
01:46:37.120 --> 01:46:38.594
put it back up when I'm ready.
01:46:38.594 --> 01:46:40.760
Perfect, okay, all right.
01:46:40.760 --> 01:46:42.520
So in the meantime, Ms. Hardy,
01:46:42.520 --> 01:46:44.770
do you wanna speak to
the proposed amendment,
01:46:48.760 --> 01:46:50.562
Pat, you just muted.
01:46:50.562 --> 01:46:51.395
Oh sorry
01:46:51.395 --> 01:46:52.511
There you go
01:46:52.511 --> 01:46:57.294
The opposed
amendment for (indistinct)
01:46:57.294 --> 01:47:02.230
or what Ms. Cargill said
that it's too narrow to say early
01:47:02.230 --> 01:47:04.380
childhood math and reading.
01:47:05.848 --> 01:47:08.581
We have a lot broader goals, I think,
01:47:08.581 --> 01:47:11.011
for the local school
Boards in those three areas,
01:47:11.011 --> 01:47:16.011
so that is very (indistinct)
01:47:16.070 --> 01:47:16.903
Okay.
01:47:16.903 --> 01:47:17.840
Thank you.
01:47:17.840 --> 01:47:20.457
Any other discussion on
the proposed amendment?
01:47:20.457 --> 01:47:22.483
You can just kind of wave at me.
01:47:26.550 --> 01:47:28.860
I don't see any.
01:47:28.860 --> 01:47:30.733
Okay, so we're ready for a vote.
01:47:33.870 --> 01:47:35.210
Let's wait just a minute.
01:47:35.210 --> 01:47:40.210
Let Ms. Cruz put it back on the screen.
01:47:42.330 --> 01:47:44.430
So we'll see the
language we're voting on.
01:47:46.500 --> 01:47:48.950
And then actually I'll ask
her to take it back down.
01:47:48.950 --> 01:47:51.773
So we can see the
vote, but I think it's good
01:47:51.773 --> 01:47:53.923
that we all see the
language one more time.
01:48:08.372 --> 01:48:11.150
And we might just comment
on the wonders of technology
01:48:11.150 --> 01:48:13.413
that we're able to
do this, so that's very,
01:48:14.970 --> 01:48:17.323
along with the talent
and skills of Ms. Cruz.
01:48:26.580 --> 01:48:28.770
Just take a moment and
visit among yourselves.
01:48:28.770 --> 01:48:29.700
Oh, wait a minute.
01:48:29.700 --> 01:48:31.197
You can't do that, can you?
01:48:35.830 --> 01:48:38.020
Did she put it back on
the screen yet? I can't see it.
01:48:38.020 --> 01:48:39.693
No, it's not there yet, it's-
01:48:41.100 --> 01:48:41.933
Just checking.
01:48:45.760 --> 01:48:46.677
Okay.
01:48:46.677 --> 01:48:47.850
And there it is.
01:48:47.850 --> 01:48:49.200
Okay.
01:48:49.200 --> 01:48:52.950
What I've done, Mr. Chairman,
is amendment number one
01:48:52.950 --> 01:48:56.424
is the amendment that was
proposed by Ms. Bahorich.
01:48:56.424 --> 01:48:57.358
Okay.
01:48:57.358 --> 01:49:00.860
And then 1b is the
secondary amendment
01:49:00.860 --> 01:49:04.790
proposed by Ms. Perez-Diaz.
01:49:04.790 --> 01:49:06.072
Perfect, okay.
01:49:06.072 --> 01:49:10.380
So, 1b is what we
are currently voting on.
01:49:10.380 --> 01:49:12.180
Okay.
01:49:12.180 --> 01:49:13.507
There you go, okay, everybody see that?
01:49:13.507 --> 01:49:17.290
And then, so 1b, the motion is
01:49:17.290 --> 01:49:22.290
that the framework point reads,
01:49:22.397 --> 01:49:25.280
"Adopts a reasonable number of specific,
01:49:25.280 --> 01:49:28.060
research-based, and measurable goals
01:49:28.060 --> 01:49:31.360
that align with childhood literacy,
01:49:31.360 --> 01:49:34.440
mathematics, and CCMR requirements."
01:49:34.440 --> 01:49:36.720
Everybody understand?
01:49:36.720 --> 01:49:38.890
Okay, so thank you, Ms. Cruz.
01:49:38.890 --> 01:49:40.200
If you'll take your
screen down for a minute,
01:49:40.200 --> 01:49:41.403
we'll take the vote.
01:49:44.380 --> 01:49:46.285
Okay, all in favor of the-
01:49:46.285 --> 01:49:48.400
I just had a...
01:49:48.400 --> 01:49:49.233
I'm sorry to interrupt.
01:49:49.233 --> 01:49:51.553
I just had a technical question.
01:49:52.779 --> 01:49:57.183
The new language left
out early childhood literacy.
01:49:58.230 --> 01:49:59.380
I don't know if that's gonna...
01:49:59.380 --> 01:50:00.213
I just want to make sure
01:50:00.213 --> 01:50:01.330
that didn't cause any kind of issue,
01:50:01.330 --> 01:50:04.080
but early should be a part of that.
01:50:04.080 --> 01:50:04.913
Okay.
01:50:06.080 --> 01:50:07.040
All right, early childhood-
01:50:07.040 --> 01:50:08.560
I was going too fast.
01:50:08.560 --> 01:50:09.700
Sorry about that.
01:50:09.700 --> 01:50:11.090
That's sure okay.
01:50:11.090 --> 01:50:14.250
But I think we all understand
the language, right?
01:50:14.250 --> 01:50:15.840
Okay, thank you, Ms. Perez-Diaz.
01:50:15.840 --> 01:50:18.380
All in favor of that proposed amendment
01:50:18.380 --> 01:50:20.643
signify by raising your hand, please.
01:50:26.580 --> 01:50:28.160
I see five in favor.
01:50:28.160 --> 01:50:29.940
You can put your hands down.
01:50:29.940 --> 01:50:32.303
All opposed, raise
your hands, please.
01:50:37.107 --> 01:50:39.177
I see seven opposed.
01:50:39.177 --> 01:50:43.237
Seven, Ms. Davis,
did you intend to vote?
01:50:43.237 --> 01:50:44.490
I didn't vote.
01:50:44.490 --> 01:50:45.323
No, you didn't.
01:50:45.323 --> 01:50:46.156
Okay, all right.
01:50:46.156 --> 01:50:49.840
So the motion fails
five to seven, I think,
01:50:49.840 --> 01:50:51.690
or something like that. Ms. Martinez?
01:50:51.690 --> 01:50:53.000
Yes sir, that's correct.
01:50:53.000 --> 01:50:54.020
Okay, all right.
01:50:54.020 --> 01:50:57.130
So Ms. Cruz, if you'll
once again bring up
01:50:57.130 --> 01:50:59.113
the amendment that's before us.
01:51:15.450 --> 01:51:18.110
Okay, there it is.
01:51:18.110 --> 01:51:20.480
And so what we're voting on now
01:51:20.480 --> 01:51:23.440
or what's currently before
us for discussion and vote
01:51:23.440 --> 01:51:26.000
is that amendment number one
01:51:26.000 --> 01:51:27.930
that says adopts a reasonable number
01:51:27.930 --> 01:51:30.970
of specific quantifiable research-based
01:51:30.970 --> 01:51:34.460
and time-bound goals
that align with the vision
01:51:34.460 --> 01:51:36.503
to improve student outcomes.
01:51:38.200 --> 01:51:40.193
Discussion about that.
01:51:42.780 --> 01:51:44.740
Let's see, and I lost my...
01:51:45.870 --> 01:51:50.120
I see Ms. Perez-Diaz and
Ms. Bahorich's hand up.
01:51:50.120 --> 01:51:52.353
Is that on this matter?
01:51:53.940 --> 01:51:55.730
Sorry, I forgot to take it off.
01:51:55.730 --> 01:51:57.390
Okay, I thought so.
01:51:57.390 --> 01:52:00.223
Dr. Robinson, how about
you and then Ms. Bahorich.
01:52:01.640 --> 01:52:03.270
Yeah, I made
this point yesterday.
01:52:03.270 --> 01:52:05.060
And just so I'll just make it again
01:52:05.060 --> 01:52:06.070
for people that didn't hear it,
01:52:06.070 --> 01:52:09.810
but we had a lot of discussion
yesterday about definitions,
01:52:09.810 --> 01:52:12.370
the word outcomes,
achievement, and performance,
01:52:12.370 --> 01:52:15.490
and there were different
opinions on the definitions.
01:52:15.490 --> 01:52:18.940
So I had looked up in the
online Webster dictionary
01:52:18.940 --> 01:52:23.300
the definition and outcomes
01:52:23.300 --> 01:52:25.630
is defined as something that follows
01:52:25.630 --> 01:52:28.310
as a result or consequence.
01:52:28.310 --> 01:52:32.160
Achievement is a
result gained by effort,
01:52:32.160 --> 01:52:35.580
and performance is the
execution of an action.
01:52:35.580 --> 01:52:37.077
So right now in statute
01:52:37.077 --> 01:52:39.440
are the words achievement
and performance
01:52:41.190 --> 01:52:42.660
and it was the opinion of all
01:52:42.660 --> 01:52:45.870
the school Board testifiers yesterday.
01:52:45.870 --> 01:52:48.723
My opinion hadn't been on
a school Board for 10 years,
01:52:50.350 --> 01:52:52.060
is that outcomes
01:52:52.060 --> 01:52:54.610
especially when you
consider the definitions there,
01:52:55.580 --> 01:52:58.397
really are the opposite
of what Mr. Cottrill
01:52:58.397 --> 01:52:59.550
was trying to tell us.
01:52:59.550 --> 01:53:03.242
That it really implies more emphasis
01:53:03.242 --> 01:53:05.410
and they were people
in the ad hoc committee
01:53:05.410 --> 01:53:08.150
that wanted to put the
word primarily in there
01:53:08.150 --> 01:53:10.350
to even further emphasize
01:53:11.590 --> 01:53:14.650
using a standardized testing star scores
01:53:14.650 --> 01:53:17.810
to evaluate the superintendent.
01:53:17.810 --> 01:53:20.380
So that's why the words outcomes
01:53:21.290 --> 01:53:23.890
is something I have objection to.
01:53:23.890 --> 01:53:26.200
And I think it's important to at least
01:53:26.200 --> 01:53:27.750
everybody should keep in mind what
01:53:27.750 --> 01:53:29.290
that definition means compared
01:53:29.290 --> 01:53:31.330
to achievement or performance,
01:53:31.330 --> 01:53:32.883
and then just vote accordingly.
01:53:34.650 --> 01:53:35.483
Okay.
01:53:36.520 --> 01:53:38.610
I'm taking that as a comment
01:53:38.610 --> 01:53:41.153
and not necessarily a
proposed amendment.
01:53:42.970 --> 01:53:43.803
That's correct?
01:53:43.803 --> 01:53:44.676
Yes, that's correct.
01:53:44.676 --> 01:53:45.509
Okay.
01:53:45.509 --> 01:53:47.040
Thank you.
01:53:47.040 --> 01:53:49.150
Ms. Bahorich your hand is still up.
01:53:49.150 --> 01:53:52.010
I've been reminded that
technically there is a rule
01:53:52.010 --> 01:53:55.280
that a member can't
speak more than twice-
01:53:55.280 --> 01:53:58.920
Okay.
to any one measure.
01:53:58.920 --> 01:54:01.830
But you know, we'll grant some leniency
01:54:01.830 --> 01:54:05.760
if you have something
just absolutely compelling.
01:54:05.760 --> 01:54:08.590
Well, all I was gonna
address was a question
01:54:08.590 --> 01:54:11.923
that was asked earlier about
the reasonable part of this,
01:54:12.880 --> 01:54:14.313
as a point of information.
01:54:16.610 --> 01:54:19.480
Yeah, the research
shows that if you have
01:54:19.480 --> 01:54:21.790
20 goals, you have no goals.
01:54:21.790 --> 01:54:23.693
So if you have too many goals,
01:54:24.620 --> 01:54:27.090
then you don't get those
goals accomplished.
01:54:27.090 --> 01:54:30.110
It's just the way that it works.
01:54:30.110 --> 01:54:34.480
We didn't wanna be prescriptive
about what reasonable meant.
01:54:34.480 --> 01:54:37.060
That's up to the local school
Board to make that decision.
01:54:37.060 --> 01:54:39.540
So that's why the word
reasonable is in there.
01:54:39.540 --> 01:54:41.873
And as far as outcomes go,
01:54:44.080 --> 01:54:46.410
the Board's main focus, in my opinion,
01:54:46.410 --> 01:54:51.410
would be to focus on the
impact of the programs
01:54:51.710 --> 01:54:54.920
and the strategies that they use
01:54:55.910 --> 01:54:58.810
as it relates to what is
achieved for students,
01:54:58.810 --> 01:55:01.870
and so that's why that
word is appropriate here,
01:55:01.870 --> 01:55:04.090
may not be appropriate in statute,
01:55:04.090 --> 01:55:07.050
but is very appropriate
for school Board.
01:55:07.050 --> 01:55:10.870
Because they make
choices, they make strategies.
01:55:10.870 --> 01:55:14.380
And so they want to
evaluate those choices
01:55:14.380 --> 01:55:17.160
and strategies and the impact of that,
01:55:17.160 --> 01:55:19.110
and that's what outcomes is focused on.
01:55:20.060 --> 01:55:21.870
Okay, thank you, Ms. Bahorich.
01:55:21.870 --> 01:55:22.823
Ms. Perez?
01:55:25.340 --> 01:55:26.760
Thank you.
01:55:26.760 --> 01:55:29.830
I'm gonna sound a bit
like a reading teacher here,
01:55:29.830 --> 01:55:33.550
but I think perhaps we
should call on Mr. Cottrill
01:55:33.550 --> 01:55:37.210
to give us definitions
of student outcomes.
01:55:37.210 --> 01:55:40.960
And so maybe that
helps people understand
01:55:42.077 --> 01:55:44.073
the terminology here a bit better.
01:55:45.470 --> 01:55:46.837
Okay, Mr. Cottrill?
01:55:50.610 --> 01:55:55.130
Yes, so I certainly
understand that Webster
01:55:55.130 --> 01:55:59.070
provides a general definition
of what an outcome is.
01:55:59.070 --> 01:56:01.400
It doesn't quite align
with student outcomes,
01:56:01.400 --> 01:56:03.277
which is what we're
actually talking about.
01:56:03.277 --> 01:56:05.790
And so the definition
of a student outcome
01:56:05.790 --> 01:56:07.610
is a measure of a school system results
01:56:07.610 --> 01:56:10.220
that are student results,
rather than adult results,
01:56:10.220 --> 01:56:11.550
outcomes that are a measure
01:56:11.550 --> 01:56:14.320
of what students know or are able to do.
01:56:14.320 --> 01:56:16.680
And so an example of that
is a sum of an assessment,
01:56:16.680 --> 01:56:18.860
but it also, again, as I shared earlier,
01:56:18.860 --> 01:56:21.740
provides opportunities to go
beyond standardized assessments
01:56:21.740 --> 01:56:25.570
and can be certifications
or degree attainments
01:56:25.570 --> 01:56:28.627
or college-readiness
indicators and things like that.
01:56:28.627 --> 01:56:33.627
And so, I don't want
to allow for a painting
01:56:33.880 --> 01:56:35.200
of student outcomes to be something
01:56:35.200 --> 01:56:39.196
that is strictly aligned
to consequential or
01:56:39.196 --> 01:56:41.950
(radio interference drowns out speaker)
01:56:41.950 --> 01:56:44.850
for that matter because,
I think that we've done
01:56:44.850 --> 01:56:47.930
made some great headway in establishing
01:56:47.930 --> 01:56:50.800
an understanding that student
outcomes are simply that.
01:56:50.800 --> 01:56:53.570
It's locally developed
and can be determined
01:56:53.570 --> 01:56:55.330
by a local school Board to be reflective
01:56:55.330 --> 01:56:56.720
of a wide variety of measures
01:56:56.720 --> 01:57:01.348
that are able to be determined
by the local school Boards.
01:57:01.348 --> 01:57:03.640
Okay.
01:57:03.640 --> 01:57:06.020
Thank you, Mr. Cottrill.
01:57:06.020 --> 01:57:09.680
Okay, Monica, I think, are
you able to remove hands?
01:57:09.680 --> 01:57:13.863
I'm not able to do that
as a host or because I-
01:57:14.747 --> 01:57:17.770
Yes, I can also
make you a cohost.
01:57:17.770 --> 01:57:18.650
Oh, well that's okay.
01:57:18.650 --> 01:57:20.480
All right, but Dr. Robinson,
01:57:20.480 --> 01:57:22.940
I think his hand was up from earlier,
01:57:22.940 --> 01:57:27.160
but probably not again, I
don't see him in the screen.
01:57:27.160 --> 01:57:31.430
Okay, all right, so
any further discussion
01:57:32.620 --> 01:57:36.130
with regard to the proposed
amendment number one
01:57:36.130 --> 01:57:38.660
that you see on your screen?
01:57:38.660 --> 01:57:43.660
And this is about to be the
final vote on this one point.
01:57:43.890 --> 01:57:47.280
So speak now or forever hold your peace,
01:57:47.280 --> 01:57:48.270
except for Ms. Bahorich,
01:57:48.270 --> 01:57:51.258
who's not allowed to speak
any more, no I'm kidding.
01:57:51.258 --> 01:57:52.570
(Mr. Chair laughs)
01:57:52.570 --> 01:57:53.887
Okay.
01:57:53.887 --> 01:57:54.720
All right.
01:57:54.720 --> 01:57:56.710
So Ms. Cruz, if you will,
01:57:56.710 --> 01:58:00.053
take your screen down,
and we'll take a vote.
01:58:06.210 --> 01:58:11.210
Okay, all right, so then all
in favor of that amendment,
01:58:11.910 --> 01:58:13.710
as it appeared on your
screen a moment ago,
01:58:13.710 --> 01:58:15.963
signify by raising your hand, please.
01:58:18.010 --> 01:58:20.610
This is all in favor of the
amendment, Dr. Robinson.
01:58:23.170 --> 01:58:24.780
I'm sorry, my nurse
pulled me away,
01:58:24.780 --> 01:58:26.170
can you say that again?
01:58:26.170 --> 01:58:29.490
Yeah, we're voting on the
amendment on the main amendment.
01:58:29.490 --> 01:58:31.823
So I think you're fine.
01:58:32.830 --> 01:58:35.830
Yeah, we're voting either for
or against the main amendment.
01:58:36.770 --> 01:58:38.450
I'll just abstain.
01:58:38.450 --> 01:58:39.360
10 in favor.
01:58:39.360 --> 01:58:41.360
Okay, 10 in favor.
01:58:41.360 --> 01:58:42.583
All opposed?
01:58:47.728 --> 01:58:49.190
I see two opposed.
01:58:49.190 --> 01:58:53.083
Okay, so the motion
passes 10 to two,
01:58:54.010 --> 01:58:57.633
and we have disposed of that matter.
01:58:58.810 --> 01:59:01.210
And we're back on the
reservation, I think, now.
01:59:02.517 --> 01:59:07.450
Okay, do we need to take a
short break before we move on?
01:59:07.450 --> 01:59:08.970
I certainly do.
01:59:08.970 --> 01:59:09.903
Okay, good.
01:59:11.570 --> 01:59:13.080
Let's take about 10 minutes.
01:59:13.080 --> 01:59:15.350
Let's come back, it's 11:03 right now.
01:59:15.350 --> 01:59:17.970
Let's come back at about 11:15.
01:59:17.970 --> 01:59:18.803
How about that?
01:59:42.040 --> 01:59:44.270
Ms. Davis, are you with us as well?
01:59:44.270 --> 01:59:45.453
There's Mr. Maynard?
01:59:48.010 --> 01:59:49.743
Yup, okay, very good.
01:59:51.700 --> 01:59:53.380
Okay, so I think Dr. Robinson
01:59:53.380 --> 01:59:54.880
and Ms. Hardy are all we're lacking.
01:59:54.880 --> 01:59:59.880
But we'll go ahead and move
forward with the next item,
02:00:01.630 --> 02:00:05.570
Dr. Ellis, did you have some amendments?
02:00:05.570 --> 02:00:07.833
Ms. Cruz, would you mind bringing the...
02:00:08.860 --> 02:00:11.513
Yeah, there you go,
bring the screen back up.
02:00:13.820 --> 02:00:15.820
And what I've
done, Mr. Chairman,
02:00:15.820 --> 02:00:19.490
to make it clear, is I
have boxed the language
02:00:19.490 --> 02:00:22.370
that you have already adopted,
02:00:22.370 --> 02:00:25.100
so that we can tell what you have struck
02:00:25.100 --> 02:00:27.660
and what you have replaced it with.
02:00:27.660 --> 02:00:28.493
Okay.
02:00:29.970 --> 02:00:32.890
And took out all
the extraneous stuff.
02:00:32.890 --> 02:00:33.723
Very good.
02:00:33.723 --> 02:00:34.556
Thank you very much.
02:00:36.510 --> 02:00:40.723
Well, Dr. Ellis, did you have
additional amendments or?
02:00:41.610 --> 02:00:42.443
No, Mr. Chair.
02:00:42.443 --> 02:00:45.030
I think that actually the
one that we just spent
02:00:45.030 --> 02:00:46.380
a good bit of time talking about
02:00:46.380 --> 02:00:49.060
was really in response to Mr. Cottrill's
02:00:49.060 --> 02:00:51.470
opening comments
about that specific one.
02:00:51.470 --> 02:00:53.250
Okay.
I'm still in favor
02:00:53.250 --> 02:00:56.750
of the document that
we've been working of off.
02:00:56.750 --> 02:01:00.400
So I don't no, I don't have
any specific amendments
02:01:00.400 --> 02:01:01.940
that I would like to add.
02:01:01.940 --> 02:01:02.773
Okay.
02:01:04.270 --> 02:01:06.820
Do you want me to continue as chair,
02:01:06.820 --> 02:01:09.080
or do you want to take it
or what do you want to do?
02:01:09.080 --> 02:01:11.955
No, I think in case
there are some other ones
02:01:11.955 --> 02:01:13.980
that I might still be
interested in discussing,
02:01:13.980 --> 02:01:16.408
but I'll let you continue
on this high paying job.
02:01:16.408 --> 02:01:17.380
(chuckling) Okay.
02:01:17.380 --> 02:01:18.850
Thank you so much.
02:01:18.850 --> 02:01:19.800
IOUa big one.
02:01:19.800 --> 02:01:20.633
Yeah, thanks.
02:01:21.610 --> 02:01:24.480
Okay, so members, any other amendments
02:01:24.480 --> 02:01:28.270
to the framework that has been
02:01:28.270 --> 02:01:30.363
proposed out of the ad hoc committee?
02:01:33.620 --> 02:01:37.053
Let me bring up my
participant screen, Ms. Perez?
02:01:38.840 --> 02:01:43.500
Thank you, if Kay
could scroll down to the
02:01:45.420 --> 02:01:49.083
very beginning of the preamble, please?
02:02:02.730 --> 02:02:03.710
Right there.
02:02:03.710 --> 02:02:05.240
It says, "The Board of trustees
02:02:05.240 --> 02:02:06.600
of an independent school district
02:02:06.600 --> 02:02:09.740
or a governing Board of a charter school
02:02:09.740 --> 02:02:14.313
is the governing body
for Texas public schools."
02:02:17.180 --> 02:02:21.430
I wanna know just why
was governing Board
02:02:21.430 --> 02:02:23.573
of a charter school stricken?
02:02:25.720 --> 02:02:28.460
Okay, Ms. Cargill, do
you wanna speak to that?
02:02:32.110 --> 02:02:34.227
Okay, can you point
me to where we are?
02:02:35.440 --> 02:02:38.070
In the preamble there,
we're sharing the screen,
02:02:38.070 --> 02:02:41.020
so it should be, yeah, right there.
02:02:41.020 --> 02:02:43.700
it was just highlighted.
02:02:43.700 --> 02:02:47.650
Okay, and to, I'm sorry
to, I didn't hear, quite hear.
02:02:47.650 --> 02:02:48.710
I might be able to help.
02:02:48.710 --> 02:02:51.460
This was the conversation around
02:02:51.460 --> 02:02:54.908
the state Board's authority
over charter schools.
02:02:54.908 --> 02:02:55.741
Okay, yeah.
02:02:55.741 --> 02:02:58.590
So this bit is just
by way of explanation,
02:02:58.590 --> 02:03:01.170
since I was in the meeting yesterday,
02:03:01.170 --> 02:03:04.760
your authority is related to Chapter 11
02:03:04.760 --> 02:03:06.570
in the education code.
02:03:06.570 --> 02:03:09.630
Charter schools are in Chapter 12
02:03:09.630 --> 02:03:14.130
and so we did have legal
staff with this yesterday
02:03:14.130 --> 02:03:18.420
to explain the distinction
and the authority
02:03:18.420 --> 02:03:22.500
that you have regarding
this matter based on
02:03:22.500 --> 02:03:25.450
where charter schools
versus public school districts
02:03:25.450 --> 02:03:27.940
fall in the education code.
02:03:27.940 --> 02:03:30.890
And I will say
that Ms. Perez-Diaz
02:03:30.890 --> 02:03:33.980
did offer encouragement
to the Commissioner
02:03:33.980 --> 02:03:37.230
to consider this framework
which we think will end up
02:03:37.230 --> 02:03:40.320
being really, really great
and to consider using it
02:03:40.320 --> 02:03:42.063
for charter schools as well.
02:03:43.700 --> 02:03:45.300
You know, of course,
change to any language
02:03:45.300 --> 02:03:48.343
that need to be changed
based on statute for charters.
02:03:49.640 --> 02:03:51.210
Mr. Chairman-
I think I represented that.
02:03:51.210 --> 02:03:52.530
Mr. Cottrill might want to add more
02:03:52.530 --> 02:03:54.690
but I think that covers it.
02:03:54.690 --> 02:03:56.050
Hey, Dr. Ellis?
02:03:56.050 --> 02:03:57.120
Yeah, I'll just point out too
02:03:57.120 --> 02:03:59.833
that staff did talk about
how the framework
02:03:59.833 --> 02:04:01.317
that we're working with is in Chapter 11
02:04:01.317 --> 02:04:03.290
and as I said, charters
are in Chapter 12
02:04:03.290 --> 02:04:05.910
but we didn't wanna give any implication
02:04:05.910 --> 02:04:09.470
that we had these
expectations only for ISD's
02:04:09.470 --> 02:04:12.120
and not for charters, but
the idea that this is something
02:04:12.120 --> 02:04:14.890
that's important for school
Boards and so therefore,
02:04:14.890 --> 02:04:16.290
I think we took out any reference
02:04:16.290 --> 02:04:19.100
to either one of those, ISD's
or charters and just said,
02:04:19.100 --> 02:04:20.930
the Board of trustees
is a governing body
02:04:20.930 --> 02:04:22.683
for Texas public
schools and just left it
02:04:22.683 --> 02:04:26.277
that this is a document of
good practice for school Boards
02:04:26.277 --> 02:04:28.000
and just really left it generic.
02:04:28.000 --> 02:04:31.540
Not to charters, not to ISD's,
but just to school Boards.
02:04:31.540 --> 02:04:32.440
Okay.
02:04:32.440 --> 02:04:35.190
If that helps Ms. Perez.
Okay.
02:04:37.050 --> 02:04:39.763
Anything further Ms.
Perez, or Perez, are you?
02:04:41.720 --> 02:04:45.670
So I will say this,
looking at the statute
02:04:45.670 --> 02:04:48.110
where we're required
to write these rules,
02:04:48.110 --> 02:04:51.110
does not specifically
state that we cannot align
02:04:51.110 --> 02:04:54.010
the expectations for trustees
02:04:54.010 --> 02:04:56.100
and the governing Board of charters.
02:04:56.100 --> 02:04:58.270
So since the statute
doesn't specifically say
02:04:58.270 --> 02:05:01.340
that we cannot, then
I think it behooves us
02:05:01.340 --> 02:05:04.943
to put these two governing
bodies in alignment.
02:05:06.530 --> 02:05:10.680
So Ms. Perez, legal
and Chris is with us today,
02:05:10.680 --> 02:05:15.419
the lawyers who work on
this are not with us today
02:05:15.419 --> 02:05:18.410
and my understanding from
what they said yesterday is,
02:05:18.410 --> 02:05:19.720
you can put it in here,
02:05:19.720 --> 02:05:23.603
but it's not gonna have
any effect on charter schools,
02:05:24.900 --> 02:05:26.233
From a legal perspective.
02:05:28.160 --> 02:05:33.160
So, just so I'm clear, please
Monica, or the attorneys.
02:05:33.640 --> 02:05:37.360
When this entire framework
is complete in November,
02:05:37.360 --> 02:05:41.890
it's voted on and it's
set, it only applies to ISDs
02:05:41.890 --> 02:05:44.020
and then charters continue to work on
02:05:44.020 --> 02:05:47.790
a different set of rules, a
different set of standards?
02:05:47.790 --> 02:05:49.510
Is that what I'm understanding?
02:05:49.510 --> 02:05:51.920
That is correct,
that is correct.
02:05:51.920 --> 02:05:54.650
And so what they indicated was that,
02:05:54.650 --> 02:05:59.190
the Commissioner can
adopt a similar framework
02:05:59.190 --> 02:06:02.370
for charter schools
but that is his authority,
02:06:02.370 --> 02:06:03.783
not your authority.
02:06:09.690 --> 02:06:10.523
Okay.
02:06:12.190 --> 02:06:13.783
Ms. Bahorich, your hand is up.
02:06:23.420 --> 02:06:24.710
I think she said no.
02:06:24.710 --> 02:06:27.750
So,- Oh, I
can't see her.
02:06:27.750 --> 02:06:28.940
Okay.
02:06:28.940 --> 02:06:29.970
Ms. Perez-Diaz.
02:06:31.840 --> 02:06:34.670
Ms. Davis also has her hand.
02:06:34.670 --> 02:06:36.650
It's not her zoom
hand it's her clapping,
02:06:36.650 --> 02:06:39.170
but I think that means
it's very important.
02:06:39.170 --> 02:06:40.003
Okay (chuckles).
02:06:40.003 --> 02:06:41.450
Ms. Davis after Ms. Perez-Diaz.
02:06:41.450 --> 02:06:42.283
Go ahead.
02:06:42.283 --> 02:06:43.880
Thank you, Vice Chair.
02:06:43.880 --> 02:06:45.670
Member Perez, thank
you for pointing that out.
02:06:45.670 --> 02:06:47.997
That actually was a long conversation
02:06:47.997 --> 02:06:49.620
and a point I was trying to make
02:06:49.620 --> 02:06:51.570
as well during the conversation.
02:06:51.570 --> 02:06:53.920
I think what...
02:06:53.920 --> 02:06:56.760
I mean, essentially the
language you see in front of you
02:06:56.760 --> 02:06:58.080
is a compromise but
02:07:00.017 --> 02:07:01.920
what I do wanna reiterate is the fact
02:07:01.920 --> 02:07:04.730
that I made very clear
and I'll say it again,
02:07:04.730 --> 02:07:07.990
that I am strongly, strongly encouraged
02:07:07.990 --> 02:07:10.020
that the Commissioner of education
02:07:10.020 --> 02:07:11.570
not necessarily...
02:07:11.570 --> 02:07:13.410
I don't want him to create
a separate framework.
02:07:13.410 --> 02:07:17.460
I want him to include charters
02:07:17.460 --> 02:07:19.970
in language as part of this framework
02:07:19.970 --> 02:07:22.440
that we are both working
off of the same document.
02:07:22.440 --> 02:07:26.530
We don't wanna further
divide two institutions.
02:07:26.530 --> 02:07:28.470
I think that our expectations
02:07:28.470 --> 02:07:31.180
for traditional public
school districts needs
02:07:31.180 --> 02:07:33.660
to be the same as it is
for public charter schools.
02:07:33.660 --> 02:07:35.770
And so that was the point
that I was trying to make.
02:07:35.770 --> 02:07:38.100
I know the staff was really trying
02:07:38.100 --> 02:07:41.170
to keep us in line with statute
02:07:41.170 --> 02:07:43.390
but I also wanna remind the Board that
02:07:45.042 --> 02:07:46.350
this is separate from the...
02:07:46.350 --> 02:07:47.500
I think we had conversation
02:07:47.500 --> 02:07:49.960
and member Ellis, I think,
or even member Cargill,
02:07:49.960 --> 02:07:52.870
if you can kind of
chime in if you'd like
02:07:52.870 --> 02:07:54.800
regarding the delineation between
02:07:54.800 --> 02:07:57.800
what this framework
is and what statute is
02:07:58.790 --> 02:08:00.240
because from my understanding
02:08:01.300 --> 02:08:05.470
this is a roadmap on what we
hope Board members will do
02:08:05.470 --> 02:08:07.790
but we aren't in a position to...
02:08:09.340 --> 02:08:10.690
Quite frankly we aren't in a position
02:08:10.690 --> 02:08:14.510
to dictate what even
traditional public school districts
02:08:15.370 --> 02:08:18.210
specifically have to do.
02:08:18.210 --> 02:08:19.043
You know?
02:08:19.043 --> 02:08:20.190
And so this is just a framework
02:08:20.190 --> 02:08:21.718
and I don't think it's a lot to ask
02:08:21.718 --> 02:08:23.680
for governing Boards of charter schools
02:08:23.680 --> 02:08:26.283
to be in line with our
traditional public schools.
02:08:29.570 --> 02:08:30.683
Ms. Davis.
02:08:32.480 --> 02:08:33.313
Thank you.
02:08:33.313 --> 02:08:36.740
I just was gonna ask
for that specific statute
02:08:36.740 --> 02:08:38.280
that you're referring to
02:08:38.280 --> 02:08:41.220
that gives a Commissioner permission
02:08:41.220 --> 02:08:43.293
for the framework for the charters.
02:08:44.330 --> 02:08:48.060
So Ms. Davis it's
actually the opposite.
02:08:48.060 --> 02:08:53.060
Your authority to even
adopt this document
02:08:54.280 --> 02:08:57.730
is in Chapter 11 of the education code.
02:08:57.730 --> 02:09:02.730
Chapter 11 applies to
public school districts.
02:09:02.900 --> 02:09:05.250
It does not apply to charter schools.
02:09:05.250 --> 02:09:10.050
So because Chapter 11 isn't
applicable to charter schools,
02:09:10.050 --> 02:09:14.900
anything you do under your
authority given in Chapter 11
02:09:14.900 --> 02:09:17.540
would not apply to charter schools.
02:09:17.540 --> 02:09:20.120
Charter schools are
authorized in Chapter 12.
02:09:20.120 --> 02:09:21.480
Okay. Thank you.
02:09:21.480 --> 02:09:22.313
Yes ma'am.
02:09:23.450 --> 02:09:26.760
Okay, any further
discussion, amendments,
02:09:26.760 --> 02:09:28.240
with regard to the framework,
02:09:28.240 --> 02:09:30.610
because I think our next item,
02:09:30.610 --> 02:09:31.830
if there are no more amendments,
02:09:31.830 --> 02:09:34.993
is to adopt the framework as proposed.
02:09:37.120 --> 02:09:41.660
I think Mrs. Bahorich
may have had her hand up.
02:09:41.660 --> 02:09:43.170
Yes, she's got her hand up.
02:09:43.170 --> 02:09:44.003
Mr. Chairman?
Okay.
02:09:44.003 --> 02:09:46.130
You'd also previously
agreed you were probably
02:09:46.130 --> 02:09:49.120
going to want to
postpone this to November
02:09:49.120 --> 02:09:50.757
rather than to adopt it.
02:09:50.757 --> 02:09:51.590
Oh, I forgot.
02:09:51.590 --> 02:09:53.480
Okay. That's exactly right.
02:09:53.480 --> 02:09:55.893
Yeah, Ms. Bahorich
and then Ms. Perez-Diaz.
02:10:00.130 --> 02:10:01.180
Yes.
02:10:01.180 --> 02:10:05.930
I would suggest, or would
like to have the Board revisit,
02:10:06.880 --> 02:10:10.980
we just finished talking about
setting some understandings
02:10:10.980 --> 02:10:14.300
about what a good quality goal is.
02:10:14.300 --> 02:10:19.300
As part of that, if you
scroll down to the section
02:10:20.010 --> 02:10:25.010
that has progress and
accountability, that's section three,
02:10:26.600 --> 02:10:31.600
and I think it's bullet point
one, two, three, four, five,
02:10:34.100 --> 02:10:38.120
that also helps to clarify
02:10:39.970 --> 02:10:42.563
the whole discussion about outcomes.
02:10:43.840 --> 02:10:47.313
And so I would suggest
that we put that back.
02:10:48.380 --> 02:10:51.520
And here's what's important and again,
02:10:51.520 --> 02:10:55.890
you have to recognize that,
so I suggest putting that back,
02:10:55.890 --> 02:10:59.900
and then I'll speak to it or I
can continue, Mr. Rowley.
02:11:00.776 --> 02:11:02.033
Is that a motion, Ms. Bahorich?
02:11:04.520 --> 02:11:06.380
Do what, Ms. Cruz?
02:11:06.380 --> 02:11:09.130
I asked if that was
motion from Ms. Bahorich?
02:11:09.130 --> 02:11:09.963
Exactly.
02:11:09.963 --> 02:11:11.360
Okay.
That's my motion.
02:11:11.360 --> 02:11:12.987
Yeah. So would
you restate that?
02:11:12.987 --> 02:11:15.653
There you go, okay.
Did you get it Ms. Cruz?
02:11:17.240 --> 02:11:19.300
Yeah, to restore.
02:11:19.300 --> 02:11:22.723
To restore that
entire bullet point there.
02:11:32.160 --> 02:11:34.790
Okay. Is there a second for that?
02:11:34.790 --> 02:11:35.960
I'll second.
02:11:35.960 --> 02:11:38.259
Okay. Thank you, Ms. Cargill.
02:11:38.259 --> 02:11:42.413
So, the proposed
amendment is to restore,
02:11:44.590 --> 02:11:48.460
quote, "differentiates among
inputs, outputs, and outcomes,
02:11:48.460 --> 02:11:51.367
especially when focusing
on student outcomes."
02:11:52.750 --> 02:11:53.900
Any discussion on that?
02:11:56.690 --> 02:11:58.223
Should I speak to my motion?
02:11:59.600 --> 02:12:02.090
You sure can I thought
you kinda did, but go ahead.
02:12:02.090 --> 02:12:03.567
No.
I'm sorry.
02:12:03.567 --> 02:12:05.780
And just, Chair, so Dr. Ellis
02:12:05.780 --> 02:12:09.110
and I believe Mr. Maynard
both had raised their hands.
02:12:09.110 --> 02:12:11.110
Oh okay, I see that.
Dr. Ellis first
02:12:11.110 --> 02:12:12.340
and then Mr. Maynard.
02:12:12.340 --> 02:12:15.200
Okay, let's let Ms.
Bahorich speak to her motion,
02:12:15.200 --> 02:12:17.210
and then Dr. Ellis and then Mr. Maynard.
02:12:17.210 --> 02:12:20.850
Okay, on this one, again,
02:12:20.850 --> 02:12:23.400
this is trying to help put a framework
02:12:23.400 --> 02:12:27.060
around an important
discussion that talks
02:12:27.060 --> 02:12:29.493
about what really are student outcomes.
02:12:30.580 --> 02:12:35.360
And there are a lot of
things that meet the definition
02:12:35.360 --> 02:12:40.360
of what the goal is that we
just set, like a quality goal.
02:12:40.900 --> 02:12:45.900
But they also need an
understanding of what an outcome is
02:12:46.080 --> 02:12:47.810
versus some of these other things.
02:12:47.810 --> 02:12:52.640
For example, if you have
a program where you are
02:12:52.640 --> 02:12:57.340
putting some career and
technical courses in place
02:12:57.340 --> 02:13:00.170
that you think are gonna
really benefit your students,
02:13:00.170 --> 02:13:03.160
you don't want to just have a goal
02:13:03.160 --> 02:13:07.790
that says how many kids
signed up for those courses.
02:13:07.790 --> 02:13:10.410
That would help you get to an outcome.
02:13:10.410 --> 02:13:14.160
But the outcome that the
Board should be thinking about
02:13:14.160 --> 02:13:18.620
in this case, if that was
an initiative that you had,
02:13:18.620 --> 02:13:22.803
is how many kids got a
certification or something
02:13:27.170 --> 02:13:29.950
of recognition that might
benefit them for a career.
02:13:29.950 --> 02:13:33.480
So often, and this
happens just in general life,
02:13:33.480 --> 02:13:37.898
we stop at the, well, let's
put this program in place
02:13:37.898 --> 02:13:42.840
that we think is a success
02:13:42.840 --> 02:13:45.470
because we had a lot
of signups for something,
02:13:45.470 --> 02:13:48.210
but really we should be looking at
02:13:48.210 --> 02:13:50.810
yeah, but did we have
the right resources
02:13:50.810 --> 02:13:53.140
to make sure that those
kids were successful?
02:13:53.140 --> 02:13:57.550
As evidenced by how many certifications
02:13:57.550 --> 02:14:00.740
and other things that they can take on.
02:14:00.740 --> 02:14:03.930
And I'll say just one more example,
02:14:03.930 --> 02:14:06.963
AP courses is a great example of this.
02:14:08.120 --> 02:14:12.780
We have an initiative
that we're gonna have
02:14:12.780 --> 02:14:15.070
increased more kids in AP classes.
02:14:15.070 --> 02:14:16.430
That's terrific.
02:14:16.430 --> 02:14:19.580
But the real student
outcome that is for students
02:14:19.580 --> 02:14:23.520
is how many kids who you
signed up to take those courses
02:14:23.520 --> 02:14:26.920
actually got college credit
for all the work that was done.
02:14:26.920 --> 02:14:29.486
Did you have the right
resources in place, teachers?
02:14:29.486 --> 02:14:33.409
And did you have the right
supports to make sure those kids
02:14:33.409 --> 02:14:36.650
do get college credit when
you put a program in place
02:14:36.650 --> 02:14:39.090
that leads toward an outcome?
02:14:39.090 --> 02:14:42.890
So what we don't want
is for stopping short
02:14:42.890 --> 02:14:46.720
of a real student goal
and student outcome,
02:14:46.720 --> 02:14:49.620
which is what did the
student benefit from,
02:14:49.620 --> 02:14:51.810
from all the programs
that we put in place?
02:14:51.810 --> 02:14:53.736
I hope that clarifies it.
02:14:53.736 --> 02:14:55.200
Okay.
02:14:55.200 --> 02:14:57.740
Dr. Ellis, and then Mr. Maynard.
02:14:57.740 --> 02:14:59.317
Thanks Chair, yeah I
think where this conversation
02:14:59.317 --> 02:15:00.880
going around yesterday,
02:15:00.880 --> 02:15:03.400
was when TASB brought this to us,
02:15:03.400 --> 02:15:05.270
it's not important
that inputs and outputs
02:15:05.270 --> 02:15:07.280
and outcomes are considered.
02:15:07.280 --> 02:15:08.420
But the Boards do that.
02:15:08.420 --> 02:15:10.540
Inputs are things that are
knowable at the beginning
02:15:10.540 --> 02:15:11.373
of the process.
02:15:11.373 --> 02:15:12.827
Outputs are something known
in the middle of the process.
02:15:12.827 --> 02:15:15.440
And outcomes things that
are determined or measured
02:15:15.440 --> 02:15:16.830
at the end of the process.
02:15:16.830 --> 02:15:21.280
But that's a phrase or term it's used
02:15:21.280 --> 02:15:23.020
a lot in Lone Star Governance.
02:15:23.020 --> 02:15:24.680
Part of a specific program.
02:15:24.680 --> 02:15:26.760
So I think this term inputs,
outputs and outcome,
02:15:26.760 --> 02:15:28.910
took them back to Lone Star Governance.
02:15:28.910 --> 02:15:31.550
It's things that they are
doing throughout the process.
02:15:31.550 --> 02:15:33.653
But that was, I think the point there.
02:15:34.720 --> 02:15:35.663
Mr. Maynard.
02:15:38.030 --> 02:15:39.790
Thank you, Mr. Chairman.
02:15:39.790 --> 02:15:42.170
And I would just want to know
02:15:44.462 --> 02:15:47.050
from the ad hoc committee,
02:15:47.050 --> 02:15:49.143
why that was stricken to begin with.
02:15:51.170 --> 02:15:52.420
We can get some rationale
02:15:53.465 --> 02:15:54.815
why the strike was on that.
02:15:57.290 --> 02:16:01.707
(Ms. Bahorich speaking indistinctly)
02:16:03.430 --> 02:16:05.207
Someone in the ad hoc
committee wants to speak to that?
02:16:05.207 --> 02:16:07.270
Ms. Cargill.
I can speak to it.
02:16:07.270 --> 02:16:09.340
It's what Dr. Ellis just said
02:16:10.300 --> 02:16:12.023
I think the terminology,
02:16:14.760 --> 02:16:16.820
inputs, outputs, and outcomes
02:16:16.820 --> 02:16:19.730
they felt that came straight
from Lone Star Governance.
02:16:19.730 --> 02:16:20.903
I'm not sure if that's,
02:16:22.140 --> 02:16:23.730
I haven't checked on that or not,
02:16:23.730 --> 02:16:25.190
but that was part of the thinking.
02:16:25.190 --> 02:16:28.170
I personally think this is an
important standard to keep in.
02:16:28.170 --> 02:16:30.493
So I will be voting to put it back in.
02:16:31.930 --> 02:16:35.190
So the concern
was not the concept,
02:16:35.190 --> 02:16:37.350
but the origin of language?
02:16:37.350 --> 02:16:39.050
That was part
of the discussion.
02:16:39.050 --> 02:16:39.883
Yes.
02:16:41.730 --> 02:16:43.500
If I may add a little
bit of context to that.
02:16:43.500 --> 02:16:45.510
I don't know that
it's really the origin.
02:16:45.510 --> 02:16:49.600
I would argue that inputs,
outputs and outcomes is predated
02:16:49.600 --> 02:16:51.200
Lone Star Governance and much of
02:16:52.630 --> 02:16:55.160
the language around best
practices with governance.
02:16:55.160 --> 02:16:57.660
But it is something that
has been incorporated
02:16:57.660 --> 02:16:59.110
into that governance model.
02:16:59.110 --> 02:17:02.370
But Lone Star Governance
doesn't own that language.
02:17:02.370 --> 02:17:06.620
It's not something that
is mutually exclusive
02:17:06.620 --> 02:17:08.070
to Lone Star Governance.
02:17:08.070 --> 02:17:10.350
It is something that even
we had another Board trainer
02:17:10.350 --> 02:17:12.630
during the ad hoc committee,
02:17:12.630 --> 02:17:15.360
who trains Boards
across the State of Texas,
02:17:15.360 --> 02:17:19.480
made comments about how
she felt like this really clarifies
02:17:19.480 --> 02:17:21.743
for trustees, when she's training them.
02:17:23.330 --> 02:17:25.390
We could certainly have Kathy Mintzberg
02:17:25.390 --> 02:17:27.760
join and provide some additional context
02:17:27.760 --> 02:17:29.230
to her thoughts on that,
02:17:29.230 --> 02:17:31.130
that she shared during
the course of the six weeks
02:17:31.130 --> 02:17:33.430
that we worked on this
as an ad hoc committee.
02:17:35.250 --> 02:17:36.523
Thank you Mr. Cottrill.
02:17:36.523 --> 02:17:38.183
Is that it Mr. Maynard?
02:17:39.070 --> 02:17:39.903
Yes.
02:17:39.903 --> 02:17:41.090
Okay.
02:17:41.090 --> 02:17:44.140
Dr. Robinson, did I see your hand?
02:17:44.140 --> 02:17:46.610
Yeah, I was trying to
answer Mr. Maynard's question.
02:17:46.610 --> 02:17:47.750
Everyone who was answering
02:17:47.750 --> 02:17:49.493
was in agreement with striking it.
02:17:53.090 --> 02:17:54.727
Maybe I'll just say
this for the last time.
02:17:54.727 --> 02:17:56.660
I feel like I'm repeating myself a lot.
02:17:56.660 --> 02:17:58.963
But as school Board members,
02:18:00.410 --> 02:18:01.560
at least in our opinion
02:18:02.930 --> 02:18:04.490
as a former school Board member,
02:18:04.490 --> 02:18:07.900
the phrase outcomes is reflective
02:18:07.900 --> 02:18:09.230
of putting more emphasis
02:18:09.230 --> 02:18:11.910
on standardized testing and star scores.
02:18:11.910 --> 02:18:14.960
So, you know, whether
we're completely wrong on that
02:18:14.960 --> 02:18:17.660
that was the answer
to your question, Tom.
02:18:17.660 --> 02:18:20.170
That again goes to why
02:18:20.170 --> 02:18:23.340
that we were opposed to that.
02:18:23.340 --> 02:18:26.330
That were as opposed
to student achievement
02:18:26.330 --> 02:18:28.260
which has been
02:18:29.526 --> 02:18:32.176
in the statute or has been
in the wording previously.
02:18:33.890 --> 02:18:34.723
Okay.
02:18:34.723 --> 02:18:35.973
Thank you, Dr. Robinson.
02:18:38.250 --> 02:18:41.310
I saw Ms. Perez and
Ms. Perez-Diaz' hands.
02:18:41.310 --> 02:18:42.500
Are they...
02:18:44.210 --> 02:18:45.043
Yeah they are.
02:18:45.043 --> 02:18:45.876
Okay Ms. Perez-Diaz.
02:18:47.470 --> 02:18:48.743
Thank you, vice chair.
02:18:48.743 --> 02:18:51.760
I think I'll make two points.
02:18:51.760 --> 02:18:53.430
I think number one
02:18:53.430 --> 02:18:55.100
we did go back and forth and had
02:18:55.100 --> 02:18:57.160
a lot of conversation about this.
02:18:57.160 --> 02:18:59.400
And at the end of the day I think
02:19:00.840 --> 02:19:03.710
the point was that this
02:19:03.710 --> 02:19:05.750
that inputs, outputs, outcomes
02:19:05.750 --> 02:19:07.760
to Mr. Cottrill's point
02:19:07.760 --> 02:19:09.340
is very much associated with training.
02:19:09.340 --> 02:19:11.170
And again I want to remind this body
02:19:11.170 --> 02:19:14.590
that this document isn't specifically
02:19:14.590 --> 02:19:17.200
a training document,
this is a framework.
02:19:17.200 --> 02:19:18.960
That is why we have, you know,
02:19:18.960 --> 02:19:20.370
trainers out in the community
02:19:20.370 --> 02:19:21.560
that can speak specifically
02:19:21.560 --> 02:19:23.816
to inputs, outputs, and outcomes.
02:19:23.816 --> 02:19:25.180
I can tell you personally
02:19:25.180 --> 02:19:27.230
I've been through Board training
02:19:27.230 --> 02:19:29.830
and if it wasn't for Board training,
02:19:29.830 --> 02:19:32.580
I wouldn't have known
what those three terms mean.
02:19:32.580 --> 02:19:34.070
And so we also have to keep in mind
02:19:34.070 --> 02:19:36.270
that for new Board
members that are coming in
02:19:36.270 --> 02:19:39.000
to read something like
this may not, I mean,
02:19:39.000 --> 02:19:40.350
they may just gloss over it because
02:19:40.350 --> 02:19:42.780
they don't even understand
what that language means.
02:19:42.780 --> 02:19:44.040
So I think it's a little nebulous
02:19:44.040 --> 02:19:45.820
for somebody who might be coming in
02:19:45.820 --> 02:19:48.230
as a green Board member.
02:19:48.230 --> 02:19:51.230
And I also wanted to
mention that differentiates
02:19:51.230 --> 02:19:53.677
is vague in terms of
02:19:53.677 --> 02:19:55.720
what the meaning behind it is.
02:19:55.720 --> 02:19:57.720
So I think that
02:19:57.720 --> 02:20:00.780
there was some struggle
with understanding what
02:20:00.780 --> 02:20:03.500
differentiate intends to do.
02:20:03.500 --> 02:20:05.573
So, you know, for that reason
02:20:05.573 --> 02:20:08.030
I still believe that
the stricken language
02:20:08.030 --> 02:20:09.853
should remain stricken.
02:20:10.920 --> 02:20:11.753
Okay.
02:20:11.753 --> 02:20:12.586
Ms. Perez.
02:20:17.970 --> 02:20:20.630
I wanna make sure
that I understand.
02:20:20.630 --> 02:20:24.090
So if somebody from either
your committee of instruction,
02:20:24.090 --> 02:20:26.720
I'm sorry, school initiatives,
02:20:26.720 --> 02:20:29.700
or the ad hoc committee
could answer this for me.
02:20:29.700 --> 02:20:30.910
As a reading teacher
02:20:30.910 --> 02:20:32.760
again, and I'm coming
to this from a perspective
02:20:32.760 --> 02:20:37.210
as a classroom teacher
who has trustees controlling
02:20:37.210 --> 02:20:40.880
their pay raises and insurance payments
02:20:40.880 --> 02:20:42.060
and et cetera, right?
02:20:42.060 --> 02:20:44.630
So from a classroom
teacher's perspective,
02:20:44.630 --> 02:20:46.010
particularly a reading teacher,
02:20:46.010 --> 02:20:48.007
I never tell my students,
02:20:48.007 --> 02:20:50.120
"You guys don't understand
what those words mean,
02:20:50.120 --> 02:20:51.577
so let's not use them."
02:20:52.580 --> 02:20:53.413
Right?
02:20:53.413 --> 02:20:55.740
We find ways to not only make it easier,
02:20:55.740 --> 02:20:57.650
we tell them, "Okay,
this is what it means,
02:20:57.650 --> 02:20:58.630
this is how you use it,
02:20:58.630 --> 02:21:00.350
let's use it in a conversation,
02:21:00.350 --> 02:21:01.530
this is why it's relevant,
02:21:01.530 --> 02:21:03.580
this is why it's important," right?
02:21:03.580 --> 02:21:05.970
So I'm a little confused as to
02:21:08.052 --> 02:21:12.050
why we don't want adults
to focus on outcomes
02:21:13.310 --> 02:21:14.343
for students.
02:21:17.090 --> 02:21:20.020
Maybe I'm missing something
here, but isn't this training
02:21:20.020 --> 02:21:24.830
so that adults focus more on students?
02:21:24.830 --> 02:21:26.733
Or did I miss the boat?
02:21:30.240 --> 02:21:31.840
Okay.
02:21:31.840 --> 02:21:34.583
Ms. Perez-Diaz, is
your hand up for this?
02:21:37.144 --> 02:21:40.125
Sir, (indistinct).
Has her hand up also.
02:21:40.125 --> 02:21:42.150
Who?
Ms. Hardy.
02:21:42.150 --> 02:21:43.233
Oh, okay.
02:21:44.200 --> 02:21:45.950
Well, let Ms. Hardy go next,
02:21:45.950 --> 02:21:48.283
Ms. Perez-Diaz, since
she hasn't spoken yet.
02:21:49.680 --> 02:21:54.680
Thank you, I would say
that as I'm looking at it,
02:21:54.900 --> 02:21:59.430
what the amendment
does, and I will support
02:22:00.440 --> 02:22:04.250
the amendment being restored,
I guess is the point there,
02:22:04.250 --> 02:22:07.517
the example of the AP program
02:22:08.437 --> 02:22:12.790
is the perfect example
of having one thing
02:22:12.790 --> 02:22:16.770
that looks really good and
we feel very good about it,
02:22:16.770 --> 02:22:19.432
but when you get
down to the nitty-gritty,
02:22:19.432 --> 02:22:22.640
it can be totally off base.
02:22:22.640 --> 02:22:24.863
It could all be just
all bells and whistles
02:22:24.863 --> 02:22:26.640
and nothing really to it,
02:22:26.640 --> 02:22:28.408
if the kids aren't passing the test.
02:22:28.408 --> 02:22:30.410
(faintly speaking)
02:22:30.410 --> 02:22:33.250
And that is just one of
many examples of things
02:22:33.250 --> 02:22:35.800
in my years of being in education
02:22:35.800 --> 02:22:38.697
that I have seen school
Boards get real excited about,
02:22:38.697 --> 02:22:41.637
"Oh boy, we have all these
kids signed up for this."
02:22:41.637 --> 02:22:44.800
But in the reality,
at the end of the day,
02:22:44.800 --> 02:22:46.030
it's not making any difference.
02:22:46.030 --> 02:22:49.857
So, the outcomes need
to be studied and looked at,
02:22:49.857 --> 02:22:52.640
and I don't think it's
just only on testing.
02:22:52.640 --> 02:22:54.147
I think it's everything that we do
02:22:54.147 --> 02:22:58.350
within the school district
in the school system
02:22:58.350 --> 02:23:01.600
has a place, not just testing.
02:23:01.600 --> 02:23:04.880
So, as I look at that, it
seems very clear to me
02:23:04.880 --> 02:23:09.880
that the scored amendment
is pretty much in line
02:23:10.720 --> 02:23:12.563
with what I would think should be
02:23:12.563 --> 02:23:15.370
the expectation of the
school Board, thank you.
02:23:15.370 --> 02:23:16.390
Okay, thank you, Ms. Hardy.
02:23:16.390 --> 02:23:17.223
Ms. Perez-Diaz.
02:23:19.070 --> 02:23:20.090
Thank you, Chairman.
02:23:20.090 --> 02:23:20.923
I guess first of all,
02:23:20.923 --> 02:23:23.570
I don't want my words
to be misinterpreted,
02:23:23.570 --> 02:23:25.150
or my intention to be misinterpreted.
02:23:25.150 --> 02:23:29.410
I absolutely believe that
Boards have a responsibility
02:23:29.410 --> 02:23:32.350
to looking at inputs, outputs, outcomes.
02:23:32.350 --> 02:23:35.230
I also very much believe that Boards,
02:23:35.230 --> 02:23:36.450
once they go through training,
02:23:36.450 --> 02:23:38.760
understand that that's a
part of their responsibility.
02:23:38.760 --> 02:23:40.320
But again, I wanna remind this body
02:23:40.320 --> 02:23:42.347
this is not a training
document, this is a framework.
02:23:42.347 --> 02:23:44.660
And for anybody who's
ever created a framework,
02:23:44.660 --> 02:23:46.310
frameworks are just that, a skeleton.
02:23:46.310 --> 02:23:47.703
This is not specific.
02:23:49.601 --> 02:23:52.110
This gives an idea of
what we hope to see.
02:23:52.110 --> 02:23:53.670
That is what training exists for.
02:23:53.670 --> 02:23:56.040
And I'll say that in our SBOE rule,
02:23:56.040 --> 02:23:59.620
pertaining to SB 1566's
training and this specific
02:23:59.620 --> 02:24:01.883
like requirement is
already outlined there.
02:24:02.737 --> 02:24:03.900
So I just wanted to put that out there
02:24:03.900 --> 02:24:07.520
so we understand that this
is not lost in requirement.
02:24:07.520 --> 02:24:11.270
It's just, it's in a different
document because there,
02:24:11.270 --> 02:24:12.390
because this is a framework,
02:24:12.390 --> 02:24:15.863
this is not the specific training rule.
02:24:17.000 --> 02:24:21.073
Okay, any further discussion
on this proposed amendment?
02:24:25.650 --> 02:24:28.683
Okay Monica, any other
hands? I can't see everyone.
02:24:30.182 --> 02:24:31.670
I don't see any others.
02:24:31.670 --> 02:24:33.640
Okay, we're ready to vote then.
02:24:33.640 --> 02:24:35.950
Okay, so the proposed
amendment you see before you
02:24:35.950 --> 02:24:40.670
on the screen is to
reinsert the language
02:24:40.670 --> 02:24:44.970
differentiates among inputs,
outputs, and outcomes,
02:24:44.970 --> 02:24:47.963
especially when focusing
on student outcomes.
02:24:49.470 --> 02:24:51.300
Ms. Cruz, if you don't mind, there.
02:24:51.300 --> 02:24:53.460
Thank you for putting this back up.
02:24:53.460 --> 02:24:54.480
Okay, we're ready to vote.
02:24:54.480 --> 02:24:56.050
All those in favor of that amendment
02:24:56.050 --> 02:24:57.923
signify by raising your hand, please.
02:25:03.295 --> 02:25:07.520
One, two, three, four, five, six.
02:25:07.520 --> 02:25:10.000
I like the thumbs up
Ms. Davis, thank you.
02:25:10.000 --> 02:25:12.170
I see nine in favor.
02:25:12.170 --> 02:25:13.853
Okay, all opposed?
02:25:18.400 --> 02:25:22.070
I see six opposed.
02:25:22.070 --> 02:25:26.650
Well, I didn't vote, so
that, you'd be right. (laughs)
02:25:26.650 --> 02:25:27.790
Let's try that one more time.
02:25:27.790 --> 02:25:28.960
Yeah, let's do it again.
02:25:28.960 --> 02:25:32.993
Sorry, all in favor, signify
by raising your hand please.
02:25:32.993 --> 02:25:37.900
One, two, (computer
bell chimes) three, four,
02:25:37.900 --> 02:25:39.567
five.
Seven, seven?
02:25:40.783 --> 02:25:41.616
Six.
02:25:42.810 --> 02:25:44.143
Okay.
02:25:44.143 --> 02:25:46.610
One, two, three, four.
02:25:46.610 --> 02:25:49.563
One, two, three, four.
Seven, eight, nine.
02:25:52.701 --> 02:25:55.030
Six, seven, eight,
nine, nine in favor.
02:25:55.030 --> 02:25:58.070
Okay, and all opposed,
raise your hand please.
02:25:58.070 --> 02:26:00.167
One, two, three.
02:26:02.270 --> 02:26:03.770
Five.
(computer bell chimes)
02:26:03.770 --> 02:26:04.670
Five.
02:26:04.670 --> 02:26:07.380
Nine and five
would be right, okay.
02:26:07.380 --> 02:26:09.970
So the motion passes, nine to five.
02:26:09.970 --> 02:26:11.710
Nine in favor, five against.
02:26:11.710 --> 02:26:13.307
Okay, any questions?
02:26:13.307 --> 02:26:16.140
We appreciate
elementary teachers.
02:26:16.140 --> 02:26:18.780
Yes, okay. (laughs)
02:26:18.780 --> 02:26:23.680
Okay, so then, any further
amendments to the framework
02:26:25.090 --> 02:26:28.370
before we have a
final vote on it, I guess,
02:26:28.370 --> 02:26:30.150
in November, right?
02:26:30.150 --> 02:26:31.833
Is that the idea, Ms. Cruz?
02:26:34.410 --> 02:26:35.243
Yes, sir.
02:26:35.243 --> 02:26:37.980
What you'll do once you've finished this
02:26:37.980 --> 02:26:42.980
is take a motion to
postpone further consideration
02:26:43.740 --> 02:26:45.460
to the November meeting.
02:26:45.460 --> 02:26:47.880
Gotcha, okay, all right,
02:26:47.880 --> 02:26:50.177
and so let's see when the.
02:26:51.350 --> 02:26:53.050
I can't tell whose hand was up.
02:26:53.050 --> 02:26:55.940
I think Ms. Perez, did
you have your hand up,
02:26:55.940 --> 02:26:56.863
and Ms. Bahorich?
02:26:59.330 --> 02:27:00.410
Yes, I did.
02:27:00.410 --> 02:27:01.503
Okay, Ms. Perez.
02:27:03.610 --> 02:27:04.443
Thank you.
02:27:04.443 --> 02:27:05.600
I'm scrolling through the document
02:27:05.600 --> 02:27:07.310
that we received last night
02:27:08.600 --> 02:27:11.120
from Monica and team.
02:27:11.120 --> 02:27:14.310
And I just wanted to
maybe some clarification
02:27:14.310 --> 02:27:16.290
please from either the committee
02:27:16.290 --> 02:27:18.083
or the ad hoc committee.
02:27:19.770 --> 02:27:21.880
Under systems and processes,
02:27:21.880 --> 02:27:26.880
the word refrains changes to restricts
02:27:27.750 --> 02:27:31.560
as it pertains to trust the involvement
02:27:31.560 --> 02:27:34.253
in daily operations and management.
02:27:35.160 --> 02:27:38.310
And so I'm just wondering.
Hang on.
02:27:38.310 --> 02:27:39.230
Hang on one second.
02:27:39.230 --> 02:27:41.710
So oh the bullet point right there,
02:27:41.710 --> 02:27:43.500
refrains from involvement
02:27:43.500 --> 02:27:45.443
in daily operations and management?
02:27:47.630 --> 02:27:48.463
Right.
02:27:48.463 --> 02:27:49.470
If you scroll up a little bit
02:27:49.470 --> 02:27:51.290
there's a new wording
02:27:52.850 --> 02:27:54.540
in the green text.
02:27:54.540 --> 02:27:56.253
Scroll up a little more.
02:27:57.488 --> 02:27:59.040
Okay.
02:27:59.040 --> 02:28:00.590
There, you see where it says,
02:28:02.170 --> 02:28:04.787
restricts involvement
in daily operations
02:28:04.787 --> 02:28:07.943
and management versus freight?
02:28:08.820 --> 02:28:12.800
So if someone, anybody can explain
02:28:12.800 --> 02:28:15.420
because the way I'm reading that
02:28:15.420 --> 02:28:18.510
is you're paying superintendents,
02:28:18.510 --> 02:28:21.440
six figures to do their job
02:28:21.440 --> 02:28:23.690
that you hired them to do.
02:28:23.690 --> 02:28:27.670
And instead of refraining
from getting involved in their
02:28:27.670 --> 02:28:29.390
daily operations and management,
02:28:29.390 --> 02:28:33.010
you want trustees
somewhat involved in that?
02:28:33.010 --> 02:28:33.843
And if that's...
02:28:33.843 --> 02:28:35.100
If I'm understanding it correctly,
02:28:35.100 --> 02:28:37.283
if someone can explain why?
02:28:38.340 --> 02:28:39.820
Okay, Ms. Cargill.
02:28:39.820 --> 02:28:40.933
Can you speak to that?
02:28:42.920 --> 02:28:45.010
Well I didn't make
this motion yesterday
02:28:45.010 --> 02:28:46.650
and I'm trying to remember who did.
02:28:46.650 --> 02:28:47.700
And so I think the maker of
02:28:47.700 --> 02:28:50.680
the motion should probably address it.
02:28:50.680 --> 02:28:51.533
Okay.
02:28:51.533 --> 02:28:52.550
Do you know who that is?
02:28:52.550 --> 02:28:53.740
Do we know who that is?
02:28:53.740 --> 02:28:55.110
I can't remember.
02:28:55.110 --> 02:28:56.700
Chris had his hand up.
02:28:56.700 --> 02:28:57.730
Dr. Ellis.
02:28:57.730 --> 02:28:59.325
Did you?
02:28:59.325 --> 02:29:02.022
Dr. Robinson.
I did it.
02:29:02.022 --> 02:29:03.550
Okay, Matt.
02:29:03.550 --> 02:29:04.383
I did (chuckles).
02:29:04.383 --> 02:29:05.963
All right, Dr. Robinson.
02:29:06.870 --> 02:29:09.810
Yeah it was
combining that the...
02:29:11.020 --> 02:29:11.853
Let's see.
02:29:13.270 --> 02:29:16.740
We had taken two that refrains
02:29:16.740 --> 02:29:18.930
from involvement in daily
operations management
02:29:18.930 --> 02:29:19.880
and the one above it
02:29:19.880 --> 02:29:23.110
that provides oversight and management
02:29:23.110 --> 02:29:25.300
and combined, merged them into one,
02:29:25.300 --> 02:29:27.723
in which was the focuses his actions.
02:29:28.710 --> 02:29:32.150
I mean, focus his actions
on district-wide policymaking,
02:29:32.150 --> 02:29:34.340
planning, goal, setting,
process monitoring,
02:29:34.340 --> 02:29:37.880
and evaluation and
restricts its involvement
02:29:37.880 --> 02:29:39.760
in daily operations and management.
02:29:39.760 --> 02:29:40.593
I don't know.
02:29:40.593 --> 02:29:45.200
Yeah, that was... Are
you wondering Georgina if
02:29:45.200 --> 02:29:48.503
you would prefer
refrain versus restricts?
02:29:50.560 --> 02:29:51.393
Yes.
02:29:51.393 --> 02:29:55.410
Very specifically
re-frames versus restricts.
02:29:55.410 --> 02:29:56.480
I'd be fine with that.
02:29:56.480 --> 02:29:58.093
Replacing those two words.
02:30:01.080 --> 02:30:03.433
Is that a motion, Ms. Perez?
02:30:08.020 --> 02:30:08.853
Yeah.
02:30:10.030 --> 02:30:11.880
If the ad hoc committee...
02:30:11.880 --> 02:30:16.040
If that's the entire
explanation behind it, then yes.
02:30:16.040 --> 02:30:17.200
Because I can't...
02:30:17.200 --> 02:30:21.620
I don't see the need to pay
superintendents this money
02:30:21.620 --> 02:30:23.770
if the trustees are gonna do the job.
02:30:23.770 --> 02:30:24.603
Right?
02:30:24.603 --> 02:30:27.650
So if the superintendent
is gonna do the job,
02:30:27.650 --> 02:30:29.210
then let them do the job.
02:30:29.210 --> 02:30:33.420
So if that's the explanation
behind it, then yeah.
02:30:33.420 --> 02:30:35.413
Our trustees should refrain from it.
02:30:39.000 --> 02:30:40.100
Dr. Ellis.
02:30:40.100 --> 02:30:40.970
Well okay.
02:30:40.970 --> 02:30:42.410
So there's a proposed amendment.
02:30:42.410 --> 02:30:43.243
Let's...
02:30:44.560 --> 02:30:46.173
Can I speak to that?
02:30:46.173 --> 02:30:48.770
We need a second first.
02:30:48.770 --> 02:30:50.270
Also I can do it for debate.
02:30:50.270 --> 02:30:51.103
Okay.
02:30:51.103 --> 02:30:52.910
Dr. Ellis then you can speak.
02:30:52.910 --> 02:30:54.360
Yeah and the whole process
02:30:54.360 --> 02:30:56.110
I think it was designed to start with
02:30:56.110 --> 02:30:58.600
a positive instead of refraining.
02:30:58.600 --> 02:31:00.350
It started with focuses its action.
02:31:00.350 --> 02:31:02.880
So it changed it to
begin with a positive
02:31:02.880 --> 02:31:04.389
but the fact that
02:31:04.389 --> 02:31:06.770
(faintly speaking)
they restrict or refrain
02:31:06.770 --> 02:31:08.210
I really don't think
there's a difference
02:31:08.210 --> 02:31:09.740
in what those two words are telling
02:31:09.740 --> 02:31:11.450
it to do that school Board members
02:31:11.450 --> 02:31:14.640
are not to be involved in
daily operations management.
02:31:14.640 --> 02:31:16.977
The task we recommended
was restricts instead of refrains.
02:31:16.977 --> 02:31:19.510
But I think that's essentially
saying the exact same thing.
02:31:19.510 --> 02:31:20.343
They're not to do it.
02:31:20.343 --> 02:31:21.240
They're restricted from doing it
02:31:21.240 --> 02:31:23.090
or they should refrain from doing it.
02:31:25.130 --> 02:31:26.840
But I don't see there's a key difference
02:31:26.840 --> 02:31:29.133
between using restricts or refrains.
02:31:30.440 --> 02:31:31.283
Well, is there...
02:31:31.283 --> 02:31:32.116
Let me put it this way.
02:31:32.116 --> 02:31:35.993
Is there any objection to
Ms. Perez's amendment?
02:31:40.100 --> 02:31:40.940
Okay.
02:31:40.940 --> 02:31:42.200
I can't see everyone.
02:31:42.200 --> 02:31:44.220
So is there anyone Monica
02:31:44.220 --> 02:31:47.293
that you can see indicating that?
02:31:47.293 --> 02:31:48.330
I don't see anyone.
02:31:48.330 --> 02:31:49.163
No.
02:31:49.163 --> 02:31:50.181
Okay.
02:31:50.181 --> 02:31:52.950
So I'm hearing no
objection then it's agreed that
02:31:52.950 --> 02:31:57.120
that amendment will be implemented.
02:31:57.120 --> 02:31:59.253
So it will now say refrains from
02:31:59.253 --> 02:32:02.350
instead of restricts it's.
02:32:02.350 --> 02:32:03.870
Okay?
02:32:03.870 --> 02:32:04.703
Okay.
02:32:04.703 --> 02:32:05.727
And Ms. Bahorich.
02:32:06.850 --> 02:32:07.770
Yeah.
02:32:07.770 --> 02:32:11.740
Along that same item
02:32:12.740 --> 02:32:15.390
it was brought up earlier with Jeff
02:32:15.390 --> 02:32:19.130
that we did strike the one above it,
02:32:19.130 --> 02:32:22.050
two points above it says
provides oversight of management.
02:32:22.050 --> 02:32:27.030
And that's really a
pretty important first thing
02:32:27.030 --> 02:32:27.863
in my opinion.
02:32:27.863 --> 02:32:30.970
So I would want to add that
02:32:30.970 --> 02:32:33.190
to focuses its action on.
02:32:33.190 --> 02:32:36.320
And then the amendment
would be providing oversight
02:32:36.320 --> 02:32:38.943
of management, comma... Sorry.
02:32:38.943 --> 02:32:43.100
Providing oversight of
management on district-wide policy
02:32:43.100 --> 02:32:44.650
blah, blah, blah.
02:32:44.650 --> 02:32:47.860
You know presiding oversight
and management, comma,
02:32:47.860 --> 02:32:50.260
district-wide policymaking
comma, et cetera.
02:32:50.260 --> 02:32:53.590
So we would insert focuses its action
02:32:53.590 --> 02:32:56.600
on an insert providing oversight
02:32:56.600 --> 02:32:59.023
of management at the
beginning of that list.
02:33:00.040 --> 02:33:00.873
Okay.
02:33:01.970 --> 02:33:03.833
So we don't lose that thought.
02:33:11.070 --> 02:33:12.450
Okay, comma, okay,
02:33:12.450 --> 02:33:13.283
there you go.
02:33:13.283 --> 02:33:15.910
So is that... Can you
see the screen there?
02:33:15.910 --> 02:33:17.460
Ms. Bahorich?
Yeah.
02:33:17.460 --> 02:33:18.570
All right, is there a second
02:33:18.570 --> 02:33:20.033
to that proposed amendment?
02:33:21.950 --> 02:33:23.400
Dr. Ellis do you second that?
02:33:24.710 --> 02:33:25.680
Yes, Okay.
02:33:25.680 --> 02:33:28.293
And do you have a comment on it as well?
02:33:29.720 --> 02:33:30.553
No?
02:33:30.553 --> 02:33:31.386
Okay.
02:33:33.060 --> 02:33:35.610
Any further discussion?
02:33:35.610 --> 02:33:40.160
Is there any objection to
inserting that language?
02:33:40.160 --> 02:33:41.090
Yeah, I object.
02:33:41.090 --> 02:33:42.440
I mean, that really seems
02:33:42.440 --> 02:33:44.890
to imply micro-managing
of the superintendent
02:33:44.890 --> 02:33:46.680
and that was the impression
02:33:46.680 --> 02:33:47.980
that was actually the impression
02:33:47.980 --> 02:33:52.560
of Board members in
TASB yesterday too, so.
02:33:52.560 --> 02:33:53.393
Okay.
02:33:53.393 --> 02:33:55.613
That's fine, so we won't
do it by acclimation.
02:33:56.620 --> 02:33:59.340
So it's open for discussion.
02:33:59.340 --> 02:34:02.450
Any further discussion
on providing oversight
02:34:02.450 --> 02:34:04.940
of management being reinserted
02:34:04.940 --> 02:34:07.413
or inserted into that bullet point?
02:34:11.160 --> 02:34:12.523
Any hands Monica?
02:34:14.300 --> 02:34:15.380
No, sir.
02:34:15.380 --> 02:34:16.213
Okay.
02:34:16.213 --> 02:34:18.123
All right, we ready for a vote then?
02:34:19.470 --> 02:34:20.740
Ms. Hardy's got
her hand up now.
02:34:20.740 --> 02:34:21.847
Yeah, Ms. Hardy.
02:34:23.267 --> 02:34:25.680
I'm a bit confused.
02:34:25.680 --> 02:34:27.780
I thought it was the goal
02:34:27.780 --> 02:34:32.780
of the Board to provide
oversight of the management.
02:34:33.450 --> 02:34:35.760
Not to get into the weeds beyond the...
02:34:37.310 --> 02:34:38.970
That's where they're supposed to stop.
02:34:38.970 --> 02:34:42.340
Is right there with the superintendent.
02:34:42.340 --> 02:34:43.290
The superintendent.
02:34:44.640 --> 02:34:46.480
That's how the Board
02:34:46.480 --> 02:34:48.180
interacts with the superintendent.
02:34:50.370 --> 02:34:53.050
Not beyond that, not to get into
02:34:53.922 --> 02:34:55.110
the buildings or anything like that.
02:34:55.110 --> 02:34:56.150
But it just seems like
02:34:56.150 --> 02:35:01.150
that is what they should
be doing of their goal.
02:35:02.700 --> 02:35:03.533
Okay.
02:35:03.533 --> 02:35:05.913
Any further discussion on
that proposed amendment?
02:35:07.020 --> 02:35:08.140
I can see everybody now.
02:35:08.140 --> 02:35:09.583
So if you do just wave.
02:35:11.910 --> 02:35:12.743
No?
02:35:12.743 --> 02:35:14.970
Okay, hearing none,
we're ready to vote then.
02:35:14.970 --> 02:35:17.720
All those in favor of
that amendment signify
02:35:17.720 --> 02:35:19.513
by raising your hand please.
02:35:26.000 --> 02:35:28.273
Six, seven, eight.
02:35:29.802 --> 02:35:31.550
I see 10 in favor.
02:35:31.550 --> 02:35:32.670
I think so.
02:35:32.670 --> 02:35:34.413
All those opposed, please.
02:35:37.810 --> 02:35:39.563
I see four opposed.
02:35:40.550 --> 02:35:41.383
Right.
02:35:41.383 --> 02:35:42.216
Okay.
02:35:42.216 --> 02:35:44.063
I think the motion passes 10 to four.
02:35:45.610 --> 02:35:46.443
Okay.
02:35:46.443 --> 02:35:48.033
Any further amendments to the framework?
02:35:51.670 --> 02:35:56.010
Ms. Bahorich, and then Ms. Perez-Diaz.
02:35:56.010 --> 02:35:56.843
Okay.
02:35:56.843 --> 02:35:58.940
This I promise members
I'm not gonna belabor this.
02:35:58.940 --> 02:36:01.833
I only want one more
for your consideration.
02:36:05.250 --> 02:36:10.250
If you go to the number one
section, Vision and Goals,
02:36:11.770 --> 02:36:13.310
what we had there previously
02:36:13.310 --> 02:36:15.897
that was recommended by
the ad hoc committee was,
02:36:15.897 --> 02:36:18.800
"The Board ensures
creation of a shared vision
02:36:18.800 --> 02:36:23.510
and measurable goals that
improve student outcomes."
02:36:23.510 --> 02:36:28.510
Yesterday, opportunities
and experiences ended up
02:36:29.040 --> 02:36:34.040
being added to the overall
Vision and Goals statement.
02:36:37.650 --> 02:36:40.470
We had this discussion
in the ad hoc committee
02:36:40.470 --> 02:36:41.950
because at one point,
02:36:41.950 --> 02:36:44.220
the document did contain experiences
02:36:44.220 --> 02:36:46.870
in the vision statement.
02:36:46.870 --> 02:36:48.690
The main vision statement.
02:36:48.690 --> 02:36:53.690
But decided as an ad
hoc to move it down,
02:36:53.780 --> 02:36:55.730
and if you look down
02:36:55.730 --> 02:37:00.730
one, two, three, four, five
bullet points, we put it there
02:37:01.940 --> 02:37:04.627
instead of in the vision
statement, and here's what it says.
02:37:04.627 --> 02:37:08.630
"Embraces, supports,
and fulfills the vision
02:37:08.630 --> 02:37:10.410
that all students receive what they need
02:37:10.410 --> 02:37:12.840
to learn, thrive, and grow,
02:37:12.840 --> 02:37:16.600
including resources,
opportunities, and experiences."
02:37:16.600 --> 02:37:18.930
And the reason we
decided to highlight it
02:37:18.930 --> 02:37:21.070
in the body of the Vision and Goals
02:37:21.070 --> 02:37:25.533
is because opportunities
and experiences, absolutely.
02:37:26.630 --> 02:37:30.520
We want as many
opportunities and experiences
02:37:30.520 --> 02:37:32.023
for our kids as possible,
02:37:33.350 --> 02:37:36.070
and so we want to support that idea,
02:37:36.070 --> 02:37:40.040
but what we are not trying
to do is say the mere fact
02:37:40.040 --> 02:37:41.640
that a student had an opportunity
02:37:41.640 --> 02:37:44.390
or an experience is not the same
02:37:44.390 --> 02:37:47.640
as an outcome from that
opportunity and experience,
02:37:47.640 --> 02:37:50.920
and by moving it to the
vision statement at the top,
02:37:50.920 --> 02:37:54.720
it makes outcomes,
opportunities, and experiences
02:37:54.720 --> 02:37:56.290
as if they're the same thing.
02:37:56.290 --> 02:37:58.450
And again, it's back
to this conversation
02:37:58.450 --> 02:38:02.880
about what's an input,
an output, and an outcome.
02:38:02.880 --> 02:38:07.880
And we wanna help Boards stay focused on
02:38:07.980 --> 02:38:11.943
really identifying those
measurable student outcomes,
02:38:12.780 --> 02:38:14.850
and then opportunities and experiences
02:38:14.850 --> 02:38:17.040
will help them get there, hopefully.
02:38:17.040 --> 02:38:21.010
But they should not appear as equivalent
02:38:21.010 --> 02:38:22.463
to a student outcome.
02:38:23.400 --> 02:38:24.800
Okay, so is your motion
02:38:24.800 --> 02:38:27.490
to strike opportunities and experiences?
02:38:27.490 --> 02:38:28.903
Just from there, right.
02:38:29.760 --> 02:38:32.320
Okay, from there, you mean
under the Visions and Goals?
02:38:32.320 --> 02:38:35.040
Yeah, just at
the very top, right.
02:38:35.040 --> 02:38:37.793
Heading, okay, is
there a second to that?
02:38:41.960 --> 02:38:44.910
Okay, I can't see-
I'll second.
02:38:44.910 --> 02:38:46.483
Okay, thank you, Ms. Cargill.
02:38:47.370 --> 02:38:49.620
Okay, discussion on striking,
02:38:49.620 --> 02:38:51.360
opportunities and experiences,
02:38:51.360 --> 02:38:56.360
from the Roman numeral I
Visions and Goal heading.
02:38:57.280 --> 02:39:01.100
Ms. Perez-Diaz and
Dr. Ellis have their hand's up.
02:39:01.100 --> 02:39:04.390
Okay, Ms. Perez-Diaz,
and then Dr. Ellis.
02:39:04.390 --> 02:39:05.223
Thank you, vice chair.
02:39:05.223 --> 02:39:08.020
So I have to speak against
this motion specifically
02:39:08.910 --> 02:39:12.113
because I think member Bahorich
02:39:12.113 --> 02:39:13.883
made a really great point.
02:39:14.890 --> 02:39:18.250
I think that opportunities
and experiences rises
02:39:20.330 --> 02:39:23.150
from my perspective,
above student outcomes
02:39:23.150 --> 02:39:25.000
in this because opportunities
02:39:25.000 --> 02:39:27.960
and experiences result in outcomes.
02:39:27.960 --> 02:39:30.660
I asked that the Board consider
02:39:30.660 --> 02:39:32.770
our populations of students,
02:39:32.770 --> 02:39:35.560
our districts that have less resource,
02:39:35.560 --> 02:39:37.130
that have less access.
02:39:37.130 --> 02:39:40.270
And when we look at strictly outcomes,
02:39:40.270 --> 02:39:41.440
a lot of that is driven
02:39:41.440 --> 02:39:44.430
by opening up opportunity
and experience for our youth.
02:39:44.430 --> 02:39:47.120
I've seen it personally myself.
02:39:47.120 --> 02:39:50.300
And so I think it's
really, really important
02:39:50.300 --> 02:39:52.290
to keep that as part of
02:39:54.296 --> 02:39:56.500
the vision and goals
statement that launches
02:39:56.500 --> 02:39:58.653
into the work that
we hope that they see.
02:39:59.490 --> 02:40:01.710
So I am thinking about
02:40:01.710 --> 02:40:03.940
our districts and our students
02:40:05.420 --> 02:40:06.410
who have less resource,
02:40:06.410 --> 02:40:08.820
who have less access and opportunity
02:40:08.820 --> 02:40:10.880
when I'm thinking about
why it's so important
02:40:10.880 --> 02:40:12.940
to keep this language here.
02:40:12.940 --> 02:40:13.773
Okay.
02:40:13.773 --> 02:40:14.810
Dr. Ellis.
02:40:14.810 --> 02:40:17.297
Yeah and this is the one
I feel pretty strongly about
02:40:17.297 --> 02:40:19.070
and you won't find a bigger supporter
02:40:19.070 --> 02:40:20.900
of the fact that we have
student outcomes in there
02:40:20.900 --> 02:40:23.870
than how I feel with this in the fact
02:40:23.870 --> 02:40:26.260
that there's recommendations
to really strike student
02:40:26.260 --> 02:40:27.900
outcomes throughout the entire document.
02:40:27.900 --> 02:40:28.857
Literally every time it was up
02:40:28.857 --> 02:40:31.210
and I worked yesterday to make sure that
02:40:32.110 --> 02:40:34.640
we kept student
outcomes in the preamble.
02:40:34.640 --> 02:40:37.750
We have student outcomes in section one.
02:40:37.750 --> 02:40:40.720
We have it multiple times
02:40:40.720 --> 02:40:43.270
in section three words
that defined exactly
02:40:43.270 --> 02:40:45.610
what we want them to
do with student outcomes.
02:40:45.610 --> 02:40:48.123
Now in this heading
of section number one,
02:40:48.970 --> 02:40:51.640
it does talk about student outcomes
02:40:51.640 --> 02:40:52.740
in the fourth bullet points.
02:40:52.740 --> 02:40:55.640
And it also talks about
opportunities and experiences
02:40:55.640 --> 02:40:57.040
in the fifth bullet points.
02:40:57.040 --> 02:40:59.310
So I think in that kind of
visionary first statement,
02:40:59.310 --> 02:41:00.950
you're talking about all the things
02:41:00.950 --> 02:41:02.710
about students' outcomes, opportunities,
02:41:02.710 --> 02:41:04.920
and experiences that are detailed below
02:41:04.920 --> 02:41:07.960
on what we wanna see
out of those three words.
02:41:07.960 --> 02:41:10.220
I think if you're not watering down
02:41:10.220 --> 02:41:12.980
the importance of student
outcomes specifically by itself
02:41:12.980 --> 02:41:15.410
because that's clearly
documented multiple places
02:41:15.410 --> 02:41:17.520
that we kept in that I worked to keep
02:41:17.520 --> 02:41:18.870
in throughout the document
02:41:18.870 --> 02:41:20.660
but I think this opportunities
02:41:20.660 --> 02:41:22.410
and experiences fits nicely
02:41:22.410 --> 02:41:23.550
in additional student outcomes
02:41:23.550 --> 02:41:28.260
because it's listed in
those bullets below there.
02:41:28.260 --> 02:41:29.270
Okay.
02:41:29.270 --> 02:41:30.663
Any further discussion?
02:41:34.480 --> 02:41:36.740
Monica, do you see any more hands?
02:41:36.740 --> 02:41:37.640
Dr. Robinson.
02:41:37.640 --> 02:41:39.020
I think, yeah.
02:41:39.020 --> 02:41:40.700
Dr. Robinson has his hand up.
02:41:40.700 --> 02:41:41.600
Okay, Dr. Robinson.
02:41:41.600 --> 02:41:44.480
Yeah if you guys can use-
(faintly speaking)
02:41:44.480 --> 02:41:45.990
Oh, okay.
02:41:45.990 --> 02:41:50.990
Yeah, I didn't hear any
objective reason really
02:41:50.990 --> 02:41:53.190
from Donna why she
wanted to strike that.
02:41:53.190 --> 02:41:55.380
I mean (chuckles) I
think it's pretty benign
02:41:55.380 --> 02:41:57.140
and I think the point that...
02:41:57.140 --> 02:42:01.687
Why that was put in is what
Marisa was talking about
02:42:01.687 --> 02:42:04.370
and what Kevin Brown
specifically, matter of fact,
02:42:04.370 --> 02:42:07.613
it was his language and we
agreed with it on the ad hoc,
02:42:09.180 --> 02:42:14.180
is that it gives more meat
to, that there was emphasis
02:42:14.840 --> 02:42:19.080
that outcomes is important,
but it just gives more,
02:42:19.080 --> 02:42:22.990
it expands if you will, (voice echoing)
02:42:22.990 --> 02:42:27.053
what, (voice echoing again) yeah, okay.
02:42:28.770 --> 02:42:32.223
Okay, all right, Ms. Davis.
02:42:34.810 --> 02:42:37.267
Thank you, let
me unmute myself.
02:42:38.410 --> 02:42:41.493
I wanna better understand experiences,
02:42:42.520 --> 02:42:46.940
especially experiences
that the Board can discuss.
02:42:46.940 --> 02:42:49.830
So can you give me
like a specific example
02:42:49.830 --> 02:42:54.460
of a student experience
that we're talking about here?
02:42:54.460 --> 02:42:56.390
And that can go to any of the members
02:42:56.390 --> 02:42:57.910
who are in the committee
02:42:57.910 --> 02:42:59.470
and they have anything
specific to share,
02:42:59.470 --> 02:43:02.670
maybe Kevin Brown share
some specific examples
02:43:02.670 --> 02:43:06.000
of student experiences
and those types of things
02:43:06.000 --> 02:43:09.520
that we would like
for Boards to discuss.
02:43:09.520 --> 02:43:11.607
Okay, Dr. Robinson,
and then Dr. Ellis.
02:43:12.860 --> 02:43:16.760
Yeah, experiences
would be like participating
02:43:16.760 --> 02:43:18.663
in extracurricular activities.
02:43:19.580 --> 02:43:24.380
And that would be
probably a key example.
02:43:24.380 --> 02:43:29.380
Basically student events
or things that they're doing
02:43:30.970 --> 02:43:34.270
that go beyond just
standardized test scores,
02:43:34.270 --> 02:43:39.030
opportunities would be
things that they get exposed to,
02:43:39.030 --> 02:43:42.250
like getting to take out
dual credit in high school.
02:43:42.250 --> 02:43:45.340
So those are examples of
opportunities and experiences.
02:43:45.340 --> 02:43:46.990
Something that goes beyond just
02:43:46.990 --> 02:43:50.784
what the star scores
reflect on a school.
02:43:50.784 --> 02:43:51.893
Okay, Dr. Ellis.
02:43:53.670 --> 02:43:54.533
Mr. Davis, I think
some of the things
02:43:54.533 --> 02:43:57.430
that were specifically talked
about in the ad hoc committee
02:43:57.430 --> 02:44:01.640
was when you talk about
experiences, improving food service,
02:44:01.640 --> 02:44:03.450
maybe an experience
that you're (indistinct)
02:44:03.450 --> 02:44:05.870
that's not necessarily an outcome,
02:44:05.870 --> 02:44:08.293
making sure that the
transportation department,
02:44:09.350 --> 02:44:11.600
how the transport to
school is an experience,
02:44:11.600 --> 02:44:13.820
but that's not necessarily an outcome.
02:44:13.820 --> 02:44:15.330
Those were two examples
that were brought up
02:44:15.330 --> 02:44:17.840
in the ad hoc committee,
in a sense it was stated that,
02:44:17.840 --> 02:44:19.387
if you want education
(faintly speaking),
02:44:20.390 --> 02:44:23.620
that's an experience more
than just a specific goal
02:44:23.620 --> 02:44:24.453
of an outcome.
02:44:24.453 --> 02:44:27.570
So that's what the term
was used in experience for.
02:44:28.740 --> 02:44:31.487
Thank you so much for
that clarification, thank you.
02:44:32.920 --> 02:44:34.870
Ms. Cargill, and
then Ms. Perez-Diaz.
02:44:36.690 --> 02:44:40.580
Yeah, I just wanted to
correct, I think Dr. Robinson
02:44:40.580 --> 02:44:44.150
inadvertently said that the ad
hoc committee agreed on this,
02:44:44.150 --> 02:44:44.983
and they did not,
02:44:44.983 --> 02:44:47.770
this was a TASB
recommendation from yesterday.
02:44:47.770 --> 02:44:50.510
So I just wanted to clarify that.
02:44:50.510 --> 02:44:53.283
Okay, Ms. Perez-Diaz.
02:44:56.320 --> 02:44:58.110
Thank you, and so I will say
02:44:58.110 --> 02:45:01.730
I though do you remember
that Dr. Kevin Brown
02:45:01.730 --> 02:45:05.290
did specifically mention
this and offer this
02:45:06.670 --> 02:45:07.960
as an addition to this
02:45:07.960 --> 02:45:11.110
particular line, and I was only
going to add another example
02:45:11.110 --> 02:45:13.370
as it pertains specifically
to Board members.
02:45:13.370 --> 02:45:15.073
Board members are responsible
for budgetary decisions
02:45:15.073 --> 02:45:19.660
in this school district, so
before them sometimes comes
02:45:19.660 --> 02:45:22.750
after-school programming
that requires those decisions.
02:45:22.750 --> 02:45:26.720
And so, after-school
programming is another example
02:45:26.720 --> 02:45:30.620
of what those opportunities
and experiences could be,
02:45:30.620 --> 02:45:32.990
as opposed to specifically outcomes;
02:45:32.990 --> 02:45:37.530
not necessarily outcomes
but, bringing in great partners
02:45:37.530 --> 02:45:40.373
for after-school programming
is another example.
02:45:41.590 --> 02:45:42.423
Okay.
02:45:44.260 --> 02:45:45.363
Anything further?
02:45:47.680 --> 02:45:50.103
Let's see, I lost my
participants' screen.
02:45:51.060 --> 02:45:52.313
Yes Mr. Rowley.
02:45:53.170 --> 02:45:58.003
If somebody from the school
initiatives can explain to me:
02:46:00.180 --> 02:46:03.130
when we're talking about
an extracurricular activity
02:46:03.130 --> 02:46:05.190
or transportation service,
02:46:05.190 --> 02:46:08.220
and I'm just pulling stuff
that was just mentioned,
02:46:08.220 --> 02:46:11.364
not for any particular reason,
just because those were
02:46:11.364 --> 02:46:12.870
the examples mentioned.
02:46:12.870 --> 02:46:17.467
Are we saying that student
outcomes are the equivalent
02:46:18.340 --> 02:46:21.990
of an extracurricular activity?
02:46:21.990 --> 02:46:24.880
I think that's were there's
some objection, right?
02:46:24.880 --> 02:46:27.340
I mean, we do believe
that student outcomes
02:46:27.340 --> 02:46:30.340
are more important, right?
02:46:30.340 --> 02:46:33.420
Or because it's all on
this line, are we saying that
02:46:35.240 --> 02:46:36.293
they're equivalent?
02:46:38.380 --> 02:46:39.573
Dr. Ellis?
02:46:41.020 --> 02:46:42.330
I think really what
happened in the
02:46:42.330 --> 02:46:44.240
ad-hoc committee, and in the committee
02:46:44.240 --> 02:46:46.750
when we discussed this
yesterday, and really from all the
02:46:46.750 --> 02:46:50.800
stakeholders I've talked to,
all feel that student outcomes
02:46:50.800 --> 02:46:52.100
is most important.
02:46:52.100 --> 02:46:54.970
And in fact, when that
proposal was originally made
02:46:54.970 --> 02:46:59.250
in the ad hoc committee,
the transcriber just happened
02:46:59.250 --> 02:47:01.770
to put it last, and they
specifically put it to the front
02:47:01.770 --> 02:47:03.710
of the list because it
was most important.
02:47:03.710 --> 02:47:05.980
I don't think that just
because the three of them
02:47:05.980 --> 02:47:08.870
are in a list of three
things, that it necessarily
02:47:08.870 --> 02:47:12.420
equates them as equals, and
the fact that student outcomes
02:47:12.420 --> 02:47:14.440
was specifically moved to the front
02:47:14.440 --> 02:47:17.993
shows the importance there,
but I think that, to your point,
02:47:19.940 --> 02:47:23.240
just because the things are
listed to together does not
02:47:23.240 --> 02:47:24.390
put them all as equals.
02:47:25.730 --> 02:47:28.730
But they're all important things
under the vision and goals.
02:47:33.750 --> 02:47:34.893
Anything further?
02:47:37.860 --> 02:47:39.653
Monica, do you see anymore hands?
02:47:41.290 --> 02:47:42.747
Ah, Ms. Bahorich.
02:47:43.700 --> 02:47:46.100
And
really, this is just a...
02:47:46.100 --> 02:47:49.690
I was hoping that Mr. Cottrill
might be able to kinda
02:47:49.690 --> 02:47:53.913
weigh in on this particular thing.
02:47:55.430 --> 02:47:58.820
If he had any comments.
Absolutely!
02:47:58.820 --> 02:48:01.270
Yeah, I'll say that I think
it was well-represented
02:48:01.270 --> 02:48:04.500
that as a result of some rich discussion
02:48:04.500 --> 02:48:06.030
at the ad hoc committee,
02:48:06.030 --> 02:48:09.270
that there was a desire
to retain alignment
02:48:09.270 --> 02:48:11.130
around student outcomes
02:48:11.130 --> 02:48:13.210
and elevating that in isolation
02:48:13.210 --> 02:48:15.760
of opportunities and experiences,
02:48:15.760 --> 02:48:19.010
and that was consensus coming
out of the ad hoc committee
02:48:19.010 --> 02:48:20.070
because, I think,
02:48:20.070 --> 02:48:22.790
to the point of transportation services,
02:48:22.790 --> 02:48:25.333
and food services, and
extracurricular activities,
02:48:26.860 --> 02:48:28.103
by putting them here,
02:48:29.030 --> 02:48:33.630
in what I would consider
right next to student outcomes,
02:48:33.630 --> 02:48:37.740
it allows for the
conflation of those items
02:48:37.740 --> 02:48:42.500
to be placed with the same
level of priority and emphasis,
02:48:42.500 --> 02:48:47.450
and quite frankly, we absolutely believe
02:48:47.450 --> 02:48:50.900
that the most important
priority of school systems,
02:48:50.900 --> 02:48:54.310
and particularly for
Boards and superintendents
02:48:54.310 --> 02:48:55.810
is to improve the student outcomes
02:48:55.810 --> 02:48:57.010
across the school district.
02:48:57.010 --> 02:48:58.980
That it's not about standardized tests,
02:48:58.980 --> 02:49:03.020
but much rather, it's about
truly creating better outcomes
02:49:03.020 --> 02:49:07.900
across the local education agency,
02:49:07.900 --> 02:49:12.080
and that promote the fortunes
and futures of the students,
02:49:12.080 --> 02:49:15.060
and so absolutely looking
at student outcomes
02:49:15.060 --> 02:49:18.810
as being, I guess, aligned
throughout the document,
02:49:18.810 --> 02:49:19.730
this framework,
02:49:19.730 --> 02:49:23.300
and then, also creating
a sense of isolation
02:49:23.300 --> 02:49:26.930
that it is the most paramount
focus of a school Board
02:49:26.930 --> 02:49:28.330
within the vision and goals.
02:49:30.080 --> 02:49:31.540
Okay, all right.
02:49:32.420 --> 02:49:34.590
We're really only supposed to allow
02:49:34.590 --> 02:49:38.950
two opportunities to speak per measure,
02:49:38.950 --> 02:49:40.750
but we've been pretty
lenient about that,
02:49:40.750 --> 02:49:43.247
but Ms. Bahorich, and then Dr. Ellis,
02:49:43.247 --> 02:49:45.820
and then we're gonna move on.
02:49:45.820 --> 02:49:48.970
Okay, the only
thing I would say is
02:49:49.860 --> 02:49:53.260
maybe we could insert something that...
02:49:55.625 --> 02:49:56.760
and I believe very strongly
02:49:56.760 --> 02:49:58.110
that opportunities and experiences
02:49:58.110 --> 02:50:01.870
actually do create
better student outcomes,
02:50:01.870 --> 02:50:04.630
so that whole discussion
around whole child
02:50:04.630 --> 02:50:06.290
really resonated with me,
02:50:06.290 --> 02:50:08.327
that we had in the ad hoc committee,
02:50:10.110 --> 02:50:13.970
and actually, I inserted
experiences and opportunities
02:50:13.970 --> 02:50:16.090
throughout, in more than one place
02:50:16.090 --> 02:50:19.050
because of that rich discussion we had
02:50:19.050 --> 02:50:20.950
about the importance of the whole child.
02:50:20.950 --> 02:50:23.960
I'm wondering, perhaps, if I could amend
02:50:26.010 --> 02:50:27.640
what is being suggested
02:50:27.640 --> 02:50:30.080
and say that improved student outcomes
02:50:31.330 --> 02:50:34.693
and include opportunities
and experiences.
02:50:35.620 --> 02:50:37.263
Or maybe as well as?
02:50:38.490 --> 02:50:41.250
Yeah, well, now, I...
02:50:41.250 --> 02:50:43.330
Again, it's the opportunities
and experiences
02:50:43.330 --> 02:50:45.030
that create the student outcomes.
02:50:45.030 --> 02:50:46.300
Do you see what I'm saying?
02:50:46.300 --> 02:50:47.563
That's the difference.
02:50:48.510 --> 02:50:51.930
You're not setting a goal
of having an opportunity.
02:50:51.930 --> 02:50:54.300
You want a goal of having a kid
02:50:54.300 --> 02:50:56.650
because they got the opportunity
02:50:56.650 --> 02:50:59.930
to have a particular outcome, so I...
02:50:59.930 --> 02:51:02.967
By saying that "improve
student outcomes,"
02:51:04.920 --> 02:51:08.490
as I was suggesting,
putting something in there
02:51:08.490 --> 02:51:13.490
and "include opportunities
and experiences,"
02:51:14.880 --> 02:51:19.160
I think might help to
not equivocate those as,
02:51:19.160 --> 02:51:22.450
remember Pat was
suggesting there, is an issue,
02:51:22.450 --> 02:51:23.900
the way we have it right now.
02:51:24.840 --> 02:51:27.520
Well, I have a
question for Ms. Cruz.
02:51:27.520 --> 02:51:29.827
Isn't the motion before us is to strike
02:51:29.827 --> 02:51:31.981
"opportunities and experiences?"
02:51:31.981 --> 02:51:32.814
It is.
02:51:32.814 --> 02:51:35.630
You can't get there from here.
02:51:35.630 --> 02:51:38.070
Right, yeah.
What you could do,
02:51:38.070 --> 02:51:41.080
is you could say, "If
everyone will agree
02:51:41.080 --> 02:51:45.170
to either allow me to withdraw
this proposal, Ms. Bahorich,
02:51:45.170 --> 02:51:47.700
or defeats it, then I will come back
02:51:47.700 --> 02:51:52.700
with another proposal to
insert the words before this,
02:51:53.800 --> 02:51:57.427
but you can't get there
from here parliamentarily.
02:51:59.070 --> 02:52:00.757
Yeah, you can't have, you
can't have a motion to strike
02:52:00.757 --> 02:52:03.580
and then also have a motion to include
02:52:03.580 --> 02:52:04.413
in the same,
Okay,
02:52:04.413 --> 02:52:07.790
what I'd like to do is
withdraw the strike,
02:52:07.790 --> 02:52:11.090
but then come back with another motion.
02:52:11.090 --> 02:52:11.923
Okay.
02:52:11.923 --> 02:52:15.040
Is there any objection to the withdrawal
02:52:15.040 --> 02:52:17.913
of Ms. Bahorich's motion?
02:52:20.650 --> 02:52:22.240
I don't see any objection.
02:52:22.240 --> 02:52:23.443
Don't see any objection, okay.
02:52:23.443 --> 02:52:25.830
So that is withdrawn.
02:52:25.830 --> 02:52:29.573
Okay, Ms. Bahorich, what
is your alternative measure?
02:52:30.690 --> 02:52:34.217
So I would insert the
words after outcomes
02:52:34.217 --> 02:52:37.827
"and offers opportunities
and experiences."
02:52:41.561 --> 02:52:43.728
Okay, is there a second?
02:52:46.734 --> 02:52:47.628
Second.
02:52:47.628 --> 02:52:48.720
(indistinct), seconded.
Okay, thank you.
02:52:48.720 --> 02:52:50.040
Thank you, Ms. Davis.
02:52:50.040 --> 02:52:51.570
All right, okay.
02:52:51.570 --> 02:52:55.290
Cumber discussion on
this proposed amendment,
02:52:55.290 --> 02:52:58.150
which now says, "and offers,"
02:52:58.150 --> 02:53:00.200
actually it inserts "and offers"
02:53:00.200 --> 02:53:01.860
because "opportunities and experiences,"
02:53:01.860 --> 02:53:04.890
I think it was already there, right?
02:53:04.890 --> 02:53:05.943
Dr. Ellis?
02:53:06.810 --> 02:53:07.643
Now, I would speak again
02:53:07.643 --> 02:53:09.130
since I think it's very clear
02:53:09.130 --> 02:53:11.230
that those are important things,
02:53:11.230 --> 02:53:14.640
all three of those, that are
outlined, as I said before,
02:53:14.640 --> 02:53:16.550
throughout the other bullet point.
02:53:16.550 --> 02:53:18.997
I agree that student outcomes is a goal
02:53:18.997 --> 02:53:21.730
and those other ones aren't
necessarily measurable goals,
02:53:21.730 --> 02:53:23.817
but the statement is saying
02:53:23.817 --> 02:53:25.357
"shared vision and measurable goals"
02:53:25.357 --> 02:53:27.930
and I think those are, the
"opportunities and experience"
02:53:27.930 --> 02:53:31.140
are part of the shared vision
that the Board's gonna create
02:53:31.140 --> 02:53:33.520
and when you say "student
outcomes and offers,"
02:53:33.520 --> 02:53:35.100
the "offering opportunities
and experience,"
02:53:35.100 --> 02:53:36.557
I really don't think fits
in "Vision and Goals,"
02:53:36.557 --> 02:53:37.763
that's gonna be something
02:53:37.763 --> 02:53:39.370
that would be in "System and Processes."
02:53:39.370 --> 02:53:42.350
So I think it's clear that those
three things are important,
02:53:42.350 --> 02:53:43.890
we're not, just because
they're on the list
02:53:43.890 --> 02:53:45.940
it doesn't conflate the
three of 'em together.
02:53:45.940 --> 02:53:48.370
Student outcomes
was intentionally put first
02:53:48.370 --> 02:53:51.340
in something that is
outlined in "Vision and Goals"
02:53:51.340 --> 02:53:54.570
before that, or I'm sorry, after that.
02:53:54.570 --> 02:53:55.530
Okay.
02:53:55.530 --> 02:53:56.973
Any further discussion?
02:53:59.800 --> 02:54:01.370
I can't see hands being waved.
02:54:01.370 --> 02:54:03.020
I can only see 'em raised on the-
02:54:03.900 --> 02:54:06.250
Mr. Chair, can we
have a minute to digest it?
02:54:07.220 --> 02:54:08.053
Sure.
02:54:10.020 --> 02:54:11.100
Let me ask in the meantime,
02:54:11.100 --> 02:54:13.973
is there any further discussion
while you're digesting?
02:54:18.510 --> 02:54:20.330
Anything, Monica?
02:54:20.330 --> 02:54:21.827
I don't see any.
02:54:21.827 --> 02:54:26.143
Okay, (chuckles) so then
we're digesting, digesting.
02:54:31.580 --> 02:54:34.030
'Kay, we ready to move
forward with the vote now?
02:54:36.820 --> 02:54:37.993
Okay, let's do that.
02:54:41.200 --> 02:54:43.230
Thank you, Ms. Cruz.
02:54:43.230 --> 02:54:45.000
Okay, so the motion before us is
02:54:45.000 --> 02:54:47.970
insert the words "and offers."
02:54:47.970 --> 02:54:50.813
All in favor, signify by
raising your hand, please.
02:54:57.810 --> 02:54:59.302
Four? Five?
02:54:59.302 --> 02:55:00.213
Five.
02:55:00.213 --> 02:55:01.220
Five in favor.
02:55:01.220 --> 02:55:02.130
All opposed.
02:55:02.130 --> 02:55:04.770
Oh, Ms. Davis, were
you in favor or opposed?
02:55:06.500 --> 02:55:07.430
Favor? Okay.
02:55:07.430 --> 02:55:08.343
Six, then.
02:55:09.410 --> 02:55:11.383
All opposed, please raise your hand.
02:55:17.700 --> 02:55:18.680
See eight-
02:55:18.680 --> 02:55:20.050
Eight? Yeah.
02:55:20.050 --> 02:55:22.080
I see eight as well,
02:55:22.080 --> 02:55:24.623
so the motion fails six to eight.
02:55:26.000 --> 02:55:29.103
'Kay, any further
amendments to the framework?
02:55:34.490 --> 02:55:37.460
Ms. Perez-Diaz.
Ms. Perez-Diaz, mm-hmm?
02:55:40.160 --> 02:55:41.130
I don't have any amendments.
02:55:41.130 --> 02:55:42.080
I just have a question,
02:55:42.080 --> 02:55:45.170
and maybe this is for legal,
02:55:45.170 --> 02:55:46.810
so it was brought to my attention
02:55:46.810 --> 02:55:51.630
that in Roman numeral IV,
advocacy and engagement,
02:55:51.630 --> 02:55:54.320
our very last bullet point there,
02:55:54.320 --> 02:55:57.040
the latter half of that sentence,
02:55:57.040 --> 02:55:58.730
I just wanna be really clear
02:55:58.730 --> 02:56:03.240
that we're not getting into
any electioneering issues.
02:56:03.240 --> 02:56:07.980
That was a concern of some
of the school Board members
02:56:07.980 --> 02:56:09.197
that I had a chance to speak with,
02:56:09.197 --> 02:56:13.990
and so I don't know
if maybe staff or legal
02:56:13.990 --> 02:56:16.773
can help us answer that question.
02:56:20.490 --> 02:56:25.490
Which particular part of
IV are you talking about?
02:56:25.872 --> 02:56:27.140
(voice echoing)
02:56:27.140 --> 02:56:28.364
I'm sorry. It's item IV.
02:56:28.364 --> 02:56:29.360
(voice echoing)
02:56:29.360 --> 02:56:32.153
the very last bullet,
(voice echoing again).
02:56:37.070 --> 02:56:38.390
And it's the part of the sentence.
02:56:38.390 --> 02:56:41.303
It's the part (indistinct)
capacity within the community.
02:56:44.150 --> 02:56:44.983
Let's see.
02:56:47.860 --> 02:56:49.480
Put the parts of (indistinct)
within the community
02:56:49.480 --> 02:56:51.230
for potential school Board members.
02:56:52.410 --> 02:56:54.820
So I think it says promote
school Board service
02:56:54.820 --> 02:56:56.250
by educating the community
02:56:56.250 --> 02:56:57.840
about the role of a school Board
02:56:57.840 --> 02:57:00.450
and building leadership
capacity within the community
02:57:00.450 --> 02:57:03.150
for potential future
school Board members.
02:57:03.150 --> 02:57:04.190
Is that the bullet?
02:57:04.190 --> 02:57:05.910
That's the bullet, mhmm.
02:57:12.760 --> 02:57:16.820
I don't think that is
advocating electioneering
02:57:20.110 --> 02:57:23.220
but just simply talking about
02:57:26.010 --> 02:57:29.203
encouraging community
members to step up.
02:57:30.200 --> 02:57:33.880
It could... Certainly
someone could violate that
02:57:34.896 --> 02:57:36.930
and take the school Board's job
02:57:36.930 --> 02:57:40.940
as to putting out a slate
or something like that.
02:57:40.940 --> 02:57:43.200
That'd be wrong.
02:57:43.200 --> 02:57:45.510
You certainly can't do that.
02:57:45.510 --> 02:57:49.280
But I don't see a
problem with talking about
02:57:52.040 --> 02:57:55.120
the importance of the role
of the school Board member
02:57:55.120 --> 02:58:00.120
and encouraging people to take a role
02:58:00.200 --> 02:58:02.940
as opposed to the school Board voting
02:58:02.940 --> 02:58:07.100
that this particular person
is the one that we want
02:58:07.100 --> 02:58:11.343
for seat number five as a school Board.
02:58:13.371 --> 02:58:14.762
Okay, very good.
02:58:14.762 --> 02:58:16.498
That just clears up
a question that I had.
02:58:16.498 --> 02:58:17.510
Okay.
02:58:17.510 --> 02:58:19.780
Anything further on this item?
02:58:19.780 --> 02:58:21.670
Dr. Ellis has his hand up.
02:58:21.670 --> 02:58:23.050
Okay, Dr. Ellis.
02:58:23.050 --> 02:58:24.320
I think what that
probably goes to
02:58:24.320 --> 02:58:25.950
to Ms. Perez-Diaz' point
02:58:25.950 --> 02:58:29.270
is the fact that as
the framework ties into
02:58:29.270 --> 02:58:30.750
what training is required
02:58:30.750 --> 02:58:33.180
and actually in six of the
seven different trainings
02:58:33.180 --> 02:58:34.610
that are required or six of 'em
02:58:34.610 --> 02:58:36.790
it specifically says a
candidate for the school Board
02:58:36.790 --> 02:58:38.270
may complete the training
02:58:38.270 --> 02:58:41.347
up to one year before he or
she is elected or approved.
02:58:41.347 --> 02:58:43.390
And it has that for almost each
02:58:43.390 --> 02:58:44.650
and every one of those trainings.
02:58:44.650 --> 02:58:47.340
So are scenarios where they can do
02:58:48.740 --> 02:58:50.840
the local Board orientation.
02:58:50.840 --> 02:58:53.833
They can do the provisions to TEC.
02:58:55.910 --> 02:58:56.920
All of those they're allowed
02:58:56.920 --> 02:58:58.330
to do it before they're elected.
02:58:58.330 --> 02:59:00.480
So I think that's what
that's referring to.
02:59:03.640 --> 02:59:05.120
Okay.
02:59:05.120 --> 02:59:06.193
Anything further?
02:59:08.740 --> 02:59:10.225
Okay.
Yes.
02:59:10.225 --> 02:59:12.900
Okay, who was that?
02:59:12.900 --> 02:59:13.733
Ms. Perez?
02:59:14.930 --> 02:59:15.763
Yes, it was.
02:59:15.763 --> 02:59:16.750
Thank you.
02:59:16.750 --> 02:59:19.650
I agree with my colleague from converse.
02:59:19.650 --> 02:59:22.680
I think that everything
in this statement
02:59:22.680 --> 02:59:24.460
is great until we get to
02:59:24.460 --> 02:59:28.730
the four potential future
school Board members.
02:59:28.730 --> 02:59:31.450
While we think that
this can be innocuous,
02:59:31.450 --> 02:59:33.740
I think that this opens the door
02:59:34.610 --> 02:59:39.230
for exactly what Ms.
Perez-Diaz is saying,
02:59:39.230 --> 02:59:44.230
that somebody can
easily push that line too far.
02:59:45.850 --> 02:59:47.180
If there's a recommendation
02:59:47.180 --> 02:59:50.140
or if she's recommending strike
02:59:50.140 --> 02:59:53.990
ending the sentence
at the word community,
02:59:53.990 --> 02:59:57.033
I think I would speak in favor of that.
02:59:58.290 --> 02:59:59.920
Well, the question
is whether or not
02:59:59.920 --> 03:00:01.403
that's a proposed amendment.
03:00:05.010 --> 03:00:09.660
So, yes, let me go
ahead and I'd like to
03:00:11.490 --> 03:00:15.037
propose striking the language
03:00:15.037 --> 03:00:17.987
"for potential future
school Board members."
03:00:20.390 --> 03:00:21.290
I wanna say,
03:00:21.290 --> 03:00:22.760
I don't remember if
during the conversation
03:00:22.760 --> 03:00:25.790
perhaps I was the one who proposed
03:00:25.790 --> 03:00:27.630
this language or something like this.
03:00:27.630 --> 03:00:29.200
My intent is basically, you know,
03:00:29.200 --> 03:00:31.310
we have a lot of Board
members that roll off
03:00:31.310 --> 03:00:32.910
and then sometimes we don't have
03:00:33.770 --> 03:00:34.920
people in the community
03:00:37.750 --> 03:00:41.180
that are prepped or that
want to come into these roles.
03:00:41.180 --> 03:00:44.500
And so my intent was essentially
03:00:44.500 --> 03:00:47.550
how do we build leadership
capacity in the community
03:00:47.550 --> 03:00:51.490
for individuals who may later
on want to run in positions?
03:00:51.490 --> 03:00:54.910
And so I say that all
to say that perhaps
03:00:54.910 --> 03:00:56.230
as people are listening in
03:00:56.230 --> 03:00:58.820
they can think about
alternative language to offer
03:01:00.370 --> 03:01:02.520
if that's, you know, to anybody's...
03:01:03.480 --> 03:01:04.930
If that's amenable to people.
03:01:05.810 --> 03:01:09.340
Well, for now, are you
moving to strike that language?
03:01:09.340 --> 03:01:11.403
Yes.
Is there a second?
03:01:12.530 --> 03:01:13.620
Second.
03:01:13.620 --> 03:01:15.060
Okay.
03:01:15.060 --> 03:01:16.620
Further discussion.
03:01:16.620 --> 03:01:18.370
Mr. Mercer.
03:01:18.370 --> 03:01:19.260
I'm confused.
03:01:19.260 --> 03:01:21.180
Are we talking here about
03:01:22.350 --> 03:01:25.033
local school Boards
or state school Board?
03:01:25.960 --> 03:01:27.520
'Cause up front we talked
about TEA and state Board
03:01:27.520 --> 03:01:29.180
so is this bullet point talking
03:01:29.180 --> 03:01:31.820
about local school Board
communities or state school Board?
03:01:31.820 --> 03:01:33.820
And I have a second question from there.
03:01:37.990 --> 03:01:40.180
The reason I asked is
because local school Boards
03:01:40.180 --> 03:01:43.330
are nonpartisan and
obviously state Board is.
03:01:43.330 --> 03:01:45.050
This is all about
local school Boards.
03:01:45.050 --> 03:01:47.440
This is not about the
State Board of Education.
03:01:47.440 --> 03:01:49.730
Okay, so this is not, again,
03:01:49.730 --> 03:01:54.600
am I correct that in the 9,000 ISDs
03:01:54.600 --> 03:01:57.500
they're all nonpartisan
03:01:57.500 --> 03:01:59.573
or are any of those partisan elections?
03:02:03.170 --> 03:02:04.600
They're all nonpartisan.
03:02:04.600 --> 03:02:06.100
Nonpartisan, okay.
03:02:06.100 --> 03:02:07.930
That's why I asked about it.
03:02:07.930 --> 03:02:08.763
I'll stop there.
03:02:08.763 --> 03:02:09.620
Thank you, sir.
03:02:09.620 --> 03:02:10.470
Okay.
03:02:10.470 --> 03:02:11.427
Ms. Bahorich .
03:02:19.840 --> 03:02:21.140
Ms. Bahorich ?
03:02:23.010 --> 03:02:24.247
I wanted to offer some language
03:02:24.247 --> 03:02:25.750
that kind of hopefully gets
03:02:25.750 --> 03:02:28.233
at Ms. Perez-Diaz and
Ms. Perez's concern.
03:02:29.310 --> 03:02:31.740
But I don't know if I can
or if that's in order or not.
03:02:31.740 --> 03:02:33.150
Well what is it?
03:02:33.150 --> 03:02:33.983
And we'll see.
03:02:33.983 --> 03:02:35.463
And we'll see okay.
03:02:36.370 --> 03:02:37.380
So what we would do
03:02:37.380 --> 03:02:39.787
is say promote school
Board service by educating
03:02:39.787 --> 03:02:42.580
the community about
the role of a school Board
03:02:42.580 --> 03:02:45.300
and encouraging leadership
opportunities within
03:02:45.300 --> 03:02:49.493
the community for potential
future school Board members.
03:02:50.530 --> 03:02:52.760
Yeah, I think that's...
03:02:52.760 --> 03:02:55.650
Correct Ms. Cruz but I
don't think that's in order
03:02:55.650 --> 03:02:58.910
because it includes four potential
03:02:58.910 --> 03:03:00.380
future school Board-Members,
03:03:00.380 --> 03:03:03.579
and the gist of this
motion is to strike that,
03:03:03.579 --> 03:03:05.008
is that right, Ms.-
Oh, sorry, I meant,
03:03:05.008 --> 03:03:07.250
to strike for potential
school Board members.
03:03:07.250 --> 03:03:09.650
Oh!
I meant to do that,
03:03:09.650 --> 03:03:12.620
but it's all about encouraging
leadership opportunities,
03:03:12.620 --> 03:03:14.900
that's it, within the community, period.
03:03:14.900 --> 03:03:17.420
Okay, I think this is
probably one of those instances
03:03:17.420 --> 03:03:21.640
where you could say, "If this is...
03:03:21.640 --> 03:03:24.540
Once we vote on this, that you
have a proposed amendment."
03:03:24.540 --> 03:03:25.797
Is that right, Ms. Cruz?
03:03:25.797 --> 03:03:27.620
Yes, sir. Exactly right.
03:03:27.620 --> 03:03:29.540
Okay-
Oh, okay, okay.
03:03:29.540 --> 03:03:31.827
So we're still ready
to vote on striking
03:03:31.827 --> 03:03:34.627
"for potential future
school Board members."
03:03:36.600 --> 03:03:38.323
Anyone further?
03:03:40.090 --> 03:03:42.840
Ms. Martinez, do you
see any hands are waving?
03:03:42.840 --> 03:03:44.410
I don't see any waving.
03:03:44.410 --> 03:03:46.510
All right, we're ready to vote.
03:03:46.510 --> 03:03:49.540
So the motion is to strike that language
03:03:49.540 --> 03:03:50.910
from this bullet point.
03:03:50.910 --> 03:03:53.800
All in favor, signify by
raising your hand, please.
03:03:56.884 --> 03:04:01.884
(speaking under
breath) 6, 7, 8, 9, 10, 11,
03:04:03.850 --> 03:04:05.060
11
or so, what'd you see,
03:04:05.060 --> 03:04:07.083
Ms. Martinez?
I think I see 13.
03:04:07.083 --> 03:04:09.350
Oh, 13? Okay, I'm-
But keep your hands up,
03:04:09.350 --> 03:04:11.434
one more time-
Yeah, put 'em up well.
03:04:11.434 --> 03:04:12.267
(speaker drowns out Ms. Martinez)
03:04:12.267 --> 03:04:14.150
Yeah, just to get it right, let's see.
03:04:19.060 --> 03:04:20.840
14 in favor.
14, okay.
03:04:20.840 --> 03:04:24.633
14 in favor, so it passes unanimously.
03:04:26.320 --> 03:04:29.213
Okay, I'm just gonna ask
for any further amendments.
03:04:33.040 --> 03:04:34.450
Oh, sorry.
03:04:34.450 --> 03:04:35.660
Ms. Bahorich?
03:04:35.660 --> 03:04:37.550
Yeah, so now
we'd like to offer,
03:04:37.550 --> 03:04:40.960
because I don't like the
"building" language either,
03:04:40.960 --> 03:04:43.360
because I think that
could be misconstrued,
03:04:43.360 --> 03:04:45.203
as Ms. Perez pointed out.
03:04:46.400 --> 03:04:47.910
But I do like "encouraging,"
03:04:47.910 --> 03:04:51.120
like we're encouraging
leadership opportunities,
03:04:51.120 --> 03:04:53.890
not leadership capacity.
03:04:53.890 --> 03:04:56.910
I think that is a little less...
03:04:56.910 --> 03:05:00.680
I think that gets at what both
members were concerned about.
03:05:00.680 --> 03:05:02.660
Okay, so what is
your amendment?
03:05:02.660 --> 03:05:04.537
So the amendment,
it would now say,
03:05:04.537 --> 03:05:07.040
"promote school Board
service by educating community
03:05:07.040 --> 03:05:09.030
about the role of the school
Board and encouraging
03:05:09.030 --> 03:05:11.780
leadership opportunities
within the community," period.
03:05:12.700 --> 03:05:17.450
Okay, so it's number four-
Second.
03:05:17.450 --> 03:05:19.250
Okay, there's a
second. Thank you.
03:05:23.890 --> 03:05:25.790
Ms. Cruz, you wanna share your screen?
03:05:34.737 --> 03:05:37.353
"And encouraging..."
03:05:39.530 --> 03:05:41.240
And is it "encouraging leadership?"
03:05:41.240 --> 03:05:44.760
Is it strike "building"
and insert "encouraging?"
03:05:44.760 --> 03:05:46.483
Exactly, she's got it right.
03:05:47.997 --> 03:05:50.890
Oh, I didn't see that!
Okay, there you go.
03:05:50.890 --> 03:05:52.720
All right, and we have a second.
03:05:52.720 --> 03:05:55.563
Any discussion, further
discussion on that?
03:05:59.490 --> 03:06:01.223
You see anything Ms. Martinez?
03:06:02.210 --> 03:06:03.210
No, sir.
03:06:03.210 --> 03:06:04.470
Okay, me either.
03:06:04.470 --> 03:06:06.020
All right, y'all ready to vote?
03:06:11.280 --> 03:06:12.500
Waiting, there you go.
03:06:12.500 --> 03:06:14.450
Okay, all in favor of that amendment
03:06:14.450 --> 03:06:16.133
signify by raising your hand.
03:06:17.079 --> 03:06:20.090
One, two, three, four, five,
03:06:20.090 --> 03:06:22.370
six, seven, eight, nine.
03:06:22.370 --> 03:06:24.270
I think 11.
03:06:24.270 --> 03:06:25.440
11 in favor.
03:06:25.440 --> 03:06:26.583
All opposed?
03:06:27.840 --> 03:06:28.840
One.
One.
03:06:31.550 --> 03:06:33.690
Just see one- <v
->One opposed.
03:06:33.690 --> 03:06:34.830
Yeah, one opposed.
03:06:34.830 --> 03:06:36.673
Motion passes 11 to one.
03:06:37.700 --> 03:06:42.700
'Kay, any further
discussion, amendments?
03:06:42.700 --> 03:06:43.940
Going once. Going twice.
03:06:43.940 --> 03:06:45.750
Gone, sold, okay, right now.
03:06:45.750 --> 03:06:46.843
I'm sorry. What?
03:06:48.146 --> 03:06:50.423
Anything further.
Don't let me hurry you.
03:06:52.730 --> 03:06:54.840
All right, I think we're ready then,
03:06:54.840 --> 03:06:56.190
aren't we, Ms. Cruz, for,
03:06:56.190 --> 03:07:01.190
oh, Dr. Ellis, you had something?
03:07:01.570 --> 03:07:04.430
No, I've got a
motion to postpone
03:07:04.430 --> 03:07:05.440
for further consideration,
03:07:05.440 --> 03:07:07.480
but just let me know
when that's appropriate.
03:07:07.480 --> 03:07:09.330
That's what I was
hoping was appropriate,
03:07:09.330 --> 03:07:10.980
but Ms. Bahorich has her hand up.
03:07:12.500 --> 03:07:14.870
I don't want to belabor what
we've been doing, members,
03:07:14.870 --> 03:07:16.590
but I just wanted to point out some,
03:07:16.590 --> 03:07:19.520
just a few areas where we've
embraced the long-range plan
03:07:19.520 --> 03:07:20.630
as part of this,
03:07:20.630 --> 03:07:22.210
so I'm very proud of this document.
03:07:22.210 --> 03:07:24.200
I think we've done
a great job with this,
03:07:24.200 --> 03:07:26.470
but I just wanna point out for you,
03:07:26.470 --> 03:07:27.840
just for your own edification,
03:07:27.840 --> 03:07:29.250
because the long-range plan, I think,
03:07:29.250 --> 03:07:31.600
is valuable, and we used it.
03:07:31.600 --> 03:07:33.170
If you look under framework,
03:07:33.170 --> 03:07:35.090
the next-to-the-last bullet point,
03:07:35.090 --> 03:07:38.060
embraces, supports, and
fulfills the vision in all children,
03:07:38.060 --> 03:07:39.310
all students receive what they need
03:07:39.310 --> 03:07:40.720
to learn, thrive, and grow.
03:07:40.720 --> 03:07:43.920
That was specifically
from our long-range plan,
03:07:43.920 --> 03:07:47.290
and if you look down,
systems and processes,
03:07:47.290 --> 03:07:49.860
when you look, the third
bullet point from the bottom,
03:07:49.860 --> 03:07:52.530
it says welcomes and
values all people and cultures
03:07:52.530 --> 03:07:54.070
as important stakeholders.
03:07:54.070 --> 03:07:56.490
That was from our long-range plan.
03:07:56.490 --> 03:08:00.580
and finally, I just wanted
to point out two more.
03:08:00.580 --> 03:08:03.350
If you go under progress
and accountability,
03:08:03.350 --> 03:08:06.920
the one, two, three,
fourth bullet point,
03:08:06.920 --> 03:08:08.570
ensures equity throughout the system
03:08:08.570 --> 03:08:10.810
by regularly identifying inequities.
03:08:10.810 --> 03:08:12.060
That was one of the things
03:08:12.060 --> 03:08:13.680
that came from our long-range plan,
03:08:13.680 --> 03:08:17.700
and finally, if you look under
advocacy and engagement,
03:08:17.700 --> 03:08:18.760
the third bullet point,
03:08:18.760 --> 03:08:21.370
ensures multiple forms
of two-way communication
03:08:21.370 --> 03:08:23.900
that we use to engage
and empower and connect.
03:08:23.900 --> 03:08:26.090
That, again, is from
our long-range plan,
03:08:26.090 --> 03:08:27.600
so I'm very proud
03:08:27.600 --> 03:08:31.250
that the ad hoc committee embraced this
03:08:31.250 --> 03:08:32.290
and that you have as well.
03:08:32.290 --> 03:08:34.090
Thank you, members.
03:08:34.090 --> 03:08:36.170
'Kay, thank you, Ms. Bahorich.
03:08:36.170 --> 03:08:37.143
Anything further?
03:08:38.610 --> 03:08:41.002
Dr. Ellis, you ready to make the motion?
03:08:41.002 --> 03:08:41.835
I am.
03:08:41.835 --> 03:08:43.240
'Kay.
I move to postpone
03:08:43.240 --> 03:08:44.870
further consideration of this item
03:08:44.870 --> 03:08:48.200
to the November, 2020 State
Board of Education meeting.
03:08:48.200 --> 03:08:49.669
'Kay, is there a second?
03:08:49.669 --> 03:08:50.740
Second.
03:08:50.740 --> 03:08:52.393
Any objection to that?
03:08:54.320 --> 03:08:56.263
Ms. Perez,
03:08:58.310 --> 03:09:00.493
are you objecting or
you're just- No.
03:09:01.560 --> 03:09:03.167
Just waving.
I was not objecting.
03:09:03.167 --> 03:09:05.166
(laughing) Okay, all right.
I was seconding
03:09:05.166 --> 03:09:07.710
in silence. (laughs)
Okay, yeah.
03:09:07.710 --> 03:09:09.860
Well, I think we can
do that by acclimation,
03:09:09.860 --> 03:09:11.653
if there are no objections.
03:09:13.290 --> 03:09:17.043
Seeing none, okay,
the motion passes, okay.
03:09:18.160 --> 03:09:21.870
Dr. Ellis, I return the helm back to you
03:09:21.870 --> 03:09:26.480
with my sincere thanks for
the opportunity to engage
03:09:27.320 --> 03:09:31.843
in that parliamentary
exercise that we just completed.
03:09:32.690 --> 03:09:35.050
The last time you'll
volunteer for that job, right?
03:09:35.050 --> 03:09:36.777
Exactly, I'm muting my video.
03:09:36.777 --> 03:09:38.730
No, no, I'm kidding.
This is
03:09:38.730 --> 03:09:41.720
after he was volunteered
to do the invocation
03:09:41.720 --> 03:09:44.410
and pledge (indistinct.)
Yeah, well,
03:09:44.410 --> 03:09:46.870
I just hope I redeemed myself
03:09:46.870 --> 03:09:51.780
from botching the Texas
state pledge. (laughs)
03:09:51.780 --> 03:09:52.780
Marty used to
consider me as friend.
03:09:52.780 --> 03:09:54.446
I'm going to have to
build that back up, though.
03:09:54.446 --> 03:09:56.096
(laughing) Yeah, exactly, yeah.
03:09:57.390 --> 03:10:00.600
All right, so that
completes that item, correct?
03:10:00.600 --> 03:10:02.600
We're finished with
that, so that leads us
03:10:02.600 --> 03:10:05.490
to the part of the agenda
where we have report
03:10:05.490 --> 03:10:07.740
from committees regarding
agenda items posted
03:10:07.740 --> 03:10:09.900
for discussion or committee agendas,
03:10:09.900 --> 03:10:12.650
which I think we went through
each of the committees also,
03:10:12.650 --> 03:10:15.140
and also the time for reports
03:10:15.140 --> 03:10:16.980
of other State Board
of Education members,
03:10:16.980 --> 03:10:18.340
regarding agenda items
03:10:18.340 --> 03:10:20.860
and educational activities and concerns
03:10:20.860 --> 03:10:23.070
that are going on within
our individual districts.
03:10:23.070 --> 03:10:24.420
Of course, we normally take time
03:10:24.420 --> 03:10:27.020
to speak about what's going
on with our families now.
03:10:27.020 --> 03:10:29.300
We normally do that at the
end of our regular meeting.
03:10:29.300 --> 03:10:31.150
We'll have a chance
to do that next week,
03:10:31.150 --> 03:10:33.730
but that being said,
is there any comments
03:10:33.730 --> 03:10:35.743
on those particular items?
03:10:38.770 --> 03:10:41.630
I would just say I think
there is one exceptional one
03:10:41.630 --> 03:10:44.350
that we need to bring up, is
that Ms. Cargill is now going
03:10:44.350 --> 03:10:48.543
to join the ranks of grandparent.
03:10:50.050 --> 03:10:52.529
(cheers) And it's a girl!
03:10:52.529 --> 03:10:54.310
A girl.
I don't quite know
03:10:54.310 --> 03:10:58.083
about girls very much, I'll need advice.
03:11:00.750 --> 03:11:02.450
I'm sorry-
You're a girl.
03:11:02.450 --> 03:11:05.360
Before you wrap
up, I just had a note.
03:11:05.360 --> 03:11:10.130
There was a question
about placing Chapter 61,
03:11:10.130 --> 03:11:12.780
Potential Amendments,
on the next agenda.
03:11:12.780 --> 03:11:15.320
You talked about
possibly discussing that
03:11:15.320 --> 03:11:19.810
during that last item and then
did not have that discussion,
03:11:19.810 --> 03:11:21.550
so I just wanted to get clarification
03:11:21.550 --> 03:11:24.550
on whether it is the Board's intent
03:11:24.550 --> 03:11:28.280
for us to bring that rule
03:11:28.280 --> 03:11:30.700
for your consideration
at the next meeting.
03:11:30.700 --> 03:11:31.820
Mr. Rowley brought that up.
03:11:31.820 --> 03:11:34.140
Is it proper to have
that discussion now,
03:11:34.140 --> 03:11:36.590
or is that something that
he can discuss with me,
03:11:37.820 --> 03:11:40.300
just individually, and then
I can make that decision
03:11:40.300 --> 03:11:42.320
whether to put it on, or
what would the proper?
03:11:42.320 --> 03:11:43.990
I would prefer that.
Yeah,
03:11:43.990 --> 03:11:45.380
you can discuss it now.
03:11:45.380 --> 03:11:48.670
There also can just be a
request to add it to the agenda.
03:11:48.670 --> 03:11:50.240
I just wanted to make sure we were clear
03:11:50.240 --> 03:11:53.580
with our marching
orders for- Yeah.
03:11:53.580 --> 03:11:57.650
And I'll confess, I'm not
very well-versed at this point
03:11:57.650 --> 03:11:59.830
about that whole issue,
03:11:59.830 --> 03:12:01.970
and where it's coming from.
03:12:01.970 --> 03:12:04.023
So I'd prefer just to wait
03:12:04.023 --> 03:12:06.750
and maybe have a
conversation with Dr. Ellis.
03:12:06.750 --> 03:12:09.990
And if I could add, Mr. Chair,
03:12:09.990 --> 03:12:11.240
Marty, another good resource
03:12:11.240 --> 03:12:12.680
would be to talk to Jeff Cottrill
03:12:12.680 --> 03:12:14.870
because he's all over this and says-
03:12:14.870 --> 03:12:16.485
Right, okay.
03:12:16.485 --> 03:12:18.710
I appreciate you asking
about it though, yeah.
03:12:18.710 --> 03:12:19.860
Yeah, that'd be fine.
03:12:23.430 --> 03:12:25.420
Great, so any other
questions or comments
03:12:25.420 --> 03:12:27.600
from members before we wrap up?
03:12:27.600 --> 03:12:30.260
I wanna thank everyone
again, as I said a couple of times,
03:12:30.260 --> 03:12:32.440
for all this work that's
taking place this week,
03:12:32.440 --> 03:12:35.063
and we will have a very
busy week next week.
03:12:35.950 --> 03:12:37.500
Everybody stay healthy this week.
03:12:37.500 --> 03:12:39.930
We will be one of the, I imagine,
03:12:39.930 --> 03:12:42.290
one of the first
Statewide elected bodies
03:12:43.180 --> 03:12:46.060
that will be meeting in person.
03:12:46.060 --> 03:12:51.060
And so we will be discussing
the process of the procedures
03:12:51.450 --> 03:12:54.350
a little more, but the goal of it all
03:12:54.350 --> 03:12:58.040
is gonna be sure that we keep
everyone's health and safety
03:12:58.040 --> 03:13:00.253
at utmost paramount concern.
03:13:01.600 --> 03:13:03.350
Alrighty, everyone have a
good the rest of the week,
03:13:03.350 --> 03:13:04.650
and we will see you next week.
03:13:04.650 --> 03:13:06.323
This meeting is adjourned.