WEBVTT 00:00:12.980 --> 00:00:14.570 All right, I wanna welcome everyone 00:00:14.570 --> 00:00:16.930 to the first September meeting 00:00:16.930 --> 00:00:19.100 of the Texas State Board of Education 00:00:19.100 --> 00:00:21.713 for September 2nd of 2020. 00:00:22.970 --> 00:00:25.110 I want to thank everyone for being here today. 00:00:25.110 --> 00:00:26.930 And again, like I mentioned yesterday, 00:00:26.930 --> 00:00:30.130 for putting this into your schedule, 00:00:30.130 --> 00:00:32.340 and part of this unscheduled Board meeting 00:00:32.340 --> 00:00:35.440 so that we can work towards our other items 00:00:35.440 --> 00:00:37.530 that we have to do next week. 00:00:37.530 --> 00:00:38.897 I am to begin the meeting, 00:00:38.897 --> 00:00:42.310 I'm gonna ask Marty Rowley to bring the invocation 00:00:42.310 --> 00:00:43.910 and lead us to the pledges. 00:00:43.910 --> 00:00:45.950 Okay, very good. 00:00:45.950 --> 00:00:49.210 So this is out of the book of Psalms, Psalm 91, 00:00:49.210 --> 00:00:52.450 and it has ministered to us in our family 00:00:52.450 --> 00:00:55.160 quite a bit over the last months 00:00:55.160 --> 00:00:58.420 of the situation that we've all been dealing with. 00:00:58.420 --> 00:00:59.930 So I'm just gonna read that. 00:00:59.930 --> 00:01:03.360 And Psalm 91 says, "He who dwells in the secret place 00:01:03.360 --> 00:01:05.410 of the most high shall abide 00:01:05.410 --> 00:01:07.280 under the shadow of the almighty. 00:01:07.280 --> 00:01:10.530 I will say of the Lord, he is my refuge and my fortress, 00:01:10.530 --> 00:01:13.120 my God, in him I will trust. 00:01:13.120 --> 00:01:15.920 Surely he shall deliver you from the snare of the fowler 00:01:15.920 --> 00:01:18.150 and from the perilous pestilence. 00:01:18.150 --> 00:01:19.720 He shall cover you with his feathers. 00:01:19.720 --> 00:01:22.500 and under his wings you shall take refuge. 00:01:22.500 --> 00:01:25.550 His truth shall be your shield and buckler. 00:01:25.550 --> 00:01:28.530 You shall not be afraid of the terror by night, 00:01:28.530 --> 00:01:31.100 nor of the arrow that flies by day, 00:01:31.100 --> 00:01:34.080 nor of the pestilence that walks in the darkness, 00:01:34.080 --> 00:01:37.420 nor of the destruction that lays waste at noon day. 00:01:37.420 --> 00:01:39.070 A thousand may fall at your side 00:01:39.070 --> 00:01:41.170 and 10,000 at your right hand, 00:01:41.170 --> 00:01:43.220 but it shall not come near you. 00:01:43.220 --> 00:01:45.000 Only with your eyes shall you look 00:01:45.000 --> 00:01:47.010 and see the reward of the wicked. 00:01:47.010 --> 00:01:49.660 Because you have made the Lord who is my refuge, 00:01:49.660 --> 00:01:52.002 even the most high, your dwelling place, 00:01:52.002 --> 00:01:54.590 no evil shall befall you, 00:01:54.590 --> 00:01:57.640 nor shall any plague come near your dwelling. 00:01:57.640 --> 00:01:59.780 For he shall give his angels charge over you 00:01:59.780 --> 00:02:01.770 to keep you in all your ways. 00:02:01.770 --> 00:02:03.440 In their hands, they shall bear you up 00:02:03.440 --> 00:02:06.570 as you dash your foot against a stone. 00:02:06.570 --> 00:02:08.730 You shall tread upon the lion and the cobra. 00:02:08.730 --> 00:02:12.030 The young lion and the serpent you shall trample underfoot. 00:02:12.030 --> 00:02:13.930 Because he has set his love upon me, 00:02:13.930 --> 00:02:15.730 therefore, I will deliver him. 00:02:15.730 --> 00:02:18.890 I will set him on high because he has known my name. 00:02:18.890 --> 00:02:21.840 He shall call upon me and I will answer him. 00:02:21.840 --> 00:02:23.480 I will be with him in trouble. 00:02:23.480 --> 00:02:25.460 I will deliver him and honor him. 00:02:25.460 --> 00:02:27.350 With long life I will satisfy him 00:02:27.350 --> 00:02:29.070 and show him my salvation." 00:02:29.070 --> 00:02:30.773 So if you'd joined me as we pray. 00:02:31.740 --> 00:02:32.573 Father, we come to you, 00:02:32.573 --> 00:02:34.760 and I thank you so much for this group, Lord, 00:02:34.760 --> 00:02:38.910 of dedicated men and women who set aside their time 00:02:38.910 --> 00:02:41.530 and their energy, their talents, Lord, 00:02:41.530 --> 00:02:46.530 to serve the public education system in the State of Texas. 00:02:46.670 --> 00:02:48.910 I thank you that you give us all wisdom. 00:02:48.910 --> 00:02:52.190 And we ask that you and instruct us and guide us 00:02:52.190 --> 00:02:54.640 and counsel us to make the kind of decisions 00:02:54.640 --> 00:02:56.150 that you would have us to make. 00:02:56.150 --> 00:02:59.040 Let us be unselfish in our approach. 00:02:59.040 --> 00:03:03.080 Let us be understanding of one another's views 00:03:03.080 --> 00:03:04.510 and perceptions, 00:03:04.510 --> 00:03:06.550 and Lord help us to do everything in accordance 00:03:06.550 --> 00:03:07.500 with your will. 00:03:07.500 --> 00:03:09.520 We ask these things in your Son's name. 00:03:09.520 --> 00:03:10.353 Amen. 00:03:11.930 --> 00:03:12.763 Okay. 00:03:13.810 --> 00:03:17.370 So, where do we pledge to? 00:03:17.370 --> 00:03:19.210 Ah, there we go. 00:03:19.210 --> 00:03:20.043 All right. 00:03:20.043 --> 00:03:21.303 If you'll join me in the pledge. 00:03:24.420 --> 00:03:27.710 I pledge allegiance to the flag of the United States 00:03:27.710 --> 00:03:31.220 of America, and to the Republic for which it stands, 00:03:31.220 --> 00:03:34.290 one nation under God, indivisible, 00:03:34.290 --> 00:03:36.043 with liberty and justice for all. 00:03:38.200 --> 00:03:39.383 And to the Texas flag. 00:03:41.830 --> 00:03:44.370 I pledge allegiance to the Texas, 00:03:44.370 --> 00:03:47.070 one state under God. 00:03:47.070 --> 00:03:50.887 Indivisible, and the rest of it (laughs). 00:03:52.962 --> 00:03:53.934 Amen. 00:03:53.934 --> 00:03:55.180 We got it. 00:03:55.180 --> 00:03:56.030 Sorry (laughs). 00:03:58.510 --> 00:03:59.950 Remember, I didn't grow up in Texas, 00:03:59.950 --> 00:04:01.750 so I don't remember the Texas flag. 00:04:01.750 --> 00:04:05.080 Well, in your defense, I gave you about a 30 second 00:04:05.080 --> 00:04:07.050 heads up that you were gonna be doing the pledges. 00:04:07.050 --> 00:04:10.330 Yeah, you know, I dropped the ball on the Texas flag. 00:04:10.330 --> 00:04:11.500 Sorry. That's all right. 00:04:11.500 --> 00:04:12.943 We'll make it up next week. 00:04:14.030 --> 00:04:14.863 Thanks, Joe. 00:04:16.620 --> 00:04:20.300 All right, I will have now staff, please call the roll. 00:04:24.309 --> 00:04:25.142 Perez? 00:04:28.317 --> 00:04:29.150 Ms. Perez? 00:04:30.710 --> 00:04:31.910 Here. 00:04:31.910 --> 00:04:32.743 Mr. Cortez. 00:04:36.370 --> 00:04:38.040 Ms. Perez-Diaz? 00:04:38.040 --> 00:04:38.873 Here. 00:04:40.020 --> 00:04:41.866 Mr. Allen? 00:04:41.866 --> 00:04:42.970 Present. 00:04:42.970 --> 00:04:44.492 Mr. Mercer? 00:04:44.492 --> 00:04:46.110 Present. 00:04:46.110 --> 00:04:47.930 Mrs. Bahorich? 00:04:47.930 --> 00:04:49.310 Here. 00:04:49.310 --> 00:04:50.860 Dr. Robinson? 00:04:50.860 --> 00:04:52.180 Here. 00:04:52.180 --> 00:04:53.400 Mrs. Cargill? 00:04:53.400 --> 00:04:54.770 Here. 00:04:54.770 --> 00:04:56.260 Dr. Ellis? 00:04:56.260 --> 00:04:57.440 Here. 00:04:57.440 --> 00:04:58.553 Mr. Maynard? 00:05:05.630 --> 00:05:06.463 Here. 00:05:07.480 --> 00:05:08.710 Thank you. 00:05:08.710 --> 00:05:10.250 Ms. Hardy? 00:05:10.250 --> 00:05:11.590 Here. 00:05:11.590 --> 00:05:13.170 Mrs. Little? 00:05:13.170 --> 00:05:14.270 Here. 00:05:14.270 --> 00:05:15.510 Ms. Davis? 00:05:15.510 --> 00:05:16.850 Here. 00:05:16.850 --> 00:05:18.430 Mrs. Melton-Malone? 00:05:18.430 --> 00:05:19.350 Here. 00:05:19.350 --> 00:05:20.820 And Mr. Rowley. 00:05:20.820 --> 00:05:21.653 Here. 00:05:22.580 --> 00:05:23.413 All present. 00:05:24.630 --> 00:05:25.680 Thank you, Ms. Martinez. 00:05:25.680 --> 00:05:28.070 We will move to item number one on our agenda, 00:05:28.070 --> 00:05:30.840 which is the approval of the Consent Agenda. 00:05:30.840 --> 00:05:34.840 This begins on page 22 of your agenda. 00:05:34.840 --> 00:05:36.740 We'll ask you to take a moment to review the items 00:05:36.740 --> 00:05:38.620 on the Consent Agenda, which include, 00:05:38.620 --> 00:05:41.450 one, ratification of purchases and sales on the investment 00:05:41.450 --> 00:05:45.530 portfolio of the PSF for the month of May and June, 2020. 00:05:45.530 --> 00:05:48.400 Number two, determination as to whether transfers may be 00:05:48.400 --> 00:05:49.730 made from the permanent school fund 00:05:49.730 --> 00:05:51.540 to the available school fund. 00:05:51.540 --> 00:05:52.810 Three, proposed amendments to the 00:05:52.810 --> 00:05:54.910 investment procedures manual. 00:05:54.910 --> 00:05:57.910 Four, review of the permanent school fund real estate policy 00:05:57.910 --> 00:05:59.500 and tactical plan. 00:05:59.500 --> 00:06:01.980 Five, authorization to issue a request for proposals 00:06:01.980 --> 00:06:03.950 for emerging manager, investment management 00:06:03.950 --> 00:06:06.410 in the private equity and real estate classes 00:06:06.410 --> 00:06:08.140 for the permanent school fund. 00:06:08.140 --> 00:06:11.750 Six, recommendation for appointment to the Randolph Field 00:06:11.750 --> 00:06:14.300 Independent School District Board of Trustees. 00:06:14.300 --> 00:06:16.780 And seven, recommendation for appointment 00:06:16.780 --> 00:06:18.340 to the Boys Ranch School 00:06:18.340 --> 00:06:20.190 Independent School Board of Trustees. 00:06:21.430 --> 00:06:22.870 So I would ask members, 00:06:22.870 --> 00:06:25.990 are there any items to be removed from the Consent Agenda 00:06:25.990 --> 00:06:27.623 for separate consideration? 00:06:31.490 --> 00:06:34.783 All right, hearing none the Consent Agenda is adopted. 00:06:36.120 --> 00:06:40.140 So we will now move to the Committee of the Full Board, 00:06:40.140 --> 00:06:41.860 which is item number two today 00:06:41.860 --> 00:06:45.610 and proposed new 19 TAC Chapter 61, 00:06:45.610 --> 00:06:47.440 School District, Subchapter B, 00:06:47.440 --> 00:06:51.020 Special Purpose School District 61.101, 00:06:51.020 --> 00:06:53.300 applicability of state law 00:06:53.300 --> 00:06:54.323 for special purpose school districts. 00:06:54.323 --> 00:06:56.913 And I will call on Vice Chair Rowley. 00:06:57.780 --> 00:07:01.200 Okay, Mr. Chair, it was recommended 00:07:01.200 --> 00:07:03.060 by the Committee of the Full Board 00:07:04.930 --> 00:07:07.110 to suspend the Board operating procedures 00:07:07.110 --> 00:07:11.020 in accordance with section 2.13 to allow consideration 00:07:11.020 --> 00:07:13.470 for second reading and final adoption 00:07:13.470 --> 00:07:16.280 and approve for second reading and final adoption 00:07:16.280 --> 00:07:18.533 proposed new 19 TAC Chapter 61, 00:07:19.470 --> 00:07:21.550 School District Subchapter B, 00:07:21.550 --> 00:07:25.840 special purpose school district section 61.101, 00:07:25.840 --> 00:07:27.240 applicability of state law 00:07:27.240 --> 00:07:29.860 for special purpose school district 00:07:29.860 --> 00:07:32.755 and making a firm defining that immediate adoption 00:07:32.755 --> 00:07:37.260 of 19 TAC Chapter 61 School Districts, Subchapter B, 00:07:37.260 --> 00:07:41.080 special purpose school district section 61.101, 00:07:41.080 --> 00:07:42.630 applicability of state law 00:07:42.630 --> 00:07:45.350 for special purpose school districts is necessary, 00:07:45.350 --> 00:07:47.570 shall have an effective date of 20 days 00:07:47.570 --> 00:07:50.673 after filing as adopted with the Texas Register. 00:07:54.220 --> 00:07:56.370 Members, is there any discussion on this? 00:07:59.690 --> 00:08:02.003 Hearing none, is there any objection? 00:08:05.200 --> 00:08:07.463 Hearing none, the motion is adopted. 00:08:10.810 --> 00:08:12.920 Okay thank you, item two? 00:08:12.920 --> 00:08:14.040 Yes. 00:08:14.040 --> 00:08:17.230 Okay item two to Board agenda page I-9 00:08:17.230 --> 00:08:19.460 official agenda item number three, 00:08:19.460 --> 00:08:23.920 it's proclamation 2022 questions and answers, 00:08:23.920 --> 00:08:26.020 recommended by the Committee of the Full Board 00:08:26.020 --> 00:08:27.360 that the State Board of Education 00:08:27.360 --> 00:08:31.143 approve proclamation 2022 questions and answers. 00:08:34.270 --> 00:08:36.560 All right members, this was when it came up yesterday. 00:08:36.560 --> 00:08:39.540 I think we received this document at a late notice. 00:08:39.540 --> 00:08:42.430 So not everyone had time to fully digest that. 00:08:42.430 --> 00:08:44.510 I wanted to make sure staff was here today 00:08:44.510 --> 00:08:46.800 to answer any questions that might have come up 00:08:46.800 --> 00:08:47.860 after you had time to look at that. 00:08:47.860 --> 00:08:51.990 I see that Amy is here and Melissa is also here. 00:08:51.990 --> 00:08:55.880 And are there any questions before we 00:08:55.880 --> 00:08:58.180 pick up this item and we vote on this item 00:08:58.180 --> 00:09:01.633 about the proclamation 2022 questions and answers? 00:09:07.380 --> 00:09:11.120 All right, looks like we got everything answered yesterday. 00:09:11.120 --> 00:09:13.173 Thank you, Melissa and thank you, Amy. 00:09:14.030 --> 00:09:16.933 Is there any objection to the motion as presented? 00:09:20.300 --> 00:09:22.483 Hearing none, the motion is adopted. 00:09:23.875 --> 00:09:26.600 Hey Mr. Chair, that's all the items from the committee, 00:09:26.600 --> 00:09:28.160 the full Board. 00:09:28.160 --> 00:09:29.120 Thank you, Mr. Rowley. 00:09:29.120 --> 00:09:32.150 We will move on now to the committee of instruction 00:09:33.180 --> 00:09:36.530 and proposed amendments to 19 TAC Chapter 74 00:09:36.530 --> 00:09:39.000 Curriculum Requirements, Subchapter A, 00:09:39.000 --> 00:09:43.130 Required Curriculum 74.1, Essential Knowledge And Skills, 00:09:43.130 --> 00:09:47.510 and 74.3, Description Of A Required Secondary Curriculum. 00:09:47.510 --> 00:09:50.360 This is for second reading and final adoption, 00:09:50.360 --> 00:09:54.160 is on your agenda on page 2-1, 00:09:54.160 --> 00:09:56.820 and I'm gonna call on Ms. Melton-Malone. 00:09:56.820 --> 00:09:58.060 Thank you, Mr. Chair. 00:09:58.060 --> 00:10:00.463 On behalf of the committee on instruction, 00:10:00.463 --> 00:10:02.540 I move that the State Board of Education 00:10:02.540 --> 00:10:06.020 approve for second reading and filing final adoption, 00:10:06.020 --> 00:10:09.810 the proposed amendments to 19 TAC Chapter 74 00:10:09.810 --> 00:10:13.730 Curriculum Requirements, Subchapter A, Required Curriculum, 00:10:13.730 --> 00:10:17.120 74.1 Essential Knowledge and Skills 00:10:17.120 --> 00:10:21.910 and 74.3, Description Of A Required Secondary Curriculum 00:10:21.910 --> 00:10:25.700 and, make an affirmative finding that immediate adoption 00:10:25.700 --> 00:10:30.310 of 19 TAC Chapter 74 Curriculum Requirements, 00:10:30.310 --> 00:10:33.260 Subchapter A, Required Curriculum, 00:10:33.260 --> 00:10:37.070 74.1, Essential Knowledge and Skills 00:10:37.070 --> 00:10:42.000 and 74.3, Description Of A Required Secondary Curriculum, 00:10:42.000 --> 00:10:44.660 is necessary and shall have an effective date 00:10:44.660 --> 00:10:48.543 of 20 days after filing as adopted with the Texas Register. 00:10:51.730 --> 00:10:53.140 All right members, you've heard the motion. 00:10:53.140 --> 00:10:55.510 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, 00:11:15.230 --> 00:11:16.500 Other Essential Knowledge And Skills, 00:11:16.500 --> 00:11:18.670 Subchapter A, Character Traits. 00:11:18.670 --> 00:11:22.540 And that is on page 2-9 of your agenda. 00:11:22.540 --> 00:11:24.280 Ms. Melton-Malone. 00:11:24.280 --> 00:11:25.810 Thank you, Mr. Chair. 00:11:25.810 --> 00:11:27.860 On behalf of the committee on instruction, 00:11:27.860 --> 00:11:30.130 I move that the State Board of Education approve 00:11:30.130 --> 00:11:33.130 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.