WEBVTT

00:00:01.754 --> 00:00:02.587
<v ->Members!</v>

00:00:06.612 --> 00:00:09.793
Members, who I really appreciate,

00:00:09.793 --> 00:00:14.347
we've got some exciting things to see here this morning.

00:00:14.347 --> 00:00:18.498
And we're gonna start off with our invocation,

00:00:18.498 --> 00:00:19.626
which I think

00:00:19.626 --> 00:00:21.018
Mr. Rowley's gonna do.

00:00:21.018 --> 00:00:23.851
Mr. Mercer had a dental emergency.

00:00:26.852 --> 00:00:30.254
So, Mr. Rowley, you're gonna pick it up for us

00:00:30.254 --> 00:00:31.548
and do the invocation

00:00:31.548 --> 00:00:35.715
and pledge of allegiance and our pledge to the Texas flag.

00:00:36.556 --> 00:00:39.763
<v ->Okay, well, how about if we just pray?</v>

00:00:39.763 --> 00:00:41.235
(laughing)

00:00:41.235 --> 00:00:43.097
If you all would bow your heads and join with me.

00:00:43.097 --> 00:00:44.832
Father, we come to you now in Jesus' name.

00:00:44.832 --> 00:00:46.177
We thank you so much

00:00:46.177 --> 00:00:49.342
for all the blessings and anointing

00:00:49.342 --> 00:00:53.480
that we have seen represented in our public education system

00:00:53.480 --> 00:00:55.615
over the last year,

00:00:55.615 --> 00:00:57.611
and we look forward to seeing that as well.

00:00:57.611 --> 00:01:00.637
We thank you, Father, for the guidance and direction

00:01:00.637 --> 00:01:04.883
that you give us, we thank you for the blessing of teachers

00:01:04.883 --> 00:01:07.060
and administrators and educators.

00:01:07.060 --> 00:01:09.683
Father, we ask for your direction and guidance

00:01:09.683 --> 00:01:12.721
for this Board in every decision that we make.

00:01:12.721 --> 00:01:15.350
We pray that it would be in the best interests

00:01:15.350 --> 00:01:16.767
of those in whose

00:01:17.860 --> 00:01:19.403
stead you've given us.

00:01:19.403 --> 00:01:20.236
Father,

00:01:20.236 --> 00:01:24.278
we thank you that you give us a sense of guidance as well,

00:01:24.278 --> 00:01:27.036
and that you show us the path

00:01:27.036 --> 00:01:28.793
that would best lead these young people

00:01:28.793 --> 00:01:30.634
in the direction you would have them to go.

00:01:30.634 --> 00:01:34.434
We thank you, again for the opportunity to meet as a Board.

00:01:34.434 --> 00:01:36.286
We thank you for the unity, Father,

00:01:36.286 --> 00:01:38.991
that you've brought into this body,

00:01:38.991 --> 00:01:43.293
and for the continued direction and blessing that we have.

00:01:43.293 --> 00:01:44.446
We thank you for these things.

00:01:44.446 --> 00:01:46.511
We ask them in your Son's name, Amen.

00:01:46.511 --> 00:01:47.344
<v Donna>Amen.</v>

00:01:47.344 --> 00:01:51.177
<v ->Okay, would you stand as we say the pledges?</v>

00:01:53.455 --> 00:01:54.794
It's the American flag first?

00:01:54.794 --> 00:01:56.244
Okay.

00:01:56.244 --> 00:01:58.672
<v All>I pledge allegiance to the Flag</v>

00:01:58.672 --> 00:02:01.052
of the United States of America,

00:02:01.052 --> 00:02:03.808
and to the Republic for which it stands,

00:02:03.808 --> 00:02:07.209
one Nation under God, indivisible,

00:02:07.209 --> 00:02:10.188
with liberty and justice for all.

00:02:10.188 --> 00:02:12.059
<v ->To the Texas flag.</v>

00:02:12.059 --> 00:02:14.161
<v All>Honor the Texas flag.</v>

00:02:14.161 --> 00:02:17.165
I pledge allegiance to thee, Texas,

00:02:17.165 --> 00:02:20.582
one state under God, one and indivisible.

00:02:26.707 --> 00:02:30.035
<v ->You can do the roll call, please.</v>

00:02:30.035 --> 00:02:33.090
Miss Jackson will do the roll call for us.

00:02:33.090 --> 00:02:37.679
I don't know if we have some members in the back, still.

00:02:37.679 --> 00:02:40.305
We have some members in the back, still?

00:02:40.305 --> 00:02:42.319
<v Ms. Jackson>Mr. Allen?</v>

00:02:42.319 --> 00:02:44.131
Mrs. Bahorich?

00:02:44.131 --> 00:02:44.964
<v ->Here.</v>

00:02:45.802 --> 00:02:47.668
<v Ms. Jackson>Miss Beltran?</v>

00:02:47.668 --> 00:02:48.559
Mr. Bradley.

00:02:48.559 --> 00:02:49.392
<v Voiceover>Here.</v>

00:02:49.392 --> 00:02:51.089
<v Ms. Jackson>Mrs. Cargill.</v>

00:02:51.089 --> 00:02:52.262
Mr. Cortez.

00:02:52.262 --> 00:02:53.095
<v Voiceover>Here.</v>

00:02:53.095 --> 00:02:55.028
<v Ms. Jackson>Dr. Dominguez.</v>
<v ->Here.</v>

00:02:55.028 --> 00:02:55.861
<v Ms. Jackson>Ms. Hardy.</v>

00:02:55.861 --> 00:02:56.694
<v Voiceover>Here.</v>

00:02:56.694 --> 00:02:57.527
<v Ms. Jackson>Mr. Maynard.</v>

00:02:57.527 --> 00:02:58.360
<v Voiceover>Here.</v>

00:02:58.360 --> 00:02:59.574
<v Ms. Jackson>Mrs. Melton-Malone.</v>

00:02:59.574 --> 00:03:00.407
<v Voiceover>Here.</v>

00:03:00.407 --> 00:03:02.292
<v Ms. Jackson>Mr. Mercer.</v>

00:03:02.292 --> 00:03:03.224
Mrs. Miller.

00:03:03.224 --> 00:03:04.057
<v Voiceover>Here.</v>

00:03:04.057 --> 00:03:04.950
Miss Perez.

00:03:04.950 --> 00:03:05.839
<v Voiceover>Here.</v>

00:03:05.839 --> 00:03:07.491
<v Ms. Jackson>Mr. Ratliff.</v>

00:03:07.491 --> 00:03:08.678
Mr. Rowley.

00:03:08.678 --> 00:03:10.261
<v voiceover>Here.</v>

00:03:12.670 --> 00:03:14.461
<v Donna>Members, the first thing I want to do</v>

00:03:14.461 --> 00:03:16.513
is have approval for the minutes.

00:03:16.513 --> 00:03:18.397
So the first item of business is the approval

00:03:18.397 --> 00:03:22.794
of the minutes of the April 8th, 2016 meeting.

00:03:22.794 --> 00:03:26.472
Are there any corrections to the minutes?

00:03:26.472 --> 00:03:29.544
Hearing none, the minutes are approved as read,

00:03:29.544 --> 00:03:30.877
or as presented.

00:03:33.466 --> 00:03:35.201
Members, the next thing I'd like to do

00:03:35.201 --> 00:03:37.813
is to do the resolutions and presentations,

00:03:37.813 --> 00:03:40.563
and the first one with Mr. Cortez

00:03:42.503 --> 00:03:44.170
our Board Secretary.

00:03:47.058 --> 00:03:48.808
Student Heroes Award.

00:03:56.557 --> 00:03:57.807
<v ->Good morning.</v>

00:04:02.851 --> 00:04:04.982
Whereas the State Board of Education

00:04:04.982 --> 00:04:08.603
Student Heroes Award Program recognizes and applauds

00:04:08.603 --> 00:04:12.423
Texas Public School students who engage

00:04:12.423 --> 00:04:16.590
in altruistic acts of kindness, charity, and support

00:04:17.651 --> 00:04:20.386
towards their fellow students or community

00:04:20.386 --> 00:04:22.706
and whereas the SBOE members

00:04:22.706 --> 00:04:25.504
did select and honor the following students

00:04:25.504 --> 00:04:28.004
with a 2016 Student Hero Award

00:04:30.660 --> 00:04:35.638
and whereas Josh Clarke, a student at Pebble Hills

00:04:35.638 --> 00:04:37.721
High School, Socorro ISD,

00:04:39.079 --> 00:04:42.774
established the student to student military

00:04:42.774 --> 00:04:44.783
nonmilitary club

00:04:44.783 --> 00:04:48.347
to help ensure students of military families

00:04:48.347 --> 00:04:52.014
make the transition to a new school and town

00:04:53.271 --> 00:04:56.637
and whereas Jocelyn Sousa Ramirez

00:04:56.637 --> 00:05:00.708
founded a mentoring club for incoming freshmen

00:05:00.708 --> 00:05:03.435
at the Los Fresnos High School at the Los Fresnos

00:05:03.435 --> 00:05:05.253
Independent School District,

00:05:05.253 --> 00:05:06.086
(clears throat)

00:05:06.086 --> 00:05:08.985
linking the students most at risk freshmen

00:05:08.985 --> 00:05:11.798
with older students to tutor them in Algebra,

00:05:11.798 --> 00:05:13.798
Biology and English I,

00:05:15.195 --> 00:05:18.966
and whereas a strong passion for helping others

00:05:18.966 --> 00:05:22.667
led Briana Anaez Zumiga, a fifth grader at

00:05:22.667 --> 00:05:25.859
Steven F. Austin Elementary in Edinburg

00:05:25.859 --> 00:05:28.313
Consolidated Independent School District,

00:05:28.313 --> 00:05:32.554
to work tirelessly as a mentor to both younger students

00:05:32.554 --> 00:05:35.125
and peers on her campus

00:05:35.125 --> 00:05:37.042
and whereas Lizzy Zion,

00:05:38.830 --> 00:05:41.211
a junior at Bellaire High School at Houston Independent

00:05:41.211 --> 00:05:42.521
School District,

00:05:42.521 --> 00:05:45.688
as a founder of the Young Women United

00:05:47.468 --> 00:05:50.381
strive to break down cultural barriers,

00:05:50.381 --> 00:05:54.413
protect human rights, provide empowerment tools for women,

00:05:54.413 --> 00:05:58.204
and inform the public about world affairs.

00:05:58.204 --> 00:06:01.787
And whereas Zach Laneah, a ninth grade student

00:06:01.787 --> 00:06:04.537
at Tivy High School Kerrville ISD

00:06:05.540 --> 00:06:08.680
pays it forward by raising funds for a

00:06:08.680 --> 00:06:11.915
Make-A-Wish Foundation after receiving his own

00:06:11.915 --> 00:06:14.946
trip of a lifetime from the group

00:06:14.946 --> 00:06:19.438
after being diagnosed with an inoperable aneurysm.

00:06:19.438 --> 00:06:23.438
And whereas McMeans Junior High School, Katy ISD

00:06:26.574 --> 00:06:31.320
Sixth grader Loren Forney has been helping her community

00:06:31.320 --> 00:06:34.335
and volunteering since kindergarten

00:06:34.335 --> 00:06:37.619
where she started the Teddy Bear Campaign,

00:06:37.619 --> 00:06:41.114
collecting and sharing teddy bears with new born babies

00:06:41.114 --> 00:06:42.614
and sick children.

00:06:43.600 --> 00:06:46.678
And whereas Jeremy Krabtree, a fourth grader at

00:06:46.678 --> 00:06:50.361
Alexander Elementary School in Katy ISD,

00:06:50.361 --> 00:06:52.727
goes throughout the day

00:06:52.727 --> 00:06:56.258
being kind to his fellow students by befriending

00:06:56.258 --> 00:06:59.610
the new student or sitting with the child without

00:06:59.610 --> 00:07:01.110
a friend at lunch.

00:07:02.411 --> 00:07:05.777
And whereas Grant Miles Neal, a senior at

00:07:05.777 --> 00:07:08.495
Splendora High School in Splendora ISD,

00:07:08.495 --> 00:07:10.995
began a mission to acknowledge

00:07:12.012 --> 00:07:15.082
what he termed,"The Invisible Student,"

00:07:15.082 --> 00:07:17.363
by greeting his peers with handshakes,

00:07:17.363 --> 00:07:19.685
offering greetings with compliments,

00:07:19.685 --> 00:07:24.221
and making it a point to learn the names of all his peers.

00:07:24.221 --> 00:07:27.554
And whereas Driver Coward in Lindale ISD

00:07:31.397 --> 00:07:35.564
Second grader at Penny Elementary School in Lindale ISD

00:07:36.905 --> 00:07:39.322
used his recent birthday party

00:07:40.599 --> 00:07:43.510
to have his guests decorate

00:07:43.510 --> 00:07:46.787
and fill duffle bags with stuffed animals, blankets,

00:07:46.787 --> 00:07:50.954
toiletries, and distribute to Smith County foster children.

00:07:52.399 --> 00:07:56.458
And whereas Elgin High School, Elgin ISD, senior

00:07:56.458 --> 00:08:01.407
Vanessa Rodriguez, created and structured a twice-a-week

00:08:01.407 --> 00:08:04.556
tutoring program, aimed at helping English language

00:08:04.556 --> 00:08:05.760
learners.

00:08:05.760 --> 00:08:10.076
And whereas Kathrine Nellin, a student at Johnson

00:08:10.076 --> 00:08:13.400
Career and Technology Center in Crowley ISD

00:08:13.400 --> 00:08:17.099
uses her own experience of being bullied

00:08:17.099 --> 00:08:20.877
to provide a loving, accepting atmosphere

00:08:20.877 --> 00:08:23.033
for the children she works with.

00:08:23.033 --> 00:08:26.866
And whereas Kendall Didge, a senior at Highland Park

00:08:26.866 --> 00:08:30.142
High School in Highland Park ISD,

00:08:30.142 --> 00:08:32.285
whose volunteer work,

00:08:32.285 --> 00:08:35.594
and the creation of the Big Sister's Closet

00:08:35.594 --> 00:08:39.272
has benefited the students of Hutchkins Elementary

00:08:39.272 --> 00:08:41.753
School in the Dallas ISD.

00:08:41.753 --> 00:08:45.920
And whereas Bailey Junior High Arlington ISD student

00:08:46.764 --> 00:08:49.181
Cooper Filpot has volunteered

00:08:52.122 --> 00:08:54.215
with the Birthday Party Project to provide

00:08:54.215 --> 00:08:57.420
birthday magic and fun for children

00:08:57.420 --> 00:09:00.535
at an Arlington women's shelter.

00:09:00.535 --> 00:09:04.452
And whereas Nicoli A. Walupo, a ninth grader at

00:09:06.004 --> 00:09:10.479
Bynum High School in Bynum ISD recently began the program

00:09:10.479 --> 00:09:14.040
In For Ten, donating ten percent of his earnings

00:09:14.040 --> 00:09:17.173
from the auction of his show animals to benefit

00:09:17.173 --> 00:09:18.340
other students

00:09:20.602 --> 00:09:22.617
at his school AG Department

00:09:22.617 --> 00:09:26.695
and whereas despite her own health issues,

00:09:26.695 --> 00:09:29.342
Hannah Keatey, an active volunteer with the Lubbock

00:09:29.342 --> 00:09:31.688
High School in Lubbock ISD,

00:09:31.688 --> 00:09:34.720
volunteers and commits numerous hours

00:09:34.720 --> 00:09:37.922
to help The Children's Miracle Network

00:09:37.922 --> 00:09:40.170
whereas each of these

00:09:40.170 --> 00:09:43.301
amazing students have exhibited strong character

00:09:43.301 --> 00:09:47.346
and integrity by helping other students

00:09:47.346 --> 00:09:49.679
now therefore be it resolved

00:09:50.544 --> 00:09:53.998
that the SBOE does hereby extend its congratulations

00:09:53.998 --> 00:09:57.216
to each of these students and commend them

00:09:57.216 --> 00:09:59.863
for their unselfishness, good character,

00:09:59.863 --> 00:10:01.530
and altruism towards

00:10:02.651 --> 00:10:04.818
and be it further resolved

00:10:05.729 --> 00:10:08.582
that this be presented to each of them

00:10:08.582 --> 00:10:11.800
and that a copy be included in the permanent record

00:10:11.800 --> 00:10:14.266
of The State Board of Education.

00:10:14.266 --> 00:10:16.720
Witness our signatures this

00:10:16.720 --> 00:10:19.887
22nd day of July, 2016, Austin, Texas,

00:10:22.232 --> 00:10:25.714
Donna Bahorich, Chair, Ruben Cortez, Secretary.

00:10:25.714 --> 00:10:27.757
<v ->Question is on the adoption of the resolution.</v>

00:10:27.757 --> 00:10:29.621
All those in favor say, "Aye."

00:10:29.621 --> 00:10:30.454
<v All>Aye.</v>

00:10:30.454 --> 00:10:31.553
<v ->The resolution is adopted.</v>

00:10:31.553 --> 00:10:33.554
Of course, Members, I know this is one of our favorite

00:10:33.554 --> 00:10:36.172
things to do, is the give out the Student Hero Awards

00:10:36.172 --> 00:10:39.183
it was an award started by our previous chair,

00:10:39.183 --> 00:10:42.181
where we recognized self sacrifice

00:10:42.181 --> 00:10:46.348
and a service to the community and to fellow students.

00:10:47.639 --> 00:10:49.751
I love hearing about what the students do

00:10:49.751 --> 00:10:52.056
all over the state of Texas and so

00:10:52.056 --> 00:10:53.806
thank you, Mr. Cortez.

00:10:55.347 --> 00:10:56.680
And now, Members,

00:10:57.933 --> 00:11:00.741
one of my favorite things and I...

00:11:00.741 --> 00:11:03.740
I think we'll read the resolution after we see the clip

00:11:03.740 --> 00:11:05.498
if you will.

00:11:05.498 --> 00:11:06.415
Mr. Cortez.

00:11:08.395 --> 00:11:12.092
It's my distinct honor and pleasure for the second time

00:11:12.092 --> 00:11:14.947
to recognize a National Championship team from

00:11:14.947 --> 00:11:17.754
Bellaire High School, who took home the top honors

00:11:17.754 --> 00:11:20.793
in the Council for Economics Education 16th Annual

00:11:20.793 --> 00:11:23.346
National Economics Challenge,

00:11:23.346 --> 00:11:25.346
with 10,000 competitors.

00:11:26.269 --> 00:11:28.936
These students are from my district, Bellaire High School,

00:11:28.936 --> 00:11:31.661
just four teams made it to the final rounds.

00:11:31.661 --> 00:11:33.867
The Bellaire team showed their abilities by coming in

00:11:33.867 --> 00:11:37.441
1st place with each of the three written tests

00:11:37.441 --> 00:11:41.165
that dealt with micro, macro, international, and current

00:11:41.165 --> 00:11:43.534
events and during the critical thinking round, they

00:11:43.534 --> 00:11:45.646
demonstrated their problem solving skills that again

00:11:45.646 --> 00:11:47.579
placed them in 1st place.

00:11:47.579 --> 00:11:51.485
So let's see the end of their competition there.

00:11:51.485 --> 00:11:54.146
<v ->Think you know all there is to know about the economy?</v>

00:11:54.146 --> 00:11:57.049
A handful of high schooL students probably know more.

00:11:57.049 --> 00:11:59.449
And today, they showed off their knowledge at the National

00:11:59.449 --> 00:12:02.410
Economics Challenge where Steve Liesman got to award

00:12:02.410 --> 00:12:05.492
one team the Championship Trophy.

00:12:05.492 --> 00:12:06.764
<v Voiceover>They prepped for months.</v>

00:12:06.764 --> 00:12:09.547
<v ->The index most commonly used to measure inflation</v>

00:12:09.547 --> 00:12:10.380
is?

00:12:10.380 --> 00:12:11.514
<v All>Consumer Price Index.</v>

00:12:11.514 --> 00:12:13.525
<v Voiceover>And it all came down to this.</v>

00:12:13.525 --> 00:12:16.295
These students beat out more than 10,000 high schoolers

00:12:16.295 --> 00:12:19.268
in which become the spelling bee for economics.

00:12:19.268 --> 00:12:21.755
The National Economics Challenge where smart

00:12:21.755 --> 00:12:24.959
is cool but it takes really, really smart to get

00:12:24.959 --> 00:12:26.164
a trophy.

00:12:26.164 --> 00:12:28.081
In the finals, it was Lexington High School from

00:12:28.081 --> 00:12:31.881
Massachusetts going head to head against WWP High School

00:12:31.881 --> 00:12:33.417
North, from New Jersey.

00:12:33.417 --> 00:12:34.843
<v ->Five trillion.</v>

00:12:34.843 --> 00:12:36.512
<v ->That is correct.</v>

00:12:36.512 --> 00:12:38.584
(applause)

00:12:38.584 --> 00:12:41.232
<v Voiceover>And Congratulations to Lexington High School</v>

00:12:41.232 --> 00:12:43.503
you are this year's David Ricardo's Champions.

00:12:43.503 --> 00:12:45.165
<v Voiceover>The David Ricardo Division.</v>

00:12:45.165 --> 00:12:46.962
<v Steve>In the Advanced Division it was Bellaire</v>

00:12:46.962 --> 00:12:49.355
from Texas and Mounds View High School from

00:12:49.355 --> 00:12:50.504
Minnesota.

00:12:50.504 --> 00:12:53.146
Bellaire High School showed their economic acumen

00:12:53.146 --> 00:12:55.469
and they got out to a comfortable lead.

00:12:55.469 --> 00:12:57.225
<v Voiceover>Bellaire is leading by a score of 11</v>

00:12:57.225 --> 00:12:58.058
to 2.

00:12:58.058 --> 00:12:59.520
<v Steve>And never looked back.</v>

00:12:59.520 --> 00:13:02.637
<v ->An author receives a flat 10% royalty on the total revenue</v>

00:13:02.637 --> 00:13:03.887
from her book,

00:13:03.887 --> 00:13:06.205
if the book distributor's a monopolist,

00:13:06.205 --> 00:13:08.416
at what value of marginal revenue would

00:13:08.416 --> 00:13:11.963
the author prefer the distributor sell the book

00:13:11.963 --> 00:13:15.880
if marginal revenue equals marginal cost at $4.

00:13:17.008 --> 00:13:18.468
(beep)

00:13:18.468 --> 00:13:20.363
<v ->Marginal revenue equals zero.</v>

00:13:20.363 --> 00:13:21.828
<v ->Yes, correct.</v>

00:13:21.828 --> 00:13:23.628
(applause)

00:13:23.628 --> 00:13:26.456
<v ->That means that Bellaire is our National Champions.</v>

00:13:26.456 --> 00:13:27.414
<v Voiceover>Wow.</v>

00:13:27.414 --> 00:13:29.157
(applause)

00:13:29.157 --> 00:13:32.703
<v ->Nan Morrison CEO of the Council for Economic Education</v>

00:13:32.703 --> 00:13:36.060
explained why the competition is more than just a game.

00:13:36.060 --> 00:13:38.856
<v ->It's about team building, it's about having fun,</v>

00:13:38.856 --> 00:13:40.734
it's about coming to New York, and it's about the

00:13:40.734 --> 00:13:43.657
10,000 other kids, they're learning great skills.

00:13:43.657 --> 00:13:46.231
<v ->Alan Greenspan, Ben Bernanke, Janet Yellen,</v>

00:13:46.231 --> 00:13:47.215
look out.

00:13:47.215 --> 00:13:49.690
The next generation of economists is coming.

00:13:49.690 --> 00:13:50.737
They may be in high school,

00:13:50.737 --> 00:13:52.312
(beep beep)

00:13:52.312 --> 00:13:54.849
but they're ready to buzz in right now.

00:13:54.849 --> 00:13:56.020
For Nightly Business Report,

00:13:56.020 --> 00:13:58.631
I'm Steve Liesman in New York.

00:13:58.631 --> 00:13:59.596
<v ->That was a great clip.</v>

00:13:59.596 --> 00:14:01.846
(applause)

00:14:06.037 --> 00:14:09.706
Well I would really like to recognize,

00:14:09.706 --> 00:14:11.242
why don't you read the resolution, and then I'll come

00:14:11.242 --> 00:14:12.604
over to the podium there.

00:14:12.604 --> 00:14:13.745
<v ->You want to buzz them in?</v>

00:14:13.745 --> 00:14:14.924
(laughter)

00:14:14.924 --> 00:14:16.174
<v ->Buzz 'em in.</v>

00:14:20.373 --> 00:14:24.548
<v ->Whereas Texas is one of only 20 states that requires</v>

00:14:24.548 --> 00:14:27.716
students to take an economics class as part of its

00:14:27.716 --> 00:14:29.788
graduation requirement,

00:14:29.788 --> 00:14:34.764
and whereas this has provided Texans with a strong

00:14:34.764 --> 00:14:36.982
foundation in economics

00:14:36.982 --> 00:14:39.843
and whereas this required study produced a bull market

00:14:39.843 --> 00:14:41.380
situation,

00:14:41.380 --> 00:14:44.318
this spring, when a team of students from Bellaire

00:14:44.318 --> 00:14:47.881
High School in the Houston Independent School District,

00:14:47.881 --> 00:14:52.844
in the Council for Economic Education's 16th Annual

00:14:52.844 --> 00:14:54.757
National Economics Challenge,

00:14:54.757 --> 00:14:57.232
and whereas the Bellaire team

00:14:57.232 --> 00:14:59.232
of Leanna Wang, Amy Fan,

00:15:01.245 --> 00:15:02.578
Suneal Furmarie,

00:15:04.020 --> 00:15:06.687
and Anthony Yune won 1st place

00:15:09.258 --> 00:15:13.305
on the three written tests that dealt with the Micro,

00:15:13.305 --> 00:15:16.849
Macro, and International Economics

00:15:16.849 --> 00:15:19.047
as well as Current Events

00:15:19.047 --> 00:15:22.047
and whereas their stock on the rise,

00:15:23.210 --> 00:15:27.179
it was no surprise when the team earned the top score

00:15:27.179 --> 00:15:29.450
in the Critical Thinking Competition

00:15:29.450 --> 00:15:32.867
and advanced to the fast-paced Quick Bowl

00:15:34.187 --> 00:15:38.700
and whereas by closing the bell of the competition,

00:15:38.700 --> 00:15:42.301
the Bellaire team bested 10,000 competitors

00:15:42.301 --> 00:15:44.822
and won the contest top prize.

00:15:44.822 --> 00:15:48.059
And whereas the Bellaire team was fortunate to have

00:15:48.059 --> 00:15:51.635
the backing of their teacher, Michael Clarke,

00:15:51.635 --> 00:15:55.391
who has now produced ten teams that have advanced

00:15:55.391 --> 00:15:57.224
to the National Finals

00:15:58.516 --> 00:16:02.016
and has now had two teams win 1st place,

00:16:04.009 --> 00:16:07.685
now therefore be it resolved that the State Board of

00:16:07.685 --> 00:16:11.560
Education does hereby congratulate Mr. Clarke

00:16:11.560 --> 00:16:16.184
and his team of economic superstars in their victory,

00:16:16.184 --> 00:16:19.929
in the 16th Annual National Economics Challenge.

00:16:19.929 --> 00:16:23.679
Witness our signatures this 22nd day of July,

00:16:24.728 --> 00:16:26.645
2016, in Austin, Texas,

00:16:27.736 --> 00:16:30.723
Chair Donna Bahorich, Secretary Ruben Cortez.

00:16:30.723 --> 00:16:32.973
(applause)

00:16:36.341 --> 00:16:38.591
(cheering)

00:16:49.456 --> 00:16:51.394
You want to buzz them in Madame Chair?

00:16:51.394 --> 00:16:53.506
<v ->Well, first thing I'm gonna do is I'm gonna make sure we</v>

00:16:53.506 --> 00:16:55.882
maybe correct the resolution just a little bit,

00:16:55.882 --> 00:16:59.419
because I think we've had 11 teams go to the National Finals

00:16:59.419 --> 00:17:00.482
right?

00:17:00.482 --> 00:17:02.395
Is that correct?

00:17:02.395 --> 00:17:03.228
Teacher Clarke?

00:17:03.228 --> 00:17:05.394
<v Voiceover>One and one for finance challenge.</v>

00:17:05.394 --> 00:17:07.621
<v ->Okay so, for the finances</v>

00:17:07.621 --> 00:17:09.755
but so the resolution's right?

00:17:09.755 --> 00:17:10.764
Is what I'm trying to say.

00:17:10.764 --> 00:17:13.261
Okay, good. I wanted to make sure we didn't miss

00:17:13.261 --> 00:17:15.323
some of those accolades.

00:17:15.323 --> 00:17:16.466
Terrific.

00:17:16.466 --> 00:17:18.481
Question is on the adoption of the resolution

00:17:18.481 --> 00:17:20.224
all those in favor say "Aye".

00:17:20.224 --> 00:17:21.057
<v All>Aye.</v>

00:17:21.057 --> 00:17:23.390
<v ->The resolution is adopted.</v>

00:17:31.682 --> 00:17:34.515
(distant chatter)

00:17:55.047 --> 00:17:56.700
<v ->Thank you very much.</v>

00:17:56.700 --> 00:17:59.533
(distant chatter)

00:18:02.543 --> 00:18:03.904
Oh sure, sure.

00:18:03.904 --> 00:18:06.855
(laughter)

00:18:06.855 --> 00:18:07.688
Sure.

00:18:08.676 --> 00:18:09.686
We're very honored to be here,

00:18:09.686 --> 00:18:12.824
we're always proud to represent our school,

00:18:12.824 --> 00:18:15.479
our district, and the State of Texas.

00:18:15.479 --> 00:18:17.528
Just to make it to New York City,

00:18:17.528 --> 00:18:20.886
we had to beat out many of the elite private schools

00:18:20.886 --> 00:18:23.713
from around the country that were state champions

00:18:23.713 --> 00:18:25.046
at their states.

00:18:26.050 --> 00:18:28.613
We always feel so good about representing public schools

00:18:28.613 --> 00:18:30.313
in the State of Texas.

00:18:30.313 --> 00:18:33.013
Also, of course, one little quick story about the

00:18:33.013 --> 00:18:34.763
National Finals,

00:18:34.763 --> 00:18:38.930
before we went to the Quiz Bowl competition on Monday,

00:18:40.151 --> 00:18:43.164
we swapped the testing on Sunday before we went to

00:18:43.164 --> 00:18:46.039
the Quiz Bowl competition on Monday on the way home

00:18:46.039 --> 00:18:47.977
that evening on Sunday,

00:18:47.977 --> 00:18:50.677
our team member Leanna Wang, who's not with us,

00:18:50.677 --> 00:18:53.778
she's visiting her grandparents in China,

00:18:53.778 --> 00:18:55.778
she hasn't seen them since she was ten and she wants

00:18:55.778 --> 00:18:58.566
to see them before she goes off to Yale,

00:18:58.566 --> 00:19:01.316
fell pretty ill in the subway and

00:19:02.429 --> 00:19:05.829
actually we basically almost had to carry her back

00:19:05.829 --> 00:19:07.854
to the hotel room, she was so sick.

00:19:07.854 --> 00:19:10.292
We rushed out to get her Gatorade

00:19:10.292 --> 00:19:14.742
and medicine and she's still up at one in the morning,

00:19:14.742 --> 00:19:18.130
actually Amy, she never really slept much at all, did she?

00:19:18.130 --> 00:19:19.605
<v ->I remember waking up at three and she was</v>

00:19:19.605 --> 00:19:21.655
not feeling well.

00:19:21.655 --> 00:19:24.506
<v ->And I was like we can drive on with three,</v>

00:19:24.506 --> 00:19:26.918
there's no reason for you to go if you're that ill,

00:19:26.918 --> 00:19:31.419
and she insisted, "I'm gonna be there to represent Texas,

00:19:31.419 --> 00:19:33.332
"and I'm gonna be there to represent Bellaire High School

00:19:33.332 --> 00:19:34.857
"and Houston ISD,"

00:19:34.857 --> 00:19:37.257
she came to the competition to the Quiz Bowl

00:19:37.257 --> 00:19:40.070
and she was the girl that you saw give the last correct

00:19:40.070 --> 00:19:42.857
answer, what you didn't see is

00:19:42.857 --> 00:19:46.045
we escorted her off the stage to the seats

00:19:46.045 --> 00:19:49.170
and she collapsed in the seat for about another

00:19:49.170 --> 00:19:52.240
half hour, as we kept giving her liquids and fluids

00:19:52.240 --> 00:19:55.326
so she's a true Texan and we are very proud of her

00:19:55.326 --> 00:19:57.325
but we're very proud of all of these kids.

00:19:57.325 --> 00:19:59.820
They're also diverse, it's not just economics,

00:19:59.820 --> 00:20:02.818
they're experts in many different areas

00:20:02.818 --> 00:20:04.832
and they're gonna go ahead and do great things

00:20:04.832 --> 00:20:06.715
in the future and I'm just lucky,

00:20:06.715 --> 00:20:09.287
I'm the coach but I'm not the one who has to answer

00:20:09.287 --> 00:20:10.613
the questions on the test,

00:20:10.613 --> 00:20:12.714
and answer in the Quiz Bowl,

00:20:12.714 --> 00:20:16.797
so of course you're guys that were the star performers

00:20:16.797 --> 00:20:18.873
that came through and won it,

00:20:18.873 --> 00:20:20.673
I'm so proud of you,

00:20:20.673 --> 00:20:23.661
I'm proud of the Texas Council for sponsoring the

00:20:23.661 --> 00:20:26.661
competition Laura Ewing, and Katherine Rinehart

00:20:26.661 --> 00:20:31.661
and of course especially proud of my wife over there

00:20:31.661 --> 00:20:35.599
Lisa, who is the one that has to put up with the

00:20:35.599 --> 00:20:39.275
countless hours of preparation and always keeps

00:20:39.275 --> 00:20:41.537
a smile on her face, and always has another sign

00:20:41.537 --> 00:20:43.925
made up when we come back and win a competition.

00:20:43.925 --> 00:20:44.758
(laughter)

00:20:44.758 --> 00:20:46.450
I'm sorry to take so much of your time but I wanted to

00:20:46.450 --> 00:20:48.075
make sure I thanked everybody and the State Board

00:20:48.075 --> 00:20:50.226
of Education, you've been so

00:20:50.226 --> 00:20:54.439
welcoming and you have really made us feel special.

00:20:54.439 --> 00:20:55.676
Thank you very much.

00:20:55.676 --> 00:20:57.926
(applause)

00:21:00.689 --> 00:21:02.036
<v Voiceover>Would you happen to say where they're</v>

00:21:02.036 --> 00:21:03.105
going to college?
<v Mr. Clarke>Yeah.</v>

00:21:03.105 --> 00:21:04.653
<v Voiceover>And what they're majoring in?</v>

00:21:04.653 --> 00:21:05.486
<v Donna>That's perfect.</v>

00:21:05.486 --> 00:21:07.182
<v Voiceover>It's not economics.</v>

00:21:07.182 --> 00:21:09.326
(laughs)

00:21:09.326 --> 00:21:12.539
<v ->Hi, I'm Suneal. I'll be going to Northwestern University</v>

00:21:12.539 --> 00:21:16.122
and I'm majoring in Biomedical Engineering.

00:21:17.114 --> 00:21:18.772
<v ->Hi, my name is Anthony Yune,</v>

00:21:18.772 --> 00:21:20.978
I'll be going to UT right next door,

00:21:20.978 --> 00:21:22.777
and I'm studying Electrical Engineering and

00:21:22.777 --> 00:21:24.194
Computer Science.

00:21:25.984 --> 00:21:27.163
<v ->Hi my name's Amy Fan,</v>

00:21:27.163 --> 00:21:28.609
I'm going to Duke next year,

00:21:28.609 --> 00:21:30.669
and I don't know what I'm majoring in

00:21:30.669 --> 00:21:34.207
but I'm debating between Math, Economics and Public Policy.

00:21:34.207 --> 00:21:35.957
Hoping I lose interest in one before I have to decide

00:21:35.957 --> 00:21:36.882
between the two.

00:21:36.882 --> 00:21:37.715
(laughter)

00:21:37.715 --> 00:21:39.096
<v ->Amy, Amy, show them the trophy.</v>

00:21:39.096 --> 00:21:41.265
<v Donna>Yeah we didn't see the trophy for sure.</v>

00:21:41.265 --> 00:21:43.224
<v ->This is the lovely trophy.</v>

00:21:43.224 --> 00:21:44.463
(laughter)

00:21:44.463 --> 00:21:45.296
<v Voiceover>Wow.</v>

00:21:45.296 --> 00:21:47.546
(applause)

00:22:00.126 --> 00:22:01.503
<v ->Thank you for,</v>

00:22:01.503 --> 00:22:04.420
Michael Clarke, you have an amazing

00:22:06.687 --> 00:22:10.100
track record with these students and we're just so thankful

00:22:10.100 --> 00:22:11.788
for all the hard work and dedication,

00:22:11.788 --> 00:22:15.075
we know the countless hours that go into this work

00:22:15.075 --> 00:22:17.501
to get students ready for a competition at this level.

00:22:17.501 --> 00:22:19.688
It's pretty astounding and pretty amazing

00:22:19.688 --> 00:22:22.464
and we really are so grateful to Laura Ewing

00:22:22.464 --> 00:22:25.264
and the Texas Council on Economics Education

00:22:25.264 --> 00:22:27.327
and Katherine Rinehart and their work,

00:22:27.327 --> 00:22:29.689
getting our students, getting schools involved

00:22:29.689 --> 00:22:31.377
in this kind of work and

00:22:31.377 --> 00:22:33.852
the kind of support and training that you give to

00:22:33.852 --> 00:22:36.490
Texas on Economics all across the state

00:22:36.490 --> 00:22:40.537
and we just really appreciate it. Thank you so much.

00:22:40.537 --> 00:22:42.787
(applause)

00:22:54.592 --> 00:22:57.789
Members, the next part we're gonna go into is the

00:22:57.789 --> 00:22:58.622
testimony.

00:23:03.310 --> 00:23:06.630
I think we have seven testifiers today, correct?

00:23:06.630 --> 00:23:07.463
Okay.

00:23:09.161 --> 00:23:11.341
And, testifiers, you'll have three minutes,

00:23:11.341 --> 00:23:14.113
at the end of two minutes you'll hear

00:23:14.113 --> 00:23:17.368
the first bell and then that means you'll have one

00:23:17.368 --> 00:23:20.384
minute left and if you'll finish at the second bell,

00:23:20.384 --> 00:23:23.870
at three minutes and just close off your remarks,

00:23:23.870 --> 00:23:26.307
then there will be a time for questions.

00:23:26.307 --> 00:23:30.474
<v ->Lynne Shandel Kreggar, followed by Velma Ibarra.</v>

00:23:31.537 --> 00:23:33.370
Lynne Shandel Kreggar.

00:23:34.265 --> 00:23:37.348
(distant chattering)

00:23:56.735 --> 00:23:57.568
Thank you.

00:23:57.568 --> 00:23:59.751
You can go ahead and start.

00:23:59.751 --> 00:24:02.326
<v ->Good morning, I am Lynne Shandel Kreggar,</v>

00:24:02.326 --> 00:24:06.493
I am a cosmetology instructor, finishing my seventh year.

00:24:07.674 --> 00:24:11.358
I am requesting, I am a part of an organization

00:24:11.358 --> 00:24:14.365
called CIPS, which is Cosmetology Instructors of

00:24:14.365 --> 00:24:15.861
Public Schools,

00:24:15.861 --> 00:24:20.661
and I am requesting that the Texas Board of State Education

00:24:20.661 --> 00:24:25.567
reconsiders the proposal of the Cosmetology programs

00:24:25.567 --> 00:24:28.403
three credits to two credits.

00:24:28.403 --> 00:24:31.507
One of the things making sure that

00:24:31.507 --> 00:24:35.309
we look at all Board process and things like that

00:24:35.309 --> 00:24:39.020
that we address in a classroom is going over the TEKS

00:24:39.020 --> 00:24:42.099
and as CIPS, we've done several surveys,

00:24:42.099 --> 00:24:44.386
and in your packet you have several of those surveys

00:24:44.386 --> 00:24:47.053
in there showing that most schools

00:24:47.053 --> 00:24:49.783
conduct a three credit course.

00:24:49.783 --> 00:24:53.616
And with most of the school moving to a minute

00:24:55.090 --> 00:24:56.131
calendar,

00:24:56.131 --> 00:24:59.610
this lessens the days that the students will actually have

00:24:59.610 --> 00:25:01.696
in the classroom.

00:25:01.696 --> 00:25:04.545
Meaning that they only have 172 days,

00:25:04.545 --> 00:25:07.365
and they're only gonna get

00:25:07.365 --> 00:25:09.282
theirself 860 hours

00:25:11.198 --> 00:25:14.051
when they are reaching a cosmetology instructor,

00:25:14.051 --> 00:25:18.196
or cosmetology operator license, they are needing a thousand

00:25:18.196 --> 00:25:19.029
by a TDLR

00:25:21.813 --> 00:25:22.813
requirement.

00:25:23.820 --> 00:25:27.732
One of the things that has been proposed is

00:25:27.732 --> 00:25:29.719
bringing on the innovated course

00:25:29.719 --> 00:25:32.708
and the innovated course for the Principles of Color

00:25:32.708 --> 00:25:34.643
and Design and Color Theory,

00:25:34.643 --> 00:25:37.661
this allows the student to take one course

00:25:37.661 --> 00:25:39.178
on its own,

00:25:39.178 --> 00:25:44.090
of not reteaching but addressing the additional hours

00:25:44.090 --> 00:25:47.086
of hair color for 175 hours.

00:25:47.086 --> 00:25:50.983
They've already received 150 whenever they were in

00:25:50.983 --> 00:25:53.602
the course for a thousand hours

00:25:53.602 --> 00:25:57.886
so we're looking at making it where the classes

00:25:57.886 --> 00:26:00.872
are concurrent and they get the three credits

00:26:00.872 --> 00:26:03.309
instead of lowering it down to the two.

00:26:03.309 --> 00:26:06.326
(bell dings)

00:26:06.326 --> 00:26:09.426
During this time, the main thing that we need to remember

00:26:09.426 --> 00:26:11.814
is that we want the student to be successful,

00:26:11.814 --> 00:26:14.189
and that's one of the things just like

00:26:14.189 --> 00:26:16.800
everyone wants to see is that the student is very

00:26:16.800 --> 00:26:17.936
successful

00:26:17.936 --> 00:26:20.453
and as a part of CIPS, we thank you for taking the time

00:26:20.453 --> 00:26:22.342
to listen to us.

00:26:22.342 --> 00:26:24.009
<v Donna>Thank you.</v>

00:26:25.635 --> 00:26:27.054
Any questions members?

00:26:27.054 --> 00:26:29.151
Yes, Mr. Maynard?

00:26:29.151 --> 00:26:30.869
<v Mr. Maynard>Yes, I just want to than you for coming</v>

00:26:30.869 --> 00:26:33.001
and I will tell you that this has been,

00:26:33.001 --> 00:26:35.987
we're aware of that and this has been a discussion

00:26:35.987 --> 00:26:38.849
and that we're gonna work with that

00:26:38.849 --> 00:26:39.955
and get that

00:26:39.955 --> 00:26:41.719
we talked to staff about that

00:26:41.719 --> 00:26:42.648
and so

00:26:42.648 --> 00:26:45.656
we understand that we're kind of on a little bit of a

00:26:45.656 --> 00:26:49.735
timeline with 17, 18 implementation, that sort of thing,

00:26:49.735 --> 00:26:51.202
but we're aware of it.

00:26:51.202 --> 00:26:54.452
<v Lynne>Thank you, I appreciate that.</v>

00:26:56.751 --> 00:26:58.528
<v ->No other questions?</v>

00:26:58.528 --> 00:26:59.361
Thank you, Member.

00:26:59.361 --> 00:27:00.194
<v Lynne>Thank you for</v>
<v Donna>Absolutely.</v>

00:27:00.194 --> 00:27:04.334
<v Lynne>Taking the time.</v>
<v Donna>Thank you for coming</v>

00:27:04.334 --> 00:27:05.183
<v Voiceover>Velma Ibara.</v>

00:27:05.183 --> 00:27:07.266
Followed by Al Maldonado.

00:27:37.609 --> 00:27:41.986
<v ->Good morning, Madame Chair, members of the State Board,</v>

00:27:41.986 --> 00:27:43.994
My name is Velma Ibarra.

00:27:43.994 --> 00:27:46.242
I thank you for the opportunity to speak before

00:27:46.242 --> 00:27:47.448
you this morning.

00:27:47.448 --> 00:27:49.477
I am a member of HOPE,

00:27:49.477 --> 00:27:53.114
Hispanics Organized for Political Education.

00:27:53.114 --> 00:27:56.614
This is an organization that is made up of

00:27:57.511 --> 00:28:01.678
up to 11 advocacy groups from throughout the State

00:28:02.874 --> 00:28:07.670
that constitute the Texas Latino Education Coalition.

00:28:07.670 --> 00:28:11.837
I am also a grandmother of three students in Texas

00:28:13.631 --> 00:28:15.082
public schools.

00:28:15.082 --> 00:28:18.915
I am a 39-year retired educator administrator,

00:28:20.617 --> 00:28:23.957
a former State Education Chair for LULAC,

00:28:23.957 --> 00:28:26.496
the League of United Latin American Citizens,

00:28:26.496 --> 00:28:29.377
and a former school board member.

00:28:29.377 --> 00:28:33.503
When the State Board of Education approved back in 2014,

00:28:33.503 --> 00:28:36.710
I believe, the Ethnic Studies course

00:28:36.710 --> 00:28:41.242
and likewise issued a proclamation for publishing

00:28:41.242 --> 00:28:45.409
companies to submit text for approval for this class.

00:28:46.297 --> 00:28:50.538
It was a time for celebration for many educators,

00:28:50.538 --> 00:28:53.315
and students and parents in this State.

00:28:53.315 --> 00:28:57.212
However, as we are very well aware, the only textbook

00:28:57.212 --> 00:29:00.341
proposal submitted for this course to date,

00:29:00.341 --> 00:29:03.573
has turned out to be a major catastrophe.

00:29:03.573 --> 00:29:06.620
I will not spend any of my time this morning to talk

00:29:06.620 --> 00:29:09.425
about the serious objections that are

00:29:09.425 --> 00:29:10.258
being

00:29:12.454 --> 00:29:15.873
publicized statewide through press conferences,

00:29:15.873 --> 00:29:18.020
the media, et cetera,

00:29:18.020 --> 00:29:21.140
because I do understand that there will be an evaluation

00:29:21.140 --> 00:29:24.445
process and a public hearing on this topic here

00:29:24.445 --> 00:29:28.094
in September, but this morning I want to take the

00:29:28.094 --> 00:29:31.594
opportunity to ask simply that in November

00:29:33.342 --> 00:29:36.671
this Board take swift action to revoke and

00:29:36.671 --> 00:29:40.948
not approve the text entitled Mexican-American

00:29:40.948 --> 00:29:42.357
Heritage.

00:29:42.357 --> 00:29:45.811
Much has been said about the multiple errors effect,

00:29:45.811 --> 00:29:48.754
lack of expert advice, and downright racist

00:29:48.754 --> 00:29:52.749
and derogatory remarks that are made not only about

00:29:52.749 --> 00:29:56.420
Hispanics but almost every other ethnic group

00:29:56.420 --> 00:29:57.496
in this State.

00:29:57.496 --> 00:29:59.788
So let us work together, I assure you that the good

00:29:59.788 --> 00:30:01.300
people of Texas,

00:30:01.300 --> 00:30:03.959
are not going to accept resolutions like,

00:30:03.959 --> 00:30:07.919
"Well, you all activists wanted a class, you got it,

00:30:07.919 --> 00:30:10.456
"you got a textbook, now let's go with it."

00:30:10.456 --> 00:30:14.395
We know that the majority of this Board,

00:30:14.395 --> 00:30:16.652
or, God-willing, all of the Board

00:30:16.652 --> 00:30:19.695
will allow for reason and justice to prevail.

00:30:19.695 --> 00:30:23.361
And this is not the first time that a historically

00:30:23.361 --> 00:30:26.095
questionable textbook has been up before this Board

00:30:26.095 --> 00:30:29.540
so we ask for due diligence on this topic.

00:30:29.540 --> 00:30:33.978
I leave you with a quote by a student from the Houston

00:30:33.978 --> 00:30:35.478
ISD who completed,

00:30:36.524 --> 00:30:39.790
an Anglo student, who completed the course with a

00:30:39.790 --> 00:30:42.988
Mr. Diaz, there at one of their high schools.

00:30:42.988 --> 00:30:46.526
And his comments really loan credence to the fact

00:30:46.526 --> 00:30:51.382
that it is not only Hispanic students who will benefit

00:30:51.382 --> 00:30:53.905
from this course, and he said, and I quote,

00:30:53.905 --> 00:30:58.072
"This class says a lot. It fights that racism that just

00:30:59.075 --> 00:31:01.675
"is just culturally inherent.

00:31:01.675 --> 00:31:04.386
"And that's why it could be really beneficial

00:31:04.386 --> 00:31:07.233
"not only to Houston students but obviously to

00:31:07.233 --> 00:31:08.985
"a lot of Texas students.

00:31:08.985 --> 00:31:13.152
"White Texas students can gain a lot of perspective

00:31:14.154 --> 00:31:17.153
"because I think that it will help fight racism,

00:31:17.153 --> 00:31:19.379
"and that is why I like this class."

00:31:19.379 --> 00:31:22.709
So, our plea this morning is to allow these kids

00:31:22.709 --> 00:31:25.490
like the beautiful group that was just before you

00:31:25.490 --> 00:31:29.196
that probably constituted three or four ethnic groups,

00:31:29.196 --> 00:31:32.905
that they be given the opportunity to have correct

00:31:32.905 --> 00:31:36.165
and scholarly information in front of them when they

00:31:36.165 --> 00:31:40.082
take this course and, as the saying in Spanish says,

00:31:40.082 --> 00:31:42.998
(speaks Spanish)

00:31:42.998 --> 00:31:46.325
Peace comes through respect for all of us.

00:31:46.325 --> 00:31:50.504
Allow these kids to have a textbook that is correct

00:31:50.504 --> 00:31:54.421
and that respects the history of our enrollment

00:31:55.625 --> 00:31:56.557
in our schools.

00:31:56.557 --> 00:31:58.994
Thank you very much for the opportunity.

00:31:58.994 --> 00:32:00.812
<v Donna>Yes, Mr. Maynard.</v>

00:32:00.812 --> 00:32:03.395
<v ->Yeah. Thank you for coming in,</v>

00:32:04.613 --> 00:32:05.943
expressing your concerns,

00:32:05.943 --> 00:32:09.294
I'm just curious is that you have several factual errors

00:32:09.294 --> 00:32:12.443
and I'm curious if those factual errors have been

00:32:12.443 --> 00:32:14.483
submitted to our staff?

00:32:14.483 --> 00:32:18.082
<v ->Yes, sir. In fact, there is a statewide network</v>

00:32:18.082 --> 00:32:22.165
of Scholars in Mexican-American history, yes sir,

00:32:23.096 --> 00:32:24.203
that are working on that,

00:32:24.203 --> 00:32:27.317
and they most certainly, in fact, their work details

00:32:27.317 --> 00:32:30.788
that they have found up to four or five errors in

00:32:30.788 --> 00:32:33.089
almost every page in that textbook,

00:32:33.089 --> 00:32:37.323
so we want correct information in front of our kids.

00:32:37.323 --> 00:32:40.219
And a very important point that is on there,

00:32:40.219 --> 00:32:43.768
on your text as well, is that as educators when we

00:32:43.768 --> 00:32:46.476
become certified, there is a code of ethics

00:32:46.476 --> 00:32:50.102
that is in the back of our certificate that clearly says

00:32:50.102 --> 00:32:52.467
seven items that are part of our ethics code

00:32:52.467 --> 00:32:56.295
and one of them is that we will never use disparaging

00:32:56.295 --> 00:32:59.542
language, or what are 'put-downs,'

00:32:59.542 --> 00:33:03.489
with any of our kids, and that violates education code,

00:33:03.489 --> 00:33:06.709
if that textbook ever gets in front of kids.

00:33:06.709 --> 00:33:07.927
Thank you so very much.

00:33:07.927 --> 00:33:11.383
<v Mr. Maynard>So, I understand this is that if</v>

00:33:11.383 --> 00:33:15.523
you've got a network but the publisher, the staff,

00:33:15.523 --> 00:33:17.968
the Board cannot respond to things unless those

00:33:17.968 --> 00:33:20.680
things are properly submitted.

00:33:20.680 --> 00:33:22.773
The second question I would have is that,

00:33:22.773 --> 00:33:24.658
so it's my understanding that this is the only textbook

00:33:24.658 --> 00:33:27.494
that was submitted for this course?

00:33:27.494 --> 00:33:29.808
Do you think that there are other publishers out there

00:33:29.808 --> 00:33:33.333
that have a book and why did they not submit?

00:33:33.333 --> 00:33:35.595
<v ->You know sir, that is the question that we have wrestled</v>

00:33:35.595 --> 00:33:38.874
with as activists throughout the State.

00:33:38.874 --> 00:33:42.166
We are very disappointed that that did not happen

00:33:42.166 --> 00:33:45.648
and that is why we are calling for a rethinking

00:33:45.648 --> 00:33:48.626
or a redoing of this process so that

00:33:48.626 --> 00:33:52.705
because there are multiple and many resources

00:33:52.705 --> 00:33:55.144
that are out there already on the market.

00:33:55.144 --> 00:34:00.004
I may not be entirely correct on this, but we know

00:34:00.004 --> 00:34:02.834
that when textbooks are issued, there has to be a

00:34:02.834 --> 00:34:04.831
significant market,

00:34:04.831 --> 00:34:08.548
and because in Texas unfortunately, there haven't been

00:34:08.548 --> 00:34:11.297
free materials by the State in the past,

00:34:11.297 --> 00:34:14.349
we only have a limited number of high schools that

00:34:14.349 --> 00:34:15.725
offer the course

00:34:15.725 --> 00:34:18.106
so that we believe that

00:34:18.106 --> 00:34:19.856
there may have been a

00:34:23.878 --> 00:34:26.276
a thought out there that there would not be a very

00:34:26.276 --> 00:34:29.448
large market for these companies to invest

00:34:29.448 --> 00:34:32.118
in the publishing of such a textbook,

00:34:32.118 --> 00:34:35.701
but we are very, very hopeful that that will

00:34:36.679 --> 00:34:40.936
be revisited and that we do it the correct

00:34:40.936 --> 00:34:42.173
and the right way,

00:34:42.173 --> 00:34:44.449
but yes sir, in terms of materials, there are

00:34:44.449 --> 00:34:49.158
multiple that have been out there already for decades

00:34:49.158 --> 00:34:52.211
and we are disappointed that they did not

00:34:52.211 --> 00:34:55.261
or were not presented to the publishing companies

00:34:55.261 --> 00:34:57.958
or the publishing companies did not come forward

00:34:57.958 --> 00:34:59.143
to offer them.

00:34:59.143 --> 00:35:00.476
<v Mr. Maynard>Alright, thank you.</v>

00:35:00.476 --> 00:35:02.309
<v Donna>Mr. Ratliff?</v>

00:35:03.365 --> 00:35:05.689
<v Mr. Ratliff>Thank you for coming today. I just want to,</v>

00:35:05.689 --> 00:35:08.921
we spend a lot of time when textbooks come before us,

00:35:08.921 --> 00:35:12.367
hearing testimony about bias or bad taste

00:35:12.367 --> 00:35:14.784
or other things like that and

00:35:15.764 --> 00:35:18.876
while it's an issue, it's beyond our jurisdiction

00:35:18.876 --> 00:35:21.080
to rule on issues like that.

00:35:21.080 --> 00:35:23.276
We get to deal with factual errors and whether they

00:35:23.276 --> 00:35:25.734
cover the standards or not.

00:35:25.734 --> 00:35:28.176
I think there are times when

00:35:28.176 --> 00:35:31.871
inaccurate or misleading comments can rise to the

00:35:31.871 --> 00:35:33.833
level of a factual error,

00:35:33.833 --> 00:35:36.238
but the only things within our jurisdiction

00:35:36.238 --> 00:35:38.795
we can't look at whether it's a racist comment

00:35:38.795 --> 00:35:40.779
or a comment in poor taste,

00:35:40.779 --> 00:35:42.647
it's an actual error or not.

00:35:42.647 --> 00:35:44.954
So if you'll help us stay within our jurisdictional

00:35:44.954 --> 00:35:48.000
boundaries of dealing with what we get to deal with

00:35:48.000 --> 00:35:51.972
that helps us have a better process and not get

00:35:51.972 --> 00:35:54.902
highly publicized comments one way or the other

00:35:54.902 --> 00:35:57.063
of things that we don't have any control over.

00:35:57.063 --> 00:35:59.103
<v ->Yes sir, and rest assured</v>

00:35:59.103 --> 00:36:02.707
and I understand what you are saying that

00:36:02.707 --> 00:36:06.874
there will be multiple presentations that will deal

00:36:08.289 --> 00:36:12.784
specifically with the errors, the factual errors, sir,

00:36:12.784 --> 00:36:16.628
that have been found in the Mexican-American

00:36:16.628 --> 00:36:17.912
Heritage text.

00:36:17.912 --> 00:36:19.276
<v ->And I don't mean to suggest that those</v>

00:36:19.276 --> 00:36:21.240
aren't issues, they're just not issues that we get to

00:36:21.240 --> 00:36:23.355
opine on or rule on.

00:36:23.355 --> 00:36:24.257
<v Velma>Yes, right.</v>

00:36:24.257 --> 00:36:25.090
<v ->Thank you.</v>

00:36:25.090 --> 00:36:26.923
<v Donna>Ms. Beltran.</v>

00:36:28.491 --> 00:36:30.491
Oh, Ms. Perez first. Okay.

00:36:31.509 --> 00:36:35.028
<v ->First and foremost, Velma thank you so much for coming</v>

00:36:35.028 --> 00:36:37.331
and presenting and for

00:36:37.331 --> 00:36:41.498
laying out what I know to be very flawed textbook.

00:36:43.807 --> 00:36:46.002
As a Latino on this Board,

00:36:46.002 --> 00:36:49.636
representing 1.6 million people,

00:36:49.636 --> 00:36:52.893
and knowing that over half the students

00:36:52.893 --> 00:36:55.726
in our State are of Latino descent

00:36:57.815 --> 00:36:59.588
I think that it's

00:36:59.588 --> 00:37:03.421
it's a very important topic to bring to light.

00:37:04.545 --> 00:37:08.829
We do know that there are groups of experts,

00:37:08.829 --> 00:37:12.953
people who are studied scholars in this subject

00:37:12.953 --> 00:37:16.536
that have been working very, very diligently

00:37:17.411 --> 00:37:20.225
picking apart this book. and there are factual errors

00:37:20.225 --> 00:37:22.499
that have been found in it.

00:37:22.499 --> 00:37:26.578
I know that those will be presented when the time comes

00:37:26.578 --> 00:37:29.984
and so I just want to say thank you so much for being

00:37:29.984 --> 00:37:32.559
the voice for all the organizations that are working

00:37:32.559 --> 00:37:34.059
on this right now.

00:37:35.692 --> 00:37:38.920
It's concerning to me that something like this

00:37:38.920 --> 00:37:41.906
would enter a classroom, especially as we know that

00:37:41.906 --> 00:37:45.309
developmentally, students need to be able to identify

00:37:45.309 --> 00:37:47.729
and there's tons of research out there that shows that

00:37:47.729 --> 00:37:50.217
when a student identifies with what they're learning,

00:37:50.217 --> 00:37:53.310
not only does it build character, it also helps to

00:37:53.310 --> 00:37:55.407
propel them forward in their education,

00:37:55.407 --> 00:37:58.095
their advancement into whatever they're trying to do.

00:37:58.095 --> 00:38:01.073
Just thank you for the work, thank you for all the

00:38:01.073 --> 00:38:04.669
collaboration that I know is happening across the State.

00:38:04.669 --> 00:38:08.107
If there's anything that I can do to help support

00:38:08.107 --> 00:38:10.047
please know that I'm here.

00:38:10.047 --> 00:38:13.510
<v ->Yes ma'am, and that credit goes to very, very many</v>

00:38:13.510 --> 00:38:17.131
other leaders and organizations throughout the State

00:38:17.131 --> 00:38:20.812
as you said, Ms. Perez, that are doing that work

00:38:20.812 --> 00:38:25.259
so that we can provide the State Board with the information

00:38:25.259 --> 00:38:28.592
that zeros in on factual but derogatory,

00:38:34.711 --> 00:38:37.651
also does not belong in our classrooms.

00:38:37.651 --> 00:38:39.068
I know that's not

00:38:40.085 --> 00:38:44.333
factual but what is a fact is that that is in our

00:38:44.333 --> 00:38:47.706
ethics code, and I know that there is a

00:38:47.706 --> 00:38:50.664
primary concern that anything that we would put

00:38:50.664 --> 00:38:52.825
in front of a child does not violate the ethics

00:38:52.825 --> 00:38:55.992
the education code, I beg your pardon.

00:38:57.156 --> 00:38:59.529
<v ->In addition to that, I think that one of the conversations</v>

00:38:59.529 --> 00:39:01.633
or some of the conversations I've been having with

00:39:01.633 --> 00:39:06.366
(mumbles) organization and a group of other individuals

00:39:06.366 --> 00:39:10.151
is that there are currently texts out there that

00:39:10.151 --> 00:39:13.651
can be used, that can be tailored for K-12

00:39:15.253 --> 00:39:16.840
and that's something we're also going to be looking

00:39:16.840 --> 00:39:20.434
at, because, hopefully, this book gets voted down,

00:39:20.434 --> 00:39:22.803
that's the direction I'm going and my mind's not

00:39:22.803 --> 00:39:24.938
changing on that,

00:39:24.938 --> 00:39:28.283
but we need to be able to have something supplemental

00:39:28.283 --> 00:39:30.401
and I know that these organizations are also working

00:39:30.401 --> 00:39:32.934
to identify what those books look like and how we can

00:39:32.934 --> 00:39:34.544
work on getting those into the classrooms

00:39:34.544 --> 00:39:36.142
to support the course.

00:39:36.142 --> 00:39:38.504
<v ->Yes, and if I may respond to that, although high schools</v>

00:39:38.504 --> 00:39:41.232
throughout the State have the right to select anything

00:39:41.232 --> 00:39:44.101
from the internet, and create their own curriculum,

00:39:44.101 --> 00:39:48.144
it is only fair that these groups and these students

00:39:48.144 --> 00:39:51.320
also have the opportunity to have free materials

00:39:51.320 --> 00:39:54.823
offered by the State of Texas in their districts.

00:39:54.823 --> 00:39:56.973
Thank you, thank you so very much

00:39:56.973 --> 00:39:59.926
for the work of the State Board

00:39:59.926 --> 00:40:02.704
and for your support of public schools.

00:40:02.704 --> 00:40:04.699
Very grateful.

00:40:04.699 --> 00:40:06.532
<v Donna>Ms. Beltran?</v>

00:40:08.544 --> 00:40:12.530
<v ->I also wanted to extend gratitude for your presence here</v>

00:40:12.530 --> 00:40:14.416
and your presentation.

00:40:14.416 --> 00:40:16.464
I always have to look this way so I apologize for

00:40:16.464 --> 00:40:19.112
not being able to look at you while I'm speaking,

00:40:19.112 --> 00:40:20.612
but I also want to

00:40:23.775 --> 00:40:27.022
urge Board members to think very carefully about

00:40:27.022 --> 00:40:29.314
adoption of this text as we're working our way

00:40:29.314 --> 00:40:31.668
toward our September meeting,

00:40:31.668 --> 00:40:34.413
and while I'm certain I have no doubt that there will

00:40:34.413 --> 00:40:36.311
be factual errors,

00:40:36.311 --> 00:40:38.728
I think to Ms. Ibarra's point,

00:40:39.601 --> 00:40:42.584
if there is derogatory or offensive language,

00:40:42.584 --> 00:40:46.284
and there is, because there have been experts in the media

00:40:46.284 --> 00:40:48.288
publicized very widely,

00:40:48.288 --> 00:40:51.667
I think this Board has a moral obligation

00:40:51.667 --> 00:40:54.417
to also consider that language as

00:40:55.582 --> 00:40:58.838
you know really asking a question about what

00:40:58.838 --> 00:41:01.948
what should be in front of kids,

00:41:01.948 --> 00:41:05.470
and how that might change mindsets for the worse

00:41:05.470 --> 00:41:07.046
quite frankly.

00:41:07.046 --> 00:41:09.544
So I'm just urging board members to really take a close

00:41:09.544 --> 00:41:10.544
look at this

00:41:12.377 --> 00:41:13.377
textbook and

00:41:15.222 --> 00:41:17.775
I'm asking to pull on your heartstrings and putting

00:41:17.775 --> 00:41:22.487
yourself in the shoes of a Mexican-American student,

00:41:22.487 --> 00:41:24.737
whose parents, like myself,

00:41:26.562 --> 00:41:28.859
whose parents have been hardworking

00:41:28.859 --> 00:41:30.944
and I apologize,

00:41:30.944 --> 00:41:33.853
in just the excerpts that I've seen,

00:41:33.853 --> 00:41:37.329
I can't imagine being a child and seeing that

00:41:37.329 --> 00:41:39.327
language in front of me.

00:41:39.327 --> 00:41:42.285
And so as we prepare for this conversation

00:41:42.285 --> 00:41:43.508
I just urge you,

00:41:43.508 --> 00:41:45.947
to think about the kids in our public school system

00:41:45.947 --> 00:41:48.275
that we've already, we all know,

00:41:48.275 --> 00:41:50.954
are mostly Hispanic students.

00:41:50.954 --> 00:41:52.283
But thank you for your time.

00:41:52.283 --> 00:41:54.998
<v ->Yes, and I leave you with this thought,</v>

00:41:54.998 --> 00:41:58.748
if we consider the strife among racial groups

00:42:00.388 --> 00:42:02.805
and economic groups in this country,

00:42:02.805 --> 00:42:06.145
and throughout the world, it behooves us to grab

00:42:06.145 --> 00:42:09.865
this opportunity to allow kids to learn

00:42:09.865 --> 00:42:13.532
with scholarly work about themselves so that

00:42:16.551 --> 00:42:18.468
we respect one another.

00:42:20.616 --> 00:42:21.640
Period.

00:42:21.640 --> 00:42:22.473
Thank you.

00:42:24.546 --> 00:42:27.811
<v ->Folks have more questions for Ms. Ibarra?</v>

00:42:27.811 --> 00:42:29.061
Yes, Ms. Hardy.

00:42:31.672 --> 00:42:34.082
<v ->Ms. Ibarra, we're thankful for your presence here,</v>

00:42:34.082 --> 00:42:37.080
you're an excellent spokesperson for HOPE

00:42:37.080 --> 00:42:41.167
and I will say having been a teacher, and having done

00:42:41.167 --> 00:42:43.234
this kind of course work before,

00:42:43.234 --> 00:42:47.943
we often find out own favorite works that we like to use

00:42:47.943 --> 00:42:50.554
and I would imagine that the teachers that are already

00:42:50.554 --> 00:42:53.424
teaching this course have a passion for that course

00:42:53.424 --> 00:42:55.091
and have already found what they want to do,

00:42:55.091 --> 00:42:59.077
because I used to seek my own material.

00:42:59.077 --> 00:43:01.726
What is different now, than in the past,

00:43:01.726 --> 00:43:04.900
is and I don't agree with everything in House Bill 6,

00:43:04.900 --> 00:43:05.978
or Senate Bill 6,

00:43:05.978 --> 00:43:06.811
SB6,

00:43:07.862 --> 00:43:11.354
the school district is still obligated to pay for the

00:43:11.354 --> 00:43:15.354
materials that are decided upon by that teacher,

00:43:16.313 --> 00:43:20.169
whether it be something that's come through our

00:43:20.169 --> 00:43:22.162
adoption process or not.

00:43:22.162 --> 00:43:23.776
So, in the past,

00:43:23.776 --> 00:43:26.500
if it weren't a State adopted book,

00:43:26.500 --> 00:43:31.002
then it wasn't paid for by instructional funds,

00:43:31.002 --> 00:43:32.955
that is no longer the case.

00:43:32.955 --> 00:43:37.506
So, I venture to say that if you went back to the teachers

00:43:37.506 --> 00:43:38.645
who are teaching the course,

00:43:38.645 --> 00:43:40.793
they have some of their favorite books and those books

00:43:40.793 --> 00:43:44.681
are provided for them and so I'm confident that

00:43:44.681 --> 00:43:47.205
those school districts that are offering the course,

00:43:47.205 --> 00:43:49.713
will be finding really good material to teach

00:43:49.713 --> 00:43:51.046
the course from.

00:43:52.244 --> 00:43:55.118
Appreciate your efforts to come here and make that clear.

00:43:55.118 --> 00:43:59.285
I only wish that the media has jumped on this like

00:44:00.441 --> 00:44:03.597
crazy and I'm standing with my Hispanic friends,

00:44:03.597 --> 00:44:07.316
I'm not going to support anything that is

00:44:07.316 --> 00:44:10.335
that biased and hurtful to other people.

00:44:10.335 --> 00:44:12.208
And inaccurate.

00:44:12.208 --> 00:44:13.807
But the thing about it is,

00:44:13.807 --> 00:44:16.099
the media makes it sound like this is something that

00:44:16.099 --> 00:44:19.877
that State Board of Education is already

00:44:19.877 --> 00:44:22.991
supported and given its approval on,

00:44:22.991 --> 00:44:24.668
and we certainly have not,

00:44:24.668 --> 00:44:27.935
but just continue your good work and

00:44:27.935 --> 00:44:29.813
you know you've got our support.

00:44:29.813 --> 00:44:30.787
Thank you.

00:44:30.787 --> 00:44:32.088
<v Velma>Thank you so very much.</v>

00:44:32.088 --> 00:44:33.018
<v Donna>Mr. Cortez.</v>

00:44:33.018 --> 00:44:36.660
<v ->Ms. Ibarra, thank you for being here and just</v>

00:44:36.660 --> 00:44:38.137
Board members, just so you're aware,

00:44:38.137 --> 00:44:39.492
over the last several months,

00:44:39.492 --> 00:44:41.409
I have met with several

00:44:42.910 --> 00:44:45.316
ethnic study professors from across the State

00:44:45.316 --> 00:44:48.950
and I've put together a small Ad-hoc committee

00:44:48.950 --> 00:44:53.292
and they've taken a lot of time to go through

00:44:53.292 --> 00:44:55.887
read this book, look for those,

00:44:55.887 --> 00:45:00.054
errors, those comments that the media continues to

00:45:02.501 --> 00:45:03.334
print.

00:45:04.169 --> 00:45:06.054
I was on the phone with one of them yesterday.

00:45:06.054 --> 00:45:08.013
The chair of the committee,

00:45:08.013 --> 00:45:09.694
and he told me that the report's almost ready,

00:45:09.694 --> 00:45:11.072
I'm gonna make it available to all the Board

00:45:11.072 --> 00:45:12.595
so you all can see it.

00:45:12.595 --> 00:45:14.742
They're gonna put it in very simple formats,

00:45:14.742 --> 00:45:16.441
they'll tell you exactly where the errors at,

00:45:16.441 --> 00:45:20.232
what page, why the believe it's an error,

00:45:20.232 --> 00:45:24.361
they're using you know, they're gonna reference

00:45:24.361 --> 00:45:26.223
citations as to why,

00:45:26.223 --> 00:45:29.602
so that everyone of you can have an opportunity to see

00:45:29.602 --> 00:45:32.021
where their concerns are, but

00:45:32.021 --> 00:45:33.650
I've only seen

00:45:33.650 --> 00:45:35.173
portions of it in my Dropbox,

00:45:35.173 --> 00:45:36.997
I haven't read through the whole thing,

00:45:36.997 --> 00:45:39.196
but I've seen the back and forth between them

00:45:39.196 --> 00:45:42.827
and they're referencing how there's almost an error

00:45:42.827 --> 00:45:46.420
on every single page of this textbook.

00:45:46.420 --> 00:45:48.791
I'll make that available to all of you

00:45:48.791 --> 00:45:49.624
as soon as I get it,

00:45:49.624 --> 00:45:53.144
I'm told that I should get it early next week.

00:45:53.144 --> 00:45:55.292
But that's what I was told last week so it might

00:45:55.292 --> 00:45:58.718
be the week after that, but we're very close.

00:45:58.718 --> 00:46:01.200
I just ask that once you get it, please take time

00:46:01.200 --> 00:46:03.031
to look at it, I know it's very difficult for us

00:46:03.031 --> 00:46:04.791
on the Board to actually go through every single

00:46:04.791 --> 00:46:05.624
textbook,

00:46:06.804 --> 00:46:08.701
I can't pretend that I'm an expert in that field

00:46:08.701 --> 00:46:10.860
so I went out and sought experts who are in that

00:46:10.860 --> 00:46:12.759
field and even one from right here at the

00:46:12.759 --> 00:46:16.277
University of Texas at Austin who's a member of

00:46:16.277 --> 00:46:17.489
of that Committee

00:46:17.489 --> 00:46:20.001
and so I would just ask that you guys take an opportunity

00:46:20.001 --> 00:46:21.501
to read through it

00:46:22.431 --> 00:46:26.250
and I think you'll clearly see that some of the comments

00:46:26.250 --> 00:46:28.637
that have been mentioned in the media,

00:46:28.637 --> 00:46:32.455
are taken right out of what these scholars are saying

00:46:32.455 --> 00:46:34.397
is in the book

00:46:34.397 --> 00:46:36.583
and some of these are deeply offensive.

00:46:36.583 --> 00:46:39.016
I'll just ask of you to consider that as we embark

00:46:39.016 --> 00:46:42.355
on this conversation in the month of September and November.

00:46:42.355 --> 00:46:44.397
<v Donna>Dr. Dominguez.</v>

00:46:44.397 --> 00:46:48.280
<v ->Ms. Ibarra, thank you also for being here</v>

00:46:48.280 --> 00:46:50.863
and I, too, want to make sure that

00:46:51.921 --> 00:46:56.088
even though the State does reimburse school districts for

00:46:57.426 --> 00:46:59.009
materials that they

00:47:00.147 --> 00:47:04.829
use that are not adopted by the State Board of Education,

00:47:04.829 --> 00:47:08.379
for the State Board of Education just to even

00:47:08.379 --> 00:47:12.931
consider adopting such a book, because there will be

00:47:12.931 --> 00:47:17.516
one, if not, at least two or three school districts that might

00:47:17.516 --> 00:47:18.896
receive this book,

00:47:18.896 --> 00:47:22.217
and just the thought of having

00:47:22.217 --> 00:47:24.005
adopted this,

00:47:24.005 --> 00:47:27.362
is not good for children, and we have to remember

00:47:27.362 --> 00:47:29.762
that they are our only future.

00:47:29.762 --> 00:47:32.012
That's your future as well.

00:47:33.067 --> 00:47:36.143
Because, as we grow older, the ones that are gonna be leaders

00:47:36.143 --> 00:47:38.417
and so that is our task.

00:47:38.417 --> 00:47:39.250
Thank you.

00:47:40.090 --> 00:47:42.712
<v Donna>Yes, Mr. Rowley.</v>

00:47:42.712 --> 00:47:45.333
<v ->I look forward to receiving the information,</v>

00:47:45.333 --> 00:47:46.500
Member Cortez.

00:47:47.632 --> 00:47:50.973
I try not to draw too many conclusions from what I read

00:47:50.973 --> 00:47:52.556
in the media and so

00:47:53.418 --> 00:47:56.395
but certainly I have a high level of concern with regard

00:47:56.395 --> 00:47:58.961
to this textbook from what I've seen.

00:47:58.961 --> 00:48:01.731
But my comment is that I just want to point out the

00:48:01.731 --> 00:48:02.814
importance of

00:48:04.362 --> 00:48:05.914
our process,

00:48:05.914 --> 00:48:08.669
of reviewing instructional materials.

00:48:08.669 --> 00:48:11.008
I'm appreciative that this particular publisher

00:48:11.008 --> 00:48:13.812
did submit this material for this textbook

00:48:13.812 --> 00:48:16.145
for our review, some do not,

00:48:17.005 --> 00:48:21.004
and in instances when they are not submitted

00:48:21.004 --> 00:48:22.641
for our review,

00:48:22.641 --> 00:48:26.682
then any school district in Texas could've picked up

00:48:26.682 --> 00:48:29.045
that book and began to use it.

00:48:29.045 --> 00:48:31.866
I think the transparency

00:48:31.866 --> 00:48:35.783
and the fact that there is a public viewing and

00:48:37.093 --> 00:48:41.244
analysis of textbooks that are submitted through our

00:48:41.244 --> 00:48:43.448
process is invaluable.

00:48:43.448 --> 00:48:47.615
And I personally was concerned and am concerned that

00:48:49.048 --> 00:48:49.881
we're not

00:48:52.489 --> 00:48:55.635
that publishers aren't required to submit

00:48:55.635 --> 00:48:58.402
all of their publications through

00:48:58.402 --> 00:49:00.972
our process because I think it's very valuable

00:49:00.972 --> 00:49:03.865
and I think this situation points out the value

00:49:03.865 --> 00:49:08.785
of having a statewide process like what we afford

00:49:08.785 --> 00:49:10.073
for publishers.

00:49:10.073 --> 00:49:12.156
I'm speaking more to the legislature probably

00:49:12.156 --> 00:49:14.267
in this regard than anything.
<v Donna>Absolutely.</v>

00:49:14.267 --> 00:49:18.033
<v ->But I think it certain points out the fact that</v>

00:49:18.033 --> 00:49:20.075
without our process then all of these things would

00:49:20.075 --> 00:49:22.314
not have come to light.

00:49:22.314 --> 00:49:24.202
<v ->And I'd like to buttress that,</v>

00:49:24.202 --> 00:49:26.334
you know, members, we made a significant change

00:49:26.334 --> 00:49:28.946
and that's why this has been so widely available

00:49:28.946 --> 00:49:31.875
as will recall with this particular proclamation

00:49:31.875 --> 00:49:34.783
and all proclamations henceforth,

00:49:34.783 --> 00:49:38.097
these digital materials have to be submitted

00:49:38.097 --> 00:49:40.579
through a public portal that's available to anyone

00:49:40.579 --> 00:49:43.019
sitting at home who would like to download and look

00:49:43.019 --> 00:49:45.571
at the materials, have access to the materials,

00:49:45.571 --> 00:49:47.792
during the public review process.

00:49:47.792 --> 00:49:50.150
That is a change that we, as Board members,

00:49:50.150 --> 00:49:53.817
agreed was important for the future of looking at these

00:49:53.817 --> 00:49:57.007
because we have limitations of the

00:49:57.007 --> 00:50:00.544
hired panels that we bring together, reviewers that we have,

00:50:00.544 --> 00:50:02.940
that we pay a little stipend to to come and help us

00:50:02.940 --> 00:50:04.156
with these materials,

00:50:04.156 --> 00:50:08.481
that says limited numbers and without much broader access,

00:50:08.481 --> 00:50:11.431
that's now available, that we've made available online,

00:50:11.431 --> 00:50:14.280
we would not have had the opportunity for as many people

00:50:14.280 --> 00:50:16.533
to see it because as you will recall,

00:50:16.533 --> 00:50:18.892
previously before this proclamation,

00:50:18.892 --> 00:50:22.042
to see the review materials under consideration

00:50:22.042 --> 00:50:25.055
you had to go to an education service center.

00:50:25.055 --> 00:50:27.452
It was not required,

00:50:27.452 --> 00:50:30.469
that's the way you got to view the materials.

00:50:30.469 --> 00:50:32.465
We had an optional viewing

00:50:32.465 --> 00:50:33.936
during our last proclamation,

00:50:33.936 --> 00:50:36.751
that was optional for publishers because we weren't

00:50:36.751 --> 00:50:39.543
far enough down the process, but now it's required.

00:50:39.543 --> 00:50:42.675
It's proof positive of the kind of moves the Board

00:50:42.675 --> 00:50:45.214
is making to make this material available and

00:50:45.214 --> 00:50:47.567
Ms. Ibarra, I just wanted to let you know,

00:50:47.567 --> 00:50:50.072
that I know myself, and many other Board members

00:50:50.072 --> 00:50:51.936
if not all of us have

00:50:51.936 --> 00:50:54.984
forwarded links to our proclamation

00:50:54.984 --> 00:50:56.164
with your book

00:50:56.164 --> 00:50:58.205
that you're concerned about to

00:50:58.205 --> 00:51:02.973
our friends and to our networks to try to get feedback and

00:51:02.973 --> 00:51:04.829
to make sure that people know we need to hear

00:51:04.829 --> 00:51:05.919
the feedback,

00:51:05.919 --> 00:51:09.173
we need specific errors submitted so

00:51:09.173 --> 00:51:12.090
we're actively seeking comments and

00:51:12.926 --> 00:51:16.616
errors, to find errors for us in materials like this.

00:51:16.616 --> 00:51:21.352
I just want you to know that we appreciate the effort.

00:51:21.352 --> 00:51:22.852
Thank you so much.

00:51:25.175 --> 00:51:29.342
<v Voiceover>Al Maldonado, followed by Randy Houchins.</v>

00:51:32.642 --> 00:51:33.725
Al Maldonado.

00:51:57.651 --> 00:51:59.349
<v Donna>Mr. Maldonado, you can go ahead.</v>

00:51:59.349 --> 00:52:01.441
<v ->Thank you, Madame Chair and members of the Board.</v>

00:52:01.441 --> 00:52:03.102
<v Donna>I don't think your microphone is on.</v>

00:52:03.102 --> 00:52:05.316
Is the green light there,

00:52:05.316 --> 00:52:06.899
the wireless there?

00:52:09.907 --> 00:52:10.740
Thank you.

00:52:15.309 --> 00:52:17.577
<v ->Madame Chair and members of the Board, good morning.</v>

00:52:17.577 --> 00:52:19.913
My name is Al Maldonado from Houston, Texas.

00:52:19.913 --> 00:52:22.383
I'm here representing Hispanics Organized for Political

00:52:22.383 --> 00:52:24.044
Education, HOPE,

00:52:24.044 --> 00:52:26.420
a State wide advocacy group consisting of civic and

00:52:26.420 --> 00:52:28.229
community leaders that promotes the

00:52:28.229 --> 00:52:29.903
well-being of all Texans.

00:52:29.903 --> 00:52:32.428
We work in collaboration with other State wide organizations

00:52:32.428 --> 00:52:35.601
such as the League of United Latin American Citizens, LULAC,

00:52:35.601 --> 00:52:37.491
of which I am 30 year member,

00:52:37.491 --> 00:52:40.231
Mexican-American legal defense and educational fund,

00:52:40.231 --> 00:52:42.337
as well as worked intimately with the Mexican-American

00:52:42.337 --> 00:52:45.227
legislative caucus, and the Senate Hispanic caucus.

00:52:45.227 --> 00:52:47.522
On behalf of HOPE, I'm here to speak against the adoption

00:52:47.522 --> 00:52:50.519
of the proposed Mexican-American studies textbook

00:52:50.519 --> 00:52:53.651
entitled Mexican-American Heritage.

00:52:53.651 --> 00:52:56.081
Although I have not personally reviewed the textbook,

00:52:56.081 --> 00:52:58.349
nor am I a scholar to this area,

00:52:58.349 --> 00:53:00.361
I have spoken to several of my colleagues, including

00:53:00.361 --> 00:53:03.398
two former Mexican-American studies professors

00:53:03.398 --> 00:53:05.451
at the University of Houston,

00:53:05.451 --> 00:53:09.612
and they all described common inaccuracies with the book.

00:53:09.612 --> 00:53:12.554
There was an article in the Austin American Statesman

00:53:12.554 --> 00:53:13.941
this past Monday,

00:53:13.941 --> 00:53:17.504
and it basically reflects a good accurate description

00:53:17.504 --> 00:53:19.017
of the inaccuracies.

00:53:19.017 --> 00:53:20.604
Among them, and I quote,

00:53:20.604 --> 00:53:22.467
"Disregards recent scholarship on the history of

00:53:22.467 --> 00:53:25.492
"Mexican-American immigration, literary contributions

00:53:25.492 --> 00:53:28.080
"and civil rights, feminists, and labor of movements

00:53:28.080 --> 00:53:30.793
"Ignores the early foundations of Tejano history.

00:53:30.793 --> 00:53:32.768
"Characterizing Mexican-American labor leaders

00:53:32.768 --> 00:53:35.706
"as social and political threats to American society,

00:53:35.706 --> 00:53:38.481
"and ignores the contributions of indigenous civilizations

00:53:38.481 --> 00:53:42.856
"in math, astronomy, philosophy, and art" unquote.

00:53:42.856 --> 00:53:45.569
In addition, Mexican-American study scholars

00:53:45.569 --> 00:53:48.007
including the two former Mexican-American professors,

00:53:48.007 --> 00:53:49.932
and members of our community consider the derogatory

00:53:49.932 --> 00:53:51.670
racially bias.

00:53:51.670 --> 00:53:54.983
It was discovered that on page 30 of the textbooks,

00:53:54.983 --> 00:53:56.045
this is what they're telling me,

00:53:56.045 --> 00:53:59.058
the Aztecs are labeled "bloodlust" quote, unquote.

00:53:59.058 --> 00:54:00.758
And they also found passages where

00:54:00.758 --> 00:54:03.430
Mexicans who fought for Texas' independence are

00:54:03.430 --> 00:54:06.752
characterized as, quote unquote "terrorists."

00:54:06.752 --> 00:54:09.469
If these characterizations were used to describe the

00:54:09.469 --> 00:54:12.106
American colonists, or founding fathers,

00:54:12.106 --> 00:54:15.257
there would've been requests and bitter outcry.

00:54:15.257 --> 00:54:17.219
Although the authors may be educators, they are not

00:54:17.219 --> 00:54:19.522
recognized and viewed as scholars in the area of

00:54:19.522 --> 00:54:21.016
Mexican-American Studies,

00:54:21.016 --> 00:54:22.984
as a result, they lack the credentials to author

00:54:22.984 --> 00:54:24.975
such a textbook, which is clearly reflected

00:54:24.975 --> 00:54:27.252
by the lack of understanding of the Mexican-American

00:54:27.252 --> 00:54:28.527
experience.

00:54:28.527 --> 00:54:31.715
In closing, over 50% of the students in Texas public schools

00:54:31.715 --> 00:54:32.865
are Hispanic,

00:54:32.865 --> 00:54:35.240
the time is past due for them to study and learn about

00:54:35.240 --> 00:54:37.178
their history, heritage, and culture

00:54:37.178 --> 00:54:39.403
and selecting a textbook that is worthy,

00:54:39.403 --> 00:54:41.178
the Hispanic community insist

00:54:41.178 --> 00:54:43.066
that it addresses the achievements of members of our

00:54:43.066 --> 00:54:45.941
community and the significant contributions

00:54:45.941 --> 00:54:48.366
they've made to our great country.

00:54:48.366 --> 00:54:51.592
The proposed textbook does not meet this criteria.

00:54:51.592 --> 00:54:54.242
For the good and welfare of our great State of Texas,

00:54:54.242 --> 00:54:56.055
HOPE respectfully requests,

00:54:56.055 --> 00:54:58.455
that this body vote against the adoption of the

00:54:58.455 --> 00:55:02.543
proposed textbook until a more civil one is presented.

00:55:02.543 --> 00:55:04.230
Thank you for your time.

00:55:04.230 --> 00:55:05.968
<v ->Any questions?</v>

00:55:05.968 --> 00:55:06.893
Thank you so much, sir.

00:55:06.893 --> 00:55:08.643
We really appreciate it.

00:55:10.052 --> 00:55:14.994
<v Voiceover>Randy Houchins followed by Amy Houchins.</v>

00:55:14.994 --> 00:55:16.244
Randy Houchins.

00:55:32.633 --> 00:55:34.446
<v Donna>Randy is it on?</v>

00:55:34.446 --> 00:55:37.159
The green light, there should be a green light.

00:55:37.159 --> 00:55:39.509
<v ->Okay it's on now.
<v Donna>Great, thank you.</v>

00:55:39.509 --> 00:55:41.496
<v ->Many parents were encouraged after the discussions</v>

00:55:41.496 --> 00:55:43.997
on Math TEKS during the April meeting.

00:55:43.997 --> 00:55:46.197
Some were upset that the review could not take place

00:55:46.197 --> 00:55:49.110
over the summer as the 2015 sample questions

00:55:49.110 --> 00:55:51.072
have been released.

00:55:51.072 --> 00:55:53.260
This frustration was the impetus for the petition

00:55:53.260 --> 00:55:54.673
that is circulating.

00:55:54.673 --> 00:55:57.060
I was not the originator of the petition,

00:55:57.060 --> 00:55:58.560
but I did sign it.

00:55:59.831 --> 00:56:02.096
I want to thank this Board for setting up a math

00:56:02.096 --> 00:56:03.618
work session in September,

00:56:03.618 --> 00:56:05.725
since this will not be a public meeting,

00:56:05.725 --> 00:56:07.843
and you are going to bring in members of the team

00:56:07.843 --> 00:56:09.749
that wrote and reviewed these standards,

00:56:09.749 --> 00:56:13.758
I encourage you to get the input from Dr. Milgram.

00:56:13.758 --> 00:56:15.791
Listening to Wednesday's meeting, Mr. Morath

00:56:15.791 --> 00:56:17.712
threw it back to you saying,

00:56:17.712 --> 00:56:20.351
"As in all matters of the standards, it is the purview

00:56:20.351 --> 00:56:22.164
"of the SBOE

00:56:22.164 --> 00:56:25.876
"and we support you in anyway y'all decide to go.

00:56:25.876 --> 00:56:28.839
"It is clear to the public that if anything is to be done,

00:56:28.839 --> 00:56:31.777
"it will be done by this Board."

00:56:31.777 --> 00:56:33.627
Also from the meeting on Wednesday,

00:56:33.627 --> 00:56:36.415
it seems Mr. Morath believes that it is only the process

00:56:36.415 --> 00:56:40.240
standards in a classroom implementation problem in math.

00:56:40.240 --> 00:56:41.803
But this is incorrect.

00:56:41.803 --> 00:56:44.078
Yes, the process standards are outside of the particular

00:56:44.078 --> 00:56:46.878
core content, core knowledge area,

00:56:46.878 --> 00:56:49.341
I wished he hadn't used the word, 'core.'

00:56:49.341 --> 00:56:51.504
The process standards muddy the issue and are not

00:56:51.504 --> 00:56:53.717
necessary to be in the standards to teach any of

00:56:53.717 --> 00:56:55.217
the content knowledge.

00:56:55.217 --> 00:56:58.405
As Dr. Milgram stated, "There is no process that works

00:56:58.405 --> 00:57:01.230
"for problem solving unless you understand the actual

00:57:01.230 --> 00:57:03.680
"subject matter you are talking about.

00:57:03.680 --> 00:57:05.955
"Processes work in conjunction with knowledge

00:57:05.955 --> 00:57:08.706
"of a subject matter, not in place of it."

00:57:08.706 --> 00:57:10.981
It is not just the process standards as I identified

00:57:10.981 --> 00:57:12.981
in the report I gave you in April,

00:57:12.981 --> 00:57:15.956
the content standards also call out multiple methods

00:57:15.956 --> 00:57:17.744
and use the word, 'including.'

00:57:17.744 --> 00:57:20.407
This means these methods must be taught

00:57:20.407 --> 00:57:22.644
and, as I demonstrated, these methodologies are showing

00:57:22.644 --> 00:57:24.557
up on the STAAR Assessments.

00:57:24.557 --> 00:57:26.470
As a reminder, I've included one example from my

00:57:26.470 --> 00:57:27.382
April report,

00:57:27.382 --> 00:57:30.270
where third grade content TEK calls for seven methods

00:57:30.270 --> 00:57:33.083
to be taught for solving one-step and two-step

00:57:33.083 --> 00:57:35.383
problems involving multiplication and division

00:57:35.383 --> 00:57:37.083
within a hundred.

00:57:37.083 --> 00:57:39.146
Note the seven methods are called out in the content

00:57:39.146 --> 00:57:40.421
standard.

00:57:40.421 --> 00:57:42.334
One could say that if each process standard

00:57:42.334 --> 00:57:45.972
must be taught in conjunction with these content standards

00:57:45.972 --> 00:57:49.889
you'd have to teach 49 things for this one TEK.

00:57:51.135 --> 00:57:52.897
And I gave you the example.

00:57:52.897 --> 00:57:55.323
The highlighted yellow is

00:57:55.323 --> 00:57:58.273
where he calls out objects, pictorial models, rays,

00:57:58.273 --> 00:58:01.136
area models equal groups, properties of operations,

00:58:01.136 --> 00:58:02.086
and recall of facts.

00:58:02.086 --> 00:58:05.074
That's in the content standards.

00:58:05.074 --> 00:58:07.361
When you bring in your panel for September work session,

00:58:07.361 --> 00:58:09.937
don't take the experts word for this reformed math

00:58:09.937 --> 00:58:12.062
that this reformed math is better.

00:58:12.062 --> 00:58:15.337
Make them produce research where it has been proven to work.

00:58:15.337 --> 00:58:17.875
They should provide independent research that has

00:58:17.875 --> 00:58:20.338
nothing to do with the people developing or writing

00:58:20.338 --> 00:58:22.275
or selling this material.

00:58:22.275 --> 00:58:25.001
This is where their argument falls apart.

00:58:25.001 --> 00:58:28.063
There is no research this reformed mathematics pedagogy

00:58:28.063 --> 00:58:29.613
works.

00:58:29.613 --> 00:58:31.576
At least not to teach mathematics.

00:58:31.576 --> 00:58:34.801
This reformed education pedagogy is an ideology

00:58:34.801 --> 00:58:37.527
with its roots in social justice and equal outcomes

00:58:37.527 --> 00:58:40.440
whether those that are implementing it in the classroom

00:58:40.440 --> 00:58:42.202
understand that or not.

00:58:42.202 --> 00:58:44.240
This is why the math academies for teachers...

00:58:44.240 --> 00:58:45.848
I'm almost done.

00:58:45.848 --> 00:58:47.287
<v Donna>Final thought.</v>

00:58:47.287 --> 00:58:49.608
<v ->Will not solve the problem, training in how to teach</v>

00:58:49.608 --> 00:58:51.301
bad math will not help the fact that it's still

00:58:51.301 --> 00:58:52.595
bad math.

00:58:52.595 --> 00:58:54.777
This is not an implementation problem.

00:58:54.777 --> 00:58:56.476
The problems of falling test scores should not be

00:58:56.476 --> 00:58:57.819
blamed on teachers.

00:58:57.819 --> 00:58:59.993
I know I'm out of time but please take a look at the data

00:58:59.993 --> 00:59:02.809
I've found on test scores and minimum passing scores

00:59:02.809 --> 00:59:04.350
for the STAAR Mathematics.

00:59:04.350 --> 00:59:05.183
Thank you.

00:59:06.946 --> 00:59:08.127
<v ->Thank you, Mr. Houchins.</v>

00:59:08.127 --> 00:59:10.619
Is there a question?

00:59:10.619 --> 00:59:13.869
I do want to clear up something that you said,

00:59:13.869 --> 00:59:15.008
that it wasn't a public meeting,

00:59:15.008 --> 00:59:17.051
it actually is a public meeting,

00:59:17.051 --> 00:59:20.376
it's just that it's invited testimony only.

00:59:20.376 --> 00:59:22.456
So, it will definitely be open to the public.

00:59:22.456 --> 00:59:23.701
<v Mr. Houchins>Okay, I was under the impression</v>

00:59:23.701 --> 00:59:24.534
that it wasn't.

00:59:24.534 --> 00:59:25.670
<v ->No, no, you can come,</v>

00:59:25.670 --> 00:59:27.191
it's just that we, were

00:59:27.191 --> 00:59:30.106
specifically seeking input from invited testifiers

00:59:30.106 --> 00:59:33.648
which are mostly centered around the folks who

00:59:33.648 --> 00:59:36.052
worked on the original review teams, as I understand it.

00:59:36.052 --> 00:59:38.719
Am I correct in that, members?

00:59:38.719 --> 00:59:41.430
And so, anyway, that's what it is.

00:59:41.430 --> 00:59:42.756
But no it's a public meeting.

00:59:42.756 --> 00:59:46.025
Right now, it's scheduled for the morning of September 13th.

00:59:46.025 --> 00:59:47.199
<v Mr. Houchins>All right, I look forward to it.</v>

00:59:47.199 --> 00:59:48.752
<v ->Okay, any other questions?</v>

00:59:48.752 --> 00:59:50.002
Yes, Ms. Miller?

00:59:50.936 --> 00:59:54.203
Okay, Ms. Miller can you turn on your mic?

00:59:54.203 --> 00:59:56.286
(laughs)

00:59:57.174 --> 00:59:59.155
<v Ms. Miller>Trying to get used to this.</v>

00:59:59.155 --> 01:00:03.322
Could you go on an explain the bottom half of that (mumbles)

01:00:04.430 --> 01:00:08.498
about Competency-Based Education, Collaborative Learning.

01:00:08.498 --> 01:00:11.272
<v ->Yeah there was a lot of talk about Collaborative Learning</v>

01:00:11.272 --> 01:00:13.310
and it's also called Project-Based Learning,

01:00:13.310 --> 01:00:16.389
or Competency-Based Education.

01:00:16.389 --> 01:00:18.800
How that looks in the classroom,

01:00:18.800 --> 01:00:21.217
it forces students that already know a concept

01:00:21.217 --> 01:00:22.904
to teach the other children in the group

01:00:22.904 --> 01:00:24.667
instead of moving on to another skill.

01:00:24.667 --> 01:00:27.218
So, those students are held back, and this is how

01:00:27.218 --> 01:00:29.107
they equalize the outcome,

01:00:29.107 --> 01:00:31.828
Those kids that understand the material end up

01:00:31.828 --> 01:00:33.549
in these group study sessions

01:00:33.549 --> 01:00:35.227
teaching the other students.

01:00:35.227 --> 01:00:38.060
The teachers not what they call t'he sage on the stage,'

01:00:38.060 --> 01:00:39.252
it's the guide on the side.

01:00:39.252 --> 01:00:42.720
I really think that's unfair for students

01:00:42.720 --> 01:00:46.645
who have the potential to move ahead in a subject

01:00:46.645 --> 01:00:48.812
or get farther ahead.

01:00:48.812 --> 01:00:52.979
It's not allowed when you have this collaborative learning.

01:00:54.389 --> 01:00:58.147
Just as Carol Hanes said in Tuesday's testimony,

01:00:58.147 --> 01:01:01.496
"collaboration is a methodology for teaching."

01:01:01.496 --> 01:01:04.677
I have big questions on how you measure that.

01:01:04.677 --> 01:01:06.486
It's very subjective.

01:01:06.486 --> 01:01:08.558
They talked about there being a rubric,

01:01:08.558 --> 01:01:10.304
y'all should review that rubric,

01:01:10.304 --> 01:01:13.108
who developed the rubric and is it

01:01:13.108 --> 01:01:15.941
has it been proven to be accurate.

01:01:16.876 --> 01:01:18.898
<v ->Any other questions?</v>

01:01:18.898 --> 01:01:20.398
Oh yes, Mr. Rowley.

01:01:22.344 --> 01:01:26.362
<v ->Madame Chair, I'm not sure of the format</v>

01:01:26.362 --> 01:01:29.445
for our work study session coming up,

01:01:30.283 --> 01:01:33.950
but I would invite Mr. Houchins to be there.

01:01:39.076 --> 01:01:42.909
It might be that I would invite him to testify

01:01:44.716 --> 01:01:46.164
and I need to think about that.

01:01:46.164 --> 01:01:47.533
(laughs)

01:01:47.533 --> 01:01:50.076
<v ->I know staff was working, will be working</v>

01:01:50.076 --> 01:01:54.841
and we're taking who you wanted to hear from list.

01:01:54.841 --> 01:01:57.239
That's the email that I sent out in May to say

01:01:57.239 --> 01:01:59.322
please let Renee know who

01:02:00.514 --> 01:02:02.220
in addition to the work teams,

01:02:02.220 --> 01:02:05.827
she was gonna look at the list and let us know

01:02:05.827 --> 01:02:08.310
who were on the teams.

01:02:08.310 --> 01:02:11.757
I know a couple of members submitted a couple of folks.

01:02:11.757 --> 01:02:13.426
<v ->If you're able to be there Mr. Houchins</v>

01:02:13.426 --> 01:02:15.618
I would invite you to come.

01:02:15.618 --> 01:02:18.278
We'll see about you getting on the list.

01:02:18.278 --> 01:02:19.760
<v Donna>We want to make sure we get it done</v>

01:02:19.760 --> 01:02:21.093
in that morning.

01:02:22.434 --> 01:02:24.424
<v ->Here's my point.</v>

01:02:24.424 --> 01:02:27.755
Mr. Houchins has done a tremendous amount of work.

01:02:27.755 --> 01:02:28.588
<v ->Yeah he has.</v>

01:02:28.588 --> 01:02:30.654
<v ->And I haven't always agreed with your testimony, by the way</v>

01:02:30.654 --> 01:02:31.781
<v Mr. Houchins>Fair enough.</v>

01:02:31.781 --> 01:02:33.182
<v ->On the record,</v>

01:02:33.182 --> 01:02:36.682
but I am very appreciative as a parent and

01:02:38.077 --> 01:02:40.178
that's your investment,

01:02:40.178 --> 01:02:41.244
that's your--

01:02:41.244 --> 01:02:42.077
<v Donna>Hours.</v>

01:02:42.077 --> 01:02:44.993
<v ->Yeah, your stake in this.</v>

01:02:44.993 --> 01:02:46.351
My understanding, you're not an educator

01:02:46.351 --> 01:02:48.100
not a teacher necessarily but your a parent.

01:02:48.100 --> 01:02:49.248
<v Mr. Houchins>Right, I stand to gain nothing financially</v>

01:02:49.248 --> 01:02:50.588
from...
<v ->Precisely.</v>

01:02:50.588 --> 01:02:55.575
And you have spent a great deal of time educating me

01:02:55.575 --> 01:02:57.908
and others about this issue.

01:02:58.917 --> 01:03:01.000
And so I would appreciate

01:03:02.754 --> 01:03:05.853
input from Mr. Houchins and other

01:03:05.853 --> 01:03:09.887
folks like him whenever we have a work session because

01:03:09.887 --> 01:03:12.541
Mr. Houchins is directly effected by this.

01:03:12.541 --> 01:03:16.919
And has spent a great deal of time and effort on this topic.

01:03:16.919 --> 01:03:21.889
<v ->In fact, it's cost me $42,000 with tutoring at Sylvan.</v>

01:03:21.889 --> 01:03:23.387
<v Mr. Rowley>Oh really?</v>

01:03:23.387 --> 01:03:25.715
<v ->Yeah I don't make anything from this, it's costing.</v>

01:03:25.715 --> 01:03:27.493
<v ->So you have a financial investment in this.</v>

01:03:27.493 --> 01:03:28.385
(laughs)

01:03:28.385 --> 01:03:30.835
Thank you, Mr. Houchins, I appreciate that.

01:03:30.835 --> 01:03:32.598
<v ->Yes, Ms. Cargill?</v>

01:03:32.598 --> 01:03:35.573
<v ->Well, Renee if you would add Dr. Milgram to the</v>

01:03:35.573 --> 01:03:38.174
invitation list, since he was one of the original

01:03:38.174 --> 01:03:42.329
experts, I know, he withdrew at one point but

01:03:42.329 --> 01:03:44.737
he might be willing to come and

01:03:44.737 --> 01:03:47.575
that's one of the requests from Randy so I thought

01:03:47.575 --> 01:03:51.492
it might be nice to honor that, if he can come.

01:03:53.757 --> 01:03:55.155
<v ->Any other questions?</v>

01:03:55.155 --> 01:03:56.061
Thank you so much, Randy.

01:03:56.061 --> 01:03:57.609
Really, we do appreciate,

01:03:57.609 --> 01:04:00.750
you put a lot of effort into trying to help us to

01:04:00.750 --> 01:04:02.163
look at this.

01:04:02.163 --> 01:04:03.650
<v Mr. Houchins>I look forward to release of the</v>

01:04:03.650 --> 01:04:04.567
2016 STAAR.

01:04:05.425 --> 01:04:06.851
<v ->Yeah that's coming in August.</v>

01:04:06.851 --> 01:04:08.838
That's coming in August, and that's why we did

01:04:08.838 --> 01:04:11.301
the work session after the full test had been released

01:04:11.301 --> 01:04:13.089
because the first time we've gotten a chance to look

01:04:13.089 --> 01:04:15.139
at the full test based on the new standards.

01:04:15.139 --> 01:04:17.164
We've had samples but not the full test.

01:04:17.164 --> 01:04:18.889
<v Mr. Houchins>Why are they not releasing the 2015?</v>

01:04:18.889 --> 01:04:20.341
is it...

01:04:20.341 --> 01:04:23.227
<v ->Because they need a bank, as I understand it now,</v>

01:04:23.227 --> 01:04:25.265
assessment's not here but, as I understand it,

01:04:25.265 --> 01:04:30.265
they needed to build up a bank based on the new standards

01:04:30.265 --> 01:04:31.753
and so it takes a while to do that,

01:04:31.753 --> 01:04:32.816
and that's what I understand.

01:04:32.816 --> 01:04:34.553
<v Mr. Houchins>That makes sense I just didn't know--</v>

01:04:34.553 --> 01:04:36.616
<v ->Maybe that's a question that we could ask when we have</v>

01:04:36.616 --> 01:04:37.866
the work session.

01:04:37.866 --> 01:04:39.679
<v ->I wanted to see how many.</v>

01:04:39.679 --> 01:04:42.129
<v Donna>Okay, Ms. Hardy knows more than I do about it.</v>

01:04:42.129 --> 01:04:43.504
<v ->I wanted to see how many total questions were</v>

01:04:43.504 --> 01:04:45.879
process related because as you see

01:04:45.879 --> 01:04:47.792
in the report here,

01:04:47.792 --> 01:04:50.830
up to 30% of the questions are process related

01:04:50.830 --> 01:04:53.330
on the 50% of the questions they released.

01:04:53.330 --> 01:04:56.230
So, if the other half, you're talking close to

01:04:56.230 --> 01:04:58.318
60% on process, not content--

01:04:58.318 --> 01:04:59.856
<v Donna>That's why we wanted to wait until September</v>

01:04:59.856 --> 01:05:01.781
because we really wanted to have the full release on the

01:05:01.781 --> 01:05:03.931
tests that we could really analyze,

01:05:03.931 --> 01:05:06.244
all of it not just have a partial discussion.

01:05:06.244 --> 01:05:08.482
<v ->Makes sense. All right, thank you.</v>

01:05:08.482 --> 01:05:10.244
<v ->Okay, thank you.</v>

01:05:10.244 --> 01:05:13.520
<v Voiceover>Amy Houchins followed by Matt Buener.</v>

01:05:13.520 --> 01:05:14.603
Amy Houchins.

01:05:34.459 --> 01:05:36.522
<v ->Good morning, my name is Amy Houchins,</v>

01:05:36.522 --> 01:05:38.822
I'm the mother of two middle school students,

01:05:38.822 --> 01:05:41.947
I'm also a pharmacist, and I use math everyday.

01:05:41.947 --> 01:05:44.948
I've been involved in the Math TEKS and accountability

01:05:44.948 --> 01:05:48.176
assessment and college career ready struggles,

01:05:48.176 --> 01:05:50.430
for a while now, behind the scenes.

01:05:50.430 --> 01:05:52.644
I've a pretty bad fear of public speaking

01:05:52.644 --> 01:05:54.588
but I feel that I must speak up,

01:05:54.588 --> 01:05:56.073
not only for my children,

01:05:56.073 --> 01:05:57.356
but for all of the children in the

01:05:57.356 --> 01:05:59.786
Texas public school system.

01:05:59.786 --> 01:06:02.243
We have heard over and over how the new Math TEKS

01:06:02.243 --> 01:06:04.808
were supposed to increase understanding and rigor

01:06:04.808 --> 01:06:07.347
and lead to stellar assessment results.

01:06:07.347 --> 01:06:09.847
Let's review some of the data.

01:06:10.830 --> 01:06:13.330
So, in this handout from Randy,

01:06:16.486 --> 01:06:18.579
I didn't print this up too because there's no sense in

01:06:18.579 --> 01:06:20.132
reinventing the wheel.

01:06:20.132 --> 01:06:23.682
On page four, we have NAEP trims and math scores

01:06:23.682 --> 01:06:25.518
these are national scores

01:06:25.518 --> 01:06:27.854
and as you can see over time,

01:06:27.854 --> 01:06:30.149
they've been trending somewhat upward.

01:06:30.149 --> 01:06:32.404
This is going through 2012.

01:06:32.404 --> 01:06:35.738
There's not more results yet, done out.

01:06:35.738 --> 01:06:37.952
But through 2012 things are trending upward,

01:06:37.952 --> 01:06:39.789
age 17, kind of flat,

01:06:39.789 --> 01:06:44.055
but by that time, you pretty much know what you know.

01:06:44.055 --> 01:06:48.685
Eighth grade NAEP scores, Texas versus the nation.

01:06:48.685 --> 01:06:51.818
On this, you'll notice positive progress until

01:06:51.818 --> 01:06:55.827
the common core-esque things started creeping in

01:06:55.827 --> 01:06:57.947
and now there is a dip

01:06:57.947 --> 01:06:59.462
with the new standards.

01:06:59.462 --> 01:07:02.567
So from 11 to 15 you start seeing the dip.

01:07:02.567 --> 01:07:05.145
Also we were hearing that, "Oh Texas isn't doing as

01:07:05.145 --> 01:07:06.414
"well as the nation,"

01:07:06.414 --> 01:07:08.021
now granted this is fourth grade,

01:07:08.021 --> 01:07:11.078
but you can see that Texas was trending above the nation

01:07:11.078 --> 01:07:13.969
and now everybody is trending down.

01:07:13.969 --> 01:07:16.471
Eighth grade NAEP scores,

01:07:16.471 --> 01:07:19.807
this is national, this is showing how overall

01:07:19.807 --> 01:07:23.618
in the advance proficient and basic even the last level,

01:07:23.618 --> 01:07:24.939
the tenth percentile,

01:07:24.939 --> 01:07:28.530
things starting in 13, they're starting to trend down.

01:07:28.530 --> 01:07:31.032
Everyone is trending down.

01:07:31.032 --> 01:07:34.622
Fourth grade NAEP scores from 1990, 2015

01:07:34.622 --> 01:07:36.511
Texas versus nation.

01:07:36.511 --> 01:07:39.528
What to take out of this is the nation is trending down

01:07:39.528 --> 01:07:43.333
Texas is flat to a slight improvement,

01:07:43.333 --> 01:07:47.309
there may be a possible answer to that.

01:07:47.309 --> 01:07:50.659
They're again, fourth grade NAEP scores 1990 to 2015

01:07:50.659 --> 01:07:54.748
by percentile flattening or trending downward.

01:07:54.748 --> 01:07:58.350
On page 9, we have a chart from the TEA website,

01:07:58.350 --> 01:08:01.740
this is how they convert raw scores to scale scores.

01:08:01.740 --> 01:08:04.049
So when you see the,

01:08:04.049 --> 01:08:06.211
when you get your review,

01:08:06.211 --> 01:08:08.795
your report for you student,

01:08:08.795 --> 01:08:11.568
this shows how many questions out of the total

01:08:11.568 --> 01:08:13.208
they got right.

01:08:13.208 --> 01:08:16.114
On the next page, page 10-14,

01:08:16.114 --> 01:08:19.865
this is a chart of grades three through eight

01:08:19.865 --> 01:08:22.008
basically the raw scores table,

01:08:22.008 --> 01:08:25.985
what percent you had to have for a minimum passing score

01:08:25.985 --> 01:08:27.416
on the math.

01:08:27.416 --> 01:08:30.249
We have things just above 50%

01:08:31.229 --> 01:08:32.729
35% you know,

01:08:34.104 --> 01:08:36.831
not very high percent to pass,

01:08:36.831 --> 01:08:39.126
this is a minimum passing score.

01:08:39.126 --> 01:08:43.379
The 14-15 to 15-16 passing standards are so much

01:08:43.379 --> 01:08:44.810
lower than before

01:08:44.810 --> 01:08:48.442
for the majority except for eighth grade.

01:08:48.442 --> 01:08:50.467
<v Donna>If you could kind of wrap up, that'd be great.</v>

01:08:50.467 --> 01:08:53.910
<v ->On page 11, you'll notice that for Algebra I,</v>

01:08:53.910 --> 01:08:55.395
this gives your higher math things,

01:08:55.395 --> 01:08:59.478
for algebra one minimum passing score is 37%

01:09:01.605 --> 01:09:05.399
what do kids really know if you can pass with just

01:09:05.399 --> 01:09:06.316
a 37%?

01:09:07.964 --> 01:09:10.866
There is a big difference, seems like a big difference in

01:09:10.866 --> 01:09:13.053
the red line going from Algebra I in the fall

01:09:13.053 --> 01:09:16.498
to the spring but that is one question,

01:09:16.498 --> 01:09:19.386
the standard was one question more.

01:09:19.386 --> 01:09:20.831
Some of these things aren't charted out

01:09:20.831 --> 01:09:23.822
because there was no data available.

01:09:23.822 --> 01:09:26.473
Randy referenced from page 12

01:09:26.473 --> 01:09:30.640
this a chart that the number of questions testing process

01:09:32.139 --> 01:09:35.139
so if about half of them are testing

01:09:36.324 --> 01:09:39.159
process on the test, then you have to kind of double

01:09:39.159 --> 01:09:41.049
that last column on the right.

01:09:41.049 --> 01:09:44.640
Now, fourth grade, the other page I gave you all

01:09:44.640 --> 01:09:46.566
was that TEA release

01:09:46.566 --> 01:09:51.143
and they were all saying about how everything's trending up.

01:09:51.143 --> 01:09:54.604
<v Donna>Go ahead and kind of wrap up that last thought.</v>

01:09:54.604 --> 01:09:57.829
<v ->This right here - so it looks like math is doing great</v>

01:09:57.829 --> 01:10:01.329
and there was all of this stuff about how,

01:10:02.820 --> 01:10:06.078
how 13 of the 17 assessments showed gained,

01:10:06.078 --> 01:10:09.182
when compared to the 2015 standard.

01:10:09.182 --> 01:10:11.655
This is 2016 test and needs to be compared to

01:10:11.655 --> 01:10:13.833
the 2016 standard.

01:10:13.833 --> 01:10:16.948
They mention that down further at the higher passing

01:10:16.948 --> 01:10:19.861
standard, passing rates were up on six assessments

01:10:19.861 --> 01:10:22.226
and down or flat on 11.

01:10:22.226 --> 01:10:24.874
So what's listed up at the top, you're thinking,

01:10:24.874 --> 01:10:29.375
"Oh great, 76% were up on 76% of these,"

01:10:29.375 --> 01:10:32.455
but when you actually apply the 2016 standards to

01:10:32.455 --> 01:10:36.896
the 2016 test, only 35% of them are up.

01:10:36.896 --> 01:10:39.394
So, that's a little misleading there.

01:10:39.394 --> 01:10:41.693
<v ->Did you have questions?</v>

01:10:41.693 --> 01:10:43.594
Yes, Ms. Hardy?

01:10:43.594 --> 01:10:45.261
And, then, Ms. Miller.

01:10:46.477 --> 01:10:49.977
Ms. Miller, go ahead and turn on your mic.

01:10:55.599 --> 01:10:57.266
<v ->On the TEA report,</v>

01:10:59.004 --> 01:11:02.556
if you look at this also you have all of these showing up

01:11:02.556 --> 01:11:05.144
and things but when you look at when you're actually

01:11:05.144 --> 01:11:09.311
comparing the 2016 versus 2016, using the 2016 standards

01:11:10.942 --> 01:11:12.728
so many are actually down.

01:11:12.728 --> 01:11:15.401
There is one where it's trending up,

01:11:15.401 --> 01:11:17.397
there's several of them that are still trending up

01:11:17.397 --> 01:11:19.710
but grade four math,

01:11:19.710 --> 01:11:22.466
from that chart with percent process standard,

01:11:22.466 --> 01:11:26.633
is the lowest percent, it's only 13% testing process.

01:11:29.509 --> 01:11:31.743
I'm not seeing improvement,

01:11:31.743 --> 01:11:34.776
yet, we were told we were gonna have improvement.

01:11:34.776 --> 01:11:37.513
And now I cringe when I hear discussion of the English

01:11:37.513 --> 01:11:39.763
Language Arts Reading TEKS,

01:11:41.160 --> 01:11:43.111
instead of them being reviewed and streamlined

01:11:43.111 --> 01:11:46.290
they're being rewritten and some things are expanded.

01:11:46.290 --> 01:11:48.508
I'm worried, do you think that this will create some of

01:11:48.508 --> 01:11:51.961
the same problems that we've seen with the Math TEKS

01:11:51.961 --> 01:11:54.193
and I can tell you what my children have said about

01:11:54.193 --> 01:11:56.444
Collaboration and Project-Based Learning,

01:11:56.444 --> 01:12:00.181
of when they've listened to these meetings with us at home,

01:12:00.181 --> 01:12:02.946
there is much groaning followed by, "Oh no, not more

01:12:02.946 --> 01:12:04.840
"projects and working in groups,

01:12:04.840 --> 01:12:08.057
"only one or two people do the work and the two or three

01:12:08.057 --> 01:12:10.127
"other people in the group do nothing."

01:12:10.127 --> 01:12:14.188
I congratulated my children on being career-ready, and I

01:12:14.188 --> 01:12:17.545
thank you for your time and attention.

01:12:17.545 --> 01:12:19.095
<v Donna>Ms. Hardy?</v>

01:12:19.095 --> 01:12:20.095
<v ->Thank you.</v>

01:12:21.361 --> 01:12:24.046
I will say, this is not what I want to say right now,

01:12:24.046 --> 01:12:26.189
but will say in addressing that last comment,

01:12:26.189 --> 01:12:28.671
is that is exactly why the English teachers feel like

01:12:28.671 --> 01:12:30.996
that they should have a strain called collaboration

01:12:30.996 --> 01:12:34.033
because it has been misused and done in exactly the

01:12:34.033 --> 01:12:35.815
same way you're talking,

01:12:35.815 --> 01:12:38.900
and if it were done correctly,

01:12:38.900 --> 01:12:40.467
that would not be the outcome

01:12:40.467 --> 01:12:42.855
that your children and talking about.

01:12:42.855 --> 01:12:45.136
I think that that's very important to make people

01:12:45.136 --> 01:12:48.440
understand that is not true collaboration,

01:12:48.440 --> 01:12:52.607
that is the old Cooperative Learning, I believe, in my day.

01:12:54.236 --> 01:12:56.309
What I would like is

01:12:56.309 --> 01:13:00.528
we quite often have people say this and I've heard staff

01:13:00.528 --> 01:13:02.492
explain this in the past,

01:13:02.492 --> 01:13:06.611
we often times think that when you say 37,

01:13:06.611 --> 01:13:10.494
you're thinking of 37 out of 100 in an old scoring

01:13:10.494 --> 01:13:13.077
way that we would be in school.

01:13:14.129 --> 01:13:17.685
Assessment is very good at explaining that that is not

01:13:17.685 --> 01:13:21.000
the way you can look at that score of 37.

01:13:21.000 --> 01:13:23.729
I don't know whether anyone is here from assessment

01:13:23.729 --> 01:13:25.895
that could explain that again,

01:13:25.895 --> 01:13:28.938
that that is a compilation of scale scores, and...

01:13:28.938 --> 01:13:30.605
they're aren't here?

01:13:31.456 --> 01:13:33.648
They're not behind the desk or anything, hiding?

01:13:33.648 --> 01:13:36.116
(laughs)

01:13:36.116 --> 01:13:39.363
We've had it explained before, and the only reason I was

01:13:39.363 --> 01:13:42.157
saying to explain it again is obviously people don't

01:13:42.157 --> 01:13:44.831
want to accept what the assessment has said

01:13:44.831 --> 01:13:47.473
but I would think it would be worth hearing again

01:13:47.473 --> 01:13:51.416
to understand that it is not on the basis of a score

01:13:51.416 --> 01:13:54.416
of 100, and you're making a 37.

01:13:56.529 --> 01:13:58.848
I don't understand it from my point of view.

01:13:58.848 --> 01:14:01.832
I accept it because the psycho-matricians are a lot

01:14:01.832 --> 01:14:03.175
smarter than I am,

01:14:03.175 --> 01:14:04.953
and that's their field and

01:14:04.953 --> 01:14:07.172
I've seen how the scale scores translate out

01:14:07.172 --> 01:14:11.619
and all the different things they interject into

01:14:11.619 --> 01:14:14.003
coming up with those scoring and how many you need to

01:14:14.003 --> 01:14:15.683
have correct to make it

01:14:15.683 --> 01:14:18.504
a passing score and so forth.

01:14:18.504 --> 01:14:22.615
Again, it's very difficult to understand, we have people

01:14:22.615 --> 01:14:24.664
who are experts in that field and that's when I have

01:14:24.664 --> 01:14:27.268
to rely on their judgement.

01:14:27.268 --> 01:14:28.816
Thank you.

01:14:28.816 --> 01:14:30.949
<v ->In response to that,</v>

01:14:30.949 --> 01:14:33.739
the Algebra I raw score conversion table

01:14:33.739 --> 01:14:36.572
it does show that you have to have

01:14:37.488 --> 01:14:39.807
20 right out of the 54.

01:14:39.807 --> 01:14:41.797
So, no, it's not 37 out of 100,

01:14:41.797 --> 01:14:45.085
it's only 20 questions that you have to have right.

01:14:45.085 --> 01:14:48.427
I've heard anecdotal experience that

01:14:48.427 --> 01:14:50.904
there are people who have passed Algebra I

01:14:50.904 --> 01:14:53.363
but did not pass the Algebra EOC.

01:14:53.363 --> 01:14:56.027
There are people who have failed Algebra I class

01:14:56.027 --> 01:14:58.277
but passed the Algebra EOC.

01:14:59.513 --> 01:15:02.016
There are also people who when they took their Algebra

01:15:02.016 --> 01:15:03.683
EOC, bubbled c down,

01:15:06.218 --> 01:15:07.662
you're done in five minutes,

01:15:07.662 --> 01:15:10.954
and they received a level three advance

01:15:10.954 --> 01:15:12.829
because of luck of the draw,

01:15:12.829 --> 01:15:15.496
they got enough questions right.

01:15:17.115 --> 01:15:19.150
Just something to think about.

01:15:19.150 --> 01:15:20.357
<v ->Any other questions, members?</v>

01:15:20.357 --> 01:15:21.690
Yes, Mr. Ratliff?

01:15:22.886 --> 01:15:24.248
<v ->Thank you for your testimony,</v>

01:15:24.248 --> 01:15:27.936
I want to echo your concern, because what I just took away

01:15:27.936 --> 01:15:30.372
from your last comment is

01:15:30.372 --> 01:15:33.843
that the STAAR test is not the best or the only way to

01:15:33.843 --> 01:15:36.644
measure that our kids are learning.

01:15:36.644 --> 01:15:38.220
I think it is a flawed method,

01:15:38.220 --> 01:15:41.119
I think it a method, but I think it's a flawed method.

01:15:41.119 --> 01:15:44.675
And I much prefer and have much more faith and trust

01:15:44.675 --> 01:15:47.637
in the other 179 days of the school year

01:15:47.637 --> 01:15:50.727
with the teacher and the students and the curriculum

01:15:50.727 --> 01:15:52.783
because not every kid does well

01:15:52.783 --> 01:15:55.162
on a high pressure testing situation.

01:15:55.162 --> 01:15:58.317
So I think that's why you see the kinds of things that

01:15:58.317 --> 01:16:01.955
for 179 days that kid passed Algebra One or failed

01:16:01.955 --> 01:16:04.123
Algebra One but then the test gives us something

01:16:04.123 --> 01:16:05.725
completely different,

01:16:05.725 --> 01:16:09.888
and I think this test, because of some interpretation,

01:16:09.888 --> 01:16:13.138
or some in artful drafting in our TEKS,

01:16:14.249 --> 01:16:16.737
has led to an unintended consequence of whether you

01:16:16.737 --> 01:16:18.227
get the answer right, we want to make sure you got

01:16:18.227 --> 01:16:19.519
the process.

01:16:19.519 --> 01:16:22.566
Math is something that does have a right answer to it.

01:16:22.566 --> 01:16:24.491
I think there's work to be done,

01:16:24.491 --> 01:16:25.936
I appreciate your

01:16:25.936 --> 01:16:28.092
dedication to this and I think

01:16:28.092 --> 01:16:29.701
we can get there.

01:16:29.701 --> 01:16:31.772
The question is how quickly can we turn this big boat

01:16:31.772 --> 01:16:33.855
around and get it headed in the right direction.

01:16:33.855 --> 01:16:36.925
Rest assured you have been heard and we are

01:16:36.925 --> 01:16:38.640
dedicated to fixing it.

01:16:38.640 --> 01:16:41.502
<v ->I do appreciate that y'all are working towards</v>

01:16:41.502 --> 01:16:42.733
this and things.

01:16:42.733 --> 01:16:45.912
On the comment on the STAAR being flawed,

01:16:45.912 --> 01:16:47.637
we are moving to next gen assessment,

01:16:47.637 --> 01:16:50.145
we are following that and things.

01:16:50.145 --> 01:16:53.095
You're not hearing as much on that right now,

01:16:53.095 --> 01:16:55.796
you're hearing a lot of STAAR, people not being

01:16:55.796 --> 01:16:58.591
not liking STAAR and things,

01:16:58.591 --> 01:17:01.297
I do believe though with the next generation assessment,

01:17:01.297 --> 01:17:05.464
we are going to be wishing that the STAAR was back.

01:17:06.375 --> 01:17:08.581
Thank you for your time.

01:17:08.581 --> 01:17:09.982
<v ->Ms. Cargill?</v>

01:17:09.982 --> 01:17:11.937
<v ->I just wanted to mention,</v>

01:17:11.937 --> 01:17:16.026
I know, you and Randy kind of did a joint document

01:17:16.026 --> 01:17:17.609
but on Page 2 where

01:17:19.027 --> 01:17:21.927
where one of you put that example of the math problem,

01:17:21.927 --> 01:17:23.810
about the number 11,

01:17:23.810 --> 01:17:26.150
the music teacher with the four boxes of recorders,

01:17:26.150 --> 01:17:28.853
nine recorders in each box.

01:17:28.853 --> 01:17:30.874
The teacher gave an equal number of recorders

01:17:30.874 --> 01:17:32.457
to each of six classes.

01:17:32.457 --> 01:17:35.648
How many recorders did each class receive?

01:17:35.648 --> 01:17:38.146
That is a great example of the type of question

01:17:38.146 --> 01:17:40.868
that I've been advocating, because it's a straight-up

01:17:40.868 --> 01:17:42.348
math question,

01:17:42.348 --> 01:17:46.611
but the student in their mind can choose the process

01:17:46.611 --> 01:17:48.680
that made the most sense to them.

01:17:48.680 --> 01:17:51.582
So if they want to draw a bar graph to get the problem

01:17:51.582 --> 01:17:52.524
correct, fine.

01:17:52.524 --> 01:17:55.714
If they want to draw a pictorial model,

01:17:55.714 --> 01:17:58.253
whatever they want to draw

01:17:58.253 --> 01:17:59.684
to get the question correct,

01:17:59.684 --> 01:18:02.585
whatever process they want to use to get it correct

01:18:02.585 --> 01:18:04.649
is fine and that's what we want.

01:18:04.649 --> 01:18:06.677
We want them to use the process that made the most sense

01:18:06.677 --> 01:18:07.877
to them.

01:18:07.877 --> 01:18:09.936
And so thank you for putting in a great example

01:18:09.936 --> 01:18:12.260
of what I've been trying to convey.

01:18:12.260 --> 01:18:15.052
<v ->And this is a good example of the way a question</v>

01:18:15.052 --> 01:18:17.682
can be asked and they can choose which way

01:18:17.682 --> 01:18:19.322
works best for them.

01:18:19.322 --> 01:18:22.612
The problem is, that question could potentially

01:18:22.612 --> 01:18:24.896
be asked in several

01:18:24.896 --> 01:18:26.826
different other ways.
<v Ms. Cargill>Yes I saw that</v>

01:18:26.826 --> 01:18:30.326
<v ->So this is a knowledge question versus a</v>

01:18:31.383 --> 01:18:33.246
process question.

01:18:33.246 --> 01:18:36.386
<v Ms. Cargill>Right, thank you.</v>

01:18:36.386 --> 01:18:38.949
<v ->Thank you, Ms. Houchins.</v>

01:18:38.949 --> 01:18:42.241
<v Voiceover>Matt Buener followed by Pam Johnson.</v>

01:18:42.241 --> 01:18:43.241
Matt Buener.

01:18:59.842 --> 01:19:01.458
<v ->Hello, my name's Matt Buener,</v>

01:19:01.458 --> 01:19:04.805
I teach STEM courses at the Lockheart ML Cisneros

01:19:04.805 --> 01:19:07.452
Freshman Campus, in Lockheart, Texas.

01:19:07.452 --> 01:19:11.017
STEM is the acronym for the pathway of Science, Technology,

01:19:11.017 --> 01:19:13.313
Engineering, and Mathematics.

01:19:13.313 --> 01:19:16.082
One of the courses that I teach is Concepts of Engineering

01:19:16.082 --> 01:19:18.708
which is the first course in the STEM pathway,

01:19:18.708 --> 01:19:21.192
which prepares our high school students who are interested

01:19:21.192 --> 01:19:23.535
in pursuing continued education and a career path in

01:19:23.535 --> 01:19:25.335
a similar field.

01:19:25.335 --> 01:19:28.343
We know that science and technology is ever evolving,

01:19:28.343 --> 01:19:31.213
increasing in complexity and that the skills developed

01:19:31.213 --> 01:19:33.008
in engineering and mathematics

01:19:33.008 --> 01:19:35.877
are key to ensuring that out students are prepared

01:19:35.877 --> 01:19:38.544
to positively impact our future.

01:19:39.586 --> 01:19:41.778
Our job is to prepare students for a future where

01:19:41.778 --> 01:19:44.025
there is a high demand for innovation

01:19:44.025 --> 01:19:46.095
in technology and science.

01:19:46.095 --> 01:19:48.525
Learning activities in my classroom and dependent upon

01:19:48.525 --> 01:19:50.482
students who have developed strong understanding

01:19:50.482 --> 01:19:53.217
of safety, scientific investigation, and

01:19:53.217 --> 01:19:56.916
application of mathematics in the real world.

01:19:56.916 --> 01:19:59.847
In my classroom, students continue to develop these skills,

01:19:59.847 --> 01:20:02.646
these students are required to communicate their ideas.

01:20:02.646 --> 01:20:04.823
When I review the K-8 science and math

01:20:04.823 --> 01:20:07.448
process standards, I can't imagine how difficult it would

01:20:07.448 --> 01:20:10.229
be to teach my class to students who have not actively

01:20:10.229 --> 01:20:14.295
and purposefully been taught the process standards

01:20:14.295 --> 01:20:16.381
throughout their foundation years in elementary and

01:20:16.381 --> 01:20:18.193
middle school.

01:20:18.193 --> 01:20:20.538
The K-8 process standards in mathematics

01:20:20.538 --> 01:20:23.905
and science help students prepare for the complex tasks

01:20:23.905 --> 01:20:26.638
in the STEM courses that I teach in high school.

01:20:26.638 --> 01:20:29.992
To give you one powerful word from the process standards.

01:20:29.992 --> 01:20:31.284
Safety.

01:20:31.284 --> 01:20:33.754
To give you additional ideas to consider in your decision

01:20:33.754 --> 01:20:36.550
making, please know that included in the process standards

01:20:36.550 --> 01:20:39.597
in math and science are real world application,

01:20:39.597 --> 01:20:43.287
communication of ideas, conservation of resources,

01:20:43.287 --> 01:20:45.730
and the requirement for our students to develop

01:20:45.730 --> 01:20:47.827
as critical thinkers who ask questions

01:20:47.827 --> 01:20:50.515
and investigate their world with the intention

01:20:50.515 --> 01:20:52.411
of improving it.

01:20:52.411 --> 01:20:54.007
Before I was a high school STEM teacher, I taught

01:20:54.007 --> 01:20:56.198
middle school math for many years,

01:20:56.198 --> 01:20:58.724
and know that the process standards are foundational

01:20:58.724 --> 01:21:02.985
and require students to communicate their ideas

01:21:02.985 --> 01:21:05.352
and apply mathematics to authentic real world

01:21:05.352 --> 01:21:07.767
problem solving, and keep students from simply

01:21:07.767 --> 01:21:10.429
learning procedures that they can only apply to an

01:21:10.429 --> 01:21:13.512
already formulated problem situation.

01:21:14.757 --> 01:21:16.928
We all know and can agree that real world problem

01:21:16.928 --> 01:21:18.190
solving is messy,

01:21:18.190 --> 01:21:20.055
and non-routine,

01:21:20.055 --> 01:21:22.500
and requires a lot more than following some well-practiced

01:21:22.500 --> 01:21:24.504
steps to an answer.

01:21:24.504 --> 01:21:28.682
Problem solving, communication, safety, and investigation

01:21:28.682 --> 01:21:30.758
and critically important and, if anything, should be

01:21:30.758 --> 01:21:34.078
an increased requirement in our State curriculum.

01:21:34.078 --> 01:21:37.431
I understand that consideration of streamlining of the TEKS

01:21:37.431 --> 01:21:39.918
student expectations might possibly involving

01:21:39.918 --> 01:21:43.769
tweaking the science and mathematics process standards.

01:21:43.769 --> 01:21:46.038
As a classroom teacher who works daily with students

01:21:46.038 --> 01:21:47.946
from a wide range of backgrounds,

01:21:47.946 --> 01:21:49.932
I'm asking you to please consider the importance of

01:21:49.932 --> 01:21:53.181
process standards, for our students to develop skills

01:21:53.181 --> 01:21:56.381
that will take them into our future, their future.

01:21:56.381 --> 01:21:57.214
Thank you.

01:21:59.317 --> 01:22:00.317
<v ->Mr. Rowley?</v>

01:22:05.229 --> 01:22:07.058
<v ->There we go. Can you hear me now?</v>

01:22:07.058 --> 01:22:09.630
Thank you, Mr. Buener, for being here.

01:22:09.630 --> 01:22:13.797
So help me to understand from a teacher's perspective

01:22:16.043 --> 01:22:17.043
this idea of

01:22:18.782 --> 01:22:20.282
teaching processes

01:22:24.177 --> 01:22:25.760
and content, right?

01:22:27.715 --> 01:22:29.631
We don't need to get too much in the weeds today

01:22:29.631 --> 01:22:32.311
because we'll do this in September.

01:22:32.311 --> 01:22:35.267
What I'm understanding and I think my,

01:22:35.267 --> 01:22:38.465
the Member from the Woodlands was referencing earlier

01:22:38.465 --> 01:22:39.298
is that

01:22:41.730 --> 01:22:45.309
in my mind an ideal approach would be that we teach

01:22:45.309 --> 01:22:49.942
the various processes that are necessary for students

01:22:49.942 --> 01:22:52.862
to reach the correct answer

01:22:52.862 --> 01:22:55.751
but then we allow the students to

01:22:55.751 --> 01:22:59.604
choose which of those processes are most adaptable

01:22:59.604 --> 01:23:02.021
to their own way of thinking.

01:23:03.206 --> 01:23:05.706
Am I, is that accurate or not?

01:23:07.504 --> 01:23:08.525
<v Mr. Buener>Can I focus on one of the</v>

01:23:08.525 --> 01:23:09.829
process standards for you?

01:23:09.829 --> 01:23:13.737
<v ->However you want to answer that, you can answer that.</v>

01:23:13.737 --> 01:23:15.955
<v ->One of them in sixth grade mathematics,</v>

01:23:15.955 --> 01:23:18.181
that's one of my favorite classes that I've taught.

01:23:18.181 --> 01:23:20.344
Apply mathematics to problem solving arising in

01:23:20.344 --> 01:23:23.844
every day math, society, and the workplace.

01:23:25.805 --> 01:23:27.729
Again, the world's messy,

01:23:27.729 --> 01:23:30.000
problems are non-routine.

01:23:30.000 --> 01:23:32.562
They're very different.

01:23:32.562 --> 01:23:35.835
I teach students who are aspiring to pursue engineering

01:23:35.835 --> 01:23:36.668
careers.

01:23:38.317 --> 01:23:41.317
When our world changes all the time,

01:23:42.342 --> 01:23:45.719
we have to adapt and we have to practice

01:23:45.719 --> 01:23:50.039
in applying the content that we're learning,

01:23:50.039 --> 01:23:52.030
to everyday situations.

01:23:52.030 --> 01:23:54.697
Autonomous vehicles for example,

01:23:55.923 --> 01:23:58.924
that's a very complex problem that we're still making

01:23:58.924 --> 01:24:00.208
sense of it,

01:24:00.208 --> 01:24:03.521
and if our students aren't haven't had a lot of practice

01:24:03.521 --> 01:24:05.688
at applying mathematics to

01:24:07.444 --> 01:24:09.027
our world, then it's

01:24:11.869 --> 01:24:14.351
we're not as likely to just

01:24:14.351 --> 01:24:16.101
solve those problems.

01:24:18.829 --> 01:24:21.273
<v ->So what I hear in that is you're advocating we need to</v>

01:24:21.273 --> 01:24:23.585
learn all the different processes, right?

01:24:23.585 --> 01:24:24.480
<v Mr. Buener>Yes.</v>

01:24:24.480 --> 01:24:25.313
<v ->Okay.</v>

01:24:25.313 --> 01:24:27.841
But the second part of my question is so then

01:24:27.841 --> 01:24:32.008
once those students have mastered the different processes,

01:24:33.885 --> 01:24:37.010
what's wrong with allowing them to select which process

01:24:37.010 --> 01:24:38.343
they most prefer

01:24:39.601 --> 01:24:43.351
in coming up with the correct content answer?

01:24:44.859 --> 01:24:47.524
<v ->I think it would be great if they were able to select it.</v>

01:24:47.524 --> 01:24:50.599
So if they can have a lot of experience,

01:24:50.599 --> 01:24:54.766
at utilizing all of those different processes then...

01:24:57.136 --> 01:24:57.969
<v Mr. Rally>Then we're good?</v>

01:24:57.969 --> 01:24:58.802
<v ->Mm-hm.</v>

01:24:58.802 --> 01:24:59.635
<v Mr. Rally>Okay very good, thank you.</v>

01:24:59.635 --> 01:25:01.600
I appreciate that.

01:25:01.600 --> 01:25:03.100
<v ->Yes, Ms. Cargill.</v>

01:25:04.744 --> 01:25:07.593
<v ->I'm not against the students learning all the process</v>

01:25:07.593 --> 01:25:08.811
standards,

01:25:08.811 --> 01:25:11.903
and the teachers throughout the year testing them

01:25:11.903 --> 01:25:14.360
as they teach them the process standards,

01:25:14.360 --> 01:25:17.027
my problem is on the State test,

01:25:18.220 --> 01:25:20.151
which is a one day thing,

01:25:20.151 --> 01:25:22.151
then they need to have the choice of which one,

01:25:22.151 --> 01:25:26.087
which process to use on the test itself.

01:25:26.087 --> 01:25:28.036
I don't know how the other Board members feel about the

01:25:28.036 --> 01:25:29.724
process standards, but I

01:25:29.724 --> 01:25:31.281
certainly think the kids should be taught that

01:25:31.281 --> 01:25:33.556
during the school year, so I agree with you.

01:25:33.556 --> 01:25:36.240
Tested by their teacher, and practice, practice

01:25:36.240 --> 01:25:38.515
et cetera but then I think when it boils down to

01:25:38.515 --> 01:25:40.650
the one test on the one day

01:25:40.650 --> 01:25:43.448
that's where I have trouble,

01:25:43.448 --> 01:25:45.519
that's when I think that the kids should be allowed to use

01:25:45.519 --> 01:25:49.463
whatever process makes sense to get the correct math answer.

01:25:49.463 --> 01:25:51.038
But thank you for your prospective,

01:25:51.038 --> 01:25:53.038
what grade do you teach?

01:25:53.946 --> 01:25:56.141
<v Mr. Buener>I teach freshmen and sophomores.</v>

01:25:56.141 --> 01:25:58.083
<v Ms. Cargill>Oh, you're a brave man.</v>

01:25:58.083 --> 01:26:01.314
Thank you, thank you for working with our students.

01:26:01.314 --> 01:26:03.450
<v ->I don't remember if Ms. Beltran, or Mr. Maynard</v>

01:26:03.450 --> 01:26:04.283
were first.

01:26:04.283 --> 01:26:05.665
<v Ms. Beltran>I was actually before either one of them.</v>

01:26:05.665 --> 01:26:07.010
<v ->Oh, okay.</v>

01:26:07.010 --> 01:26:08.434
I should've known that, Ms. Hardy.

01:26:08.434 --> 01:26:10.711
(laughs)

01:26:10.711 --> 01:26:11.925
<v Voiceover>It's Mr. Hardy to you.</v>

01:26:11.925 --> 01:26:15.448
<v ->Mr. Hardy to me. I have been getting it right.</v>

01:26:15.448 --> 01:26:18.043
(laughs)

01:26:18.043 --> 01:26:19.900
<v Voiceover>What in the Sam Hill?</v>

01:26:19.900 --> 01:26:21.023
<v Voiceover>I think there's something about this,</v>

01:26:21.023 --> 01:26:22.928
there must be a glare that you...

01:26:22.928 --> 01:26:25.370
(laughter drowns out talking)

01:26:25.370 --> 01:26:27.196
<v ->It's your aura.</v>

01:26:27.196 --> 01:26:29.553
Okay, Ms. Hardy since you were first,

01:26:29.553 --> 01:26:31.449
I will let you go first.

01:26:31.449 --> 01:26:32.532
<v ->Thank you.</v>

01:26:32.532 --> 01:26:36.230
Matt, I want to ask you this in regard to

01:26:36.230 --> 01:26:39.987
something that staff here at agency presented to us

01:26:39.987 --> 01:26:40.820
the other day,

01:26:40.820 --> 01:26:44.808
they were talking about a math question and

01:26:44.808 --> 01:26:46.963
they said the real question was

01:26:46.963 --> 01:26:49.589
to ask this content question

01:26:49.589 --> 01:26:53.530
but to ask that content question you had to have

01:26:53.530 --> 01:26:54.650
use a process

01:26:54.650 --> 01:26:57.279
I took it as a dual coded question,

01:26:57.279 --> 01:26:59.392
the most important thing is that content

01:26:59.392 --> 01:27:03.197
but the process, you're also testing that process.

01:27:03.197 --> 01:27:04.900
What I find,

01:27:04.900 --> 01:27:07.057
and everyone keeps talking about letting everyone

01:27:07.057 --> 01:27:11.374
have whatever process they want to use to answer that,

01:27:11.374 --> 01:27:15.772
but generally when there's a content question

01:27:15.772 --> 01:27:19.225
and there that many pathways to get to that answer,

01:27:19.225 --> 01:27:22.198
are there that many choices of

01:27:22.198 --> 01:27:25.610
processes because it would seem that content lends

01:27:25.610 --> 01:27:28.567
itself to certain processes each time.

01:27:28.567 --> 01:27:30.165
Follow my thinking?

01:27:30.165 --> 01:27:30.998
<v ->Yeah.</v>

01:27:33.240 --> 01:27:34.157
One of the,

01:27:35.063 --> 01:27:37.346
we're frequently faced with multiplication problems

01:27:37.346 --> 01:27:38.372
in daily life,

01:27:38.372 --> 01:27:40.662
and that might seem like a very simple cut and dry

01:27:40.662 --> 01:27:43.073
type of problem but there's actually,

01:27:43.073 --> 01:27:46.296
when you give students the chance to model and discuss

01:27:46.296 --> 01:27:49.675
and share how they solved such problem,

01:27:49.675 --> 01:27:51.594
there's so many different ways.

01:27:51.594 --> 01:27:52.427
So, yeah.

01:27:54.755 --> 01:27:57.891
I think there's several different.

01:27:57.891 --> 01:28:00.409
<v ->You when you're talking about multiplication,</v>

01:28:00.409 --> 01:28:01.826
that's a process?

01:28:04.436 --> 01:28:08.353
<v ->No, that's thing that we do every day in life,</v>

01:28:11.340 --> 01:28:13.931
repeat your question. I am so sorry.

01:28:13.931 --> 01:28:15.228
<v ->I'm just saying</v>

01:28:15.228 --> 01:28:18.502
when we had someone speaking on behalf of the test

01:28:18.502 --> 01:28:21.284
they said the tests have a

01:28:21.284 --> 01:28:23.710
the main thing is the content,

01:28:23.710 --> 01:28:26.405
they're going for a content answer.

01:28:26.405 --> 01:28:29.508
Or TEK is being covered in that question,

01:28:29.508 --> 01:28:34.021
but with that goes a certain process standard

01:28:34.021 --> 01:28:36.567
to get that TEK answered.

01:28:36.567 --> 01:28:40.484
Are there really that many ways to answer a TEK

01:28:41.344 --> 01:28:45.007
through so many different processes?

01:28:45.007 --> 01:28:49.124
<v ->In other words are we multiplying the ways that</v>

01:28:49.124 --> 01:28:53.078
each standard can be assessed by the number of process

01:28:53.078 --> 01:28:55.986
standards that we have listed.

01:28:55.986 --> 01:28:59.220
Are we creating so many paths to a question,

01:28:59.220 --> 01:29:02.618
that's the question that we're wondering about.

01:29:02.618 --> 01:29:03.451
Or really,

01:29:04.512 --> 01:29:08.775
there's a common sense way of looking at how they're asked.

01:29:08.775 --> 01:29:11.122
Because we're not all math people here.

01:29:11.122 --> 01:29:13.223
<v ->Okay, so I see the</v>

01:29:13.223 --> 01:29:15.905
the TEKS and each student expectation those are great

01:29:15.905 --> 01:29:18.779
and that lets me know what to teach in class.

01:29:18.779 --> 01:29:21.312
They're performance on a test is just an indicator

01:29:21.312 --> 01:29:24.730
of how well they're prepared for the world, yes

01:29:24.730 --> 01:29:28.782
that testing I think is constantly evolving,

01:29:28.782 --> 01:29:32.226
what we test, how we test, how we report

01:29:32.226 --> 01:29:34.362
student achievement from the test.

01:29:34.362 --> 01:29:38.529
So, a multiple choice question where we only offer four

01:29:39.578 --> 01:29:42.995
answer choices and they choose one, it's...

01:29:45.073 --> 01:29:47.669
<v ->Because, what we see is representations of answers,</v>

01:29:47.669 --> 01:29:48.502
and then

01:29:49.504 --> 01:29:52.773
often on the test instead of picking the right answer

01:29:52.773 --> 01:29:56.138
you're doing representations of the answer and so do you

01:29:56.138 --> 01:29:58.512
think it's really important for

01:29:58.512 --> 01:30:01.302
students to be able to understand those representations

01:30:01.302 --> 01:30:05.677
of thee answer which can be in various forms,

01:30:05.677 --> 01:30:07.138
because they understand

01:30:07.138 --> 01:30:08.020
<v Mr. Buener>Yes.</v>
<v ->so many different ways</v>

01:30:08.020 --> 01:30:09.474
of going about it.

01:30:09.474 --> 01:30:12.474
<v Mr. Buener>Yes, that's important.</v>

01:30:15.639 --> 01:30:18.722
<v ->I am still kind of confused, because</v>

01:30:20.135 --> 01:30:22.430
I guess I just don't understand math well enough

01:30:22.430 --> 01:30:24.610
to make this clarification,

01:30:24.610 --> 01:30:26.193
but when you have a

01:30:27.789 --> 01:30:31.330
student expectation, you're trying to teach a content,

01:30:31.330 --> 01:30:32.997
thought or whatever,

01:30:35.438 --> 01:30:37.867
are there actually that many pathways to get to

01:30:37.867 --> 01:30:38.867
that answer?

01:30:39.742 --> 01:30:42.211
When I was in school there was usually just one way to

01:30:42.211 --> 01:30:44.107
get to the right answer.

01:30:44.107 --> 01:30:48.320
And I know that they keep saying seven but like one

01:30:48.320 --> 01:30:50.245
of the ones that you gave as an example wouldn't

01:30:50.245 --> 01:30:52.303
ever be a process, that would be how we would write

01:30:52.303 --> 01:30:54.990
the question to answer everyday questions,

01:30:54.990 --> 01:30:57.907
that's not a process, that's just a

01:30:59.790 --> 01:31:03.996
trying to help the test writers to have enough reason to

01:31:03.996 --> 01:31:08.170
bring in you know, everyday questions to be answered.

01:31:08.170 --> 01:31:10.173
<v ->Members, if you wanted to look at the back of</v>

01:31:10.173 --> 01:31:12.529
Mr. Houchins testimony, he actually lists the process

01:31:12.529 --> 01:31:15.320
standards for you, if you just wanted to look at it,

01:31:15.320 --> 01:31:18.186
while we're talking about this,

01:31:18.186 --> 01:31:20.425
it was the last page, 14,

01:31:20.425 --> 01:31:22.481
on his handout,

01:31:22.481 --> 01:31:25.988
those are the process standards we're talking about.

01:31:25.988 --> 01:31:27.061
<v Ms. Hardy>On what page?</v>

01:31:27.061 --> 01:31:30.462
<v ->It's the last page of his handout, the bigger handout</v>

01:31:30.462 --> 01:31:33.153
that Mr. Houchins gave us.

01:31:33.153 --> 01:31:35.475
<v ->You see that first one apply mathematics to problems</v>

01:31:35.475 --> 01:31:37.537
arising in everyday life.

01:31:37.537 --> 01:31:41.454
How would you use that to answer your question?

01:31:44.067 --> 01:31:45.615
I just don't get it.

01:31:45.615 --> 01:31:49.782
<v ->You use that standard throughout the year in practice.</v>

01:31:50.651 --> 01:31:51.484
It's good practice.
<v Ms. Hardy>In everything</v>

01:31:51.484 --> 01:31:52.317
you do.

01:31:52.317 --> 01:31:56.124
<v ->In everything you do, because we do it in real life.</v>

01:31:56.124 --> 01:31:59.012
Communicate mathematical ideas, reasoning in their

01:31:59.012 --> 01:32:01.348
implications, I'm looking at D,

01:32:01.348 --> 01:32:04.561
using multiple representations.

01:32:04.561 --> 01:32:06.447
We're doing that now,

01:32:06.447 --> 01:32:09.909
we're communicating about a project,

01:32:09.909 --> 01:32:12.591
we're having to collaborate.

01:32:12.591 --> 01:32:13.924
We're having to,

01:32:16.603 --> 01:32:18.770
we're looking at different

01:32:19.975 --> 01:32:22.254
data and we're sense making of it,

01:32:22.254 --> 01:32:24.271
we expect our students to do the same things.

01:32:24.271 --> 01:32:28.287
<v ->But is the test limiting, like the test has a question,</v>

01:32:28.287 --> 01:32:30.704
and it has a specific answer,

01:32:33.191 --> 01:32:36.136
and the complaint is that you would use different

01:32:36.136 --> 01:32:38.207
processes to get to that answer,

01:32:38.207 --> 01:32:40.798
isn't the answer gonna be the same no matter what,

01:32:40.798 --> 01:32:44.006
no matter what process you use?

01:32:44.006 --> 01:32:46.281
Maybe you can help me, Erica. Thank you.

01:32:46.281 --> 01:32:48.374
<v ->I don't know that I can directly answer your question,</v>

01:32:48.374 --> 01:32:50.950
my guess, and I'd be interested in your thoughts

01:32:50.950 --> 01:32:53.955
as an educator, and I spent a few years in a classroom

01:32:53.955 --> 01:32:56.803
as well but my guess is that

01:32:56.803 --> 01:33:00.567
we want all of our kids to be able to master these skills

01:33:00.567 --> 01:33:04.734
and these strategies of getting to answers to questions

01:33:05.836 --> 01:33:09.580
and, perhaps, at every grade level, we also want to prove

01:33:09.580 --> 01:33:12.555
that they've mastered a particular way of getting there

01:33:12.555 --> 01:33:17.348
because by the time they get to ninth grade, and they're

01:33:17.348 --> 01:33:20.553
doing advanced math or advanced science

01:33:20.553 --> 01:33:24.251
then they have a toolkit of resources and skills

01:33:24.251 --> 01:33:26.584
that they can reference, because they've been practicing

01:33:26.584 --> 01:33:30.899
this skill and have also been assessed at the State level

01:33:30.899 --> 01:33:35.381
that they have mastered a process skill to get there.

01:33:35.381 --> 01:33:36.270
Does that make sense?

01:33:36.270 --> 01:33:37.828
<v ->Yes it does, thank you.</v>

01:33:37.828 --> 01:33:41.092
<v ->I would imagine that and I'm sorry to...</v>

01:33:41.092 --> 01:33:44.022
My guess is that at the second grade,

01:33:44.022 --> 01:33:47.712
there are specific processes that they've been practicing

01:33:47.712 --> 01:33:49.914
that then are assessed at the State wide level to

01:33:49.914 --> 01:33:53.189
then say, okay, well now we can raise the level of

01:33:53.189 --> 01:33:55.677
sophistication of this process as we progress to

01:33:55.677 --> 01:33:58.476
different grade levels again so that by the time,

01:33:58.476 --> 01:34:01.128
I think of myself so many times, if I had

01:34:01.128 --> 01:34:03.557
learned math in a different way, I'm sure that I

01:34:03.557 --> 01:34:05.215
would've been better at math and science when

01:34:05.215 --> 01:34:07.247
I got to high school and college,

01:34:07.247 --> 01:34:10.076
because the reasoning skills that are required beyond

01:34:10.076 --> 01:34:13.306
just the computation skills and kind of memorizing

01:34:13.306 --> 01:34:16.305
or regurgitating information, if we're teaching kids

01:34:16.305 --> 01:34:20.432
how to process and we're teaching them logic

01:34:20.432 --> 01:34:22.458
and reasoning skills along the way,

01:34:22.458 --> 01:34:25.975
that's better preparation overall, in my opinion.

01:34:25.975 --> 01:34:27.882
<v ->Okay, members, just reminding you, we are gonna have</v>

01:34:27.882 --> 01:34:31.196
a robust discussion so is there a specific question

01:34:31.196 --> 01:34:34.144
you want to talk to him about the practicality of

01:34:34.144 --> 01:34:36.012
his teaching, I think that would be informative

01:34:36.012 --> 01:34:39.121
because he's coming as a teacher talking about the

01:34:39.121 --> 01:34:42.086
actual instances in the classroom, so instead of kind of

01:34:42.086 --> 01:34:43.868
getting into a debate about the process versus

01:34:43.868 --> 01:34:47.093
not doing the process and how we assess,

01:34:47.093 --> 01:34:48.519
if we could move to that kind of question,

01:34:48.519 --> 01:34:49.674
that would be helpful,

01:34:49.674 --> 01:34:52.949
because we'll be talking about this in September.

01:34:52.949 --> 01:34:55.548
Just to move the discussion along a little bit.

01:34:55.548 --> 01:34:56.881
Yes, Mr. Maynard.

01:35:03.731 --> 01:35:04.664
<v ->I know,</v>

01:35:04.664 --> 01:35:07.177
and by the way everybody's had their opportunity,

01:35:07.177 --> 01:35:09.417
I'm gonna take mine and by the way I am a

01:35:09.417 --> 01:35:10.250
being a

01:35:11.429 --> 01:35:14.696
CTE background, and I'm a process guy.

01:35:14.696 --> 01:35:15.964
I get that.

01:35:15.964 --> 01:35:17.845
And because at the end of the day,

01:35:17.845 --> 01:35:20.247
what do they know how to do?

01:35:20.247 --> 01:35:21.565
Do they know how to do that?

01:35:21.565 --> 01:35:25.600
But the way I kind of perceive this, in a lot of ways

01:35:25.600 --> 01:35:26.433
is that

01:35:29.159 --> 01:35:31.838
and tell me if I'm thinking about this in the wrong way,

01:35:31.838 --> 01:35:34.053
but when you say,

01:35:34.053 --> 01:35:36.607
and by the way the process standards are not new,

01:35:36.607 --> 01:35:39.004
they've been there,

01:35:39.004 --> 01:35:42.029
but when you embed them in the content

01:35:42.029 --> 01:35:45.098
and so what it does is that when you say use the process

01:35:45.098 --> 01:35:46.848
standards to do this,

01:35:47.900 --> 01:35:52.290
it in essence creates almost additional essential

01:35:52.290 --> 01:35:54.191
knowledge and skills because, in other words, it

01:35:54.191 --> 01:35:57.384
requires you to learn all those processes as it

01:35:57.384 --> 01:35:59.355
relates to that.

01:35:59.355 --> 01:36:01.439
And I think that what I'm hearing from math teachers

01:36:01.439 --> 01:36:02.272
is that it

01:36:03.240 --> 01:36:07.407
it may have more to do with assessment than anything else

01:36:08.433 --> 01:36:10.391
because people are kind of psyched out over how

01:36:10.391 --> 01:36:11.848
it's gonna be assessed,

01:36:11.848 --> 01:36:15.178
and what that's gonna look like on the STAAR.

01:36:15.178 --> 01:36:18.167
Do you think that that would be a fair statement that maybe

01:36:18.167 --> 01:36:21.717
it has more to do with how people are trying to

01:36:21.717 --> 01:36:24.606
second guess and perceive how it's gonna be assessed

01:36:24.606 --> 01:36:27.357
versus how we're trying to teach it?

01:36:27.357 --> 01:36:29.440
<v ->That's a good question.</v>

01:36:34.790 --> 01:36:37.238
Hit that microphone one more time.

01:36:37.238 --> 01:36:41.405
<v ->I don't have a perfect answer for you right now,</v>

01:36:42.609 --> 01:36:45.859
I feel like the TEKS would look grossly

01:36:47.772 --> 01:36:50.111
short if they didn't have those process standards

01:36:50.111 --> 01:36:50.944
in them.

01:36:53.455 --> 01:36:55.470
There's some great meat and potatoes in those

01:36:55.470 --> 01:36:56.970
process standards.

01:36:59.799 --> 01:37:01.132
Yeah, that's it.

01:37:02.273 --> 01:37:05.596
<v ->So, has it really changed your practice?</v>

01:37:05.596 --> 01:37:07.645
From the old standards to the new standards?

01:37:07.645 --> 01:37:09.770
How long have you been teaching, that's a good question.

01:37:09.770 --> 01:37:10.603
<v Mr. Buener>Excuse me?</v>

01:37:10.603 --> 01:37:12.245
<v ->How long have you been teaching?</v>

01:37:12.245 --> 01:37:14.540
<v ->In Texas, five years experience.</v>

01:37:14.540 --> 01:37:17.389
<v ->Okay so you did do some under the old standards,</v>

01:37:17.389 --> 01:37:18.762
right?

01:37:18.762 --> 01:37:20.602
Before these passed or no?

01:37:20.602 --> 01:37:21.495
<v ->No.</v>

01:37:21.495 --> 01:37:23.118
<v ->Okay so you've only taught the new standards,</v>

01:37:23.118 --> 01:37:26.118
did you teach elsewhere before that?

01:37:27.676 --> 01:37:30.129
<v Mr. Buener>Yes, I've taught a little abroad.</v>

01:37:30.129 --> 01:37:30.962
<v ->Oh okay.</v>

01:37:32.201 --> 01:37:34.373
So, you haven't had the teaching under the old standards

01:37:34.373 --> 01:37:35.206
and the new standards,

01:37:35.206 --> 01:37:36.870
I was just gonna ask for a comparison.

01:37:36.870 --> 01:37:40.600
Ms. Beltran, did you have another question?

01:37:40.600 --> 01:37:42.001
Okay, thank you so much.

01:37:42.001 --> 01:37:43.992
We really appreciate it.
<v ->Thank you.</v>

01:37:43.992 --> 01:37:46.680
<v ->Appreciate a math teacher coming and talking to us about</v>

01:37:46.680 --> 01:37:49.278
his experience, we appreciate it.

01:37:49.278 --> 01:37:51.966
<v Voiceover>Pam Johnson.</v>

01:37:51.966 --> 01:37:52.966
Pam Johnson.

01:37:58.931 --> 01:38:02.931
<v ->Hi, I'm a Texan, I was born in Houston in 1961</v>

01:38:03.825 --> 01:38:06.535
and my father was a, I'm Pam Johnson,

01:38:06.535 --> 01:38:08.920
my father was an engineer, a structural engineer and my

01:38:08.920 --> 01:38:12.752
mom worked at Ellington Field during World War II

01:38:12.752 --> 01:38:15.393
helping with the IRS and taxes,

01:38:15.393 --> 01:38:19.560
I bring up my mathematical heritage, because I was a

01:38:20.421 --> 01:38:22.537
child with that advantage.

01:38:22.537 --> 01:38:27.265
My parents believed deeply in the beauty of math,

01:38:27.265 --> 01:38:29.873
the application of math and so

01:38:29.873 --> 01:38:33.030
we did math everyday and every way.

01:38:33.030 --> 01:38:35.384
And what I found, and I didn't realize it then,

01:38:35.384 --> 01:38:37.711
that was in the 60's and 70's,

01:38:37.711 --> 01:38:41.743
and in Bay City, Texas at Cherry Elementary,

01:38:41.743 --> 01:38:43.748
we didn't have process standards,

01:38:43.748 --> 01:38:47.387
we learned math pretty, we call it bare naked,

01:38:47.387 --> 01:38:48.953
it's just pretty numbers.

01:38:48.953 --> 01:38:50.184
<v Donna>That's a good way to say it.</v>

01:38:50.184 --> 01:38:53.578
<v ->And it was the process, I think a lot of times,</v>

01:38:53.578 --> 01:38:56.019
we confuse process with steps.

01:38:56.019 --> 01:38:58.001
Process standards are really more about real world

01:38:58.001 --> 01:39:01.025
application, steps are procedures.

01:39:01.025 --> 01:39:03.197
So, we learned just a lot of just procedures.

01:39:03.197 --> 01:39:05.774
Well what I did, to help my classmates,

01:39:05.774 --> 01:39:08.875
was use anything I could off Mrs. Franklin's desk,

01:39:08.875 --> 01:39:12.593
whether it be a collection of seashells or paperclips

01:39:12.593 --> 01:39:15.179
to bring those process standards into

01:39:15.179 --> 01:39:17.139
Cherry Elementary in Bay City, Texas

01:39:17.139 --> 01:39:19.704
so that my classmates could be successful,

01:39:19.704 --> 01:39:21.831
that they could make sense of fractions,

01:39:21.831 --> 01:39:23.527
that they weren't just numbers.

01:39:23.527 --> 01:39:26.283
As somebody said earlier about,

01:39:26.283 --> 01:39:28.141
if I'd have learned math differently,

01:39:28.141 --> 01:39:29.451
it might have made sense.

01:39:29.451 --> 01:39:32.374
So, I played that role for a really long time.

01:39:32.374 --> 01:39:35.174
I think the best question that students ask

01:39:35.174 --> 01:39:38.924
in math class is, "When am I going to use this?"

01:39:40.123 --> 01:39:42.576
Because without the application,

01:39:42.576 --> 01:39:46.576
we know that the true test of whether we learned

01:39:48.905 --> 01:39:51.379
a math concept isn't whether or not we can pick

01:39:51.379 --> 01:39:53.687
A, B, C, or D, we know that in here,

01:39:53.687 --> 01:39:57.895
that's the best we do for assessment, with paper, pencil

01:39:57.895 --> 01:40:00.852
but we know the true test is when you're out in your daily

01:40:00.852 --> 01:40:03.562
life, are you able to access and use

01:40:03.562 --> 01:40:06.631
the math that you've learned, and it's messy,

01:40:06.631 --> 01:40:08.635
it is, it's non-routine.

01:40:08.635 --> 01:40:12.767
Anybody that's ever remodeled a house knows how messy

01:40:12.767 --> 01:40:15.197
math can be in the real world.

01:40:15.197 --> 01:40:17.932
The State Board of Education makes a great deal of great

01:40:17.932 --> 01:40:20.060
decisions, I appreciate you.

01:40:20.060 --> 01:40:23.981
Yesterday, I spoke to a third grade math teacher who

01:40:23.981 --> 01:40:26.508
Monday, Tuesday, and Wednesday had attended a math

01:40:26.508 --> 01:40:27.425
academy and

01:40:29.139 --> 01:40:31.771
his air conditioner had broke, on Monday,

01:40:31.771 --> 01:40:35.019
but he told me, Dr. Johnson, I didn't want to miss

01:40:35.019 --> 01:40:37.034
one day of the math academy,

01:40:37.034 --> 01:40:40.651
so he didn't come on Thursday to our district event

01:40:40.651 --> 01:40:42.286
where we were curriculum mapping,

01:40:42.286 --> 01:40:44.138
because he didn't want to miss the academy so he's

01:40:44.138 --> 01:40:46.710
gonna come on Monday and share out with us,

01:40:46.710 --> 01:40:49.565
so thank you for the math academies

01:40:49.565 --> 01:40:53.143
and I want you to continue to press on for excellence

01:40:53.143 --> 01:40:54.060
in schools,

01:40:55.579 --> 01:40:58.356
by insuring that all students have that equitable access

01:40:58.356 --> 01:41:01.100
that they don't have to have an engineer for a parent

01:41:01.100 --> 01:41:04.426
in order to have application of math in the real world.

01:41:04.426 --> 01:41:06.677
I was very fortunate that I had parents who loved math,

01:41:06.677 --> 01:41:09.656
encouraged me to use every day and every possible way.

01:41:09.656 --> 01:41:11.111
Thank you.

01:41:11.111 --> 01:41:13.861
<v ->Members, do you have a question?</v>

01:41:16.008 --> 01:41:17.758
So, what do you teach?

01:41:18.704 --> 01:41:20.541
<v Pam>I'm the Director of Secondary Curriculum</v>

01:41:20.541 --> 01:41:21.865
in Lockhart.

01:41:21.865 --> 01:41:23.938
<v ->Oh, in Lockhart?</v>

01:41:23.938 --> 01:41:27.265
So, you've been with the old standards and the new standards.

01:41:27.265 --> 01:41:28.777
<v Pam>And even the older standards.</v>

01:41:28.777 --> 01:41:29.701
(laughter)

01:41:29.701 --> 01:41:30.797
I remember the essentials when I actually

01:41:30.797 --> 01:41:31.630
<v Donna>Wow.</v>

01:41:31.630 --> 01:41:34.129
<v ->Yes, I've been around for a while.</v>

01:41:34.129 --> 01:41:36.560
About 30 years, I taught

01:41:36.560 --> 01:41:39.471
fifth grade and I've taught eighth grade, I've been a

01:41:39.471 --> 01:41:43.077
curriculum coordinator, a math science coordinator,

01:41:43.077 --> 01:41:45.944
my whole life has been math education.

01:41:45.944 --> 01:41:48.520
One thing I'd like to say about the test,

01:41:48.520 --> 01:41:51.868
if we had a farmer and we wanted to see if he could milk

01:41:51.868 --> 01:41:56.829
a cow, we know what we would do is bring a cow to the farmer

01:41:56.829 --> 01:41:58.878
and let him milk it,

01:41:58.878 --> 01:42:01.143
and yeah we could see, and it'd be complex,

01:42:01.143 --> 01:42:03.663
there's lots of variables that are involved.

01:42:03.663 --> 01:42:06.683
Whether how the cow's feeling, maybe he's cantankerous,

01:42:06.683 --> 01:42:07.516
that day.

01:42:08.495 --> 01:42:11.891
We can't really do that in the schools, but we can in

01:42:11.891 --> 01:42:13.145
mathematics and science.

01:42:13.145 --> 01:42:16.101
We can create situations where kids really perform

01:42:16.101 --> 01:42:19.684
in the problem based assessments.

01:42:19.684 --> 01:42:21.959
Affirmative assessment, we do some

01:42:21.959 --> 01:42:24.166
really cool activities in the classroom every day

01:42:24.166 --> 01:42:26.474
where we're assessing kids and their knowledge

01:42:26.474 --> 01:42:27.995
and we're giving them different...

01:42:27.995 --> 01:42:30.403
So, the best we might be able to do is A, B, C, D

01:42:30.403 --> 01:42:32.148
for a State-mandated test.

01:42:32.148 --> 01:42:35.485
And that's great, I think we get a lot of data from it.

01:42:35.485 --> 01:42:37.658
But teachers certainly do much more assessment

01:42:37.658 --> 01:42:39.325
throughout the year.

01:42:40.278 --> 01:42:42.484
<v ->Do you have any recommendations to us?</v>

01:42:42.484 --> 01:42:43.327
Regarding this.

01:42:43.327 --> 01:42:48.192
<v ->If anything, strengthen and continue the process standards,</v>

01:42:48.192 --> 01:42:50.602
consider the world and how it's changing,

01:42:50.602 --> 01:42:53.939
that we are a global world and that our kids will

01:42:53.939 --> 01:42:55.247
have to collaborate,

01:42:55.247 --> 01:42:57.353
like we're collaborating today

01:42:57.353 --> 01:42:59.186
and that our kids will

01:43:00.791 --> 01:43:03.086
do some very non-routine problem solving

01:43:03.086 --> 01:43:06.345
and we've got to equip them, yes with how to multiply,

01:43:06.345 --> 01:43:09.279
but more importantly what is the big idea behind

01:43:09.279 --> 01:43:11.742
multiplication and how will we use it

01:43:11.742 --> 01:43:14.419
and how will we implement it in ways that

01:43:14.419 --> 01:43:17.947
solve some of those problems like cars that go by themselves

01:43:17.947 --> 01:43:20.098
because those are some problems that we don't know,

01:43:20.098 --> 01:43:22.795
we don't have answers as a society for,

01:43:22.795 --> 01:43:25.743
so getting kids to be creative problem solvers,

01:43:25.743 --> 01:43:27.160
is very powerful.

01:43:28.194 --> 01:43:29.027
<v Donna>Thank you.</v>

01:43:29.027 --> 01:43:30.384
<v ->Thank you.</v>

01:43:30.384 --> 01:43:32.366
<v ->Okay, members, literally, I want to take...</v>

01:43:32.366 --> 01:43:34.270
That's it right?

01:43:34.270 --> 01:43:35.367
Okay.

01:43:35.367 --> 01:43:36.733
Five minutes,

01:43:36.733 --> 01:43:39.880
because people have flights, and we need to move on.

01:43:39.880 --> 01:43:42.511
When we come back, if it's alright,

01:43:42.511 --> 01:43:46.767
some of the folks that are here for the Charter area

01:43:46.767 --> 01:43:49.421
have a flight to catch so we would like to take that

01:43:49.421 --> 01:43:52.792
up first if there's no objections to that.

01:43:52.792 --> 01:43:55.882
And we'll do a consent first and then we'll take that up

01:43:55.882 --> 01:43:57.632
next, if that's okay.

01:58:03.510 --> 01:58:06.760
Okay, members, let's come back to order.

01:58:09.500 --> 01:58:13.667
What we need to do is turn to page little romanette

01:58:14.674 --> 01:58:17.552
nine in your agenda book, which lists the items

01:58:17.552 --> 01:58:19.523
on the Consent Agenda.

01:58:19.523 --> 01:58:21.408
I'm gonna read those through.

01:58:21.408 --> 01:58:24.419
But I would make a notable exception for item number

01:58:24.419 --> 01:58:28.586
six on there if you will go to page little romanette nine,

01:58:32.099 --> 01:58:35.301
item number six, the Overview of the Permanent

01:58:35.301 --> 01:58:37.884
School Fund Real Estate Policy,

01:58:39.314 --> 01:58:43.193
has been pulled so it can be postponed to the

01:58:43.193 --> 01:58:44.693
September meeting.

01:58:47.224 --> 01:58:49.316
So with that notable exception, I'm gonna ready straight

01:58:49.316 --> 01:58:51.149
through consent items.

01:58:55.282 --> 01:58:57.849
So on the Consent Agenda, Item Number One,

01:58:57.849 --> 01:59:00.081
Review of the report on the permanent school fund

01:59:00.081 --> 01:59:02.384
percentage distribution rates under consideration

01:59:02.384 --> 01:59:04.967
for fiscal years 2018 and 2019.

01:59:06.634 --> 01:59:09.332
Number two, Review an adoption of the long term

01:59:09.332 --> 01:59:12.919
strategic asset allocation plan of the permanent

01:59:12.919 --> 01:59:14.437
school fund.

01:59:14.437 --> 01:59:18.751
Item three, update on Texas commission on next generation

01:59:18.751 --> 01:59:23.574
assessments and accountability and community conversations.

01:59:23.574 --> 01:59:28.302
Number four, per capita apportionment rate for the 2015-2016

01:59:28.302 --> 01:59:29.994
school year.

01:59:29.994 --> 01:59:33.678
Number five, ratification of the purchases and sales of

01:59:33.678 --> 01:59:35.849
the investment portfolio of the permanent school fund

01:59:35.849 --> 01:59:39.233
for the months of March, April, and May 2016.

01:59:39.233 --> 01:59:43.400
Item number seven, decision on real estate investments.

01:59:44.345 --> 01:59:47.536
Item number eight, decision on absolute return investment

01:59:47.536 --> 01:59:49.084
managers.

01:59:49.084 --> 01:59:52.936
Item nine, recommendation for the appointment to Lackland

01:59:52.936 --> 01:59:56.769
Independent School District Board of Trustees.

01:59:58.923 --> 02:00:01.911
(distant talking)

02:00:01.911 --> 02:00:05.139
There was a, I believe there was one, Mrs. Miller.

02:00:05.139 --> 02:00:08.043
Decisional real estate investments, number seven. Yes.

02:00:08.043 --> 02:00:10.226
(distant talking)

02:00:10.226 --> 02:00:11.226
Okay, right.

02:00:13.298 --> 02:00:15.074
You recuse yourself, thank you Mrs. Miller,

02:00:15.074 --> 02:00:18.626
that'll be so noted in the minutes.

02:00:18.626 --> 02:00:21.159
So the question before us is in approving the Consent

02:00:21.159 --> 02:00:24.037
Agenda will be approving all the items listed except

02:00:24.037 --> 02:00:26.835
for number six that we discussed a little earlier.

02:00:26.835 --> 02:00:28.597
So, are members clear as to what we'll be approving

02:00:28.597 --> 02:00:30.412
for the current agenda?

02:00:30.412 --> 02:00:31.579
Any questions?

02:00:33.529 --> 02:00:35.328
The question now,

02:00:35.328 --> 02:00:37.152
hearing none that can...

02:00:37.152 --> 02:00:40.848
if there's no objection, the Consent Agenda is approved.

02:00:40.848 --> 02:00:43.611
Question now is on postponing item number six

02:00:43.611 --> 02:00:45.443
that we pulled out earlier,

02:00:45.443 --> 02:00:50.063
of the Permanent School Fund Real Estate Policy to the

02:00:50.063 --> 02:00:51.299
September meeting.

02:00:51.299 --> 02:00:53.897
All those in favor of postponing the overview to the

02:00:53.897 --> 02:00:55.876
September meeting say, "Aye."

02:00:55.876 --> 02:00:56.709
<v All>Aye.</v>

02:00:56.709 --> 02:00:57.556
<v ->All those opposed say no.</v>

02:00:57.556 --> 02:00:58.408
(silence)

02:00:58.408 --> 02:01:00.640
The Aye's have it, and we'll take up the overview of the

02:01:00.640 --> 02:01:03.663
Permanent School Fund Real Estate Policy in the

02:01:03.663 --> 02:01:04.723
September meeting.

02:01:04.723 --> 02:01:06.223
Thank you, members.

02:01:08.199 --> 02:01:12.366
What we'd like to do, because we have some invited testimony,

02:01:16.149 --> 02:01:19.433
testifiers to speak to us regarding the Charter,

02:01:19.433 --> 02:01:22.168
Charters before us, so Mr. Rowley, if you will take up

02:01:22.168 --> 02:01:24.114
that item from your Committee on School Initiative

02:01:24.114 --> 02:01:25.678
Minutes.

02:01:25.678 --> 02:01:29.560
<v ->Okay, so if you'll turn to the Committee on School</v>

02:01:29.560 --> 02:01:32.560
Initiative's Minutes, Page 3, Item 6.

02:01:36.159 --> 02:01:40.326
Those were the minutes that were handed out to you today.

02:01:42.988 --> 02:01:44.405
Board Agenda page

02:01:45.326 --> 02:01:48.076
IV, or Roman Numeral 5 dash 73.

02:01:52.094 --> 02:01:55.776
And these are the Commissioner's recommendations for

02:01:55.776 --> 02:01:59.109
approval of Charter School Applications.

02:02:01.262 --> 02:02:05.822
So, coming out of the Committee on School Initiatives.

02:02:05.822 --> 02:02:07.822
There were three Charter

02:02:08.906 --> 02:02:12.349
applicants that were recommended for approval

02:02:12.349 --> 02:02:14.113
by the Commissioner.

02:02:14.113 --> 02:02:17.173
The first was Athlos Academy,

02:02:17.173 --> 02:02:20.271
the second was Compass Rose,

02:02:20.271 --> 02:02:24.360
and the third was Goodwater Montessori School.

02:02:24.360 --> 02:02:26.443
And so the motion of the,

02:02:28.728 --> 02:02:32.963
the action taken by the Committee on School Initiatives

02:02:32.963 --> 02:02:35.183
will start, I guess, with Athlos academy,

02:02:35.183 --> 02:02:36.251
go with the first one.

02:02:36.251 --> 02:02:40.030
<v ->Correct, I think what we're going to hear</v>

02:02:40.030 --> 02:02:42.780
from all of the proposals, first.

02:02:46.162 --> 02:02:49.138
<v ->Speak to the Committee action first and then do that.</v>

02:02:49.138 --> 02:02:52.954
Or do you want, how do you want to do that?

02:02:52.954 --> 02:02:54.705
Might as well bring the Committee recommendations up--

02:02:54.705 --> 02:02:56.204
<v Donna>Go ahead and bring the Committee recommendation</v>

02:02:56.204 --> 02:02:57.432
and then we'll do--

02:02:57.432 --> 02:03:01.656
<v ->Okay so then, with regard to Athlos Academy,</v>

02:03:01.656 --> 02:03:05.004
the Committee's recommendation was to take action

02:03:05.004 --> 02:03:09.302
to veto the Commissioner's recommendation with regard

02:03:09.302 --> 02:03:10.802
to Athlos Academy,

02:03:12.120 --> 02:03:15.455
the Committee's recommendation was to take no action

02:03:15.455 --> 02:03:18.151
on the Commissioner's recommendation with regard to

02:03:18.151 --> 02:03:20.175
Compass Rose Academy,

02:03:20.175 --> 02:03:23.511
and the Committee recommendation was to take no action

02:03:23.511 --> 02:03:25.676
on the Commissioner's recommendation for

02:03:25.676 --> 02:03:28.093
Goodwater Montessori School.

02:03:30.224 --> 02:03:31.057
<v Mr. Bradley>Madame chair?</v>

02:03:31.057 --> 02:03:31.940
<v ->Yes.</v>

02:03:31.940 --> 02:03:33.224
Yes, Mr. Bradley.

02:03:33.224 --> 02:03:36.932
<v ->Point of information, parliamentarian.</v>

02:03:36.932 --> 02:03:39.751
And this may be an exception and that's fine,

02:03:39.751 --> 02:03:43.303
but typically our Board rules provide for public

02:03:43.303 --> 02:03:46.675
testimony for an item that is in Committee

02:03:46.675 --> 02:03:49.950
and the only testimony that is allowed at a regular

02:03:49.950 --> 02:03:53.394
Board meeting would be for something unrelated to

02:03:53.394 --> 02:03:55.242
what's in front of the Board.

02:03:55.242 --> 02:03:57.512
So, my question is, is this testimony,

02:03:57.512 --> 02:04:01.679
public testimony, or is this presentation by staff?

02:04:04.348 --> 02:04:05.450
<v ->We have,</v>

02:04:05.450 --> 02:04:08.921
each of the last, what three generations maybe,

02:04:08.921 --> 02:04:11.847
we have invited on the final day,

02:04:11.847 --> 02:04:15.062
I think really since Senate Bill two changed,

02:04:15.062 --> 02:04:16.479
we've invited the

02:04:17.614 --> 02:04:20.054
different proposals that have been put forward by the

02:04:20.054 --> 02:04:22.838
Commissioner to come and speak to us on the Friday

02:04:22.838 --> 02:04:24.517
before we take a vote.

02:04:24.517 --> 02:04:26.689
<v ->And that's fine, the will of the Board,</v>

02:04:26.689 --> 02:04:29.473
we can suspend our rules, but maybe going forward

02:04:29.473 --> 02:04:32.305
we amend our operating rules to show this particular

02:04:32.305 --> 02:04:33.138
exception,

02:04:34.489 --> 02:04:35.437
that's fine.

02:04:35.437 --> 02:04:37.645
<v ->I think that's...</v>

02:04:37.645 --> 02:04:41.388
Is there any objection to suspending the rules and

02:04:41.388 --> 02:04:44.162
going on with what we planned?

02:04:44.162 --> 02:04:46.380
Okay, hearing none, we'll go ahead and hear

02:04:46.380 --> 02:04:48.047
from the testifiers.

02:04:54.851 --> 02:04:56.162
<v ->Good morning, Madame Chair,</v>

02:04:56.162 --> 02:04:57.023
Members of the Board,

02:04:57.023 --> 02:05:00.527
we appreciate the Members' willingness to accommodate the

02:05:00.527 --> 02:05:03.730
movement of this item on the Board's Agenda.

02:05:03.730 --> 02:05:06.178
At the request of the Board, all three of the proposed

02:05:06.178 --> 02:05:08.952
Generation 21 Open Enrollment Charter Schools

02:05:08.952 --> 02:05:11.700
that Commissioner Morath has proposed for award,

02:05:11.700 --> 02:05:14.592
have been invited to provide an overview

02:05:14.592 --> 02:05:16.632
of their Charter proposals.

02:05:16.632 --> 02:05:18.671
The Charter schools' mission and vision,

02:05:18.671 --> 02:05:21.659
as well as entertain questions from the Board,

02:05:21.659 --> 02:05:23.219
if they so please.

02:05:23.219 --> 02:05:26.351
So without further ado, I would like to invite

02:05:26.351 --> 02:05:30.887
Ms. Tiffany O'Neil from Athlos Academy of Texas,

02:05:30.887 --> 02:05:35.054
proposing to serve in the Denton, Dallas, Fort Worth area.

02:05:38.182 --> 02:05:41.015
(distant talking)

02:05:57.336 --> 02:05:59.683
Right now, we're just making sure that the handouts that

02:05:59.683 --> 02:06:03.850
Ms. O'Neil brought have made it to the Board members hands.

02:06:05.994 --> 02:06:09.244
<v ->I'm not sure if I've got the handout.</v>

02:06:10.926 --> 02:06:12.310
What does it look like?

02:06:12.310 --> 02:06:13.938
<v ->It has two budgets on it.</v>

02:06:13.938 --> 02:06:16.326
Mr. Rowley's request for us to run those numbers.

02:06:16.326 --> 02:06:19.007
<v Donna>Oh yes, that was a request from the Committee.</v>

02:06:19.007 --> 02:06:20.257
<v ->Hold on here.</v>

02:06:22.138 --> 02:06:24.838
<v ->Where they in a box, is that what it was?</v>

02:06:24.838 --> 02:06:26.338
Was it in the box?

02:06:31.821 --> 02:06:32.654
Oh, you've got it,

02:06:32.654 --> 02:06:34.487
Okay, thank you. Sorry.

02:06:37.734 --> 02:06:39.459
So, this is something you're going to be referring to

02:06:39.459 --> 02:06:42.819
right away on your testimony or do you have other stuff

02:06:42.819 --> 02:06:44.870
because we'll wait if...

02:06:44.870 --> 02:06:46.586
<v ->You can certainly have it,</v>

02:06:46.586 --> 02:06:49.274
and it'll be right at the beginning, yes.

02:06:49.274 --> 02:06:50.909
<v Donna>Okay, so we'll wait til it's passed out to make</v>

02:06:50.909 --> 02:06:53.409
sure Members each have a copy.

02:07:24.748 --> 02:07:26.283
Okay, Tiffany go ahead.

02:07:26.283 --> 02:07:28.769
<v ->Thank you. Good morning, Chairman Bahorich and Members</v>

02:07:28.769 --> 02:07:29.726
of the Board,

02:07:29.726 --> 02:07:33.074
Thank you for the opportunity to appear before you today.

02:07:33.074 --> 02:07:36.650
We're honored to be only one of three of the original

02:07:36.650 --> 02:07:39.422
26 applicants to have risen through an extremely

02:07:39.422 --> 02:07:42.374
rigorous process to be chosen for award of Charter

02:07:42.374 --> 02:07:44.233
by Commissioner Morath.

02:07:44.233 --> 02:07:47.029
Last year, when our application was advanced by Commissioner

02:07:47.029 --> 02:07:50.629
Williams and subsequently vetoed by the SBOE,

02:07:50.629 --> 02:07:53.270
you had very specific questions about our school

02:07:53.270 --> 02:07:55.369
that we have remedied this cycle.

02:07:55.369 --> 02:07:58.176
The Board wanted to know about how we would contract

02:07:58.176 --> 02:08:00.372
for our facility construction.

02:08:00.372 --> 02:08:03.456
We specifically address this concern by submitting

02:08:03.456 --> 02:08:06.072
a legal affidavit in our application

02:08:06.072 --> 02:08:10.559
as a tangible promise to follow State procurement law.

02:08:10.559 --> 02:08:13.775
You asked us to clarify how our facility costs compare

02:08:13.775 --> 02:08:15.095
to our peers.

02:08:15.095 --> 02:08:17.871
We have projected our facility cost at approximately

02:08:17.871 --> 02:08:19.972
18 percent of our revenue,

02:08:19.972 --> 02:08:21.754
for a purpose built school.

02:08:21.754 --> 02:08:24.430
The average range of Texas Charter spending on purpose

02:08:24.430 --> 02:08:29.086
built facilities is between 15 to 20% of revenue.

02:08:29.086 --> 02:08:32.301
We believe that 18% is a conservative estimate

02:08:32.301 --> 02:08:34.833
and reflects a responsible budget.

02:08:34.833 --> 02:08:38.361
TEA Finance Staff has reviewed out budget extensively

02:08:38.361 --> 02:08:40.509
and has given us high marks on that portion of the

02:08:40.509 --> 02:08:42.261
application.

02:08:42.261 --> 02:08:46.616
Physical location is absolutely tied to community interest.

02:08:46.616 --> 02:08:48.884
If parents can't envision the day to day life of their

02:08:48.884 --> 02:08:52.316
student, it becomes very difficult to get excited in a

02:08:52.316 --> 02:08:55.472
tangible way about attending a school.

02:08:55.472 --> 02:08:58.759
We realized it was critical that we identify a more

02:08:58.759 --> 02:09:02.107
specific location than the entirety of North Texas

02:09:02.107 --> 02:09:03.857
or the Dallas County.

02:09:05.011 --> 02:09:07.902
Denton rose to the top almost immediately.

02:09:07.902 --> 02:09:11.502
There's relatively few schools of choice in the area,

02:09:11.502 --> 02:09:13.698
with four hundred kids on the waiting list for those

02:09:13.698 --> 02:09:16.280
schools and even more excitingly,

02:09:16.280 --> 02:09:19.038
there's exponential growth, plus

02:09:19.038 --> 02:09:21.773
a Denton-wide health initiative that's a natural

02:09:21.773 --> 02:09:25.387
pairing for what we're doing with Athlos School.

02:09:25.387 --> 02:09:27.856
After having two small community meetings, in addition

02:09:27.856 --> 02:09:29.512
to a few other events,

02:09:29.512 --> 02:09:31.936
we were highly encouraged by Chairman Bahorich,

02:09:31.936 --> 02:09:34.588
and Member Beltran, to not only bolster our

02:09:34.588 --> 02:09:38.163
community support, but to also purposefully reach out

02:09:38.163 --> 02:09:39.784
to diverse communities.

02:09:39.784 --> 02:09:42.255
This is the progress we've made so far.

02:09:42.255 --> 02:09:44.319
Through our community meetings and events,

02:09:44.319 --> 02:09:48.195
we've now received 292 personal signatures

02:09:48.195 --> 02:09:51.818
from distinct families representing hundreds of students,

02:09:51.818 --> 02:09:55.577
who all want our school to come to the Denton area.

02:09:55.577 --> 02:09:57.376
Some of our outreach to this time

02:09:57.376 --> 02:10:00.052
has included pretty much since our interview.

02:10:00.052 --> 02:10:03.929
We have done a two-day Juneteenth celebration in Denton,

02:10:03.929 --> 02:10:06.193
we've had parent information sessions,

02:10:06.193 --> 02:10:08.749
we've met with the Hispanic Chamber of Commerce.

02:10:08.749 --> 02:10:11.197
I want to highlight the Hispanic Chamber of Commerce

02:10:11.197 --> 02:10:15.768
because it's the largest Hispanic Chamber in the State,

02:10:15.768 --> 02:10:18.492
covering Dallas, Denton, and Collin counties.

02:10:18.492 --> 02:10:21.324
It's particularly passionate about education

02:10:21.324 --> 02:10:24.311
and they're introducing us to a number of local Latino

02:10:24.311 --> 02:10:26.558
educators who are interested in bringing more

02:10:26.558 --> 02:10:29.939
educational choice to Denton in a new model.

02:10:29.939 --> 02:10:33.059
They're also working with us to schedule several events

02:10:33.059 --> 02:10:35.867
and opportunities with their members this fall.

02:10:35.867 --> 02:10:39.286
We've met with many reps, Myra Conover is one,

02:10:39.286 --> 02:10:41.259
you have letters of support in our application from

02:10:41.259 --> 02:10:42.206
others.

02:10:42.206 --> 02:10:44.282
We've met with the Denton Chamber of Commerce

02:10:44.282 --> 02:10:46.558
multiple occasions and attended multiple events

02:10:46.558 --> 02:10:49.233
with them including a huge networking event,

02:10:49.233 --> 02:10:51.549
where we met business leaders from all over the

02:10:51.549 --> 02:10:54.273
Denton area, including the University of North Texas,

02:10:54.273 --> 02:10:56.049
which was very informative for us.

02:10:56.049 --> 02:10:58.365
We've had meetings with the mayor, with council members,

02:10:58.365 --> 02:10:59.889
with the Lewisville Chamber of Commerce,

02:10:59.889 --> 02:11:01.748
the North Dallas Chamber of Commerce,

02:11:01.748 --> 02:11:04.892
all on top of the numerous phone calls and personal

02:11:04.892 --> 02:11:07.655
one-on-one conversations we have had with parents and

02:11:07.655 --> 02:11:09.238
families in Denton.

02:11:10.364 --> 02:11:14.239
We've had also a lot of questions about why nine

02:11:14.239 --> 02:11:16.123
hundred students.

02:11:16.123 --> 02:11:18.391
And that goes to the paper that you have in front of you

02:11:18.391 --> 02:11:19.675
right now.

02:11:19.675 --> 02:11:21.967
You have two budgets that you're looking at.

02:11:21.967 --> 02:11:25.508
You can see that at nine hundred students,

02:11:25.508 --> 02:11:29.091
we have a net operating income of $835,000.

02:11:31.053 --> 02:11:32.658
That's why nine hundred students.

02:11:32.658 --> 02:11:35.742
It's about scalability and efficiency.

02:11:35.742 --> 02:11:39.104
Yesterday, Committee Chair Rowley, asked us to run those

02:11:39.104 --> 02:11:42.254
numbers to simulate what effect a lower enrollment

02:11:42.254 --> 02:11:44.042
would have on our budget

02:11:44.042 --> 02:11:46.682
and if you flip, there's another page that we've worked

02:11:46.682 --> 02:11:51.469
with our finance team, to look at our budget at 600 kids.

02:11:51.469 --> 02:11:54.949
If we can make it at 600 kids, and we can.

02:11:54.949 --> 02:11:57.649
So, we can run the school with a lower enrollment,

02:11:57.649 --> 02:12:00.914
that gives us a nice buffer to open our school

02:12:00.914 --> 02:12:03.444
with good financial security.

02:12:03.444 --> 02:12:07.356
I want to reiterate that we are a local Texas-governing

02:12:07.356 --> 02:12:10.656
Board beholden only to the taxpayers and the children

02:12:10.656 --> 02:12:12.276
of the State of Texas.

02:12:12.276 --> 02:12:15.266
We are an in-State Texas Loyal Board separate

02:12:15.266 --> 02:12:18.155
from Athlos Academies which is our curriculum provider

02:12:18.155 --> 02:12:20.799
and each of our accomplished Board members

02:12:20.799 --> 02:12:23.733
has put their good name, focus, and effort,

02:12:23.733 --> 02:12:26.955
to bring this model to the students of Denton.

02:12:26.955 --> 02:12:30.255
We recognize the high level of responsibility

02:12:30.255 --> 02:12:32.894
and accountability that comes with this task,

02:12:32.894 --> 02:12:35.473
and as a Board we feel ready and willing and

02:12:35.473 --> 02:12:37.433
equipped for these challenges.

02:12:37.433 --> 02:12:40.516
Thank you, I appreciate your support.

02:12:46.537 --> 02:12:48.109
<v Mr. Rowley>Tiffany, thank you for being here,</v>

02:12:48.109 --> 02:12:50.988
and thank you for addressing the concerns that I think

02:12:50.988 --> 02:12:52.596
have been raised in the past.

02:12:52.596 --> 02:12:56.808
With regard to the issue of constructing a building,

02:12:56.808 --> 02:12:58.582
<v Tiffany>Yes, sir.</v>

02:12:58.582 --> 02:13:01.036
<v ->I understand that you might speak to this as well,</v>

02:13:01.036 --> 02:13:02.453
the Athlos model,

02:13:04.226 --> 02:13:07.643
has an essential component, the idea of a

02:13:10.184 --> 02:13:13.223
multipurpose facility for athletic events

02:13:13.223 --> 02:13:15.048
and that kind of thing, you might speak to that

02:13:15.048 --> 02:13:15.922
number one,

02:13:15.922 --> 02:13:18.599
but then the second thing is

02:13:18.599 --> 02:13:21.655
you spoke yesterday at the Committee hearing

02:13:21.655 --> 02:13:25.822
with regard to how this particular building will not

02:13:27.799 --> 02:13:30.250
necessarily look like every other building,

02:13:30.250 --> 02:13:33.006
that Athlos has, and that's been done,

02:13:33.006 --> 02:13:36.414
and how that ties into the fact that

02:13:36.414 --> 02:13:38.581
you would open up for bids

02:13:39.918 --> 02:13:44.326
to any general contractor that is interested in

02:13:44.326 --> 02:13:45.941
completing your building.

02:13:45.941 --> 02:13:46.774
Speak to that.

02:13:46.774 --> 02:13:48.941
<v ->Yes, we are absolutely focused on following Texas</v>

02:13:48.941 --> 02:13:51.224
State law with regard to procurement.

02:13:51.224 --> 02:13:54.748
That's a key thing that our Board is thinking about,

02:13:54.748 --> 02:13:57.044
obviously because of the questions of the SBOE

02:13:57.044 --> 02:13:58.347
and the TEA frankly,

02:13:58.347 --> 02:14:00.903
we want to make sure that process is clean.

02:14:00.903 --> 02:14:02.153
Yes, Mr. Rally,

02:14:04.473 --> 02:14:08.089
as we've explained before, Athlos is a three component

02:14:08.089 --> 02:14:09.541
circular model,

02:14:09.541 --> 02:14:12.049
our schools would be the only schools in Texas

02:14:12.049 --> 02:14:15.096
using all three, the most critical component of course

02:14:15.096 --> 02:14:17.400
being that academic component of the model.

02:14:17.400 --> 02:14:20.424
That model, the academic portion requires a lot of

02:14:20.424 --> 02:14:21.768
collaborative learning

02:14:21.768 --> 02:14:24.239
and the space is going to look very different

02:14:24.239 --> 02:14:26.903
than it does at some of the other campuses in Texas,

02:14:26.903 --> 02:14:29.927
that use one or two of those curriculum components,

02:14:29.927 --> 02:14:32.603
the athletic training, or character component.

02:14:32.603 --> 02:14:35.363
Our schools really do need a different

02:14:35.363 --> 02:14:39.661
physical structure to best accommodate that innovative

02:14:39.661 --> 02:14:41.786
classroom strategy.

02:14:41.786 --> 02:14:45.152
I as Board Chair Person and of course there's gonna be

02:14:45.152 --> 02:14:47.172
a larger discussion at the Board but

02:14:47.172 --> 02:14:50.609
we have no, in fact it would be counter-productive

02:14:50.609 --> 02:14:52.961
to make our schools look exactly the same

02:14:52.961 --> 02:14:54.629
as some of the other schools,

02:14:54.629 --> 02:14:57.773
for circular reasons and just to differentiate

02:14:57.773 --> 02:15:00.354
ourselves and let us stick out as a school.

02:15:00.354 --> 02:15:04.540
The one component that would need to be very similar,

02:15:04.540 --> 02:15:06.905
is that athletic facility itself,

02:15:06.905 --> 02:15:08.181
which is the gym,

02:15:08.181 --> 02:15:11.211
but it's not just a gym, it has turf space associated

02:15:11.211 --> 02:15:12.881
with it, indoor turf,

02:15:12.881 --> 02:15:17.048
and that ties specifically to the athletic curriculum

02:15:17.967 --> 02:15:21.130
provided by Athlos, which is for example, ILT Texas

02:15:21.130 --> 02:15:23.293
uses that athletic curriculum,

02:15:23.293 --> 02:15:25.305
and they need that gym to be able to carry out the

02:15:25.305 --> 02:15:27.817
curriculum, we, too, are going to use that same athletic

02:15:27.817 --> 02:15:30.517
so our gym would look the same, but that doesn't effect

02:15:30.517 --> 02:15:32.763
the outside of the building, the classrooms, the general

02:15:32.763 --> 02:15:34.597
structure of how the building's laid out.

02:15:34.597 --> 02:15:37.728
It would, in my estimation, be variant and I think it

02:15:37.728 --> 02:15:41.895
has to be because of the model of our school, so, yes sir.

02:15:50.076 --> 02:15:54.071
<v Mr. Maynard>Madame Chairman, you mentioned</v>

02:15:54.071 --> 02:15:56.988
a out of State curriculum provider,

02:15:57.899 --> 02:16:01.282
and so, can you tell me a little bit about that,

02:16:01.282 --> 02:16:04.355
so you will be teaching our TEKS and following our

02:16:04.355 --> 02:16:06.025
graduation requirements?

02:16:06.025 --> 02:16:07.847
<v ->Absolutely, yes.</v>

02:16:07.847 --> 02:16:11.471
Actually, Athlos curriculum has been really, really helpful

02:16:11.471 --> 02:16:12.623
and informative,

02:16:12.623 --> 02:16:16.427
they have worked very hard to ensure that the academic

02:16:16.427 --> 02:16:19.018
component is aligned to Texas TEKS,

02:16:19.018 --> 02:16:21.718
I have checked it, it is aligned to Texas TEKS.

02:16:21.718 --> 02:16:24.358
Many of the additional curricular materials for example

02:16:24.358 --> 02:16:25.906
Lucy Calkins for reading,

02:16:25.906 --> 02:16:29.278
are already being used extensively in Texas schools

02:16:29.278 --> 02:16:33.045
every single tool is aligned to Texas State standards

02:16:33.045 --> 02:16:35.424
and should the Board request the documentation of that

02:16:35.424 --> 02:16:38.376
alignment, we'd be happy to provide it to you,

02:16:38.376 --> 02:16:41.174
but our number one goal as our Board,

02:16:41.174 --> 02:16:43.463
we are teaching Texas kids, Texas standards,

02:16:43.463 --> 02:16:45.732
so they can be prepared to lead the State of Texas.

02:16:45.732 --> 02:16:48.373
We absolutely are committed to that and all of us

02:16:48.373 --> 02:16:50.927
are residents of Texas and are very familiar

02:16:50.927 --> 02:16:53.279
with what Texas schools require.

02:16:53.279 --> 02:16:55.318
<v ->You already have campuses in Texas currently?</v>

02:16:55.318 --> 02:16:57.826
<v ->There are campuses in Texas that use components</v>

02:16:57.826 --> 02:17:00.526
of the same curriculum, just like

02:17:00.526 --> 02:17:03.490
they're multiple schools that use Houghton-Mifflin

02:17:03.490 --> 02:17:05.650
textbooks or something like that,

02:17:05.650 --> 02:17:08.445
but no there are no other campuses from our Charter

02:17:08.445 --> 02:17:12.362
that we've asked for in the State of Texas. No.

02:17:14.630 --> 02:17:16.463
<v ->Any other questions?</v>

02:17:17.854 --> 02:17:19.187
Yes, Mr. Cortez.

02:17:24.214 --> 02:17:25.214
<v ->What role,</v>

02:17:27.442 --> 02:17:31.414
if any it sounds like you're saying there's not gonna be

02:17:31.414 --> 02:17:33.993
any but I just want to be I guess sure,

02:17:33.993 --> 02:17:36.243
would the Charter fund play

02:17:37.775 --> 02:17:39.429
if you're approved

02:17:39.429 --> 02:17:43.179
in your new school, one, two, or three right?

02:17:44.264 --> 02:17:45.812
Because you're asking for up to three schools,

02:17:45.812 --> 02:17:48.145
up to 3,700, 3,400 students.

02:17:49.232 --> 02:17:51.872
<v ->At this point in time, there is no designated role</v>

02:17:51.872 --> 02:17:53.420
for the Charter school fund,

02:17:53.420 --> 02:17:56.337
I am sure that they will want to be

02:17:57.177 --> 02:18:00.439
a builder or to manage construction projects for us

02:18:00.439 --> 02:18:02.863
just like there are probably other entities

02:18:02.863 --> 02:18:04.543
that want to do that for us.

02:18:04.543 --> 02:18:06.907
To deny that they're gonna be interested

02:18:06.907 --> 02:18:08.586
I think would be ridiculous,

02:18:08.586 --> 02:18:10.603
but I don't know.

02:18:10.603 --> 02:18:13.386
We absolutely have no agreements with anybody,

02:18:13.386 --> 02:18:16.122
not with Charter school fund, not with any other group,

02:18:16.122 --> 02:18:19.194
to be doing anything regarding construction of

02:18:19.194 --> 02:18:21.545
facilities for our school, period.

02:18:21.545 --> 02:18:23.212
<v ->I only ask because</v>

02:18:25.891 --> 02:18:29.496
it's my understanding that two of the principles with

02:18:29.496 --> 02:18:32.979
the Charter fund in Idaho, are also

02:18:32.979 --> 02:18:36.751
the principle owners of Athlos curriculum

02:18:36.751 --> 02:18:40.172
or Athlos apparel, what you guys are gonna be using

02:18:40.172 --> 02:18:42.714
in reference in your budgets of what the expenses

02:18:42.714 --> 02:18:43.674
would be.

02:18:43.674 --> 02:18:44.934
I'm just wondering,

02:18:44.934 --> 02:18:48.450
you've got a lot of different entities that have

02:18:48.450 --> 02:18:51.810
similar ownership that are trying to

02:18:51.810 --> 02:18:53.477
work their way in to

02:18:55.110 --> 02:18:57.437
I guess, this venture.

02:18:57.437 --> 02:19:00.354
<v ->So, Athlos curriculum is part of a</v>

02:19:02.765 --> 02:19:07.084
social venture corporation that has one arm

02:19:07.084 --> 02:19:08.978
that does construction, called the Charter school

02:19:08.978 --> 02:19:10.826
fund and building management,

02:19:10.826 --> 02:19:13.720
and then the other arm which is staffed with completely

02:19:13.720 --> 02:19:17.272
different people, that does curriculum.

02:19:17.272 --> 02:19:20.161
I've met the curriculum team at Athlos Academies,

02:19:20.161 --> 02:19:22.855
they are well accomplished, very educated in terms

02:19:22.855 --> 02:19:24.504
of Project-Based Learning.

02:19:24.504 --> 02:19:28.236
The two owners, Ryan Van Alfen and Jason Kotter,

02:19:28.236 --> 02:19:32.328
that started the organization, yes, are the same,

02:19:32.328 --> 02:19:36.245
but that doesn't behold us to purchase anything

02:19:37.583 --> 02:19:40.727
from the Charter school fund, at all. Period.

02:19:40.727 --> 02:19:42.023
And that's our prerogative.

02:19:42.023 --> 02:19:45.048
If they want to compete for our Board's business,

02:19:45.048 --> 02:19:47.183
and the business of the taxpayers of Texas,

02:19:47.183 --> 02:19:48.923
they certainly can but

02:19:48.923 --> 02:19:50.554
just because we're using that curriculum

02:19:50.554 --> 02:19:55.012
does not entitle that entity to do our school.

02:19:55.012 --> 02:19:57.855
I think there are lots of different

02:19:57.855 --> 02:20:00.754
businesses all over the world that have owners

02:20:00.754 --> 02:20:03.950
that own multiple layers, but

02:20:03.950 --> 02:20:07.035
in terms of what it means for us and our school,

02:20:07.035 --> 02:20:09.169
I don't think that,

02:20:09.169 --> 02:20:11.917
it's important to know, but I don't think it has any

02:20:11.917 --> 02:20:16.036
relevancy to purchasing or some kind of predetermined

02:20:16.036 --> 02:20:17.119
or agreement.

02:20:18.996 --> 02:20:20.616
<v ->I appreciate you saying that,</v>

02:20:20.616 --> 02:20:23.772
I guess it's hard for me to,

02:20:23.772 --> 02:20:27.527
really accept that answer since the name of the school

02:20:27.527 --> 02:20:30.899
is gonna be Athlos Academies of Texas, right?

02:20:30.899 --> 02:20:33.985
And, so, you're naming it after

02:20:33.985 --> 02:20:35.235
a product that,

02:20:36.215 --> 02:20:38.927
you haven't gone out for

02:20:38.927 --> 02:20:40.774
proper bids on for curriculum

02:20:40.774 --> 02:20:42.826
and you're saying that's what you're gonna use

02:20:42.826 --> 02:20:44.364
and operate with, right?

02:20:44.364 --> 02:20:47.086
<v ->You know I was thinking about this a lot because I was</v>

02:20:47.086 --> 02:20:48.637
trying to figure out

02:20:48.637 --> 02:20:50.518
the best way I could explain this process so

02:20:50.518 --> 02:20:53.986
in terms of, if you think about a Montessori school,

02:20:53.986 --> 02:20:55.569
or an IB school,

02:20:55.569 --> 02:20:58.216
lots of schools put Montessori in their name,

02:20:58.216 --> 02:21:00.933
to reflect the teaching philosophy of that school.

02:21:00.933 --> 02:21:03.448
That of course if you're gonna be in a credited Montessori

02:21:03.448 --> 02:21:05.638
school, you have to purchase curriculum

02:21:05.638 --> 02:21:09.080
from specific vendors, you have to belong to

02:21:09.080 --> 02:21:10.928
a National Montessori Organization,

02:21:10.928 --> 02:21:12.889
to make sure that what you're saying is Montessori

02:21:12.889 --> 02:21:14.576
is really Montessori.

02:21:14.576 --> 02:21:17.779
In the same way the Athlos name of our schools,

02:21:17.779 --> 02:21:20.707
reflects the philosophy of teaching for Athlos.

02:21:20.707 --> 02:21:23.167
We are making sure that

02:21:23.167 --> 02:21:26.143
it is apparent what it is that we're doing.

02:21:26.143 --> 02:21:29.298
Athlos is really more of a philosophy of school education

02:21:29.298 --> 02:21:32.202
curriculum in the way that the Charter school fund,

02:21:32.202 --> 02:21:35.142
is the Charter school fund, and that's a different name,

02:21:35.142 --> 02:21:36.102
different organization,

02:21:36.102 --> 02:21:39.165
we're not the Charter school fund school of Texas,

02:21:39.165 --> 02:21:41.405
but I think that's the best parallel that I can raise

02:21:41.405 --> 02:21:43.457
just to be a super explicit about it,

02:21:43.457 --> 02:21:44.573
is it's informative.

02:21:44.573 --> 02:21:48.329
Okay this is what you're getting when you go to this door,

02:21:48.329 --> 02:21:52.697
it doesn't mean that we are now, part of this

02:21:52.697 --> 02:21:54.708
curriculum entity.

02:21:54.708 --> 02:21:56.716
Is that helpful at all?

02:21:56.716 --> 02:21:57.712
Mr. Cortez?

02:21:57.712 --> 02:22:00.664
<v ->It doesn't give the clarity that I'm hoping for,</v>

02:22:00.664 --> 02:22:03.247
and I guess part of it is that,

02:22:05.337 --> 02:22:08.337
they went through the process in 14,

02:22:09.482 --> 02:22:10.518
without you right?

02:22:10.518 --> 02:22:11.394
<v Tiffany>Correct.</v>

02:22:11.394 --> 02:22:13.266
<v ->They didn't make it through,</v>

02:22:13.266 --> 02:22:15.389
then the went through it in 15 with you,

02:22:15.389 --> 02:22:19.114
this body, or the majority of this body vetoed it.

02:22:19.114 --> 02:22:23.573
So here we are again for some reason looking at this

02:22:23.573 --> 02:22:24.573
application,

02:22:26.896 --> 02:22:29.063
and I guess my concern is,

02:22:30.341 --> 02:22:34.508
it seems that there haven't been really a lot of changes.

02:22:38.133 --> 02:22:42.654
The principals that had the idea to bring this

02:22:42.654 --> 02:22:46.278
are still those two heads of the Charter fund

02:22:46.278 --> 02:22:49.402
who wanted to say let's create something in the

02:22:49.402 --> 02:22:51.090
State of Texas, right?

02:22:51.090 --> 02:22:52.007
And so they

02:22:53.827 --> 02:22:56.827
came in and visited with some local groups

02:22:56.827 --> 02:22:59.285
and sold their models

02:22:59.285 --> 02:23:02.777
to a group that's here in Austin, San Antonio,

02:23:02.777 --> 02:23:03.732
and South Texas

02:23:03.732 --> 02:23:06.605
and then another group that's in North Texas and, they

02:23:06.605 --> 02:23:08.296
I guess they sold some of their components

02:23:08.296 --> 02:23:11.068
and some of their management opportunities and

02:23:11.068 --> 02:23:12.520
brought in

02:23:12.520 --> 02:23:15.243
the Charter fund, helped them do a lot of financing,

02:23:15.243 --> 02:23:18.435
and I guess through that I'm assuming that they saw this

02:23:18.435 --> 02:23:20.523
opportunity to come out

02:23:20.523 --> 02:23:22.190
and create their own

02:23:23.295 --> 02:23:25.611
Charter line in Texas, similar to what they have

02:23:25.611 --> 02:23:27.029
in other states.

02:23:27.029 --> 02:23:28.238
<v ->The way that I,</v>

02:23:28.238 --> 02:23:30.879
I wasn't here in the very beginning of the Board

02:23:30.879 --> 02:23:33.266
the majority of our Board members are the same ones that

02:23:33.266 --> 02:23:35.522
started with the Board,

02:23:35.522 --> 02:23:38.137
but the story they've told me is

02:23:38.137 --> 02:23:40.978
they heard about the athletic conditioning model

02:23:40.978 --> 02:23:41.811
in particular,

02:23:41.811 --> 02:23:44.014
as you know Todd Withthorn and Debbie Ray,

02:23:44.014 --> 02:23:47.029
Dr. Debbie Ray's a professor of Kinesiology

02:23:47.029 --> 02:23:49.389
at Texas Christian University,

02:23:49.389 --> 02:23:51.056
and Mr. Withthorn is

02:23:53.085 --> 02:23:54.086
the runner of ACAP Health,

02:23:54.086 --> 02:23:57.004
very focused on physical health and preventative medicine.

02:23:57.004 --> 02:23:59.781
They found out about some of the Athlos athletic

02:23:59.781 --> 02:24:01.534
curricular components and said

02:24:01.534 --> 02:24:03.681
this is the solution, we want to come together,

02:24:03.681 --> 02:24:04.549
we want to create a Board.

02:24:04.549 --> 02:24:06.729
Tim Church, who's Mr. Withthorn's colleague, also was part

02:24:06.729 --> 02:24:09.345
of the Board at that time,

02:24:09.345 --> 02:24:11.454
and they approached Athlos, and said

02:24:11.454 --> 02:24:14.636
how do we bring this amazing athletic curriculum

02:24:14.636 --> 02:24:16.313
to students in Texas.

02:24:16.313 --> 02:24:17.418
We don't have our own school,

02:24:17.418 --> 02:24:19.213
we're not already an operating Charter network

02:24:19.213 --> 02:24:20.666
that wants to grow and multiply work,

02:24:20.666 --> 02:24:22.310
we're a different set of people.

02:24:22.310 --> 02:24:24.745
I was brought onto the Board

02:24:24.745 --> 02:24:26.281
based on educational philosophy.

02:24:26.281 --> 02:24:29.845
I took one look at the model, both in terms of the academic

02:24:29.845 --> 02:24:32.606
model and in terms of the athletic model as well

02:24:32.606 --> 02:24:34.957
as this whole student model and I was

02:24:34.957 --> 02:24:37.212
really excited about it.

02:24:37.212 --> 02:24:41.370
I know it's really easy to assume that everyone has

02:24:41.370 --> 02:24:44.250
this nefarious purpose and we just want to funnel

02:24:44.250 --> 02:24:45.605
money somewhere,

02:24:45.605 --> 02:24:49.205
but I think that the times that you've met our Board,

02:24:49.205 --> 02:24:51.329
and I hope that the times that you've met me,

02:24:51.329 --> 02:24:53.645
it does come through that we are earnest people.

02:24:53.645 --> 02:24:57.090
I am an educator with many years behind me

02:24:57.090 --> 02:24:59.141
of working with different types of students,

02:24:59.141 --> 02:25:00.604
different educational formats,

02:25:00.604 --> 02:25:03.760
I'm super excited about what Athlos has to bring

02:25:03.760 --> 02:25:05.704
to the kids of Denton,

02:25:05.704 --> 02:25:07.242
particularly with their community interest

02:25:07.242 --> 02:25:09.217
and physical health and wellness,

02:25:09.217 --> 02:25:11.308
I think we offer something new and innovative

02:25:11.308 --> 02:25:14.768
and I absolutely as a professional human being

02:25:14.768 --> 02:25:18.207
would not want to be my name, put my efforts,

02:25:18.207 --> 02:25:21.297
dedicate two years of my life to something that I thought

02:25:21.297 --> 02:25:24.578
was unethical or just simply some kind of shell game

02:25:24.578 --> 02:25:25.682
to create a building,

02:25:25.682 --> 02:25:29.296
so I guess that's my earnest statement to you,

02:25:29.296 --> 02:25:30.869
about what we're doing here,

02:25:30.869 --> 02:25:33.134
but we're really in the business of helping kids

02:25:33.134 --> 02:25:34.877
be healthier and smarter.

02:25:34.877 --> 02:25:37.618
<v ->Madam Chair, I just have one more question and then</v>

02:25:37.618 --> 02:25:40.031
if anything else pops into mind maybe I'll do a

02:25:40.031 --> 02:25:40.864
second round.

02:25:40.864 --> 02:25:44.518
My last question would be, again, you weren't part of

02:25:44.518 --> 02:25:46.222
the application process in '14,

02:25:46.222 --> 02:25:49.639
you were in '15, and you are obviously now.

02:25:52.548 --> 02:25:55.631
As I asked the question in Committee,

02:25:57.838 --> 02:26:02.671
when you had your two public sessions in October,

02:26:02.671 --> 02:26:06.838
you had a collective group of 15 interested parties

02:26:08.464 --> 02:26:09.547
at that time.

02:26:10.984 --> 02:26:12.685
I mean and so...

02:26:12.685 --> 02:26:14.749
<v Tiffany>No, I do want to talk about that.</v>

02:26:14.749 --> 02:26:17.956
<v ->When you opened, you started talking about</v>

02:26:17.956 --> 02:26:19.539
you had 292 parents

02:26:23.315 --> 02:26:26.313
or 270, whatever the number was today,

02:26:26.313 --> 02:26:29.876
but at the time throughout this process,

02:26:29.876 --> 02:26:33.368
and I raise the point because I know last year

02:26:33.368 --> 02:26:34.880
I was able to sit through the interviews,

02:26:34.880 --> 02:26:36.849
I wasn't this year because I had a conflict in my

02:26:36.849 --> 02:26:39.799
schedule, and I remember listening to some of those

02:26:39.799 --> 02:26:42.284
applicants tell us how they had

02:26:42.284 --> 02:26:43.367
80, 100, 200,

02:26:45.188 --> 02:26:48.855
in one instance we had a room full of people

02:26:50.431 --> 02:26:52.230
in support with their shirts

02:26:52.230 --> 02:26:56.397
and you saw this community outpouring of support, right?

02:26:58.854 --> 02:27:02.849
I haven't seen that I see 15 that are noted on your

02:27:02.849 --> 02:27:07.016
application and so I'm just wondering to what do you

02:27:07.940 --> 02:27:10.523
highlight the lack of interest?

02:27:11.391 --> 02:27:14.528
<v ->I actually left yesterday's Committee meeting kind of</v>

02:27:14.528 --> 02:27:16.531
you know, my head was down like, okay, wow.

02:27:16.531 --> 02:27:18.643
That's a really good point that you've made Mr. Cortez

02:27:18.643 --> 02:27:20.562
because, yikes,

02:27:20.562 --> 02:27:22.206
so I understand that perspective

02:27:22.206 --> 02:27:23.886
and I kept thinking about it and thinking about it

02:27:23.886 --> 02:27:26.418
and one thing I realized that I hope helps at least

02:27:26.418 --> 02:27:28.554
partially explain is

02:27:28.554 --> 02:27:31.714
when we first came to you all in the last time,

02:27:31.714 --> 02:27:33.985
the last application cycle, we were really looking at

02:27:33.985 --> 02:27:37.192
Dallas county, we weren't really sure where we're gonna be,

02:27:37.192 --> 02:27:39.782
we thought maybe North Dallas, but we weren't sure.

02:27:39.782 --> 02:27:43.173
We heard you, we needed to identify an area to get people

02:27:43.173 --> 02:27:46.476
to be excited, obviously, if you live in Highland Park,

02:27:46.476 --> 02:27:49.444
you can't drive to Lewisville to take your kid to school.

02:27:49.444 --> 02:27:52.171
I mean that's just not possible for families.

02:27:52.171 --> 02:27:54.263
We narrowed in, where are we gonna go.

02:27:54.263 --> 02:27:56.711
We picked Denton, because of what I said,

02:27:56.711 --> 02:28:00.323
they have a health-minded community, very limited school

02:28:00.323 --> 02:28:02.482
choice options are there,

02:28:02.482 --> 02:28:04.810
but really it was like starting over in a brand new

02:28:04.810 --> 02:28:08.350
community, Denton is not, I don't think at least,

02:28:08.350 --> 02:28:11.194
it doesn't seem to me from driving there and going

02:28:11.194 --> 02:28:15.202
through traffic and being in Denton like a Dentonite,

02:28:15.202 --> 02:28:18.048
that it's connected to Dallas county.

02:28:18.048 --> 02:28:21.813
It's not as though as the word got out from moms in Dallas

02:28:21.813 --> 02:28:22.857
to Denton.

02:28:22.857 --> 02:28:24.909
It was really like starting over again.

02:28:24.909 --> 02:28:27.995
And as you know, the Charter application cycle was

02:28:27.995 --> 02:28:30.536
significantly pushed up this year in terms of timing

02:28:30.536 --> 02:28:33.104
normally I think you turn it in I think in the first

02:28:33.104 --> 02:28:36.056
week of January, this time I think we turn in November,

02:28:36.056 --> 02:28:37.174
I'm not quite sure.

02:28:37.174 --> 02:28:40.328
But we are working on this abridged timeline in a

02:28:40.328 --> 02:28:42.751
completely new area, but to your point,

02:28:42.751 --> 02:28:46.148
we heard you, right, we needed to show that interest.

02:28:46.148 --> 02:28:49.975
Since our interview, we have doubled down on those efforts,

02:28:49.975 --> 02:28:53.041
we have pushed hard to get that community support

02:28:53.041 --> 02:28:55.134
to find out for us, too.

02:28:55.134 --> 02:28:57.534
Do we really want this, you know?

02:28:57.534 --> 02:28:59.622
And, overwhelmingly, family after family,

02:28:59.622 --> 02:29:01.493
they have told me,

02:29:01.493 --> 02:29:03.365
I can talk about personal stories, where they're like,

02:29:03.365 --> 02:29:05.837
where is it? Is it here now?

02:29:05.837 --> 02:29:08.024
Can you open it next fall? Can you open it for the fall,

02:29:08.024 --> 02:29:09.657
my kid would love that.

02:29:09.657 --> 02:29:11.900
They need more activity in their school day,

02:29:11.900 --> 02:29:16.760
they're just that kind of kid, they need to move to learn.

02:29:16.760 --> 02:29:19.788
I guess that's kind of the explanation,

02:29:19.788 --> 02:29:22.270
I don't see it as an excuse, but it's an explanation to

02:29:22.270 --> 02:29:25.629
understand, why our numbers were the way they were,

02:29:25.629 --> 02:29:28.993
particularly at the beginning of this process.

02:29:28.993 --> 02:29:30.899
<v Mr. Cortez>Thank you.</v>

02:29:30.899 --> 02:29:32.457
<v Donna>Ms. Perez.</v>

02:29:32.457 --> 02:29:34.175
<v ->Thank you, Madame Chair,</v>

02:29:34.175 --> 02:29:37.164
thank you for being here, I know you had

02:29:37.164 --> 02:29:39.394
to answer a lot of questions, I think.

02:29:39.394 --> 02:29:41.584
To one of the points that Mr. Cortez was making,

02:29:41.584 --> 02:29:43.192
and I know it's something that's very important

02:29:43.192 --> 02:29:44.957
for the rest of this Board is that

02:29:44.957 --> 02:29:47.761
we see individuals that know the community when you have

02:29:47.761 --> 02:29:51.098
a Charter that's being established and you mentioned that

02:29:51.098 --> 02:29:53.740
the Board members are from Texas or Texans,

02:29:53.740 --> 02:29:57.167
I'm just curious that the members,

02:29:57.167 --> 02:30:01.243
speaking to Mr. Cortez's point about the lack of interest

02:30:01.243 --> 02:30:05.410
or the lack of proof that want or need for this school

02:30:06.866 --> 02:30:08.108
in Denton,

02:30:08.108 --> 02:30:11.513
I'm wondering, also, where are your Board members from

02:30:11.513 --> 02:30:15.542
because prior to an application process Board members

02:30:15.542 --> 02:30:18.371
if you already have people lined up, can help

02:30:18.371 --> 02:30:22.364
drive that and can help educate individuals, so, if you

02:30:22.364 --> 02:30:24.246
have local Board members,

02:30:24.246 --> 02:30:26.566
that's where that work could've been done prior to the

02:30:26.566 --> 02:30:29.071
application process but

02:30:29.071 --> 02:30:32.331
so where are these Board members from?

02:30:32.331 --> 02:30:34.652
<v ->To your point, absolutely,</v>

02:30:34.652 --> 02:30:37.577
we're working right now on identifying Denton

02:30:37.577 --> 02:30:40.560
Board member, someone who lives in Denton proper,

02:30:40.560 --> 02:30:43.054
that's part of the means we've had with the

02:30:43.054 --> 02:30:45.187
Tri-Valley Hispanic Chamber,

02:30:45.187 --> 02:30:46.956
part of my search at Juneteenth,

02:30:46.956 --> 02:30:48.673
we have a number of interested people

02:30:48.673 --> 02:30:50.983
and right now, we haven't yet met as a Board to

02:30:50.983 --> 02:30:53.150
review their submissions to be a Board member

02:30:53.150 --> 02:30:55.226
but we are screening for those people,

02:30:55.226 --> 02:30:57.837
and I've personally met a few of them who really want

02:30:57.837 --> 02:31:00.934
to be part of it, our other Board member Todd Withthron

02:31:00.934 --> 02:31:03.579
also attended some events in Denton and gathered up a

02:31:03.579 --> 02:31:05.910
few different people who were interested as well.

02:31:05.910 --> 02:31:08.416
So we're making progress on getting that Denton

02:31:08.416 --> 02:31:12.476
Board member, so Todd lives, I think he lives in

02:31:12.476 --> 02:31:15.352
Carrollton, I could look up his address,

02:31:15.352 --> 02:31:17.371
but he live in the North Dallas area.

02:31:17.371 --> 02:31:21.802
He runs ACAP Health Consulting, which is a business

02:31:21.802 --> 02:31:25.085
in North Dallas, they focus on proactive health benefits

02:31:25.085 --> 02:31:29.252
to help reduce people's incidents of going to the hospital

02:31:30.646 --> 02:31:31.952
later with a serious illness,

02:31:31.952 --> 02:31:33.170
they're trying to make people healthier,

02:31:33.170 --> 02:31:35.794
fantastic, if you've heard of their product, Naturally Slim,

02:31:35.794 --> 02:31:37.892
it's a web series on education,

02:31:37.892 --> 02:31:40.153
I was hoping it some kind of magical pill

02:31:40.153 --> 02:31:42.048
but unfortunately for me, it's not,

02:31:42.048 --> 02:31:43.919
but it's pretty cool, you can check them out.

02:31:43.919 --> 02:31:46.939
They actually just signed a big contract with UT

02:31:46.939 --> 02:31:50.146
to help their members become healthier at UT.

02:31:50.146 --> 02:31:52.290
So, anyway, so he works there.

02:31:52.290 --> 02:31:56.357
Dr. Debbie Ray is the Associate Dean of Kinesiology,

02:31:56.357 --> 02:32:00.382
or Health Sciences, maybe, at Texas Christian University,

02:32:00.382 --> 02:32:02.052
so she lives in Fort Worth.

02:32:02.052 --> 02:32:04.164
You may have seen her

02:32:04.164 --> 02:32:07.149
featured on the Today Show with Project Link which is

02:32:07.149 --> 02:32:09.256
bringing more recess back into schools

02:32:09.256 --> 02:32:11.309
and that's part of our Athlos model.

02:32:11.309 --> 02:32:14.418
It absolutely decreases behaviors and increases

02:32:14.418 --> 02:32:16.540
academic achievement and cognition,

02:32:16.540 --> 02:32:18.745
which we know from multiple scientific studies,

02:32:18.745 --> 02:32:20.731
she's a leader in the nation that,

02:32:20.731 --> 02:32:22.399
so she's in TCU,

02:32:22.399 --> 02:32:24.069
I'm in San Antonio,

02:32:24.069 --> 02:32:26.644
so I live there in kind of the south part.

02:32:26.644 --> 02:32:30.078
We also added a new Board member this year,

02:32:30.078 --> 02:32:32.398
who is a procurement person,

02:32:32.398 --> 02:32:35.611
also based on the Board's concerns about procurement

02:32:35.611 --> 02:32:38.954
and finance, and he lives in San Antonio as well.

02:32:38.954 --> 02:32:42.234
So, that is our Board, am I forgetting somebody?

02:32:42.234 --> 02:32:43.817
I don't think I am.

02:32:45.983 --> 02:32:48.381
That's where we are.

02:32:48.381 --> 02:32:49.483
<v Ms. Lopez>Thank you.</v>

02:32:49.483 --> 02:32:51.919
<v Donna>So, how many members are on your Board right now?</v>

02:32:51.919 --> 02:32:54.738
<v ->Myself, Debbie Ray, Todd With... oh I forgot,</v>

02:32:54.738 --> 02:32:56.455
Martha Rocha she lives...

02:32:56.455 --> 02:32:57.928
Thank you for reminding me,

02:32:57.928 --> 02:32:59.575
she lives in Dallas, there's five.

02:32:59.575 --> 02:33:02.174
Martha Rocha, she works as a consultant for a Dallas

02:33:02.174 --> 02:33:04.320
Children's Hospital.

02:33:04.320 --> 02:33:07.370
She's also an original Board member, so, Todd, Martha,

02:33:07.370 --> 02:33:10.703
and Debbie are our top three trio there.

02:33:12.860 --> 02:33:15.443
And then we have Mike Ashmore from San Antonio,

02:33:15.443 --> 02:33:17.593
so five total are with us.

02:33:17.593 --> 02:33:18.540
I knew I forgot somebody.

02:33:18.540 --> 02:33:20.790
<v Donna>Yes, Mr. Maynard.</v>

02:33:21.799 --> 02:33:22.924
<v ->Thank you Madame Chairman,</v>

02:33:22.924 --> 02:33:26.961
I think that what I'm hearing is that one of the struggles

02:33:26.961 --> 02:33:31.615
I think that some folks are having is trying to

02:33:31.615 --> 02:33:34.448
characterize the relationship that

02:33:35.752 --> 02:33:38.919
the Texas entity has with the branding

02:33:40.762 --> 02:33:44.929
and so let me see if I can kind of explore that with you.

02:33:47.834 --> 02:33:51.751
In commercial enterprises, we have franchising,

02:33:53.118 --> 02:33:55.035
if I own a hotel chain,

02:33:57.492 --> 02:34:00.242
I may own the property, I operate

02:34:02.897 --> 02:34:05.379
and I have to meet certain benchmarks and things like that,

02:34:05.379 --> 02:34:09.116
if I'm gonna flied that particular hotel property

02:34:09.116 --> 02:34:10.298
in that sort of manner,

02:34:10.298 --> 02:34:13.981
but I own it and I control it, right?

02:34:13.981 --> 02:34:18.206
If I can draw that comparison is that so what you're saying

02:34:18.206 --> 02:34:22.039
is that the Texas group operates independently

02:34:24.133 --> 02:34:26.383
of the parent organization,

02:34:27.370 --> 02:34:30.884
but it is in essence, a franchise, as that it is

02:34:30.884 --> 02:34:33.496
branded a certain way, it is flagged a certain way,

02:34:33.496 --> 02:34:36.824
it meets certain standards that the franchising

02:34:36.824 --> 02:34:38.575
organization has,

02:34:38.575 --> 02:34:42.989
in order for you to be able to flag it that way.

02:34:42.989 --> 02:34:45.353
But it operates independently,

02:34:45.353 --> 02:34:49.284
in other words all the decisions, the business decisions,

02:34:49.284 --> 02:34:51.963
the academic decisions are made in Texas.

02:34:51.963 --> 02:34:53.355
Is that a fair characterization?

02:34:53.355 --> 02:34:54.352
<v ->Absolutely, yes.</v>

02:34:54.352 --> 02:34:57.036
I'm not a business person, I don't know if franchises

02:34:57.036 --> 02:34:59.031
pay some kind of fees to their...

02:34:59.031 --> 02:35:00.924
We don't do that part.

02:35:00.924 --> 02:35:03.656
But in terms of standards, in terms of

02:35:03.656 --> 02:35:07.286
our curriculum is absolutely reflected, that's part of the

02:35:07.286 --> 02:35:08.469
development, we want to make sure we're

02:35:08.469 --> 02:35:10.229
delivering that model appropriately

02:35:10.229 --> 02:35:13.015
all of that is true but all of the power,

02:35:13.015 --> 02:35:17.182
to operate the schools lies with the Texas Board. Period.

02:35:20.632 --> 02:35:21.644
<v Donna>Mr. Rowley.</v>

02:35:21.644 --> 02:35:23.606
<v ->One final question, Tiffany.</v>

02:35:23.606 --> 02:35:27.773
My philosophy with regard to Charter Schools is that they're

02:35:30.080 --> 02:35:33.612
appropriate in situations in which they're going to bring

02:35:33.612 --> 02:35:37.916
an innovative approach or a different technique,

02:35:37.916 --> 02:35:40.897
a different methodology, something different than

02:35:40.897 --> 02:35:44.702
what is being offered by the local ISD,

02:35:44.702 --> 02:35:48.901
or they're meeting a particular demographic group,

02:35:48.901 --> 02:35:51.847
trying to reach that group that may not be

02:35:51.847 --> 02:35:53.476
necessarily reached.

02:35:53.476 --> 02:35:57.264
You've eluded to this somewhat but maybe not to the extent

02:35:57.264 --> 02:36:01.431
that we could hear how different the Athlos model is to

02:36:03.853 --> 02:36:08.020
what we're going to see in a typical traditional school.

02:36:09.120 --> 02:36:10.025
Can you help us with that

02:36:10.025 --> 02:36:11.324
just briefly?

02:36:11.324 --> 02:36:13.052
<v ->Thank you sir.</v>

02:36:13.052 --> 02:36:15.801
What makes me super-excited about Athlos is

02:36:15.801 --> 02:36:19.968
there's countless scientific research about the use of

02:36:21.567 --> 02:36:25.016
cardiovascular exercise and physical health to really

02:36:25.016 --> 02:36:27.042
engage student academic achievement.

02:36:27.042 --> 02:36:30.011
Absolutely it helps kids in the classroom, not just behave

02:36:30.011 --> 02:36:33.804
better but learn better, so, we have that.

02:36:33.804 --> 02:36:36.415
We also have a vary large body of social science research

02:36:36.415 --> 02:36:39.132
talking about character education and how it improves

02:36:39.132 --> 02:36:40.254
outcomes for kids.

02:36:40.254 --> 02:36:42.690
And some schools do implement character education,

02:36:42.690 --> 02:36:44.569
but I think we all know from traditional school

02:36:44.569 --> 02:36:47.122
environments that the amount of physical activity

02:36:47.122 --> 02:36:49.549
and exercise is eroding in schools,

02:36:49.549 --> 02:36:53.177
from recess to P.E., and we are really doing ourselves

02:36:53.177 --> 02:36:54.070
a disservice.

02:36:54.070 --> 02:36:58.237
Our innovation is that Athlos is using physical science,

02:36:59.384 --> 02:37:03.466
medical science to help us inform learning in the classroom.

02:37:03.466 --> 02:37:06.598
Cardio activity is like Miracle-Gro for the brain,

02:37:06.598 --> 02:37:09.672
it makes the brain ready to receive information

02:37:09.672 --> 02:37:12.341
and implement that information to long-term learning.

02:37:12.341 --> 02:37:16.066
It's easily, it's not some kind of quack study,

02:37:16.066 --> 02:37:17.916
this is the National Institution of Health,

02:37:17.916 --> 02:37:19.045
there's countless evidence,

02:37:19.045 --> 02:37:21.214
but we ignore it in traditional schools.

02:37:21.214 --> 02:37:24.485
Athlos is an opportunity to bring that science to

02:37:24.485 --> 02:37:27.931
actual practice for the academic benefit of our kids,

02:37:27.931 --> 02:37:30.357
and we even have a, I don't want to say a pilot

02:37:30.357 --> 02:37:33.301
quote unquote, because Debbie, our Board member,

02:37:33.301 --> 02:37:35.298
she's running schools in Fort Worth,

02:37:35.298 --> 02:37:38.222
and in the Texas area, actually in the Nation now

02:37:38.222 --> 02:37:41.328
with extra recess and literally measuring,

02:37:41.328 --> 02:37:43.709
increased scores in comprehension, particularly

02:37:43.709 --> 02:37:46.304
in reading, she has a lot of really good data

02:37:46.304 --> 02:37:49.135
and one thing that was really compelling to me was

02:37:49.135 --> 02:37:51.165
she found that by giving kids extra recess,

02:37:51.165 --> 02:37:54.204
which we think is a waste of time,

02:37:54.204 --> 02:37:57.127
out of every hour, in the classroom her students

02:37:57.127 --> 02:38:00.363
and she was observing, 15 minutes of that time,

02:38:00.363 --> 02:38:03.056
the teacher was spending redirecting kids.

02:38:03.056 --> 02:38:05.215
Like get back on task, focus, pay attention,

02:38:05.215 --> 02:38:06.501
okay, look at me, Johnny.

02:38:06.501 --> 02:38:09.195
But when given those extra recess time,

02:38:09.195 --> 02:38:11.663
we saw an almost minute-for-minute correlation

02:38:11.663 --> 02:38:13.572
on drop in terms of redirection.

02:38:13.572 --> 02:38:16.303
So, the time that kids are spending actually learning

02:38:16.303 --> 02:38:17.607
and focused on the teacher

02:38:17.607 --> 02:38:21.314
remains about the same, and we know that the increase

02:38:21.314 --> 02:38:23.944
in the physical capacity of their brain to receive

02:38:23.944 --> 02:38:25.948
that information is heightened,

02:38:25.948 --> 02:38:28.077
which is what she is thinking as learning to those

02:38:28.077 --> 02:38:31.325
better outcomes she's seeing with data for kids.

02:38:31.325 --> 02:38:33.761
It's really cool for us as a Board to have that expert

02:38:33.761 --> 02:38:34.747
on our team,

02:38:34.747 --> 02:38:37.914
because she's doing that research that is absolutely

02:38:37.914 --> 02:38:41.321
impacting our practice, when we open our school

02:38:41.321 --> 02:38:43.294
if we are approved this cycle

02:38:43.294 --> 02:38:45.187
so, that's really our innovation,

02:38:45.187 --> 02:38:47.242
I wish I could say it was, we're sending rockets to

02:38:47.242 --> 02:38:50.154
the moon or something, but we're using what we already know

02:38:50.154 --> 02:38:52.938
to inform what's happening in the classroom, and it's

02:38:52.938 --> 02:38:54.690
very powerful for kids,

02:38:54.690 --> 02:38:58.135
particularly those who are like really needing to move

02:38:58.135 --> 02:38:59.109
to learn,

02:38:59.109 --> 02:39:00.526
Thank you, Sir.

02:39:03.564 --> 02:39:06.092
<v ->Mr. Cortez, oh I'm sorry, Mr. Bradley</v>

02:39:06.092 --> 02:39:07.259
hasn't spoken.

02:39:10.716 --> 02:39:14.256
<v ->This will be a question for staff regarding the discussion,</v>

02:39:14.256 --> 02:39:15.173
if I might.

02:39:17.190 --> 02:39:19.440
Or do you want to limit it?

02:39:26.753 --> 02:39:29.011
I'm always into the number side of it,

02:39:29.011 --> 02:39:31.350
to see if they can be financially successful,

02:39:31.350 --> 02:39:32.683
but I know staff

02:39:33.787 --> 02:39:36.396
watching y'all through the Charter selection process

02:39:36.396 --> 02:39:40.097
you had 22 applicants, and only three were recommended

02:39:40.097 --> 02:39:41.593
by the Commissioner.

02:39:41.593 --> 02:39:45.760
That's a pretty small doorway to get past you isn't it?

02:39:46.683 --> 02:39:50.290
Y'all made the same recommendation last year.

02:39:50.290 --> 02:39:53.422
And the Board overturned in the interim between that

02:39:53.422 --> 02:39:55.915
what changed in the application

02:39:55.915 --> 02:40:00.082
and did your opinion improve or did it remain the same?

02:40:01.565 --> 02:40:04.592
I want you to defend the Commissioner's decision.

02:40:04.592 --> 02:40:05.842
<v ->Heather Mose.</v>

02:40:07.076 --> 02:40:10.671
What'll offer you is that with each iteration

02:40:10.671 --> 02:40:12.805
of the Commissioner's application,

02:40:12.805 --> 02:40:16.722
we take input from Board members, we take input

02:40:18.164 --> 02:40:20.081
from the process itself

02:40:21.020 --> 02:40:24.270
to improve that next application cycle.

02:40:25.496 --> 02:40:27.413
Our focus has been on a

02:40:28.755 --> 02:40:32.421
vetting applicants who have a propensity to offer

02:40:32.421 --> 02:40:34.972
high quality Charter seats.

02:40:34.972 --> 02:40:38.305
We have been very laser-focused on that.

02:40:39.276 --> 02:40:43.811
To that end, we have taken steps to include both

02:40:43.811 --> 02:40:46.966
quantitative and qualitative aspects

02:40:46.966 --> 02:40:48.729
of the application.

02:40:48.729 --> 02:40:52.479
We move the cut score that several years ago,

02:40:54.309 --> 02:40:57.522
when I came on Board was at a 70% cut score

02:40:57.522 --> 02:40:59.605
to an 85% cut score,

02:41:00.678 --> 02:41:04.595
this approach to scoring allows the authorizer,

02:41:05.434 --> 02:41:09.169
allows the Board to see with more granularity,

02:41:09.169 --> 02:41:12.556
the strengths of the application and the weaknesses

02:41:12.556 --> 02:41:14.556
of each application.

02:41:14.556 --> 02:41:17.306
We have implemented a more robust

02:41:18.442 --> 02:41:20.689
external reviewer training

02:41:20.689 --> 02:41:23.845
so that we are really getting trainers who have

02:41:23.845 --> 02:41:27.374
areas of expertise and then assigning applications

02:41:27.374 --> 02:41:29.707
to those external reviewers.

02:41:30.611 --> 02:41:33.444
we have altered our scoring rubric

02:41:35.131 --> 02:41:38.913
to get down to that granularity and so instead of just

02:41:38.913 --> 02:41:43.449
an overall education role section or category,

02:41:43.449 --> 02:41:46.105
we look at mission and vision and a day in the life

02:41:46.105 --> 02:41:49.147
and we score appropriately.

02:41:49.147 --> 02:41:51.480
All of that to drill down to

02:41:55.826 --> 02:41:59.993
an applicant who is going to offer quality seats to kids.

02:42:01.512 --> 02:42:04.762
And so to that end, specific to Athlos,

02:42:06.168 --> 02:42:08.283
they have applied in the past,

02:42:08.283 --> 02:42:11.560
and I think Ms. O'Neil has addressed the fact that

02:42:11.560 --> 02:42:14.808
they have taken the Board's comments,

02:42:14.808 --> 02:42:17.847
they've taken the agency's comments and have

02:42:17.847 --> 02:42:19.680
tried to address those

02:42:22.952 --> 02:42:25.062
contingencies if you will.

02:42:25.062 --> 02:42:28.299
<v ->And you've seen the copy of the revised budget</v>

02:42:28.299 --> 02:42:30.549
that showed being financial

02:42:32.138 --> 02:42:35.085
stable even with a lower enrollment?

02:42:35.085 --> 02:42:36.570
<v ->Yes, I just looked at that,</v>

02:42:36.570 --> 02:42:38.472
and that was one of the things that

02:42:38.472 --> 02:42:40.560
was brought up in the interview.

02:42:40.560 --> 02:42:43.530
I just received that as well.

02:42:43.530 --> 02:42:47.441
We did communicate some concerns about those

02:42:47.441 --> 02:42:49.274
numbers, I think that,

02:42:51.571 --> 02:42:56.443
Ms. O'Neil and her team have addressed those in the

02:42:56.443 --> 02:42:58.769
not only with the revised budget,

02:42:58.769 --> 02:43:03.206
but in the interim also we've had quite a few folks

02:43:03.206 --> 02:43:06.013
who have, as a result of her hard work,

02:43:06.013 --> 02:43:09.692
sent in letters of support and so those initial

02:43:09.692 --> 02:43:12.965
low support percentages that we were looking at

02:43:12.965 --> 02:43:16.039
at the time of interview have been a little bit

02:43:16.039 --> 02:43:18.823
more robust in the ensuing months.

02:43:18.823 --> 02:43:21.514
<v ->Thank you, Madame Chair.</v>

02:43:21.514 --> 02:43:23.126
<v Donna>Ms. Cargill?</v>

02:43:23.126 --> 02:43:25.873
<v ->I don't want to see you walk out again with your</v>

02:43:25.873 --> 02:43:28.835
head down, I just want to commend you on

02:43:28.835 --> 02:43:30.080
what have you have done,

02:43:30.080 --> 02:43:31.796
I don't know when you're sleeping.

02:43:31.796 --> 02:43:33.069
(laughs)

02:43:33.069 --> 02:43:35.771
but you have really risen to the occasion

02:43:35.771 --> 02:43:38.938
and what have you taught in your past?

02:43:40.098 --> 02:43:41.397
<v Donna>Go ahead and push that button.</v>

02:43:41.397 --> 02:43:42.627
One more time.

02:43:42.627 --> 02:43:43.460
<v ->Thank you.</v>

02:43:43.460 --> 02:43:45.794
I am an English teacher in Special Education

02:43:45.794 --> 02:43:48.223
and Gifted Education, but my favorite thing to teach

02:43:48.223 --> 02:43:49.714
is Future Problem Solving.

02:43:49.714 --> 02:43:51.814
There are strong Future Problem Solving teams in Texas,

02:43:51.814 --> 02:43:53.709
it's creative problem solving approach,

02:43:53.709 --> 02:43:56.570
just it's really fun to be a teacher for sure.

02:43:56.570 --> 02:43:57.626
<v ->Good, all right.</v>

02:43:57.626 --> 02:43:59.249
Well anyway, thank you, you've been

02:43:59.249 --> 02:44:01.349
sitting in the hot seat for

02:44:01.349 --> 02:44:02.904
I don't know, 45 minutes or so,

02:44:02.904 --> 02:44:05.641
and I think you've been professional, you've maintained

02:44:05.641 --> 02:44:08.228
your strength and stamina

02:44:08.228 --> 02:44:09.613
and you still have a smile.

02:44:09.613 --> 02:44:11.063
So, I commend you on that.

02:44:11.063 --> 02:44:12.732
<v Tiffany>Thank you so much.</v>

02:44:12.732 --> 02:44:14.315
<v ->One thing, Ms. Mose.</v>

02:44:14.315 --> 02:44:15.898
That came up in our

02:44:17.122 --> 02:44:18.968
Committee meeting yesterday,

02:44:18.968 --> 02:44:21.467
was about the average construction cost,

02:44:21.467 --> 02:44:23.905
you know that 18 we were

02:44:23.905 --> 02:44:25.851
waiting to, staff was gonna look at that,

02:44:25.851 --> 02:44:28.293
and I forgot to ask you.

02:44:28.293 --> 02:44:30.729
<v ->I have not been into my office yet,</v>

02:44:30.729 --> 02:44:34.359
but last night I did ask staff in finance to

02:44:34.359 --> 02:44:36.505
help us dig down into...

02:44:36.505 --> 02:44:39.324
<v ->To those building a facility if that's...</v>

02:44:39.324 --> 02:44:41.574
<v ->So, we want to give you an</v>

02:44:42.781 --> 02:44:46.191
a more precise response than we have always

02:44:46.191 --> 02:44:48.639
operated on around 20%,

02:44:48.639 --> 02:44:50.532
so we're still working on that and

02:44:50.532 --> 02:44:52.296
we will put that information in your boxes

02:44:52.296 --> 02:44:54.477
as soon as we get that.

02:44:54.477 --> 02:44:56.459
<v Donna>Okay, but we're talking about this right now,</v>

02:44:56.459 --> 02:44:58.456
so we kind of need to

02:44:58.456 --> 02:45:00.559
get this before we get to...

02:45:00.559 --> 02:45:01.961
Because that was an open question.

02:45:01.961 --> 02:45:04.626
<v ->Okay, I will check via text,</v>

02:45:04.626 --> 02:45:05.786
see if we've got those.

02:45:05.786 --> 02:45:07.944
<v Donna>Okay, so if you've got it just let us know.</v>

02:45:07.944 --> 02:45:11.094
Because we're in the middle of talking about this.

02:45:11.094 --> 02:45:13.110
Any other questions?

02:45:13.110 --> 02:45:14.443
Yes, Mr. Cortez?

02:45:16.296 --> 02:45:18.463
<v ->Just to follow up on the</v>

02:45:20.191 --> 02:45:22.778
question that was asked earlier on the branding

02:45:22.778 --> 02:45:26.445
and the franchising models or what have you,

02:45:27.581 --> 02:45:29.891
and then to follow up on another question

02:45:29.891 --> 02:45:34.058
that was asked about the uniqueness of your program

02:45:35.274 --> 02:45:37.466
and you talked about all this scientific method

02:45:37.466 --> 02:45:41.004
and study and relates to student progress and

02:45:41.004 --> 02:45:42.671
student achievement,

02:45:44.612 --> 02:45:47.049
your program would be different in that it

02:45:47.049 --> 02:45:49.442
would use three components, you said?

02:45:49.442 --> 02:45:51.994
And the current programs in Texas are only using

02:45:51.994 --> 02:45:53.223
one or two of the models?

02:45:53.223 --> 02:45:55.102
<v Tiffany>Correct.</v>

02:45:55.102 --> 02:45:59.534
<v ->Are those one or two models that athletic component?</v>

02:45:59.534 --> 02:46:00.439
<v Tiffany>Yes.</v>

02:46:00.439 --> 02:46:04.606
<v ->That you're referring to, in terms of being scientifically</v>

02:46:05.852 --> 02:46:07.453
research based or whatever,

02:46:07.453 --> 02:46:08.536
have you seen

02:46:09.402 --> 02:46:12.812
how those Charters are performing in Texas

02:46:12.812 --> 02:46:16.199
and are they above the State average

02:46:16.199 --> 02:46:18.032
as a result of that...

02:46:20.097 --> 02:46:21.907
<v ->No, I have looked at them,</v>

02:46:21.907 --> 02:46:24.044
and no they're not above the State average,

02:46:24.044 --> 02:46:27.377
I think, I want to be clear to say that,

02:46:28.240 --> 02:46:30.932
the athletic component used in isolation,

02:46:30.932 --> 02:46:33.924
is not going to lead to this tremendous academic

02:46:33.924 --> 02:46:35.652
performance in the classroom.

02:46:35.652 --> 02:46:38.115
It has to be coupled with

02:46:38.115 --> 02:46:42.613
good academic teaching and a program that's good

02:46:42.613 --> 02:46:43.446
for the school,

02:46:43.446 --> 02:46:46.940
I am absolutely unwilling to comment on how those schools

02:46:46.940 --> 02:46:48.738
to say they're good or bad academically,

02:46:48.738 --> 02:46:49.864
I don't know,

02:46:49.864 --> 02:46:51.767
I know that what they're doing academically

02:46:51.767 --> 02:46:54.693
is not the same as what we're planning to do,

02:46:54.693 --> 02:46:57.795
but really what's very exciting is that

02:46:57.795 --> 02:46:59.745
in terms of integrating

02:46:59.745 --> 02:47:02.296
physical movement into the classroom it's not just,

02:47:02.296 --> 02:47:05.695
okay, you go on the turf, and you spend time doing cardio,

02:47:05.695 --> 02:47:08.143
we are talking about significant movement breaks

02:47:08.143 --> 02:47:10.019
in the classroom, so we're moving to learn

02:47:10.019 --> 02:47:12.400
as part of instruction.

02:47:12.400 --> 02:47:15.509
We're talking about increased amounts of recess,

02:47:15.509 --> 02:47:17.411
which is part of kind of the academic component of

02:47:17.411 --> 02:47:19.337
a school when you're letting out and so,

02:47:19.337 --> 02:47:21.210
it's not like you go to P.E. for recess,

02:47:21.210 --> 02:47:24.092
it's a way of scheduling in a culture

02:47:24.092 --> 02:47:26.472
in the school that is dramatically different.

02:47:26.472 --> 02:47:29.544
Those schools do not have that specific culture

02:47:29.544 --> 02:47:31.493
that we want to implement in ours.

02:47:31.493 --> 02:47:32.993
I think that does,

02:47:34.904 --> 02:47:37.516
I just can't comment on

02:47:37.516 --> 02:47:40.382
what they do or don't do in the classroom that leads them

02:47:40.382 --> 02:47:42.122
to positive academic results.

02:47:42.122 --> 02:47:43.236
I do know that

02:47:43.236 --> 02:47:44.986
when I've looked at their turf performance,

02:47:44.986 --> 02:47:47.053
their kids, and what they're doing athletically on

02:47:47.053 --> 02:47:49.359
that turf, it's pretty fantastic,

02:47:49.359 --> 02:47:53.222
and if you visit an Athlos school, go check it out.

02:47:53.222 --> 02:47:55.380
But that's using the Athlos curriculum,

02:47:55.380 --> 02:47:58.651
you'll see that really cool physical component,

02:47:58.651 --> 02:48:00.348
(talking drowns each other out)

02:48:00.348 --> 02:48:03.813
<v ->I have seen it, I have been on the turf.</v>

02:48:03.813 --> 02:48:04.683
<v Tiffany>Excuse me?</v>

02:48:04.683 --> 02:48:06.783
<v ->I've been on those fields, I've been on the turf,</v>

02:48:06.783 --> 02:48:09.381
I even did a run through with the kids.

02:48:09.381 --> 02:48:12.395
<v Tiffany>Oh, did you? That's cool.</v>

02:48:12.395 --> 02:48:14.836
<v ->But I was just speaking to the point that you made,</v>

02:48:14.836 --> 02:48:17.054
that it was scientifically researched based

02:48:17.054 --> 02:48:19.665
and increases student out puts,

02:48:19.665 --> 02:48:22.376
and I'm just wondering, well why isn't that the case

02:48:22.376 --> 02:48:25.626
with our two current existing Charters?

02:48:26.680 --> 02:48:29.097
But you answered my question.

02:48:30.589 --> 02:48:31.981
The other thing I wanted to ask,

02:48:31.981 --> 02:48:34.143
are you currently employed at the moment?

02:48:34.143 --> 02:48:35.937
<v Tiffany>No, I am not.</v>

02:48:35.937 --> 02:48:39.103
I am in the market for employment.

02:48:39.103 --> 02:48:42.897
<v ->Okay, so you're not drawing income from</v>

02:48:42.897 --> 02:48:45.924
the Charter fund or any other organizations

02:48:45.924 --> 02:48:47.811
paying a salary for you right now at the moment?

02:48:47.811 --> 02:48:50.822
<v Tiffany>No, absolutely not.</v>

02:48:50.822 --> 02:48:52.334
<v ->Okay.</v>

02:48:52.334 --> 02:48:54.480
I guess that was really the question that I wanted to know

02:48:54.480 --> 02:48:57.449
in terms of the other two components because as you

02:48:57.449 --> 02:49:00.270
sighted scientifically-based and

02:49:00.270 --> 02:49:01.985
research-based...

02:49:01.985 --> 02:49:05.186
I just was curious to the correlation to

02:49:05.186 --> 02:49:08.028
their inability to be above a State average.

02:49:08.028 --> 02:49:09.745
<v ->It would be really interesting, and we're trying to</v>

02:49:09.745 --> 02:49:12.274
measure this in partnership with the Athlos team,

02:49:12.274 --> 02:49:14.722
but of course that requires some release of data

02:49:14.722 --> 02:49:15.766
on the school's part,

02:49:15.766 --> 02:49:17.576
but I'm really interested to see in their growth

02:49:17.576 --> 02:49:20.556
trajectory from before their Athlos conversion model,

02:49:20.556 --> 02:49:23.596
how has converting to using some components

02:49:23.596 --> 02:49:26.229
of the Athlos curriculum impacted either

02:49:26.229 --> 02:49:28.630
positively or adversely their academic performance.

02:49:28.630 --> 02:49:30.628
That's something that is very interesting to me,

02:49:30.628 --> 02:49:32.600
but we don't have that data yet,

02:49:32.600 --> 02:49:34.720
and I don't know if we can get it, to be honest,

02:49:34.720 --> 02:49:36.190
because of privacy issues.

02:49:36.190 --> 02:49:40.357
But it's definitely curiosity for me. Thank you, Sir.

02:49:42.714 --> 02:49:44.118
<v Donna>Okay, thank you so much,</v>

02:49:44.118 --> 02:49:45.012
appreciate it.

02:49:45.012 --> 02:49:46.012
<v ->Thank you.</v>

02:49:50.533 --> 02:49:53.642
<v ->At this time, I'd like to invite Mr. Paul Morrissey</v>

02:49:53.642 --> 02:49:55.539
from Compass Rose Academy,

02:49:55.539 --> 02:49:58.305
proposing to serve in the San Antonio area,

02:49:58.305 --> 02:50:01.972
and I believe he has Board members with him.

02:50:21.272 --> 02:50:23.796
<v ->Good afternoon Madame Chair and Members of the</v>

02:50:23.796 --> 02:50:27.578
State Board of Education, it's our pleasure to be here

02:50:27.578 --> 02:50:29.786
representing Compass Rose Academy today,

02:50:29.786 --> 02:50:32.484
a proposed 6 through 12 Charter School

02:50:32.484 --> 02:50:34.692
for the students of San Antonio, Texas,

02:50:34.692 --> 02:50:37.438
my name is Paul Morrissey, I'm the lead founder

02:50:37.438 --> 02:50:38.505
of Compass Rose Academy,

02:50:38.505 --> 02:50:42.507
and this is Arturo Herrera, who is the Board Chair.

02:50:42.507 --> 02:50:45.709
Compass Rose Academy, as I said, is a school based on the

02:50:45.709 --> 02:50:46.973
mission to send

02:50:46.973 --> 02:50:49.056
every student to college.

02:50:50.778 --> 02:50:52.900
To prepare students for success in college,

02:50:52.900 --> 02:50:56.021
and to prepare students for graduation from college.

02:50:56.021 --> 02:50:59.988
Our vision is to fulfill our mission for every single

02:50:59.988 --> 02:51:02.900
student by equipping them with the academic skills and

02:51:02.900 --> 02:51:06.751
intellectual habits necessary to solve challenging problems.

02:51:06.751 --> 02:51:08.653
We want to build within them the character traits

02:51:08.653 --> 02:51:11.542
and sense of purpose to lead within their communities,

02:51:11.542 --> 02:51:14.349
and we want to propel them towards a life of opportunity

02:51:14.349 --> 02:51:17.968
for themselves and for their families.

02:51:17.968 --> 02:51:21.204
We'll follow the road maps set out by high performing

02:51:21.204 --> 02:51:24.603
urban Charter school both in Texas and across the country.

02:51:24.603 --> 02:51:28.025
We will double math blocks, double ELA block

02:51:28.025 --> 02:51:31.749
so that students have access to the education

02:51:31.749 --> 02:51:33.629
that will form the foundation for

02:51:33.629 --> 02:51:35.148
life-long learning.

02:51:35.148 --> 02:51:37.873
We'll also provide opportunities in the schedule

02:51:37.873 --> 02:51:39.444
every single day for interventions

02:51:39.444 --> 02:51:42.618
so that students are closing gaps as they form

02:51:42.618 --> 02:51:47.305
and not prior to a test at the end of the year.

02:51:47.305 --> 02:51:50.320
On top of that strong foundation, I think in the meeting

02:51:50.320 --> 02:51:52.209
I likened it to the way

02:51:52.209 --> 02:51:54.721
the San Antonio Spurs have won Championships, right,

02:51:54.721 --> 02:51:57.107
you get really good at the basics and then layer on top

02:51:57.107 --> 02:51:58.359
of that,

02:51:58.359 --> 02:51:59.964
some other special things,

02:51:59.964 --> 02:52:03.952
We propose to include an innovative element that starts

02:52:03.952 --> 02:52:05.539
in sixth grade.

02:52:05.539 --> 02:52:09.566
It is a STEM program, a technology and engineering program,

02:52:09.566 --> 02:52:11.734
starts with a Design Thinking course for all students in

02:52:11.734 --> 02:52:13.056
sixth grade,

02:52:13.056 --> 02:52:16.432
that will form the basis for a Computer Programming

02:52:16.432 --> 02:52:18.589
and Coding course in seventh grade,

02:52:18.589 --> 02:52:21.039
in eighth grade that will lead to

02:52:21.039 --> 02:52:23.775
Robotics and Engineering, all students will take part in

02:52:23.775 --> 02:52:25.503
long-term STEM projects,

02:52:25.503 --> 02:52:27.313
based on Robotics and Engineering.

02:52:27.313 --> 02:52:29.493
That'll lead into a high school program that allows

02:52:29.493 --> 02:52:32.556
every student in the school to develop and grow

02:52:32.556 --> 02:52:36.139
a small business over the four year period.

02:52:37.010 --> 02:52:39.818
We believe that all students then will graduate

02:52:39.818 --> 02:52:41.012
with a letter,

02:52:41.012 --> 02:52:42.679
we are convinced and

02:52:44.376 --> 02:52:47.729
will make sure that every student graduates then

02:52:47.729 --> 02:52:51.070
from Compass Rose Academy with a letter of admission

02:52:51.070 --> 02:52:52.763
to a college,

02:52:52.763 --> 02:52:56.672
that the graduate with a suite of highly technical skills

02:52:56.672 --> 02:53:00.839
that make them valuable commodities on the job market.

02:53:02.008 --> 02:53:05.804
And that they will awaken their individual passions

02:53:05.804 --> 02:53:08.527
that invest them in the fact that school is exciting,

02:53:08.527 --> 02:53:11.172
fulfilling and worth while.

02:53:11.172 --> 02:53:14.977
To this point, we have focused our attention on the

02:53:14.977 --> 02:53:17.494
west side of San Antonio, on our application itself

02:53:17.494 --> 02:53:20.213
we said that we were interested in serving students

02:53:20.213 --> 02:53:23.700
in the highest areas of need in San Antonio.

02:53:23.700 --> 02:53:24.783
Our community

02:53:26.962 --> 02:53:29.458
data gathering, data collection

02:53:29.458 --> 02:53:32.494
pointed to the west side as an area of very high need

02:53:32.494 --> 02:53:34.853
in San Antonio, but it also surfaced other areas in

02:53:34.853 --> 02:53:37.234
San Antonio that are equally high need.

02:53:37.234 --> 02:53:41.361
Ultimately, our intention is to serve the students who need

02:53:41.361 --> 02:53:44.100
the most support in San Antonio.

02:53:44.100 --> 02:53:47.769
As we've said before in front of members of the Board,

02:53:47.769 --> 02:53:52.040
in front of TEA, we intend to be good neighbors,

02:53:52.040 --> 02:53:54.290
we crave feedback, we crave

02:53:55.220 --> 02:53:57.464
connections to other schools, to districts.

02:53:57.464 --> 02:54:00.764
To this point we've met with San Antonio ISD

02:54:00.764 --> 02:54:02.996
and I would characterize those meetings as very positive

02:54:02.996 --> 02:54:06.463
and we are as a group excited to be

02:54:06.463 --> 02:54:10.401
in a city that has many forward thinkers,

02:54:10.401 --> 02:54:13.266
who want to do the best for our students

02:54:13.266 --> 02:54:16.314
and especially for our students in need.

02:54:16.314 --> 02:54:18.885
So, while we're proposing to locate the inaugural

02:54:18.885 --> 02:54:21.690
campus on San Antonio's west side, we realize that there

02:54:21.690 --> 02:54:24.802
are many places in San Antonio where the need is high

02:54:24.802 --> 02:54:27.385
and that's in our mind as well.

02:54:28.830 --> 02:54:31.865
We're a slow growth campus, proposing to open

02:54:31.865 --> 02:54:34.157
a sixth grade with 180 students next year,

02:54:34.157 --> 02:54:36.186
and then grow by one grade level each year.

02:54:36.186 --> 02:54:38.812
We wanted to prove that we are a successful school,

02:54:38.812 --> 02:54:43.012
and we want to be able to serve our students to the

02:54:43.012 --> 02:54:45.616
best of our abilities from the minute that we open

02:54:45.616 --> 02:54:47.033
our first campus.

02:54:48.856 --> 02:54:52.863
With that said, I want to take this time to thank

02:54:52.863 --> 02:54:55.347
TEA Staff for the process,

02:54:55.347 --> 02:54:59.391
we had the comment earlier that this was a difficult year,

02:54:59.391 --> 02:55:01.983
26 schools started the application process

02:55:01.983 --> 02:55:04.514
and only three of us remain.

02:55:04.514 --> 02:55:07.946
It was a learning process, TEA held the bar high,

02:55:07.946 --> 02:55:09.930
very high this year,

02:55:09.930 --> 02:55:11.546
but they supported us along the way

02:55:11.546 --> 02:55:14.130
and as a school that proposes to do that for students

02:55:14.130 --> 02:55:16.130
to hold a very high bar,

02:55:17.763 --> 02:55:20.845
and to support students to meet their goals,

02:55:20.845 --> 02:55:23.041
I can appreciate what TEA did for us.

02:55:23.041 --> 02:55:27.304
It's been a learning opportunity up until this very moment.

02:55:27.304 --> 02:55:30.839
Although we have collected over 500 signatures

02:55:30.839 --> 02:55:33.733
of support from families in San Antonio,

02:55:33.733 --> 02:55:37.609
although we have close to 20 letters of support from

02:55:37.609 --> 02:55:38.617
community members,

02:55:38.617 --> 02:55:40.393
we know there's still more work to be done,

02:55:40.393 --> 02:55:43.776
and we're excited to continue the process of

02:55:43.776 --> 02:55:46.068
outreach, because ultimately we know that,

02:55:46.068 --> 02:55:49.692
we want to be a school for the community of San Antonio,

02:55:49.692 --> 02:55:52.752
we wanted to gather feedback, gather information,

02:55:52.752 --> 02:55:55.368
ideas for how we run our school best for our students

02:55:55.368 --> 02:55:58.163
in San Antonio from the community, so that we can reflect

02:55:58.163 --> 02:56:01.496
our community's goals for its students.

02:56:02.447 --> 02:56:05.891
In this process, I have been a school of one,

02:56:05.891 --> 02:56:08.506
we are an independent organization,

02:56:08.506 --> 02:56:11.302
a local 501(c)(3).

02:56:11.302 --> 02:56:14.028
I have had the opportunity to grow as a leader

02:56:14.028 --> 02:56:17.326
through the Building Excellent Schools Fellowship

02:56:17.326 --> 02:56:20.841
but as we open this school, this school is our own

02:56:20.841 --> 02:56:22.689
school built out of the ground in San Antonio

02:56:22.689 --> 02:56:26.457
with no connection to a CMO or any MO anywhere else,

02:56:26.457 --> 02:56:27.981
this is a local Texas school.

02:56:27.981 --> 02:56:31.892
I've had the great pleasure of working with an entirely

02:56:31.892 --> 02:56:35.216
local, not just to Texas, but entirely local to

02:56:35.216 --> 02:56:38.540
San Antonio Board of Directors who I am extremely proud

02:56:38.540 --> 02:56:40.304
to do this great work with.

02:56:40.304 --> 02:56:43.604
This is a collection of diverse individuals and background

02:56:43.604 --> 02:56:46.807
and in expertise who have to this point supported

02:56:46.807 --> 02:56:49.135
the work that I'm doing, the work that we're doing,

02:56:49.135 --> 02:56:52.063
and who will continue to do that in our community, so

02:56:52.063 --> 02:56:55.507
without further ado, I want to introduce Mr. Herrera

02:56:55.507 --> 02:56:58.447
who will talk on behalf of the Compass Rose Academy Board.

02:56:58.447 --> 02:56:59.280
<v ->Thank you, Paul.</v>

02:56:59.280 --> 02:57:03.447
Good morning. Good afternoon, actually, I just saw the clock.

02:57:06.879 --> 02:57:08.224
<v ->Green is on.</v>

02:57:08.224 --> 02:57:10.672
<v ->I'm color blind, I apologize.</v>

02:57:10.672 --> 02:57:12.640
My name is Arturo Herrera,

02:57:12.640 --> 02:57:16.230
I am the Chairman of the Board, as Paul mentioned.

02:57:16.230 --> 02:57:20.397
I want to reiterate Paul's discussion about the local Board

02:57:21.894 --> 02:57:24.858
and what's driving us as a Board to actually help

02:57:24.858 --> 02:57:27.030
establish this school.

02:57:27.030 --> 02:57:29.813
I, myself, have a personal story, and I shared that during

02:57:29.813 --> 02:57:32.489
the interview with a few folks,

02:57:32.489 --> 02:57:35.072
I graduated from Edgewood ISD,

02:57:35.957 --> 02:57:38.296
so I was born and raised in the west side, and I

02:57:38.296 --> 02:57:40.087
still live in the west side.

02:57:40.087 --> 02:57:43.567
For me this school provides a benefit,

02:57:43.567 --> 02:57:46.639
it's an option to families who are literally

02:57:46.639 --> 02:57:50.632
my neighbors so I am definitely invested in it

02:57:50.632 --> 02:57:54.799
as are the Board members that are with me on this.

02:57:55.687 --> 02:57:59.083
And we'd be happy to answer any questions you may have

02:57:59.083 --> 02:58:02.371
and we truly look forward and are excited to actually

02:58:02.371 --> 02:58:06.538
get out there and open the school in my neighborhood.

02:58:08.034 --> 02:58:09.034
<v ->Thank you.</v>

02:58:10.158 --> 02:58:13.599
<v ->Thank you and congratulations on making it this far</v>

02:58:13.599 --> 02:58:15.337
in the process.

02:58:15.337 --> 02:58:17.665
I thought that the presentation for the benefit

02:58:17.665 --> 02:58:19.513
of the other Board members,

02:58:19.513 --> 02:58:22.350
this was perhaps the most compelling case of the three

02:58:22.350 --> 02:58:25.716
Charter schools that are up before us today.

02:58:25.716 --> 02:58:28.284
Paul, I'm really interested in your experience and your

02:58:28.284 --> 02:58:31.260
training with Building Excellent Schools

02:58:31.260 --> 02:58:35.160
and the way you're approaching this Charter in particular

02:58:35.160 --> 02:58:37.607
by opening with 180 students.

02:58:37.607 --> 02:58:41.176
Can you talk about the benefits of slow growth

02:58:41.176 --> 02:58:43.876
or kind of the philosophy behind that approach

02:58:43.876 --> 02:58:47.266
and why it's important, in your eyes, to do that.

02:58:47.266 --> 02:58:49.679
<v ->I would be happy to.</v>

02:58:49.679 --> 02:58:53.762
Yes, slow growth is important for ensuring quality

02:58:54.898 --> 02:58:57.551
of the education services provided to students.

02:58:57.551 --> 02:59:00.850
Ultimately, as a school, it's our job to educate every single

02:59:00.850 --> 02:59:02.909
student who walks through

02:59:02.909 --> 02:59:06.366
our doors and our goals are high.

02:59:06.366 --> 02:59:08.081
Our expectations are high for our students,

02:59:08.081 --> 02:59:11.885
we have lofty goals for them as they do for themselves.

02:59:11.885 --> 02:59:14.285
By starting with just one grade level,

02:59:14.285 --> 02:59:18.149
we're able to eliminate some of the stressors

02:59:18.149 --> 02:59:20.788
that exist in a startup school.

02:59:20.788 --> 02:59:23.680
The first is that we have one academic grade level,

02:59:23.680 --> 02:59:26.909
one team and we're thinking about curriculum one step

02:59:26.909 --> 02:59:27.742
at a time,

02:59:27.742 --> 02:59:31.035
so sixth grade we can really focus on getting sixth

02:59:31.035 --> 02:59:33.698
grade right, and then build toward seventh grade

02:59:33.698 --> 02:59:35.919
and do the same the next year.

02:59:35.919 --> 02:59:38.882
So starting with one grade level allows us to focus

02:59:38.882 --> 02:59:42.014
our attention on the curriculum for that particular

02:59:42.014 --> 02:59:44.426
grade level rather than spreading it across the

02:59:44.426 --> 02:59:47.185
entire 6 through 12 spectrum,

02:59:47.185 --> 02:59:51.845
which ensures that the quality of the work that happens

02:59:51.845 --> 02:59:52.911
is high.

02:59:52.911 --> 02:59:54.625
The next is operationally,

02:59:54.625 --> 02:59:55.646
starting small,

02:59:55.646 --> 02:59:57.884
starting anything smaller is

02:59:57.884 --> 03:00:02.252
is a benefit, and it allows you the flexibility to be

03:00:02.252 --> 03:00:06.129
agile to respond to problems quickly,

03:00:06.129 --> 03:00:09.546
to foresee problems before they grow into,

03:00:10.592 --> 03:00:14.136
I say, foresee pebbles before they grow into boulders.

03:00:14.136 --> 03:00:18.535
Really to get some experience in dealing with the

03:00:18.535 --> 03:00:20.960
day to day issues that pop up in a school

03:00:20.960 --> 03:00:23.898
before the school becomes larger,

03:00:23.898 --> 03:00:26.349
a larger entity, because as anything grows,

03:00:26.349 --> 03:00:29.745
complications arise and if you can focus on

03:00:29.745 --> 03:00:32.447
the way you problem solve as a team,

03:00:32.447 --> 03:00:33.280
and I haven't mentioned this,

03:00:33.280 --> 03:00:35.498
the way you build a team from a core small group,

03:00:35.498 --> 03:00:37.310
the way I train teachers will be very important

03:00:37.310 --> 03:00:40.033
to start small and to grow.

03:00:40.033 --> 03:00:44.041
Some institutional memory from the first day moving forward.

03:00:44.041 --> 03:00:45.041
All of those

03:00:46.081 --> 03:00:49.506
ideas are part of the reason why we want a slow grow.

03:00:49.506 --> 03:00:52.950
<v ->And it was that also something that the Building</v>

03:00:52.950 --> 03:00:54.429
Excellent Schools Fellowship,

03:00:54.429 --> 03:00:57.654
is that considered a best practice in opening

03:00:57.654 --> 03:00:58.692
Charter schools?

03:00:58.692 --> 03:01:00.538
<v ->Yes thank you it is considered a best practice</v>

03:01:00.538 --> 03:01:02.859
in Charter schools, it is part of the Building Excellent

03:01:02.859 --> 03:01:05.026
Schools' philosophy is that

03:01:06.193 --> 03:01:11.061
slow growth is essential to building an excellent school.

03:01:11.061 --> 03:01:11.894
Thanks.

03:01:18.345 --> 03:01:19.425
<v ->Thank you, Madame Chair.</v>

03:01:19.425 --> 03:01:20.937
I just had one follow up.

03:01:20.937 --> 03:01:24.068
Paul, you mentioned that you wanted to be good stewards

03:01:24.068 --> 03:01:26.461
to the neighborhood, and I know that you mentioned

03:01:26.461 --> 03:01:29.211
visiting with SAISD at one point.

03:01:31.976 --> 03:01:33.913
Can you just elaborate a little bit on how that

03:01:33.913 --> 03:01:35.710
conversation went, I believe that there was talk about

03:01:35.710 --> 03:01:38.086
partnerships possibly and so if you could just explain

03:01:38.086 --> 03:01:39.643
what that looks like,

03:01:39.643 --> 03:01:41.779
I think it would just be really helpful knowing

03:01:41.779 --> 03:01:44.711
that you all are looking to expand that area.

03:01:44.711 --> 03:01:46.654
<v ->Great. I would love to.</v>

03:01:46.654 --> 03:01:49.904
We met with the Superintendent of SAISD

03:01:52.053 --> 03:01:55.221
and walked into that conversation with the agreement that

03:01:55.221 --> 03:01:58.465
we would talk about how we can partner together.

03:01:58.465 --> 03:02:01.124
I think I said yesterday in the meeting that my

03:02:01.124 --> 03:02:03.992
fundamental belief is that Charters and districts

03:02:03.992 --> 03:02:06.104
should come together for the benefit of the students

03:02:06.104 --> 03:02:09.140
rather than fight against each other and that's something

03:02:09.140 --> 03:02:11.888
that is at the core of why I do the work and

03:02:11.888 --> 03:02:12.721
who I am.

03:02:14.335 --> 03:02:18.249
The discussion was about the future after we have grown

03:02:18.249 --> 03:02:22.740
as a school, proven that we are serving students well,

03:02:22.740 --> 03:02:24.921
which we fully expect to be doing.

03:02:24.921 --> 03:02:28.197
San Antonio ISD, as you know, is thinking about

03:02:28.197 --> 03:02:30.992
or taking the steps to become a district of innovation,

03:02:30.992 --> 03:02:33.344
we talked a little bit about that but nothing all that

03:02:33.344 --> 03:02:34.652
specific.

03:02:34.652 --> 03:02:38.600
Except that in the future should we come to San Antonio

03:02:38.600 --> 03:02:41.697
we could find lots of areas of connection

03:02:41.697 --> 03:02:44.517
and the conversation really was about areas of connection.

03:02:44.517 --> 03:02:47.983
It was philosophically how do we align with what San Antonio

03:02:47.983 --> 03:02:50.071
ISD is trying to do

03:02:50.071 --> 03:02:52.159
and my strong belief was that,

03:02:52.159 --> 03:02:54.127
and I think it's been characterized by people in the

03:02:54.127 --> 03:02:56.455
conversation, that it was an excellent conversation,

03:02:56.455 --> 03:02:58.783
there are lots of areas of connection.

03:02:58.783 --> 03:03:02.106
One in particular that I am thinking about

03:03:02.106 --> 03:03:04.974
that I haven't spoken too much about in this arena

03:03:04.974 --> 03:03:08.370
is a teacher residency, developing a teacher residency

03:03:08.370 --> 03:03:11.609
at Compass Rose Academy that can

03:03:11.609 --> 03:03:13.913
that will bring people in who want to get into the

03:03:13.913 --> 03:03:15.644
field of teaching, would give them high quality

03:03:15.644 --> 03:03:18.270
training, opportunities to be in the classroom

03:03:18.270 --> 03:03:22.437
with students, and, then, we'll help them find opportunities

03:03:23.444 --> 03:03:25.636
either at Compass Rose or elsewhere in the community

03:03:25.636 --> 03:03:27.856
of like minded schools and that's something that

03:03:27.856 --> 03:03:30.664
we talked about a little bit as well.

03:03:30.664 --> 03:03:33.168
I feel like it was a very positive conversation.

03:03:33.168 --> 03:03:36.918
As I said before this process, is fraught with

03:03:40.164 --> 03:03:44.673
issues and I know now that despite our strong outreach,

03:03:44.673 --> 03:03:47.768
despite being in a room with the Superintendent

03:03:47.768 --> 03:03:52.465
of SAISD, I haven't yet spoken to one on one everyone

03:03:52.465 --> 03:03:54.452
that we need to speak to

03:03:54.452 --> 03:03:57.620
and I'm looking forward to speaking with Ms. Raydel

03:03:57.620 --> 03:03:59.803
who was here yesterday and others about what

03:03:59.803 --> 03:04:02.635
Compass Rose is because as Ms. Raydel and I talked about

03:04:02.635 --> 03:04:06.415
yesterday, our beliefs align very, very well.

03:04:06.415 --> 03:04:10.473
We both agree that what we're trying to do is

03:04:10.473 --> 03:04:12.223
is good for students.

03:04:15.938 --> 03:04:18.254
<v Donna>Yes, Mr. Bradley?</v>

03:04:18.254 --> 03:04:19.982
<v Mr. Bradley>You're gonna start out with sixth grade</v>

03:04:19.982 --> 03:04:23.438
though 12th, and then add a grade each year.

03:04:23.438 --> 03:04:25.982
<v ->We're gonna start with sixth grade, and add a grade each</v>

03:04:25.982 --> 03:04:26.815
year.

03:04:26.815 --> 03:04:28.466
<v ->You're gonna have a very rigorous program and very</v>

03:04:28.466 --> 03:04:30.466
high academic standards.

03:04:31.948 --> 03:04:36.613
To try not to get into trouble because I have seen Charters

03:04:36.613 --> 03:04:40.213
revicated because of the fact that they took in

03:04:40.213 --> 03:04:43.560
new students at six, seven, eighth, ninth, tenth

03:04:43.560 --> 03:04:46.971
who were under equipped to start at six, seven, eight,

03:04:46.971 --> 03:04:49.022
ninth, tenth grade.

03:04:49.022 --> 03:04:51.360
How are you going to assure that you're new sixth

03:04:51.360 --> 03:04:54.264
graders are gonna be able to operate

03:04:54.264 --> 03:04:56.687
at a sixth grade level?

03:04:56.687 --> 03:05:00.455
<v ->That's a good question, and as I said in the</v>

03:05:00.455 --> 03:05:01.288
interview.

03:05:02.314 --> 03:05:05.514
I would love years down the road, to come and talk to

03:05:05.514 --> 03:05:08.058
you about a K-5 at some point,

03:05:08.058 --> 03:05:11.291
but I'm not an elementary school person.

03:05:11.291 --> 03:05:14.082
My experience is in middle school and high school

03:05:14.082 --> 03:05:15.774
and so I couldn't stand in front of you and say

03:05:15.774 --> 03:05:18.414
that I would be the right person to open up

03:05:18.414 --> 03:05:19.958
a K-5 right now--

03:05:19.958 --> 03:05:21.983
<v ->(mumbling) My question is, is you're gonna open with</v>

03:05:21.983 --> 03:05:24.767
a sixth grade, how are you going to assure that

03:05:24.767 --> 03:05:28.319
you're sixth grader is reading and doing math

03:05:28.319 --> 03:05:32.501
at a sixth grade level, so that they can be successful?

03:05:32.501 --> 03:05:35.204
<v ->Short of opening that K-5, what we'll do</v>

03:05:35.204 --> 03:05:38.349
is we will a baseline test every student after

03:05:38.349 --> 03:05:41.228
they're enrolled at the school to ensure we know

03:05:41.228 --> 03:05:43.711
at what level the students are coming in at.

03:05:43.711 --> 03:05:46.783
Then we'll have interim exams scheduled throughout the year,

03:05:46.783 --> 03:05:51.007
we'll be using the NWEA MAP exam as our interim assessment

03:05:51.007 --> 03:05:54.690
to show growth progress over the course of the year.

03:05:54.690 --> 03:05:57.729
Daily, we'll include double blocks of reading, and double

03:05:57.729 --> 03:06:00.669
blocks of math, so that students have more time in those

03:06:00.669 --> 03:06:04.029
core classes along with a daily intervention block,

03:06:04.029 --> 03:06:06.496
which is responsive to daily data.

03:06:06.496 --> 03:06:11.266
So, students will be doing exit tickets as they're leaving

03:06:11.266 --> 03:06:13.952
their ELA class, or as they're leaving their math class,

03:06:13.952 --> 03:06:17.816
those exit tickets will be scored and these will all be

03:06:17.816 --> 03:06:19.641
standards based, based on the TEKS,

03:06:19.641 --> 03:06:21.272
headed toward the STAAR,

03:06:21.272 --> 03:06:24.091
and our teachers will determine at what level

03:06:24.091 --> 03:06:26.590
students need intervention each day and each week.

03:06:26.590 --> 03:06:27.423
<v Mr. Bradley>Okay.</v>

03:06:27.423 --> 03:06:28.399
<v ->So, that we're closing gaps as it's going along.</v>

03:06:28.399 --> 03:06:30.271
That's a very good question.

03:06:30.271 --> 03:06:32.683
<v ->It's gonna be a difficult challenge, especially if you're</v>

03:06:32.683 --> 03:06:36.318
intent is to work in undeserved difficult populations

03:06:36.318 --> 03:06:38.658
because they're not all gonna come in at sixth grade level.

03:06:38.658 --> 03:06:40.218
<v ->And we don't expect them to,</v>

03:06:40.218 --> 03:06:41.418
that's part of the reason.
<v ->Okay.</v>

03:06:41.418 --> 03:06:43.146
<v ->That's a large part of the reason why we want to work</v>

03:06:43.146 --> 03:06:44.205
where we want to work.
<v ->You've been warned.</v>

03:06:44.205 --> 03:06:45.317
(laughter)

03:06:45.317 --> 03:06:47.129
<v ->Thank you.</v>

03:06:47.129 --> 03:06:49.962
(distant talking)

03:06:57.140 --> 03:07:00.076
<v ->I do want to compliment you on your Board,</v>

03:07:00.076 --> 03:07:03.184
you do have quite a diverse Board and it seems like very

03:07:03.184 --> 03:07:04.815
representative of the community there

03:07:04.815 --> 03:07:06.519
which is great.

03:07:06.519 --> 03:07:07.853
<v Paul>I'm very proud of this group.</v>

03:07:07.853 --> 03:07:08.686
<v ->Absolutely.</v>

03:07:08.686 --> 03:07:09.519
Thank you.

03:07:10.602 --> 03:07:12.185
<v Paul>Thank you.</v>

03:07:21.837 --> 03:07:24.633
<v ->And, finally, I'd like to invite Ms. Nancy Gribbletay</v>

03:07:24.633 --> 03:07:27.045
and Ms. Kate McSpadden from Goodwater Montessori

03:07:27.045 --> 03:07:28.545
proposing to serve

03:07:29.829 --> 03:07:31.746
in the Georgetown area.

03:08:08.789 --> 03:08:10.112
<v Donna>Oh, I'm sorry.</v>

03:08:10.112 --> 03:08:10.945
<v ->I wasn't sure...</v>

03:08:10.945 --> 03:08:11.778
(laughter)

03:08:11.778 --> 03:08:13.085
<v Donna>Please go ahead.</v>

03:08:13.085 --> 03:08:14.850
<v ->Okay, thank you so much.</v>

03:08:14.850 --> 03:08:18.940
Good afternoon, we are thrilled to be here today.

03:08:18.940 --> 03:08:21.352
Thank you to the Staff of the Charter school division

03:08:21.352 --> 03:08:23.620
for their thoughtful review of our application

03:08:23.620 --> 03:08:26.319
and you members of the State Board of Education

03:08:26.319 --> 03:08:28.191
for your time and consideration.

03:08:28.191 --> 03:08:30.639
My name is Nancy Gribbletay and I am head of

03:08:30.639 --> 03:08:32.637
school of Goodwater Montessori School.

03:08:32.637 --> 03:08:36.302
With me, is our Board President Kate McSpadden.

03:08:36.302 --> 03:08:38.090
Along with our colleagues and supporters,

03:08:38.090 --> 03:08:40.877
we have taken this public Montessori school

03:08:40.877 --> 03:08:43.754
from a dream to almost a reality.

03:08:43.754 --> 03:08:46.360
Let me confirm our commitments to you.

03:08:46.360 --> 03:08:49.777
First, we are committed to student mastery of the TEKS

03:08:49.777 --> 03:08:51.325
using the Montessori method.

03:08:51.325 --> 03:08:54.505
We are passionate about this pedagogy that values the

03:08:54.505 --> 03:08:57.480
development of the whole child physically, socially,

03:08:57.480 --> 03:08:59.676
emotionally, and academically.

03:08:59.676 --> 03:09:02.376
We're committed to professional educational leadership

03:09:02.376 --> 03:09:04.116
and management.

03:09:04.116 --> 03:09:07.011
We will bring highly skilled people to all areas of our

03:09:07.011 --> 03:09:10.523
organization to establish stability and foster

03:09:10.523 --> 03:09:12.851
continuous student success.

03:09:12.851 --> 03:09:16.103
We are committed to a level of outreach and inclusion

03:09:16.103 --> 03:09:18.599
in which Goodwater Montessori members experience

03:09:18.599 --> 03:09:21.166
a sense of belonging and purpose.

03:09:21.166 --> 03:09:25.102
And finally, we are committed to offering Williamson

03:09:25.102 --> 03:09:28.450
County an innovative educational option.

03:09:28.450 --> 03:09:31.702
We pledge to make Goodwater a school of choice

03:09:31.702 --> 03:09:34.221
that meets the highest expectation of the Texas

03:09:34.221 --> 03:09:36.369
accountability system.

03:09:36.369 --> 03:09:38.697
This is what parents expect.

03:09:38.697 --> 03:09:40.463
What students deserve.

03:09:40.463 --> 03:09:42.314
And what our State and Nation require to ensure

03:09:42.314 --> 03:09:46.149
prosperity, and opportunity and brotherhood.

03:09:46.149 --> 03:09:49.724
To this end, we have made significant progress

03:09:49.724 --> 03:09:52.172
since our presentation to you in May.

03:09:52.172 --> 03:09:55.532
Our teacher recruitment plan utilizes 21st century

03:09:55.532 --> 03:09:58.883
and traditional methods as well as personal connections

03:09:58.883 --> 03:10:01.219
in a global Montessori community.

03:10:01.219 --> 03:10:03.242
We have planted the seed

03:10:03.242 --> 03:10:07.255
and expect to reap a rich harvest of talent.

03:10:07.255 --> 03:10:10.650
<v ->We've made notable progress in securing a location.</v>

03:10:10.650 --> 03:10:13.026
We entered into a purchase agreement for an 11 acre

03:10:13.026 --> 03:10:16.146
tract of land in Georgetown on June 14,

03:10:16.146 --> 03:10:18.354
and we're designing an innovative facility with

03:10:18.354 --> 03:10:19.926
an architectural firm.

03:10:19.926 --> 03:10:23.333
We will review a preliminary design and floor plans

03:10:23.333 --> 03:10:25.988
on August 23rd, we're very excited about that.

03:10:25.988 --> 03:10:28.265
We're conducting parallel work on do diligence

03:10:28.265 --> 03:10:30.917
with two companies to finance that facility,

03:10:30.917 --> 03:10:33.904
and the final paperwork in this process is the completion

03:10:33.904 --> 03:10:35.656
of our Charter contract.

03:10:35.656 --> 03:10:38.515
Our Board of Directors continues it's deep involvement

03:10:38.515 --> 03:10:41.716
in policy and process development in support

03:10:41.716 --> 03:10:43.315
of school management.

03:10:43.315 --> 03:10:46.205
We are intent upon establishing solid fiscal

03:10:46.205 --> 03:10:48.855
and management tenants that will provide a firm

03:10:48.855 --> 03:10:51.986
foundation for the school well into the future.

03:10:51.986 --> 03:10:54.674
<v ->The tragic events that the world has experienced</v>

03:10:54.674 --> 03:10:57.182
in the recent months have weighed heavily on me

03:10:57.182 --> 03:10:58.490
as an educator.

03:10:58.490 --> 03:11:01.622
I'm sure they've done the same with you.

03:11:01.622 --> 03:11:04.285
We are all responsible for instilling information

03:11:04.285 --> 03:11:05.487
in our children,

03:11:05.487 --> 03:11:08.737
but also shaping their character, making them visionaries

03:11:08.737 --> 03:11:10.309
in the field of endeavor,

03:11:10.309 --> 03:11:15.183
and peacemakers among their spheres of influence.

03:11:15.183 --> 03:11:18.300
Today's children face extraordinary challenges.

03:11:18.300 --> 03:11:20.976
Will they be ready to reshape their world?

03:11:20.976 --> 03:11:24.240
Will they have the knowledge and the strength of character

03:11:24.240 --> 03:11:26.192
to transform communities?

03:11:26.192 --> 03:11:30.157
Will they be the generation that ends what we are

03:11:30.157 --> 03:11:31.667
experiencing today?

03:11:31.667 --> 03:11:34.739
Children educated in public Montessori schools

03:11:34.739 --> 03:11:37.091
will be part of that solution.

03:11:37.091 --> 03:11:40.924
Thank you for your time and your deliberation.

03:11:43.810 --> 03:11:45.810
<v ->Any questions, Members?</v>

03:11:49.353 --> 03:11:51.406
Well, you didn't have any questions yesterday either.

03:11:51.406 --> 03:11:52.239
(laughter)

03:11:52.239 --> 03:11:54.857
<v Nancy>We didn't. We've been skating.</v>

03:11:54.857 --> 03:11:55.857
<v ->Lucky you.</v>

03:11:56.726 --> 03:11:58.455
<v Nancy>Well, thank you--</v>
<v Donna>Thank you.</v>

03:11:58.455 --> 03:11:59.438
<v Nancy>Thank you so much.</v>

03:11:59.438 --> 03:12:01.855
<v Kate>Thank you very much.</v>

03:12:05.473 --> 03:12:07.423
<v ->Members, I just...</v>

03:12:07.423 --> 03:12:10.069
Before we get to the vote, I just want to thank all of

03:12:10.069 --> 03:12:10.902
those who

03:12:13.764 --> 03:12:14.597
who have

03:12:16.978 --> 03:12:19.054
okay, hold on, just one second.

03:12:19.054 --> 03:12:21.054
Late breaking news here.

03:12:29.277 --> 03:12:31.653
It looks like we've got,

03:12:31.653 --> 03:12:34.437
they don't collect the facility data so the 20%

03:12:34.437 --> 03:12:38.433
is an anecdotal, just kind of knowing that.

03:12:38.433 --> 03:12:41.696
Based on our reviews of applications review

03:12:41.696 --> 03:12:44.156
but they're trying to get the...

03:12:44.156 --> 03:12:48.104
If 18% is in the ballpark of new facilities.

03:12:48.104 --> 03:12:51.871
Trying to get that data right now, but we don't have it

03:12:51.871 --> 03:12:53.095
currently available.

03:12:53.095 --> 03:12:54.345
Yes, Mr. Cortez?

03:12:55.255 --> 03:12:57.631
<v ->Just to that point, the National Alliance for public</v>

03:12:57.631 --> 03:12:59.455
Charter schools,

03:12:59.455 --> 03:13:02.599
says Charter schools spend on average 13%.

03:13:02.599 --> 03:13:03.702
<v ->For buying,</v>

03:13:03.702 --> 03:13:05.106
for building facilities?
<v Mr. Cortez>13% of</v>

03:13:05.106 --> 03:13:07.055
their operating budget on facilities.

03:13:07.055 --> 03:13:10.074
<v ->Well, that's because they do leasing mostly.</v>

03:13:10.074 --> 03:13:11.658
We were looking for the building,

03:13:11.658 --> 03:13:14.081
like is 18% reasonable for--

03:13:14.081 --> 03:13:15.449
<v ->That's what they have on here,</v>

03:13:15.449 --> 03:13:17.709
"Charter funds spend an average 13% on operating

03:13:17.709 --> 03:13:20.192
budget on facilities,"

03:13:20.192 --> 03:13:22.040
doesn't tell you if it's leased or owned,

03:13:22.040 --> 03:13:23.192
<v Donna>It's usually leasing.</v>

03:13:23.192 --> 03:13:24.877
<v ->It just says facilities.</v>

03:13:24.877 --> 03:13:25.710
<v Donna>Mr. Rowley.</v>

03:13:25.710 --> 03:13:29.744
<v ->Madame Chair, I've received anecdotal evidence</v>

03:13:29.744 --> 03:13:33.911
that the other Charter schools that use Athlos curriculum

03:13:36.736 --> 03:13:39.756
actually out-perform State averages

03:13:39.756 --> 03:13:43.012
versus what we represented to us earlier.

03:13:43.012 --> 03:13:43.845
That they...

03:13:43.845 --> 03:13:44.678
<v Donna>Oh okay.</v>

03:13:44.678 --> 03:13:48.845
<v ->And Ms. Mose might have access to that information.</v>

03:13:50.180 --> 03:13:52.180
Putting her on the spot.

03:13:53.147 --> 03:13:54.287
<v ->Heather Mose.</v>

03:13:54.287 --> 03:13:58.127
The two Charter schools that Ms. O'Neil referenced, that

03:13:58.127 --> 03:13:59.615
Mr. Rally referenced,

03:13:59.615 --> 03:14:03.782
are performing in both the 2015 accountability ratings

03:14:05.854 --> 03:14:09.430
and mass standard but then when you dig into the indexes

03:14:09.430 --> 03:14:12.430
obviously they've met all indexes,

03:14:12.430 --> 03:14:15.274
and have earned distinctions as well.

03:14:15.274 --> 03:14:19.677
That was our quick down and dirty comparison for you,

03:14:19.677 --> 03:14:22.927
but the one Charter that was referenced

03:14:24.225 --> 03:14:25.965
is a fairly new Charter

03:14:25.965 --> 03:14:30.044
and their successes have been quite abundant.

03:14:30.044 --> 03:14:33.896
The other Charter that was referenced that implements

03:14:33.896 --> 03:14:35.563
the Athlos curricula

03:14:38.396 --> 03:14:41.396
has been a smaller Charter in terms,

03:14:43.041 --> 03:14:45.547
affectionate term of a mom and pop Charter,

03:14:45.547 --> 03:14:49.067
but they have had an ability to grow

03:14:49.067 --> 03:14:52.566
in these last couple of years as well.

03:14:52.566 --> 03:14:57.198
Without losing sight of the high quality seats

03:14:57.198 --> 03:15:00.400
that we really want to focus on.

03:15:00.400 --> 03:15:02.370
<v Donna>Actually, this is a question, now that you're</v>

03:15:02.370 --> 03:15:03.945
talking about the others.

03:15:03.945 --> 03:15:08.537
Do they have waiting lists, people like the model?

03:15:08.537 --> 03:15:10.603
I'm curious on that, do we know?

03:15:10.603 --> 03:15:12.597
We probably don't know that.

03:15:12.597 --> 03:15:17.584
<v ->I wish I knew specific campus and Charter waiting lists</v>

03:15:17.584 --> 03:15:19.288
we don't have...
<v Donna>We hear of waiting</v>

03:15:19.288 --> 03:15:21.880
lists for so many of the Charters,

03:15:21.880 --> 03:15:24.111
that are more familiar to us.
<v Heather>We don't have a</v>

03:15:24.111 --> 03:15:25.647
database to

03:15:25.647 --> 03:15:29.439
collect that, I'm sorry Ms. Chairman.

03:15:29.439 --> 03:15:30.831
<v ->Ms. Beltran.</v>

03:15:30.831 --> 03:15:32.991
<v ->Ms. Mose can you also tell us about the demographics</v>

03:15:32.991 --> 03:15:36.158
of the students enrolled in those schools,

03:15:36.158 --> 03:15:39.575
racial, ethnic, and socioeconomic status?

03:15:41.892 --> 03:15:46.486
<v ->I cannot quote you the exact demographics off the top</v>

03:15:46.486 --> 03:15:50.608
of my head, however, I will say that one of the Charter

03:15:50.608 --> 03:15:53.108
schools is serving students in

03:15:54.455 --> 03:15:58.355
San Antonio and the Valley and those demographics

03:15:58.355 --> 03:16:02.506
mirror the demographics of those locales.

03:16:02.506 --> 03:16:06.957
The demographics of the second Charter school referenced,

03:16:06.957 --> 03:16:11.048
they run a program that is an immersion program,

03:16:11.048 --> 03:16:15.224
and those demographics also represent or mirror

03:16:15.224 --> 03:16:18.891
the area that they are in with an additional

03:16:20.228 --> 03:16:23.728
demographic that is of Chinese persuasion.

03:16:26.108 --> 03:16:27.060
<v  Mr. Bradley>Madame Chair?</v>

03:16:27.060 --> 03:16:27.893
<v ->Yes, Mr. Bradley?</v>

03:16:27.893 --> 03:16:31.027
<v ->Do we have a motion on the floor to debate?</v>

03:16:31.027 --> 03:16:33.691
No, I just want to finish up with any questions.

03:16:33.691 --> 03:16:37.112
Okay, so, the recommendation, pardon me?

03:16:37.112 --> 03:16:37.945
(distant talking)

03:16:37.945 --> 03:16:38.838
Yes, right.

03:16:38.838 --> 03:16:41.022
Recommendation before us, right.

03:16:41.022 --> 03:16:43.890
(distant talking)

03:16:43.890 --> 03:16:44.723
Right.

03:16:44.723 --> 03:16:47.465
So we were just trying to get some information

03:16:47.465 --> 03:16:49.548
and answer two questions.

03:16:50.393 --> 03:16:52.794
The motion before us is

03:16:52.794 --> 03:16:56.298
moved to reject the proposed Charter for Athlos Academy

03:16:56.298 --> 03:16:57.131
of Texas.

03:16:58.237 --> 03:17:01.295
A motion to reject the proposed Charter requires

03:17:01.295 --> 03:17:04.415
a majority vote of those present and voting.

03:17:04.415 --> 03:17:06.251
Are you ready for the question?

03:17:06.251 --> 03:17:08.519
(distant talking)

03:17:08.519 --> 03:17:12.620
Yes, please speak to the issue, Mr. Rowley.

03:17:12.620 --> 03:17:17.083
<v ->Having been a part of the Committee on School Initiatives</v>

03:17:17.083 --> 03:17:19.250
over the last three years,

03:17:20.453 --> 03:17:24.620
I'm familiar with the process that's employed in order

03:17:26.524 --> 03:17:30.284
to get to this point in terms of approval,

03:17:30.284 --> 03:17:34.486
or recommended approval of Charter schools.

03:17:34.486 --> 03:17:36.486
And, I am amazed, honestly,

03:17:38.211 --> 03:17:41.919
at the level of rigor and the level of scrutiny

03:17:41.919 --> 03:17:43.252
that is employed

03:17:44.211 --> 03:17:48.314
in determining whether or not the Commissioner is going to

03:17:48.314 --> 03:17:51.897
ultimately recommend a Charter for approval

03:17:52.838 --> 03:17:55.610
and to bring it to this point.

03:17:55.610 --> 03:17:58.274
The numbers to some extent bare that out as well

03:17:58.274 --> 03:18:01.513
we started out with 26 Charters I think, maybe 23,

03:18:01.513 --> 03:18:05.180
22 were deemed completed and then only three

03:18:08.212 --> 03:18:12.379
have been recommended for approval by the Commissioner.

03:18:14.429 --> 03:18:18.454
That does not say that we're not to exercise our

03:18:18.454 --> 03:18:20.184
independent judgement here.

03:18:20.184 --> 03:18:24.230
Certainly that's our right and prerogative

03:18:24.230 --> 03:18:26.194
and, personally, I value that authority

03:18:26.194 --> 03:18:29.088
and think we should do everything we can to maintain it.

03:18:29.088 --> 03:18:33.095
But it does say that the three Charters that are currently

03:18:33.095 --> 03:18:36.083
being considered including Athlos

03:18:36.083 --> 03:18:40.250
have been vetted and rigorously scrutinized and analyzed.

03:18:44.474 --> 03:18:47.313
It is anticipated that they'll be successful

03:18:47.313 --> 03:18:50.241
obviously, or the Commissioner would not have brought them

03:18:50.241 --> 03:18:51.584
to this point

03:18:51.584 --> 03:18:55.076
and so I speak in favor of Athlos.

03:18:55.076 --> 03:18:59.243
I was concerned last year about the same points that

03:19:00.392 --> 03:19:02.972
have been brought up today.

03:19:02.972 --> 03:19:04.088
I specifically,

03:19:04.088 --> 03:19:08.251
I was in the interviews, I asked them very pointed questions

03:19:08.251 --> 03:19:10.882
in the interview process.

03:19:10.882 --> 03:19:11.965
And they have

03:19:13.495 --> 03:19:17.802
satisfied me that they addressed those issues about which

03:19:17.802 --> 03:19:19.578
the concern existed.

03:19:19.578 --> 03:19:23.874
So I just speak in favor of their approval

03:19:23.874 --> 03:19:26.541
and in opposition to the motion.

03:19:27.546 --> 03:19:29.009
<v Donna>Ms. Beltran.</v>

03:19:29.009 --> 03:19:32.369
<v ->Thank you member, Rowlely, and thank you for the thorough</v>

03:19:32.369 --> 03:19:33.845
work that we've all done

03:19:33.845 --> 03:19:36.421
especially on the School Initiatives Committee and

03:19:36.421 --> 03:19:39.325
reviewing this process I would say

03:19:39.325 --> 03:19:42.470
I would urge other members, I stand in support of this

03:19:42.470 --> 03:19:43.303
motion,

03:19:44.385 --> 03:19:46.670
not to discredit the work of the Commissioner,

03:19:46.670 --> 03:19:50.460
not to discredit the work of the agency nor the entity

03:19:50.460 --> 03:19:53.964
that is in question or that we're voting on.

03:19:53.964 --> 03:19:57.264
I think that we do have some level of expertise

03:19:57.264 --> 03:20:00.707
as representatives from the communities that we represent.

03:20:00.707 --> 03:20:03.384
This happens to be a Charter school application

03:20:03.384 --> 03:20:05.159
that has had multiple attempts,

03:20:05.159 --> 03:20:07.823
it also happens to be a Charter school that proposes to

03:20:07.823 --> 03:20:11.240
open in District 13 as well as 11 and 14.

03:20:12.310 --> 03:20:14.746
I would highlight in addition to some of the concerns

03:20:14.746 --> 03:20:17.458
that have also been raised which are of concern

03:20:17.458 --> 03:20:19.138
to me as well,

03:20:19.138 --> 03:20:23.196
but even more than that, my personal philosophy in

03:20:23.196 --> 03:20:25.346
supporting Charter schools is to say,

03:20:25.346 --> 03:20:28.797
will they serve a demographic that is in need?

03:20:28.797 --> 03:20:31.329
Are they proposing an innovative approach and

03:20:31.329 --> 03:20:34.557
will they adopt best practices that we know are effective

03:20:34.557 --> 03:20:36.506
in opening Charter schools?

03:20:36.506 --> 03:20:39.526
And I think in every instance, unfortunately,

03:20:39.526 --> 03:20:41.660
regardless of the hard work that's been put into this

03:20:41.660 --> 03:20:45.248
application and the multiple years and effort,

03:20:45.248 --> 03:20:49.520
this particular application does not meet those three

03:20:49.520 --> 03:20:51.751
components for me

03:20:51.751 --> 03:20:55.567
and I will say that part of, I think it's my leading

03:20:55.567 --> 03:20:59.815
questions at Compass Rose about their slow growth

03:20:59.815 --> 03:21:04.173
is in stark contrast, in addition to Goodwater Montessori,

03:21:04.173 --> 03:21:06.558
the fact that they are trying to open a campus with

03:21:06.558 --> 03:21:10.050
almost 1,000 students in their first year

03:21:10.050 --> 03:21:12.873
is probably my biggest concern

03:21:12.873 --> 03:21:14.923
in this conversation.

03:21:14.923 --> 03:21:17.753
I know what it takes to lead children through an

03:21:17.753 --> 03:21:20.717
academic process, the rigorous economic process

03:21:20.717 --> 03:21:25.252
and to think that we are willing to risk the academic

03:21:25.252 --> 03:21:28.384
lives of children of almost 1,000 children in North

03:21:28.384 --> 03:21:32.551
Texas is a risk that I'm personally not willing to take.

03:21:33.568 --> 03:21:38.250
In addition, although the conversation has been

03:21:38.250 --> 03:21:40.599
that this is an innovative approach that we already have

03:21:40.599 --> 03:21:44.500
Athlos schools across Texas and in North Texas

03:21:44.500 --> 03:21:49.307
and while they're not integrating the three components

03:21:49.307 --> 03:21:52.866
they do have the physical fitness component of the model

03:21:52.866 --> 03:21:57.194
and so that strikes me as not as innovative.

03:21:57.194 --> 03:21:59.645
And serving the population understanding

03:21:59.645 --> 03:22:03.812
they don't have a Denton representative on their Board,

03:22:05.068 --> 03:22:08.332
their lead of the school lives in San Antonio

03:22:08.332 --> 03:22:13.072
and while North Texas is a rather tight knit community

03:22:13.072 --> 03:22:15.292
I believe that there should be a stronger sense of

03:22:15.292 --> 03:22:17.427
really understanding the community,

03:22:17.427 --> 03:22:20.367
knowing what the community needs and it's

03:22:20.367 --> 03:22:22.179
striking to me too that the letters of support

03:22:22.179 --> 03:22:25.959
have mostly come from legislators and while that's fine,

03:22:25.959 --> 03:22:28.106
I'm concerned about the needs of kids and families

03:22:28.106 --> 03:22:29.669
in North Texas

03:22:29.669 --> 03:22:33.586
and so I would stand in support of this motion.

03:22:35.392 --> 03:22:37.897
<v ->Just for your information, I asked about the waiting</v>

03:22:37.897 --> 03:22:42.313
list and according to Texas Charter Schools Association

03:22:42.313 --> 03:22:43.744
for one of the models,

03:22:43.744 --> 03:22:47.173
the ILT one that was mentioned there's 5,700 on the waiting

03:22:47.173 --> 03:22:51.217
list and for Jubilee 1,100, just in answer to that question.

03:22:51.217 --> 03:22:52.260
<v Mr. Maynard>Parliamentary inquiry.</v>

03:22:52.260 --> 03:22:54.360
<v ->Yes, Mr. Maynard.</v>

03:22:54.360 --> 03:22:56.136
<v Mr. Maynard>So to be clear,</v>

03:22:56.136 --> 03:22:58.395
the Committee motion is to reject?

03:22:58.395 --> 03:22:59.549
<v ->The Committee motion is to reject.</v>

03:22:59.549 --> 03:23:01.379
<v ->So, a motion</v>

03:23:01.379 --> 03:23:03.720
and affirmative vote

03:23:03.720 --> 03:23:07.079
is a vote in support of the motion to reject

03:23:07.079 --> 03:23:11.162
a negative vote is to take no action, essentially?

03:23:12.203 --> 03:23:13.054
<v Donna>Correct.</v>

03:23:13.054 --> 03:23:16.071
<v ->A negative vote actually would be a vote in favor</v>

03:23:16.071 --> 03:23:16.904
of Athlos?

03:23:18.250 --> 03:23:19.083
<v Donna>Correct.</v>

03:23:19.083 --> 03:23:19.916
<v ->Alright.</v>

03:23:21.940 --> 03:23:26.282
<v ->Yes, we're rejecting the charter if you raise your hand</v>

03:23:26.282 --> 03:23:29.693
when I make the rejection motion, yes.

03:23:29.693 --> 03:23:30.648
Mr. Ratliff.
<v Mr. Ratliff>Some of you</v>

03:23:30.648 --> 03:23:33.814
know this, but just in case, some of you may not.

03:23:33.814 --> 03:23:35.950
When I first got on the Board and we had votes on

03:23:35.950 --> 03:23:37.606
Charter schools,

03:23:37.606 --> 03:23:39.945
I mimicked my position on these issues after a

03:23:39.945 --> 03:23:43.113
legislative concept known as a local bill,

03:23:43.113 --> 03:23:45.549
and that's a bill that a member brings to the legislature

03:23:45.549 --> 03:23:47.972
that only effects his or her district.

03:23:47.972 --> 03:23:50.243
And the other members of the legislature out of deference

03:23:50.243 --> 03:23:52.331
to that member's ability to represent his or her

03:23:52.331 --> 03:23:55.780
district will simply defer to their vote or their position,

03:23:55.780 --> 03:23:58.096
not always but more often than not.

03:23:58.096 --> 03:24:00.930
And I adopted a similar attitude when it came to

03:24:00.930 --> 03:24:02.259
Charter schools.

03:24:02.259 --> 03:24:04.556
And I have appreciated the deference given to me

03:24:04.556 --> 03:24:06.612
when Charters in my district have come up,

03:24:06.612 --> 03:24:09.236
for members to say, you know this, you're on the ground,

03:24:09.236 --> 03:24:11.864
you know this better than I do.

03:24:11.864 --> 03:24:14.887
In speaking with the members in whose district

03:24:14.887 --> 03:24:18.726
the Athlos will be proposed to be located,

03:24:18.726 --> 03:24:20.722
I'm gonna follow their lead and vote in favor

03:24:20.722 --> 03:24:22.722
of the motion to reject.

03:24:26.516 --> 03:24:29.349
(distant talking)

03:24:30.651 --> 03:24:33.775
<v ->It's been moved to reject the proposal for</v>

03:24:33.775 --> 03:24:36.237
Athlos Academy of Texas.

03:24:36.237 --> 03:24:39.117
Are you ready for the question?

03:24:39.117 --> 03:24:41.302
All those in favor of rejecting the Charter,

03:24:41.302 --> 03:24:42.206
raise your hand.

03:24:42.206 --> 03:24:44.873
All those in favor of rejecting.

03:24:50.845 --> 03:24:53.678
All those opposed raise your hand.

03:25:00.867 --> 03:25:02.127
So the motion carries.

03:25:02.127 --> 03:25:02.960
<v Voiceover>Seven to six.</v>

03:25:02.960 --> 03:25:04.210
<v ->Seven to six.</v>

03:25:05.342 --> 03:25:08.175
(distant talking)

03:25:11.774 --> 03:25:14.090
Okay the majority in the affirmative in the proposed

03:25:14.090 --> 03:25:18.638
Charter for Athlos Academy of Texas is rejected.

03:25:18.638 --> 03:25:21.971
Are there any further motions to reject?

03:25:23.221 --> 03:25:26.713
There being no motion to reject the other proposed

03:25:26.713 --> 03:25:29.268
Charters for Compass Rose Academy and Goodwater

03:25:29.268 --> 03:25:32.435
Montessori School, no action is taken.

03:25:33.396 --> 03:25:36.358
So they will be awarded Charters,

03:25:36.358 --> 03:25:38.358
or are awarded Charters.

03:25:39.357 --> 03:25:43.524
Okay, let's go back to the regular order of business.

03:25:55.332 --> 03:25:57.734
Committee of the Full Board, I believe,

03:25:57.734 --> 03:26:01.567
Mr. Ratliff, I think, believe you've got that.

03:26:04.018 --> 03:26:06.042
<v ->Members, you actually have two sets of minutes from</v>

03:26:06.042 --> 03:26:08.890
the Committee of the Full Board at the bottom of the page,

03:26:08.890 --> 03:26:13.057
one is dated 7/19/2016 and the other one is dated 7/20.

03:26:14.518 --> 03:26:17.073
You can take the 7/19 and make a paper airplane

03:26:17.073 --> 03:26:20.265
out of that because we have no action items on that.

03:26:20.265 --> 03:26:23.089
Little enjoyment for the meeting for this afternoon.

03:26:23.089 --> 03:26:27.256
On the 7/20/2016 minutes, on Page 4

03:26:28.291 --> 03:26:30.113
is the one and only item, and I think

03:26:30.113 --> 03:26:34.071
do we have a handout on this item, Monica?

03:26:34.071 --> 03:26:36.351
<v Monica>Everything is in your minutes.</v>

03:26:36.351 --> 03:26:37.184
<v ->Oh okay.</v>

03:26:38.187 --> 03:26:42.507
<v ->Our attempt at crafting your recommendations are on</v>

03:26:42.507 --> 03:26:46.340
Pages 4 and 5 and then there was a request for

03:26:48.498 --> 03:26:51.209
a specific attachment that was not included in

03:26:51.209 --> 03:26:55.376
the study and so that is attachment A of your minutes.

03:26:56.213 --> 03:27:01.156
I would note that we were going to attempt to reference

03:27:01.156 --> 03:27:05.068
as attachments various documents from the study,

03:27:05.068 --> 03:27:08.534
that would've required us to attach the study to

03:27:08.534 --> 03:27:11.755
your minutes which would've made them very long.

03:27:11.755 --> 03:27:15.922
However, once you take action to approve your recommendations

03:27:17.641 --> 03:27:22.165
we can in the actual recommendations then go in

03:27:22.165 --> 03:27:23.332
and attach any

03:27:24.637 --> 03:27:29.604
relevant documents that reference the study at that time.

03:27:29.604 --> 03:27:31.275
<v ->So, in light of that, Members,</v>

03:27:31.275 --> 03:27:34.164
the motion that I will make is I move that the

03:27:34.164 --> 03:27:36.229
State Board of Education adopt recommendations

03:27:36.229 --> 03:27:38.450
to the Texas Legislature, regarding the study of the

03:27:38.450 --> 03:27:41.087
essential knowledge and skills of the required curriculum

03:27:41.087 --> 03:27:43.403
and related State assessment instruments

03:27:43.403 --> 03:27:46.060
and to instruct Staff to insert page references

03:27:46.060 --> 03:27:47.560
where appropriate.

03:27:49.665 --> 03:27:51.441
And you're gonna ask me if have it written down aren't you?

03:27:51.441 --> 03:27:53.691
(laughter)

03:27:54.807 --> 03:27:56.635
<v ->That'll be fine, you can say it one more time,</v>

03:27:56.635 --> 03:27:59.552
but let me just say one more thing,

03:28:01.148 --> 03:28:03.702
a lot of discussion at the next generation commission,

03:28:03.702 --> 03:28:05.681
can I speak to this?

03:28:05.681 --> 03:28:07.449
Because I want to add something.

03:28:07.449 --> 03:28:09.534
Is there any objection?

03:28:09.534 --> 03:28:10.700
To recommendation.

03:28:10.700 --> 03:28:13.470
A lot of the discussion at the generation commission

03:28:13.470 --> 03:28:16.510
was asking the head to center it around,

03:28:16.510 --> 03:28:18.717
would like the Commissioner to do a study,

03:28:18.717 --> 03:28:23.417
looking at some different ways of doing assessments,

03:28:23.417 --> 03:28:26.875
maybe expanding the way that we're looking at students

03:28:26.875 --> 03:28:30.200
to get a more holistic picture if you will.

03:28:30.200 --> 03:28:31.216
That sort of thing.

03:28:31.216 --> 03:28:33.256
And I'm wondering if we might not want to include

03:28:33.256 --> 03:28:37.887
a recommendation that would agree with that approach for

03:28:37.887 --> 03:28:39.470
the Commissioner to

03:28:43.585 --> 03:28:47.400
to look at the different options and things that might be

03:28:47.400 --> 03:28:50.375
out there for next generation,

03:28:50.375 --> 03:28:51.813
since that's what's being discussed is next

03:28:51.813 --> 03:28:52.976
generation assessments.

03:28:52.976 --> 03:28:54.500
<v Mr. Ratliff>Do you have that amendment written out?</v>

03:28:54.500 --> 03:28:55.333
<v ->I do not.</v>

03:28:55.333 --> 03:28:57.164
(laughter)

03:28:57.164 --> 03:28:58.892
<v ->Turn about's fair play Madame Chairman.</v>

03:28:58.892 --> 03:29:00.394
<v Monica>Madame Chair?</v>

03:29:00.394 --> 03:29:02.677
<v Donna>Yeah, I'm sorry.</v>

03:29:02.677 --> 03:29:06.904
<v ->Are you looking at amending number eight?</v>

03:29:06.904 --> 03:29:08.727
Because, I think that has some of

03:29:08.727 --> 03:29:10.239
(talking drowns each other out)

03:29:10.239 --> 03:29:12.267
<v ->Supports pallet projects and other research efforts</v>

03:29:12.267 --> 03:29:15.338
to study the abilities to move away from standards

03:29:15.338 --> 03:29:18.088
towards portfolio assessments and

03:29:19.089 --> 03:29:20.517
other...

03:29:20.517 --> 03:29:21.356
<v Mr. Ratliff>Alternatives?</v>

03:29:21.356 --> 03:29:22.723
<v ->Alternatives.</v>

03:29:22.723 --> 03:29:24.235
Maybe that's...

03:29:24.235 --> 03:29:26.011
I think that would work.

03:29:26.011 --> 03:29:28.543
Thank you for finding that, I appreciate it.

03:29:28.543 --> 03:29:31.369
<v Mr. Ratliff>I second that motion for that amendment.</v>

03:29:31.369 --> 03:29:32.250
<v ->You second that?</v>

03:29:32.250 --> 03:29:36.798
Any objection to adding that, adding those three words?

03:29:36.798 --> 03:29:38.382
Okay. Terrific.

03:29:38.382 --> 03:29:39.906
Okay and other alternatives, so that would

03:29:39.906 --> 03:29:42.668
change that particular recommendation.

03:29:42.668 --> 03:29:44.816
Why don't you say that again and then I'll just

03:29:44.816 --> 03:29:46.169
ask if...

03:29:46.169 --> 03:29:47.861
<v ->And I'll do my best to say it the same way I said it</v>

03:29:47.861 --> 03:29:49.181
the first time.

03:29:49.181 --> 03:29:51.136
I move that the State Board of Education

03:29:51.136 --> 03:29:54.069
adopt recommendations to the Texas Legislature

03:29:54.069 --> 03:29:56.752
regarding the study of the Essential Knowledge

03:29:56.752 --> 03:29:59.356
and Skills of the required curriculum,

03:29:59.356 --> 03:30:02.008
in related State assessment instruments,

03:30:02.008 --> 03:30:04.695
and instruct staff to insert page references where

03:30:04.695 --> 03:30:06.219
appropriate.

03:30:06.219 --> 03:30:07.899
<v ->Are you ready for the question?</v>

03:30:07.899 --> 03:30:09.531
All those in favor say Aye?

03:30:09.531 --> 03:30:10.527
<v All>Aye.</v>

03:30:10.527 --> 03:30:12.111
<v ->All those opposed say, "no."</v>

03:30:12.111 --> 03:30:15.083
Motion carries, thank you very much.

03:30:15.083 --> 03:30:18.833
Now, we're I believe Committee on Instruction.

03:30:23.290 --> 03:30:27.622
<v ->In your minutes for the Committee on Instruction,</v>

03:30:27.622 --> 03:30:30.705
the first action item that we need to address

03:30:30.705 --> 03:30:32.955
is at the bottom of Page 1.

03:30:34.870 --> 03:30:37.093
On behalf of the Committee on Instruction,

03:30:37.093 --> 03:30:39.030
I move that the State Board of Education

03:30:39.030 --> 03:30:41.421
by an affirmative vote of two-thirds of the Members

03:30:41.421 --> 03:30:45.081
of the Board, approve for second reading and final

03:30:45.081 --> 03:30:49.077
adoption the proposed amendments to 19TAC,

03:30:49.077 --> 03:30:52.808
Chapter 89, Adaptations for Special Populations,

03:30:52.808 --> 03:30:55.928
Subchapter C, Texas Certificate of High School

03:30:55.928 --> 03:30:59.828
Equivalency with an effect date of 20 days after filing

03:30:59.828 --> 03:31:02.661
as adopted with a Texas Registrar.

03:31:03.680 --> 03:31:05.899
<v ->Members, it moved to approve by affirmative vote</v>

03:31:05.899 --> 03:31:08.227
of two-thirds of the members of the Board for second reading

03:31:08.227 --> 03:31:10.087
and final adoption, the proposed amendments

03:31:10.087 --> 03:31:14.455
to 19TAC, Chapter 89, Adaptations for Special Populations

03:31:14.455 --> 03:31:17.322
Subchapter C, Texas Certificate of High School

03:31:17.322 --> 03:31:20.838
Equivalency with an effective date of 20 days

03:31:20.838 --> 03:31:23.214
after filing as adopted with the Texas Registrar.

03:31:23.214 --> 03:31:26.010
Are you ready for the question?

03:31:26.010 --> 03:31:28.674
To set an earlier effective date requires a vote

03:31:28.674 --> 03:31:31.865
of two-thirds of the members which would be,

03:31:31.865 --> 03:31:32.921
it's not,

03:31:32.921 --> 03:31:34.857
those in attendance, or

03:31:34.857 --> 03:31:36.065
Members?

03:31:36.065 --> 03:31:37.589
Okay.

03:31:37.589 --> 03:31:40.180
Which is 10 votes in the affirmative.

03:31:40.180 --> 03:31:41.764
Are you ready for the question?

03:31:41.764 --> 03:31:44.681
All those in favor raise your hand?

03:31:46.072 --> 03:31:49.564
All those in favor raise your hand.

03:31:49.564 --> 03:31:52.612
(laughter)

03:31:52.612 --> 03:31:53.987
<v ->My ADD was kicking in.</v>

03:31:53.987 --> 03:31:54.820
(laughter)

03:31:54.820 --> 03:31:55.653
<v Voiceover>Senioritis.</v>

03:31:55.653 --> 03:31:57.903
(laughter)

03:32:01.793 --> 03:32:04.626
(distant talking)

03:32:05.871 --> 03:32:07.443
<v ->I'm sorry, yes.</v>

03:32:07.443 --> 03:32:09.195
Is that all of them?

03:32:09.195 --> 03:32:10.239
That's all?

03:32:10.239 --> 03:32:12.322
Okay. So that's everyone.

03:32:14.823 --> 03:32:17.702
All those opposed raise your hand.

03:32:17.702 --> 03:32:21.702
Motion carries, there are 11 in the affirmative,

03:32:22.538 --> 03:32:24.621
and none in the negative.

03:32:26.678 --> 03:32:30.845
<v Ms. Malone>Item number 2, it's on the back of your page.</v>

03:32:32.355 --> 03:32:35.641
On behalf of the Committee on Instruction, I move

03:32:35.641 --> 03:32:38.077
that the State Board of Education, suspend the Board

03:32:38.077 --> 03:32:41.161
operating route procedures in accordance with

03:32:41.161 --> 03:32:44.423
5.2A to allow consideration at first reading and

03:32:44.423 --> 03:32:48.605
filing authorization and to approve for first reading

03:32:48.605 --> 03:32:51.063
and filing authorization proposed amendment to

03:32:51.063 --> 03:32:55.230
19TAC, Chapter 74 Curriculum Requirements, Subchapter A

03:32:56.655 --> 03:33:01.166
Required Curriculum 74.3 Description of a Required

03:33:01.166 --> 03:33:02.916
Secondary Curriculum.

03:33:04.351 --> 03:33:06.331
<v ->Sue, would you please speak to the suspension?</v>

03:33:06.331 --> 03:33:07.164
<v ->I'd be glad to.</v>

03:33:07.164 --> 03:33:08.906
This was just a

03:33:08.906 --> 03:33:11.522
we left off the personal literacy,

03:33:11.522 --> 03:33:14.882
personal financial literacy course on the list,

03:33:14.882 --> 03:33:16.609
and we just need to put it back on.

03:33:16.609 --> 03:33:17.442
(laughter)

03:33:17.442 --> 03:33:18.589
<v ->Got to put it back on the list.</v>

03:33:18.589 --> 03:33:21.966
Okay. That's pretty clear then, thank you.

03:33:21.966 --> 03:33:23.950
So, the first motion

03:33:23.950 --> 03:33:25.710
I'll give you the first motion,

03:33:25.710 --> 03:33:28.086
which is it's moved to suspend the Board operating

03:33:28.086 --> 03:33:31.253
procedures in accordance with 5.2A, to allow

03:33:31.253 --> 03:33:33.203
consideration at first reading and filing

03:33:33.203 --> 03:33:36.660
authorization of the proposed amendments to

03:33:36.660 --> 03:33:38.136
Chapter 74.

03:33:38.136 --> 03:33:40.177
To suspend a rule parliamentary procedure

03:33:40.177 --> 03:33:41.808
requires a two-thirds vote.

03:33:41.808 --> 03:33:44.016
All those in favor of suspending the Board operating

03:33:44.016 --> 03:33:46.183
procedures raise you hand.

03:33:48.625 --> 03:33:49.904
(laughs)

03:33:49.904 --> 03:33:50.737
You got it?

03:33:50.737 --> 03:33:53.684
Those opposed raise your hand?

03:33:53.684 --> 03:33:57.646
There are 11 in the affirmative and none to the negative.

03:33:57.646 --> 03:33:59.349
That motion carries.

03:33:59.349 --> 03:34:02.010
The second motion before us is the question

03:34:02.010 --> 03:34:04.506
is now on the motion to approve for first reading

03:34:04.506 --> 03:34:07.290
and filing authorization proposed amendments

03:34:07.290 --> 03:34:10.770
to 19TAC, Chapter 74, Curriculum Requirements

03:34:10.770 --> 03:34:14.453
Subchapter A, Required Curriculum 74.3

03:34:14.453 --> 03:34:17.909
Description of a Required Secondary Curriculum.

03:34:17.909 --> 03:34:20.237
Are you ready for the question?

03:34:20.237 --> 03:34:21.737
All those in favor say "Aye".

03:34:21.737 --> 03:34:22.570
<v All>Aye.</v>

03:34:22.570 --> 03:34:24.304
<v ->All those opposed say, "No".</v>

03:34:24.304 --> 03:34:26.788
The "Ayes" have it, and the motion carries.

03:34:26.788 --> 03:34:29.502
<v ->Alright, on to item number three.</v>

03:34:29.502 --> 03:34:31.372
On behalf of the Committee on Instruction,

03:34:31.372 --> 03:34:33.112
I move that the State Board of Education

03:34:33.112 --> 03:34:35.691
suspend the Board operating procedures in accordance

03:34:35.691 --> 03:34:39.629
with 5.2A to allow consideration at first reading

03:34:39.629 --> 03:34:42.678
and filing authorization and approve for first

03:34:42.678 --> 03:34:46.011
reading and filing authorization proposed revisions

03:34:46.011 --> 03:34:51.004
to 19TAC, Chapter 112, Texas Essential Knowledge and Skills

03:34:51.004 --> 03:34:55.358
for Science, Subchapter D, Other Science Courses.

03:34:55.358 --> 03:34:57.698
Madame Chair, would you like an explanation?

03:34:57.698 --> 03:35:00.110
<v Donna>Yes, please explain that one as well.</v>

03:35:00.110 --> 03:35:01.237
<v ->Almost the same thing,</v>

03:35:01.237 --> 03:35:03.613
Monica, correct me if I'm wrong,

03:35:03.613 --> 03:35:07.021
but the AP courses need to be ready by fall,

03:35:07.021 --> 03:35:08.604
if at all possible,

03:35:11.688 --> 03:35:14.184
we have the TEKS for them,

03:35:14.184 --> 03:35:16.188
but they're not listed on the list.

03:35:16.188 --> 03:35:17.124
Is that correct?

03:35:17.124 --> 03:35:18.831
<v Monica>It's actually the other way around.</v>

03:35:18.831 --> 03:35:19.664
<v ->Oh I'm sorry.</v>

03:35:19.664 --> 03:35:23.123
<v ->So you approved some additional AP courses in your</v>

03:35:23.123 --> 03:35:25.066
graduation requirements,

03:35:25.066 --> 03:35:28.883
but in the section where you reference AP courses,

03:35:28.883 --> 03:35:32.674
we neglected to bring this to you at the same time,

03:35:32.674 --> 03:35:36.334
and the request is because you've already made the decision

03:35:36.334 --> 03:35:39.994
to add them in one place, to add them to Subchapter D

03:35:39.994 --> 03:35:43.125
and we felt like if we moved forward with first

03:35:43.125 --> 03:35:45.719
streeting at this meeting then you had an opportunity

03:35:45.719 --> 03:35:49.784
to adopt in September which is as close as we could get to

03:35:49.784 --> 03:35:51.272
the beginning of the school year

03:35:51.272 --> 03:35:53.651
and this will help alleviate any confusion that

03:35:53.651 --> 03:35:57.318
districts might have about those new courses.

03:35:58.784 --> 03:35:59.971
<v ->Terrific.</v>

03:35:59.971 --> 03:36:02.383
So again, just like in the last one,

03:36:02.383 --> 03:36:04.459
we're gonna take it in a two part vote.

03:36:04.459 --> 03:36:06.655
It's moved to suspend the Board operating procedures

03:36:06.655 --> 03:36:09.415
in accordance with 5.2A to allow consideration

03:36:09.415 --> 03:36:12.115
at first reading and filing authorization at the proposed

03:36:12.115 --> 03:36:14.059
amendments to Chapter 112,

03:36:14.059 --> 03:36:16.578
all those in favor of suspending the Board operating

03:36:16.578 --> 03:36:19.495
procedures, please raise your hand.

03:36:21.150 --> 03:36:22.472
<v ->Those opposed,</v>

03:36:22.472 --> 03:36:23.599
did you get it?

03:36:23.599 --> 03:36:26.099
Those opposed raise your hand?

03:36:27.413 --> 03:36:31.183
There are ten votes in the affirmative, correct?

03:36:31.183 --> 03:36:32.657
(distant talking)

03:36:32.657 --> 03:36:34.265
So we're good.

03:36:34.265 --> 03:36:38.635
And none in the negative so, with two-thirds in the

03:36:38.635 --> 03:36:40.456
affirmative they're suspended.

03:36:40.456 --> 03:36:42.808
The question now is on the motion to approve

03:36:42.808 --> 03:36:45.256
for first reading and filing authorization

03:36:45.256 --> 03:36:48.376
proposed revisions to 19TAC, Chapter 112

03:36:48.376 --> 03:36:50.463
Texas Essential Knowledge and Skills for Science

03:36:50.463 --> 03:36:52.911
Subchapter D, Other Science courses.

03:36:52.911 --> 03:36:54.877
Are you ready for the question?

03:36:54.877 --> 03:36:56.367
All those in favor say "Aye".

03:36:56.367 --> 03:36:57.267
<v All>Aye.</v>

03:36:57.267 --> 03:36:58.478
<v ->All those opposed say "No."</v>

03:36:58.478 --> 03:37:00.445
The Ayes have it, motion carries.

03:37:00.445 --> 03:37:01.600
Thank you very much.

03:37:01.600 --> 03:37:02.786
<v Ms. Malone>That concludes our minutes.</v>

03:37:02.786 --> 03:37:04.051
<v ->Thank you very much.</v>

03:37:04.051 --> 03:37:07.214
And then we're gonna go on to the Permanent School Fund.

03:37:07.214 --> 03:37:08.047
Ms. Hardy.

03:37:09.530 --> 03:37:13.280
(talking, no microphone use)

03:37:17.593 --> 03:37:19.309
Oh please, do your microphone, start over again

03:37:19.309 --> 03:37:20.341
Ms. Hardy.

03:37:20.341 --> 03:37:21.829
<v ->Sorry about that.</v>

03:37:21.829 --> 03:37:23.064
How about that?

03:37:23.064 --> 03:37:23.897
<v Donna>That's better.</v>

03:37:23.897 --> 03:37:26.352
<v ->On behalf of the Permanent School Fund Committee,</v>

03:37:26.352 --> 03:37:29.460
I move that State Board of Education

03:37:29.460 --> 03:37:31.920
by two-thirds vote of members,

03:37:31.920 --> 03:37:34.704
approve for second reading and final adoption

03:37:34.704 --> 03:37:39.191
the proposed amendments to 19TSE, Chapter 129,

03:37:39.191 --> 03:37:42.024
Student Attendance, Subchapter B,

03:37:42.950 --> 03:37:45.707
Student Attendance Accounting 129.21,

03:37:45.707 --> 03:37:47.727
Requirements for Student Attendance Accounting

03:37:47.727 --> 03:37:49.480
for State Funding Purposes,

03:37:49.480 --> 03:37:52.154
with an early effective date of 20 days after

03:37:52.154 --> 03:37:57.046
filing as adopted by the Texas, with the Texas Registrar.

03:37:57.046 --> 03:37:58.702
<v ->Very good to prove to,</v>

03:37:58.702 --> 03:38:02.205
it's a move to approve by affirmative vote of two-thirds

03:38:02.205 --> 03:38:04.257
of the members of the Board for second reading,

03:38:04.257 --> 03:38:07.053
and final adoption proposed amendment to 19TAC,

03:38:07.053 --> 03:38:11.077
Chapter 129, Student Attendance, Subchapter B

03:38:11.077 --> 03:38:14.576
Student Attendance Accounting 129.21 Require for Student

03:38:14.576 --> 03:38:17.336
Attendance Accounting for State Funding Purposes,

03:38:17.336 --> 03:38:19.592
with an effective date of 20 days after filing is

03:38:19.592 --> 03:38:20.936
adopted with the Texas Registrar,

03:38:20.936 --> 03:38:22.891
are you ready for the question?

03:38:22.891 --> 03:38:26.330
To set an earlier effective date a vote of two-thirds

03:38:26.330 --> 03:38:27.343
is required.

03:38:27.343 --> 03:38:28.843
Are you ready for the question?

03:38:28.843 --> 03:38:31.843
All those in favor, raise your hand?

03:38:36.343 --> 03:38:38.322
All those opposed raise your hand.

03:38:38.322 --> 03:38:40.545
Okay, motion carries.

03:38:40.545 --> 03:38:43.946
With a two-thirds in the affirmative.

03:38:43.946 --> 03:38:44.779
Next one.

03:38:44.779 --> 03:38:47.102
<v ->Thank you Madame Chair, on behalf of the Permanent</v>

03:38:47.102 --> 03:38:49.668
School Fund Committee, I move that the State Board of

03:38:49.668 --> 03:38:51.812
Education by two-thirds vote of its members

03:38:51.812 --> 03:38:55.759
approve the proposed amendment 19TAC, Chapter 33

03:38:55.759 --> 03:38:58.058
Statement of Investment Objectives Policies

03:38:58.058 --> 03:39:00.602
and Guidelines of the Texas Permanent School Fund

03:39:00.602 --> 03:39:01.897
Subchapter A.

03:39:01.897 --> 03:39:04.189
State Board of Education rules for the second reading

03:39:04.189 --> 03:39:06.889
and final adoption with an effective date 20 days

03:39:06.889 --> 03:39:11.101
after filing as adopted with the Texas Registrar.

03:39:11.101 --> 03:39:13.933
<v ->It's moved too approve by affirmative vote of</v>

03:39:13.933 --> 03:39:15.409
two-thirds of the members of the Board

03:39:15.409 --> 03:39:18.576
for second reading, and final adoption

03:39:18.576 --> 03:39:22.020
the proposed amendments to 19TAC Chapter 33,

03:39:22.020 --> 03:39:24.208
Statement of Investment Objectives Policy and

03:39:24.208 --> 03:39:26.543
Guidelines of the Texas Permanent School Funds

03:39:26.543 --> 03:39:28.334
Subchapter A, State Board of Education rules

03:39:28.334 --> 03:39:31.391
with an effective date of 20 days after filing

03:39:31.391 --> 03:39:33.815
as adopted with the Texas Registrar.

03:39:33.815 --> 03:39:35.975
Of course to set an earlier effective date,

03:39:35.975 --> 03:39:38.534
requires a vote again of two-thirds of the members.

03:39:38.534 --> 03:39:40.334
Are you ready for the question?

03:39:40.334 --> 03:39:43.251
All those in favor raise your hand,

03:39:45.191 --> 03:39:46.711
(mumbles)

03:39:46.711 --> 03:39:48.955
all those opposed raise your hand.

03:39:48.955 --> 03:39:49.788
Okay, zero.

03:39:49.788 --> 03:39:52.507
So 11 in affirmative, motion carries.

03:39:52.507 --> 03:39:54.405
The two-thirds adoption.

03:39:54.405 --> 03:39:55.609
Next one,

03:39:55.609 --> 03:39:58.020
the back to school, that's it for you.

03:39:58.020 --> 03:39:58.853
Right, Ms. Hardy?

03:39:58.853 --> 03:39:59.686
<v Ms. Hardy>Yes, thank you very much,</v>

03:39:59.686 --> 03:40:00.519
Madame Chair.
<v ->Thank you very much</v>

03:40:00.519 --> 03:40:02.668
and just a couple more things, with the Committee

03:40:02.668 --> 03:40:04.672
on School Initiatives, and then I think it's a wrap.

03:40:04.672 --> 03:40:06.632
<v ->Okay, Committee on School Initiatives,</v>

03:40:06.632 --> 03:40:10.062
this is actually at top of Page 2,

03:40:10.062 --> 03:40:13.407
of the minutes from the Committee on School Initiative,

03:40:13.407 --> 03:40:15.025
the Committee recommends that the State Board of

03:40:15.025 --> 03:40:18.514
Education take no action on the proposed amendment

03:40:18.514 --> 03:40:23.446
to 19TAC, Chapter 230 Professional Educator Preparation

03:40:23.446 --> 03:40:26.350
and Certification, Subchapter C, Assessment of

03:40:26.350 --> 03:40:27.183
Educators.

03:40:30.237 --> 03:40:32.737
<v ->Is there a motion to reject?</v>

03:40:34.365 --> 03:40:36.705
Hearing none, no action is taken and the proposed

03:40:36.705 --> 03:40:40.088
amendments to 19 TAC, Chapter 230 Professional Educators

03:40:40.088 --> 03:40:42.862
Preparation and Certification, Subchapter C,

03:40:42.862 --> 03:40:45.792
Assessment of Educators will take effect.

03:40:45.792 --> 03:40:48.709
<v ->Item 3 on that same page, page 2,</v>

03:40:50.314 --> 03:40:53.119
The Committee on School Initiative recommends State Board

03:40:53.119 --> 03:40:55.082
of Education take no action on the proposed

03:40:55.082 --> 03:40:59.431
amendments to 19TAC, Chapter 232 General Certification

03:40:59.431 --> 03:41:00.348
Provisions.

03:41:01.807 --> 03:41:04.307
<v ->Is there a motion to reject?</v>

03:41:05.338 --> 03:41:07.669
Hearing none, no action is taken and the proposed

03:41:07.669 --> 03:41:11.490
revisions to 19TAC, Chapter 232 General Certification

03:41:11.490 --> 03:41:13.890
Provisions will take effect.

03:41:13.890 --> 03:41:17.298
<v ->Item 4, on the same page, CSI Committee recommends</v>

03:41:17.298 --> 03:41:19.889
State Board of Education take no action on proposed

03:41:19.889 --> 03:41:24.509
new 19TAC, Chapter 234, Military Service Members,

03:41:24.509 --> 03:41:27.842
Military Spouses, And Military Veterans.

03:41:29.200 --> 03:41:31.984
<v ->Is there a motion to reject?</v>

03:41:31.984 --> 03:41:34.468
Hearing none, no action is taken and proposed new

03:41:34.468 --> 03:41:38.991
TAC Chapter 234, Military Service Members, Military Spouses,

03:41:38.991 --> 03:41:41.559
And Military Veterans will take effect.

03:41:41.559 --> 03:41:44.643
<v ->Item 5 on the same page, CSI Committee recommends</v>

03:41:44.643 --> 03:41:47.103
State Board of Education take no action on the proposed

03:41:47.103 --> 03:41:51.270
repeal of a new 19TAC, Chapter 241, Principal Certificate

03:41:52.889 --> 03:41:57.170
Section 241.15, Standards Required For the Principal

03:41:57.170 --> 03:41:58.754
Certificate.

03:41:58.754 --> 03:42:01.286
<v ->Is there a motion to reject?</v>

03:42:01.286 --> 03:42:03.253
Hearing none, no action is taken, the proposed

03:42:03.253 --> 03:42:06.003
repeal of new 19TAC, Chapter 241,

03:42:09.925 --> 03:42:13.429
Principal Certificate 241.15, Standards Required for the

03:42:13.429 --> 03:42:16.679
Principal Certificate will take effect.

03:42:18.793 --> 03:42:20.004
And, I believe that's it.

03:42:20.004 --> 03:42:20.837
Right?

03:42:22.142 --> 03:42:23.784
Yes, Mr. Rowley?

03:42:23.784 --> 03:42:27.611
<v ->I've had some inquiry from constituents in my district</v>

03:42:27.611 --> 03:42:28.778
with regard to

03:42:30.425 --> 03:42:34.840
a clarification of our course of action with regard

03:42:34.840 --> 03:42:36.673
to the ELAR Standards?

03:42:39.946 --> 03:42:44.113
It's my understanding that where we are right now,

03:42:44.948 --> 03:42:47.365
is it okay if we go ahead and

03:42:49.156 --> 03:42:51.879
take that clarification as a point of information.

03:42:51.879 --> 03:42:54.675
<v ->Is it okay to do that? Kind of talking about future</v>

03:42:54.675 --> 03:42:58.415
agenda basically, is what we're talking about?

03:42:58.415 --> 03:42:59.883
<v ->Yeah, that'd cool.</v>

03:42:59.883 --> 03:43:00.735
<v ->Okay great.</v>

03:43:00.735 --> 03:43:04.652
Is that the TEA staff will work on the existing

03:43:08.282 --> 03:43:11.782
ELAR Standards and SLAR I suppose as well.

03:43:13.161 --> 03:43:17.078
To provide whatever clerical and administrative

03:43:19.448 --> 03:43:23.084
and technical edits that need to take place

03:43:23.084 --> 03:43:25.251
as per the discussion that

03:43:26.551 --> 03:43:27.801
in addition the

03:43:30.729 --> 03:43:34.896
the expert panel that has been nominated and approved

03:43:35.775 --> 03:43:40.443
by this body will also look at that product after

03:43:40.443 --> 03:43:42.110
TEA does their work,

03:43:43.022 --> 03:43:46.144
to make a determination as to whether or not there

03:43:46.144 --> 03:43:46.977
should be,

03:43:48.002 --> 03:43:50.906
while not extensive substantive edits,

03:43:50.906 --> 03:43:54.325
but more edits and modifications

03:43:54.325 --> 03:43:57.983
particularly in terms of integration of the

03:43:57.983 --> 03:44:01.731
Standards from each of the review committees

03:44:01.731 --> 03:44:05.145
as they met and provided product,

03:44:05.145 --> 03:44:07.330
and then my understand also is that Commissioner

03:44:07.330 --> 03:44:12.320
Perez will provide us with feedback and information

03:44:12.320 --> 03:44:16.196
from the Higher Education Coordinating Board.

03:44:16.196 --> 03:44:17.913
<v Donna>And the forum.</v>

03:44:17.913 --> 03:44:19.638
We've got the forum feedback.

03:44:19.638 --> 03:44:21.774
<v ->Right, and that will also be provided.</v>

03:44:21.774 --> 03:44:24.929
In addition to that there is the forum work

03:44:24.929 --> 03:44:26.995
that's being done by,

03:44:26.995 --> 03:44:29.694
I'm just gonna guess, TCT, TELA

03:44:29.694 --> 03:44:30.598
<v Donna>TESEL.</v>

03:44:30.598 --> 03:44:32.585
<v ->There you go, those folks.</v>

03:44:32.585 --> 03:44:36.269
And that will also be integrated into the

03:44:36.269 --> 03:44:39.894
experts consideration, all of which we anticipate

03:44:39.894 --> 03:44:42.580
coming before us at this September meeting.

03:44:42.580 --> 03:44:45.556
<v ->And the online feedback that we are gathering now</v>

03:44:45.556 --> 03:44:48.423
because people can do that just online.

03:44:48.423 --> 03:44:49.731
Can look at the drafts as well.

03:44:49.731 --> 03:44:50.564
Ms. Hardy?

03:44:51.600 --> 03:44:52.992
Ms. Cargill.

03:44:52.992 --> 03:44:57.180
<v ->He leaves that list of things, I would like the,</v>

03:44:57.180 --> 03:45:00.048
not just the TESEL, but the eight organizations

03:45:00.048 --> 03:45:02.113
who have worked together, and provided--

03:45:02.113 --> 03:45:03.456
<v ->Yeah whatever feedback, they're gonna have</v>

03:45:03.456 --> 03:45:04.535
access to all of it.

03:45:04.535 --> 03:45:06.275
<v ->Right, but I just want to make sure that that group</v>

03:45:06.275 --> 03:45:09.589
was named, not left out of the list, litany of people.

03:45:09.589 --> 03:45:14.316
<v ->Yeah. Everyone's at this point free to submit comments.</v>

03:45:14.316 --> 03:45:15.694
Including the

03:45:15.694 --> 03:45:17.944
former review team members.

03:45:19.006 --> 03:45:19.839
<v ->Yes. Mr. Rowley?</v>

03:45:19.839 --> 03:45:24.310
<v ->Might I add, that this is in accordance with our existing</v>

03:45:24.310 --> 03:45:27.886
operating rules and procedures with regard to

03:45:27.886 --> 03:45:30.309
the Standards process.

03:45:30.309 --> 03:45:31.142
<v Voiceover>Step 14.</v>

03:45:31.142 --> 03:45:32.244
<v Mr. Hardy>Step 14.</v>
<v Donna>Step 14.</v>

03:45:32.244 --> 03:45:36.944
<v ->Thank you very much, step 14 includes this process</v>

03:45:36.944 --> 03:45:39.653
it's in accordance, consistent with what we've laid

03:45:39.653 --> 03:45:41.561
out in terms of our process.

03:45:41.561 --> 03:45:43.257
<v ->Right, Ms. Cargill?</v>

03:45:43.257 --> 03:45:46.285
<v ->I would also like, we discussed this as well.</v>

03:45:46.285 --> 03:45:49.465
For the six experts to consider concerned from

03:45:49.465 --> 03:45:50.557
Board members.

03:45:50.557 --> 03:45:51.541
<v Donna>Oh yeah. We forgot.</v>
<v ->To help avoid</v>

03:45:51.541 --> 03:45:53.649
<v Donna>Of course</v>

03:45:53.649 --> 03:45:55.754
<v ->limiting amendments from the floor kind of a thing,</v>

03:45:55.754 --> 03:45:56.587
but we're,

03:45:56.587 --> 03:45:59.948
the concerns I have are not from me, they're from

03:45:59.948 --> 03:46:00.846
my constituents.

03:46:00.846 --> 03:46:03.500
I'm just the conduit as we all are,

03:46:03.500 --> 03:46:04.366
for concerns,

03:46:04.366 --> 03:46:08.108
but I would like for them to concern those especially

03:46:08.108 --> 03:46:11.251
content that has been deleted from the current TEKS

03:46:11.251 --> 03:46:12.895
so, thank you.

03:46:12.895 --> 03:46:14.895
<v ->Yes, Ms. Melton-Malone?</v>

03:46:15.919 --> 03:46:19.879
<v ->Also, I'd just like to ask my colleagues to,</v>

03:46:19.879 --> 03:46:24.046
contact as many of their Elementary teachers as possible,

03:46:25.110 --> 03:46:27.918
and have them look through those new

03:46:27.918 --> 03:46:31.146
Standards just to be real honest with you,

03:46:31.146 --> 03:46:34.605
after having taught second grade, and then special ed,

03:46:34.605 --> 03:46:36.653
there's some things in there that I'm not real comfortable

03:46:36.653 --> 03:46:39.175
with because I don't think that they're developmentally

03:46:39.175 --> 03:46:44.065
appropriate so if we could get feedback from all of the

03:46:44.065 --> 03:46:48.001
Elementary teachers, as well as high school and middle

03:46:48.001 --> 03:46:51.834
school, I think that would be very beneficial.

03:46:53.868 --> 03:46:55.451
<v ->That sounds good,</v>

03:46:56.735 --> 03:47:01.190
would it be appropriate for any members who wanted to

03:47:01.190 --> 03:47:04.741
send something, or talk to the experts about any concerns

03:47:04.741 --> 03:47:06.325
for them to look at during the process,

03:47:06.325 --> 03:47:08.665
it's fine to do that?

03:47:08.665 --> 03:47:10.177
Express any concern?

03:47:10.177 --> 03:47:14.616
<v ->I don't see that this is actually part of your</v>

03:47:14.616 --> 03:47:16.008
approved process,

03:47:16.008 --> 03:47:18.408
we had already completed step 14 so

03:47:18.408 --> 03:47:19.300
<v Donna>We're extending</v>
<v Monica>I guess it's up</v>

03:47:19.300 --> 03:47:21.353
<v Donna>Step 14.</v>
<v Monica>To you.</v>

03:47:21.353 --> 03:47:23.232
<v Donna>Yes, Ms. Beltran?</v>
<v Monica>What you want to do</v>

03:47:23.232 --> 03:47:25.679
<v ->I just had a question about</v>

03:47:25.679 --> 03:47:27.719
the role of the review committees to this point.

03:47:27.719 --> 03:47:30.901
So we have had some discussion about including them

03:47:30.901 --> 03:47:34.739
with the experts or maybe a sampling of them.

03:47:34.739 --> 03:47:36.514
But at this point is it

03:47:36.514 --> 03:47:37.691
have we,

03:47:37.691 --> 03:47:38.686
I guess what's their--

03:47:38.686 --> 03:47:41.027
<v Monica>According to your process, their work is done.</v>

03:47:41.027 --> 03:47:42.358
<v Donna>Their work's done, right.</v>

03:47:42.358 --> 03:47:44.446
<v ->So your process allows for getting additional</v>

03:47:44.446 --> 03:47:45.303
feedback from your

03:47:45.303 --> 03:47:46.727
expert reviewers.
<v Donna>And they're free to</v>

03:47:46.727 --> 03:47:50.505
give us additional comments too, I think that's important.

03:47:50.505 --> 03:47:51.657
<v Voiceover>And feedback to the experts.</v>

03:47:51.657 --> 03:47:54.129
<v ->And feedback to the experts, yeah, absolutely.</v>

03:47:54.129 --> 03:47:56.397
<v ->Is there a process for them to follow or,</v>

03:47:56.397 --> 03:47:58.185
how would they know.

03:47:58.185 --> 03:48:02.352
<v ->They can submit comments just like any other educator</v>

03:48:03.860 --> 03:48:07.538
or constituent can submit comments.

03:48:07.538 --> 03:48:12.398
We do, as we move through the process, historically,

03:48:12.398 --> 03:48:15.613
we have sent out information about when you're going to be

03:48:15.613 --> 03:48:19.225
discussing, when documents are made available,

03:48:19.225 --> 03:48:22.621
those sorts of things, but at this point, historically,

03:48:22.621 --> 03:48:25.548
according to your process, if they want to continue to

03:48:25.548 --> 03:48:29.362
comment, then they would do that as individuals,

03:48:29.362 --> 03:48:30.792
just like anybody else.

03:48:30.792 --> 03:48:33.372
<v ->But they should say that they want a review team,</v>

03:48:33.372 --> 03:48:35.448
that's what we'd recommend for sure.

03:48:35.448 --> 03:48:37.682
I think that's totally fine.

03:48:37.682 --> 03:48:39.035
Mr. Ratliff?

03:48:39.035 --> 03:48:42.783
<v ->I want to express a concern about Board members</v>

03:48:42.783 --> 03:48:46.787
contacting or encouraging or lobbying the experts

03:48:46.787 --> 03:48:48.790
to look at, or not look at certain things, I think we will

03:48:48.790 --> 03:48:53.434
set ourselves up for the experts getting conflicting

03:48:53.434 --> 03:48:55.683
direction from Board members,

03:48:55.683 --> 03:48:58.261
when in fact we've appointed them because they are experts

03:48:58.261 --> 03:49:01.317
and should know and have an idea of where this thing

03:49:01.317 --> 03:49:03.559
should go and we're the recipients of that,

03:49:03.559 --> 03:49:06.394
I don't think we should have an active role in guiding

03:49:06.394 --> 03:49:10.123
what they do or don't do along the way.

03:49:10.123 --> 03:49:12.342
They sat in the meeting, they heard our concerns

03:49:12.342 --> 03:49:15.486
but for us to start sending a list of things for them to do,

03:49:15.486 --> 03:49:16.319
I think,

03:49:17.514 --> 03:49:20.273
gets the process disjointed and out of order.

03:49:20.273 --> 03:49:23.189
I think we're at the, towards the end of the process,

03:49:23.189 --> 03:49:26.213
and we should let the process work.

03:49:26.213 --> 03:49:30.380
If members feel compelled to contact the experts, I think

03:49:31.912 --> 03:49:34.288
then all of the other Board members should be copied

03:49:34.288 --> 03:49:36.892
on that correspondence just so we can all

03:49:36.892 --> 03:49:40.392
see what's being suggested to the experts.

03:49:41.669 --> 03:49:43.448
<v ->That was my concern,</v>

03:49:43.448 --> 03:49:46.051
we've always had access to our own experts,

03:49:46.051 --> 03:49:47.926
we've never shut that down

03:49:47.926 --> 03:49:50.046
and it's to consider what we suggest.

03:49:50.046 --> 03:49:51.016
It's not lobbying.
<v Donna>We're not telling</v>

03:49:51.016 --> 03:49:51.849
them what to do.

03:49:51.849 --> 03:49:52.899
<v ->Dogmatic.</v>

03:49:52.899 --> 03:49:56.091
Whatever we tell our experts will be discussed with the

03:49:56.091 --> 03:49:57.159
other five.

03:49:57.159 --> 03:49:59.992
That's part of the public process.

03:50:00.915 --> 03:50:02.582
<v Donna>Ms. Hardy.</v>

03:50:04.323 --> 03:50:06.494
<v ->I would also like to say that I think</v>

03:50:06.494 --> 03:50:10.059
there needs to be a clarification and I think this is

03:50:10.059 --> 03:50:12.483
been stated, but I want to make sure everyone that's

03:50:12.483 --> 03:50:14.654
in the audience listens to this.

03:50:14.654 --> 03:50:17.737
And that is that the bulk of the work has already

03:50:17.737 --> 03:50:19.501
been completed.

03:50:19.501 --> 03:50:22.501
We had some different concerns about

03:50:24.265 --> 03:50:28.344
the verbs, whether it were the third grade

03:50:28.344 --> 03:50:30.612
was harder than the sixth grade,

03:50:30.612 --> 03:50:33.696
or where there were things in the vertical alignment

03:50:33.696 --> 03:50:36.888
that had been left out and needed to be in there,

03:50:36.888 --> 03:50:39.948
or a little bit more clarification on some different

03:50:39.948 --> 03:50:40.936
issues,

03:50:40.936 --> 03:50:44.891
we're not looking to change dramatically anything

03:50:44.891 --> 03:50:48.641
in this, it is a refining process to what the

03:50:49.667 --> 03:50:52.084
teams have already submitted.

03:50:53.666 --> 03:50:55.083
This should be a,

03:50:58.086 --> 03:51:00.870
it is just what it is, a refining of it,

03:51:00.870 --> 03:51:03.965
where there were things that just didn't

03:51:03.965 --> 03:51:06.715
align and so forth that that be--

03:51:07.809 --> 03:51:10.427
<v ->Here's the only thing I just want to make sure that</v>

03:51:10.427 --> 03:51:13.619
we set out is that September, we are not gonna be ready

03:51:13.619 --> 03:51:15.311
for first reading, because we'll hear feedback

03:51:15.311 --> 03:51:18.050
by that time we hope, from the experts.

03:51:18.050 --> 03:51:21.472
Will be able to meet that headline?

03:51:21.472 --> 03:51:23.373
That deadline or whatever.

03:51:23.373 --> 03:51:27.206
When do you think Staff could have this ready?

03:51:29.430 --> 03:51:31.061
<v Monica>I can't give you an estimate right now.</v>

03:51:31.061 --> 03:51:31.894
<v ->Okay.</v>

03:51:31.894 --> 03:51:34.173
<v ->But we're talking about Staff doing the technical</v>

03:51:34.173 --> 03:51:35.006
corrections
<v Donna>And then getting it</v>

03:51:35.006 --> 03:51:36.400
to the exerts.
<v Ms. Hardy>But not worried</v>

03:51:36.400 --> 03:51:38.453
about putting it on the Texas Registrar or anything

03:51:38.453 --> 03:51:41.212
like that, so that shouldn't be quite as involved as

03:51:41.212 --> 03:51:43.648
what it would've been involved if this were trying to

03:51:43.648 --> 03:51:45.076
get ready for first reading.

03:51:45.076 --> 03:51:47.134
<v Donna>Right.</v>

03:51:47.134 --> 03:51:50.708
Anticipated discussion in September on that.

03:51:50.708 --> 03:51:54.057
<v ->But, still, my understanding is, it's basically</v>

03:51:54.057 --> 03:51:56.508
what it is, it is what it is.

03:51:56.508 --> 03:51:58.713
And then with adjustments.
<v Donna>I think that's why</v>

03:51:58.713 --> 03:52:00.408
they have access to all the feedback,

03:52:00.408 --> 03:52:02.936
they've heard us.
<v Ms. Hardy>But our feedback</v>

03:52:02.936 --> 03:52:07.040
had been minimal in the sense that whoa you left out

03:52:07.040 --> 03:52:07.928
this or that.

03:52:07.928 --> 03:52:08.761
<v ->Yeah.</v>

03:52:09.953 --> 03:52:12.786
(distant talking)

03:52:15.434 --> 03:52:16.679
Right. No, no, no.

03:52:16.679 --> 03:52:20.154
<v ->Just to clarify though, as you've heard,</v>

03:52:20.154 --> 03:52:21.918
one of my concerns is that

03:52:21.918 --> 03:52:25.929
identical nature of the High school and so adding back in

03:52:25.929 --> 03:52:27.890
the distinction for American and British Literature

03:52:27.890 --> 03:52:29.057
for example.

03:52:29.057 --> 03:52:31.307
If we shut it down to just,

03:52:32.297 --> 03:52:34.254
small little tiny,

03:52:34.254 --> 03:52:36.331
I don't know what is considered a small edit or

03:52:36.331 --> 03:52:38.974
what you really mean but there might be,

03:52:38.974 --> 03:52:40.642
I hope there is consideration for some

03:52:40.642 --> 03:52:42.805
actual content being added back in,

03:52:42.805 --> 03:52:43.805
but not huge

03:52:44.878 --> 03:52:46.473
things (microphone turns off)

03:52:46.473 --> 03:52:47.306
<v Voiceover>Madame Chair?</v>

03:52:47.306 --> 03:52:48.139
<v Voiceover>My concern is--</v>

03:52:48.139 --> 03:52:50.206
<v Donna>Hold on. Von would like to interrupt</v>

03:52:50.206 --> 03:52:51.141
for just a second.

03:52:51.141 --> 03:52:53.830
<v ->Madame Chair, if I could make two comments.</v>

03:52:53.830 --> 03:52:58.748
First, there was a mention earlier about copying each

03:52:58.748 --> 03:53:01.460
member on any type of communication,

03:53:01.460 --> 03:53:05.530
I would like to urge you not to have those

03:53:05.530 --> 03:53:07.891
direct and just remind you, you don't want to create

03:53:07.891 --> 03:53:10.141
an open meetings violation,

03:53:12.115 --> 03:53:15.415
between meetings and we have a process set up,

03:53:15.415 --> 03:53:17.215
so just remind you to use that.

03:53:17.215 --> 03:53:21.222
The second is the discussions now still contemplating

03:53:21.222 --> 03:53:23.214
what is happening at the next meeting?

03:53:23.214 --> 03:53:25.014
<v ->At the next meeting because I want to make sure that</v>

03:53:25.014 --> 03:53:26.742
we understand, we won't be at first reading at the

03:53:26.742 --> 03:53:28.122
next meeting, we wanted to make that clear,

03:53:28.122 --> 03:53:30.822
that's what I'm trying--

03:53:30.822 --> 03:53:34.327
(distant talking)

03:53:34.327 --> 03:53:37.247
<v ->We're not posted for a discussion so all discussion</v>

03:53:37.247 --> 03:53:40.703
needs to be limited towards whether or not we should

03:53:40.703 --> 03:53:43.069
post an item at the next meeting.

03:53:43.069 --> 03:53:45.902
(distant talking)

03:53:48.924 --> 03:53:51.763
<v ->The intention is to post a discussion again at the next</v>

03:53:51.763 --> 03:53:53.827
Board meeting in September.

03:53:53.827 --> 03:53:55.077
Yes, Ms. Perez?

03:53:56.359 --> 03:53:58.891
<v ->Madame Chair, just as a reminder, I'm not sure if it's</v>

03:53:58.891 --> 03:54:00.151
already been done but

03:54:00.151 --> 03:54:03.990
a possible agenda item on the Committee on Initiatives

03:54:03.990 --> 03:54:08.310
for the T-test, or meeting for the Committee of the Full

03:54:08.310 --> 03:54:10.392
Board? That might be helpful.

03:54:10.392 --> 03:54:12.311
I don't know it anybody would be opposed to that.

03:54:12.311 --> 03:54:13.427
<v Donna>That's a really good--</v>

03:54:13.427 --> 03:54:15.241
<v ->It came up several times in the meeting.</v>

03:54:15.241 --> 03:54:16.074
<v Donna>It did.</v>

03:54:16.074 --> 03:54:17.123
<v ->Maybe a quick briefing.
<v Donna>Thank you for</v>

03:54:17.123 --> 03:54:18.567
reminding us about that.

03:54:18.567 --> 03:54:19.766
Ms. Hardy.

03:54:19.766 --> 03:54:23.411
<v ->And along with that, at the same time with the T-test,</v>

03:54:23.411 --> 03:54:25.558
I would like to see an update on some of the things

03:54:25.558 --> 03:54:28.306
that SBEC is doing in regard to CPE hours and that

03:54:28.306 --> 03:54:30.070
sort of thing, they've got some

03:54:30.070 --> 03:54:32.316
new things that they're doing

03:54:32.316 --> 03:54:35.230
and so I'd like to see maybe Tim come and do a

03:54:35.230 --> 03:54:37.647
presentation along with that.

03:54:39.190 --> 03:54:40.748
(laughter)

03:54:40.748 --> 03:54:43.796
<v Donna>Now, wait a minute.</v>

03:54:43.796 --> 03:54:45.129
<v ->Collaboration.</v>

03:54:46.364 --> 03:54:47.197
Training.

03:54:50.794 --> 03:54:54.229
We seem to not be clear on the collaboration training

03:54:54.229 --> 03:54:56.641
since we are a Board,

03:54:56.641 --> 03:55:00.808
maybe we need to acquire, or learn about those skills.

03:55:03.248 --> 03:55:05.945
<v ->Let me think about that one,</v>

03:55:05.945 --> 03:55:08.264
let's talk because I'm not quite sure what you're looking

03:55:08.264 --> 03:55:09.821
for there but let's talk about that one.

03:55:09.821 --> 03:55:11.553
<v Ms. Dominguez>Sure.</v>

03:55:11.553 --> 03:55:13.470
<v ->Okay, yes Ms. Miller?</v>

03:55:17.177 --> 03:55:20.177
Ms. Miller, can you turn on your mic?

03:55:22.180 --> 03:55:26.776
<v ->Remember when someone brought up about that Monica,</v>

03:55:26.776 --> 03:55:27.831
T-Systems?

03:55:27.831 --> 03:55:28.998
Is that the...

03:55:29.889 --> 03:55:32.576
<v ->Just to try to keep you from getting into another</v>

03:55:32.576 --> 03:55:33.977
discussion that you shouldn't,

03:55:33.977 --> 03:55:38.046
it was I station, we did provide a document in your box,

03:55:38.046 --> 03:55:40.780
that summarizes the program,

03:55:40.780 --> 03:55:43.024
we put that in your boxes.

03:55:43.024 --> 03:55:44.080
<v Ms. Miller>When?</v>

03:55:44.080 --> 03:55:46.156
<v ->Day before yesterday, I believe.</v>

03:55:46.156 --> 03:55:48.532
I'm happy to show you the document and have a

03:55:48.532 --> 03:55:49.780
conversation offline.

03:55:49.780 --> 03:55:50.613
<v Ms. Miller>Okay, thank you.</v>

03:55:50.613 --> 03:55:51.446
<v ->Great.</v>

03:55:53.047 --> 03:55:54.855
So, just as a reminder,

03:55:54.855 --> 03:55:56.991
September 12th is the Poverty Round Table.

03:55:56.991 --> 03:55:59.823
That's an all day session.

03:55:59.823 --> 03:56:02.775
Expecting again, National speakers, State speakers,

03:56:02.775 --> 03:56:05.174
State experts, State practitioners,

03:56:05.174 --> 03:56:08.090
so we're working on that schedule right now,

03:56:08.090 --> 03:56:10.766
that's gonna take a while, it's a joint Round Table

03:56:10.766 --> 03:56:12.498
with a Commissioner.

03:56:12.498 --> 03:56:15.314
Anticipating that that will probably be...

03:56:15.314 --> 03:56:19.071
What is the name of the location, Erika remind me?

03:56:19.071 --> 03:56:21.531
<v Ms. Beltran>It's the American Institute for Research.</v>

03:56:21.531 --> 03:56:23.222
<v ->Right, on that day.</v>

03:56:23.222 --> 03:56:25.555
Not here, or at the Capital,

03:56:27.194 --> 03:56:29.150
because we could get bumped if we try to set up

03:56:29.150 --> 03:56:31.140
at the Capital, as it turns out

03:56:31.140 --> 03:56:32.894
and we don't want to have that problem.

03:56:32.894 --> 03:56:35.377
So it's a great facility that the next gen commission

03:56:35.377 --> 03:56:37.362
has been using,

03:56:37.362 --> 03:56:40.873
and so that that's the anticipated spot for that.

03:56:40.873 --> 03:56:45.205
A.M. of September 13th will be our half day discussion,

03:56:45.205 --> 03:56:47.292
on the math work session,

03:56:47.292 --> 03:56:50.368
and if you have any particular people that you would like

03:56:50.368 --> 03:56:53.749
to invite, please tell Renee today.

03:56:53.749 --> 03:56:55.082
So that we don't

03:56:56.236 --> 03:56:58.812
cause we need to set the schedule ad make sure we've

03:56:58.812 --> 03:57:00.852
got time for everyone and all of that.

03:57:00.852 --> 03:57:04.519
And we can get through it for that half day.

03:57:06.651 --> 03:57:11.503
If you have questions that you would like for consideration

03:57:11.503 --> 03:57:13.879
did I give you that sheet?

03:57:13.879 --> 03:57:14.827
You handed it out?

03:57:14.827 --> 03:57:16.951
That sheet, where is it?

03:57:16.951 --> 03:57:17.784
Here it is.

03:57:17.784 --> 03:57:21.571
That sheet that you just got handed was just

03:57:21.571 --> 03:57:25.394
giving you the email again that I had sent out, in May

03:57:25.394 --> 03:57:26.654
about this,

03:57:26.654 --> 03:57:30.266
talking about the schedule and asking for your input.

03:57:30.266 --> 03:57:33.122
You will see at the bottom, math questions to get us started

03:57:33.122 --> 03:57:35.533
I just literally threw those out, we don't have to ask

03:57:35.533 --> 03:57:38.005
those questions but I think it would be helpful

03:57:38.005 --> 03:57:40.633
to kind of send a few questions that you have that

03:57:40.633 --> 03:57:45.001
you would like the folks who testify to us to address.

03:57:45.001 --> 03:57:47.808
Again, please give that to Renee so that we can have a

03:57:47.808 --> 03:57:48.888
good list of questions.

03:57:48.888 --> 03:57:51.579
They can answer or testify how they would like to us,

03:57:51.579 --> 03:57:54.096
but if they're specific things we'd like them to focus in,

03:57:54.096 --> 03:57:57.060
that's all this list of questions would be.

03:57:57.060 --> 03:57:59.893
(distant talking)

03:58:01.534 --> 03:58:04.985
September is an incredibly full schedule for us.

03:58:04.985 --> 03:58:07.108
Very, very full schedule.

03:58:07.108 --> 03:58:09.976
The whole week that week.

03:58:09.976 --> 03:58:13.105
<v ->Will the Full Board meet in the afternoon?</v>

03:58:13.105 --> 03:58:14.982
<v Donna>The regular Full Board in the afternoon.</v>

03:58:14.982 --> 03:58:15.815
<v ->Of Tuesday?</v>

03:58:15.815 --> 03:58:18.537
<v ->Of Tuesday, we'll start our regular 1:00 meeting</v>

03:58:18.537 --> 03:58:20.382
at that time.

03:58:20.382 --> 03:58:23.466
Or, most likely it'll be one, I haven't got schedule yet.

03:58:23.466 --> 03:58:25.133
Yeah, maybe earlier.

03:58:26.813 --> 03:58:31.085
Members, I do want to also draw your attention to the 2017

03:58:31.085 --> 03:58:33.252
SBOE meeting dates on page

03:58:37.917 --> 03:58:39.584
5-45 in your agenda.

03:58:41.415 --> 03:58:43.827
We're meeting January 31st through February 3rd,

03:58:43.827 --> 03:58:45.686
April 18th through 21st,

03:58:45.686 --> 03:58:47.318
June 20th through 23rd,

03:58:47.318 --> 03:58:48.974
September 12th through 15th,

03:58:48.974 --> 03:58:50.594
and November 7th through 10th.

03:58:50.594 --> 03:58:52.724
Just making sure that you guys saw that list

03:58:52.724 --> 03:58:54.914
and didn't miss that in an email.

03:58:54.914 --> 03:58:58.549
Tinsy Miller was honored on April 30th,

03:58:58.549 --> 03:59:02.132
this year, as one of Dallas' living legends.

03:59:03.858 --> 03:59:05.670
This is amazing.

03:59:05.670 --> 03:59:10.458
By the Verna's HELP Foundation in Dallas, Texas,

03:59:10.458 --> 03:59:12.665
Congratulations.

03:59:12.665 --> 03:59:14.297
Very impressive.

03:59:14.297 --> 03:59:15.964
And Ruben Cortez, Jr.

03:59:17.345 --> 03:59:20.392
Received the Mexican-American School Board

03:59:20.392 --> 03:59:22.276
Members Association,

03:59:22.276 --> 03:59:23.276
is it MASBA?

03:59:24.544 --> 03:59:27.389
2016 Dedicated to Education Award presented

03:59:27.389 --> 03:59:30.783
at the Annual TASBE Summer Institute North.

03:59:30.783 --> 03:59:32.967
(applause)

03:59:32.967 --> 03:59:35.279
Always very proud of our Members when they achieve

03:59:35.279 --> 03:59:37.969
recognition, that's wonderful.

03:59:37.969 --> 03:59:40.535
Anything else that we're forgetting?

03:59:40.535 --> 03:59:42.059
Yes. Mr. Ratliff?

03:59:42.059 --> 03:59:43.739
<v ->If you've noticed that I've been more well-behaved</v>

03:59:43.739 --> 03:59:45.730
this week, I give full credit to my bride

03:59:45.730 --> 03:59:48.058
who has been here for the bulk if the meetings this week.

03:59:48.058 --> 03:59:49.397
(laughter)

03:59:49.397 --> 03:59:51.526
She's been texting me, telling me to straighten up

03:59:51.526 --> 03:59:52.930
and fly right.

03:59:52.930 --> 03:59:54.177
<v Donna>Thank you so much.</v>

03:59:54.177 --> 03:59:56.350
(laughter)

03:59:56.350 --> 03:59:57.350
We love you.

03:59:58.506 --> 04:00:00.995
<v ->It only took her five and a half years to get here.</v>

04:00:00.995 --> 04:00:02.975
(laughter)

04:00:02.975 --> 04:00:05.333
Yes, we can vote for her to come back.

04:00:05.333 --> 04:00:06.934
Mr. Maynard?

04:00:06.934 --> 04:00:09.267
Yeah, what are you doing in September?

04:00:09.267 --> 04:00:10.267
Mr. Maynard?

04:00:12.749 --> 04:00:14.632
<v ->It's always</v>

04:00:14.632 --> 04:00:17.283
positive when we can point out what's right with

04:00:17.283 --> 04:00:21.901
education in Texas and what's right with our students.

04:00:21.901 --> 04:00:25.680
Many of you know, and if you watched a lot of the

04:00:25.680 --> 04:00:28.115
social media and email updates,

04:00:28.115 --> 04:00:31.007
we held a convention last week on the heels of

04:00:31.007 --> 04:00:33.424
a tragedy in Downtown Dallas,

04:00:35.339 --> 04:00:38.458
and so we were certainly all effected by that,

04:00:38.458 --> 04:00:41.806
what was certainly there was lots of media and lots

04:00:41.806 --> 04:00:44.646
of reporting, but I will tell you a couple things

04:00:44.646 --> 04:00:47.802
that were not reported, and that's kind of typical.

04:00:47.802 --> 04:00:51.632
Is that, there's a group in Dallas called the Community

04:00:51.632 --> 04:00:55.799
Partners of Dallas that services and gives new school

04:00:57.803 --> 04:01:01.734
supplies to a lot of children in the CPS system.

04:01:01.734 --> 04:01:05.574
That particular organization lost about $12,000

04:01:05.574 --> 04:01:08.490
worth of materials in a flood.

04:01:08.490 --> 04:01:12.305
Some of our students in Texas, through our FFA

04:01:12.305 --> 04:01:16.289
members and Agriculture students, found out about that

04:01:16.289 --> 04:01:18.622
and launched a drive to help

04:01:21.045 --> 04:01:22.732
replace some of that.

04:01:22.732 --> 04:01:25.636
I'm just trying to tell you that our students and teachers

04:01:25.636 --> 04:01:29.047
showed up in Dallas with 1,400 backpacks

04:01:29.047 --> 04:01:30.988
filled with school supplies,

04:01:30.988 --> 04:01:33.003
which is the largest single donation every received

04:01:33.003 --> 04:01:34.697
by that particular organization.

04:01:34.697 --> 04:01:36.655
That doesn't get reported.

04:01:36.655 --> 04:01:40.238
I will also tell you that the students, also

04:01:41.907 --> 04:01:44.646
during that week, raised a little over $13,000

04:01:44.646 --> 04:01:46.898
to support the families of the five fallen officers

04:01:46.898 --> 04:01:48.182
in Dallas.

04:01:48.182 --> 04:01:49.838
Not reported.

04:01:49.838 --> 04:01:52.466
But those things do happen, and those are the kind of things

04:01:52.466 --> 04:01:56.486
that we need to hear about, and the people need to know

04:01:56.486 --> 04:01:57.448
that what's right.

04:01:57.448 --> 04:01:58.281
<v Donna>Absolutely.</v>

04:01:58.281 --> 04:02:00.014
<v ->So I just wanted to kind of make note of that.</v>

04:02:00.014 --> 04:02:01.113
<v ->Absolutely.
(applause)

04:02:01.113 --> 04:02:03.189
Appreciate that.

04:02:03.189 --> 04:02:06.225
Also, I forgot to tell you that I talked to Monica

04:02:06.225 --> 04:02:08.853
since right now, the English Language Arts

04:02:08.853 --> 04:02:11.853
is scheduled to do 2018 proclamation

04:02:12.956 --> 04:02:15.932
that we would need to update the website just to make sure

04:02:15.932 --> 04:02:17.120
we've notified folks.

04:02:17.120 --> 04:02:21.104
We had this discussion really, really late on Tuesday night.

04:02:21.104 --> 04:02:22.831
That it looks like the adoption would end up

04:02:22.831 --> 04:02:25.651
being pushed to 2019, 2020, and so

04:02:25.651 --> 04:02:27.068
we just wanted to

04:02:27.991 --> 04:02:30.072
say that again, that'll be updated on the website,

04:02:30.072 --> 04:02:32.191
because right now it looks the Proclamation 2018,

04:02:32.191 --> 04:02:33.774
and we need to kind of

04:02:33.774 --> 04:02:35.701
fix that, even though we haven't really set-set

04:02:35.701 --> 04:02:37.986
the schedule, per say.

04:02:37.986 --> 04:02:41.082
We wanted not to leave it at Proclamation 2018,

04:02:41.082 --> 04:02:43.249
because that won't

04:02:43.249 --> 04:02:44.581
be happening.

04:02:44.581 --> 04:02:47.333
So anyway, thank you very much, Members.

04:02:47.333 --> 04:02:48.288
Meeting is adjourned.

04:02:48.288 --> 04:02:49.121
I'm sorry what?

04:02:49.121 --> 04:02:49.954
<v Voiceover>Good job.</v>

04:02:49.954 --> 04:02:51.264
<v ->Thank you, meeting adjourned.</v>

04:02:51.264 --> 04:02:53.764
(gavel slams)