WEBVTT 00:00:03.550 --> 00:00:06.360 Members, I'm gonna call the meeting to order. 00:00:06.385 --> 00:00:10.164 And I'm gonna ask Dr Robinson to come up and give our invocation and pledges. 00:00:29.685 --> 00:00:35.914 Bow our heads. Dear Lord, please show us your wisdom. Give us your 00:00:35.939 --> 00:00:42.794 guidance today, this morning, as we all make decisions that are affecting 00:00:42.818 --> 00:00:49.185 parents, teachers, and most important, let's make sure help guide us 00:00:49.210 --> 00:00:55.299 to do what's in the best interests of Texas schoolchildren. Amen. 00:00:57.176 --> 00:01:00.020 Alright. Where are the flags? 00:01:04.820 --> 00:01:11.684 I pledge allegiance to the flag of the United States of America and to the Republic, for 00:01:11.709 --> 00:01:18.264 which it stands, One nation under God, indivisible, with liberty and justice for all. 00:01:19.840 --> 00:01:24.646 Honor the Texas flag. I pledge allegiance to thee, 00:01:24.671 --> 00:01:29.194 Texas, one state under God, one and indivisible. 00:01:33.645 --> 00:01:35.645 Thank you, Dr. Robinson. 00:01:35.670 --> 00:01:43.450 And I am going to do Approval of the Minutes. Did you know that Ken is going to be here late because he's sick? 00:01:43.450 --> 00:01:48.284 I'm gonna do the Approval of Minutes. Are there any corrections 00:01:48.309 --> 00:01:52.883 to the minutes from the April 5th meeting? Hearing none, minutes are approved 00:01:52.908 --> 00:01:57.523 as presented. Now, we will do Resolutions and Presentations. And the first one 00:01:57.548 --> 00:02:02.080 will be the presentation of the Milken Educator Award. Thank you, Ms. Perez. 00:02:05.280 --> 00:02:09.005 Madam Chair, on our list this morning, we have two 00:02:09.030 --> 00:02:13.254 resolutions: one for our Student Heroes and one for a very special district. 00:02:13.830 --> 00:02:16.790 Yes. That's true. Do you have the, do 00:02:16.815 --> 00:02:19.774 you want to do the, which one did you want to do first? 00:02:20.350 --> 00:02:23.920 The Student Heroes Award. If that's okay with you. That would be great. 00:02:28.795 --> 00:02:33.290 This morning, I will be reading the resolution for the 00:02:33.315 --> 00:02:37.721 Texas State Board of Education Student Hero Award. Whereas, the State 00:02:37.746 --> 00:02:42.291 Board of Education Student Heroes Award was created in 2015, recognizes 00:02:42.316 --> 00:02:46.710 Texas public school students who engage in unselfish acts of kindness 00:02:46.735 --> 00:02:51.350 or service that benefit their fellow students or community; and whereas, 00:02:51.375 --> 00:02:55.649 the Texas State Board of Education members reviewed nominations and 00:02:55.673 --> 00:03:00.212 selected 15 students across the state as recipients of the 2019 Student 00:03:00.237 --> 00:03:04.688 Heroes Award; and whereas, Hitzel Medrano, a sophomore at Del Rio High 00:03:04.713 --> 00:03:09.457 School in the San Felipe-Del Rio Consolidated Independent School District, 00:03:09.482 --> 00:03:13.822 a recent immigrant and English learner, voluntarily became a reading 00:03:13.847 --> 00:03:18.326 and math tutor, guiding and mentoring her English as a Second Language 00:03:18.351 --> 00:03:22.615 classmates; And whereas, Irasema Orozco, an eighth grade student at 00:03:22.641 --> 00:03:27.000 Diaz Junior High School in Hidalgo ISD, found her passion in working 00:03:27.025 --> 00:03:31.359 with donation drives to provide school supplies, clothes and toys to 00:03:31.384 --> 00:03:35.920 children at a homeless shelter; and whereas, Samantha Almaraz, a junior 00:03:35.944 --> 00:03:40.518 at Lamar Academy in McAllen ISD, tackled food, waste and food insecurity 00:03:40.543 --> 00:03:45.036 by creating the Energy Bar, a food pantry on her campus; and where, as 00:03:45.061 --> 00:03:49.466 Brianna Freeman, a senior at Carnegie Vanguard High School in Houston 00:03:49.491 --> 00:03:54.161 ISD, mentors junior high students, volunteers at a summer math boot camp, 00:03:54.186 --> 00:03:58.452 and serves regularly at a soup kitchen; and whereas Abigail Rendon, 00:03:58.477 --> 00:04:02.900 a junior at Smithson Valley High School in Comal ISD, who spearheaded 00:04:02.925 --> 00:04:07.450 the Soles4Souls Project that collected more than 5500 pairs of shoes in 00:04:07.475 --> 00:04:12.075 eleven days, directly assisting people around the world; wheras, Claudia 00:04:12.100 --> 00:04:16.234 Favela, a cancer survivor who is a senior at Klein High School in 00:04:16.259 --> 00:04:20.749 Klein ISD, began the Be Bold, Go Gold Organization to spread awareness 00:04:20.774 --> 00:04:25.049 about the impact of childhood cancer and the need for more research 00:04:25.074 --> 00:04:29.551 funding; and whereas, Alexandria Swett, a third grade student at C. W. 00:04:29.576 --> 00:04:34.091 Cline Elementary School in Friendswood ISD, goes out of her way to help 00:04:34.117 --> 00:04:38.727 and encourage classmates who are having a tough day or feeling isolated; 00:04:38.752 --> 00:04:43.211 and wheras, Eduardo Verastegui, a senior at Lewis Career and Technical 00:04:43.236 --> 00:04:47.769 High School in Pasadena ISD, creates positive and inspirational Spanish 00:04:47.794 --> 00:04:51.799 language videos for his 400,000 YouTube followers that document 00:04:51.824 --> 00:04:56.382 what life is like in the United States for new immigrants; and whereas, 00:04:56.407 --> 00:05:01.003 Joshua Silva, a junior at Robert E. Lee High School in Tyler ISD, helped 00:05:01.028 --> 00:05:05.384 launch a local Best Buddies chapter that creates a 1-to-1 friendship 00:05:05.409 --> 00:05:09.803 between students in general education and special education; whereas, 00:05:09.827 --> 00:05:14.252 Epiphany Wilson, a senior at Royal Early College High School in Royal 00:05:14.277 --> 00:05:18.424 ISD, is known as a student who steps up and takes care of others, 00:05:18.449 --> 00:05:22.988 whether it is creating a Black History Month program, inspiring readers 00:05:23.013 --> 00:05:27.401 or befriending lonely classmates; and whereas, Stella Austin, a third 00:05:27.426 --> 00:05:31.981 grade student at Heritage Elementary School in Keller ISD, created more 00:05:32.006 --> 00:05:36.536 than 110 stuffed cats to bring comfort to children who are hospitalized 00:05:36.560 --> 00:05:40.849 or living in a homeless shelter; and whereas, Quinn Loach, a senior 00:05:40.875 --> 00:05:45.202 at Allen High School in Allen ISD, helped grow the Spread the Loaves 00:05:45.226 --> 00:05:49.964 program that prepares sandwiches for the homeless, tutors students in math 00:05:49.989 --> 00:05:54.512 and physics, and recruits students from the International Baccalaureate 00:05:54.538 --> 00:05:58.758 program; and wheras, Merissa Rieken, a senior at Harmony School of 00:05:58.783 --> 00:06:03.230 Nature in DeSoto, actively volunteers hundreds of hours of service for 00:06:03.255 --> 00:06:08.066 organizations such as Dallas Children's Aquarium and Mission Arlington; and 00:06:08.091 --> 00:06:12.560 whereas, Meah Jones, a fourth grade student at Old Settlers Elementary 00:06:12.585 --> 00:06:16.877 School in Lewisville ISD, makes and sells cookies to raise funds so 00:06:16.903 --> 00:06:21.233 she can provide books, toys, socks and jackets to the less fortunate 00:06:21.258 --> 00:06:25.746 students; and whereas Landon Morrow, a senior at Sands School in Sands 00:06:25.771 --> 00:06:30.045 Consolidated ISD, feeds his community by assisting with canned food 00:06:30.070 --> 00:06:34.483 drives, serving food at special school events and at funerals, and is 00:06:34.508 --> 00:06:39.211 always willing to lend a helping hand; and whereas, these amazing students 00:06:39.236 --> 00:06:43.857 have modeled caring and compassion in their communities, now, therefore, 00:06:43.882 --> 00:06:48.351 be it resolved that the State Board of Education extends its heartfelt 00:06:48.376 --> 00:06:52.668 thanks to each of these kind hearted students and commends them for 00:06:52.693 --> 00:06:57.086 their unselfish volunteerism, good character and integrity; and be it 00:06:57.112 --> 00:07:01.669 further resolved that this resolution be presented to each of them, and 00:07:01.694 --> 00:07:06.290 that a copy will be included in the permanent records of the Texas State 00:07:06.315 --> 00:07:10.745 Board of Education. Witness our signatures this 14th day of June 2019 00:07:10.770 --> 00:07:15.073 in Austin, Texas. Donna Bahorich, Chair. Georgina Perez, Secretary. 00:07:18.504 --> 00:07:26.073 Our next resolution, will be read by, I'm sorry. Madam Chair. 00:07:26.098 --> 00:07:29.373 Yes, Members. All those in favor of 00:07:29.398 --> 00:07:32.794 approving the resolution for our student heroes say aye. 00:07:32.818 --> 00:07:33.818 Aye. 00:07:33.842 --> 00:07:37.259 Congratulations. This particular 00:07:37.284 --> 00:07:40.743 award is our very favorite award, and we are so, so 00:07:40.769 --> 00:07:44.107 honored. All of us, as you can see from the great 00:07:44.132 --> 00:07:47.645 pictures that we have all across state, to recognize 00:07:47.670 --> 00:07:51.137 these outstanding students that serve others, serve 00:07:51.162 --> 00:07:54.604 their community so well. So again, we're so pleased 00:07:54.629 --> 00:07:57.829 about our student heroes and congratulations to 00:07:57.853 --> 00:08:01.252 each and every one of them. Alright, Miss Perez. 00:08:02.080 --> 00:08:05.559 Our next resolution will be read by Member Cargill 00:08:05.584 --> 00:08:08.779 of The Woodlands recognizing Katy Independent School District. 00:08:08.779 --> 00:08:12.514 Good morning. So, this is a very 00:08:12.539 --> 00:08:16.249 special resolution, and I have asked Dr. Christine 00:08:16.274 --> 00:08:19.704 Caskey from Katy ISD to come and stand next to 00:08:19.728 --> 00:08:23.279 me while I read the accoldate. Whereas, the Katy 00:08:23.304 --> 00:08:27.544 Independent School District is celebrating its centennial 00:08:27.569 --> 00:08:31.200 year; whereas, the district’s record of providing 00:08:31.225 --> 00:08:34.795 an outstanding education was recently recognized 00:08:34.820 --> 00:08:38.365 by the College Board; whereas, the College Board 00:08:38.390 --> 00:08:41.902 recognized Katy ISD for expanding access to and 00:08:41.927 --> 00:08:45.780 increasing performance in Advanced Placement courses 00:08:45.805 --> 00:08:49.889 over a three-year period; and whereas, this performance 00:08:49.914 --> 00:08:53.171 has earned Katy ISD a position on the annual 00:08:53.196 --> 00:08:56.775 AP Honor Roll seven times; whereas, from 2017 to 00:08:56.800 --> 00:09:00.574 2018 alone, the number of Katy students enrolled in 00:09:00.599 --> 00:09:04.458 AP courses increased 25 percent; whereas, the number 00:09:04.482 --> 00:09:08.097 of AP exams taken during that period increased by 00:09:08.123 --> 00:09:12.073 20 percent; and whereas, three out of every four Katy 00:09:12.098 --> 00:09:15.803 students earned a 3 or higher on an AP exam taken, 00:09:15.828 --> 00:09:19.545 which can earn college course credit; and whereas, 00:09:19.570 --> 00:09:23.044 Katy ISD was among 373 districts considered for 00:09:23.069 --> 00:09:27.012 additional prestigious honors from the College Board; 00:09:27.037 --> 00:09:30.444 whereas, Katy ISD was recently selected as the 00:09:30.469 --> 00:09:34.180 College Board Advanced Placement Large District of 00:09:34.205 --> 00:09:37.818 the Year; now, therefore, let it be resolved that 00:09:37.843 --> 00:09:41.646 the State Board of Education commends the students, 00:09:41.671 --> 00:09:45.522 teachers, staff, administrators, and school trustees 00:09:45.548 --> 00:09:49.484 for the district’s outstanding record of performance; 00:09:49.508 --> 00:09:52.617 and, be it further resolved that the board 00:09:52.642 --> 00:09:56.591 congratulates the district on its selection as the AP 00:09:56.616 --> 00:10:00.321 Large District of the Year. Witness our signatures 00:10:00.346 --> 00:10:03.710 the 14th day of June, 2019, in Austin, Texas. 00:10:03.735 --> 00:10:07.390 Donna Bahorich and Georgina Perez. 00:10:08.814 --> 00:10:11.014 Congratulations. This is awesome. Thank you. 00:10:11.038 --> 00:10:14.138 Thank you so much for coming in. We appreciate it. 00:10:14.162 --> 00:10:18.637 This was, we so appreciate you being 00:10:18.662 --> 00:10:23.112 here. This, Dr. Caskey, we'd really, if you would just 00:10:23.137 --> 00:10:27.652 like to say a few words, just to us, about this special 00:10:27.677 --> 00:10:32.110 award. Because this is the only one in the nation, so. 00:10:32.134 --> 00:10:35.414 It is. We were just recently recognized as the Large 00:10:35.439 --> 00:10:38.400 District AP District across the nation, which is a testament 00:10:38.425 --> 00:10:41.594 to the hard work of our teachers, our curriculum stuff and, most 00:10:41.619 --> 00:10:44.763 importantly, our students. They looked at data trends over three 00:10:44.789 --> 00:10:47.916 years, and included in that three year data was actually a year 00:10:47.941 --> 00:10:50.994 that we were impacted by Harvey and our students actually lost 00:10:51.018 --> 00:10:54.229 ten instructional days. So it's a great testament to our students 00:10:54.255 --> 00:10:57.149 to receive this great honor. So we appreciate your support. 00:10:57.149 --> 00:11:00.372 Absolutely. And thank you so much 00:11:00.397 --> 00:11:03.471 for driving all the way from Katie to receivethis 00:11:03.495 --> 00:11:06.643 is very important. And I did want to say I went to 00:11:06.668 --> 00:11:09.667 the actual presentation ceremony, which was this 00:11:09.693 --> 00:11:12.909 very exciting, huge gathering and extremely excited 00:11:12.934 --> 00:11:16.063 students and faculty. It was really quite an event 00:11:16.088 --> 00:11:19.353 and what I loved about it that they've done in Katy, 00:11:19.378 --> 00:11:22.372 they actually have student ambassadors that work 00:11:22.397 --> 00:11:25.612 together as a team to recruit their fellow students 00:11:25.637 --> 00:11:28.765 to get involved in AP classes. I think that's just 00:11:28.789 --> 00:11:32.175 an incredible way to increase participation by getting 00:11:32.201 --> 00:11:35.008 fellow classmates to say you should be taking 00:11:35.033 --> 00:11:37.815 AP classes, let's let's do this together. So 00:11:37.840 --> 00:11:41.400 congratulations to Katy. This is a very momentous for the 00:11:41.425 --> 00:11:44.392 district, and I know it took a lot of work from 00:11:44.417 --> 00:11:47.815 students, faculty, administration, so congratulations. 00:11:47.839 --> 00:11:48.839 Thank you so much. 00:11:48.863 --> 00:11:52.563 (applause) 00:12:16.719 --> 00:12:21.601 Members, is there, all those in favor of the resolution 00:12:21.626 --> 00:12:25.914 recognizing that Katy ISD for this momentous achievement say aye. 00:12:25.938 --> 00:12:27.138 Aye. 00:12:27.162 --> 00:12:30.957 Again, congratulations. And we have 00:12:30.982 --> 00:12:34.611 one more presentation of the Milken Educator Award, 00:12:34.636 --> 00:12:38.046 and I'm gonna call on Allie Freelander, who will 00:12:38.072 --> 00:12:41.968 introduce the Milken National Educator Award recipient. 00:12:47.295 --> 00:12:49.795 Good morning. We are here today, we're very excited (inaudible) 00:12:49.819 --> 00:12:52.769 I want to make sure your microphone is on there. Does it have a green? 00:12:52.793 --> 00:12:55.691 There we go. Can you hear me better? Good 00:12:55.716 --> 00:12:59.003 morning. Great. So we're here to celebrate one of the very best 00:12:59.028 --> 00:13:01.914 educators in the state of Texas. Earlier this year, the 00:13:01.939 --> 00:13:04.954 Commissioner and Mr. Cortez and a few other members of the 00:13:04.979 --> 00:13:08.078 education community paid a visit to Dr. Sam Cash Elementary 00:13:08.103 --> 00:13:10.867 in San Benito, Texas to surprise one of our very best 00:13:10.891 --> 00:13:14.028 teachers, Krystal Contreras, with the Milken Educator Award. 00:13:14.054 --> 00:13:17.064 This award recognizes outstanding educators and the impact 00:13:17.088 --> 00:13:20.035 that they have on students in the broader community, and 00:13:20.060 --> 00:13:23.344 community is what Krystal is all about. Not only has she taught 00:13:23.368 --> 00:13:26.457 at Cash Elementary for a number of years, she also attended 00:13:26.482 --> 00:13:29.288 the school as a child, and both her kids, who are here 00:13:29.314 --> 00:13:32.512 with her today, also attend the school now. And when I talked 00:13:32.537 --> 00:13:35.349 with her after award to ask about what has contributed 00:13:35.374 --> 00:13:38.405 to her success, one of the first things that she mentioned 00:13:38.430 --> 00:13:41.282 was a community of teachers and educators with whom she 00:13:41.307 --> 00:13:44.200 works, and we know that this is what great teachers do. 00:13:44.225 --> 00:13:47.197 They depend on one another to support each other in their 00:13:47.222 --> 00:13:50.361 professional development and always look for ways to further 00:13:50.386 --> 00:13:53.397 the impact that they can have on students. Krystal teaches 00:13:53.422 --> 00:13:56.516 fourth grade Writing and, year after year, has led her team 00:13:56.541 --> 00:13:59.507 in the schools who achieve incredible impact on students’ 00:13:59.531 --> 00:14:02.766 learning and writing. She just mentioned, again, this morning, 00:14:02.791 --> 00:14:05.539 that their school achieved the highest writing scores 00:14:05.564 --> 00:14:08.712 in their entire, whole district. And I think that's a second 00:14:08.737 --> 00:14:11.654 or third year in a row for that accomplishment. When you 00:14:11.679 --> 00:14:14.764 walk into her classroom, I had the pleasure of visiting her 00:14:14.789 --> 00:14:17.951 classroom, you see a very warm, inviting classroom community. 00:14:17.976 --> 00:14:20.860 She has a fantastic rapport with her students, she uses 00:14:20.885 --> 00:14:23.641 flexible seating and engages them in all sorts of fun 00:14:23.667 --> 00:14:26.642 activities and projects. So I would like to invite you to 00:14:26.667 --> 00:14:29.771 help me congratulate Krystal on this incredible achievement. 00:14:29.772 --> 00:14:47.970 (applause) 00:14:51.345 --> 00:14:55.112 Madam Chair, can she bring her children 00:14:55.137 --> 00:14:58.969 up with her. Can she bring up her children? For the photo? 00:16:16.655 --> 00:16:20.880 Again, we want to congratulate Miss Contreras. 00:16:20.904 --> 00:16:26.630 (applause) 00:16:27.655 --> 00:16:33.701 Alright, members, we're gonna go ahead and go into the Approval of 00:16:33.726 --> 00:16:39.928 the Consent Agenda. And I'm gonna go ahead and read those items. Oh, 00:16:39.953 --> 00:16:45.953 yeah. I forgot to call roll. Our funding. If I don't call Roll. My 00:16:45.978 --> 00:16:51.708 goodness, I can't believe I didn't call roll. Yeah, Mr. Cortez. 00:16:51.732 --> 00:16:57.368 Madam Chair, there was an item, I believe it's in Consent, 00:16:57.393 --> 00:17:02.559 with the recommendations for the TRS board. I'd like to have that one 00:17:02.583 --> 00:17:07.874 considered. My nominee didn't make it on the list, so I'd like to bring 00:17:07.899 --> 00:17:13.459 that back up so that we can include my nominee for potential consideration. 00:17:13.530 --> 00:17:17.224 We can add that to that agenda item for the Committee of 00:17:17.249 --> 00:17:20.820 the Full Board because that's where we talked about it. Would be the TRS. 00:17:20.820 --> 00:17:26.339 Yeah, if there's no objection. Yeah, if there's no objection, we'll go ahead and move that from Consent. 00:17:26.339 --> 00:17:28.180 Thank you, Madam Chair. Absolutely. 00:17:28.204 --> 00:17:32.904 (inaudible speech off-microphone) 00:17:32.980 --> 00:17:36.359 That's right. Alright, members, 00:17:36.384 --> 00:17:39.874 I'm gonna go ahead and read the items, and starting 00:17:39.899 --> 00:17:43.401 with item number two then because we've pulled item 00:17:43.426 --> 00:17:47.038 one to be considered later today. One time procedural 00:17:47.063 --> 00:17:50.369 action to correct the effective date of proposed 00:17:50.394 --> 00:17:54.080 repeal of 19 TAC Chapter 118 Texas Essential Knowledge 00:17:54.105 --> 00:17:57.399 and Skills for Economics with an emphasis on the 00:17:57.424 --> 00:18:00.962 Free Enterprise System and its benefits. Item number 00:18:00.987 --> 00:18:04.228 three, proposed amendment to 19 TAC Chapter 74, 00:18:04.253 --> 00:18:08.010 Curriculum Requirements, Subchapter C, Other provisions 00:18:08.035 --> 00:18:11.736 74.30, Identification of Honors courses, first reading 00:18:11.761 --> 00:18:14.966 and filing authorization. Item number four, per 00:18:14.990 --> 00:18:18.697 capita appointment rate for the 2018-2019 school year. 00:18:18.722 --> 00:18:21.932 Item number five, ratification of the purchases 00:18:21.958 --> 00:18:25.652 and sales of the investment portfolio of the Permanent 00:18:25.676 --> 00:18:28.740 School fund for the months of February, March 00:18:28.766 --> 00:18:32.140 and April 2019. Item number six, Permanent School 00:18:32.165 --> 00:18:35.581 Fund pending contract renewals. Item seven, review 00:18:35.606 --> 00:18:39.169 of the Bond Guarantee Program Charter capacity. Item 00:18:39.195 --> 00:18:42.532 number eight, review of the Permanent School Fund 00:18:42.556 --> 00:18:46.530 Emerging Market Equities Asset class. Item nine, Permanent 00:18:46.555 --> 00:18:49.898 School Fund-related legislation 86th Legislature, 00:18:49.923 --> 00:18:53.345 regular session. Item 10 was also removed from the 00:18:53.370 --> 00:18:56.566 Consent Agenda because the matter had no action 00:18:56.591 --> 00:19:00.097 before the Permanent School Fund committee. So that 00:19:00.122 --> 00:19:03.333 one we're also not considering. Item number 11, 00:19:03.358 --> 00:19:07.053 recommendation for appointment to the Fort Sam Houston 00:19:07.078 --> 00:19:10.546 Independent School District Board of Trustees. Item 00:19:10.571 --> 00:19:14.003 12, recommendation for appointment to the Lackland 00:19:14.028 --> 00:19:17.502 Independent School District Board of Trustees. Item 00:19:17.527 --> 00:19:20.947 13, recommendation for appointment to the Randolph 00:19:20.972 --> 00:19:24.501 Field Independent School District board of trustees. 00:19:27.901 --> 00:19:31.608 Are there any other comments on 00:19:31.633 --> 00:19:35.167 the consent agenda? All those in favor say aye. 00:19:35.193 --> 00:19:36.111 Aye 00:19:36.136 --> 00:19:40.728 All those opposed say no. Consent Agenda is approved as amended. 00:19:42.880 --> 00:19:44.020 Let's go ahead and take a roll. 00:19:48.944 --> 00:19:51.044 Miss Perez? Present. 00:19:51.368 --> 00:19:53.168 Mr. Cortez? Here. 00:19:53.192 --> 00:19:55.392 Mrs. Perez-Diaz? Present. 00:19:55.416 --> 00:19:57.216 Mr. Allen? Present. 00:19:57.240 --> 00:19:58.740 Mr. Mercer? 00:19:58.764 --> 00:20:01.364 Doctor Robinson? Present. 00:20:01.388 --> 00:20:02.988 Ms. Cargill? Here. 00:20:03.012 --> 00:20:04.612 Dr. Ellis? Here. 00:20:04.636 --> 00:20:06.136 Mr. Maynard? Here. 00:20:06.160 --> 00:20:07.560 Ms. Hardy? Here. 00:20:07.584 --> 00:20:08.979 Ms. Little? Here. 00:20:09.003 --> 00:20:10.203 Ms. Davis? Here. 00:20:10.227 --> 00:20:12.127 Ms. Melton-Malone? Here. 00:20:12.151 --> 00:20:13.951 Mr. Rowley? Here. 00:20:13.975 --> 00:20:15.375 Mrs. Bahorich? Here. 00:20:16.955 --> 00:20:20.697 Alright, members, I'm gonna go ahead if there's 00:20:20.722 --> 00:20:24.383 no objection and take up the report from the Committee on School 00:20:24.408 --> 00:20:28.138 Initiatives. I understand that some board members have to leave a 00:20:28.163 --> 00:20:31.981 little earlier today, so I'm gonna go ahead and take up that report 00:20:32.006 --> 00:20:35.954 first. And so, the first item that will consider is the consideration 00:20:35.979 --> 00:20:39.394 of Commissioner of Education's Generation 24 Open Enrollment 00:20:39.419 --> 00:20:43.354 Charter School proposals. And I believe, Ms. Cargill, I don't know if 00:20:43.379 --> 00:20:47.120 you're going to speak, or if Heather will come up and speak first. 00:20:47.120 --> 00:20:54.490 Both. Both. Yeah, I mean, I'll call her to (inaudible crosstalk). So we have two other items, you want me to skip those until the end? 00:20:54.490 --> 00:20:56.770 Yeah, let's go ahead and just do the charter. Okay, that's fine. 00:20:58.070 --> 00:21:02.537 So, members, if you take out your minutes, they were 00:21:02.562 --> 00:21:07.129 in your or on your desk rather, for the Committee on School Initiatives, 00:21:07.154 --> 00:21:11.149 this is agenda item seven, consideration of the Commissioner of 00:21:11.174 --> 00:21:15.418 Education's Generation 24 open enrollment charter school proposals. 00:21:16.170 --> 00:21:24.010 And if staff would come up, Ms. Mauze, and give us an introduction and would you like 00:21:24.010 --> 00:21:28.690 me to explain how we're going to do this for everybody? 00:21:28.714 --> 00:21:31.289 No, I think we'll just, she's got it in her, 00:21:31.290 --> 00:21:35.045 So we do have invited representatives 00:21:35.070 --> 00:21:38.130 from each of the charter applicants that made 00:21:38.130 --> 00:21:42.116 it through to this final stage. And so, after Ms 00:21:42.141 --> 00:21:45.940 Mauze speaks, then, we will be calling them up. 00:21:45.940 --> 00:21:53.511 Good morning, Madam Chair, members of the Board, Heather Mauze, Director of the Charter School Administration Division. 00:21:53.536 --> 00:21:57.630 And your light is on right? Is the light on? Yes, ma'am. 00:21:57.630 --> 00:22:02.278 Okay. Let me...better? Maybe? As Miss Cargill stated, there are five 00:22:02.303 --> 00:22:06.791 Generation 24 Open Enrollment Charter applicants before you today. 00:22:06.817 --> 00:22:11.520 The Commissioner is confident they will deliver on the high standards 00:22:11.544 --> 00:22:15.953 and expectations that we have for our public schools in Texas. We 00:22:15.978 --> 00:22:20.418 hold a high bar for the proposals he makes, and while the charter 00:22:20.443 --> 00:22:25.194 schools don't aim to detract from the traditional ISDs, they do aim to 00:22:25.220 --> 00:22:29.984 expand the educational options available to parents and their children 00:22:30.008 --> 00:22:34.478 wanting school choice. As part of the application process, we have 00:22:34.504 --> 00:22:39.144 invited the proposed Generation 24 Charter Founders, and their board 00:22:39.169 --> 00:22:43.918 representatives that made it through the rigorous application process, 00:22:43.943 --> 00:22:48.570 here to Austin today to share their passion and vision for operating 00:22:48.594 --> 00:22:52.860 a Texas Public Charter School with the State Board of Education 00:22:52.885 --> 00:22:57.524 and make themselves available to you to answer any of your questions 00:22:57.549 --> 00:23:01.962 or address concerns. It's my honor to present to you the proposed 00:23:01.987 --> 00:23:06.357 charter applicant teams, and in no particular order, here today, 00:23:06.382 --> 00:23:11.356 representing the Generation 24 Charter Proposals are The Gathering Place. 00:23:11.460 --> 00:23:18.395 This team proposes an innovative, first-of-its-kind, arts-integrated, personalized learning 00:23:18.420 --> 00:23:22.026 curriculum in Grades K through Eight in the San 00:23:22.050 --> 00:23:25.631 Antonio area, with some demonstrated success in 00:23:25.656 --> 00:23:29.179 their summer programs as well as participation 00:23:29.204 --> 00:23:32.627 in the NSCF Fellowship out of High Tech High. 00:23:32.652 --> 00:23:39.548 Here today is the proposed Superintendent, Ryan York, and Board President Joanna Klekowicz. 00:23:53.200 --> 00:23:57.520 We are honored to be standing here today as the co-founders 00:23:57.545 --> 00:24:01.786 of The Gathering Place and are thrilled to share our vision with you. I am the 00:24:01.810 --> 00:24:06.117 daughter of Polish immigrants who grew up with parents that strongly encouraged 00:24:06.142 --> 00:24:10.748 education but did not speak English. I had to learn to navigate an educational system 00:24:10.773 --> 00:24:15.140 that did not see me for who I was, never for my cultural background or my native 00:24:15.165 --> 00:24:19.615 language, and failed to make meaningful connections with my family. I know what it 00:24:19.640 --> 00:24:24.102 feels like to be in a school where you don't belong. And I became a teacher on the 00:24:24.128 --> 00:24:28.350 promise that no child I worked with would ever feel the same way. Years later, 00:24:28.375 --> 00:24:32.631 Ryan and I met, we built a project-based curriculum that grew from serving 250 00:24:32.656 --> 00:24:37.048 students to serving 10,000 students across the South. We heard from teacher after 00:24:37.073 --> 00:24:41.424 teacher that they often felt like their hands were tied and their voices ignored 00:24:41.449 --> 00:24:45.775 by the big systems that they worked in. Believing that school could be different 00:24:45.801 --> 00:24:50.266 and wanting to lift up the voices of students and teachers, we dreamed of creating 00:24:50.291 --> 00:24:54.247 The Gathering Place, a school built by educators focused on nurturing and 00:24:54.271 --> 00:24:58.831 celebrating the inner brilliance within every single child. We left our jobs with no 00:24:58.856 --> 00:25:03.230 funding and no guaranteed path forward, but with a burning fire to never give up. 00:25:03.230 --> 00:25:06.622 And since then, we've had the opportunity to work alongside 00:25:06.647 --> 00:25:09.921 hundreds of members of our community to design and build The Gathering 00:25:09.946 --> 00:25:13.325 Place. We worked with our board to curate that into a mission and vision 00:25:13.350 --> 00:25:16.658 and are here to present something for you today that we believe will be 00:25:16.683 --> 00:25:20.208 transformational for students. I got started as the Executive Director of a 00:25:20.233 --> 00:25:23.779 nonprofit music and arts organization for kids. I then transitioned to being 00:25:23.804 --> 00:25:27.085 a district teacher, an instructional coach, and then a principal. Most 00:25:27.110 --> 00:25:30.643 importantly, I got to navigate the educational landscape as the father of my 00:25:30.668 --> 00:25:34.144 son and experience what it felt like for him to be overlooked and not seen 00:25:34.169 --> 00:25:37.620 for who he was, and it became my conviction, working alongside with Joanna 00:25:37.644 --> 00:25:40.922 to build a school that, as she said, nurtures and celebrates the inner 00:25:40.947 --> 00:25:44.339 brilliance of every child. Before diving in further, we also want to take 00:25:44.364 --> 00:25:47.602 a moment to give a huge thanks to all of the supporters that came out 00:25:47.627 --> 00:25:51.025 today. After hearing some of the general concerns yesterday, they rallied 00:25:51.050 --> 00:25:54.645 together and came out with short notice to show their support and enthusiasm. 00:25:54.670 --> 00:25:58.010 And so, from the bottom of our hearts, thank you so much for being here. 00:25:58.010 --> 00:26:02.867 And there is a growing narrative that it is a district vs charter 00:26:02.892 --> 00:26:07.272 ecosystem, but we don't think that's how it has to be. We fully resonate with 00:26:07.297 --> 00:26:11.802 Dr. Robinson's reminder yesterday about the original intent of charter schools: 00:26:11.827 --> 00:26:16.251 to provide a unique and innovative school that then contributes to the overall 00:26:16.276 --> 00:26:21.013 educational ecosystem. As we shared, we had built a PBL curriculum for four charter 00:26:21.038 --> 00:26:25.750 schools that we then shared widely. We partnered with our local district to provide 00:26:25.776 --> 00:26:30.557 our curriculum for free. And today, every single district middle school in Nashville 00:26:30.581 --> 00:26:34.774 is using our curriculum, and we're continuing that spirit of collaboration 00:26:34.799 --> 00:26:39.592 today. We're hosting a yearlong residency in San Antonio, that is open to any public 00:26:39.617 --> 00:26:44.046 school teacher in our county, to train them on PBL. We’re even offering a $600 00:26:44.071 --> 00:26:48.625 stipend for every teacher, and to date, we've had 57 teachers apply. Think about 00:26:48.651 --> 00:26:53.012 the impact. Each selected Teacher will go back to their home schools with the 00:26:53.037 --> 00:26:57.604 new skills to support their children's learning. Lastly, we’re also volunteering 00:26:57.629 --> 00:27:02.171 with SA Rise, a local advocacy organization, to help bring restorative practices 00:27:02.196 --> 00:27:06.762 and SEL to our local districts in San Antonio. And recently, in part as a result 00:27:06.787 --> 00:27:11.296 of that work, San Antonio ISD has committed to strengthening their SEL program. 00:27:11.300 --> 00:27:14.459 Our innovative model is built around three design 00:27:14.484 --> 00:27:17.468 principals: the Freedom to Be, through social and emotional 00:27:17.493 --> 00:27:20.489 learning; the Freedom of Expression, through daily creative 00:27:20.514 --> 00:27:23.185 arts; and the Freedom to Explore your own curiosities 00:27:23.210 --> 00:27:26.213 and passion through project-based learning. Our SEL program 00:27:26.238 --> 00:27:28.915 is supported by a robust team including a Director of 00:27:28.940 --> 00:27:31.930 Social-Emotional learning, a social worker designed to help 00:27:31.955 --> 00:27:34.970 connect parents and families with the services and resources 00:27:34.995 --> 00:27:37.847 they need, and a robust team of mental health counselors 00:27:37.872 --> 00:27:40.799 that are there to provide support for students, one-on-one 00:27:40.825 --> 00:27:43.715 and in groups. Our arts program is also designed to point 00:27:43.739 --> 00:27:46.604 where students have daily creative arts, including dance, 00:27:46.630 --> 00:27:49.682 visual art, theater and music. And lastly, our project-based 00:27:49.707 --> 00:27:52.534 model is about students engaging authentic problems with 00:27:52.559 --> 00:27:55.361 learning experiences aligned with the TEKS to help them 00:27:55.385 --> 00:27:58.536 navigate through meaningful and relevant learning experiences. 00:27:59.640 --> 00:28:04.800 not just created by us. We went to great lengths to co designer school with our community. 00:28:04.800 --> 00:28:08.872 We started by hosting over 300 empathy meetings with 00:28:08.897 --> 00:28:12.665 families and community leaders in San Antonio. We then pulled their 00:28:12.690 --> 00:28:16.415 stories together to form the prototype of a school model through a 00:28:16.440 --> 00:28:20.362 free summer camp called the Great Food Truck Summer Camp. Our children 00:28:20.387 --> 00:28:23.951 learned, through a project-based model, how to create their own 00:28:23.976 --> 00:28:27.738 food truck businesses, and as a result, we ended with a Showcase of 00:28:27.763 --> 00:28:31.870 Learning where there was over 600 tacos made, over 100 community members, 00:28:31.895 --> 00:28:35.478 and enough flour and lard to cover the walls for generations. We 00:28:35.503 --> 00:28:39.456 then knocked on 915 doors and held to school code design sessions with 00:28:39.481 --> 00:28:43.353 local high school students and local college students to get feedback 00:28:43.378 --> 00:28:47.040 and input on our evolving model. And in closing, we stand here as 00:28:47.065 --> 00:28:50.758 the proposed leaders of The Gathering Place, ready and excited for 00:28:50.783 --> 00:28:54.457 any questions that you may have. But we want to be clear that The 00:28:54.482 --> 00:28:58.465 Gathering Place does not belong to us. It belongs to the voices and the 00:28:58.490 --> 00:29:02.553 people that have shaped and designed it. And we are honored and humbled. 00:29:02.579 --> 00:29:06.196 To be standing here today as the stewards of that shared vision. 00:29:08.975 --> 00:29:09.475 Thank you. 00:29:10.800 --> 00:29:16.187 Any questions of The Gathering Place? Alright, thank you so much. 00:29:16.212 --> 00:29:21.900 Members, did you make the motion? (inaudible) oh, you had a question? 00:29:21.900 --> 00:29:28.010 Two questions. One, I was looking at the daily plan, 00:29:28.035 --> 00:29:34.031 and so forth, and I'm wondering, where do they get in their English 00:29:34.056 --> 00:29:39.976 and Social Studies and Reading and all that sort of stuff. Is this 00:29:40.002 --> 00:29:46.163 just like a snapshot? Or just what is that? And the other thing is, I 00:29:46.187 --> 00:29:52.621 understand that the PBL, the project-based learning, one of the concerns 00:29:52.646 --> 00:29:58.262 that a lot of people in the community have is the project based 00:29:58.287 --> 00:30:04.708 learning becoming a student activist type thing with biases that are the 00:30:04.734 --> 00:30:10.690 biases of the adults in charge sort of thing. Can you address that? 00:30:10.690 --> 00:30:13.846 Yeah, absolutely. S, first of all, our instructional 00:30:13.871 --> 00:30:17.097 model, we've had the chance to work with project-based schools that 00:30:17.122 --> 00:30:20.456 are doing really well here in Texas. So, for example, Meridian School 00:30:20.481 --> 00:30:23.552 in Round Rock is a project-based school. It's an A-rated school. 00:30:23.577 --> 00:30:26.727 And their students perform really well on the STAAR. They do well 00:30:26.752 --> 00:30:29.924 in Math and Reading, but they also do really well on subjects that 00:30:29.949 --> 00:30:32.944 oftentimes don't get as much attention like Science and Social 00:30:32.969 --> 00:30:36.224 Studies. Their students perform 73% Meeting or Exceeding Standard in 00:30:36.249 --> 00:30:39.593 Science, which outperforms their district. And so we've gotten to see 00:30:39.618 --> 00:30:42.698 what it looks like to do PBL in a way that also does really well 00:30:42.723 --> 00:30:46.102 on the STAAR. We do have dedicated time in our instructional model for 00:30:46.127 --> 00:30:49.243 literacy every single day. And so that means students are getting 00:30:49.267 --> 00:30:52.843 a balanced literacy approach, which includes a direct phonics instruction, 00:30:52.868 --> 00:30:55.847 learning fluency and decoding. It also includes guided reading 00:30:55.871 --> 00:30:59.148 and writer's workshops. During the project-based model, the teachers 00:30:59.173 --> 00:31:02.092 are integrating those learning standards in every single day. 00:31:02.117 --> 00:31:05.079 And so when students are working on projects, the teacher has 00:31:05.104 --> 00:31:08.327 aligned it to all of the different TEKS, and we're using a learning 00:31:08.352 --> 00:31:11.636 management system called Project Foundry that's been used across the 00:31:11.661 --> 00:31:15.015 country, including in Texas, that gives you a view of, here's what our 00:31:15.040 --> 00:31:18.234 kids are working on, here's the standards that they've covered and 00:31:18.259 --> 00:31:21.428 how they performed on it. So any given day, we have that formative 00:31:21.454 --> 00:31:24.683 data to know how our students are doing across all of the different 00:31:24.708 --> 00:31:27.817 TEKSthat they're being assessed against. Specific to the question 00:31:27.842 --> 00:31:31.138 on biases of the instructor and what that looks like, in any setting 00:31:31.163 --> 00:31:34.195 where you have adults leading students to learning experiences, 00:31:34.220 --> 00:31:37.503 it's the responsibility of the adults to make sure that the way that 00:31:37.528 --> 00:31:40.596 they're instructing is authentically rooted in the standards and 00:31:40.621 --> 00:31:43.773 not their own personal beliefs and biases. That's no different in 00:31:43.798 --> 00:31:46.925 project-based learning. The point of project-based learning is to 00:31:46.951 --> 00:31:50.151 look at the different standards and say, where did they come from? 00:31:50.176 --> 00:31:53.470 Why were these important? And let's learn through those experiences. 00:31:57.650 --> 00:32:05.360 Ms. Davis? I have a question. Is your program currently found anywhere in San Antonio ISD? 00:32:05.360 --> 00:32:08.925 Like the PBL and all of the extra recess. 00:32:08.950 --> 00:32:15.120 Is there any school right now that currently offers that in San Antonio? 00:32:17.620 --> 00:32:20.827 So there is no school that is exactly like our 00:32:20.852 --> 00:32:23.986 model. So, for example, we're going to be offering daily creative 00:32:24.011 --> 00:32:27.134 arts for all students. There is no school in all of Bexar County, 00:32:27.160 --> 00:32:30.400 either ISD or charter, that offers daily creative arts for students. 00:32:34.000 --> 00:32:34.870 Miss Perez? 00:32:37.294 --> 00:32:41.683 So I just heard you speak about the reading and 00:32:41.708 --> 00:32:45.798 writing and specifically to phonics, and I'm wondering your 00:32:45.823 --> 00:32:49.971 plan for English learners and your teacher certifications as 00:32:49.995 --> 00:32:53.938 it pertains to bilingual education and your ESL programs. 00:32:54.990 --> 00:32:58.018 Absolutely. So we anticipate our student 00:32:58.043 --> 00:33:00.710 population being 24% English learners, and that 00:33:00.735 --> 00:33:03.694 means that we have, built into our models, certified 00:33:03.719 --> 00:33:06.374 bilingual instructors that will be working with 00:33:06.399 --> 00:33:09.365 those students from Kindergarten on. And so, I mean, 00:33:09.390 --> 00:33:12.107 we have the certified bilingual instructors. And 00:33:12.132 --> 00:33:15.029 so that is a part of our model that we built in and 00:33:15.054 --> 00:33:17.759 budgeted for. They will be working with students 00:33:17.783 --> 00:33:20.580 in an early transitional model that's a bilingual 00:33:20.605 --> 00:33:23.768 instructional model. And so, with those 24% of students, 00:33:23.793 --> 00:33:26.577 that means that we anticipate roughly two cohorts 00:33:26.602 --> 00:33:29.250 of students that are in that bilingual program. 00:33:29.275 --> 00:33:32.072 The instructional model they'll be using is based 00:33:32.097 --> 00:33:34.813 off the Learning A through Z Reading curriculum, 00:33:34.838 --> 00:33:37.522 which is research-based in supporting students, 00:33:37.547 --> 00:33:40.286 specifically, who are English language learners. 00:33:41.910 --> 00:33:44.510 I'm sorry. You said 24%? Yes. 00:33:44.534 --> 00:33:47.634 And that's your projected enrollment estimate? 00:33:47.658 --> 00:33:49.658 Of English learners, yes. Of English learners? 00:33:49.720 --> 00:33:52.789 Yes. And that number was aggregated by looking at 00:33:52.814 --> 00:33:55.810 numbers based on schools nearby our proposed geographic range. 00:34:00.110 --> 00:34:03.700 Any other questions? Yes, Miss Cargill? 00:34:03.724 --> 00:34:06.858 No. I just wanted to thank you 00:34:06.883 --> 00:34:09.992 for all of your hard work. And I see you brought 00:34:10.017 --> 00:34:13.138 some of the troops in from San Antonio. I didn't 00:34:13.162 --> 00:34:15.875 want them to think that we had not noticed 00:34:15.901 --> 00:34:19.081 their purple shirts? Mauve? Beautiful. Very unique 00:34:19.106 --> 00:34:21.880 color shirts. But thank you so much. I know 00:34:21.905 --> 00:34:25.085 this represents a lot of hard work and diligence, 00:34:25.109 --> 00:34:27.652 and your heart for kids is commendable. 00:34:27.676 --> 00:34:28.376 Thank you 00:34:31.355 --> 00:34:35.029 So I think we can do just the motion, yeah. You ready for the motion? Oh, well. 00:34:35.053 --> 00:34:36.253 Yes, Mr. Cortez? 00:34:36.277 --> 00:34:40.764 So I have some comments, not questions, for the school, I mean, the 00:34:40.789 --> 00:34:45.275 proposed school. So do we deal with that during the motion? Do we deal with that now? 00:34:45.750 --> 00:34:48.661 Yeah, I think, so you don't have 00:34:48.686 --> 00:34:51.400 any questions for them? They can sit down? Okay. 00:34:51.400 --> 00:34:54.957 So I don't know if we deal with it during the 00:34:54.982 --> 00:34:58.739 discussion portion of the motion or do you wanna deal with it now? 00:35:00.239 --> 00:35:01.390 Alright. 00:35:02.165 --> 00:35:04.187 Yeah, why don't we do the motion first, 00:35:04.212 --> 00:35:05.965 then we'll have discussion, then we'll have a vote. 00:35:05.990 --> 00:35:09.743 So, Members, this is on page seven 00:35:09.768 --> 00:35:13.213 of your Committee on School Initiatives minutes. 00:35:13.238 --> 00:35:16.342 The motion and vote at the bottom. So, it's 00:35:16.367 --> 00:35:19.940 recommended that the State Board of Education take 00:35:19.965 --> 00:35:23.206 no action on The Gathering Place San Antonio, 00:35:23.231 --> 00:35:27.010 scheduled to open in the 2020-21 school year. You can 00:35:27.035 --> 00:35:30.416 see the breakdown of the members voting aye and 00:35:30.441 --> 00:35:33.962 the member voting no on the bottom of page seven. 00:35:35.386 --> 00:35:35.986 Second. 00:35:36.045 --> 00:35:41.645 We don't need them on Friday. Cause it's assumed the Committee... 00:35:41.670 --> 00:35:43.470 Learned something new. Robert's Rules of Order doesn't need it. 00:35:44.970 --> 00:35:47.907 Mr. Cortez, if want to go ahead and have a... 00:35:48.432 --> 00:35:54.055 I do. You know. And while I appreciate the hard work and 00:35:54.080 --> 00:35:59.754 effort that all of these charters have presented, and I have no doubt that 00:35:59.780 --> 00:36:05.164 some of these people are probably smart, capable, we did hear a lot of 00:36:05.189 --> 00:36:11.078 concerns yesterday with respect to some of some of the districts representing 00:36:11.103 --> 00:36:16.796 that their surrounding communities were showing low performing ISDs within 00:36:16.821 --> 00:36:21.958 the proposed charter zone. And what happened yesterday, Board, was, 00:36:21.982 --> 00:36:27.586 I thought, unprecedented. We had more administrators from the neighboring 00:36:27.612 --> 00:36:32.812 schools come to speak to us than we've ever had in the past, despite 00:36:32.837 --> 00:36:38.305 the fact the Commissioner of Education put this out last minute for the 00:36:38.330 --> 00:36:43.925 public to see, tells me that they're paying attention to what's going on. 00:36:43.951 --> 00:36:49.635 One of the documents that we received yesterday, and I believe we received 00:36:49.659 --> 00:36:55.166 this from Dr. Robinson, talks about the fiscal impact over a decade that 00:36:55.191 --> 00:37:00.653 these charters, these new proposed charters, would have on the State of 00:37:00.678 --> 00:37:06.115 Texas. It's over $350,000,000. Assuming that in that decade, they don't 00:37:06.141 --> 00:37:11.591 ask for expansion amendments or student growth enrollments. Because, as 00:37:11.616 --> 00:37:17.192 some of you may have already seen, we got that proposed expansion charter 00:37:17.217 --> 00:37:22.682 amendment list from the Commissioner this week. 27,558 students is what 00:37:22.707 --> 00:37:28.223 he's allowed the creation of new seeds in existing charters. And so when 00:37:28.248 --> 00:37:33.398 Heather is up there talking about this need, I'm having a hard time 00:37:33.424 --> 00:37:39.458 understanding what that need is if the Commissioner of Education, and these are 00:37:39.483 --> 00:37:44.866 numbers I just added up from approved list that the Commissioner gave, 00:37:44.891 --> 00:37:50.552 27,558 new seats are being created in Texas. A lot of these are in the San 00:37:50.577 --> 00:37:56.023 Antonio area, where some of these charters want to go. They’re in these 00:37:56.048 --> 00:38:01.318 urban settings like the Austins, the Houstons, the El Pasos, and some 00:38:01.343 --> 00:38:06.957 in the Valley and different parts of the state of Texas. I think, at this 00:38:06.982 --> 00:38:12.647 time, I just can't in good conscience support this or any of the charters, 00:38:12.672 --> 00:38:18.273 and I would strongly encourage the board to just take a pause, especially 00:38:18.298 --> 00:38:23.571 when you dive into this list that the Commissioner gave us this week, 00:38:23.596 --> 00:38:29.279 there's over three, I believe, over three dozen new campuses on this list. 00:38:29.304 --> 00:38:34.583 Outside of these five districts that we don't know what they're going 00:38:34.609 --> 00:38:39.901 to do. And so I just want to share that with you guys because I don't 00:38:39.926 --> 00:38:45.420 think this is a time for us to be adding any new charters to our roster. 00:38:45.420 --> 00:38:48.100 Yes, Mr Ellis. Dr. Ellis. 00:38:48.124 --> 00:38:51.224 Can we bring staff up to, I have a question along the same lines? 00:38:51.300 --> 00:38:53.973 Yeah, I think so. Heather, would 00:38:53.998 --> 00:38:56.750 you mind coming and helping us with this discussion? 00:38:56.750 --> 00:39:00.603 Miss Mauze, would you mind addressing that 00:39:00.628 --> 00:39:04.762 comment? When we when we look at the charges, have been approved in 00:39:04.787 --> 00:39:08.628 the expansions, and I understand that there's individual lists 00:39:08.653 --> 00:39:12.652 that each charter maintains of applicants, a waiting list per se. 00:39:12.677 --> 00:39:16.515 And I also understand that there was some legislation that was 00:39:16.540 --> 00:39:20.475 passed that might consolidate that. Can you speak to, maybe, how 00:39:20.500 --> 00:39:24.398 the process has worked prior to what Mr Cortez was speaking to, 00:39:24.424 --> 00:39:28.382 and how it might work different in the future and that question? 00:39:28.383 --> 00:39:34.541 Certainly with any amendment process, we gather information 00:39:34.566 --> 00:39:40.539 from the charter school. Currently, as Dr Ellis pointed out, we don't have 00:39:40.565 --> 00:39:46.232 TA data on weightless information, but due to recent legislation going 00:39:46.256 --> 00:39:52.536 forward, we will have. But what we do collect is impact statements. We collect 00:39:52.561 --> 00:39:58.713 information from the applicants of their current enrollment current capacity 00:39:58.738 --> 00:40:04.545 and use various data points to inform the growth decisions for expansion 00:40:04.571 --> 00:40:10.630 amendments. The current legislation passage of that legislation is going to 00:40:10.655 --> 00:40:16.450 give us additional data points that will be able to drill down and truly 00:40:16.451 --> 00:40:22.400 when identify if I wait list numbers on report that to the public with transparency 00:40:25.000 --> 00:40:29.113 When administrators are getting their ability to do 00:40:29.138 --> 00:40:33.340 an impact statement, are they also made aware of a new charter coming in? 00:40:33.364 --> 00:40:37.550 And, also, at the same time, at what the expansions are looking like? Are 00:40:37.576 --> 00:40:41.850 they able to have that information together to give their impact statement? 00:40:41.850 --> 00:40:48.979 We request that the charter that is proposing to expand share that 00:40:49.004 --> 00:40:53.234 information with the superintendents of the ISDs. 00:40:53.260 --> 00:40:56.958 We also, particularly on campus expansions, 00:40:56.983 --> 00:41:03.930 we notify the ISDs of when that facility has been identified after Commissioner's 00:41:03.955 --> 00:41:10.962 approval. As I said, part of the tension is that prior to Commissioner's approval, 00:41:10.987 --> 00:41:18.174 the proposed expansion, it would be premature for them to solidify any type of lease 00:41:18.199 --> 00:41:25.361 or construction or facility. I'd also like to add, you know, for charter schools the 00:41:25.385 --> 00:41:32.475 expansions, and particularly campus expansions, if not for the enrollment, and that 00:41:32.500 --> 00:41:39.480 need demonstrated by the enrollment in those campuses, they would not be existing. 00:41:39.480 --> 00:41:44.161 I understand. I got one more follow up and then I'll yield. The 00:41:44.186 --> 00:41:48.787 time frame. We're in the middle of the new charter application. We understand this 00:41:48.812 --> 00:41:53.354 is a time frame, we're right here, right now. On the expansions, that's more of a 00:41:53.380 --> 00:41:58.198 rolling process throughout, is it a five or six month process? Is that how that works? 00:41:58.199 --> 00:42:03.331 So currently, there, in the entirety of the expansion 00:42:03.356 --> 00:42:08.824 process, it could be up to 18 months. There is a definite expansion window. 00:42:08.849 --> 00:42:13.968 That's February through April. There's statutory requirements that the 00:42:13.993 --> 00:42:18.943 agency and Commissioner make decisions on those expansion amendments 00:42:18.968 --> 00:42:24.435 within 60 days. Prior to the submission of the request to the Commissioner, 00:42:24.460 --> 00:42:29.183 the superintendent's must submit the requisite paperwork, charter 00:42:29.208 --> 00:42:34.805 superintendents must submit the charter impact statements, board resolutions, 00:42:34.830 --> 00:42:39.470 applications, and then, we begin the vetting process on our end. 00:42:39.470 --> 00:42:41.100 Okay. Thank you. 00:42:45.425 --> 00:42:49.792 I have a question, I guess, of you, 00:42:49.817 --> 00:42:53.747 Heather, or whoever, with regard to this fiscal 00:42:53.772 --> 00:42:57.879 impact a table that we've been provided here. Mr. 00:42:57.904 --> 00:43:02.068 Member Cortez referred to it that there would be a 00:43:02.093 --> 00:43:06.453 $353,000,000 impact over 10 years of this generation 00:43:06.478 --> 00:43:10.649 of charter schools. I guess, maybe, to the creator 00:43:10.675 --> 00:43:15.187 of this document, it is that a reallocation of dollars 00:43:15.211 --> 00:43:19.123 from public schools into charter schools, or is 00:43:19.149 --> 00:43:23.748 that estimated or supposed impact on the state in terms 00:43:23.773 --> 00:43:27.772 of that additional amount being spent on charter 00:43:27.798 --> 00:43:31.646 schools that would not otherwise be spent. And 00:43:31.671 --> 00:43:35.986 Doctor Robinson, I'm directing that towards you, but 00:43:36.011 --> 00:43:39.947 then the other part of that is, I mean, in your 00:43:39.972 --> 00:43:44.539 estimation here, did you calculate that it's gonna cost 00:43:44.565 --> 00:43:48.898 a certain amount for public schools to educate these 00:43:48.923 --> 00:43:52.741 kids if these charter schools are not created? 00:43:52.740 --> 00:43:58.223 It is my understanding that what that dollar amount represents 00:43:58.248 --> 00:44:03.451 is the amount of money that those districts would lose over a period of ten years. 00:44:03.450 --> 00:44:07.370 So, when Member Cortez stated that 00:44:07.395 --> 00:44:11.440 it would cost the state $353,000,000 over this period 00:44:11.440 --> 00:44:14.545 of time, that's actually not an accurate statement. 00:44:14.570 --> 00:44:17.650 It's a reallocation of dollars, perhaps from public 00:44:17.650 --> 00:44:20.396 schools to charter schools, but it's not an additional cost. 00:44:20.421 --> 00:44:23.051 (inaudible speech off-microphone) I'm directing that to... 00:44:23.051 --> 00:44:26.514 That's debatable. I mean, those are 00:44:26.539 --> 00:44:29.800 redundant services. So I don't think that it's a simple 00:44:29.800 --> 00:44:37.440 yes or no well Well, redundant services, you get paid so much per student, and that state allocation 00:44:37.440 --> 00:44:42.400 is either going to go to a public school or it's going to go to a charter school. And 00:44:42.400 --> 00:44:44.403 with regard to your scenario. Correct? So 00:44:44.428 --> 00:44:46.550 it's gonna be an amount one way or the other. 00:44:46.550 --> 00:44:51.290 It's gonna be expended per student unless we run out of students, I suppose. But 00:44:51.290 --> 00:44:58.490 it's a per student allocation, right? Yeah, it's the average daily allowance for each 00:44:58.490 --> 00:45:03.350 student. So, yes. I mean, I'll be honest, that information given to me. I didn't research 00:45:03.350 --> 00:45:08.470 it much myself. Member Rowley? If I could just add to that. Madam Chair, if you don't mind. 00:45:08.470 --> 00:45:18.820 If I could just add to that comment because... Add to? Yeah. So, yeah, a San Antonio area 00:45:18.820 --> 00:45:20.575 district, and we had this conversation with 00:45:20.600 --> 00:45:22.369 the Commissioner, I think, in April, when he 00:45:22.369 --> 00:45:25.947 put it up on his presentation, showed a traditional 00:45:25.972 --> 00:45:28.700 ISD student is funded, currently, under 00:45:28.700 --> 00:45:32.491 this current biennium, 38% from state of Texas, 00:45:32.516 --> 00:45:36.360 right, and the rest comes from local tax dollars 00:45:36.360 --> 00:45:43.171 and the rest from federal funds. Well, that's different for any child in a charter 00:45:43.171 --> 00:45:46.039 district in Texas. Tt's 100% from the state of 00:45:46.064 --> 00:45:49.030 Texas, so the impact is different. Because right 00:45:49.030 --> 00:45:57.120 now, if a student in in San Antonio ISD, they're getting 38% of their funds from 00:45:57.120 --> 00:46:03.020 the State of Texas money, and that's going up with this increase that they just signed 00:46:03.020 --> 00:46:08.730 in HB3. And then 50% comes from the local tax base. Charter schools don't 00:46:08.730 --> 00:46:17.690 have a local tax base. So to say that there is an impact, there is an impact. 00:46:17.690 --> 00:46:21.530 That's what I would respond to you. And still have questions of Miss Mauze in addition 00:46:21.530 --> 00:46:28.753 to that. Ms. Davis? 00:46:28.778 --> 00:46:35.750 Thank you. I had the opportunity to visit with the Initiatives 00:46:35.750 --> 00:46:41.290 Committee yesterday, and I saw that there were several administrators who noted that 00:46:41.290 --> 00:46:44.609 there was false data in several of the applications. 00:46:44.634 --> 00:46:47.490 And so I would like to know about the vetting 00:46:47.490 --> 00:46:58.010 process to understand how an application got that far with false data in it. 00:47:01.310 --> 00:47:05.700 I want to make sure. Does this have to do with The Gathering Place? I do not believe it does. I think it. 00:47:05.700 --> 00:47:07.107 it has to do with yesterday's committee meeting. 00:47:07.132 --> 00:47:09.072 I kinda would like to just stick to The Gathering 00:47:09.098 --> 00:47:10.870 Place. And then when we get to the one that you're talking about. 00:47:10.870 --> 00:47:13.171 Well, it was several different 00:47:13.196 --> 00:47:16.010 administrators and teachers from several different areas, 00:47:16.010 --> 00:47:21.100 so it wasn't necessarily... For a particular, but I mean, you're referring to a particular 00:47:21.100 --> 00:47:23.765 application, though, correct? So let's just 00:47:23.790 --> 00:47:26.490 keep that just that particular discussion on 00:47:26.490 --> 00:47:30.151 that application, so we'll revisit that. Yeah. 00:47:30.176 --> 00:47:33.500 So what I wanted to just follow up is, you 00:47:33.500 --> 00:47:40.780 know, you talked about this need, when you opened up, Heather, in your statements 00:47:40.780 --> 00:47:45.429 and I'm talking about this 27,558 additional seats 00:47:45.454 --> 00:47:49.440 that have been approved by the Commissioner 00:47:49.440 --> 00:47:57.050 from March 31st of this year through June 12th of this year. Yesterday, there was 00:47:57.050 --> 00:48:00.220 somebody that testified from the San Antonio 00:48:00.245 --> 00:48:03.320 area that said that some of the charters in 00:48:03.320 --> 00:48:08.660 the San Antonio area and around the, I assume this is true statewide, but in the 00:48:08.660 --> 00:48:11.133 San Antonio area, that they still have a lot 00:48:11.158 --> 00:48:13.660 of empty seats. Do you have that information? 00:48:13.660 --> 00:48:16.070 Because you talked about, you have impact statements 00:48:16.095 --> 00:48:18.070 and you have all these other things, but do 00:48:18.070 --> 00:48:23.390 we have the data that shows the charters that are in that San Antonio area and how many 00:48:23.390 --> 00:48:26.302 of them still have empty seats? 00:48:26.327 --> 00:48:31.750 So to answer your question about enrollment for charters 00:48:31.750 --> 00:48:37.810 in general. We are excited about the current legislation because it will allow 00:48:37.810 --> 00:48:40.960 us to drill down with more specificity. What 00:48:40.985 --> 00:48:44.110 we do have right now is maximum enrollments, but 00:48:44.109 --> 00:48:47.800 not down to the seat level. And so maximum 00:48:47.825 --> 00:48:51.920 enrollment is currently what we're operating on. 00:48:51.920 --> 00:48:54.768 Next year, we'll be able to drill down to a 00:48:54.793 --> 00:48:57.940 student in seat level, as the statute specifies, 00:48:57.940 --> 00:49:04.020 to the grade level. And I only bring that up because it was testified by several 00:49:04.020 --> 00:49:08.050 campus administrators that came before us, that there's a lot of empty seats in area 00:49:08.050 --> 00:49:11.871 charter schools in San Antonio, and so to approve 00:49:11.896 --> 00:49:15.080 an additional new charter in this market, 00:49:15.080 --> 00:49:22.020 to me, going back to Dr Robinson's comment, seems redundant and it seems like overkill. 00:49:22.020 --> 00:49:26.640 If we have vacant seats and if the Commissioner's 00:49:26.665 --> 00:49:30.520 already approved an additional 27,558 new 00:49:30.520 --> 00:49:34.922 seats, a lot of which will be in Bexar County. 00:49:34.947 --> 00:49:38.950 And, so, you know, I just caution the Board 00:49:38.950 --> 00:49:42.790 as, I mean, yeah, the Legislature might have been a little generous this year, but 00:49:42.790 --> 00:49:47.230 that doesn't forgive some of their past transgressions. They continue to 00:49:47.230 --> 00:49:52.190 give these unfunded mandates, and schools are doing more and more with less and less. 00:49:52.190 --> 00:49:55.700 And we had one of them come yesterday, and I share this with your because this is in 00:49:55.700 --> 00:49:58.157 Bexar County, that said they just drove up from 00:49:58.182 --> 00:50:00.410 a budget meeting they had the night before, 00:50:00.410 --> 00:50:05.550 drove up five in the morning, they came to talk to us, and said that even with the 00:50:05.550 --> 00:50:08.336 new money, they're still facing deficits in their 00:50:08.361 --> 00:50:10.900 area. And yet every one of the administrators 00:50:10.900 --> 00:50:17.810 said that all of their campuses met standard or exceeded state standard. And yet you've 00:50:17.810 --> 00:50:23.740 got schools that want open around these areas. And so I just think this is 00:50:23.740 --> 00:50:28.140 harmful for us to be doing, and I would urge that you all reject not only this, but the 00:50:28.140 --> 00:50:31.995 remaining four. For these and many other reasons. 00:50:32.020 --> 00:50:35.311 Miss Perez-Diaz. I believe you're, did 00:50:35.311 --> 00:50:41.530 you want to speak or are you good? Mine was more a general question regarding the expansion 00:50:41.530 --> 00:50:45.850 So I don't know that this is an appropriate time. I think there's time to have conversation. 00:50:45.850 --> 00:50:47.502 Yeah. Let's stick with The Gathering Place 00:50:47.527 --> 00:50:49.270 because that's the one we're working on right 00:50:49.270 --> 00:50:57.500 now. Yes. I'm sorry. Miss Mauze? As far as the seats and the traditional ISD superintendents 00:50:57.500 --> 00:51:05.250 having that data. I'm curious as to where they gleaned that data from when 00:51:05.250 --> 00:51:15.340 the authorizing office gleans data, we try to have good relationships with 00:51:15.340 --> 00:51:17.664 their charter schools and ask for that nuanced 00:51:17.689 --> 00:51:19.790 information. Although it's not required in 00:51:19.790 --> 00:51:22.554 statute, nor in rule currently. And we you 00:51:22.579 --> 00:51:25.510 know, when we reach out, they are responsive. 00:51:25.510 --> 00:51:32.510 So I am curious as to where a traditional ISD superintendents would get the charter 00:51:32.510 --> 00:51:44.940 school enrollment data down to the student level. So that's my request of you, Mr Cortez. Dr. Ellis. 00:51:44.940 --> 00:51:46.749 This is a little bit of a general 00:51:46.774 --> 00:51:48.491 question, not necessarily strictly to The Gathering 00:51:48.491 --> 00:51:52.420 Place, but it does affect all of them, and it was about the conversation that enrolled, 00:51:52.420 --> 00:51:55.368 that took place about school funding. And Von, 00:51:55.393 --> 00:51:58.190 I think I'm gonna lead to you, a question to you 00:51:58.190 --> 00:52:03.390 on this. To talk about the different, cause we talked about this in committee, about the 00:52:03.390 --> 00:52:05.215 differences of how charters are funded versus 00:52:05.240 --> 00:52:07.040 disctricts are funded. And that might be just 00:52:07.040 --> 00:52:10.513 time for a good little overview of it's completely 00:52:10.538 --> 00:52:13.510 state-share, as was brought up by charters. 00:52:13.510 --> 00:52:16.761 But it's none on the local property taxpayers, 00:52:16.786 --> 00:52:20.150 and there's a balance here between that, and Von, 00:52:20.150 --> 00:52:24.680 is there something you want to add to the fact of the school finance of how charters 00:52:24.680 --> 00:52:27.420 are funded and what method and maybe even on how HB3 will kind of... 00:52:27.445 --> 00:52:30.160 I can provide you kind of a brief overview, as long as you don't ask 00:52:30.160 --> 00:52:36.290 me to go into finite detail on a particular charter. So charters do not have a tax 00:52:36.290 --> 00:52:40.551 base, so they're funded completely from the state. They're funding models on a per 00:52:40.551 --> 00:52:50.770 student, excuse me, use statewide averages for things like small and mid size, CEI, 00:52:50.770 --> 00:52:54.470 that thing. And by the way, this just applies 00:52:54.495 --> 00:52:58.010 to this wrapped up school year, since House 00:52:58.010 --> 00:53:04.580 Bill 3 has passed and the funding models have drastically changed. 00:53:04.580 --> 00:53:07.487 What that effect has is that a student who was 00:53:07.512 --> 00:53:10.270 previously at a school district that attends 00:53:10.270 --> 00:53:15.330 the charter school will get now funded under the charter school. That ADA would not 00:53:15.330 --> 00:53:20.080 be counted at the school district. So the local share, if you held everything equal, 00:53:20.080 --> 00:53:22.594 would go up at the school district, reducing 00:53:22.619 --> 00:53:25.220 the cost to the state and the state then sends 00:53:25.220 --> 00:53:33.710 that money to the charter school. So if both entities were funded 00:53:33.710 --> 00:53:36.123 exactly same, this is all a wash. Local share 00:53:36.148 --> 00:53:38.431 goes up at the school district. State share 00:53:38.431 --> 00:53:41.409 goes down. State cuts a check to the charter 00:53:41.434 --> 00:53:44.320 school. Total funding has remained the same. 00:53:44.320 --> 00:53:52.210 There are differences that will be unique for each charter since, in each school 00:53:52.210 --> 00:53:56.103 district, since charters are funded on a statewide 00:53:56.128 --> 00:53:59.690 average, and that also applies to Tier 2. They 00:53:59.690 --> 00:54:06.660 get the statewide average of this Tier Two tax rate, which is not necessary reflective 00:54:06.660 --> 00:54:11.130 of the school district that, within the boundaries 00:54:11.155 --> 00:54:15.250 that they serve. So I don't know if I answered that. 00:54:15.250 --> 00:54:19.462 Just take that one step further 00:54:19.487 --> 00:54:23.330 with regard to this handout that we received 00:54:23.330 --> 00:54:31.440 on The Gathering Place. It says that the fiscal impact would be $70,520,000 00:54:31.440 --> 00:54:36.270 over a 10 year period. And that's the same number, by the way, that's used to get the 00:54:36.270 --> 00:54:39.949 353,000,000 that Member Cortez was talking 00:54:39.974 --> 00:54:43.971 about. But actually, that's not the 38%, that's 00:54:43.971 --> 00:54:49.493 taken 378, according to your own data, right 00:54:49.518 --> 00:54:55.260 here. It's 378 students times $6386. So that's 00:54:55.260 --> 00:54:58.421 the full amount of the allocation. So it's not 00:54:58.446 --> 00:55:01.650 an additional cost to the state of $70,000,000. 00:55:01.650 --> 00:55:04.374 It's not an additional cost of $353,000,000 00:55:04.399 --> 00:55:07.160 because you're taking the full amount of the 00:55:07.160 --> 00:55:11.970 enrollment and you're multiplying times the student allocation as Von just clarified. 00:55:11.970 --> 00:55:17.530 That's, between the two of them, they're evenly weighted. It is a reallocation. 00:55:17.530 --> 00:55:20.268 Perhaps. Maybe that's the point you want to 00:55:20.293 --> 00:55:23.130 make. It's a reallocation from public schools 00:55:23.130 --> 00:55:27.182 to a charter school, but it's not an additional 00:55:27.207 --> 00:55:30.980 cost to the state. Okay, I want to make sure 00:55:30.980 --> 00:55:36.130 that, Marty, that you get the original question answered. From the state of Texas, 00:55:36.130 --> 00:55:39.225 now, see, ISDs get money from three different 00:55:39.250 --> 00:55:42.119 sources, right? From the state, the local and 00:55:42.119 --> 00:55:45.077 the federal. The charter schools get overwhelming 00:55:45.102 --> 00:55:47.620 majority from the state. So if you, in a 00:55:47.620 --> 00:55:52.990 given district, if over a period of 10 years, there's a lot more of those kids that go 00:55:52.990 --> 00:55:59.500 from ISD to the charter school, the state of Texas is gonna have to end up paying more 00:55:59.500 --> 00:56:02.112 than if they were, than if all those kids stayed 00:56:02.137 --> 00:56:04.350 at the ISD. Because there's other sources 00:56:04.350 --> 00:56:07.962 of income. Matter of fact, it's 1600 per student more 00:56:07.987 --> 00:56:11.440 than the state of Texas pays versus, because again, 00:56:11.440 --> 00:56:17.720 of course, the ISDs get additional sources. So that costs the state more. 00:56:17.720 --> 00:56:21.730 May I respond since he directed to me? Yeah. So 00:56:21.755 --> 00:56:25.490 then it needs to be 1600 times 378, not 6388 00:56:25.490 --> 00:56:29.829 times 378 because you took... (inaudible speech from crowd) Well, 00:56:29.854 --> 00:56:33.700 but yeah, but it's not gonna be 70 million as represented 00:56:33.700 --> 00:56:40.070 on this document. Well, in any event, you're taking the total enrollment times 00:56:40.070 --> 00:56:43.943 the total ADA, and you're coming up with $70,000,000. 00:56:43.968 --> 00:56:47.099 Even with your numbers, at 1600, it should be 00:56:47.099 --> 00:56:53.797 one-third of that. Actually, 20% of that. Mister Rowley 00:56:53.822 --> 00:56:59.480 Mister Maynard? Madam Chair, I just want to just kind of make 00:56:59.480 --> 00:57:05.680 an observation. It seems like that frequently, when people don't get their way at the 00:57:05.680 --> 00:57:08.439 Legislature and this body has some sort of 00:57:08.464 --> 00:57:11.390 rule making authority, then if they don't get 00:57:11.390 --> 00:57:14.228 their way over over at the Capitol, they come 00:57:14.253 --> 00:57:17.190 and try to get their way over here. And I think 00:57:17.190 --> 00:57:23.510 what I'm hearing is that, you know, this is really a debate about charter 00:57:23.510 --> 00:57:25.448 schools in general. Is that whether or not we 00:57:25.473 --> 00:57:27.260 ought to be doing that, actually, but that 00:57:27.260 --> 00:57:31.630 that question has already been decided by the Legislature. It's not within the purview 00:57:31.630 --> 00:57:38.670 of this board to essentially to veto what the Legislature has already decided. 00:57:38.670 --> 00:57:42.880 Whether or not we have charter schools and whether or not we fund charter schools 00:57:42.880 --> 00:57:48.720 is not a question for this deliberative body. It only within the purview 00:57:48.720 --> 00:57:52.070 of this body to to examine the 00:57:52.070 --> 00:57:59.609 work of the Commissioner and to decide whether or not that that is, you 00:57:59.609 --> 00:58:06.540 know, that that fits within the parameters of the statute and the purpose of that and 00:58:06.540 --> 00:58:10.330 give it up or down vote. But what I'm hearing, I think, is something we've really 00:58:10.330 --> 00:58:14.970 strayed off the reservation in terms of the purpose of this discussion, in my opinion. 00:58:14.970 --> 00:58:20.599 And I think that we need to look at the merits of this in terms of the 00:58:20.599 --> 00:58:29.630 sustainability and in terms of the overall educational environment of those 00:58:29.630 --> 00:58:32.103 communities and make a decision based on that. 00:58:32.128 --> 00:58:34.630 Not whether or not that we oughta have charter schools or not 00:58:34.630 --> 00:58:37.704 That's not what I was saying. 00:58:37.729 --> 00:58:40.430 And I have never said that I oppose all charter 00:58:40.430 --> 00:58:47.450 schools. We're talking about... Dr. Robinson, you need to go through the Chair. Thank you. Miss Perez-Diaz? 00:58:47.450 --> 00:58:49.940 Madam Chair, I going to try to do my best 00:58:49.965 --> 00:58:52.390 to get us back on track. While I believe there're very, 00:58:52.390 --> 00:58:55.019 very valid concerns regarding the expansion of 00:58:55.044 --> 00:58:57.480 charters, and where that power lies, that's 00:58:57.480 --> 00:59:00.459 a, I think, a separate discussion than what we're 00:59:00.484 --> 00:59:03.080 having. But what I will say, in terms of the 00:59:03.080 --> 00:59:05.751 current proposal in front of us, is that I think 00:59:05.776 --> 00:59:08.040 and I'll speak generally first. 00:59:08.040 --> 00:59:10.038 I think that the position of this board right 00:59:10.063 --> 00:59:11.950 now because of the constraints that we find 00:59:11.950 --> 00:59:18.910 ourselves in legislatively, it is our absolute highest level responsibility to provide 00:59:18.910 --> 00:59:25.190 the best opportunities possible for our students when we have this responsibility that we 00:59:25.190 --> 00:59:31.430 have to oversee, and I think that, based on this particular proposal's merits, the fact 00:59:31.430 --> 00:59:35.980 that they're incredibly innovative, I think that that's where we need to bring the 00:59:35.980 --> 00:59:44.900 conversation back to, and I say all that still very much committed to the idea that 00:59:44.900 --> 00:59:48.493 there are huge gaps in how we approve charters 00:59:48.518 --> 00:59:51.780 and that needs to be addressed definitely, 00:59:51.780 --> 00:59:54.356 because I think expansion is, kind of, is out 00:59:54.381 --> 00:59:56.820 of hand. But in terms of this conversation, 00:59:56.820 --> 01:00:02.359 I think we need to need to focus on what we're trying to accomplish today. 01:00:02.359 --> 01:00:05.350 Thank you, Miss Perez Diaz. I do think that, while 01:00:05.375 --> 01:00:07.990 I do appreciate the philosophical discussion 01:00:07.990 --> 01:00:12.900 about charters in general, I do think that the purpose before us today is to look at 01:00:12.900 --> 01:00:15.981 these particular five charters that the Commissioner 01:00:16.006 --> 01:00:18.480 has presented us as his approved group and 01:00:18.480 --> 01:00:22.341 either support them on their merits or make 01:00:22.366 --> 01:00:26.290 another decision with our votes. So is there 01:00:26.290 --> 01:00:29.066 any other questions or discussion amongst the 01:00:29.091 --> 01:00:31.660 members about The Gathering Place? Because 01:00:31.660 --> 01:00:33.416 that's what we're talking about here today. 01:00:33.441 --> 01:00:35.970 Mr Cortez? And this will be a different point than you've made? 01:00:35.970 --> 01:00:37.891 No, I don't have any more questions or statements. I 01:00:37.916 --> 01:00:39.920 just want to make a comment. And I think it's important 01:00:39.920 --> 01:00:44.930 that the chair of the committee, when when we start each one and as we go into the next 01:00:44.930 --> 01:00:47.785 ones, that would be important to mention this 01:00:47.810 --> 01:00:50.640 one got approved out of committee, recommended 01:00:50.640 --> 01:00:55.380 four-one, right, four of the committee members voted... Yeah, we'll get to the motion. 01:00:55.380 --> 01:00:58.535 I understand. But when we opened, the comment 01:00:58.560 --> 01:01:01.540 was the votes were there. So I just want it to be known that 01:01:01.540 --> 01:01:05.221 this one was the only one that was voted out 01:01:05.246 --> 01:01:08.820 unfavorably, four-one, and the remainder were recommended 01:01:08.820 --> 01:01:15.740 for veto. We will hear that, right? Yeah. We'll read each one of the recommendations. 01:01:15.740 --> 01:01:18.668 Because they were voted on separately, we'll 01:01:18.693 --> 01:01:21.530 read each one. Alright. Are you ready for 01:01:21.530 --> 01:01:27.901 the vote on this one? So the motion before you is to take no action on The Gathering 01:01:27.901 --> 01:01:35.601 Place in San Antonio, scheduled to open 2021 01:01:35.626 --> 01:01:43.130 school year. All those in favor. I'd like a vocal vote please. 01:01:43.130 --> 01:01:51.920 Okay, Von, can you help us with the vote, the various vote options, here? So you all have the 01:01:51.920 --> 01:01:58.260 ability to veto a decision by the Commission. What you have before you is a vote to take 01:01:58.260 --> 01:02:05.410 no action, which is really an affirmative stance for this board to say we're not going 01:02:05.410 --> 01:02:13.300 to veto the action of the Commissioner. And then I think when we get to the other ones, 01:02:13.300 --> 01:02:15.825 if you want to explain the alternative motion 01:02:15.850 --> 01:02:18.350 because those will be those will be presented 01:02:18.350 --> 01:02:23.310 to you in a slightly different manner. (inaudible speech from audience) 01:02:23.335 --> 01:02:27.950 Yeah, and the reason why you do this 01:02:27.950 --> 01:02:34.600 because this is very similar to how it operates when you get an SBEC rule. You 01:02:34.600 --> 01:02:37.639 have a specified statutory timeframe in order 01:02:37.664 --> 01:02:40.480 to take an action, and the only action you can 01:02:40.480 --> 01:02:44.895 take is to disapprove an action of another 01:02:44.920 --> 01:02:49.619 body. And so, in order for folks to have some 01:02:49.619 --> 01:02:53.583 comfort that you have decided to not exercise 01:02:53.608 --> 01:02:57.460 your authority within that time frame, we've 01:02:57.460 --> 01:03:02.276 historically used this vote to take no action. 01:03:02.301 --> 01:03:06.990 And and so that's what's before you. 01:03:06.990 --> 01:03:10.836 Does that answer your question, Mr. Allen? 01:03:10.861 --> 01:03:14.240 So a vote in the affirmative would would be a vote to 01:03:14.240 --> 01:03:22.560 take no action. The charter will be approved if a vote of yes. And we had a roll call. 01:03:22.560 --> 01:03:31.347 Did you say roll call? Okay. Miss Perez? 01:03:31.372 --> 01:03:40.770 Miss Perez, your vote? No, she's doing the roll call. Yes, I know. 01:03:40.794 --> 01:03:44.394 (inaudible speech from group) Thank you. 01:03:44.418 --> 01:03:51.218 We're gonna skip, go ahead. Mr. Cortez? No. 01:03:51.242 --> 01:03:54.242 Miss Perez-Diaz? Yes 01:03:54.266 --> 01:03:57.366 Mr. Allen? Yes. 01:03:58.650 --> 01:04:03.828 Mr. Mercer's absent. Dr Robinson? Yes 01:04:03.852 --> 01:04:06.652 Miss Cargill? Yes. 01:04:06.676 --> 01:04:09.476 Doctor Ellis? Yes. 01:04:09.500 --> 01:04:12.500 Mr. Maynard? Aye. 01:04:12.524 --> 01:04:16.124 Miss Hardy? Yes 01:04:16.148 --> 01:04:19.348 Miss Little? Yes. 01:04:19.372 --> 01:04:22.372 Miss Davis? Yes. 01:04:22.396 --> 01:04:26.896 Miss Melton-Malone? Yes 01:04:26.920 --> 01:04:28.520 Mister Rowley? Yes. 01:04:28.544 --> 01:04:30.844 And Miss Bahorich? Yes. 01:04:30.868 --> 01:04:33.068 And did? No. 01:04:34.692 --> 01:04:39.792 Alright, so those charters are approved. Right? 01:04:39.816 --> 01:04:47.916 (applause) 01:04:47.940 --> 01:04:56.596 Okay, members, I'm gonna take about a 15 minute break, and before 01:04:56.621 --> 01:05:04.864 I do that, I'm gonna introduce my family. So I have my standing right back here. 01:05:05.770 --> 01:05:16.010 That's my husband, Mike Bahorich. And next to him is Madeline, and then Abigail, 01:05:16.010 --> 01:05:23.800 and then Kate, and then my mother, who I'm gonna tell your age, Mom. She's 92, and she's 01:05:23.800 --> 01:05:30.980 here today. Okay, so we'll break for 15 minutes for a necessary break. We'll be back together. Thank you. 01:05:34.880 --> 01:05:44.570 Alright, members, I so appreciate you indulging me a little bit. My family hadn't 01:05:40.070 --> 01:05:46.060 been here before, so this is kind of fun for me. Fun for Nana. So, alright, 01:05:46.060 --> 01:05:58.060 Miss Cargill, I think we're back to your report. Okay, Members, I think the second one that we're 01:05:58.060 --> 01:06:00.810 going to, according to the staff, do you want 01:06:00.835 --> 01:06:03.680 to introduce like you did last time? I know you 01:06:03.680 --> 01:06:11.100 said no particular order. So what's the next? Next we have Elevate Collegiate, which is a highly 01:06:11.100 --> 01:06:14.393 qualified board with deep personal and professional 01:06:14.418 --> 01:06:17.180 roots in the Third Ward. Their school focus 01:06:17.180 --> 01:06:24.070 intently on early grade literacy and offer enrichment options for Spanish and 01:06:24.070 --> 01:06:31.070 digital literacy for students in grades pre-K through five in the Houston area. And today 01:06:31.070 --> 01:06:36.820 we have the proposed superintendent, Rebecca Francis, and Board Member Doctor Zenaida Aguirre-Munoz. 01:06:36.820 --> 01:06:43.180 I hope I didn't butcher that too badly. So for any of the successive ones that 01:06:43.180 --> 01:06:47.359 we have, if the school leaders will just go ahead and stand up there next to Heather, 01:06:47.359 --> 01:06:51.585 then we could just immediately transfer, we don't 01:06:51.610 --> 01:06:55.810 have have to wait for you to walk up. So welcome. 01:06:55.810 --> 01:07:00.999 Let's actually get a motion on the floor, Ms. Cargill. Okay, so we're at 01:07:01.024 --> 01:07:06.330 the bottom of page 5 in your minutes, the Committee on School Initiatives. 01:07:06.330 --> 01:07:12.440 It was recommended by the committee that the State Board of Education veto Elevate Collegiate 01:07:12.440 --> 01:07:20.599 Charter School in Houston, scheduled to open in 2020/21. You can see that three members 01:07:20.599 --> 01:07:23.820 voted yes, and Cortez, Perez-Diaz, Robinson, and 01:07:23.845 --> 01:07:26.910 two voted no, Cargill and Ellis, on the bottom 01:07:26.910 --> 01:07:32.960 of page five. But the committee did recommend to veto. 01:07:32.985 --> 01:07:39.780 (inaudible speech from off-microphone) I first just want to express gratitude 01:07:39.780 --> 01:07:47.290 to the state board, to TEA, to the reviewers, for an extremely rigorous application cycle. 01:07:47.290 --> 01:07:52.570 We are honored to be here today. My name is Rebecca Francis. I am the proposed head of 01:07:52.570 --> 01:07:57.590 school for Elevate Collegiate Charter School. The mission of Elevate Collegiate Charter 01:07:57.590 --> 01:08:03.210 School is to equip our pre-K through fifth grade students with the academic knowledge 01:08:03.210 --> 01:08:10.050 and the character development that we know it's so necessary to set forth confidently 01:08:10.050 --> 01:08:18.230 on the path to college. This work is deeply personal to us. We see our sons and daughters, 01:08:18.230 --> 01:08:23.869 our nieces and nephews, and ourselves in our students in southeast Houston. I didn't grow 01:08:23.869 --> 01:08:28.529 up in a great neighborhood. I traveled very long distances to go to high quality schools 01:08:28.529 --> 01:08:33.730 because my family knew that a high quality education would award me a life filled with 01:08:33.730 --> 01:08:38.739 opportunity. I come to this work with 10 years of experience in education, working in traditional 01:08:38.739 --> 01:08:45.000 public schools, a high-performing charter school and internationally as well. I've had 01:08:45.000 --> 01:08:49.307 a variety of roles, but primarily, in the realms of 01:08:49.332 --> 01:08:53.449 instructional leadership and teacher development. 01:08:53.449 --> 01:08:59.659 We believe that a child needs to attend a high quality elementary school in order to 01:08:59.659 --> 01:09:04.940 set them up for success in middle school, high school, college and beyond. In elementary 01:09:04.940 --> 01:09:09.940 school, they are building the academic foundation that they will continue to build upon for 01:09:09.940 --> 01:09:16.759 the entirety of their educational careers. Our board is deeply rooted in the community. 01:09:16.759 --> 01:09:24.690 We live here. We work here. We volunteer here. As we began our work as founding team, 01:09:24.690 --> 01:09:31.079 the first question we asked ourselves was Is there in need? And we saw that in the spring 01:09:31.079 --> 01:09:36.589 of 2018. Three out of 10 students scored a meets or exceeds on the ELA portion of the 01:09:36.589 --> 01:09:44.559 STAAR in this area. We believe that meets or exceeds is absolutely necessary to ensure 01:09:44.559 --> 01:09:48.212 that students are gaining the academic mastery 01:09:48.237 --> 01:09:52.099 they need for each grade level, and the community 01:09:52.099 --> 01:09:58.230 has voiced that three out of 10 wasn't good enough. We also saw that in certain areas 01:09:58.230 --> 01:10:03.880 of Southeast Houston, up to 90% of students qualify for free and reduced lunch. We're 01:10:03.880 --> 01:10:08.118 well aware of the additional challenges that 01:10:08.143 --> 01:10:12.639 growing up in poverty places upon our students. 01:10:12.639 --> 01:10:18.670 We have a board member who was a social worker in the area as well. And she voiced how year 01:10:18.670 --> 01:10:21.372 after year, as parents were deciding where their 01:10:21.397 --> 01:10:23.909 pre-K students were going to matriculate into 01:10:23.909 --> 01:10:33.620 kindergarten, they were tasked with a very difficult decision of which option to choose. 01:10:33.620 --> 01:10:38.219 And currently, in this area, there are the highest number of students sitting on waitlists 01:10:38.219 --> 01:10:46.949 for charter schools. The vision that we have our students is that they are prepared to 01:10:46.949 --> 01:10:56.110 be competitive for the Baylor College of Medicine at Ryan, the Lanier 01:10:56.110 --> 01:11:02.320 School and the other high performing options that HISD has to offer. Knowing this 01:11:02.320 --> 01:11:07.739 we designed to school with a full day pre-K, so that we can take our students 01:11:07.739 --> 01:11:14.360 in as early as possible and address any gaps that may persist, particularly in language 01:11:14.360 --> 01:11:16.748 development. We are going to have an emphasis 01:11:16.773 --> 01:11:19.239 on literacy. We're gonna double literacy blocks 01:11:19.239 --> 01:11:25.479 and we're going to infuse our culture with love of literacy throughout our school building. 01:11:25.479 --> 01:11:29.959 We believe that readers are leaders, and we cannot wait to see our students engrossed 01:11:29.959 --> 01:11:35.280 in novels of various genres. We're also going to have a character education program that 01:11:35.280 --> 01:11:40.076 is rooted in our PRIDE values: perseverance, 01:11:40.101 --> 01:11:45.290 respect, integrity, determination and excellence. 01:11:45.290 --> 01:11:53.320 We believe in developing students as entire human beings. We spoke with over 400 families 01:11:53.320 --> 01:12:01.469 at tabling events, info sessions. Our social media outreach has reached over 2500 families. 01:12:01.469 --> 01:12:06.710 Through our volunteer work, we have you been able to very organically engage with parents, 01:12:06.710 --> 01:12:14.989 teachers, staff members and also children. We have over 200 people signed up to receive 01:12:14.989 --> 01:12:20.769 our newsletter as well. The community expressed certain wants in a new charter school that 01:12:20.769 --> 01:12:25.530 informed some of our innovative components. I'm going to turn it over to Dr Aguirre-Munoz 01:12:25.530 --> 01:12:28.285 to tell us a little bit about those. 01:12:28.310 --> 01:12:32.800 Any educational options should have an eye for the skills 01:12:32.800 --> 01:12:39.010 of the future. When we consider 21st century schools, STEM, of course, comes immediately 01:12:39.010 --> 01:12:43.630 to mind. I will speak to our STEM innovations in a minute. But I wanted to spend some time 01:12:43.630 --> 01:12:53.719 to discuss our emphasis on the need for futrue students to have the communications 01:12:53.719 --> 01:13:00.260 skills of tomorrow as well. This includes having a mindset to understand other peoples 01:13:00.260 --> 01:13:05.840 and cultures. Our Spanish language development component inculcates a sense of global 01:13:05.840 --> 01:13:13.941 community and open mindedness that supports our school's cultural and PRIDE values. As 01:13:13.941 --> 01:13:16.759 Miss Francis mentioned, the two hour literacy 01:13:16.784 --> 01:13:19.639 blocks also provides us with the instructional 01:13:19.639 --> 01:13:29.050 flexibility to integrate computational thinking into the literacy component of the day. And 01:13:29.050 --> 01:13:34.267 we do this with a very innovative way to integrate 01:13:34.292 --> 01:13:39.280 academic language in the shared reading approach 01:13:39.280 --> 01:13:46.130 to interactive reading. So we bridge. We emphasize academic language and will bring 01:13:46.130 --> 01:13:50.619 thinking skills relevant for computational thinking, which is a central component to 01:13:50.619 --> 01:13:58.900 the computer science while also addressing critical literacy skills. Science and technology 01:13:58.900 --> 01:14:05.829 will be integrated into literacy instruction in this way. The science and computer time 01:14:05.829 --> 01:14:13.070 of the day will actively engage in concrete activities that involve labs and hands on 01:14:13.070 --> 01:14:18.719 activity that scaffold the application of the knowledge that their needing in order to 01:14:18.719 --> 01:14:27.739 be computer science thinkers. These elements corresponds squarely with the STEM education 01:14:27.739 --> 01:14:33.479 and language learning development research that I have engaged in the last 15 years. 01:14:33.479 --> 01:14:40.449 The research, not only the one that I have engaged in but that of my scholars, 01:14:40.449 --> 01:14:45.408 shows that these components increases engagement, 01:14:45.433 --> 01:14:50.070 persistence and deep learning of core content. 01:14:50.070 --> 01:14:56.829 All of which will help us meet our mission of equipping all of our students with the 01:14:56.829 --> 01:15:03.940 academic language and character development that we know they need in order to go on that 01:15:03.940 --> 01:15:10.579 path to a successful college and career beyond. Most importantly, it's what the community 01:15:10.579 --> 01:15:18.489 also expects of educational options and which they were very vocal about. So my time is up. Thank you. 01:15:18.513 --> 01:15:20.513 Thank you. 01:15:21.489 --> 01:15:26.384 Any questions for this team with Elevate? Yes, Miss Perez? 01:15:26.409 --> 01:15:29.619 Good morning, I heard you speak first, 01:15:29.619 --> 01:15:35.539 I think I have three questions. So the first thing I heard you say was full day pre-K. 01:15:35.539 --> 01:15:40.260 So I'm wondering how you're funding this, your projected enrollment? Because, as you know, 01:15:40.260 --> 01:15:44.389 many ISDs don't have sufficient funding to do this. So I'm wondering what innovative 01:15:44.389 --> 01:15:51.969 plan you have to to fund a full day universal pre-K for your projected enrollment? The next 01:15:51.969 --> 01:15:54.153 question is, if both of you would please answer, 01:15:54.178 --> 01:15:56.159 your credentials, and I'm talking about SBEC 01:15:56.159 --> 01:15:58.653 specific, as far as your teacher credentials and 01:15:58.678 --> 01:16:01.350 what subjects, principal credentials, superintendent 01:16:01.350 --> 01:16:06.199 credentials. And the last one is because one of the last things that you said is pertaining 01:16:06.199 --> 01:16:11.260 to reading and dual language, if you have, the two of you as individuals, have 01:16:11.260 --> 01:16:16.820 the bilingual certifications. And if you will address your dual language program and 01:16:16.820 --> 01:16:20.212 your commitment to SBEC credentials of your 01:16:20.237 --> 01:16:23.989 faculty. I know that was a lot, but I don't know 01:16:23.989 --> 01:16:27.639 how many times I'm gonna get the microphone, so I'm putting it all out there. Okay. 01:16:27.639 --> 01:16:32.003 Hopefully, you had a pen to write that down. 01:16:32.028 --> 01:16:37.239 I have it written down. In case you missed anything. 01:16:37.239 --> 01:16:40.198 We know that it was ambitious to propose 01:16:40.223 --> 01:16:43.010 with full day pre-K. It was something that the community 01:16:43.010 --> 01:16:50.300 voiced a want for and we see the extreme value in bringing in our students that young. We 01:16:50.300 --> 01:16:58.130 know it's half-funded. We are starting in year one with 200 students. It is working 01:16:58.130 --> 01:17:02.175 in our budget, so far. I do completely understand 01:17:02.200 --> 01:17:06.219 why it would pose a challenge for other campuses. 01:17:06.219 --> 01:17:11.809 But even with the bare bones budget that we submitted with the application, we are fully 01:17:11.809 --> 01:17:18.989 committed to exploring all grant opportunities. Our board is fully committed to fundraising 01:17:18.989 --> 01:17:25.630 as well, and we are confident that we're going to be operating on a more fluid budget. But 01:17:25.630 --> 01:17:31.179 even with the the bare bones budget that we proposed with, the numbers are working 01:17:31.179 --> 01:17:40.749 for a full day pre-k. In terms of, we're not proposing dual language as we anticipated only about 01:17:40.749 --> 01:17:48.379 10% of our students having an English Language Learner background Is your mic on? 01:17:48.403 --> 01:17:50.403 It turns off. Sorry. 01:17:51.179 --> 01:17:53.916 In terms of, we're not proposing a dual language component. 01:17:53.941 --> 01:17:55.969 We don't believe that the community in which 01:17:55.969 --> 01:18:03.010 we will be moving into will have enough of the language learners to constitute that kind 01:18:03.010 --> 01:18:08.869 of model, although that is absolutely my preferred model, if we ever do have enough of a 01:18:08.869 --> 01:18:14.849 cohort within a grade level. But in the geographic area that we were looking at, between 01:18:14.849 --> 01:18:17.915 seven and 10% of the population across the 01:18:17.940 --> 01:18:21.480 multiple grade levels is what we're anticipating. 01:18:21.480 --> 01:18:26.120 And so we realized that we will need to have 01:18:26.145 --> 01:18:31.070 somebody certified in at least English Language, 01:18:31.070 --> 01:18:40.030 an ELL certification, but until we have enough of a cohort of students to be able to have 01:18:40.030 --> 01:18:45.420 a dual language program, that's absolutely going to be something that will be taking 01:18:45.420 --> 01:18:53.670 up in the future. We do have in the budget some funds to be able to hire on a needs 01:18:53.670 --> 01:19:01.420 basis, once we have the actual numbers of language learners that will be enrolled 01:19:01.420 --> 01:19:07.949 in school. And then, I think it was your certifications or your qualifications. 01:19:07.973 --> 01:19:11.073 (inaudible speech from off-microphone) I am not certified as a bilingual teacher, I... 01:19:11.097 --> 01:19:15.697 (inaudible speech from off-microphone) ...your certifications from SBEC as teachers, principals or... 01:19:15.698 --> 01:19:20.119 I do not have any of those certifications. You have no SBEC credentials? No. As a board member, 01:19:20.194 --> 01:19:23.602 I do not have those. But we are aware of the training 01:19:23.627 --> 01:19:26.694 that board members need to receive by the state. 01:19:29.019 --> 01:19:37.050 And the commitment of your faculty. Your commitment about your faculty's SBEC credentials. Absolutely. We're gonna have the 01:19:37.050 --> 01:19:41.909 highest quality teachers that we can. She could speak to the recruitment efforts, but 01:19:41.909 --> 01:19:47.249 we have a number of people on our board who have really close ties with colleges of education, 01:19:47.249 --> 01:19:52.969 who will use those relationships to have the highest quality teachers that we can for our 01:19:52.969 --> 01:20:00.530 students. And that meet state regulation, in terms of the different populations. 01:20:00.530 --> 01:20:03.741 So will absolutely have on staff a special 01:20:03.766 --> 01:20:06.590 education certified teacher and an ESL certified teacher as well. 01:20:06.590 --> 01:20:14.531 (inaudible speech from off-microphone) If we meet the 20 rule, if we meet the 20 rule, of course, we'll abide by all 01:20:14.531 --> 01:20:20.900 compliance. Taking into account our locally available data, it doesn't appear we will. 01:20:20.900 --> 01:20:26.070 If we do, of course, we will full steam ahead. Just for clarification, please. Because I 01:20:26.070 --> 01:20:32.199 want to make sure I took notes correctly. In Houston ISD, your projected enrollment 01:20:32.199 --> 01:20:40.320 is fewer than 20% English learner, right? Neither one of you have SBEC credentials. 01:20:40.320 --> 01:20:44.441 But you're you're committing that your faculty will have SBEC credentials. Did 01:20:44.441 --> 01:20:50.209 I get that right? That is correct. I have worked in teacher development for the last 01:20:50.209 --> 01:20:53.319 15 years, so I'm very aware of what the requirements 01:20:53.344 --> 01:20:55.900 are, and even beyond that, what it means in 01:20:55.900 --> 01:21:00.619 the classroom. I trained them to make sure that they offer both excellent dual language 01:21:00.619 --> 01:21:08.289 instruction and English as a Second Language. And so the last one is that the commitment 01:21:08.289 --> 01:21:14.010 that you just gave that all of your faculty will be state credentialed, is it part of 01:21:14.010 --> 01:21:18.329 your application? Is it part of your contract? We are not saying that all of our faculty 01:21:18.329 --> 01:21:23.380 will be credentialed. We will, of course, be looking for the highest quality applicants 01:21:23.380 --> 01:21:27.048 and we will have a very robust teacher recruitment 01:21:27.073 --> 01:21:30.429 initiative to cast a wide net within the local 01:21:30.429 --> 01:21:35.719 area. It is very important to us that our staff and our teachers understand our students 01:21:35.719 --> 01:21:41.290 and where they're coming from and have ties to the community as well. And that is what 01:21:41.290 --> 01:21:48.610 we're committed to. Any other questions of members? Yes, Dr Ellis And then Dr Robinson 01:21:48.610 --> 01:21:51.570 Can I clarify, are you planning on having a full 01:21:51.595 --> 01:21:54.530 day pre-k for all eligible students or universal 01:21:54.530 --> 01:21:57.500 full day pre-K? Universal. 01:21:59.548 --> 01:22:03.813 The comment was made about it being half-day funding. Now, with 01:22:03.838 --> 01:22:08.179 HB3 including charters, there will be full day funding for all eligible students. Not 01:22:08.179 --> 01:22:11.201 for every student but for all eligible students. 01:22:11.226 --> 01:22:14.099 Will now be moving forward, fully funded for a full day. 01:22:19.414 --> 01:22:20.614 Dr. Robinson? 01:22:21.439 --> 01:22:25.464 I just want to first, thank y'all for coming in from Houston. 01:22:25.489 --> 01:22:30.780 And I really appreciate your passion for kids. That's very commendable. Really, really, 01:22:30.780 --> 01:22:38.150 really shows. But I mean, I'll just have to, I guess my first point is, and this is 01:22:38.150 --> 01:22:45.269 not against y'all specificall. You know, I have a concern with taking basically 01:22:45.269 --> 01:22:50.199 a gamble with taxpayer dollars on something that might or might not work. You've got, 01:22:50.199 --> 01:22:58.760 you know, in the in the Houston area, okay, you've got quite a few high performing 01:22:58.760 --> 01:23:01.760 charters, but let me back up. Back in the nineties. 01:23:01.785 --> 01:23:04.530 I'll be quick about this. Back in the nineties, 01:23:04.530 --> 01:23:09.760 the Legislature and the State Board of Education, they had to take a gamble on Mike 01:23:09.760 --> 01:23:15.119 Feinberg and Kip. Okay, because there was nothing else. Now, fast forward 01:23:15.119 --> 01:23:20.420 25 years. We don't have to take those kind of gambles. We've already got in the Houston 01:23:20.420 --> 01:23:28.300 area, there are 31 Kip campuses, there are 19 Yes Prep campuses. Idea is going to be coming 01:23:28.300 --> 01:23:35.030 in with four campuses in about a year. Harmony has several in the Houston area, so I mean, 01:23:35.030 --> 01:23:39.880 we no longer have to take this gamble. Again, I appreciate your passion for kids 01:23:39.880 --> 01:23:47.159 and education. I really do. The other thing that surprised me on your numbers is 01:23:47.159 --> 01:23:53.579 the projected 10% ELL. I mean, I don't know where in the Houston area. It's kind 01:23:53.579 --> 01:23:59.449 of a broad area that you're saying you're gonna put your campus in. You know, if 01:23:59.449 --> 01:24:06.070 it was in River Oaks or West, you may be only be 10% ELL. But if it's on the east side, 01:24:06.070 --> 01:24:12.409 I can tell you the HISD campuses will have much higher ELL percent than that, and same 01:24:12.409 --> 01:24:19.800 with special ed, they would be higher than that. I'm not sure how, I mean, especially 01:24:19.800 --> 01:24:24.519 if you're gonna be, the whole competition idea comes up. But if you're competing 01:24:24.519 --> 01:24:30.309 with the neighborhood school and their ELL and special ed is double what yours is. 01:24:30.309 --> 01:24:37.590 And then, the last question I had was, if you could be any more specific about where 01:24:37.590 --> 01:24:43.889 your campus would be, kind of include most of the city of Houston in there. 01:24:43.913 --> 01:24:48.113 (inaudible speech from off-microphone) 01:24:48.289 --> 01:24:51.430 We we are committed to southeast 01:24:51.455 --> 01:24:54.510 Houston, and the numbers might look lower than you 01:24:54.510 --> 01:24:58.719 would expect. I don't know if you're too familiar with that side of town, but it is... 01:24:58.719 --> 01:25:06.469 I'm very familiar. Mall area? More like Sunnyside, and it's historically, predominantly 01:25:06.469 --> 01:25:12.699 African American, and so their percentages are different than the district norm. But 01:25:12.699 --> 01:25:15.520 if we did, of course, have a higher percentage 01:25:15.545 --> 01:25:18.280 of ELL or sped students, we would immediately 01:25:18.280 --> 01:25:20.525 go to the budget and ensure that we have the 01:25:20.550 --> 01:25:22.969 appropriate staffing, the appropriate materials, 01:25:22.969 --> 01:25:27.199 the appropriate everything for those students. We are committed to serving all of our students. 01:25:29.899 --> 01:25:32.102 Any other quest--yes, Ms. Davis? 01:25:34.327 --> 01:25:39.659 Miss Frances, you're the head of school? 01:25:36.659 --> 01:25:39.095 It says in here the head of school will be required 01:25:39.120 --> 01:25:41.110 to have experience coaching and developing 01:25:41.110 --> 01:25:45.849 teachers to drive that student performance because I guess you will be doing all of the 01:25:45.849 --> 01:25:51.869 professional development in your one. So can you talk about your expertise and your 01:25:51.869 --> 01:25:56.840 qualifications that would allow you to be the sole person to train every teacher in 01:25:56.840 --> 01:26:03.429 your whole building to be successful? Sure. In year one, we will have approximately 01:26:03.429 --> 01:26:12.739 14 staff members. We do, of course, realize that as the school grows, we will need to 01:26:12.739 --> 01:26:19.090 introduce other people onto the leadership team to help lead that charge. Myself, 01:26:19.090 --> 01:26:25.349 I do have experience coaching teachers. I have experience leading professional development. 01:26:25.349 --> 01:26:32.239 I was the ELA lead teacher, and the professional development lead as well 01:26:32.239 --> 01:26:38.820 for the summer PD at a high performing charter school in the Bay Area. I have led 01:26:38.820 --> 01:26:47.010 teachers and coach teachers on like a cyclical basis of a biweekly observation and feedback 01:26:47.010 --> 01:26:54.250 cycle where we give, like, very bite size growth marks. And we really hone in on, like, 01:26:54.250 --> 01:26:58.219 the highest leverage of how we can improve not just their instruction but their 01:26:58.219 --> 01:27:01.365 culture as well. At Elevate Collegiate, we firmly 01:27:01.390 --> 01:27:04.260 believe that without a strong school culture, 01:27:04.260 --> 01:27:06.579 everything collapses. So as we do walkthroughs, and 01:27:06.604 --> 01:27:08.719 we will be doing daily walkthroughs, especially 01:27:08.719 --> 01:27:13.801 in year one when there's eight classrooms. That's extremely doable. We're 01:27:13.801 --> 01:27:15.333 not just looking for high quality teaching. 01:27:15.358 --> 01:27:17.039 We're also looking for teachers that are affirming 01:27:17.039 --> 01:27:19.356 our students, that are affirming their identities 01:27:19.381 --> 01:27:21.349 and that are putting materials in front of 01:27:21.349 --> 01:27:26.219 them that celebrate who they are in the cultures that they come from. And that is something 01:27:26.219 --> 01:27:31.780 that I have done at all of the schools that I've... I appreciate that I'm more concerned 01:27:31.780 --> 01:27:35.619 with the content development of your teachers and their ability to be able to teach content 01:27:35.619 --> 01:27:41.889 to kids, so that training on content development, not necessarily just the social-emotional 01:27:41.889 --> 01:27:47.479 part. I want to know who's gonna be able to ensure these teachers have that content down 01:27:47.479 --> 01:27:52.079 so that they can deliver that to kids. That happens to be my area of research. So 01:27:52.079 --> 01:27:58.389 I have a lot of resources and knowledge and experience, and will be supporting Miss 01:27:58.389 --> 01:28:06.809 Francis as much as I can. And so, yeah, the teachers will be trained, I would argue, 01:28:06.809 --> 01:28:09.543 very uniquely and innovatively, because that's 01:28:09.568 --> 01:28:12.219 my area research. If Miss Frances agrees that 01:28:12.219 --> 01:28:22.190 the resources that I can provide are are gonna work for her student, teachers. Mr. Allen? 01:28:22.190 --> 01:28:24.710 Again, thank you ladies for coming. But I 01:28:24.735 --> 01:28:27.099 have some serious concerns as we talk about the impact 01:28:27.099 --> 01:28:32.189 and looking at the impact statements, all the other other voice on the establishment 01:28:32.189 --> 01:28:38.260 of this particular school as we talk more about conceptually Third Ward that. So I think 01:28:38.260 --> 01:28:41.691 I asked you in the interview, what are you calling 01:28:41.716 --> 01:28:44.719 Third Ward? And when we quote data, we quote 01:28:44.719 --> 01:28:50.209 data primarily out of two campuses which was Blackshear middle school and probably 01:28:50.209 --> 01:28:56.659 Lockhart. Maybe 10 years ago, we had six or seven or eight elementary schools in what 01:28:56.659 --> 01:29:02.219 was classified as Third Ward. And we're down to two because we don't have large numbers 01:29:02.219 --> 01:29:08.300 of children in the Third Ward area. So my concern again is how do you actually plan 01:29:08.300 --> 01:29:16.010 to meet your numbers if you're going to be located in Third Ward and would your success 01:29:16.010 --> 01:29:19.239 be the detriment of Blackshear. And one of the 01:29:19.264 --> 01:29:22.400 things that, and how do you see your children 01:29:22.400 --> 01:29:28.450 matriculating to Jack Yates High School? You talked about them going to Lanier, and you 01:29:28.450 --> 01:29:32.810 talked about them going to Baylor College of Medicine. But if you live in Third Ward and 01:29:32.810 --> 01:29:37.099 you really polled the people in Third Ward, they want to know how they're gonna get to 01:29:37.099 --> 01:29:43.150 Jack Yates High School, not the energy school. How do you plan to lead them towards Jack 01:29:43.150 --> 01:29:52.479 Yates High School? We, as a founding team, have spoken about this deeply since the capacity 01:29:52.479 --> 01:29:56.325 interview. It is never our intent to negatively 01:29:56.350 --> 01:30:00.010 impact any of the traditional public schools. 01:30:00.010 --> 01:30:04.990 I'm a product of traditional public schools. My mom is a traditional public school 01:30:04.990 --> 01:30:07.271 teacher. That is never our intent. And after the 01:30:07.296 --> 01:30:09.320 capacity interview and hearing your remarks 01:30:09.320 --> 01:30:16.469 about that, we reflected deeply on where was the need that we could spiral enrollment 01:30:16.469 --> 01:30:20.327 outside of not just Third Ward but other communities 01:30:20.352 --> 01:30:23.530 adjacent that are also in need. So I assure 01:30:23.530 --> 01:30:30.070 you, we have already started to recalibrate staying in that general area, but not like 01:30:30.070 --> 01:30:36.320 honing in specifically on Third Ward. We started looking further southeast. We started 01:30:36.320 --> 01:30:42.849 and we heard your concerns, and we shared them as well. I also want to reiterate that 01:30:42.849 --> 01:30:50.510 I'm a part of the Aces Institute that has a strong commitment to the schools in 01:30:50.510 --> 01:30:57.280 that area. And I have a number of projects with the director of the Aces Institute and 01:30:57.280 --> 01:31:01.940 given our changes, I might be become a more permanent fixture of the Institute, and 01:31:01.940 --> 01:31:05.844 I would not want anything to curtail the work 01:31:05.869 --> 01:31:09.349 that has been done there and their success. 01:31:09.349 --> 01:31:11.799 And I think the success of those schools in 01:31:11.824 --> 01:31:14.360 there is in large part with that 01:31:14.360 --> 01:31:21.809 close collaboration between UH College of Education and HISD. 01:31:21.809 --> 01:31:24.005 If you take a look at the numbers of students 01:31:24.030 --> 01:31:26.249 that attend those two middle schools, and they 01:31:26.249 --> 01:31:31.480 have Third Ward addresses. Children who actually go to Lanier with Third Ward addresses 01:31:31.480 --> 01:31:35.346 is probably less than 4%. Children who actually 01:31:35.371 --> 01:31:38.889 attend the campus in Third Ward, Ryan Baylor 01:31:38.889 --> 01:31:42.531 College, Ryan is probably less than 4% the African 01:31:42.556 --> 01:31:45.530 American population, and Ryan is probably 01:31:45.530 --> 01:31:54.560 less than 10% and the community is probably 90% African American. And so I feel better 01:31:54.560 --> 01:31:57.044 that you're looking broader. But I don't have 01:31:57.069 --> 01:31:59.420 a comfort of where you actually, what you're 01:31:59.420 --> 01:32:04.030 actually going to do once you get started, because I believe your success is the death 01:32:04.030 --> 01:32:08.940 knell to Third Ward, and I think you could be successful with the model you put out. 01:32:08.940 --> 01:32:15.149 But the impact is gonna be devastating to 01:32:15.174 --> 01:32:21.949 that community. Any other questions, Members? 01:32:21.949 --> 01:32:25.203 It's a question, because I'm gonna 01:32:25.228 --> 01:32:28.520 let them go ahead and sit down if it's not question. 01:32:28.520 --> 01:32:36.360 I just wanted to thank them for their application, and I've said this to previous 01:32:36.360 --> 01:32:40.979 applicants in the past. Regardless of how I feel, and y'all heard some of my earlier 01:32:40.979 --> 01:32:46.460 statements, I assume. There's no doubt that you and the other applicants have a passion 01:32:46.460 --> 01:32:49.247 for what you want to do. But we have a decision 01:32:49.272 --> 01:32:51.860 to make, and in light of information that I've 01:32:51.860 --> 01:32:59.429 seen with, you know, over 27,000 new seats being allowed to be created, listening 01:32:59.429 --> 01:33:04.185 to additional data from some of our our colleagues. 01:33:04.210 --> 01:33:08.300 You know, I'm not in a position where I feel 01:33:08.300 --> 01:33:15.290 comfortable supporting your application, but what I will tell you is that if this 01:33:15.290 --> 01:33:24.630 board decide to overrule the veto and they allow you to open a charter, the minute you 01:33:24.630 --> 01:33:27.180 have Texas kids in your classrooms, I'm sure you 01:33:27.205 --> 01:33:29.469 can count on the support of everybody, even 01:33:29.469 --> 01:33:33.353 those that didn't support you out of out of this 01:33:33.378 --> 01:33:36.920 body. So, I'll just leave it at that, Madam Chair. 01:33:36.920 --> 01:33:39.114 Actually, appreciate those sentiments, 01:33:39.139 --> 01:33:41.269 Mr Cortez, because it is very important charter schools 01:33:41.269 --> 01:33:47.709 that would be approved here today are our public schools as well. Yes, Miss Cargill? Well, I just I wanted 01:33:47.709 --> 01:33:51.656 to, I am in favor of the charter school, and I 01:33:51.681 --> 01:33:55.519 appreciate your willingness to address Member 01:33:55.519 --> 01:33:58.192 Allen's concerns in looking at maybe some other 01:33:58.217 --> 01:34:00.530 areas. And I was, I just remember, at the 01:34:00.530 --> 01:34:03.471 interview, I was so impressed that you spoken 01:34:03.496 --> 01:34:06.349 about over 450 households and you're willing 01:34:06.349 --> 01:34:12.519 to have a washer and dryer at your school And, you know, just the association with tiny 01:34:12.519 --> 01:34:17.829 treasures. The preschool that just got the HEB Award. I love all 01:34:17.829 --> 01:34:22.869 of that. So I thank you for being innovative and for your commitment and what you want 01:34:22.869 --> 01:34:25.801 to do for kids. So thank you. 01:34:25.826 --> 01:34:32.070 Any questions of the two of them? Because I'll let them sit. left unsaid. Okay. You 01:34:32.070 --> 01:34:35.393 had a question. Yeah. Okay, Doctor Robinson. 01:34:35.418 --> 01:34:39.159 I thought, and correct me, I'm not sure, I wasn't 01:34:39.159 --> 01:34:44.559 here for interviews, but I listen to 'em on the tape. In terms of transportation, did I 01:34:44.559 --> 01:34:48.699 hear right that y'all would possibly have elementary school kids taking either light 01:34:48.699 --> 01:34:53.290 rail or the or the metro bus to the school? 01:34:53.315 --> 01:34:58.090 You heard correct that we have a board member 01:34:58.090 --> 01:35:01.529 who is very familiar with the metro system and the 01:35:01.554 --> 01:35:04.699 public transportation system within southeast 01:35:04.699 --> 01:35:09.809 Houston. And he has just brought to our attention all of the different programs for 01:35:09.809 --> 01:35:15.309 them to ride those services for free and their families. So we do not expect young 01:35:15.309 --> 01:35:18.495 children to be on the metro, on the bus alone. 01:35:18.520 --> 01:35:21.409 It was an understanding that families would 01:35:21.409 --> 01:35:25.536 be taking them to school. Any other questions of 01:35:25.561 --> 01:35:29.579 this team? Thank you so much. Again, appreciate 01:35:29.579 --> 01:35:32.535 your diligence. And working through this is a 01:35:32.560 --> 01:35:35.749 pretty gauntlet filled process. And we appreciate 01:35:35.749 --> 01:35:43.019 your application. Alright, members, any further discussion? Alright, the motion 01:35:43.019 --> 01:35:48.442 before you is to to veto the proposed recommendation 01:35:48.467 --> 01:35:52.739 by the Commissioner. So, Von if you could 01:35:52.739 --> 01:35:59.151 explain to us on these because the rest of them say the proposal is to veto. So explain 01:35:59.151 --> 01:36:05.780 the various votes. Well, so this vote is to veto, so this would exercise your statutory 01:36:05.780 --> 01:36:11.099 authority to disapprove or stop the train that the Commissioner has initiated. 01:36:11.099 --> 01:36:18.929 So as the motion stands now, an affirmative vote means that the charter will 01:36:18.929 --> 01:36:28.687 not be approved and will move forward. And so you have options. Yes. No. 01:36:28.687 --> 01:36:32.573 Well, you can change the motion by an amendment to 01:36:32.598 --> 01:36:36.459 the motion. The statute does say, the chair's asked 01:36:36.459 --> 01:36:42.420 me to explain the vote and the vote count. The statute does say it is a vote of members 01:36:42.420 --> 01:36:46.209 present. Present and voting. So that means only 01:36:46.234 --> 01:36:49.840 votes that are yes and no count. And you have 01:36:49.840 --> 01:37:01.739 to have a majority to you adopt this motion. And if they don't adopt. Okay. Yeah. And 01:37:01.739 --> 01:37:07.309 then the failure to adopt means the train keeps moving. You have to take an affirmative 01:37:07.309 --> 01:37:15.460 vote to veto it to stop this action. So a tie vote means the motion fails. And 01:37:15.460 --> 01:37:23.960 obviously, if you don't get the majority vote, the motion fails for that. So are we voting 01:37:23.960 --> 01:37:26.965 on the committee's recommendation to veto? 01:37:26.990 --> 01:37:30.179 That's what's in front of us right now. Okay. 01:37:30.179 --> 01:37:34.287 And so if you're in favor of veto, you vote 01:37:34.312 --> 01:37:38.489 yes. If your in favor approval, you vote no. 01:37:38.489 --> 01:37:40.515 And that's a very key point. I want 01:37:40.540 --> 01:37:42.579 to make sure, that's very different than the last vote, 01:37:42.579 --> 01:37:48.949 because that was a motion to approve. This is a motion to veto. So, yes, in this case, 01:37:48.949 --> 01:37:51.947 means you are agreeing on the veto. A no vote 01:37:51.972 --> 01:37:54.750 means, no, you do not agree on the veto of 01:37:54.750 --> 01:37:58.557 Elevate Charter School. Yes, Miss Cargill? 01:37:58.582 --> 01:38:02.630 But if we wanted to used the take no language 01:38:02.630 --> 01:38:05.594 or take no action language, when will we make 01:38:05.619 --> 01:38:08.430 that motion to, you know, because the 90-day thing 01:38:08.430 --> 01:38:13.420 you know, to let the agency kind of like we're not gonna 01:38:13.420 --> 01:38:22.189 come back in 90 days and all that. You have to amend the Committee, I'm gonna let MissKay speak to that. 01:38:22.189 --> 01:38:25.554 Thank you so much. The motion to 01:38:25.579 --> 01:38:29.219 amend would be in order at this time. You could, 01:38:29.219 --> 01:38:35.909 make a motion. The only motion, as I understand it, that is available to you 01:38:35.909 --> 01:38:44.639 would be to strike out the words veto and insert the words take no action on. So that 01:38:44.639 --> 01:38:51.489 would be an amendment that you could take. If that amendment is successfully 01:38:51.489 --> 01:38:55.238 adopted than the position of the state board 01:38:55.263 --> 01:38:59.070 would be taken on the vote to take no action, 01:38:59.070 --> 01:39:08.909 it would be more like the one for the Gathering Place that you did a few minutes ago. 01:39:08.909 --> 01:39:15.449 But, right now, the motion, as it is, is to veto. That is correct. 01:39:15.449 --> 01:39:18.937 Okay. Okay. Any other discussion? (inaudible question) Yes, is a 01:39:18.962 --> 01:39:22.639 veto. Okay. Just making sure everybody gets, we don't want to mess up, 01:39:22.639 --> 01:39:28.599 And sorry, Mr Maynard. And then, Mr Mercer. I move to amend the motion 01:39:28.599 --> 01:39:34.036 by striking the word veto and inserting the word take no 01:39:34.061 --> 01:39:39.760 action. Okay. (inaudible speech from crowd) We just learned 01:39:39.760 --> 01:39:45.630 it. So now we have to reverse and go back to what was done on the first one. If 01:39:45.630 --> 01:39:52.909 it gets moved and we have a second, and so okay, so we're gonna vote on that motion 01:39:52.909 --> 01:39:59.979 to amend to take no action. (inaudible speech from crowd) Right. (crosstalk from multiple inaudible speakers in audience) 01:40:00.004 --> 01:40:06.499 I had a parliamentary inquiry? Yes, Mr. Mercer? My inquiry was 01:40:06.499 --> 01:40:13.040 on the, if committee voted to veto and the board votes no. Isn't the result take no 01:40:13.040 --> 01:40:17.429 action? So we don't really need to take no 01:40:17.429 --> 01:40:22.709 action amendment, right? If it we... (inaudible speech from crowd) 01:40:22.734 --> 01:40:28.429 I guessI would suggest, obviously, we've had amendment 01:40:28.429 --> 01:40:32.559 and a second. I would suggest that we just kind of keep this consistent, cause we're 01:40:32.559 --> 01:40:39.130 gonna have to do this same conversation on all the other three. If we just Yes, Mr Rahman. 01:40:39.130 --> 01:40:44.070 So, there is a slightly subtle difference 01:40:44.095 --> 01:40:49.010 between the board just not adopting the recommendation 01:40:49.010 --> 01:40:52.637 and the board adopting an affirmative stance of 01:40:52.662 --> 01:40:56.189 take no action. And that is under the statute, 01:40:56.189 --> 01:41:00.069 you have 90 days from the date you receive 01:41:00.094 --> 01:41:04.219 notice to take an action to veto. So in order 01:41:04.219 --> 01:41:06.790 to resolve this, historically, your practice 01:41:06.815 --> 01:41:09.360 has been, if you take an affirmative vote to 01:41:09.360 --> 01:41:11.886 take no action, everybody else in the world 01:41:11.911 --> 01:41:14.469 can move forward, thinking you are not going 01:41:14.469 --> 01:41:18.345 to reconvene within that 90 days and change 01:41:18.370 --> 01:41:22.309 your position. If you do not adopt that, the 01:41:22.309 --> 01:41:28.510 train keeps moving. You still, but you're 90 day windows open, and people will not know 01:41:28.510 --> 01:41:34.130 whether or not you will convene within that 90 days and change your position so that 01:41:34.130 --> 01:41:42.610 is the difference between voting just not adopting versus an affirmative stance of take 01:41:42.610 --> 01:41:48.610 no action. And by the way, you will not, your regular scheduled meeting will not 01:41:48.610 --> 01:41:55.650 conclude within that 90 day period. So you would have to...(inaudibe from crowd) Yep. Thank you for clarifying that. 01:41:55.650 --> 01:42:01.309 So there is a substantial difference, actually, between those two. Yes, Miss Perez-Diaz. 01:42:01.309 --> 01:42:06.679 So just so that I understand this very clearly, then the idea, and actually 01:42:06.679 --> 01:42:12.889 maybe this is for the maker of the motion, ma'am, is this than the idea that we leave 01:42:12.889 --> 01:42:15.914 this open ended that way in the event we change 01:42:15.939 --> 01:42:18.939 our minds within the 90 days, we're able, we're 01:42:18.939 --> 01:42:22.889 basically leaving a window open for us to go back and change our minds. Is that what 01:42:22.889 --> 01:42:29.919 that means by changing the language? No, ma'am, I believe that that's backwards. I believe 01:42:29.919 --> 01:42:32.681 that if you adopt the language of the proposed 01:42:32.706 --> 01:42:35.150 amendment, which is the motion that's now 01:42:35.150 --> 01:42:41.570 on the floor to take no action than that would say we have no intention of coming 01:42:41.570 --> 01:42:45.776 back and changing it. If you leave the motion 01:42:45.801 --> 01:42:49.800 for veto and you defeat the motion to veto, 01:42:49.800 --> 01:42:53.100 you could conceivably come back under what you 01:42:53.125 --> 01:42:56.189 have told the world is just that, we aren't 01:42:56.189 --> 01:43:02.239 vetoing it right now that we could come back later and veto it the. Got it. So just 01:43:02.239 --> 01:43:05.331 very plainly stated then, if we go back to the 01:43:05.356 --> 01:43:08.159 original language, then that makes a clear 01:43:08.159 --> 01:43:13.969 delineation that this is our final decision. No, we have to adopt this amendment. 01:43:13.969 --> 01:43:17.792 Correct. You would have to adopt both 01:43:17.817 --> 01:43:21.309 the amendment and the main motion as amended. 01:43:21.309 --> 01:43:26.169 So for clarity about this decision, 01:43:26.194 --> 01:43:31.210 the amendment should be done. To leave it open ended, we 01:43:31.210 --> 01:43:34.669 would leave it as it is without amending. 01:43:34.694 --> 01:43:38.539 Is that clear to everybody Okay, so this first 01:43:38.539 --> 01:43:44.889 vote is going to be on whether to amend to say take no action. That is not a vote. That 01:43:44.889 --> 01:43:51.169 is a vote on the amendment. It is not a vote on taking no action yet. We're just doing 01:43:51.169 --> 01:43:58.000 a vote on the amendment of the motion to say take no action. Yes. If we vote in favor of 01:43:58.000 --> 01:44:01.968 this amendment, we're lending finality to our 01:44:01.993 --> 01:44:06.280 next vote. So everybody kinda understands. That's 01:44:06.280 --> 01:44:10.139 what this amendment does. Regardless of how you feel on the next vote, 01:44:10.139 --> 01:44:14.345 to veto or not veto, this would at least lend 01:44:14.370 --> 01:44:18.550 a final say to our decision on the next vote. 01:44:18.550 --> 01:44:21.438 Would it, if this one passes, could 01:44:21.463 --> 01:44:24.010 we also say we would do that for, so we wouldn't 01:44:24.010 --> 01:44:31.340 have to have this discussion on all the rest. I mean that if there's no objection, I'll 01:44:31.340 --> 01:44:38.630 just do the same thing for all of these. If this passes. Can we do it or no? 01:44:38.630 --> 01:44:43.920 The original motion that you're trying to amend is to veto. That's 01:44:43.920 --> 01:44:52.619 a final action. Right? The substitute or the amendment fundamentally changes 01:44:52.619 --> 01:44:58.730 that in two ways. It says, a, we're not gonna veto it. And b, we won't veto it in 01:44:58.730 --> 01:45:03.897 the future, right? So if... No, that's only if the next motion is defeated. 01:45:03.922 --> 01:45:09.179 That's right, but what I'm saying 01:45:09.179 --> 01:45:16.090 is to take no action,I mean, that is still a fundamental question here regarding 01:45:16.090 --> 01:45:31.929 whether to veto or not veto right? Because (inaudible crosstalk from multiple speakers in crowd) 01:45:31.929 --> 01:45:37.494 Madam Chair, I would just say that 01:45:37.519 --> 01:45:42.630 that the next vote is is a final vote. If it is 01:45:42.630 --> 01:45:49.580 defeated or if it passes. But if it's defeated, there's still 90 days. That's right 01:45:49.580 --> 01:45:52.309 If we don't pass this amendment, 01:45:52.334 --> 01:45:54.929 then there's still a 90 day window within which 01:45:54.929 --> 01:45:59.049 we can reconvene and reconsider the decision. 01:45:59.074 --> 01:46:03.079 If we don't pass, this amendment. But we don't reconvene. That's very misleading. 01:46:03.079 --> 01:46:08.780 But they can't take action on it until that time has passed. 01:46:08.780 --> 01:46:11.607 That's the point of the amendment, because it's not 01:46:11.632 --> 01:46:14.270 a final action (inaudible response from off-mic) 01:46:14.270 --> 01:46:22.059 No, they can't take action on it, though, for 90 days. Unless we 01:46:22.059 --> 01:46:30.080 take a final vote today because then it's about operation of law. That's the point. (inaudible speech from off-mic) 01:46:30.080 --> 01:46:32.787 No, I was just gonna add some 01:46:32.812 --> 01:46:35.550 clarity to the discussion, but I think 01:46:35.550 --> 01:46:47.889 I think everybody understands now. The passing of this amendment provides clarity for the 01:46:47.889 --> 01:46:55.619 next vote as to the intentions of the board to either support or defeat the motion 01:46:55.619 --> 01:46:59.908 to approve that charter. Okay? Alright. 01:46:59.933 --> 01:47:04.809 So all those in favor of the motioned amendment 01:47:04.809 --> 01:47:14.419 to strike veto and make it take no action. And insert take 01:47:14.419 --> 01:47:20.760 no action. (inaudible from audience) You wanna do a roll 01:47:20.785 --> 01:47:27.101 call on that one as well? Okay, okay. Miss Perez. No. 01:47:27.100 --> 01:47:31.446 Mr. Cortez. No. Miss Perez-Diaz. 01:47:31.471 --> 01:47:35.719 I am so sorry. So this means that we, I just want to be very 01:47:35.719 --> 01:47:40.630 clear. This means that this, that whatever decision we make in the next vote cannot be 01:47:40.630 --> 01:47:46.636 reversed. Okay, then, yes. Mr. Allen. Yes. 01:47:46.661 --> 01:47:53.579 Mr. Mercer? (inaudible speech from off-mic)Yes. 01:47:53.605 --> 01:48:00.959 Dr. Robinson. No. Ms. Cargill. 01:48:00.959 --> 01:48:05.514 Yes. Doctor Ellis? Yes. 01:48:05.539 --> 01:48:08.842 Mr. Maynard Aye. Miss Hardy. 01:48:08.867 --> 01:48:12.534 Yes. Miss Little Yes. Ms Davis? 01:48:12.559 --> 01:48:16.900 Yes. Mrs Melton Malone. Yes. 01:48:16.900 --> 01:48:24.936 Mr. Rowley. Yes. Miss Boharich. Yes. okay, so that amendment 01:48:24.961 --> 01:48:33.159 so now we are at, the motion before us is now to take no 01:48:33.159 --> 01:48:41.070 action to approve, take, wait a minute, take no actionto approve? Is that the word? 01:48:41.070 --> 01:48:45.516 (inaudible from audience) Okay, take no action on 01:48:45.541 --> 01:48:50.139 Elevate Collegiate Charter School scheduled to open 01:48:50.139 --> 01:48:57.639 in 2020-2021 school year. That's the motion before to take no action. So we're back to 01:48:57.639 --> 01:49:01.315 what we did before on the previous vote, which 01:49:01.340 --> 01:49:04.599 is a yes is allowing this charter school 01:49:04.599 --> 01:49:09.729 to go forward per the recommendation of the Commissioner of Education. Is that clear? 01:49:09.729 --> 01:49:16.989 Yes is to allow this charter school to go forward. Eleveate. Yes, means 01:49:16.989 --> 01:49:25.949 move forward. No means defeated. A veto. And its final. I need to 01:49:25.949 --> 01:49:33.639 interject there. A no here does not veto this. A no here does not veto this. 01:49:33.639 --> 01:49:41.360 You just stripped out veto in the amendment that was adopted. Right now, what's before 01:49:41.360 --> 01:49:44.590 you is whether to take no action or not take 01:49:44.615 --> 01:49:47.679 no action. So the only two outcomes here 01:49:47.679 --> 01:49:53.090 are you tell the world you're not going to take any action or you say I'm not going to 01:49:53.090 --> 01:49:58.731 tell you whether I'm gonna take action or not. So 01:49:58.756 --> 01:50:04.260 right now this charter is going to move forward. 01:50:04.260 --> 01:50:19.499 That's not what was just explained. (inaudible crosstalk from off-mic audience) I'm sorry. What did you say? 01:50:19.499 --> 01:50:28.119 (inaudible response from off-mic) Yeah. I feel like that whole explanation that you just gave is totally different from 01:50:28.119 --> 01:50:33.619 the explanation that was before. So now you're saying that we have no veto power at all at 01:50:33.619 --> 01:50:36.632 this moment because of the previous vote, but 01:50:36.657 --> 01:50:39.449 What I'm saying is that the motion 01:50:39.449 --> 01:50:47.579 before you is not to veto. Right? The veto question was removed from the motion with 01:50:47.579 --> 01:50:53.329 your amendment. So the effect, here's what I want to know. If the effect of, let's 01:50:53.329 --> 01:51:01.150 say, that the take no action, you get more, yeah fails. What? What is this result then? 01:51:01.150 --> 01:51:07.864 Nothing has happened. You have done nothing. And doing nothing (off-mic crosstalk) 01:51:07.889 --> 01:51:14.429 Madam Chair, I have a parliamentary inquiry. So 01:51:14.429 --> 01:51:19.208 I believe it was. Your motion, 01:51:19.233 --> 01:51:24.320 your motion to, the original motion was to veto. 01:51:24.320 --> 01:51:27.954 The amendment was to strike the veto. We've taken 01:51:27.979 --> 01:51:31.079 that out and made an affirmative statement 01:51:31.079 --> 01:51:34.225 of we will take no action. That's what was 01:51:34.250 --> 01:51:37.590 voted on on. This is why I tried to interject 01:51:37.590 --> 01:51:41.331 and say that this removes the veto authority. 01:51:41.356 --> 01:51:44.909 So if this fails, it just means you haven't 01:51:44.909 --> 01:51:48.923 done anything. So you would need another motion 01:51:48.948 --> 01:51:52.769 if you wanted to veto it. (inaudible crosstalk from off-microphone) Parliamentary inquiry, 01:51:52.769 --> 01:52:01.190 Parliamentary inquiry. Okay, So you're saying if we defeat this, we could 01:52:01.190 --> 01:52:04.499 actually still call another meeting, a special meeting. 01:52:04.524 --> 01:52:07.630 You could or you at this meeting, someone could make 01:52:07.630 --> 01:52:14.038 another motion. (inaudible crosstalk from off-mic) 01:52:14.063 --> 01:52:20.090 As a member of the previous prevailing motion, 01:52:20.090 --> 01:52:30.960 may I make a new motion to reconsider? Let's make sure we do it worded correctly this time. 01:52:30.960 --> 01:52:33.385 So I need some assistance in 01:52:33.410 --> 01:52:36.149 essentially, what I am trying to accomplish is that this 01:52:36.149 --> 01:52:38.944 board doesn't relinquish our veto power. How do 01:52:38.969 --> 01:52:41.680 I do that? I need to accomplish that. 01:52:41.680 --> 01:52:45.509 Excellent parliamentary inquiry 01:52:45.534 --> 01:52:49.599 worded just perfectly. And you were very close 01:52:49.599 --> 01:52:55.599 a moment ago. What you want to do is move to reconsider the previous vote on the motion 01:52:55.599 --> 01:53:02.110 to amend, and you stated that you voted on the prevailing side, which I believe that 01:53:02.110 --> 01:53:07.089 you did. And so now that motion takes a second 01:53:07.114 --> 01:53:11.539 and requires a majority vote for adoption. 01:53:11.539 --> 01:53:17.499 When that vote is adopted, if that vote is adopted, the motion to reconsider, then you 01:53:17.499 --> 01:53:20.714 are standing just where you were immediately 01:53:20.739 --> 01:53:23.929 before we, maybe me and voting on the motion 01:53:23.929 --> 01:53:27.353 to veto. You could re vote to take a different 01:53:27.378 --> 01:53:30.849 action on that motion if you chose to. And what 01:53:30.849 --> 01:53:36.570 would the correct amendment be at that point for what we're trying to get done? 01:53:36.570 --> 01:53:43.590 Iif I could just, like, there's no we here, right? You all have different views 01:53:43.590 --> 01:53:50.869 on what you want to accomplish here. So if you want to veto the charter, you want the 01:53:50.869 --> 01:53:56.121 motion to state veto the charter, right? And 01:53:56.146 --> 01:54:01.489 the amendment to the motion removed the veto. (inaudible response from off-mic) 01:54:01.489 --> 01:54:07.178 So, von what if what if we took 01:54:07.203 --> 01:54:13.099 this vote which is to take no action and that vote 01:54:13.099 --> 01:54:21.679 fails, right? Which means more members want to veto than want to approve. Okay, then 01:54:21.679 --> 01:54:26.108 could a motion be made immediately after that 01:54:26.133 --> 01:54:30.729 to veto? Correct. Okay, so there you go. That's 01:54:30.729 --> 01:54:33.583 the way to do it. So here's what I'm understanding 01:54:33.608 --> 01:54:36.270 and check me on this. In light of the amendment, 01:54:36.270 --> 01:54:44.439 if we vote right now and the take no action loses. So there are more members that want 01:54:44.439 --> 01:54:47.663 to veto than approve. Then immediately after 01:54:47.688 --> 01:54:50.959 that, someone who wants to veto needs to make 01:54:50.959 --> 01:54:53.140 a motion to veto. And then you turn around, 01:54:53.165 --> 01:54:55.179 have that same vote, and it will veto. 01:54:55.179 --> 01:54:58.292 But I think to make to make the process 01:54:58.317 --> 01:55:01.150 just crystal clear and consistent, I'd like to make the 01:55:01.150 --> 01:55:07.050 motion to reconsider that Kay just help me walk through and then 01:55:07.050 --> 01:55:09.767 just remind this board that, you know, we have 01:55:09.792 --> 01:55:12.369 a statutory responsibility to make decisions, 01:55:12.369 --> 01:55:15.659 to make definitive decisions on veto or not, 01:55:15.684 --> 01:55:18.949 and so I think that's very important. So I'd 01:55:18.949 --> 01:55:22.151 like to go back to the original veto language. 01:55:22.176 --> 01:55:25.489 So however, Miss Kay just helped us walk through 01:55:25.489 --> 01:55:28.050 that, if you can help me walk right through 01:55:28.075 --> 01:55:30.669 that, and that's gonna be my motion. So your 01:55:30.669 --> 01:55:39.880 motion would be to move to reconsider the vote on the amendment to strike out veto and 01:55:39.880 --> 01:55:47.499 insert, take no action on, and it needs to be seconded. But any member can second it, 01:55:47.499 --> 01:55:58.290 they do not have to have voted on the prevailing side. (inaudible speech from audience) 01:55:58.315 --> 01:56:07.099 (all microphones off, no audio) Yeah. I mean, I thought the first one 01:56:07.099 --> 01:56:14.227 we did was take no action, right? (inaudible crosstalk) 01:56:14.252 --> 01:56:20.210 The original motion was to veto. The amendment 01:56:20.210 --> 01:56:27.979 struck veto and said, take no action. The reconsideration takes that back and restores 01:56:27.979 --> 01:56:36.090 it to a veto. So a yes on the motion to reconsider returns the language to veto. 01:56:36.090 --> 01:56:48.400 Madam Chair? Madam Chair? (inaudible crosstalk from off-mic) Madam Chair? So, just 01:56:48.400 --> 01:56:52.971 just my way of clarification. So the motion 01:56:52.996 --> 01:56:57.749 is to reconsider a vote. And so if the motion 01:56:57.749 --> 01:57:03.760 to reconsider passes, then we would be back, right? As if we had not 01:57:03.760 --> 01:57:06.349 taken the vote on the amendment. Okay. And 01:57:06.374 --> 01:57:09.119 then if the motion to reconsider passes, then 01:57:09.119 --> 01:57:13.675 we would take another vote on the amendment, right? 01:57:13.700 --> 01:57:18.130 (audience chatter) Right? No, on on my amendment. Okay. Right. 01:57:18.130 --> 01:57:25.650 So all this thing does, so what this does is it allows the board to take another 01:57:25.650 --> 01:57:29.449 vote. So, in other words, what that does, is if, so if somebody wants to change their 01:57:29.449 --> 01:57:32.524 vote, what that does is it allows the board 01:57:32.549 --> 01:57:35.669 to reconsider the vote taken on that motion. 01:57:35.669 --> 01:57:39.362 All it does is it backs us up and allows us 01:57:39.387 --> 01:57:43.139 to re vote on the amendment that I proposed. 01:57:43.139 --> 01:57:50.669 It does not negate. We just take another vote. And it is a debatable motion, 01:57:50.669 --> 01:57:57.369 so Madam Chair is that I would just strongly encourage my colleagues to not support the 01:57:57.369 --> 01:58:03.154 motion to reconsider. Yes, Mr. Cortez? So that 01:58:03.179 --> 01:58:08.599 seems illogical. And maybe Kay can enlighten us. 01:58:08.599 --> 01:58:13.630 But it seems that if a member of the prevailing side of the previous vote 01:58:13.630 --> 01:58:17.921 is asking to bring back the original language, 01:58:17.946 --> 01:58:22.030 then it's basically negate, its gonna negate 01:58:22.030 --> 01:58:25.262 Yeah, that's not what she's asking. She's asking 01:58:25.287 --> 01:58:28.301 for a reconsideration of the vote we just had onthe amendment. 01:58:28.326 --> 01:58:30.820 That is correct. That is correct. Otherwise, 01:58:30.820 --> 01:58:36.329 if you allowed someone who did not vote on the prevailing side to come 01:58:36.329 --> 01:58:42.780 back and say, I changed my mind and have that change the decision, then it would be an 01:58:42.780 --> 01:58:47.900 impetus for no one to ever vote the way that they wish to because they 01:58:47.900 --> 01:58:55.019 could get an automatic do over. And in fact, you see that in certain legislative bodies 01:58:55.019 --> 01:58:57.911 where the majority leader of the minority leader 01:58:57.936 --> 01:59:00.389 will vote with the opposing side strictly 01:59:00.389 --> 01:59:03.110 for the purpose of being able to come back and 01:59:03.135 --> 01:59:05.599 reconsider, but it does not change 01:59:05.599 --> 01:59:08.386 the decision. It just allows you to take another 01:59:08.411 --> 01:59:11.059 vote on the decision. Okay, then why would you 01:59:11.059 --> 01:59:17.050 have suggested that language if the majority of the committee recommendation was veto. 01:59:17.050 --> 01:59:19.575 And if we're having this complicated conversation, 01:59:19.600 --> 01:59:22.099 you're supposed to navigate us through it, and I'm 01:59:22.099 --> 01:59:29.239 feeling like you're complicating the scenario more. So if the intent of what she's 01:59:29.239 --> 01:59:31.815 trying to accomplish isn't to get us back to 01:59:31.840 --> 01:59:34.449 where we can have the veto question then what 01:59:34.449 --> 01:59:41.189 is what is the effect of her motion? Her vote would take you back to where you could 01:59:41.189 --> 01:59:45.006 vote again on whether or not to strike the 01:59:45.031 --> 01:59:49.090 word veto and insert the words take no action 01:59:49.090 --> 01:59:55.399 We'd have a vote to go back and vote against his original motion. OK, 01:59:55.399 --> 01:59:59.989 then. That's fine. It's just it's just a lot of layers to get back to that. But that's 01:59:59.989 --> 02:00:04.199 where I agree. And I'd want to get back to that so we can strike that to get back 02:00:04.199 --> 02:00:06.777 to the beginning. So there's one more layer 02:00:06.802 --> 02:00:09.530 beyond this vote to remove the Maynard motion. 02:00:09.530 --> 02:00:14.459 Okay, I got it. Thank you. Thank you for the clarity. And so, before we take, before 02:00:14.459 --> 02:00:18.123 we take the vote again, I just want to reiterate 02:00:18.148 --> 02:00:21.189 that this body has a statutory authority 02:00:21.189 --> 02:00:30.790 to take positions on these decisions and by going back to the take no action, we're 02:00:30.790 --> 02:00:35.679 being lukewarm. So we need to be able to make decisions on 02:00:35.704 --> 02:00:40.320 these. (inaudible speech from audience) So I understand 02:00:40.320 --> 02:00:43.044 that I wasn't here, so I'd like to call the question 02:00:43.069 --> 02:00:45.460 at this point. Members, let's, Doctor Ellis? 02:00:45.460 --> 02:00:47.986 Yeah, and I'd address what Ms Member Perez said. 02:00:48.011 --> 02:00:50.099 We're getting to the point where we will 02:00:50.099 --> 02:00:54.679 in my mind, what I'm gonna vote for is to take no action to be concrete in that not 02:00:54.679 --> 02:01:01.059 to leave it up to a 90 day who knows what. Maybe we come back. I'm working to a point 02:01:01.059 --> 02:01:03.702 where we actually take a concrete step. We're 02:01:03.727 --> 02:01:06.230 not there yet on this vote, but that's what 02:01:06.230 --> 02:01:09.695 we're working towards. And so you are voting 02:01:09.720 --> 02:01:13.160 for the reconsideration? No. Okay. Okay. 02:01:13.159 --> 02:01:18.170 Alright. Members, I think I've heard a call the vote. Didn't I hear? Yes, I'd like 02:01:18.170 --> 02:01:23.429 to call the vote. Okay, so let's call the vote on this one. And this is to, a reconsideration. 02:01:23.429 --> 02:01:24.450 We're just Another vote now. 02:01:24.475 --> 02:01:27.512 There's a motion on the floor. But I thought it was a 02:01:27.537 --> 02:01:31.880 reconsideration vote is what we're doing right now. 02:01:31.880 --> 02:01:37.485 But the fact that someone just says I 02:01:37.510 --> 02:01:43.090 want us to stop talking and vote now is something 02:01:43.090 --> 02:01:44.675 that must be voted on. 02:01:44.700 --> 02:01:49.429 Oh, you have to vote on that too? You can ask if there's any objection to Okay. Okay. Is there any objection 02:01:49.429 --> 02:01:51.804 to go ahead and and voting on the reconsideration? 02:01:51.829 --> 02:01:53.760 Because that's all we're doing right now. Yes, Mr. Allen? 02:01:53.760 --> 02:01:57.232 When we vote on a reconsideration, 02:01:57.257 --> 02:02:00.159 and if it fails, it returns and that means 02:02:00.159 --> 02:02:04.300 we're gonna move forward with no ability to veto anything at that point. That's all I 02:02:04.300 --> 02:02:14.499 need to know. Is that the case? Yes, Mister Rowley? If we vote, if the vote to take 02:02:14.499 --> 02:02:18.169 no action fails. Okay? This isn't that we're 02:02:18.194 --> 02:02:21.760 we're about to have. I'm talking about this piece. 02:02:21.760 --> 02:02:23.837 Well, that piece is just to have another vote 02:02:23.862 --> 02:02:25.869 on his amendment. So it just comes up again, (inaudible speech from crowd) 02:02:25.869 --> 02:02:32.989 but, well, maybe you do. But if the vote to take no action fails, just so we know, then 02:02:32.989 --> 02:02:35.911 anyone can make a motion to veto. And so it 02:02:35.936 --> 02:02:38.900 would take two votes. Now, we're having four 02:02:38.900 --> 02:02:44.539 votes, actually, to get to the same place. But if to take no action fails and 02:02:44.539 --> 02:02:47.190 someone wants to veto, which a majority would if 02:02:47.215 --> 02:02:49.679 no action fails, then obviously a majority wants 02:02:49.679 --> 02:02:52.759 to veto. You can move to veto and veto. And 02:02:52.784 --> 02:02:55.909 then it's final, which I suggest that's what 02:02:55.909 --> 02:03:03.179 we do going forward. But we don't have to do that. Okay, Okay. So right before us now 02:03:03.179 --> 02:03:06.299 is a reconsideration of the previous vote. 02:03:06.324 --> 02:03:09.709 Whether to reconsider the previous vote. Okay. 02:03:09.709 --> 02:03:13.409 All those in favor raise your hand if you would 02:03:13.434 --> 02:03:16.570 like to reconsider the vote. Reconsider. 02:03:16.570 --> 02:03:30.369 Did you get that? Keep your hands up just to make sure staff has that. Okay, All those 02:03:30.369 --> 02:03:35.256 in favor of not reconsidering raise your hand. 02:03:35.281 --> 02:03:40.039 No reconsideration. Keep your hands up. Let's 02:03:40.039 --> 02:03:45.243 just make sure. What's the count? (inaudible, no 02:03:45.268 --> 02:03:50.340 mic) Okay, so there will be no reconsideration. 02:03:50.340 --> 02:03:53.923 So the vote before us is to take no action on 02:03:53.948 --> 02:03:57.429 Elevate Collegiate Charter School, scheduled 02:03:57.429 --> 02:04:05.709 to open 2020-2021 school year. Are you ready for the vote? Yes, Mr. Cortez? Final clarification. So 02:04:05.709 --> 02:04:09.068 I vote Yes means I don't support the charter. 02:04:09.093 --> 02:04:12.570 I vote no. I support the approval of the charter. 02:04:12.570 --> 02:04:18.149 No, opposite. Opposite. We want to make sure we understand that 02:04:18.149 --> 02:04:22.005 was a very good question. Now that the motion 02:04:22.030 --> 02:04:25.860 before us is to take no action, a vote in yes 02:04:25.860 --> 02:04:31.659 says that the charter will go forward and be approved. A vote for no, charter will 02:04:31.659 --> 02:04:40.199 not be approved. Is that understood? Understood? No. That's not what that means. Well, yeah 02:04:40.199 --> 02:04:46.305 So how does it get approval? (inaudible, off-mic) this charter's approved, that's 02:04:46.330 --> 02:04:51.919 what you guys voted to give away. Either way, this charter's approved. 02:04:51.919 --> 02:04:56.060 At this point, can I make a motion to veto. I mean 02:04:56.085 --> 02:05:00.119 now that we've dispelled with the motion and it's 02:05:00.119 --> 02:05:08.360 been voted on right? At this moment, no, because the board has already taken an action 02:05:08.360 --> 02:05:15.530 on whether or not they want the word veto in the motion or not. You could, if you vote 02:05:15.530 --> 02:05:22.849 to take no action and that vote is adopted, which is the motion before you now, to take 02:05:22.849 --> 02:05:29.250 no action, then there's you have put some finality on your decision, and there is no 02:05:29.250 --> 02:05:37.090 further action that you could normally take under your processes. If the motion to take 02:05:37.090 --> 02:05:45.489 no action is defeated, then I believe that another motion would be in order. That's the 02:05:45.489 --> 02:05:50.740 only way it's in order. If it's (inaudible). Correct. 02:05:50.765 --> 02:05:56.090 So a yes vote means I do not support the expansion 02:05:56.090 --> 02:06:05.619 of this charter. The creation. A yes vote means that the Commissioner's train, to use 02:06:05.619 --> 02:06:09.961 Von's words, the Commissioner's train continues down 02:06:09.986 --> 02:06:14.139 the track. A no vote means that the Commissioner's 02:06:14.139 --> 02:06:19.969 train continues down the tracks, but you may take further action to delay that train or 02:06:19.969 --> 02:06:24.844 to help that train at a at a later time within 02:06:24.869 --> 02:06:29.110 that 90 days. Thank you, can we get a roll call vote. 02:06:29.110 --> 02:06:33.840 I understand. This is very akin to the, that Governor sign, doesn't, vetoes or 02:06:33.840 --> 02:06:38.770 lets it go on. Commissioner's train, does that mean that in that framework that 02:06:38.770 --> 02:06:41.540 Commissioner still has, its already gonna go through 02:06:41.565 --> 02:06:43.840 or someone could still talk to Commissioner 02:06:43.840 --> 02:06:50.449 to decide otherwise? No. If I understand the question, the Commissioner has already 02:06:50.449 --> 02:06:53.817 approved this. And so it's going on. Y'all are 02:06:53.842 --> 02:06:56.899 the last thing that can stop this. Besides 02:06:56.899 --> 02:07:03.802 their own decision not to move forward. 02:07:03.827 --> 02:07:15.709 So a yes vote is to take no action. Alright, and I believe there's 02:07:15.709 --> 02:07:21.981 a roll call in each one of these votes, so 02:07:22.006 --> 02:07:28.399 go ahead Miss Perez? No. Mr. Cortez? No. 02:07:28.399 --> 02:07:35.894 Mrs. Perez-Diaz? No. Mr. Allen? No. 02:07:35.919 --> 02:07:40.613 Mr. Mercer. Yes. Dr. Robinson. No. 02:07:40.639 --> 02:07:48.120 Mrs. Cargill. Yes. Dr. Ellis. Yes. 02:07:48.145 --> 02:07:53.939 Mr. Maynard. Aye. 02:07:53.939 --> 02:07:57.963 Miss Hardy. Yes. 02:07:57.988 --> 02:07:59.747 No. Yes. 02:07:59.772 --> 02:08:02.540 Yes Yes. 02:08:02.565 --> 02:08:17.149 Okay, so we voted to take no action. 02:08:17.149 --> 02:08:27.035 Is a motion to veto in order now? It is a later date. 02:08:27.060 --> 02:08:35.639 So it has to be after the (inaudible, off-mic), right? (people speaking off-mic) 02:08:35.639 --> 02:08:44.258 9 to 6. 9 were the 02:08:44.283 --> 02:08:52.619 yes votes. Congratulations. So we all got a good parliamentary 02:08:52.619 --> 02:08:55.273 lesson there. I don't know that we're any more 02:08:55.298 --> 02:08:58.210 enlightened but we still had a parlimentary lesson. 02:08:58.210 --> 02:09:07.610 Yeah, we do. Okay, so I think our next one is up. And, um uh, yeah, I'm 02:09:07.610 --> 02:09:13.419 sorry. What? Do we want to state the motion? Or I can just invite them up. 02:09:13.419 --> 02:09:18.909 Why don't we go ahead and say the motion while they're coming up. Okay. Alright. 02:09:18.909 --> 02:09:24.739 So, Members, what is the next? Our third proposal is going to be San Antonio Prep. 02:09:24.739 --> 02:09:28.263 Okay, so on page seven of the minutes. It was 02:09:28.288 --> 02:09:32.169 recommended by the Committee on School Initiatives 02:09:32.169 --> 02:09:35.129 to recommend that the State Board of education 02:09:35.154 --> 02:09:37.901 veto San Antonio Preparatory Charter School 02:09:37.901 --> 02:09:43.809 scheduled to open in 20-21 school year. As you can see, the motion carried with three 02:09:43.809 --> 02:09:53.429 members voting, uh, yes to veto. And two members voting no. Page seven of the minutes. 02:09:53.429 --> 02:09:56.483 And to provide a five minute presentation 02:09:56.508 --> 02:09:59.020 to the board and answer questions on concerns of 02:09:59.020 --> 02:10:02.673 the board, I've invited San Antonio prep representatives. 02:10:02.698 --> 02:10:05.949 This team is a highly qualified in their respective 02:10:05.949 --> 02:10:09.382 fields. It's led by Air Force veteran Stephanie 02:10:09.407 --> 02:10:12.959 Hall Powell, who has passed leadership experience 02:10:12.959 --> 02:10:17.479 at a successful charter school. This team is proposing a model that will take on the 02:10:17.479 --> 02:10:21.396 task of educating secondary students in grades 02:10:21.421 --> 02:10:25.229 5 to 12 in the San Antonio area. Our proposal 02:10:25.229 --> 02:10:27.964 comes with the contingency that they develop 02:10:27.989 --> 02:10:30.699 a plan to assess each incoming student early 02:10:30.699 --> 02:10:35.969 in the year to ensure that they're given the requisite personalized attention necessary 02:10:35.969 --> 02:10:41.999 to be successful. Here today is a proposed Superintendent Stephanie Hall Powell and board 02:10:41.999 --> 02:10:53.690 member Deja Behnke. I need this sound room. Is there any way we can get the sound up in 02:10:53.690 --> 02:10:57.402 here? There is so much construction noise. 02:10:57.427 --> 02:11:01.460 It's really hard to hear in this room. Really? 02:11:01.460 --> 02:11:04.339 Because it's been Does it help if we move 02:11:04.364 --> 02:11:07.320 it closer. Is that loud enough? That actually is nice. 02:11:07.320 --> 02:11:13.499 Yeah. I just had to move it up closer to the, and we'll project, so please let us know. 02:11:13.499 --> 02:11:18.119 Good morning, Madam Chair, members of the Board 02:11:18.119 --> 02:11:23.690 and TEA. Thank you for this opportunity this morning. Especially based on yesterday's 02:11:23.690 --> 02:11:26.474 meeting. We are extremely grateful to be standing 02:11:26.499 --> 02:11:28.979 before you today. I want to start by telling 02:11:28.979 --> 02:11:39.929 you why I'm here. I am a college, I grew up, sorry, I'm nervous. I am a student 02:11:39.929 --> 02:11:44.379 who graduated from high school and attended college and failed out my first year. So I 02:11:44.379 --> 02:11:48.800 end up joining the United States Air Force as a second option. That was one of the best 02:11:48.800 --> 02:11:51.839 decisions I ever made in my life. As a 10 year 02:11:51.864 --> 02:11:54.749 military veteran with four years of military 02:11:54.749 --> 02:11:56.880 experience, military educational experiences, 02:11:56.905 --> 02:11:58.919 where I've learned to implement and execute 02:11:58.919 --> 02:12:05.679 curriculum, and also where I fell in love with education. But it's also where I gained 02:12:05.679 --> 02:12:08.064 three values from the United States Air Force 02:12:08.089 --> 02:12:10.449 and those values are Integrity First, Service 02:12:10.449 --> 02:12:17.659 Before Self and Excellence In All That We Do. I have used that to carry through my time 02:12:17.659 --> 02:12:19.899 as a teacher and administrator at Idea Public 02:12:19.924 --> 02:12:22.090 Schools in San Antonio, Texas, and I've also 02:12:22.090 --> 02:12:26.769 used that to gain my master's degree and instructional leadership to Concordia 02:12:26.769 --> 02:12:29.994 University here in Austin. But what I'm most 02:12:30.019 --> 02:12:33.219 proud of and what I've used those values for 02:12:33.219 --> 02:12:37.510 is that I'm a mother of three children of color, and as a mother of three children of 02:12:37.510 --> 02:12:43.300 color, it is not new to me the unique and challenging learning needs of my own children 02:12:43.300 --> 02:12:51.659 and what I have experienced here in Texas. My son's names are Dominic, Eric 02:12:51.659 --> 02:12:55.798 and Isaac. Eric and Isaac attend Masters Elementary 02:12:55.823 --> 02:12:59.300 School in Judson I S D. So I am a Judson 02:12:59.300 --> 02:13:03.200 parent. Dominic attends Compass Rose Academy. 02:13:03.225 --> 02:13:07.439 So I am a charter mom. I don't want what happened 02:13:07.439 --> 02:13:12.360 to me to happen to my sons, nor do I want it to happen to the children in the community 02:13:12.360 --> 02:13:15.903 of San Antonio. So I stand here today, fighting 02:13:15.928 --> 02:13:18.929 on behalf of SA Prep for my own children 02:13:18.929 --> 02:13:23.719 and for the children in the community of San Antonio so that they can attend the A&B 02:13:23.719 --> 02:13:33.099 schools that Heather spoke of yesterday. The mission of San Antonio Prep is to provide 02:13:33.099 --> 02:13:35.480 high quality instruction and rigorous curriculum in 02:13:35.505 --> 02:13:37.769 a challenging and supportive learning environment. 02:13:37.769 --> 02:13:41.960 And we plan to do that with our 12 unique approaches our educational model, but also 02:13:41.960 --> 02:13:48.360 with our five innovative elements. As I mentioned in our interview, our elements 02:13:48.360 --> 02:13:53.880 and our innovative approaches are not unique to education per se. But collectively, we 02:13:53.880 --> 02:13:57.630 do believe that it sets us apart from other schools and makes us an attractive option 02:13:57.630 --> 02:14:02.059 to families. I won't go through all of the list of the things that we're going to do, 02:14:02.059 --> 02:14:04.086 but I will list our five innovative pieces. 02:14:04.111 --> 02:14:06.159 One is our teacher model, which is our bread 02:14:06.159 --> 02:14:09.190 and butter and which is the model that truly sets 02:14:09.215 --> 02:14:11.979 us apart from other schools in the community. 02:14:11.979 --> 02:14:14.934 Then we have our end of year capstone projects. 02:14:14.959 --> 02:14:17.889 We have our unique class schedule, which allows 02:14:17.889 --> 02:14:21.244 us to give students 150 minutes of literacy a 02:14:21.269 --> 02:14:24.599 day, 125 minutes of math today without taking 02:14:24.599 --> 02:14:27.575 out science, social studies, PE or fine arts 02:14:27.600 --> 02:14:30.550 because of our extended school day, and then 02:14:30.550 --> 02:14:39.099 lastly, the way that we're going to use data on our campus. We're not going to get 02:14:39.099 --> 02:14:43.349 too much into our school model because based on yesterday's meeting, we recognize that 02:14:43.349 --> 02:14:47.349 you all will have a lot of questions based on some concerns that were brought up. And 02:14:47.349 --> 02:14:52.266 so we are prepared to answer those questions now. 02:14:52.291 --> 02:15:00.225 And I believe Ms Davis, you had a question for them. 02:15:00.250 --> 02:15:04.533 My question needs to be for staff on this one. 02:15:04.558 --> 02:15:08.369 Okay. For this one. Okay, Miss Perez. 02:15:08.369 --> 02:15:12.495 Good morning. please correct me 02:15:12.520 --> 02:15:16.449 if I'm wrong. On your application, you stated 02:15:16.449 --> 02:15:19.497 that there was zero charters within the occupied 02:15:19.522 --> 02:15:22.110 district. Is that correct? Correct. 02:15:22.110 --> 02:15:26.361 There are seven charter campuses already 02:15:26.386 --> 02:15:30.239 providing options within the ZIP code. Within Judson? 02:15:30.239 --> 02:15:37.949 within 78244. There're seven charters. So is that a mistake on your application? 02:15:37.949 --> 02:15:47.360 Judson ISD is what they We listed within Judson ISD 02:15:47.360 --> 02:15:50.677 Judson ISD. Not the zipcode. The zip code is in 02:15:50.702 --> 02:15:53.880 Judson ISD It falls within Judson ISD. East Central and also Northeast ISD. 02:15:53.880 --> 02:15:56.490 I''m not asking that, me telling you 02:15:56.515 --> 02:15:59.050 that that zip code is in the ISD is not a question. 02:15:59.050 --> 02:16:11.479 My question is is that a mistake on your application? I guess, I'm sorry, 02:16:11.479 --> 02:16:15.804 I'm not clear on your question. Okay, so I'll make 02:16:15.829 --> 02:16:19.960 it clearer. 1 of the charters is four miles 02:16:19.960 --> 02:16:24.219 away. One of them is 4.7 miles away. One of 02:16:24.244 --> 02:16:28.769 them is 5.9 miles away. One is 6.4 miles away. 02:16:28.769 --> 02:16:36.469 One is 6.8 miles away. One is 8.3 miles away. One is 10.6 miles away. That seems like a 02:16:36.469 --> 02:16:39.243 reasonable distance from your proposed location 02:16:39.268 --> 02:16:41.670 that you have stated on your application. 02:16:41.670 --> 02:16:49.399 There are zero campuses. Located within the ISD, correct, is what we listed. Yes. Oh, 02:16:49.399 --> 02:16:54.630 you're specifically asking about the zip code. Okay, I'm specifically asking why 02:16:54.630 --> 02:16:58.120 you stated there zero campuses when there are 02:16:58.145 --> 02:17:01.609 several very close to your proposed location. 02:17:01.609 --> 02:17:05.429 But they're not within the same zip code. 02:17:05.454 --> 02:17:08.110 So the addresses of the schools. Do you 02:17:08.110 --> 02:17:15.369 have you have the zip codes of the schools? 78244. These seven charter campuses are 02:17:15.369 --> 02:17:20.264 in that zip code that is in Judson ISD. (inaudible 02:17:20.289 --> 02:17:25.830 response from crowd) Yes, yes. Okay, but that might help. 02:17:25.830 --> 02:17:34.889 We don't have a copy I believe what the application is. That is that there are no charters in 02:17:34.889 --> 02:17:38.949 Judson ISD. That's the only statement you made. There wasn't a statement about the 02:17:38.949 --> 02:17:42.313 zip code. There was a statement about Judson ISD only. 02:17:42.338 --> 02:17:45.800 So our understanding for is 02:17:45.800 --> 02:17:51.290 there charters located within the geographic area was the ISD. The primary ISD that 02:17:51.290 --> 02:17:56.219 we plan to occupy. And that's why we listed No, because there are, according to the TEA 02:17:56.219 --> 02:18:00.739 charter map, we were not able to identify schools that were located within Judson ISD. 02:18:00.739 --> 02:18:07.380 s They were all outside and East Central Northeast SAISD and the surrounding districts. 02:18:07.380 --> 02:18:11.370 I just wanna make sure I'm understanding 02:18:11.395 --> 02:18:14.800 what you're saying. Okay, so you weren't able to 02:18:14.800 --> 02:18:20.710 identify other charter campuses. So you put there are no charter campuses based on the map? 02:18:20.710 --> 02:18:24.234 Correct. Okay, Doctor Ellis. 02:18:24.259 --> 02:18:27.399 Can I ask to clarify? Is it the scenario where 02:18:27.399 --> 02:18:30.189 these other districts that Miss Perez or these 02:18:30.214 --> 02:18:32.800 other campuses that Ms. Perez is mentioning 02:18:32.800 --> 02:18:39.903 are within that zip code, But outside of Judson ISD? 02:18:39.928 --> 02:18:44.460 Yes. Four miles is is very close. 02:18:44.460 --> 02:18:47.717 It is and I'll say, so I worked 02:18:47.742 --> 02:18:51.389 previously for Idea Public Cchools. I currently work 02:18:51.389 --> 02:19:00.710 for Great Hearts Public Schools, and I know Idea Carver Academy is not 78244. That's 02:19:00.710 --> 02:19:06.083 78212 if I'm correct. So I don't think, I think, 02:19:06.108 --> 02:19:10.689 I mean, it's within 10 miles and a couple 02:19:10.689 --> 02:19:15.000 are within five. Yes, that's correct. 02:19:15.025 --> 02:19:20.319 Any other questions of this team? Mr Cortez? 02:19:20.319 --> 02:19:24.999 Yeah. So yesterday we had an incredibly 02:19:25.024 --> 02:19:29.679 large number of Judson administration in the surrounding, 02:19:29.679 --> 02:19:40.279 I guess, campuses that you guys are asking to be authorized to work within, and you 02:19:40.279 --> 02:19:47.731 started off with, you want to do and be in what, uh, Heather Mauze is saying A&B 02:19:47.731 --> 02:19:53.600 you want to be that A&B school. You want to create this setting. But every single 02:19:53.600 --> 02:19:56.251 administrator in the campuses surrounding the 02:19:56.276 --> 02:19:58.729 area that you want to come to said they're 02:19:58.729 --> 02:20:07.790 already at Meets Standard. And if I recall there was information that 02:20:07.790 --> 02:20:10.661 said, You all are going into these areas because 02:20:10.686 --> 02:20:13.181 they're poor performing schools. Yet every 02:20:13.181 --> 02:20:17.662 administrator from the schools, central office, 02:20:17.687 --> 02:20:21.770 I mean, I've never seen a large team larger 02:20:21.770 --> 02:20:32.180 than that ever come to one of our meetings to give us a different set of facts from 02:20:32.180 --> 02:20:37.360 what you've presented. So I don't know if you can speak to that. We sure can. I want 02:20:37.360 --> 02:20:40.562 to start by talking about the what we've listed 02:20:40.587 --> 02:20:43.430 in our application. So, on page six of our 02:20:43.430 --> 02:20:47.350 application, we listed that there were two schools that were in improvement required 02:20:47.350 --> 02:20:52.529 status in the student achievement domain. We never said that it was the entire campus. 02:20:52.529 --> 02:20:58.350 And then we did target a specific community within Judson. But Judson is not our, it's 02:20:58.350 --> 02:21:03.100 not the only ISD that we've put within our application. And that's also noted on 02:21:03.100 --> 02:21:06.757 page five, I believe. And so there's the 11 02:21:06.782 --> 02:21:10.580 schools that we did collect data on and those 02:21:10.580 --> 02:21:13.722 11, all 11 schools, with the exception of one, 02:21:13.747 --> 02:21:16.660 are in a C or D rating, which means that they 02:21:16.660 --> 02:21:27.319 were either 60%, 50%. I'm sorry, 70% or 60% on these TEA accountability data that 02:21:27.319 --> 02:21:31.676 we got off of texasschools.org, and (inaudible from crowd) 02:21:31.701 --> 02:21:36.369 Yes, that's what's referenced in our application 02:21:36.369 --> 02:21:45.100 as well. In charts. Okay, well, that still doesn't give against the level of clarification 02:21:45.100 --> 02:21:49.319 that I was hoping for, but you didn't mention something that was a little striking, 02:21:49.319 --> 02:21:54.720 and I just kind of want to follow up on that. Are you suggesting because there was a 02:21:54.720 --> 02:22:00.609 question about zip code and not servicing within the Judson district? But a charter 02:22:00.609 --> 02:22:08.369 school system is not bound to a specific area. So are you you suggesting that 02:22:08.369 --> 02:22:15.359 the list that was shared with the campuses that are 4.1, 4.7, there's another 02:22:15.359 --> 02:22:22.850 5.4, 6,0, 5.9. And she only mentioned, you know, the distances from where you're 02:22:22.850 --> 02:22:26.245 at. Are you suggesting that these charter systems 02:22:26.270 --> 02:22:29.029 didn't ask for authorization to service 02:22:29.029 --> 02:22:35.149 Judson ISD kids because I assume that they have authorisation to service that whole 02:22:35.149 --> 02:22:43.680 region. I just saw, you know, our expansion amendments that they send and you've got a 02:22:43.680 --> 02:22:46.696 school district that's literally asking for for 02:22:46.721 --> 02:22:49.650 everything under the sun. You know, Arlington, 02:22:49.650 --> 02:22:51.806 Carol, Carollton, Farmers Branch, Cedar Hills. 02:22:51.831 --> 02:22:53.779 You see where I'm going with this? I mean, 02:22:53.779 --> 02:22:56.892 so I assume and you can correct me if I'm 02:22:56.917 --> 02:23:00.449 wrong, and Deja, you may know this, but I would 02:23:00.449 --> 02:23:06.670 assume that all these that were listed by Miss Perez have authorization to service 02:23:06.670 --> 02:23:09.218 Judson ISD. Would that be a correct statement? 02:23:09.243 --> 02:23:11.820 Yeah, I believe that's correct. 02:23:11.820 --> 02:23:19.440 It's gonna be all the districts. 17 in total that others are authorized to serve. 02:23:19.440 --> 02:23:22.514 So would it be fair then to say that while 02:23:22.539 --> 02:23:25.640 they may not be within Judson ISD they can serve Judson ISD? 02:23:25.640 --> 02:23:29.216 sure that that's fair to say that. And 02:23:29.241 --> 02:23:32.460 I'll say I live 10 miles from Idea Carver, which 02:23:32.460 --> 02:23:39.750 is where I drove my son 45 minutes one way every morning and 45 minutes home every day. 02:23:39.750 --> 02:23:44.220 So while it's 10 miles, it seems like it's closer. It's truly not. That's an hour and 02:23:44.220 --> 02:23:46.778 1/2 commute. So we're really trying to place 02:23:46.803 --> 02:23:49.450 schools in areas where they're most accessible 02:23:49.450 --> 02:23:55.989 to families who have limited to zero choices in their area. So I look at it 02:23:55.989 --> 02:24:00.800 as within a five mile radius whenever we're looking at where we're gonna serve. 02:24:00.800 --> 02:24:03.351 And if I could just follow up again. 02:24:03.376 --> 02:24:05.619 We've known each other for a number of years. I 02:24:05.619 --> 02:24:14.760 think you're a tremendous leader. My problem that I'm having is when you have an entire 02:24:14.760 --> 02:24:20.609 team of administrators coming and talking to us, that they just had a budget workshop 02:24:20.609 --> 02:24:23.809 and are still saying that even with the new money 02:24:23.834 --> 02:24:26.689 that's coming in, they're still experiencing 02:24:26.689 --> 02:24:32.830 budget deficits and there is no evidence that they are failing their kids in the school 02:24:32.830 --> 02:24:38.379 systems. It's very difficult for me to support 02:24:38.404 --> 02:24:43.810 the approval of a new charter within this 02:24:43.810 --> 02:24:46.347 geographic area, especially when the Commissioner 02:24:46.372 --> 02:24:48.529 of Education's already granted in the last 02:24:48.529 --> 02:24:57.050 couple of months 27,558 additional new seats from within the existing charters that we 02:24:57.050 --> 02:25:02.279 already have that are servicing and filling the needs and offering the choice that some 02:25:02.279 --> 02:25:08.460 parents may have within these communities. So I'm just having a very difficult time 02:25:08.460 --> 02:25:13.899 wanting to move forward with this charter. And again, I will tell you what I told the 02:25:13.899 --> 02:25:20.149 previous applicant, if it makes it through, you know, the minute you have Texas kids in 02:25:20.149 --> 02:25:25.480 our schools and our goal is for you to make sure that you're successful. But if 02:25:25.480 --> 02:25:30.510 we can have an opportunity to stop these before they're created, that would be 02:25:30.510 --> 02:25:33.698 my preference. And so, for those reasons, I can't 02:25:33.723 --> 02:25:36.439 support the expansion of this new charter. 02:25:36.439 --> 02:25:40.069 We agree with you that if 02:25:40.094 --> 02:25:43.770 schools are not failing students, then why is there 02:25:43.770 --> 02:25:46.267 a need for us to come into the community? 02:25:46.292 --> 02:25:49.120 I want to also state that, like I said earlier, 02:25:49.120 --> 02:25:51.973 Judson is one of our areas, and it does not 02:25:51.998 --> 02:25:54.890 have to be our primary location, and what we 02:25:54.890 --> 02:26:01.340 understand is we put in our application 16 ISD's attendance boundaries, and as we 02:26:01.340 --> 02:26:05.880 look for facilities, it may not even be in the Judson ISD. That was initially the 02:26:05.880 --> 02:26:10.740 area that we targeted. But if we're gonna go back to those 11 schools, you're saying 02:26:10.740 --> 02:26:13.331 that they're not failing students. But according 02:26:13.356 --> 02:26:15.869 to the texasschools.org, the TEA accountability 02:26:15.869 --> 02:26:18.478 measures, 11 of those schools that we got that 02:26:18.503 --> 02:26:20.810 we received data from or that we got data 02:26:20.810 --> 02:26:28.810 from said that students are on average only 26%, 28%, I'm sorry 26 and 27% for two or 02:26:28.810 --> 02:26:31.518 three of the schools, Kirby and Candlewood. 02:26:31.543 --> 02:26:34.350 That's an IR4 student achievement domain. 02:26:34.350 --> 02:26:37.390 But then overall, on average, the 11 schools 02:26:37.415 --> 02:26:40.430 were at 35 37% on grade level, meeting grade 02:26:40.430 --> 02:26:46.159 level standards for reading and for math. And so I don't see where that's not failing 02:26:46.159 --> 02:26:50.400 students. If those students are not meeting grade level standards. 02:26:50.400 --> 02:26:58.910 I guess for clarification, I've been under the impression 02:26:58.910 --> 02:27:01.712 and I saw the areas that you're targeting. 02:27:01.737 --> 02:27:04.710 But it's been our understanding all this time 02:27:04.710 --> 02:27:13.800 that the target location is Judson ISD. So are you telling me that even 02:27:13.800 --> 02:27:16.063 though you're asking for all these other areas, 02:27:16.088 --> 02:27:18.090 that is not going to be your central focus 02:27:18.090 --> 02:27:24.677 anymore? Because we've... (inaudible response from off-mic) Are you asking the question? 02:27:24.702 --> 02:27:30.359 Yeah cause we've been under the impression 02:27:30.359 --> 02:27:34.430 that this is gonna be in Judson ISD, and I know that you've listed other areas, 02:27:34.430 --> 02:27:38.226 and I'm hearing what you're saying about the 02:27:38.251 --> 02:27:42.359 others, but for us, it's been painted as if it's 02:27:42.359 --> 02:27:48.659 gonna be in Judson, and I'm hearing you say something different, and so can you? 02:27:48.659 --> 02:27:51.449 That's still our target area. But we also have to 02:27:51.474 --> 02:27:54.239 be realistic that we are in search of a facility, 02:27:54.239 --> 02:27:58.470 and so far we have not been able to find one within our target community. And so that's 02:27:58.470 --> 02:28:00.296 been a struggle for us, one that we're fighting 02:28:00.321 --> 02:28:01.970 to make sure that we stay within the target 02:28:01.970 --> 02:28:04.278 community. But the reality may be that we're 02:28:04.303 --> 02:28:06.689 not in the target community that we were, that 02:28:06.689 --> 02:28:17.471 we gained all the data from. Thank you. You pointed out that they were 02:28:17.471 --> 02:28:20.199 struggling in student achievement. Did you 02:28:20.224 --> 02:28:23.180 speak with leadership at Candlewood Elementary 02:28:23.180 --> 02:28:28.369 to better understand what was going on with that academic program to know why they had 02:28:28.369 --> 02:28:32.970 some struggles in that area? I did reach out to the local principals of the schools in 02:28:32.970 --> 02:28:38.560 the geographic location, and also to the Judson ISD school board and also to the superintendent. 02:28:38.560 --> 02:28:45.060 And the only person I was able to speak with was the superintendent. 02:28:45.060 --> 02:28:47.660 So you're you're saying that you called the 02:28:47.685 --> 02:28:50.109 principal and they never responded to any of your communication? 02:28:50.109 --> 02:28:54.279 Is that what you're saying? We emailed the principals on multiple occasions, and we did 02:28:54.279 --> 02:29:00.031 not get responses. So you're not quite sure what the cause of the improvement required, 02:29:00.031 --> 02:29:03.294 why they're having struggles in that particular school? 02:29:03.319 --> 02:29:06.149 No, ma'am I highly 02:29:06.149 --> 02:29:09.044 suggest that you understand that because it's 02:29:09.069 --> 02:29:11.939 a little deeper than academics. They're doing 02:29:11.939 --> 02:29:15.056 a fabulous job educating those kids, but they 02:29:15.081 --> 02:29:17.970 have hurdles to learning outside of things 02:29:17.970 --> 02:29:22.270 that are going on the school that affects that number. And if you're proposing to serve 02:29:22.270 --> 02:29:24.974 these kids, it would affect your school as 02:29:24.999 --> 02:29:27.930 wel,l so to not understand what's really going 02:29:27.930 --> 02:29:32.479 on that makes it hard for me to think that you have a solution because you don't really 02:29:32.479 --> 02:29:42.840 understand the problem. I appreciate that, Ms. Davis. I will also say the data is the 02:29:42.840 --> 02:29:47.489 data, the low results are the low results. I understand, but our kids are more than 02:29:47.489 --> 02:29:50.443 numbers, there are reasons behind those numbers. So 02:29:50.468 --> 02:29:53.340 let's not just quantify our children. It's reasons 02:29:53.340 --> 02:29:55.681 behind that and hurdles to learning. So let's 02:29:55.706 --> 02:29:57.920 just not quantify our children and just put 02:29:57.920 --> 02:30:00.453 a number on them and leave it at that. Let's 02:30:00.478 --> 02:30:02.930 understand why this is happening and what's 02:30:02.930 --> 02:30:07.279 going on. That's the important thing that an educator has to know if you're going to 02:30:07.279 --> 02:30:14.780 create better outcomes for that kid. And we agree. I agree with you 100% Ms Davis and 02:30:14.780 --> 02:30:18.920 though we reached out to the principals and weren't able to get in contact with them. 02:30:18.920 --> 02:30:21.756 No one wanted, I won't say no one wanted to meet me. 02:30:21.781 --> 02:30:24.700 We weren't able to connect with all of the principals. 02:30:24.700 --> 02:30:28.720 We do recognize that there is more than just academic needs within the community, which 02:30:28.720 --> 02:30:30.853 is the reason why we have the 12 unique 02:30:30.878 --> 02:30:33.520 approaches to our model and the innovative pieces 02:30:33.520 --> 02:30:38.479 and the reason why we have the extended school day and the extra minutes. It's more than 02:30:38.479 --> 02:30:40.910 just, it's more than just academics, there's 02:30:40.935 --> 02:30:43.450 so many, or the things that we can that we can 02:30:43.450 --> 02:30:48.409 build in the community within our school day. So even though I haven't taken that we, 02:30:48.409 --> 02:30:50.774 no, I won't say I haven't taken it. I haven't had 02:30:50.799 --> 02:30:52.949 the opportunity to speak with the principals. 02:30:52.949 --> 02:30:55.178 As you have mentioned, that is true. But it 02:30:55.203 --> 02:30:57.560 doesn't mean that we don't recognize the need, 02:30:57.560 --> 02:31:03.659 which is a reason why that was one of the zip codes that we chose. Yes, ma'am? 02:31:03.659 --> 02:31:09.340 Ms. Perez? Sorry again. I'm going back to your applications. So please correct me if 02:31:09.340 --> 02:31:13.088 my numbers are wrong. The student mobility at 02:31:13.113 --> 02:31:16.620 the targeted campuses listed on your application 02:31:16.620 --> 02:31:20.569 and the targeted campuses are listed on the document that was shared with you by Member 02:31:20.569 --> 02:31:24.263 Cargill. The student mobility at the targeted 02:31:24.288 --> 02:31:28.359 campuses is over 21%. However, you're anticipating 02:31:28.359 --> 02:31:38.784 a 7% enrollment rate of of highly mobile students, 02:31:38.809 --> 02:31:47.779 is that correct? (inaudible response from off-mic) I'm on page four. 02:31:47.779 --> 02:31:52.342 So, you see, on the top, it says student mobility 02:31:52.367 --> 02:31:56.540 of the target camps is over 21%? Yes. Okay. And so 02:31:56.540 --> 02:32:00.197 I'm, and this is the number that I'm asking if I 02:32:00.222 --> 02:32:03.630 have incorrect. Your application is targeting 02:32:03.630 --> 02:32:11.779 7%. Although the targeted campuses are over 21%. Is that a mistake or did you 02:32:11.779 --> 02:32:17.670 amend your application or can you explain why there's variance? What page are you on? 02:32:17.670 --> 02:32:28.220 (inaudible response from crowd) I'm on page for the handout. But what page, where was that found in our 02:32:28.220 --> 02:32:40.390 application? You filled out the application, ma'am. We can take a moment and get 02:32:40.390 --> 02:32:43.902 to find the page if you before you'd like to 02:32:43.927 --> 02:32:47.649 wait on that. (inaudible, off-mic) I can go to my next question. 02:32:47.649 --> 02:32:54.220 If you look at the second line, the second bullet on page 4, 02:32:54.220 --> 02:32:57.815 the targeted campuses have 17.6% of students 02:32:57.840 --> 02:33:01.569 with special needs. You're anticipating 02:33:01.569 --> 02:33:09.819 11% at San Antonio Prep, right? There's a variance there again. The data that we pulled 02:33:09.819 --> 02:33:15.760 from texasschools.org, and I have it here on page 12 of our application, states that 02:33:15.760 --> 02:33:30.020 Kirby is at 12.3%. Sorry. What are we looking for? Special education. Correct? 02:33:30.020 --> 02:33:46.569 Yeah, yeah, we looked at the numbers. So what's the question? 02:33:46.569 --> 02:33:50.423 If you can please explain the variance. 02:33:50.448 --> 02:33:54.020 If the targeted campuses are a 17.6% how do you explain 02:33:54.020 --> 02:34:02.580 your enrollment at 11%? It's the same question for high mobility. The variance in 02:34:02.580 --> 02:34:05.457 your enrollment numbers. I see the variance in 02:34:05.482 --> 02:34:08.150 special education. I don't see the variance 02:34:08.150 --> 02:34:12.080 in mobility in our application. I don't see that it's listed, but I do see the variance 02:34:12.080 --> 02:34:18.760 in special education. And to be honest, I believe that it was just an oversight on 02:34:18.760 --> 02:34:26.020 our part because if you look at the ELL column. I'm sorry you can't see my application. 02:34:26.020 --> 02:34:30.210 On page 12, the ELL column is right next to the special education 02:34:30.210 --> 02:34:37.140 column, and we list 12.3%, 10.9%, 10.9%. So we took the average of those, and I believe 02:34:37.140 --> 02:34:40.630 that it's just an oversight because that's the exact column I went to when you 02:34:40.630 --> 02:34:42.231 told me to look a special education. 02:34:42.256 --> 02:34:45.260 so you would change your application. Yes, ma'am. 02:34:45.260 --> 02:34:53.939 Absolutely. Thank you. Next, I have your non-committal of certain disciplinary records 02:34:53.939 --> 02:34:56.640 history. So if you would like, if there's an 02:34:56.665 --> 02:34:59.340 update to that, please share it, or if there 02:34:59.340 --> 02:35:01.487 is not an update to that, if you would please 02:35:01.512 --> 02:35:03.540 explain your non-committal to students with 02:35:03.540 --> 02:35:12.890 disciplinary history. In our application, we state, and if you please, let me find the 02:35:12.890 --> 02:35:31.886 page really quick, that students with, I have it memorized 02:35:31.911 --> 02:35:47.340 somewhat. (inaudible response, off-mic) So we state, on page 02:35:47.340 --> 02:35:50.733 84 of our application, that we reserve the right 02:35:50.758 --> 02:35:53.711 to exclude the admission of a student with 02:35:53.711 --> 02:35:59.279 a documented history of criminal offense, a juvenile court or discipline problems under 02:35:59.279 --> 02:36:01.950 Texas Education Code, based on the type of students 02:36:01.975 --> 02:36:04.210 we're seeking to recruit, special education 02:36:04.210 --> 02:36:07.979 at risk, economically disadvantaged. We're not necessarily excluding students based on 02:36:07.979 --> 02:36:12.449 documented history of criminal offense. We will use the following parameters 02:36:12.449 --> 02:36:16.755 to evaluate if we will accept a student into our program. We 02:36:16.780 --> 02:36:20.920 will be amending that. (inaudible response, off-mic) To not 02:36:20.920 --> 02:36:26.214 excluding students. (inaudible response, off-mic) For any reason. 02:36:26.239 --> 02:36:31.439 (inaudible response, off-mic) Just for clarification, Ms Mauze, would that then become contingency? 02:36:31.439 --> 02:36:35.359 What does statute say about 02:36:35.384 --> 02:36:39.450 that? You read that to us yesterday, too, about 02:36:39.450 --> 02:36:43.564 the disciplinary. So to answer your question, 02:36:43.589 --> 02:36:47.500 Ms. Perez, there is one ability to 02:36:47.500 --> 02:36:55.689 provide contingencies that the Commissioner outlines in a 60 day time period after the 02:36:55.689 --> 02:36:59.361 approval of the charter. Statute, to Ms Cargill's 02:36:59.386 --> 02:37:02.739 point does allow, and I want it on the record, 02:37:02.739 --> 02:37:06.325 does allow for charter schools to create their own 02:37:06.350 --> 02:37:09.770 discipline policy. So nothing in the application 02:37:09.770 --> 02:37:17.310 was outside of the scope of the law. But if this is a contingency that is agreed upon 02:37:17.310 --> 02:37:24.820 and met and executed on, then the contract will be executed on. Does that make sense? 02:37:24.820 --> 02:37:31.470 We lay out the contingency 60 days to meet that contingency and and then contract. So 02:37:31.470 --> 02:37:34.068 there would have to be an amendment to the 02:37:34.093 --> 02:37:37.029 application to meet the contingency requirement, 02:37:37.029 --> 02:37:41.420 and then a contract would be executed for charter. Okay, so I want to make sure I'm 02:37:41.420 --> 02:37:48.310 understanding. The lady just said she would be amending it. So that is what we're, what 02:37:48.310 --> 02:37:50.491 she said she will do is exactly what you're 02:37:50.516 --> 02:37:52.920 addressing, correct? We would, we're capturing, 02:37:52.920 --> 02:37:59.181 staff are capturing comments of both board members and applicants and putting those in 02:37:59.181 --> 02:38:02.444 the contingencies, yes, ma'am. 02:38:02.469 --> 02:38:09.080 Thank you. Mr Cortez? Heather, at this point is it 02:38:09.080 --> 02:38:18.090 normal that we're asking for amendments at this late process? I mean, these come to us 02:38:18.090 --> 02:38:28.229 as I guess, the best of the applicants that applied is, I guess, how you stated 02:38:28.229 --> 02:38:31.302 it, yesterday, that made it through this rigorous 02:38:31.327 --> 02:38:34.310 process. But we're here at the very end, we're at 02:38:34.310 --> 02:38:41.560 that one yard line, and we're still making all kinds of changes. Just it doesn't. It 02:38:41.560 --> 02:38:45.950 doesn't seem that, I don't know. It seems like 02:38:45.975 --> 02:38:50.340 we need to take a time out and reset and maybe 02:38:50.340 --> 02:38:54.021 come back next year with a better application. 02:38:54.046 --> 02:38:57.310 I will say to you that every single 02:38:57.310 --> 02:38:59.770 generation cycle that we have had, there have 02:38:59.795 --> 02:39:02.069 been contingencies that have been outlined 02:39:02.069 --> 02:39:08.949 by TEA staff, the Commissioner, and also we take into account the boards, comments and 02:39:08.949 --> 02:39:15.399 concerns. And so to say, this is normal. To use your terminology. This is in the 02:39:15.399 --> 02:39:18.290 scope of what has always occurred. We've never had 02:39:18.315 --> 02:39:21.010 a generation cycle where we have not identified 02:39:21.010 --> 02:39:24.778 some sort of contingency in either our application 02:39:24.803 --> 02:39:28.029 review, our capacity interviews or comments 02:39:28.029 --> 02:39:33.904 at the full board. Any other? (inaudible question, off-mic) 02:39:33.929 --> 02:39:39.569 To answer your question. I tried to lay that out. We did 02:39:39.569 --> 02:39:44.159 capture some of the concerns we discussed yesterday in committee. I don't think the 02:39:44.159 --> 02:39:48.790 rest of the board is aware. I don't know if.... So when I opened with the introduction of 02:39:48.790 --> 02:39:52.645 Miss Hall-Powell, I mentioned that in their 02:39:52.670 --> 02:39:56.500 PD, their Summer PD, One of the concerns was 02:39:56.500 --> 02:40:02.437 that the students were going to, thank you, that 02:40:02.462 --> 02:40:08.010 the Summer PD would allow for student review, 02:40:08.010 --> 02:40:12.284 a review of student data and teachers to come 02:40:12.309 --> 02:40:16.279 up with plans in order to be able to begin 02:40:16.279 --> 02:40:18.875 the school year knowing those students, since 02:40:18.900 --> 02:40:21.470 this is a secondary model, that was a concern 02:40:21.470 --> 02:40:27.640 that was raised during the interview, capacity interviews, excuse me. Also yesterday, 02:40:27.640 --> 02:40:31.145 there were some concerns about, the comment was 02:40:31.170 --> 02:40:34.431 made by a board member about the application 02:40:34.431 --> 02:40:40.960 outlining a 2 to 1 ratio for applications versus number of seats. What we do have in 02:40:40.960 --> 02:40:45.409 rule that we, not just for SA Prep, for all 02:40:45.434 --> 02:40:50.060 our charters, there is 100 student enrollment 02:40:50.060 --> 02:40:53.198 that we expect in order to be both financially and 02:40:53.223 --> 02:40:56.029 academically viable, academic accountability. 02:40:56.029 --> 02:40:59.757 So we have that accountability data and it's not 02:40:59.782 --> 02:41:03.180 masked financially, the ADA that's generated 02:41:03.180 --> 02:41:06.462 off the students in order to be a financially 02:41:06.487 --> 02:41:09.529 viable operation. So I hope that addresses 02:41:09.529 --> 02:41:19.210 the major concerns that were outlined. Yes, thank you all from coming up from San 02:41:19.210 --> 02:41:22.556 Antonio. And again, I can appreciate y'all's passion 02:41:22.581 --> 02:41:25.560 for kids and education. That shows. I really 02:41:25.560 --> 02:41:32.930 commend you for that. But I don't, you know, as far as Judson ISD, and I know 02:41:32.930 --> 02:41:36.720 you said that you might not be going there. That's all that we have to go with. And to 02:41:36.720 --> 02:41:42.960 me, when I'm making decisions, need is an important factor that I look at because that 02:41:42.960 --> 02:41:45.986 again that was the original intent of charter 02:41:46.011 --> 02:41:48.880 schools is to meet need that's not there in 02:41:48.880 --> 02:41:53.689 that immediate area. Um, Judson ISD is not a failing campus. They don't have 02:41:53.689 --> 02:41:59.859 campuses. They're on IR. And in the Bexar county area, and so, you know, since 02:41:59.859 --> 02:42:02.789 you're gonna be somewhere Bexar County area, 02:42:02.814 --> 02:42:06.110 there's already approximately 40 charter campuses. 02:42:06.110 --> 02:42:13.199 So there's a fair number and Member Perez pointed out within a few miles or 02:42:13.199 --> 02:42:16.445 several. But one question I had in particular 02:42:16.470 --> 02:42:19.550 and maybe you can addresses or correct it. 02:42:19.550 --> 02:42:22.538 It seemed like it, I don't remember if this is the 02:42:22.563 --> 02:42:25.761 application, 120 page application I read or in 02:42:25.761 --> 02:42:28.636 the audio interview, it seemed like that your 02:42:28.661 --> 02:42:31.699 curriculum was a little, what you're planned for 02:42:31.699 --> 02:42:36.387 is a little overly geared toward and centered 02:42:36.412 --> 02:42:41.279 around the STAAR test. Is that, can you address that? 02:42:41.279 --> 02:42:43.882 Can you be a little bit more specific? 02:42:43.907 --> 02:42:46.600 Is it because of the supports that we provide? 02:42:46.600 --> 02:42:53.140 Thee extra minutes in math, the extra minutes in literacy? I don't remember. I didn't 02:42:53.140 --> 02:42:54.916 write down an exact quote. I just wrote that 02:42:54.941 --> 02:42:56.850 down from, I think I got that from the interview part. 02:42:56.850 --> 02:42:59.970 And that we would be using 02:42:59.995 --> 02:43:03.030 resources from the State Board approved curriculum resources. 02:43:03.030 --> 02:43:11.720 I honestly can't remember the exact words you said. Well, also, the STAAR 02:43:11.720 --> 02:43:17.930 test is an accountability measure that we're held well held to. But we want to teach kids 02:43:17.930 --> 02:43:22.890 obviously way beyond the STAAR test. Sure, yes, of course. No, we're not just going to 02:43:22.890 --> 02:43:25.746 be a teach to the STAAR campus. We just know 02:43:25.771 --> 02:43:28.729 that there's going to be considerable catching 02:43:28.729 --> 02:43:31.303 up to do, growth for these students to make, 02:43:31.328 --> 02:43:33.819 or that's what we anticipate. We anticipate 02:43:33.819 --> 02:43:39.650 for them to come in to a grade level, two, possibly more behind, so we just know 02:43:39.650 --> 02:43:42.178 there's gonna be that curve to help get them 02:43:42.203 --> 02:43:44.819 over. So that's why there's a lot of attention 02:43:44.819 --> 02:43:49.010 to that there. But we're going to be very intentional about not being a teach to the test school. 02:43:49.010 --> 02:43:52.705 Which is why we have 02:43:52.730 --> 02:43:56.079 our end of your capstone projects and then 02:43:56.079 --> 02:44:04.229 also in our unique classroom schedule, we have allotted that students 02:44:04.229 --> 02:44:06.608 are still taking PE. They're still going to 02:44:06.633 --> 02:44:09.149 fine arts, so we're not taking away from those 02:44:09.149 --> 02:44:13.431 things. And even though students have 150 minutes of literacy and 125 minutes of math. It's 02:44:13.431 --> 02:44:17.520 not in one class. It's broken up over 2 to 3 classes throughout a day, 02:44:17.520 --> 02:44:21.880 and it's being instructed in different ways. So it's not necessarily 02:44:21.880 --> 02:44:24.403 for it says it's really for catching students 02:44:24.428 --> 02:44:26.761 up in the middle school grades. It's not a 02:44:26.761 --> 02:44:40.369 high school model, it's just our middle school model. 02:44:40.394 --> 02:44:53.109 (audience chatter) Okay. Miss Cargill and then Miss Perez. 02:44:53.109 --> 02:44:55.738 Yes, I just wanted to take a moment, as 02:44:55.763 --> 02:44:58.199 I have with all of the applicants, to thank 02:44:58.199 --> 02:45:00.785 you for your time and effort and your heart 02:45:00.810 --> 02:45:03.430 for kids. And I also would like to thank you 02:45:03.430 --> 02:45:05.703 for your service in the military, ma'am. It's very 02:45:05.728 --> 02:45:08.109 commendable. And I think you would be inspiration and 02:45:08.109 --> 02:45:17.950 example to all of the students in the school Cargill. Just a brief reminder. We don't allow 02:45:17.950 --> 02:45:29.939 applause and outburst, not outburst, but shows of spontaneity. Sorry, I'm a little 02:45:29.939 --> 02:45:36.069 addled. I'm trying to change my reservation for my flight, which is rapidly 02:45:36.069 --> 02:45:38.792 closing the window. Miss Perez. 02:45:38.817 --> 02:45:44.149 Okay, Going back to page four and I have several questions. 02:45:44.149 --> 02:45:54.729 Member Rowley, Chair Raleigh. There are more than 2000 students enrolled in CTE 02:45:54.729 --> 02:46:03.800 And your application does not list any CTE classes. The student-teacher 02:46:03.800 --> 02:46:07.846 ratio that you have listed on your application 02:46:07.871 --> 02:46:11.720 is higher than the student teacher ratio in 02:46:11.720 --> 02:46:15.143 the targeted schools. And then after that, I 02:46:15.168 --> 02:46:18.489 want to talk to you about your credentials. 02:46:18.489 --> 02:46:21.120 If you would just answer those two variances 02:46:21.145 --> 02:46:23.810 and then I'll ask you about your credentials. 02:46:23.810 --> 02:46:26.783 We do offer CTE classes. 02:46:26.808 --> 02:46:30.470 It's listed in our budget on, in the budget that we submitted, 02:46:30.470 --> 02:46:33.659 and it should have been listed in our application 02:46:33.684 --> 02:46:36.530 towards the budget section. But if it's not, 02:46:36.530 --> 02:46:40.360 that was simply an oversight. But it is in our budget that we've listed CTE classes. 02:46:40.360 --> 02:46:43.007 Not for middle school but for high school, and 02:46:43.032 --> 02:46:45.541 then your second question was on our student 02:46:45.541 --> 02:46:50.239 teacher ratio. Yes, it is higher, but based on our teacher model, we have two teachers 02:46:50.239 --> 02:46:55.569 that are assigned to two cohorts of students, and it's a modified two-teacher model. 02:46:55.569 --> 02:46:57.964 How that the teacher model normally works is 02:46:57.989 --> 02:47:00.359 that there's two teachers per one classroom. 02:47:00.359 --> 02:47:02.399 But based on a Texas budget, we had to modify 02:47:02.424 --> 02:47:04.350 that. So these two teachers are assigned to 02:47:04.350 --> 02:47:09.250 two cohorts of students or two classrooms of students in fifth grade or sixth grade. 02:47:09.250 --> 02:47:13.130 And these students don't rotate classes so they don't go to seven different teachers. 02:47:13.130 --> 02:47:16.550 They have their two teachers or their two core content teachers, and then they leave 02:47:16.550 --> 02:47:19.005 for PE and fine arts, and so, one teacher will 02:47:19.030 --> 02:47:21.199 teach math and science. The other teacher 02:47:21.199 --> 02:47:26.010 will teach ELA and history, and this is only for middle school grades, and we're still 02:47:26.010 --> 02:47:28.289 flushing out the eighth grade model. But our 02:47:28.314 --> 02:47:30.619 five through seven model is that our students 02:47:30.619 --> 02:47:33.175 don't rotate so that their IEPs can be met 02:47:33.200 --> 02:47:35.909 with fidelity and that the students can build 02:47:35.909 --> 02:47:39.449 really strong relations or the teachers can be really build really strong relationships 02:47:39.449 --> 02:47:43.390 with students and families to ensure that the needs of the student is being met and 02:47:43.390 --> 02:47:46.437 not being passed around to different teachers. 02:47:46.462 --> 02:47:49.290 And that's why our ratio is the way that it 02:47:49.290 --> 02:47:52.157 is. So just for my understanding, 02:47:52.182 --> 02:47:54.909 then that means your teacher ratio would not be 02:47:54.909 --> 02:48:02.850 1-28 as it's listed, it would be 2 to 28? No, it's 1 to 28. Based on that, we had 02:48:02.850 --> 02:48:05.421 to modify, so our teachers, one teacher will be 02:48:05.446 --> 02:48:08.050 in one classroom, the other would be another 02:48:08.050 --> 02:48:13.760 classroom, and they would swap. So then the ratio is just higher. Thank you. 02:48:13.760 --> 02:48:16.565 So thank you for going into teachers and what 02:48:16.590 --> 02:48:19.369 they will be teaching. So if they're teaching 02:48:19.369 --> 02:48:24.899 ELA, are they going to be dual language? Bilingual certifications? ESL credentials? Are they going 02:48:24.899 --> 02:48:28.052 to have these? You're committing to them having 02:48:28.077 --> 02:48:30.810 these SBEC credentials. if we have the 20 02:48:30.810 --> 02:48:33.446 rule. If we have the 20 students per grade 02:48:33.471 --> 02:48:36.449 level, Yes, we will have the bilingual. But even 02:48:36.449 --> 02:48:38.915 without having the 20 rule, we will at least 02:48:38.940 --> 02:48:41.490 have one ESL certified teacher on campus, yes. 02:48:41.490 --> 02:48:44.240 Okay, but you, so does that mean that you're 02:48:44.265 --> 02:48:46.670 you're saying they would not have SBEC credentials 02:48:46.670 --> 02:48:53.010 in reading, math, science and history? You're not committing to that. 02:48:53.010 --> 02:48:55.242 So I think what I hear you saying is 02:48:55.267 --> 02:48:57.510 that the credentials of the teachers, of the staff that we will 02:48:57.510 --> 02:49:00.124 hire, I know that we're not required to have 02:49:00.149 --> 02:49:02.680 certified teachers on campus. But a part of 02:49:02.680 --> 02:49:04.905 our model is having master level teachers on 02:49:04.930 --> 02:49:07.130 our campus. So though we may have a sprinkle 02:49:07.130 --> 02:49:09.355 of highly qualified teachers that don't hold 02:49:09.380 --> 02:49:11.630 certifications, in every grade level, we will 02:49:11.630 --> 02:49:14.043 have at least two master level teachers on our campus. 02:49:14.068 --> 02:49:16.199 Okay, but specific to my question, 02:49:16.199 --> 02:49:18.879 Are you committing that all of your teachers 02:49:18.904 --> 02:49:21.340 will have SBEC credentials? Just yes or no? 02:49:21.340 --> 02:49:24.425 No, we're not committing to that. 02:49:24.450 --> 02:49:26.920 Do you have SBEC credentials? I do up to which level? 02:49:26.920 --> 02:49:28.955 Teacher, Principal, Superintendent? 02:49:28.980 --> 02:49:32.120 Just teacher, four through eight, science, 7 to 12 Life 02:49:32.120 --> 02:49:34.853 science. And that ESL, EC through 12. And then 02:49:34.878 --> 02:49:37.470 my masters is in instructional leadership. I 02:49:37.470 --> 02:49:45.479 took all of the courses, but I didn't take the certification. OK. And you're partner 02:49:45.479 --> 02:49:52.600 in leadership. Yes. I have my bachelors in public policy. But I don't have a teaching 02:49:52.600 --> 02:49:59.940 certification, is that what you're asking? Yes, your SBEC credentials. No, I do not have. 02:49:59.940 --> 02:50:04.771 Okay, Thank you. Any further questions 02:50:04.796 --> 02:50:09.520 of the testifiers? Okay, Thank you all very much. You may 02:50:09.520 --> 02:50:16.860 you may take a well deserved rest. Members, are we ready to move forward with regards 02:50:16.860 --> 02:50:25.319 to the action item before us. You have a question for staff? Okay, Ms Davis. Okay. Thank you. 02:50:25.319 --> 02:50:28.563 Yesterday, you know, it was a lot of staff 02:50:28.588 --> 02:50:32.109 from Judson that did come and they pointed out 02:50:32.109 --> 02:50:35.053 a lot of false information like I was asking 02:50:35.078 --> 02:50:38.390 before. So I'm just wondering how this application 02:50:38.390 --> 02:50:43.051 was able to go forward so long was with that 02:50:43.076 --> 02:50:47.920 false information in it? Miss Davis, if you're 02:50:47.920 --> 02:50:55.279 referring to the accountability information in terms of false information... they pointed 02:50:55.279 --> 02:51:00.329 out some accountability data, but also as well like, she said, it's kind of like a play 02:51:00.329 --> 02:51:06.479 on words, how they put in there that it was IR. But it had just got scored low 02:51:06.479 --> 02:51:09.748 in one category and things like that. So there 02:51:09.773 --> 02:51:12.670 wasn't a uniform policy to make sure that 02:51:12.670 --> 02:51:20.449 the correct information, a uniform information was in there. So we are in the midst of some 02:51:20.449 --> 02:51:23.315 transitions in terms of accountability labels 02:51:23.340 --> 02:51:26.181 at both the campus and district level 02:51:26.180 --> 02:51:32.489 and what I tried to provide for you with some information that reflected those scales. 02:51:32.489 --> 02:51:35.258 Heather, could you speak up a little bit? 02:51:35.283 --> 02:51:37.939 I just must have a very soft voice. Well, that's alright. There's 02:51:37.939 --> 02:51:45.500 a lot of background noise. I can't compete with the dozers. Sorry. So as we transition in 02:51:45.500 --> 02:51:51.270 the state accountability, I think there was some discussion about labels, Met Standard, 02:51:51.270 --> 02:51:56.880 IR versus scale scores and the domains. And so the document I provided you, I tried to 02:51:56.880 --> 02:52:00.743 capture maybe the more nuanced information. 02:52:00.768 --> 02:52:05.220 So while a 60 maybe a Met Standard in a particular 02:52:05.220 --> 02:52:11.050 domain. I don't think the applicant was trying to misrepresent, and we looked at 02:52:11.050 --> 02:52:19.609 the totality of those scores for each of the ISDs that they put in their geo-boundary 02:52:19.609 --> 02:52:27.529 in their application. I just wanted to say on record. It was several administrators who 02:52:27.529 --> 02:52:33.090 came and they painted a very positive picture of Judson ISD. I didn't know much 02:52:33.090 --> 02:52:35.232 about it before I listened to that testimony, 02:52:35.257 --> 02:52:37.421 but I heard about blue ribbon schools. I heard 02:52:37.421 --> 02:52:40.100 about students with all kind of learning needs 02:52:40.125 --> 02:52:42.551 being extremely successful. And I think it 02:52:42.551 --> 02:52:49.939 was sad that Judson had to come and defend themselves from negative, false information. 02:52:49.939 --> 02:52:52.792 And if there's some kind of way that we can 02:52:52.817 --> 02:52:55.840 make sure that our teachers and our principals 02:52:55.840 --> 02:53:00.300 don't have to come and defend themselves, that there's a proactive way to make sure 02:53:00.300 --> 02:53:02.127 that we have that factual information about 02:53:02.152 --> 02:53:04.120 those ISDs that they're proposing to move into. 02:53:04.120 --> 02:53:09.083 And I think, you know, we will have 02:53:09.108 --> 02:53:14.140 uniform labels, certainly next year, when we're talking 02:53:14.140 --> 02:53:17.679 about, like as I just referenced, the data that 02:53:17.704 --> 02:53:20.850 was referenced, when you look at a 68, the 02:53:20.850 --> 02:53:24.061 label of Met Standard that's associated with the 02:53:24.086 --> 02:53:27.010 68 in a domain may not necessarily translate 02:53:27.010 --> 02:53:34.239 to what a Met Standard is, but I think next year going forward, there won't 02:53:34.239 --> 02:53:41.390 be any confusion in that area. And I certainly don't want any ISD, traditional ISD, to 02:53:41.390 --> 02:53:45.979 feel like they're in a position they have to defend. I think one of the comments that 02:53:45.979 --> 02:53:49.690 you've heard from the charter field is this 02:53:49.715 --> 02:53:53.569 is, you know, this is not to detract from the 02:53:53.569 --> 02:53:59.779 ISDs, but really focus on offering options for kids. I heard that. I've also 02:53:59.779 --> 02:54:04.037 heard them say there was very little communication 02:54:04.062 --> 02:54:07.710 with staff in the ISD. So other than the 02:54:07.710 --> 02:54:12.590 one sheet that the ISDs get that they can check off boxes on how the charters would 02:54:12.590 --> 02:54:15.182 affect them, is there some kind of way to make 02:54:15.207 --> 02:54:17.609 sure that they can express how the charters 02:54:17.609 --> 02:54:20.316 really would affect them? And these innovative 02:54:20.341 --> 02:54:23.080 programs, if they already have those innovative 02:54:23.080 --> 02:54:26.600 programs active in their school, is there some kind of way that we can have something 02:54:26.600 --> 02:54:36.659 to say, Oh, they already have this? That is a a subject that was very interesting yesterday 02:54:36.659 --> 02:54:39.972 in terms of what was put forth in the application 02:54:39.997 --> 02:54:43.020 in the capacity interview about the applicant 02:54:43.020 --> 02:54:51.000 reaching out to ISD personnel versus what was mentioned at the capacity interview by 02:54:51.000 --> 02:54:54.650 folks. And I really could not gauge where the 02:54:54.675 --> 02:54:58.300 accuracy was, if there was a miscommunication 02:54:58.300 --> 02:55:01.787 that it's certainly something think about. 02:55:01.812 --> 02:55:05.760 But barring participating in those conversations 02:55:05.760 --> 02:55:09.207 at the early stages of an application, we'd 02:55:09.232 --> 02:55:12.810 be open to suggestions. But I'm not sure what 02:55:12.810 --> 02:55:16.490 that would look like. Operationally. 02:55:16.515 --> 02:55:22.160 Any further questions? Miss Perez? I think, Miss Mauze, 02:55:22.160 --> 02:55:25.497 this will be for you as well. And of 02:55:25.522 --> 02:55:28.760 course, I could have taken incorrect notes, 02:55:28.760 --> 02:55:34.779 so please feel free to correct me.Tthe application for SA Prep will be amended to 02:55:34.779 --> 02:55:39.119 accept all students, regardless of disciplinary 02:55:39.144 --> 02:55:43.640 histories or records. And the SA Prep application 02:55:43.640 --> 02:55:49.738 will be amended to offer C T E classes. Correct? 02:55:49.763 --> 02:55:55.090 I believe Miss Hall-Powell mentioned that the 02:55:55.090 --> 02:55:58.215 C T E classes are already in the applications. 02:55:58.240 --> 02:56:01.040 It's listed in the budget, but not the application. 02:56:01.040 --> 02:56:04.599 Does that mean is it equivalent or is it? 02:56:04.624 --> 02:56:08.290 The application is taken in its entirety, so 02:56:08.290 --> 02:56:17.270 yes. The discipline, we got clarification during the capacity interviews. Then again 02:56:17.270 --> 02:56:24.180 today. That will be captured. So it will be amended, so that made it a contingency. 02:56:24.180 --> 02:56:26.370 What we will do is we will place that 02:56:26.395 --> 02:56:28.560 contingency upon the anticipation. And then there will 02:56:28.560 --> 02:56:34.707 be 60 days for them to amend that. Thank you. 02:56:34.732 --> 02:56:40.720 And so my last question, I hope, is the 02:56:40.720 --> 02:56:44.850 the application lists that a campus is IR except that it wasn't actually IR, it 02:56:44.850 --> 02:56:47.541 was just a percentage of students of a demographic 02:56:47.566 --> 02:56:49.810 on that campus. So the application appears 02:56:49.810 --> 02:56:52.416 to say that the campus in Judson ISD is IR, 02:56:52.441 --> 02:56:55.140 when in fact it is not. And so I'm wondering, 02:56:55.140 --> 02:56:59.869 how did that application get approved and get sent to us? If we're not 02:56:59.869 --> 02:57:08.829 using the state's accountability rating, then what are we using? And is this an SA Prep 02:57:08.829 --> 02:57:17.510 unique accountability rating? I think I've tried to articulate, maybe not really well, 02:57:17.510 --> 02:57:26.829 the texasschools.gov has domains and scale scores. The information I provided 02:57:26.829 --> 02:57:30.143 you, I tried to break that down for you numerically, 02:57:30.168 --> 02:57:32.770 that may or may not match up exactly with 02:57:32.770 --> 02:57:36.252 the Met Standard IR that we were currently and 02:57:36.277 --> 02:57:39.659 in terms of accountability and the transition 02:57:39.659 --> 02:57:42.531 that we are in at the campus level. Next year, 02:57:42.556 --> 02:57:45.220 I think there will be a lot more clarity in 02:57:45.220 --> 02:57:49.100 regards to, you know, Generation 25 applicants 02:57:49.125 --> 02:57:52.650 who are looking at the accountability that 02:57:52.650 --> 02:57:58.199 will be coming out, is coming out right now. And there will be more uniform labels 02:57:58.199 --> 02:58:01.333 to look at. But I think there was a distinction 02:58:01.358 --> 02:58:04.140 between the Met Standard IR labels and 02:58:04.140 --> 02:58:14.279 then domain scores. Anything further, members, of the staff. Okay. Thank you. Ms. Mauze. 02:58:14.279 --> 02:58:19.729 motion currently before us and we did make the motion. I believe. A motion was made. 02:58:19.729 --> 02:58:29.270 Was to veto San Antonio Preparatory Charter School (San Antonio). And I think we've 02:58:29.270 --> 02:58:32.276 already established is gonna be a roll call 02:58:32.301 --> 02:58:35.350 vote. Any further discussion before we vote? 02:58:35.350 --> 02:58:37.656 I want to make a quick point that, 02:58:37.681 --> 02:58:39.840 yeah, I mean, I had the same concern and that I think 02:58:39.840 --> 02:58:46.271 this is a gamble with taxpayer dollars with people who are well intentioned, but 02:58:46.271 --> 02:58:49.257 don't have any experience of running a school or 02:58:49.282 --> 02:58:52.060 in particular starting something from scratch 02:58:52.060 --> 02:58:53.630 in a tough demographic area. 02:58:53.655 --> 02:58:58.340 Okay, Any further discussion? Ms. Davis? I just again want to 02:58:58.340 --> 02:59:02.300 say that I wish everybody could have been there to see those teachers from Judson and 02:59:02.300 --> 02:59:06.040 those principals from Judson and the passion they have and the things they're trying to 02:59:06.040 --> 02:59:11.470 do for their kids. It's amazing. And if you take away some of their resources, then 02:59:11.470 --> 02:59:16.100 they're not gonna have that ability to be able to continue improving the way they are. 02:59:16.100 --> 02:59:19.779 But they had some amazing stories of things they're doing for their kids. They also had 02:59:19.779 --> 02:59:22.253 parents who came and testified in support. 02:59:22.278 --> 02:59:24.900 So I would just really want to make sure that 02:59:24.900 --> 02:59:27.595 everybody knows that Judson is a very strong 02:59:27.620 --> 02:59:30.409 district. They have a very innovative program. 02:59:30.409 --> 02:59:35.050 They're improving a lot of time, have blue ribbon schools, and the school is not needed 02:59:35.050 --> 02:59:38.210 in that area. Okay, Thank you. Any further 02:59:38.235 --> 02:59:41.590 discussion? I think we've already established 02:59:41.590 --> 02:59:48.010 a roll call vote on each of these. So this is a vote to veto. Okay, so vote to veto, 02:59:48.010 --> 02:59:52.920 you vote yes, this is an easy one to understand, I think. You vote yes, then you're 02:59:52.920 --> 02:59:57.559 voting to veto. Okay. Alright. We're ready for the vote. 02:59:57.584 --> 03:00:02.090 Miss Perez. Yes. Mr Cortez? Yes. Ms. Perez-Diaz? Yes. 03:00:02.090 --> 03:00:07.403 Mr Allen.Yes. Mr. Mercer. No. Dr. Robinson. Yes. 03:00:07.428 --> 03:00:19.869 Mrs. Cargill. No. Dr. Ellis. No. Mr. Maynard. Nay. 03:00:19.869 --> 03:00:29.343 Miss Hardy. No. Mrs Little No. Ms Davis? Yes. 03:00:29.368 --> 03:00:38.199 Ms. Melton-Malone. No. Mr. Rowely. No. And Miss Boharich. 03:00:38.199 --> 03:00:51.781 8 to 6? yes, that's correct. 8 to 6. The motion fails 03:00:51.781 --> 03:00:59.443 Or 6 to 8. The motion fails. Would that be right. Is that understood? 03:00:59.468 --> 03:01:04.630 Mr Chairman, given the outcome of 03:01:04.630 --> 03:01:08.144 the vote. And I think that just to add clarity, 03:01:08.169 --> 03:01:11.000 now, to the Board's action, I move that 03:01:11.000 --> 03:01:14.721 the board take no action on this on this proposal. 03:01:14.746 --> 03:01:18.369 Is there a second? Okay, Motion made and seconded 03:01:18.369 --> 03:01:25.260 that the board take no action on this, on the Commissioner's recommendation. That means 03:01:25.260 --> 03:01:30.293 is, the 90 day period, within which things could 03:01:30.318 --> 03:01:34.710 could be reconsidered, closes, and there's 03:01:34.710 --> 03:01:39.175 no longer in effect. Correct? So, technically, 03:01:39.200 --> 03:01:43.640 if the chair were to call it, the question 03:01:43.640 --> 03:01:46.345 could be come up. But that has been your historical 03:01:46.370 --> 03:01:48.529 practice. And that is how we've operated. 03:01:48.529 --> 03:01:53.680 Okay, so we're taking that as a yes. Mrs. Perez-Diaz? 03:01:53.705 --> 03:01:58.449 Thank you, sir. May I ask everyone? May I ask the 03:01:58.449 --> 03:02:01.830 maker of motion why this is necessary? I'm just trying to I'm trying to understand why 03:02:01.830 --> 03:02:04.690 we're putting additional steps in place because 03:02:04.715 --> 03:02:07.430 I don't want a convoluted conversation again. 03:02:07.430 --> 03:02:11.342 It's my understanding, Mr. Chairman, may I address the question? 03:02:11.367 --> 03:02:15.010 Absolutely. It is my understanding that 03:02:15.010 --> 03:02:20.640 if you defeat the veto, that means that nothing has happened. Things do move 03:02:20.640 --> 03:02:25.712 ahead, but that it is possible, but not likely, 03:02:25.737 --> 03:02:31.100 that in the next 90 days the board could reconvene 03:02:31.100 --> 03:02:40.239 and could take action, and therefore, it does kind of leave that charter school in 03:02:40.239 --> 03:02:45.439 somewhat of a limbo for 90 days. Granted, it's not likely. But I think that what we're 03:02:45.439 --> 03:02:48.970 doing is we're taking definitive action that we're not gonna come back and take action. 03:02:48.970 --> 03:02:54.440 And it gives them than the ability to move forward without looking over their shoulder 03:02:54.440 --> 03:02:58.747 and thinking that something that the board may 03:02:58.772 --> 03:03:02.780 reconvene and take some action. Miss Perez. 03:03:02.780 --> 03:03:05.520 This is a question for Von. Just so I understand what 03:03:05.545 --> 03:03:08.210 you said is, regardless of how this vote comes 03:03:08.210 --> 03:03:15.380 out, the chair could still call, and we could still reconvene. That's correct. The board 03:03:15.380 --> 03:03:19.310 could meet, and then you'd have to go through a series of actions of whether or not you 03:03:19.310 --> 03:03:27.310 would reconsider the adoption that you've just done. But historically this is 03:03:27.310 --> 03:03:30.019 the approach that the boards have taken and 03:03:30.044 --> 03:03:32.979 historically, the board chairs have recognized 03:03:32.979 --> 03:03:35.422 the will of board that when they say they're 03:03:35.447 --> 03:03:37.920 not going to reconvene, that they do not call 03:03:37.920 --> 03:03:40.325 that action. And wouldn't we have to go through 03:03:40.350 --> 03:03:42.580 the parliamentary processes of reconsidering 03:03:42.580 --> 03:03:50.460 action we've already taken? You would have to rescind something. Reconsider 03:03:50.460 --> 03:03:56.920 would be out of reach. To rescind would be in order. Yes. 03:03:56.920 --> 03:04:01.137 Okay. Any further questions or discussion? 03:04:01.162 --> 03:04:04.159 Okay, so the motion currently before us is 03:04:04.159 --> 03:04:08.306 that the board take no action on the San Antonio 03:04:08.331 --> 03:04:12.369 Preparatory Charter School (San Antonio). Okay, 03:04:12.369 --> 03:04:17.175 roll call. Vote again. I'm assuming. (inaudible speech from crowd) 03:04:17.200 --> 03:04:22.503 Other way around from what it was a while ago. If you 03:04:22.528 --> 03:04:28.199 vote yes on this motion, you're voting to take no action, 03:04:28.199 --> 03:04:32.666 which is essentially approving the charter in 03:04:32.691 --> 03:04:36.939 loose terms. If you vote no on this motion, 03:04:36.939 --> 03:04:45.490 then you're essentially voting to veto the charter. (audience chatter) 03:04:45.490 --> 03:04:49.572 Alright. Leave it hanging. Yeah. Okay. So a yes 03:04:49.597 --> 03:04:53.739 vote means take no action. How about that? Let's 03:04:53.739 --> 03:04:59.231 leave it at that. Yes vote means take no action. Okay. 03:04:59.256 --> 03:05:07.860 Ms. Perez. No. Mr. Cortez. No. Ms. Perez-Diaz. No. 03:05:07.860 --> 03:05:13.458 Mr. Allen. Yes. Mr. Mercer. (inaudible, off-mic) 03:05:13.483 --> 03:05:23.500 Dr. Robinson. No. Mrs. Cargill. Yes. Dr Ellis. Yes. 03:05:23.525 --> 03:05:28.619 Mr. Maynard. Aye. Miss Hardy. Yes. Mrs. Little. Yes. 03:05:28.619 --> 03:05:32.867 Ms. Davis. No. Mrs Melton-Malone. Yes. 03:05:32.892 --> 03:05:43.649 Mr Rowley. Yes. And Miss Boharich. 03:05:43.649 --> 03:05:47.746 In that instance, the motion passed 9 to 4. Thank you. 03:05:47.771 --> 03:05:51.619 To take no action. The motion passed to take 03:05:51.619 --> 03:06:05.850 no action. 9 to 4. So San Antonio Prep. Okay. Members. What is your pleasure? 03:06:05.850 --> 03:06:10.139 We have two more left. (inaudibe from crowd) Okay, very good. All 03:06:10.164 --> 03:06:14.300 right. Who's next? (inaudible from crowd) Yeah, well, let's take 03:06:14.300 --> 03:06:16.124 a 10 minute break. 03:06:16.149 --> 03:06:18.954 Mr. Rowley, before we break, we'd just 03:06:18.980 --> 03:06:21.598 like to correct the record. The vote was 9 to 5. 03:06:21.623 --> 03:06:28.409 9 to 5. Oh, I'm sorry. Okay. We'll be back 03:06:28.409 --> 03:06:31.377 at quarter til. 03:06:31.402 --> 03:06:36.124 Meeting back to order. I don't have a gavel, I've 03:06:36.149 --> 03:06:40.279 got kind of a little pen thing. I don't want 03:06:40.279 --> 03:06:47.582 to be pretentious. Just put it right there? Yeah, I got that. 03:06:47.607 --> 03:06:54.649 And you're out of order, young lady. (laughs) Okay. Members 03:06:54.649 --> 03:07:00.161 calling the meeting back to order. We got 03:07:00.186 --> 03:07:06.460 enough folks here? We do. So we had a proposal 03:07:06.460 --> 03:07:10.283 by, I believe, Miss Perez and joined by Miss 03:07:10.308 --> 03:07:14.530 Melton-Malone that we take about, say, 20 minutes 03:07:14.530 --> 03:07:17.665 or so. Go down the cafeteria or wherever you 03:07:17.690 --> 03:07:20.800 wanna go and get something and bring it back 03:07:20.800 --> 03:07:29.949 and eat while we're working. While basically here at our desks. So what's the will 03:07:29.949 --> 03:07:32.809 of majority on that? Because we're going to 03:07:32.834 --> 03:07:35.800 be, I imagine we have another hour and a half 03:07:35.800 --> 03:07:39.381 probably, of meeting because we haven't even got 03:07:39.406 --> 03:07:42.670 to the the recommendations of the committee. (inaudible from crowd) 03:07:42.670 --> 03:07:53.029 Peaches, pass out the peaches and go? Okay, I'm gonna make a executive decision, even 03:07:53.029 --> 03:07:55.784 though I'm the vice executive. So that's what 03:07:55.809 --> 03:07:58.359 we'll do. Let's come back, actually, let's 03:07:58.359 --> 03:08:05.391 come back, but ready to start, right, at 15 after one. That's 25 minutes. And so 03:08:05.391 --> 03:08:07.721 go get something, go get something to eat or 03:08:07.746 --> 03:08:10.000 go get something and bring it back here and 03:08:10.000 --> 03:08:14.290 then will commence whether we're still eating or not, Okay?