-: Call the meeting to order.
Yep, Miss Mosay, yes.
Okay, Miss Mosay, call the next contestant.
-: Good afternoon board.
Our next proposal is Royal Public Schools,
whose proposed superintendent Doctor Soner Tarim
is a fellow with the Pahara-Aspen Leadership Institute
and has the distinction of designing
and leading the most academically successful
charter school network here in Texas.
The innovative curriculum of the proposed application
seeks to marry STEM education with a heavy emphasis
on reading and social and emotional learning.
We are recommending Royal Academy
for four campuses in the Austin and Houston area
to serve students in grades K through 12.
Here today is the proposed superintendent
Doctor Soner Tarim and board member Doctor Pascal.
-: Okay, Doctor Tarim or Dr. Pascal,
whoever wants to go first.
And just, if you, would make sure that
your microphone is activated and speak up.
Oh, I guess.
I'm sorry.
We probably need to go ahead and make the motion now.
Let's do that.
If you gentlemen can just stay right there.
But Miss Cargill, you wanna make the motion?
-: Okay, members, we're on page six at the very bottom
of the Committee on School Initiatives minutes.
It's recommended by the Committee on School Initiatives
that the State Board of Education veto Royal Public Schools
Austin and Houston scheduled to open
in the 2021 school year.
You can see the vote on the bottom of page six
with three members voting yes and two members voting no.
Marty: Okay, thank you, Miss Cargill.
Gentlemen, you may proceed.
-: Okay, members of the board,
thank you for giving us the opportunity.
Sorry, oh my God.
Yes, I'll do my best.
Mister chairman, members of the board,
thank you for giving us opportunity to speak before you.
So, I've been doing this many, many years.
But I'm so nervous.
I put down some notes.
I'm gonna read from my notes.
I apologize.
I am the founder and proposed CEO of Royal Public Schools.
I was also the founder and former CEO
of Harmony Public Schools.
Which is one of the highest performing
charter schools in Texas.
When I left Harmony in 2017,
we had 54 schools and were serving nearly 34000 students.
That placed Harmony in
the top 50 large school system in Texas.
My charter school journey begin
while I was working on my PhD at Texas A&M University,
which is one of the finest
higher education institution in Texas.
While I was teaching undergrad students
science-related courses,
I discovered that students who came to Texas A&M
lack interest in math and science.
So, with the help of a professor at Texas A&M
who was running a charter school in College Station,
I started exploring how I can establish
a charter school system that can impact
the students who want to study STEM education.
So, we wrote our first charter application
and submitted to TEA
and it was approved in April 2000.
Within five months, we opened our door in Houston
with 200 students.
And, two years later, we opened our second location
here in Austin on Rundberg Lane.
And then our third location was in 2004
was in Dallas, Texas.
Right around 2003, 2004 school years,
Texas started paying attention to STEM education.
And, as part of private-public partnership,
the Texas High School Project Initiative was launched
by the governor's office, TEA, Dell Foundation,
Gates Foundation, and many others.
Harmony was the early grand recipient from this initiative.
Through Texas High School Project,
we received over $14 million
from the Gates Foundation, Dell Foundation,
and several other foundations.
Not only we receive funding for our schools,
but they also hire a business consulting firm
to teach us how to incubate and replicate
a successful school program.
They also provided a scholarship
for me to attend Harvard Business School business program
to learn business practices.
As a result, we began replicating
our schools in all major cities in Texas.
Fast forward.
Several years ago, I was nominated for
and completed a two year fellowship program
at the prestigious Aspen Institute.
In that program, as part of the fellowship project,
I started doing research on social and emotional learning.
I realized that social and emotional learning
could be a game changer in our public education.
So, I decided to incorporate what I know the most, STEM,
and incorporate SEL to STEM education.
So, I phrase the work STREAMS-360.
I have to tell you that,
when we started the STEM education back in 2000,
I don't claim that we invented STEM.
But we were the only school system in Texas
doing STEM education when STEM wasn't cool.
In 2017, while I was doing my STREAMS-360 research,
I decided to step down being CEO
and devoted my full time on
this Royal Charter School application.
After leaving Harmony, I established an LLC,
a consulting and measurement firm, to pay the bills.
Since I have done 50 plus charter schools
incubation and replication,
I wanted to use my expertise
while I was working on my nonprofit Royal Public Schools.
In 2017, just before I left Harmony,
I was also selected for
the charter school of the year in Texas.
I was also nominated to be a Broad Foundation fellow.
Due to my workload during that year,
I delayed and started my Broad Fellowship just this year.
In closing, 19 years ago,
I came before this board group, just like today,
and I promised numbers that,
if I am granted a charter, I would not let you down
and create one of the most highest performing
charter schools in this state.
I think I kept my promise.
And I intend to do so today.
So, I'm gonna take some time.
My time back to Pascal.
-: Yes, it's a privilege to stand before you
on behalf of Royal Public Schools.
I'm a lifelong educator.
My two daughters are teachers.
My master's degree is in education.
As is my doctorate from UCLA.
As chief academic officer at the Art Institute of Houston,
I visited Harmony Schools about eight years ago.
And I met Doctor Tarim.
I was astounded at the persistence, day-to-day,
that they had.
And the graduation rates that they had.
But what most impressed.
What impressed me the most was walking around
visiting classrooms, going into some of the computer labs,
and even popping my head into
the lunchroom area to see these students.
The vitality, their upbeat body language.
There's really a positive, nurturing culture at Harmony.
That image stuck in my mind.
So, a number of years later.
Actually, two years ago, I had the opportunity
to join with a new venture, an adventure,
to build on the past success
and experience of Doctor Soner Tarim
in 20 years in the charter school field
as a leader and someone who is gotten quality results
wherever he's been.
So, I just want to note that
the Royal School Board is a mix of
business people, legal backgrounds, and also educators.
And we have total confidence in the leadership
of our CEO, Doctor Soner Tarim.
And we expect to build on past successes and research
and experience to build a brighter future
for the children of the great state of Texas.
Marty: Thank you, gentlemen.
Any questions?
Miss Hardy.
-: Yes, I have a couple of questions for Doctor Tarim.
First one is social and emotional learning.
Can you summarize what that means to you?
Social and emotional learning.
-: Yes, ma'am.
So, as I mentioned during the first interview,
there's a lot of misuse.
Since it's a buzzword these days,
there's are lots of different use.
So, in our.
First of all, what I would describe
is social and emotional learning start with the definition.
Basically, it is the capacity to gain
skills, attitudes, and behaviors
to deal effectively and ethically
with the daily task of challenges.
So, in the Royal Academy, we believe that
social and emotional learning
will support all aspects of our education.
Not just we're gonna teach as a course level.
But what we're trying to incorporate.
And it's a challenge.
I mean, you heard yesterday some of the ISD folks
that they have provide social and emotional learning.
But it's a very challenging.
When you try to incorporate this in every subject area.
So, we have created a Royal teaching framework
that really incorporates this social and emotional learning
in all aspect area.
So, we're gonna utilize, basically,
five component of social and emotional learning
into our program.
Including self-awareness, self-management,
responsible decision making, relationship skills,
and also social awareness.
Those are the five components that
we feel they will utilize in our program.
-: Thank you.
The other question I have is.
I know that you have developed a certain curriculum.
And I want to know if the basis of that curriculum.
Is it Texas Essential Knowledge and Skills?
Or is it Common Core?
From everything I've read about the resources.
I have them in front of me here.
The Share My Lesson, which is based on Common Core.
And the Teaching Channel, which is based on Common Core.
And what's this other one?
The great teachers demonstrate moving to deeper learning
is based on Common Core.
And I know you've written a curriculum
that is used nationwide.
A lot of states have Common Core.
But we don't in Texas.
And whatever is used in Alabama in your school.
They said that it would be replicated,
the same curriculum, in Texas.
And I want to know how you're doing that
without having in be Common Core.
-: Yes, ma'am.
Miss Hardy, I can assure you.
And I have said this before.
When we, several years ago.
About five years ago, we received one of the largest grant
while I was CEO at Harmony.
$30 million grant from the federal government.
And, at the time, a lot of people thought that
this was only given to schools who actually do Common Core.
Which is not true.
And I sent a letter to.
I believe it was to Miss Cargill.
At the time, she was the chairman.
And assured her that everything we do at Harmony
and what we're going to do at Royal is TEKS-based.
We do not.
I can assure you that we do not use
that word anywhere in our program or in our curriculum.
It's all TEKS-based curriculum.
I did write charter application for other states.
Did you mention?
And it's actually based on our program.
It's not based on their program.
So, they are using our program pretty much.
-: But all these resources,
which are listed in your application
that you would be using, are Common Core-based.
-: Most of those resources are used
in many other schools, also, in Texas.
But they are sold in different places.
Basically, we look at those.
Everything is aligned to Texas standards.
-: You were talking about the federal program.
It was my understanding, as well, that.
And I never saw it any other place.
That you could even be considered for that money
unless you were a Common Core entity.
-: No, ma'am.
We clearly identify and told it "This is a TEKS school.
We are TEKS school.
We're not gonna use anything else."
Pat: Okay, thank you.
-: Doctor Tarim, can you speak on
the social and emotional learning?
Carry it a little bit further
with what Miss Hardy was mentioning.
Who will coordinate the SEL program
on each of your campuses?
-: So, we will have counselors in our schools.
And we're gonna teach.
Basically train every one of our teachers as part of.
Because this is a schoolwide program.
And our goal is to integrate this
social and emotional learning in every subject.
So, to a counselor, assistant principal, and lead principal,
basically, we're gonna utilize this in every subject.
-: That's what I thought.
That it was counselors. But correct me if I'm wrong.
But was there any money budgeted for counselors?
-: Yes, sir.
Yes, definitely.
It's in the budget.
It's there.
It's sad to hear that.
I saw some people who have commented that
we have no counselor in our school budget.
-: Second question I have is that
I understand that the agency
has changed your proposal from
granting you eight campuses to four.
There's gonna be two elementaries, a middle,
and a high school in north Austin.
And then also one near
the Alief Independent School District.
With that changing to four,
can you give us some guidance on
what your plan will be with the change
in number of campuses.
-: Sure, so, based on my research, the ideal school.
If we are talking about a 21st century.
Preparing our kids for college.
What I discovered over the past 19 years.
The best high school model is to have
600 student plus or minus.
600 students for a high school.
Ideal size to really provide a lot of AP courses,
elective courses we can do dual credit.
So, that's my research.
And it's scientific research.
The ideal size high school is 600 to 900.
No more than.
So, what I design, in my proposal,
with the first school that I requested for each series,
is, if you take the high school 600,
then, to have 600 kids, you have to have
elementary school with 576 students.
And then you have to have two elementary school
that support that high school
to have healthy population, financially viable.
There's a lot of schools.
If you have less than 600 high school kids,
you cannot financially be viable.
So, I call it cluster schools.
Four schools.
Two elementary, one middle, one high school
creates 2396 kids in one cluster.
But the agency took it down to two.
Which I have to basically go back
and look at and study.
And then create the ideal model to make sure
financially viable continually.
-: So, have you made any projections
on will it be two elementaries in Houston
and two in Austin?
Or do you still plan to do.
-: So, I start with K-2, sir.
K-2 grades with 280 students.
And everything is based on 19 years experience.
And then.
-: I guess my question is do you anticipate
you moving all your campuses to one of those two cities
or still starting elementary schools in each one
with the changes in the proposal?
Soner: Yes, sir.
Two separate places.
-: And you're still anticipating to be
in the Blanton Elementary?
Or just middle and elementary school?
Soner: Burnet.
-: Burnet, I'm sorry.
In Austin.
Is that correct?
Do you still anticipate to be
in Alief Independent School District in Houston?
-: Well, I think there's some pushback from Alief ISD.
I mean, again, I have to say this.
I'm a public school product.
And charter schools are public school.
People who know me.
I will never speak against public schools.
But, as part of our charter application.
And the question ask.
Demonstrate there's a need there.
Demonstrate school need.
I have to put numbers there based on the TEA data.
The data available to me.
And I've studied.
I mean, I've been studying Houston, Austin, major cities.
I have done this for Harmony many, many years.
I identify the need area.
But I understand that superintendent of Alief ISD
is not happy that I'm gonna be there.
And I told agency, "If you want me to add a location."
Which I have identified many location in Houston
that there's a need.
Lots of bad schools.
I'm happy to do so.
-: And I know I can't.
You have to do this with your board and so forth.
But can you give us some idea of,
if it's not in Alief, what are some of
those other target areas of Houston that
you might potentially get to?
-: So, my second backup location,
which I did not put in the application.
I'm happy to share this with the agency
and with the members.
That it's the northwest side.
Which is bordered with the Spring Branch ISD
and Houston ISD.
This actual location.
It's not exactly Alief ISD.
It's the border between Alief and Houston ISD.
And the second backup location that I have is right on I-10
and between Spring Branch ISD and Houston ISD.
And there are five schools that are identified
within three miles that have F rating
based on Children at Risk report in Houston.
-: And one last clarifying question.
And I know we've kind of talked about this.
And you heard it in some of the other ones.
But on clarity of what the designations were.
I think, in part of your application,
you said that Texas Education Agency
had described these campuses within a four mile radius
as failing campuses.
There are no failing campuses
in the TEA accountability system.
As there are failing districts.
But there's not a failing campus.
I just would like you to maybe make note that
there's not, by the TEA system, a failing campus.
-: That is correct, sir.
Thank you for asking.
So, in my application, if you'll look at the handouts,
it clearly says it's based on the Children at Risk report.
Those credential.
If they were rated based on what we know,
those campus will get that rating.
But, yes, that's correct.
Last year, only district had a letter rating.
And campus will receive that rating later on.
But my definition is based on Children at Risk.
I also mention in the application that
those are improvement required campuses.
So, kind of like.
Clearly defined it, yes.
Keven: Okay, thank you.
Marty: Mister Maynard, Miss Davis, Mister Allen,
Miss Perez, and Miss Hardy a second time.
-: Lots of questions.
Lots of questions.
And I represent half of Travis County.
And so, do you recognize this?
What's been your conversation with Austin ISD?
What's been the interaction with Austin ISD?
Not part of the process?
You didn't do anything?
But you're proposing to occupy Austin ISD?
But you've not had any interaction?
(response too faint to hear clearly)
Okay.
And I'm just asking where.
This presentation says failing schools, Austin.
And so, when I talk to their trustees
and I talk to their leadership,
they say these are not failing schools.
-: Sorry.
I provided handouts based on Children at Risk
for very reliable data that I rely on.
And those are.
-: So, what's your.
If I can drill down into what you're saying is that
you are specifically looking at
at risk students as a subpopulation.
-: That is correct, sir.
I will also add that those.
In my application, I identified which one
are possible F schools.
I also looked at most recent.
In the handout, you will see most recent data by TEA.
ISD data itself.
Actually on their website.
It shows that Burnet.
We were talking about Burnet Elementary.
I mean, I hate to talk about this in public.
But it shows improve required.
What they claimed yesterday was not accurate.
And especially in student growth and student achievement.
Both Burnet Elementary School is improve required.
It's in the TEA website, 2018, and also ISD website.
And you got a copy in the handout.
-: I do kind of have concerns with.
And, particularly, when we take a subpopulation,
we understand that certain subpopulations
in certain schools struggle.
Particularly students who are socioeconomically challenged.
But that doesn't necessarily mean that
that's a failing school.
-: The definition is not my definition.
When I wrote the charter, really,
I rely on the resources.
I provided every resource reference in the application.
So, yes.
-: And, to be clear, I think that you're trying to
promote a particular position.
Soner: That is correct, sir.
-: I get that.
It's a little bit of salesmanship.
And, frankly, the school district
is defending their position.
Soner: That is correct.
-: You know, the truth of most things,
it's probably somewhere in between.
It's not exactly as black and white as you say it is
or that they say it is.
-: That is correct.
I mean, I agree.
I apologize, again, for making this public.
But this was in the application.
Tom: It's public information.
-: If the schools are rated next year based on these numbers,
they are gonna be rated with the letters.
-: Okay, when I looked into the overview
of anticipated need,
when we got down to the English language learners
that's on page nine of the application,
I see a Royal Academy Houston 25% anticipated.
I see Alief ISD at 22.8.
Houston, I see four.
I don't see anything for Austin.
-: I'm glad that you asked, sir.
So, unfortunately, in the application,
the application format that we have,
there is no place for the second school.
So, since I am applying two locations,
I asked the agency.
"So, I have only one place for Royal Houston.
What about opening a school in Austin?
Can I have another column?"
It's impossible to insert column there.
It's part of the technical difficulty.
So, I choose one location.
And those numbers represent the average of.
And I understand, if I put school in any neighborhood,
it will 99% reflect the neighborhood school.
So, these numbers are not Austin ISD numbers.
-: I mean, I just.
I don't represent Houston.
I represent Austin.
And so, here's my concern is that.
I'm assuming, then, that you have looked at that.
Do you understand what the need is for ELL?
Soner: That is correct.
-: Can you tell me what it is?
-: Well, it varies from school to school.
But, when I open school in that area,
it's gonna be exact same numbers.
Tom: You don't know what the number is?
-: I know it's about 50% ELL.
Tom: I mean, we've got, in some cases,
it's closer to 90%.
-: Sir, I have several schools.
I was a.
-: You need my vote.
I represent Austin, right?
So, you've left out part of my constituency.
Soner: It's not up to me.
It was.
-: You know, as clever as you are,
I think that there's a way to overcome the.
If it were me, I would find a way to articulate it.
-: Certainly, I mean, I articulate in the text section.
But not in the table section.
Because, again, table did not allow me to insert.
I articulated in the text portion.
But not in the table portion.
-: I don't have any further questions at this time.
-: Miss Davis, then Mister Allen, then Miss Perez,
then Miss Hardy and Doctor Ellis.
And it's their second turn.
So, someone else might get ahead of you guys.
-: Thank you.
So, you mention that you got pushback from Alief.
And so, you more than likely are gonna
reevaluate whether or not
you're gonna move to that area, correct?
-: If agency or this body asked me to do so, I'm happy.
Yes, ma'am.
My goal is to serve the children of Texas.
Where there's a need.
And I have done so.
This is my commitment to State Board of Education members
and the agency.
-: Just reflecting on what you said
about maybe not building in Alief,
like you had originally proposed.
You said you got some pushback.
And so, that made you reflect on
whether or not you were going to
go ahead and move forward with the Alief.
-: No, agency asked me.
So, I will honor that, yes.
-: All right, so, I guess I'm asking you that particularly
because it seems like you value
what the community says about your schools.
And it seems like Austin community
wasn't too happy about it.
Just like the community in Alabama
hasn't been too happy about it.
So, I'm just wondering if you would consider
what they've asked for.
And that's for you not to be in their communities.
If you consider that at all.
Because you said you hadn't had many conversations
with Austin leadership.
-: Are you asking Austin, I assume?
Aisha: Yes.
-: So, I mean, so far, what I heard.
The testimony from yesterday from the Austin leadership.
I have great respect for them.
What they do in the school system.
No question.
You know how hard it is to run school and open schools.
It's difficult.
Especially large school district like Austin, Houston.
It's not easy.
But, obviously, nobody wants competition.
Nobody will like competition.
Even if I have conversation.
Which I had conversation with
many school district in the past.
District leaders.
And I actually, last year.
It was intended to put an agreement through SB-82.
1882.
And I couldn't find any school district
that would actually allow us to be partner
and have a school in their district.
I don't want to say failing.
But struggling schools.
So, it goes both ways.
-: But they were allowing other charters
to establish those partnerships.
Just not you, correct?
-: I don't know if any other charter school
was allowed in Austin ISD.
-: No, no, you said Texas.
You said you didn't find anybody.
-: Only one school that I know, last year,
was allowed to be partnership in a rural area.
That's all I know.
Just one out of 1200 districts.
-: Oh, we have one in my area in Grand Prairie.
You should look into that.
-: Thank you.
That's one of them, yes.
-: Okay, I have a couple other questions.
So, let's say my son.
I don't have kids.
But this is my hypothetical son.
My son has a discipline record.
He's been in ISS a few times.
I'll tell you why in just a little bit.
But could you describe the process
of how you would exclude my son
and make sure he can't enroll in your school?
And how you would deny him
his free and appropriate public education?
-: Miss Davis, your son will be welcome to our schools.
As we welcome from private school all the time.
-: We had that conversation at the first interview.
And it says in your application that
you won't allow a student with a disciplinary record.
-: No, ma'am.
Let me rephrase that correctly again.
As part of the Texas charter school law,
charter schools are not allowed to enroll
student with demonstrated discipline issues,
like if they had guns, violence.
If they have criminal records,
charter schools have option not to enroll them.
But, if they have an in school suspension,
out of school suspension, anything,
we don't ask those in application.
The only thing we ask is name, parents' name,
and what grade level they're asking.
That's all we ask.
-: So, you will not ask for disciplinary records?
-: No, ma'am.
Not all the charter schools ask.
Again, 19 years I have been doing this.
We have never exclude any student with discipline issues.
Not even actual.
We have never asked anybody if they had criminal background.
We don't do that.
Even if we say in an application.
I don't remember any time during the 35000 kids
that we asked somebody to leave the school.
Never.
-: Okay, and one more.
Can you describe your teacher recruitment plan?
-: Yes, ma'am.
So, there are multiple phases for teacher recruitment.
First and foremost, obviously,
our partnership with local education service centers.
Minotem has great certification program.
I was a board member for six years.
So, I know what kind of program they run.
So, we go ask.
Basically try to hire.
Recruit people from there.
And, first thing first, we take resumes.
And, based on the resume review screening,
we call them for in person or a phone interview.
And, as a result of phone interview,
we call them in person interview.
There are multiple phase.
Following in person interview,
we have mock teaching practice for each teacher.
And then, following that,
we have a group of people.
Just not one person.
But principal, a STEM principal,
and one of the subject matter teacher
will agree and hire this person.
-: A hiring plan. I was just wondering about recruitment.
Like where will you be finding your teachers from?
Teachers From America, local universities.
-: Oh, yeah, most of the teachers that we hire,
ma'am, is from Houston area or Austin area.
And we go with job fairs and universities,
alternative program, education service center.
I mean, every other people that go find teachers,
we pretty much follow the same pattern.
Marty: Mister Allen.
Then Miss Perez.
And Doctor Ellis.
No, it's your first time, isn't it?
Okay, then you're after Miss Perez.
-: Doctor Soner, I don't want to pretend
like I don't know that I'm asking you
questions that we haven't been
talking for the last 10 years.
Because we have.
And I have been probably to every campus that you have
had leadership over.
And we walked those campuses.
And we've had conversations about
some of this stuff that appeared on my desk over the years
in terms of Turkey and what have you.
So, I just want to apologize for that,
because I know the work that's been done
to make sure that children are getting
a quality education under your leadership
while you were there.
But my question is.
And this was my concern 16 years ago.
Today, you must be doing pretty good,
'cause you requested eight schools.
And right now we're discussing four.
I want to hear from you what is
your five and your 10 year plan?
-: So, as I said in my previous charter life, Harmony,
I told this body and the agency,
"As long as schools are successful,
we're going to continue replicate
in a place where there's a need."
And I cannot predict right now.
Because the reason I choose four schools
clustered in two cities.
I want to demonstrate this cluster level work really work.
And then, once it works,
the agency will make a determination
on whether I need to replicate or not.
And the demand from the parents.
So far, what I have done at Harmony.
I mean, there's.
Any place that we open school, there's a huge demand.
When I left Harmony, in addition to 35000 students,
we had 25000 applications every year.
Only 2000 gets in.
So, I mean, right now, my five year projection
is what I describe in this application.
And, beyond that, it's up to the agency
to continue to give me charter to replicate.
-: Whereas I believe in your ability to lead campuses,
I came here today because I was thinking that
we were establishing this school in third ward
and I was against that.
I was totally against that.
I stated earlier about third ward.
And maybe people don't realize that
30% of Alief is in my district.
And I'm always concerned about the impact.
And you've addressed that to some degree.
So, I wanted to go on record in saying that
the third ward is a no for me.
And just consider that.
And the consideration on looking
where you are planning your campuses is important.
If you do plan to go into Alief, I would appreciate a call.
If you are successful.
Marty: Let's see.
It is Miss Perez.
-: Good afternoon.
I have six pages of questions for you.
Your original application specifically stated that
the Royal facilities would be located in Alief ISD.
Because there were six low performing schools
in a four mile radius of Sneed Elementary.
In 2017-18, three of those schools were not rated
because of Harvey.
And three met standard.
In 2016-17, five met standard
and only Sneed was low performing.
So, I'm assuming that was an oversight, error,
accident on your application.
-: Miss Perez, again, my numbers I put in the application.
At the time when I wrote this application,
whatever data available to me.
And I provide references.
And I put those numbers.
So, I go by what I read in
the credible resources that's available.
Whether TEA or Children at Risk in Houston.
And those are the data that I will say.
I don't change numbers.
I just put whatever is in the, you know, source.
-: Well, I will tell you my resource is TEA.
So, it appears that, perhaps.
And, again, correct me if I'm misstating this.
Royal has created a personal Royal-specific rating system
based on student data, your own parental survey,
a wait list that has not quite been clarified as to how,
if students are on multiple wait lists
for a variety of charter schools.
It has not been quantified.
There's school rating data.
And I believe our data,
your application and my information, don't match.
The available space to build a school
and a limited number of schools
within the STREAM-360 program.
The application also included Houston ISD
with an overall boundary.
But is specific to where the school would be located
based on need.
And, again, based on a Royal-specific rating system.
Rather than the state's accountability system.
So, for the record, I would like to know
how exactly was the application amended
and how did we get to a point where,
when it was submitted, it was considering Alief
and now it's not considering Alief?
And this happened in just the last fewer than 24 hours.
-: Miss Perez, I have not amended any application.
This was just a discussion.
But, again, as I stated earlier, I am happy to.
The direction that I receive from this board
and the agency that I can relocate.
I have backup places that shows secondary schools.
-: Right, if I could just clarify.
That direction came from our office, from the agency.
And not from Doctor Tarim.
-: Okay, so, the agency is now saying
you cannot go into Alief?
Any reason why?
Or you're recommending that.
-: The recommendation for the four campuses
was based on the feeder patterns
and based on initial projections.
If you look back at the recommendations that
the commissioners made over the past at least seven years,
we don't provide expensive numbers of campuses
in that initial application,
because we want to make sure that
our applicants demonstrate academic and financial viability.
The other thing we do in the application process
is we take into consideration all those impact statements.
And, late in the process,
we did receive a letter correspondence that
the commissioner forwarded on to me
that we took into consideration
from Mister Chambers from Alief ISD.
Georgina: And that occurred in the last 24 hours?
-: This has not just been the last 24 hours.
No ma'am.
-: Could I ask for a clarification of that just one second?
And so, Miss Mosay, when the agency
apparently made the suggestion
to go from eight to four,
the recommendation to go from eight to four,
did that also include the locations
or just the number from eight to four?
-: So, the initial conversation was from eight to four.
And then, when we got subsequent information
from the impact statements,
we mentioned that there is a lot of pushback
in the Alief ISD area.
As I've said many times, these proposals are proposals
and premature applicants are not in positions
where they are able to solidify locations.
The research they do is based on
the data that's available to them.
And so, I mentioned.
And so, Doctor Tarim has agreed to look
outside of the Alief area.
Marty: Okay, thank you.
Miss Perez, you can continue.
-: So, just to add a bit to Miss Mosay's comments.
Again, I could be misquoting, summarizing here.
There was quite a bit of pushback from Alief,
the Alief community.
So, therefore, the locations have been revised.
But there was quite a bit of pushback from Judson.
There's quite a bit of pushback from Austin.
There's been quite a bit of pushback from Houston.
There's been quite a bit of pushback from everybody.
But it seems odd to me that only the Alief location
has been adjusted.
-: Alief superintendent is the only one that
sent us an extensive correspondence
that we took into consideration.
-: Only because H.D. Chambers communicated with you?
And not any other superintendent communicated with you?
From the list that I just repeated?
Would that be an accurate statement?
-: No, it would not.
I could not testify absolutely.
The impact statements have information
where you can checkbox this is going to impact ADA.
I would have to look at my notes.
I know that we received impact statements
stating it's going to impact ADA.
I'll remind the board that,
when students do leave a traditional ISD
and go to a charter school, as been discussed,
it does impact ADA.
What we received from Superintendent Chambers
was a much more extensive response
that highlighted concerns.
And so, there was more information
to take into consideration.
That does not mean that was the only one received.
-: Okay, so, our superintendents need to have
a much more extensive response.
Okay, my next questions.
English learners.
I'm asking these questions because, on your application.
And, again, this is numbers that I could be mistaken.
So, please correct me.
Your projection is 25%.
Many of the locations that.
I'm gonna go with the original application.
And not the recent adjustments
due to extensive communication with one superintendent.
In Austin ISD, there is campuses ranging
from 42% climbing as high as 80%.
Same with Alief.
Same with Houston ISD.
So, I'm wondering.
If you have a projection of 25% on your application,
is this inferring to an intended cap
on this particular demographic?
Or is that a mistake on your application?
-: No, ma'am.
This is.
In the application, I think page seven or nine,
the agency asked us to list
the school district that you were targeting first.
And then two more adjacent school district.
And they ask us to find out what is their demographics.
And, based on that,
what is your anticipated student enrollment?
Or demographics?
What are its African American, Hispanic ratios?
So, what I did in the application.
This is only for Houston.
It doesn't include Austin.
Unfortunately, as I said, there is no place
to put another column here to identify Austin area.
So, these are Houston numbers.
Those are anticipated numbers.
Not cap numbers.
We cannot cap.
Once the school start, as far as anybody show up,
we may have 90% African American or 10% African American.
Or 90% ELS students or maybe 10%.
So, we don't know until we start
enrollment or application process.
-: Well, I will tell you that Piney Point in Houston ISD
is 77% English learner enrollment.
So, let's move on to special needs.
-: May I make a correction?
So, these are ISD numbers.
These are not the campus.
-: Right, so, my ISD numbers start at 42%
and climb as high as 80%.
But your application lists 25%.
So, quite a bit of variance.
So, let's go on to special needs.
Your application projects
student with special needs enrollment at 7%.
The Austin middle schools that you reference
in your application are both over 17%.
While the high school is over 13%.
And I want to note that,
while you were CEO of Harmony,
Harmony was cited by the Civil Rights Office
of the US Department of Education in 2014
for not serving the proportionate percentage
of English learners and children with special needs
compared to schools in close proximity.
And so, what I'm wondering, then, is,
rather than saying we'll deal with all of that
once you hold your lottery
and we'll see which students enroll,
I'd like to see a more comprehensive plan
in your application of exactly how you intend to do this.
Rather than we'll wait and see.
You want to explain those disparities
specifically to Austin?
-: So, again, this application doesn't include Austin.
And, as I mentioned before,
the percentages, the ratios of ELL, ESL,
and special ed populations in Austin ISD.
I have seven schools, as I mentioned,
in north and south side.
So, we are ready to take any challenges that we have.
I mean, if we have student with heavy disability,
then that's what we need to do.
We have done it.
So, I assure you that we will have comprehensive plan.
And I'm happy to provide additional information,
if you need to.
But, based on the question in the application,
we have a limited 100 pages.
I have 140 pages long response.
I have to actually eliminate some of those.
I can write 500 pages.
But there's a capped number of pages in the application.
So, that's all that we can put there.
-: I want to move on now to diversity and representation.
There are no Latino or African American board members
on your board.
And you're proposing to move into a community
where 98% of the students are Latino and African American.
The existing board members, your existing board members,
voted to open a school in a city
without having any representation from that city.
And your application.
And I'm talking about the one that the public has seen.
Lists only two Austin residents of the 22 individuals
that you've spoken with.
And these individuals are in northeast.
They are not from the northeast Austin community.
And one of the two individuals is one of your funders.
Most of your letters of support
are exclusively from Houston.
And your community meetings.
As few as seven people attended one of them.
And, the second one, only 34 people attended.
And, in my opinion,
that is very limited community participation.
And, perhaps, it is an illustration
of very limited community interest.
In more than 20 years of your leadership at Harmony,
the 16 top leadership positions
have always been held by only men
and only of Turkish national origin.
The Royal board of directors has no members from Austin.
No Latino.
No African American members.
Meanwhile, the students, again,
are 98% Latino and African American.
So, what is your plan to ensure that
your board, your leadership, and your staff
are of representation of the community
where you are applying to serve?
-: Yes, I will refer to my board chair.
-: We've had discussions about
expanding the membership on the board.
And we're fully aware of trying to add
membership from the Austin area that we propose to serve.
And also we're taking a look at
some of the issues of adding,
perhaps, an African American and/or Latino members
to the board.
So, we've started that process.
And it will continue.
-: Okay, I didn't hear anything you said.
So, you agree with the statement,
but you're in the process of starting to look for others?
-: Yes, we're planning to expand the board.
Both with geographical representation in the Austin area
and including members of the board
that more accurately reflect
the populations we intend to serve.
-: So, is that something you will be
amending on your application?
To be reflective of the community?
-: So, ma'am, it's part of our board that will open.
That we included in our board application.
That we're gonna engage with a national board trainer
to train our boards.
And to include, basically.
I used to be a board certified trainer.
And what I look at when I.
Basically, we want to make sure that
there's diversity in gender.
Diversity in ethnicity.
Diversity in race and profession
So, once we.
Upon approval, we're gonna continue to expand,
as my board chair mentioned,
include people from Austin area.
As well as wherever we serve.
-: But you didn't accomplish that in the last 20 years.
You're gonna start that now?
-: Thank you for asking.
In my capacity interview,
I specifically mention, it's in the record,
that one of the reason that I stepped down.
I have done everything in Harmony Public Schools
to improve every single bit.
Starting with 200 kids to 34000.
We have really developed.
Except, unfortunately, my board.
And I could not introduce term limits.
So, that's one of the reason I stepped down from that.
Thank you for mentioning that.
-: Thank you for that clarification.
And I will.
If you're successful today, I'll help you do that.
So, let's move on to conflict of interest.
According to the Unity School Service website,
you created a charter management organization
called Unity School Services that
will operate two charters in Alabama
while providing services to facilities
in Arkansas, Florida, Louisiana,
Georgia, Maryland, Missouri, New York,
New Jersey, New Mexico, North Carolina,
South Carolina, Tennessee, Texas,
Washington, DC, Mexico, Qatar, and Hong Kong.
You also sit on
the Board of International Leadership
of Texas Charter Schools.
Will you please tell us how many charters
Unity is currently managing
or providing services to in each of these locations?
Because I'm wondering which conflicts of interest you have
with these identified and these concurrent roles
and how you have time to be the CEO
of between four and eight charters
that are on the current application.
-: Thank you, ma'am.
Let me clarify.
So, Unity School Services is the consulting LLC formed,
as I mentioned in the introduction,
established in 2017 after I stepped down from Harmony
to basically pay the bills.
And, in the website, it talks about
those cities and states which I have, in the past,
provided guidance, help.
There is no school in any one of those places
that we actually manage.
Except Alabama.
And I have mentioned and talked to this agency that
I am helping.
It's helped by three applications.
Both of them are approved.
One of them because of the pushback.
Again, the school in Alabama is
not included with Royal Public Schools.
It's a separate entity.
There's a local board formed
by a local businessman and parents.
Unfortunately, you have heard yesterday.
Two person showed up from Alabama.
They were adamantly against.
Because they worked for the school districts.
I mean, the same debate.
This is the initial charter school in Alabama.
They are learning.
They are going through the process.
And there's a pushback from the local community.
It has nothing to do with me, really.
It's not my school.
I just provide guidance, help.
But, two weeks ago, last week,
the school receive a one year extension
because they couldn't get
the facility permit in place on time.
And so, other location that I mention,
I provide counseling.
And I was aboard member at
the International Leadership of Texas,
which is one of the fastest growing charter school
in Dallas area.
And I'm a volunteer there.
-: And so, you don't believe that
there's any conflict of interest
with all of these concurrent roles?
-: You know, again, Royal Public School is,
basically, my, along with my board.
Is our product.
My oath to Texas.
This is my place.
This is my organization.
This is our new initiative.
So, upon approval, basically my focus is going to be
Royal Public Schools.
Georgina: So, is that a no?
Soner: Yes, ma'am.
-: Okay, so, you believe that
you'll have plenty of time to be the full time CEO
of between four and eight charters on the Royal application
plus everything that you just listed, correct?
-: Ma'am, I am not.
As I said, I don't have any schools in any other place.
And Royal is the only one.
I mentioned that I run 54 schools as of 2017.
And I had 4000 employees at Harmony Public Schools.
So, for me to run four or eight schools,
it's not a difficult task.
Georgina: I'm sorry.
It's not a what? -: It's not a difficult task.
-: Okay, so, I would like to move now
to students with disciplinary histories or records.
Again, correct me if I'm wrong
or if this has also been amended.
Your Royal student application states
the school shall exclude from enrollment
those students who have a documented history
of a criminal offense, a juvenile court adjudication,
or other discipline problems
under subchapter A, chapter 37
of the Education Code page 232.
However, on your student application,
it does say that disciplinary history is required.
And I believe, just a few minutes ago,
you said that is something you're not doing.
-: No, ma'am, we are not doing.
I don't know which application you're referring.
But we don't.
I said we were gonna exclude
if the children had disciplinary, criminal history.
It's part of our charter application requirement.
I said yes.
But we have never ask anybody, in my history of 19 years,
if they had any records.
Let's differentiate.
Disciplinary issue's different from criminal history.
You don't want to have a child in your school,
in a small school, with a history
of gun violence, sexual abuse.
You don't want those kids in your school.
Do you?
I mean, that's the.
-: I will tell you, sir, for more than a decade,
I taught students in juvenile probation.
And so, no, I would absolutely teach students
just like the ones that you're describing
that you don't want.
So, I just want to be clear.
You checked yes.
That you shall exclude students
with a documented history of criminal offenses.
You will exclude them?
-: But not discipline issues.
I differentiated the answer.
-: Okay, fair enough.
So, now I would like to move on
to the social and emotional learning innovation.
Your application depicts a need for SEL
in the aforementioned schools' communities.
And I'm gonna stick with the anywhere between four and eight
and anywhere between the three listed school ISDs.
Because I don't know that any of us in here
are clear on where you're going
or where you're not going.
Austin ISD offers SEL for
all of their schools in their district.
And that program began eight years ago.
Your application says that
you intend to blend SEL with STEM.
But I do not see where you're listing
how this will be accomplished.
And so, what I'm wondering is how is
social and emotional learning innovative in Austin
if Austin ISD has this at all of its campuses
and has had it at all of its campuses for eight years?
-: So, again, I'm very happy that
Austin ISD and many ISDs are offering SEL.
I have no objection.
I think this is great.
But what they are offering is not what I am offering.
They are not combining STEM and SEL together.
But, again, as a public charter school,
we have a lot to learn from school system
in implementing and doing this successfully.
But there is no public schools that
has offered the STEM-SEL combination.
It's brand new.
It's a new idea.
And, again, what I say, Miss Perez, is.
I mean, just not SEL.
Just look at any other subject area.
We teach math.
I don't want to name ISDs,
because I get a lot of feed.
But let's say you're in a large school district.
Here, Houston, or any other place.
Every one of us, whether charter school, public school,
we use same adopted textbook list.
To use the same textbook.
Same TEKS curriculum.
But some of our school within same district.
If you look at the east side and west side.
There's total differences.
Why?
Within the same school district,
we have three failing.
I don't want to say failing. Struggling schools.
As well as successful school
within the same school district.
They do the same thing.
It goes the same.
It's how you deliver it.
How innovative you are to really engage students
in the neighborhood to be successful.
So, I have no objection for any ISD to offer SEL.
But it doesn't hurt to have
additional STEM-SEL combination.
-: You're right. It doesn't hurt to have that.
So, why do you not include in your application
exactly how you will accomplish that?
-: Because there's not enough space.
Georgina: Again with the space.
-: Yes, I have a.
We went through this in the initial interview.
The first interview.
We have a Royal Public School
teaching and learning framework.
I can sit down and explain two hours.
I have chief academic officer here with me.
We can train teachers how to implement this
in every subject area.
So, we did a session for that.
-: Okay, so, since you brought up
teachers teaching a variety of subjects,
And I'm gonna assume this.
But please correct me if I'm wrong again.
You do not have any ESBET credentials yourself?
-: No, ma'am.
Basically, when I started in 2000, my first charter,
I was teaching at university.
And I started with public schools as a foundation.
And five of us.
We had five board members.
And I pulled a short stick and became the principal.
I have no principal experience.
No principal certification in my life.
I've never been as a certified teacher
in schools in the United States.
But, with hard work, dedication, we pulled off.
From 200 students, we reached 35000.
I mean, I believe in credential and experience.
But also we give a lot of opportunities
to non-certified teachers who are qualified.
Basically highly qualified who can come and teach.
That's kind of beauty of charter school system.
That we can bring a lot of new talents into education.
I was one of them.
-: So, just so I'm clear, you said that
it's the charter responsibility
to quantify who's appropriate, qualified to teach,
but you do believe in ESBET credentials?
-: I do believe in ESBET credentials.
Certification is important.
But we also have mixed people that come into education
with highly qualified.
Maybe they are retired engineers.
They are retired teachers.
Or retired engineers or professions
who have enough number of hours in the subject they teach.
They are qualified to teach in charter schools.
And then, eventually, we push them to
become certified teachers.
At Harmony, we almost have 78% certified teachers.
They come in non-certified but highly qualified.
And we put them in certification program.
And they receive certification.
Georgina: ASBET certification?
-: Yes, ma'am.
They get higher pay, yes.
Georgina: Okay, and so, there's 78% at Harmony.
What is the projected percentage at Royal?
The same?
-: It could be same or higher.
Georgina: It could be the same or higher?
So, is that in your application?
-: No, ma'am.
It's not in the application.
Georgina: Would you amend it?
-: I don't know.
If it's required.
But, I mean, our goal is to get everybody certified.
But I cannot promise right now
that everybody's gonna be certified.
-: So, then, let's move on to counselors.
-: Miss Perez, could I ask one question?
In the interest of allowing those
who have not had an opportunity yet
to even ask any questions,
are you at a point where you could maybe
take a short break and let another person ask a question
who's not asked any
and then we can come back to you for a second time?
Georgina: Very well.
-: Okay, Miss Cargill.
Keven: Would it be proper parliamentary inquiry
to ask what page she's on?
(laughter)
-: It might be fair to ask what page we're on.
-: I was about to begin page five.
-: Oh, okay, in that case, Miss Cargill.
-: Okay, she covered a couple of my questions.
But, Soner, during.
First of all, thank you for.
You're doing great.
So, just hang in there.
Drink the water.
Stay hydrated.
(laughter)
We need a spotlight.
A police interrogation.
But I do want to thank you.
I've visited several of your schools, as well.
I tell you.
The kids are happy.
They're well mannered.
They're happy to see you.
There's not a child that goes by, practically,
that doesn't reach out to shake your hand.
So, you've got a lot of great things going on.
During the interviews, though,
you were asked specifically about
the teachers that you hire.
I know that there was a lot of publicity
surrounding the fact that
a lot of your teachers were from Turkey.
And you addressed that.
So, I wanted you to address that now.
Bring us up to date on that.
Because I think you took action.
You listened to the public and whoever else.
And so.
-: So, I mean, yes.
I'm glad that you asked that question.
I mean, last 19 years of my life was in the public eye.
Some of you know.
And Mister Lawrence Allen mentioned that
we had a lot of nonsense accusation to our organization
and to myself personally.
You have heard some of them yesterday.
And I'll come to that.
But, so, when I started my first charter school.
I mentioned I was a graduate student
doing my PhD at Texas A&M.
And, at the same time,
I was the head of the Turkish Association.
Yes, and I tell public the many times,
"Yes, I am from Turkey.
I came from Turkey in 1990 to help my brother,
who was a cancer patient at Anderson.
And, eventually, I ended up at Texas A&M,
pursued my PhD, and stayed here."
Became a citizen.
One of my proudest moment when I became a citizen.
Along with many other of my colleagues at Harmony.
But, because, when I was at Texas A&M,
I was the head of the Turkish Association.
So, I knew a lot of graduate students.
It was easy for me.
Because I am starting a STEM program.
So, I tapped in that resource.
I told some of my colleagues
who were working on master's and PhD.
I said, "You want a job?
You want to teach in math and science?
We'll hire you and provide H1 visa for three years."
It is public.
I'm not hiding that fact.
And so, initial years,
I relied on a lot of graduate students
who were studying either UT, A&M, and Rice University.
If you look at their resumes, you will see them.
They are from Turkey, but they receive degrees
in one of the prestigious schools in Texas.
So, eventually, I got a lot of pushback from people.
At one time, I was interviewed by New York Times.
Actually, I made headline at New York Times in 2011
because of these issues.
And I never forget, actually.
When reporter came to Harmony in 2011 at the time,
Rod Paige, who was the former secretary of education,
was visiting our school.
And so, New York Times reported for me.
"There is a lot of people are fired by Houston ISD.
Why don't you hire them?
Why do you hire Turkish graduate students here?"
And I told her, "So, you're telling me that
I have to hire people who were fired from a school district?
And those are maybe the worst."
I don't want to say.
I mean, why they fire them?
And why I should hire them?
If you run a business, you will understand that
that's not what you do.
But, so, that actually really told me a lot.
So, in 2011, we start
our Grow Your Own Teacher Program at Harmony.
And there is that we are asking our students,
if they want to be teachers,
especially in math and science.
We told them that we were gonna hire you as a teacher.
Right now, of the $20000 on scholarship, four years,
for those students who are Harmony students.
Finish Harmony.
If they want to study math and science,
we pay their tuition.
But the catch is they have to come back
and teach for us for two years.
That really helped us to improve
our diversity in our schools.
Also, at the time of this complaining, 2011,
we had about 18% H1 visa holders.
Right now, the number is less than, I would say, 2%.
Or 2.2%.
So, we are really taking an important step.
I say we.
I feel, still, Harmony is part of me.
So, lesson learned from those experiences.
And listen people.
And, right now, I would say we have maybe 100 students
who went to Harmony system and became teachers.
Also, there are 230 students in pipeline
to become Harmony teachers within next few years.
So, that's the thing that I've been dealing with.
Marty: Very good job.
Miss Hardy, you're up for the second time.
And then Doctor Ellis and Miss Perez chapter two.
-: I actually have two questions.
But they're real quick.
One question.
One comment.
One question is have you considered
moving your school to La Marque?
Soner: La Marque?
-: Yeah, they had to close the whole school district
and take it over and all that stuff.
Seems like they're desperately in need.
And you seem like you have mobility.
I just think that would be a great consideration.
-: Miss Hardy, I think people who know me here.
They they know me.
In 2004 or '05, when I started replicating schools,
multiple schools, I had to come
before this board multiple times.
Some of you remember.
And, whether it's a Republican or Democrat, I was asked.
I remember Mister Nunez from El Paso.
He said, "Why don't you open a school in El Paso?"
I said, "I don't know anybody in El Paso."
He said, "You know me now.
Come to El Paso.
So, you'll put a school in El Paso?"
Same thing in Odessa.
And other places.
I mean, right now, our proposed plan is to
stay in a larger area.
I don't want. If I go to La Marque,
I understand there is no more close by.
We're gonna total effect the school district.
And I will probably see
the same opposition from local ISD folks.
-: No, they don't exist.
They ceased to exist in La Marque.
Okay, this is something else that we talked about.
The Race to the Top money.
I looked this up.
And it said the federal Department of Education
used executive earmarks to create
the fund Race to the Top Program.
A federal grant competition that
invited the states and various people to apply
in the department's competition scheme.
While this federal government
could not get past the Common Core,
by offering the money to Race to the Top,
you had to commit to adopting Common Core standards.
Race to the Top effect on push for Common Core circulation
and working set education standards before
that had to be set in order to get the money
for Race to the Top.
The pros and cons of that was one of the problem.
I just wanted to say that's why I was under the impression
that Race to the Top was connected to Common Core.
You had to be teaching Common Core.
-: Yes, ma'am, in the website, they say that.
But, remember, Common Core.
I mean, our teaching grant was received by
IDEA, Houston ISD, Harmony, and maybe one other school.
We never use that word or that program at all.
I mean, it was a TEKS-based.
It's impossible for Houston ISD to use Common Core.
I mean, and I said I.
Pat: I don't know that anything's
impossible for Houston ISD.
That's it.
-: They wouldn't, because they use
most of their funding from state. So, we're a TEKS school.
Marty: So, Mister Cortez actually has not spoken
for the first time in this.
-: Soner, it's good to see you.
And, you know, let me start by congratulating you
for making it this far.
Obviously, as you've heard from the capacity hearings
and what's going on yesterday, what's going on today,
of all the applicants that have come up,
I continue to have the same concern.
And I have been into many of your charter schools.
Some of the Harmony campuses.
Some of them with you.
And some of them back home.
They exist in my hometown of Brownsville.
My concern, outside of some of the things that
you're being asked today,
is the same concern that I shared with
every other charter that's coming up before us.
The commissioner of education,
between the three month period of charter amendments,
has taken action from the end of March through June 12.
I guess two days ago.
And, during that timeframe,
has awarded 27558 additional seats
to be created in Texas in our local charter schools.
He's approved or allowed the expansion
of over three dozen new campus sites
within the same three month period.
And, as I've been listening to some of the testimony
and some of the people
and the surrounding and affected communities,
I have a very difficult time supporting
the creation of any new charters.
And so, it's just one of those situations for me where,
knowing that we have this 10 year budget
that they gave us that says
it's gonna be about $350 million over a decade
that's taken out of.
Reallocated, I guess, is what the conversation was before.
It just seems very difficult for me
to wrap my head around supporting
an additional charter being created in Texas.
I will tell you what I have told everybody else.
This round, and in previous rounds.
As I've gone through this process for several years now.
And I tell them the same thing.
My position on this is I can't support it.
I can't support the creation of a new charter.
But, if, for some reason,
you make it to the end of this process,
the minute you have Texas children in your schools,
my role has then changed.
And I have no other alternative
than to be part of a team of 15 that,
when we create policy,
we create policy that continues to
support and nourish thriving education
for the over 5.4 million kids.
But, today, I'm just not inclined to
be able to support the expansion of that charter.
But I do want to congratulate you for making it this far.
-: I really appreciate your candid comments
throughout this process.
I appreciate that.
I know you are a supporter of charter school,
because you've been in many charter schools,
including Harmony.
So, I have great respect for that decision.
So, I mean.
-: And I would just close with this.
I support every student in Texas public schools.
But we have an obligation today to decide
whether these five go forward.
And you've seen, as you've been sitting out there,
how I have voted on the previous ones.
And my vote won't change
between this one and the one after you.
But what I have told them I'm gonna tell you.
If you're authorized, once you move forward, that changes.
But.
-: Right now, this is kind of the time for questions.
Ruben: Well, I just wanted to make a statement,
'cause I already know what I'm doing, mister chair.
And I just want to put that out there, because.
I know I'm going to make the same statement
to the next group that comes up, as well.
As I have to the past groups.
-: Miss Little has not spoken yet.
Pam: Mister chair, I'd like to call for a vote.
-: Okay, previous question, call for the question.
Is there a second?
Okay, it's been made and seconded that
we call for the vote.
Previous question.
That is debatable.
Not debatable.
Excuse me.
Not debatable.
Not amendable.
It takes a 2/3 vote.
So, if you're in favor of
cutting off discussion at this point
and proceeding to a vote,
then you would vote in favor of this motion.
If not, then vote the other way.
It takes a 2/3 vote.
So, all in favor.
I'm sorry.
Kay: I was just gonna say a show of hands.
-: Oh, yeah, I was gonna say.
2/3 vote.
All in favor of halting discussion and moving to a vote,
signify by raising your right hand, please.
I'm only counting the right hands.
One, two, three, four, five, six,
seven, right, nine, 10, 11, 12, 13.
Oh, sorry.
Motion carries.
Thank you, gentlemen, for your time and your testimony.
We'll now proceed to a vote.
The motion currently before us is to veto
the Royal Public Schools Austin slash Houston.
So, if you're in favor of vetoing,
obviously, you vote in favor of this.
If you're opposed to vetoing, you vote no.
Roll call vote again, I'm assuming.
I think that's the standing order right now.
Okay, well, Mister Mercer, okay.
Well, we're pretty much gonna have to vote
with who we have here.
'Cause the vote's been called.
So, okay, so, we'll proceed with the roll call.
Kay: Miss Perez.
Georgina: Okay, tell me.
I vote no for.
Marty: Vote yes if you want to veto.
Georgina: Yes.
Kay: Mister Cortez.
Miss Perez-Diaz.
Marisa: Yes.
Kay: Mister Allen.
Lawrence: No.
Kay: Mister Mercer.
Doctor Robinson.
Matt: No.
Kay: Mrs. Cargill.
Barbara: Yes for action.
Kay: To veto.
To veto.
Barbara: Oh, no.
Kay: Was that your no, Doctor Ellis?
Okay, so, now it's your turn.
Mister Maynard.
Miss Hardy.
Pat: Yes.
Kay: I'm sorry, Miss Hardy, did you say.
Mrs. Little.
Pam: Yes.
Kay: Miss Davis.
Aicha: Yes.
Kay: Mrs. Melton-Malone.
Sue: Yes.
Kay: Mister Rowley.
-: Yes.
So, I have eight yeses and five nos.
Kay: Yes, that's correct.
And two absent.
-: Okay, so, eight yeses and five nos.
So, the motion to veto passed.
That was a motion to veto passed.
Excuse me.
No charter awarded by an eight to five vote.
Okay, so, the next item.
The next applicant, please.
-: Final applicant of the day is Houston Classical.
Whose proposed superintendent, Davis Salazar,
has a track record of launching and leading
a successful school that serves
special population students particularly well.
On a personal note, last legislative session,
when our legislatures were looking to
approve some state law that would allow for
charter schools to serve special populations,
I actually was put in touch with Mister Salazar,
who runs a successful model.
Their proposed school model will bring
the great books to K through eight student population
in the Alief area.
Here, today, the proposed superintendent Davis Salazar
and board member Chris Smith
will present for five minutes
and be available for questions and answers.
Marty: Okay, and so, again, it's Mister Salazar
and Mister Chrispin.
Multiple People: Chris Smith.
Marty: Chris Smith.
Oh, Mister Smith, okay.
There you go.
-: Well, good morning.
Good afternoon, everyone.
I just want to say that we're very humbled
to be here today.
And that it has been a very long process.
We're humbled at the opportunity of,
perhaps, being approved and open a successful school.
We're excited and humbled to speak to you
about my background a little bit today,
the need for Houston Classical,
and how we can plan to address the needs
through our approach.
Again, my name is Davis Salazar.
And I'm the proposed head of school
of Houston Classical Charter School
for the families in Houston.
As an immigrant, we move to this country
to pursue the American dream.
My family understands the only way to achieve
the American dream was through hard work
and a focus on education.
I have held to that dream my entire life.
And I still do today.
Thus, I became an educator and a leader
to help others achieve their dreams.
In my previous role in co-founder
and head of school of
The Neighborhood Charter School of Harlem.
I led the number one independent charter school
in the English language arts and in mathematics.
This was done with 30% of my population
being special education.
I'd also founded and erected
a specialized program for students on the autism spectrum.
The belief that all students can learn
and have a great education no matter
their history, language, or their designation
is embedded into Houston Classical.
We are an inclusive school.
Our entire founding team believes that
all students can achieve.
As a team, combined, we have over 40 years in education.
We have a robust local board
with diverse backgrounds and composition.
Additionally, our Houston-based board
is deeply committed to the education
and the overall improvement of the community.
In fact, some of our board members
were raised in southwest Houston.
In writing the charter,
we identify Alief as a community in need.
Alief does have successful schools.
And we look forward to learning from their best practices.
However, it is not enough.
There's a large subset of the community that is not.
And I am referencing the 2018 STAAR Assessment.
In fact, in 2018, the average elementary school in AISD
averages 33% of students meeting standards in ELA
and 41% in mathematics.
One of those schools where 900 students attend
had 26% of students meet standards in English language arts.
Additionally, we noted that the subgroups,
such as ELL students, like myself,
had an 18% passing rate in the ELA STAAR assessment.
With the last year, my board and I have spoken
to over 300 families and community members
who are excited and expressed their excitement
of our school and approach.
Our focus on teaching reading, writing, computing, math
begins in kindergarten day one.
We know this is pivotal and foundational.
In order to meet the urgent need,
Houston Classical ensures that students
are learning at an optimal level,
receive proper supports, and then mold the next generation
of the American dreamers, like I am.
We're gonna do this by four components.
We are a classical school and a charter.
We're gonna focus on literacy skills and literature.
In Houston and Alief, in particular,
there are a high number of scholars
that are not reading at grade level.
Thus we aim to remedy that by focusing on literacy
beginning in kindergarten with read alouds every day
and whole class novel beginning in third grade.
Number two, critical thinking.
We believe in developing students
to only not read great books,
but to critically think about themes, ideas,
and their points of view.
We strongly believe in teaching scholars how to think,
as opposed to what to think.
Number three, oral development and Socratic seminars.
Research have demonstrated that,
to ensure ELL scholars' acquisition of English,
oral development must be addressed.
Those modern schools depend on
building oral development strategies
throughout the day.
This is something that I've experienced
in my own life as a recent immigrant as a third grader.
And something that I had in my old school, as well.
The teaching of values.
We believe in preparing our scholars not just for college,
but for life.
We believe in equal importance of academic achievement
and character development.
For example, we will teach values
through our daily read alouds, lessons,
and conversations with scholars.
And, lastly, I have dedicated my entire life,
12 years of education,
to the pursuit of all scholars
have equal access to a great education in their communities.
I also will proclaim today that
I'm a very smart man.
Because I married a Texan.
And we moved to Texas to establish a school
and raise my family.
As my wife and I now decide
what school my daughter should go to.
My 21 month old daughter to attend.
We have the luxury of having options.
And that is amazing, because we live in this country,
to have options.
However, there are other families in Houston
and the greater Houston area
that do not have that opportunity.
It's also our responsibility, as a charter,
to be innovative in the community we try to operate.
Therefore, Houston Classical will be
the only classical education school
that will address poor students in the Houston area.
Thank you.
-: Sure, just, again, thank the board
for the opportunity to be here today.
My name is Chris Smith.
I'm currently the CFO and COO
of the Windmaker Partnership in Houston.
I'm a native Texan.
Actually grew up just up the road in Belton.
Really excited to be here today.
Firmly believe in the power of education
and in the vision of Houston Classical.
And just excited to represent the board here today.
-: Very good.
Thank you, gentlemen.
Any questions of these gentlemen?
Miss Perez.
Oh, will you allow Doctor Robinson to go first?
There you go.
-: Thank y'all for coming here.
And so, you lived in Texas for a year or two?
Davis: This is my first year.
-: Your first year.
And you have experience in New York City?
Davis: Yes.
Teaching and leading school and founding a school.
-: Well, a couple points.
You know, on the last vote.
And what I've been saying all day is
I don't feel comfortable taking gamble
with taxpayers' money on something that is
what I consider high risk.
And, obviously, Soner Tarim has
a long experience and everything.
But, in this, the two points here is,
first of all, in Alief ISD,
there are at least nine charter campuses
within Alief ISD right now.
Some of their schools are doing kind of marginal
or on the poor side.
But they have quite a bit of variety
in terms of programs they offer.
Mandarin immersion they offer.
That's just one of the most unusual things.
Dual language.
They have a lot of offerings there.
And so, I'm not sure if there's really a need there.
And I don't know if.
And, again, as I've said before,
starting up a school from scratch
is even more difficult than
assuming a superintendent position.
And in an area that's demographically challenging.
Being a classroom teacher or even being assistant principal
is quite a bit different than running a whole school.
And doing it in an area where you're not.
Your wife might have familiarity,
but you don't have as much familiarity.
So, that would be my concern.
But I appreciate, again.
As I said before, you obviously have a passion
for teaching kids.
And I hope you continue regardless in that effort.
-: I just wanted.
If I can add, Doctor Robinson.
So, being in Texas and knowing that I needed
some background in the TEKS and Texas education,
I have two board members.
One was a turnaround principal at the ISD level
and on my board.
He's now the current principal of Saint Thomas in Houston.
And also I have a founding assistant principal
from KIPP who's also on my board.
And then, lastly, I do want to say that,
in 2012, I did co-found a charter school from scratch.
And we started together from handing out,
canvasing the streets on Saturdays and Sundays,
to building an amazing building now
where it's just gonna.
It's gonna double to become a second school.
So, I do have experience in
building my own from the beginning.
And I do understand your points in regards to Alief.
We do also try to.
We're going to teach Latin beginning in fifth grade.
So, we're also gonna have that component.
And that goes directly to our classical model.
But I hear what you're saying in regards to Alief.
There are nine schools.
And a lot of those schools are
actually also middle schools.
So, there's still a need for elementary schools,
as I mentioned in my introduction.
But thank you for your.
Marty: It's actually Miss Perez and then Miss Davis.
Unless Miss Perez will choose to
yield the floor to you, Miss Davis.
-: Thank you.
During your first interview,
you guys described pre-service training
for your teachers for 28 days, correct?
Davis: Yes, ma'am.
-: You also mentioned that you may or may not
be able to pay those teachers for that 28 days, correct?
Davis: Yes.
-: Have you been able to reflect on that anymore?
'Cause I would hate for a teacher
to have to work for 28 days without getting paid.
I don't even know if that's legal to do.
-: One thing is it's common practice in charter schools.
Especially the ones I've worked before.
And, secondly, we will pay our teachers.
We're not going to have our teachers
come for professional development and not pay them.
And, like I mentioned, also,
we also have flexible schedules. So, it's not going to be
eight hours of professional development.
We may have half a day of professional development
and also feed them and also celebrate.
Because starting a school from scratch,
your first year, you need to build a foundation
from the beginning.
So, we need the days.
And the days are going to be about
first building culture.
What is Houston Classical's culture?
How do we execute our.
And what I'm also proposing.
It's a very difficult task.
Because it's the language that we use
in order to address students.
-: I'm just worried about how you're going to pay them.
-: So, we're actually.
If approved, we will go in through a marketing campaign.
A fundraising campaign, I should say.
We're gonna raise our own private funds
to be able to pay our teachers.
-: And, if you don't raise it?
Davis: We're very confident we'll raise our money.
Marty: Miss Perez.
-: Just for my clarification, I'm gonna reiterate.
Did you just say you're confident that
you're gonna fundraise in order to pay your teachers
and, because of fundraising
is how you're gonna pay your teachers?
-: No, it's actually included in our budget
that we're gonna pay our teachers.
But, in order to.
In submitting the application,
you have a very tight budget.
A very conservative budget.
So, we have to.
And, giving the per people allocation,
you have to be very conservative.
Now, knowing that, we still allocate moneys
for teachers to be paid in the summer.
But, if, for some reason, our budget doesn't work,
we have the backups of fundraising to be able to do that.
-: Understood.
Thank you.
Would you please, both of you in leadership,
would you please list all of your ESBET credentials for me?
-: I currently do not have credentials.
-: You have no ESBET credentials
as teachers, principals, superintendents, nothing?
Davis: I have my experience.
-: Okay, will you tell me how many
of your projected teachers will have.
Will you be teaching dual language
and will they have their bilingual certifications?
-: If we meet the 20 rule, yes.
We'll have a dual language program.
But, in our first year, we will have.
In our application, we put that we would have
40% of our students being English language learners.
So, we're gonna hire a ELL coordinator.
In each grade, we'll have an ELL certified teacher
to be able to address the needs of the students.
Georgina: And ELL certification is what exactly?
-: I'm sorry.
An ESL certification.
I apologize.
-: So, not a bilingual certification?
Davis: Only if we meet the 20 rule.
-: But you're projecting that you'll have 40?
Davis: 40%.
-: Okay.
What about reading, writing, math, and science?
Are you projecting that your teachers
will have ESBET credentials
for those content areas, as well?
-: So, first, we'll follow the law.
Georgina: Social studies.
Thank you. -: We will follow the law.
Whatever the law says in regards to.
Georgina: Sorry, I'm not asking you to follow the law.
I am sure you'll follow the law.
What I'm asking is if you'll have
ESBET credentialed teachers.
-: It is not required for us to have.
Georgina: I know it's not required.
But I'm asking you if you will.
-: I'm sorry.
So, we will not require that.
But, if they do have it, it's a plus.
Georgina: I agree.
Thank you.
Marty: Miss Hardy.
Pat: I'd like to call a vote.
Marty: Okay.
Is there a second?
Lawrence: Second.
-: Okay, motion's been made and seconded
to call for a vote previous question.
Not debatable.
Not amendable.
Requires a 2/3 vote.
One, two, three, four, five, six, seven, 10.
Cut off debate.
Okay, so, there's 10 of us.
So, it would take.
And then decide.
All in favor of calling for the question
signify by raising your right hand.
Cutting off discussion.
Yes, we do.
We have a quorum.
Nine, 10.
All opposed, raise your right hand.
Motion carries.
Discussion is ended.
Gentlemen, thank you very much.
We'll now proceed to a vote.
We will now proceed to a vote.
(laughter)
Kay: Okay, so, yes means we agree with the veto.
-: This is a motion to veto.
That's correct.
Motion to veto.
So, yes is a veto.
Probably so.
Barbara: Are we taking a break?
Are we at recess?
Pat: Knock on the door.
-: I'm thinking.
I'm thinking about voting.
Pat: No, sir, we don't get to think about voting.
Call the vote.
-: We got a quorum.
Do we now?
All right, call for the vote.
Roll call, please.
Kay: Miss Perez.
Georgina: Yes.
Kay: Mister Cortez.
Miss Perez-Diaz.
Marty: Yes, Miss Cargill.
Barbara: I haven't read the motion.
I thought you had.
Marty: I asked Kay if you did and she thought you did.
Barbara: Okay, in that case,
let's put the motion forward.
Marty: All right.
-: The motion was made by the business on page six.
Members of your committee.
It was.
Sorry.
On page six of the minutes that
was recommended by the Committee on School Initiatives
that the SBOE veto Houston Classical School-Houston
scheduled to open in the '20-'21 school year.
You can look on page three.
I mean, page six to see that three members voted yes
and two voted no.
-: Okay, go proceed to the vote, right?
As if the previous question.
Okay, all right, so, then roll call vote, please.
A yes means you're in favor of a veto.
No means that you're not in favor of a veto.
Kay: So, I think, technically, I should start again.
So, Miss Perez.
Georgina: Yes.
Kay: Mister Cortez.
Miss Perez-Diaz.
Marisa: Yes.
Kay: Mister Allen.
Lawrence: No.
Kay: Mister Mercer.
Mrs. Bahorich.
Doctor Robinson.
Matt: Yes.
Kay: Mrs. Cargill.
Barbara: Yeah.
Kay: Doctor Ellis.
Keven: No.
Kay: Mister Maynard.
Tom: Nay.
Kay: Miss Hardy.
Pat: No.
Kay: Miss Little.
Miss Davis.
Aicha: Yes.
Kay: Mrs. Melton-Malone.
Sue: No.
Kay: Mister Rowley.
Marty: No.
Okay, so, the motion fails.
Three to seven.
Four to seven.
I keep missing that.
Okay, four to seven.
Motion fails.
Keven: Chairman.
-: Yes, Doctor Ellis.
-: I'd like to make a motion that
we take no action on Houston Classical
for the 2020-2021 school year.
-: Is there a second? Okay, motion's been made and seconded
that we take no action.
Any discussion?
Ready for a vote?
Pam: Just explain the vote.
-: In this, it's the other way around.
If you are in favor of the charter going forward,
you vote yes on this one.
If you are opposed to the charter being awarded,
then you vote no.
Roll call vote.
Kay: Miss Perez.
Georgina: No.
Kay: Mister Cortez.
Miss Perez-Diaz.
Marisa: No.
Kay: Mister Allen.
Lawrence: Yes.
Kay: Mister Mercer.
Miss Bahorich.
Doctor Robinson.
Matt: No.
Kay: Miss Cargill.
Barbara: Yes.
Kay: Doctor Ellis.
Keven: Yes.
Kay: Mister Maynard.
Tom: Aye.
Kay: Miss Hardy.
Pat: Yes.
Kay: Miss Little.
Miss Davis.
Aicha: No.
Kay: Mrs. Melton-Malone.
Sue: Yes.
Kay: And Mister Rowley.
-: Yes.
Okay, so, that motion carried.
(applause)
What was the vote?
Seven to four.
Kay: Seven to four.
-: Seven in favor.
Four against.
So, that motion carries.
Okay, members, I think that takes care of that agenda item.
So, oh, there are other items
on the Committee for Initiatives.
Barbara: Can we thank staff for a job well done?
Thank you, Heather and team.
Did awesome.
(applause)
-: I wanna say thank you to board members.
I know this has been a rigorous, very rigorous process
for our applicants, as well as you.
I appreciate your discernment, as well.
Thank you for recognizing my staff.
I appreciate that.
-: Absolutely.
Okay, members, we're on page two of the minutes
for the Committee on School Initiatives.
Agenda item number four.
Review of proposed new TAC chapter 235,
classroom teacher certification standards, subchapter F,
supplemental certificate standards.
And it was recommended unanimously
to recommend that the State Board of Education
take no action on the proposed amendment
to 19TAC chapter 235,
classroom teacher certification standards,
subchapter F, supplemental certification standards.
-: Okay, any discussion on that agenda item?
Are we ready for a vote?
All in favor signify by saying aye.
Many: Aye.
Marty: All opposed, no.
Woman: Nay.
Marty: Motion carries.
-: Agenda item five.
The motion is found on the top of page three.
It was carried unanimously to recommend that
the state Board of Education take no action
on the proposed amendments to 19TAC chapter 241,
certification as principal, subchapter B,
principal certificate, section 241.41, general provisions.
-: Any discussion on that item?
Ready for a vote?
All in favor, signify by saying aye.
Many: Aye.
Marty: All opposed, no.
Woman: Nay.
Marty: Motion carries.
-: The last one is agenda item six found on page three.
It was moved and seconded to recommend that
the State Board of Education approve for first reading
a filing authorization the proposed amendment
to 19TAC chapter 157, hearings and appeals,
subchapter D, independent hearing examiners,
section 157.41, certification criteria
for independent hearing examiners.
-: Any discussion on that item?
Ready for a vote?
All in favor, signify by saying aye.
All: Aye.
-: All opposed, no.
Motion carries.
Barbara: I'm done.
Thank you.
-: Thank you, Miss Cargill.
Now I've asked Mister Maynard to take up
the Committee of the Full Board minutes and those items.
Do we do the item that was taken off consent
first or last or does it matter?
Kay: I don't think it matters.
Except that Mister Cortez has to have it removed and solved
for him to be in the room.
-: He's gone.
Kay: In that case, do it.
Sue: I'd like to call the vote.
(laughter)
-: Well, I'll tell you what, Sue, let's.
Sue: Let him know I tried hard to get the room to do it.
-: Well, let's just take them in order.
We'll take the consent item last and go from there.
So, okay, Mister Maynard, please.
-: All right, mister chairman, if you take your minutes,
the first action item is proposed revisions
to 19TAC chapter 110,
TEKS central knowledge and skills
for English language arts and reading,
and 19TAC chapter 128,
TEKS central knowledge and skills
for Spanish language arts and reading
and English as a second language.
Second reading, final adoption.
Members, the motion is found on page two.
And, therefore, on behalf of
the Committee of the Full Board,
I move that the State Board of Education
approve for second reading and the final adoption
of proposed revisions to 19TAC chapter 110,
TEKS essential knowledge and skills
for English language arts and reading,
and 19TAC chapter 128, TEKS essential knowledge and skills
for Spanish language arts and reading
and English as a second language.
And to make an affirmed finding that
immediate adoption of the proposed revisions
to 19TAC chapter 110,
TEKS essential knowledge and skills for
English language arts and reading,
and 19TAC chapter 128,
TEKS essential knowledge and skills
for Spanish language arts and reading
and English as a second language,
is necessary and shall have an effective date
of 20 days after found as adopted
by the Texas Register.
And, mister chairman, this requires a 2/3 vote
of the members present and voting.
-: Okay, thank you, Mister Maynard.
Miss Ramos, is this the one that we need to add?
It's not.
So, we're good.
Okay, so, any discussion about this item?
We ready for a vote?
All in favor, signify by.
Sue: Is this the part where we make that clarification?
Marty: That's what I was asking.
-: I'm sorry.
So, we do need, we believe, for you to make
some adjustments to the CCRS alignment document.
It is my understanding that you don't intend
to make any other amendments
based on feedback that you've received.
-: Okay, but this is an agenda item
where we needed to talk about the CCRS crosswalk?
Monica: No, this is not the item.
-: You're just raising that for our future.
-: She was.
Some of you received some comments last night.
And she was just asking if there were any intentions
to make any additional amendments.
-: Gotcha, okay, all right.
So, we're voting on this motion as stated, then.
We ready for a vote?
All in favor, signify by raising your left hand.
All opposed?
Motion carries.
Okay, Mister Maynard, if you'll continue.
Tom: A moment to just.
There's nothing else that I would need to.
There's not another motion there we need to.
There's several motions there.
But I think we're done with that.
Monica: I'm assuming that you did not want to
make any changes to what you did on Wednesday.
-: Just making sure.
Monica, just keep us straight, okay?
Monica: I'm not sure that I can, at this point.
-: All right, item three.
Proposed repeal and new 19TAC chapter 126.
And that's item number three.
So, mister chair, I move that the State Board of Education
approve for second reading and final adoption
proposed repeal and new 19TAC chapter 126,
TEKS essential knowledge and skills
for technology applications,
subchapter C, high school, 126.36,
digital forensic for one credit
beginning with school year 2019 and '20.
And making an affirmative finding that
immediate option of the proposed appeal
and new 19TAC chapter 126,
TEKS essential knowledge and skills
for technology applications, subchapter C, high school,
126.36, digital forensics for one credit
beginning with school year 2019 and 2020,
is necessary and shall have an effective date
of August 1, 2019.
-: 2/3 vote required on this.
Any further discussion?
Ready for a vote?
Oh, you're ready to vote.
Okay, all right, all in favor. It does take a 2/3 vote.
All in favor, raise the hand of your choice.
Sue: Do we have a quorum?
-: Yes, we do.
Counting the votes, I imagine.
We good?
Okay, there was a 2/3 vote.
In fact, it was unanimous members voting.
And that passes.
Okay, Mister Maynard.
-: Okay, we're on page four.
Next, we're gonna go to the proposed amendments
to 19TAC chapter 74.
Still on page four.
Item number four.
Mister chair, I move that the State Board of Education
approve for second reading and final adoption
proposed amendments to 19TAC chapter 74,
curriculum requirements, subchapter B,
graduation requirements,
74.12, foundation high school program,
and 74.13, endorsements,
and make an affirmative finding that
immediate adoption of the proposed amendments
to 19TAC chapter 74, curriculum requirements,
subchapter B, graduation requirements,
74.12, foundation high school program,
and 74.13, endorsements, is necessary
and shall have an effective date of August 1, 2019.
-: Any discussion?
Ready for the vote?
All in favor, signify by raising your right hand.
All opposed, same sign.
Unanimous, 2/3 vote passes.
-: All right, mister chair,
the next item is related to proclamation 2021.
On behalf of the Committee of the Full Board,
move that the State Board of Education
approve proclamation 2021
of the State Board of Education
advertising bids for instructional materials as amended.
-: Okay, and just for purposes that
are listing on our posted agenda,
proclamation 2020, no action was taken on that item.
So, we're now talking about proclamation 2021.
Motion's been made.
Recommendations have been made.
Any discussion?
All in favor, signify by saying aye.
All: Aye.
-: All opposed?
Motion carries.
And then I guess we can take up the consent item,
which is number seven right there below that, then.
-: So, mister chair, I'm going to.
I'm going to move the original motion that
this is coming out of committee.
And then it will be the pleasure of the board
to amend as they see fit.
So, mister chair, I move.
On behalf of the Committee of the Full Board,
I move that the State Board of Education
submit the names of David Corpus and Ysrael Valencia
to the governor for consideration
for appointment to the board of trustees
of the Teacher Retirement System of Texas
for a term expiring August 31 of 2025.
Marty: I think, Mister Maynard,
Miss Ingraham, Nella Ingraham, was also.
-: I see what the original.
I'm seeing here now.
So, if I can go ahead and make that correction.
Also, then, to add, behind Mister Valencia,
the name of Nellie Ingraham.
If I could make that correction to the motion, please.
Thank you for that.
-: Okay, any discussion on this item?
Yes, Miss Perez-Diaz.
Marisa: I'd like to make.
I'd like to make an amendment to the motion.
Is this the appropriate time to do that?
-: Yes.
-: Okay, I'd like to amend the motion
to add back in Miss Christine Ardis.
-: Without going back into the minutes, or the agenda,
how do you spell that?
Tell us that again.
Marisa: Christine, C-h-r-i-s-t-i-n-e.
Last name is Ardis.
A-r-d-i-s.
-: A-r-d-i-s.
Okay.
Is there a second?
Calling.
Okay, so, there's a second.
Motion's been made and seconded
to amend the recommendation to add Christine Ardis.
Any discussion?
Keven: Mister Chair.
-: Miss Hardy first and then Doctor Ellis.
-: I thought the reason that we went with
the names that we did was that
the names that we put forth had education
and financial expertise.
And that was why we selected the ones that we did.
Is that correct?
Marty: That's my recollection.
-: Okay.
Marty: Doctor Ellis.
-: I'd actually say it wasn't because they had education.
There's actually separate seats on the board for educators.
These specific seats that we have
are for people with business, financial,
and, specifically, investment experience.
And I think that's why.
And, to the maker of the amendment.
I know that Mister Cortez was maybe the one that
was bringing this forward.
So, you may not know.
But can you outline specifically how you feel
they meet those criteria?
-: Yes, I feel as though this individual,
though they don't have, I guess,
the level that we were looking for
in terms of the investment background,
we also had another individual, Miss Nellie Ingraham,
who's an educator and who has some experience.
I would say we were looking to send a list
over to the governor's office.
And so, you know, ultimately,
the State Board of Education doesn't have
any authority over this decision.
I'd just like to make sure that
we're being inclusive of the different individuals
that were being recommended.
-: Any further discussion?
Ready for a vote?
One, two, three, four, five, six, seven, eight, nine, 10.
Okay, we've got 10.
Vote on the amendment.
I was counting how many we have.
11, 12.
Okay, the motion before the floor
is an amendment to add Christine Ardis to the list.
Or Ardis to the list of recommended seats
for the Teacher Retirement.
Barbara: We vote yes if we want to add her in?
-: Yes, that's correct.
Okay, all in favor, signify by saying aye.
Some: Aye.
Marty: All opposed, no.
Some: No.
Marty: Okay, show of hands.
All in favor, signify by raising your hand.
Georgina: Mister Rowley.
Marty: What?
Georgina: Which hand would you like?
Marty: The hand of your choice.
All in favor, signify by raising the hand of your choice.
One, two.
Those were a very vocal two people.
Okay, two.
All opposed, signify by raising the hand of your choice.
One, two, three, four, five, six, seven, eight.
Okay, so, the motion fails.
It's not amended.
So, now currently before us is the recommendation
of David Corpus, Ysrael Valencia, Nellie Ingraham,
as recommended by the Committee of the Full Board.
Any further discussion?
Ready to vote.
All in favor signify by saying aye.
All: Aye.
-: All opposed, no.
Motion carries.
That takes care, I believe,
of the Committee of the Full Board.
Correct, Mister Maynard?
Okay, Committee on Instruction.
Miss Melton-Malone, please.
-: Yes, sir.
Thank you, mister chair.
If you'll get out your minutes
for the Committee on Instruction,
the first one is on page one.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve for second reading and final adoption
the proposed amendment to 19TAC chapter 74,
curriculum requirements, subchapter A, required curriculum,
74.6, college and career readiness
and TEKS essential knowledge and skills alignment,
and make an affirmative finding that
immediate adoption of the proposed amendment
to 19TAC chapter 74, curriculum requirements,
subchapter A, required curriculum,
74.6, college and career readiness
and TEKS essential knowledge and skills alignment,
is necessary and shall have an effective date
of 20 days after filing as adopted with the Texas Register.
Marty: Okay, thank you, Miss Melton-Malone.
-: I'm sorry.
Can we have 60 seconds to get organized for this item?
Marty: Certainly.
-: Thank you.
And, while that's being done,
those of you who have signed up
for the open testimony,
I apologize for all the time that we've taken.
But we will get to you here.
It won't be but just a few minutes.
And we'll have you.
I don't think we've got enough time to insert you right now.
So, it'll just be a few minutes.
Okay, I thought there was someone else.
Barbara: Mister chair, while we're in this little thing.
Marty: Yes.
-: The lady that.
We have this information on Lyme disease on our desk.
And the lady that was going to speak,
because she lost he daughter to Lyme disease,
she had to leave.
So, I think it'd be courteous for us to read this.
And maybe make sure the health committee's take a look.
Because.
Marty: It's very important to her.
-: I thought it was very sweet that she was here.
But she had to go.
Marty: Thank you for pointing that out.
Yes, Miss Hardy.
(sound cut out)
-: On the increase.
And it's one of those things that
very few people know about.
And, in her situation,
if the teacher had just known to
send the child to the nurse,
that would have been all the difference in the world.
But I would hope.
And I will be talking to people from my district
who are gonna be on the health committee,
somehow or another, to get that in, too.
So that people can be aware.
And, also, I've been trying to encourage her
to get in touch with Tasby,
because they do an intro at the beginning of school
to make people aware of things.
And I'm hoping that that'll fit into that, too.
Very important.
-: Okay, so, are we ready to proceed with this item?
Monica: Yes, sir, we are. Thank you very much.
-: Okay, so, are there any amendments?
Or we're taking it as is?
Miss Perez.
-: I move to amend the English language arts alignment chart
to reflect feedback from TCTELA and CREST
regarding CCRS standards 2D-2 and 2D-3.
Only student expectations and authorized staff
to make technical edits.
Marty: Okay, is there a second?
Sue: Second.
-: Okay, any discussion on that?
Maybe a brief explanation.
I think the idea was that there were CCRS standards
on the crosswalk alignment document that were blank.
But that there was feedback provided via email
from the testifiers that we had on Wednesday
to fill in the student expectations
that line up with the CCRS.
Georgina: That's it.
That's exactly.
-: And that's what Miss Perez's motion entails.
Okay, any discussion?
Further conversation about that.
Okay, all in favor of that amendment,
signify by saying aye.
All: Aye.
-: All opposed, no.
Okay, let's see.
This is a 2/3 vote.
So, the motion before us then
was the one stated by Miss Melton-Malone.
Reiterate it.
Okay, any further discussion on it?
All in favor, signify by raising your hand.
Any hand.
All opposed, same sign.
Okay, motion unanimously passed.
So, there was a 2/3 vote.
Okay, Miss Melton-Malone.
-: Yes, so, page number two.
Item number two.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve for second reading and filing adoption
the proposed amendment to 19TAC chapter 74,
curriculum requirements,
subchapter B, graduation requirements,
74.11, high school graduation requirements,
and make an affirmative finding that
immediate adoption of the proposed amendment
to 19TAC chapter 74, curriculum requirements,
subchapter B, graduation requirements,
74.11, high school graduation requirements,
is necessary and shall have an effective date
of August 26, 2019.
-: Any further discussion on this item?
Hearing none, we'll proceed to a vote.
This takes a 2/3 vote.
So, all in favor of that,
signify by putting your head down on your desk.
No, I'm kidding.
(laughter)
Raise your right hand.
Actually, we can do that.
Can't we, Kay?
You can do any way you want.
I thought that's right.
Yeah, any sign you want.
Georgina: As long as he tells you what it is.
-: And I did.
But the motion passed.
There was a unanimous.
Okay.
Could be anything.
All in favor, do this.
All right, so, Miss Melton-Malone.
-: The bottom of page two.
Item number three.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve for second reading and filing adoption
proposed revisions to 19TAC chapter 111,
TEKS essential knowledge and skills for mathematics,
subchapter D, other high school mathematics courses,
and make an affirmative finding that
immediate adoption of proposed revisions to 19TAC
chapter 111, TEKS essential knowledge
and skills for mathematics,
subchapter D, other high school mathematics courses,
is necessary and shall have an effective date
of August 1, 2019.
-: Okay, any discussion on this item?
Takes a 2/3 vote.
All in favor, signify by standing where you are.
(laughter)
Okay, all right, motion passes unanimously.
2/3 vote, very good.
Okay.
Sue: Member Rowley.
-: Yes.
Excuse me.
It's Acting Chairperson Rowley.
Okay, Miss Melton-Malone.
Please continue.
-: Page three, item number four.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve for second reading and filing adoption
the proposed amendment to 19TAC
chapter 114, TEKS essential knowledge
and skills for languages other than English,
subchapter C, high school,
114.53, advanced language for
career applications one credit,
and make an affirmative finding that
immediate adoption of the proposed amendment
to 19TAC chapter 114,
TEKS essential knowledge and skills
for languages other than English,
subchapter C, high school,
114.53, advanced language for
career applications one credit,
is necessary and shall have an effective date
of August 26, 2019.
-: Okay, any discussion on this item?
All in favor, signify by waving at the chair.
All opposed.
Motion carries by 2/3 vote.
Thank you, Miss Melton-Malone.
Is that all your items?
-: No, I'm not doe yet.
Page four, item number six.
On behalf of the Committee on Instruction,
I move that the State Board of Education
suspend the board operating procedures
in accordance with 5.2a to allow consideration
and a first reading and filing authorization
and approve for first reading and filing authorization
the proposed amendment to 19TAC
chapter 74, curriculum requirements,
subchapter C, other provisions,
74.28, students with dyslexia and related disorders.
-: So, it does take a 2/3 vote
to suspend our board operating procedures.
Do we vote on all of that at once?
The suspension and the motion?
Okay, any discussion on that?
All in favor, signify by raising your hand.
'Cause we're boring.
All opposed.
Motion passes.
-: All right, still on page four.
Item number seven.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve the following innovative courses
that do not fall within any of the subject areas
of the foundation or enrichment curriculum.
Community transportation,
to be approved for a period of two years,
and peer assistance for
students with disabilities one and two,
to be approved for a renewal period of three years.
-: Okay, any discussion on this item?
All in favor, signify by saying aye.
All: Aye.
Marty: All opposed.
Motion carries.
-: I got two more.
It starts on the bottom of page four.
It's item number eight.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve the request from ThinkCERCA
to update ThinkCERCA Texas Edition Grade Six,
ThinkCERCA Texas Edition Grade Seven,
and ThinkCERCA Teas Edition Grade Eight.
Adopted in November 2018 under proclamation 2019.
Provided that members of the Committee on Instruction
are provided access to the online materials
and that the matter be placed on the September agenda
to allow the committee to confirm that changes were made.
-: Okay, an explanation of that, Miss Melton.
-: Yes, this is company.
It came to us back in April, I believe.
And submitted some material that was very inappropriate
in the reading selections.
And, at that time, we decided to ask them
to update their information
and get us some new material.
And make sure that we thought
everything was developmentally and age appropriate.
And they sent us in some other material
for this particular meeting.
We're a little skeptical about it.
The material looked good.
The problem that we're thinking of is that
we want to be sure that they're going to
make the changes that we've asked them to make.
And we have no assurance of that.
And we had asked the people who testified in April
to send us information so that
we could go onto the website.
And we did not get it.
And so, we were skeptical,
because we want to be sure those changes get made.
And that the material in the text
is appropriate for our school age children.
-: Very good.
So, it will be placed on
the Committee of Instruction agenda in September.
Sue: In September, right.
-: Any questions or comments?
Discussion about that item?
All in favor, signify by saying aye.
All: Aye.
Marty: Opposed, no.
Motion carries.
-: And one last one.
On page five, number nine.
On behalf of the Committee on Instruction,
I move that the State Board of Education
approve the updates to the Texas State Plan
for the Education of Gifted Talented Students.
-: Any questions or discussion?
All in favor, signify by saying aye.
All: Aye.
-: Opposed, no.
Motion carried.
Sue: That's all I have.
-: Thank you, Miss Melton-Malone.
Mister Maynard, permanent school fund finance.
-: Mister chair, we have got one finance item.
If you find.
Our minutes are usually split.
Find one that says school finance item.
And, on behalf of the Committee on School Finance
and Permanent School Fund,
move that the State Board of Education
approve for second reading and final adoption
the proposed amendment to 19TAC
chapter 109, budgeting, accounting, and auditing,
subchapter C, adoptions by reference,
109.41, financial accountability
system resource guide,
and make an affirmative finding that
immediate adoption of the proposed amendment
to 19TAC chapter 109, budgeting, accounting, and auditing,
subchapter C, adoptions by reference,
109.41, financial accountability system resource guide
is necessary and shall have an effective date
of 20 days after filing as adopted with the Texas Register.
Marty: Any discussion?
Questions about that?
All in favor.
Takes a 2/3 vote.
Signify by raising both hands.
Like I surrender.
(laughter)
Everybody's surrendered?
Motion passes by 2/3 vote.
-: Mister chairman, just a few things are just worth noting,
because most of what we did went on the consent agenda.
But we did have a discussion about
emerging and diverse managers.
And, actually, that's an important discussion,
because, as it turns out, it's really good business.
Sometimes, big funds, we tend to get into a lane,
into a groove.
And, as it turns out, a lot of the smaller ones,
smaller, emerging managers, are a little hungrier.
More aggressive.
I'd just encourage the members to look at that,
because we put it on the very front end of our meeting.
Secondly is that we began the implementation
of the liquid fund.
At least the early piece of that.
To address the cash drag on the school land board.
And so that's something.
And then also worth noting.
We always talk about the school.
The bond guarantee program.
And, currently, we've been at 117 billion for some time,
'cause that's what the IRS allows us to do.
It takes about two years to expand that.
And so, we're about to begin that process
of looking to expand that.
There was a discussion on asset allocation.
We took no action on that.
We have a more formal review of that in about a year.
-: Okay, very good.
Thank you, Mister Maynard.
We have testifiers who have come from general session.
Jeanette Lafevers.
Lafevers, there you go.
And then Robert Satchel.
Is Mister Satchel here?
Okay, then, Sandra West would follow Miss Lafevers.
-: Thank you for having me here today.
And thank you for the actions that you've taken on behalf of
the international baccalaureate students
in the state of Texas.
I am handing out to you just a quick reminder
of the remaining issue that we have.
And that has to do with the fine arts,
the IB fine arts other than film.
And I have them listed for you on the front of this page.
And then what we believe needs.
What actions need to still be taking place.
These are the only IB courses that
have not been granted the two credits.
I also notice, in the rule text,
that there was language in chapter 117
that talks about some prerequisites that
the IB courses do not have prerequisites for.
And I've given some proposed languages.
Some proposed language that could be used
on the pages that follow.
And, in chapter 74, it would need to be updated
to list these IB fine arts courses
as meeting graduation requirements
and then how it applies to endorsements.
So, we believe that this is truly
the end of the issues that we have
that we can identify at this point.
I just love your company so much.
We invent things to come back.
Marty: And you stayed for the duration today.
That is impressive.
-: Yes, it took me longer to get up here
than it did to get from Munich, Germany.
(laughter)
-: That's right.
And we didn't serve peanuts here.
Okay, so, members, recall.
This is not posted for discussion.
You can ask questions.
But, beyond that,
that's about the extent of our participation.
Tom: Mister chair.
-: Yes, Mister Maynard.
Tom: If we address all the issues,
we won't get to see you anymore.
-: I'll come back every now and then
just to see what's going on.
Marty: Okay, thank you, Miss Lafevers.
-: Thank you.
-: Mister Satchel we decided is not here.
Robert Satchel.
Doctor West.
-: Is it on?
Oh, now it is, okay.
I'm Sandra West.
Thank you for your due diligence.
Y'all are absolutely amazing.
My brain.
I have a headache right now listening to all of this today
and trying to actually keep up with some of it.
What I have for you
is a very pitiful piece of documentation.
I'm sorry.
That was the best I could do from a hotel last night.
The clerk was very helpful to me.
But I thought you needed this information in writing.
I do better when things are in writing in front of me.
I have eight topics I'd like to address very briefly.
And I'd like to skip number two,
because it goes with the handout
that's on the back of your half page.
The first one.
Of course, I'm talking about science TEKS
need a complete rewrite.
I know we call them revision.
But I'd like to say we need innovation.
Not just a revision.
The science TEKS are lacking in many areas.
And thus the need for innovation
rather than just editing is needed.
Some work has been done to identify holes.
And I actually shared some of those with you previously.
But this may not be the most effective or efficient way.
But, however, it's probably likely
to provide evidence for the need of a major revision.
The third bullet, merge practices with content,
and not separate processes as we currently do in our TEKS.
We need that for a better understanding of
authentic science content and practices.
And as guidance for our teachers.
The next bullet, lost instructional time.
I want to remind you of the research
that was done by STAT where teachers reported
they lost 21 instructional days.
However, only 11 plus days were due to state testing.
Nine plus days were lost to
pep rallies, iPad distribution, et cetera.
We have heard that there might be practice STAAR
that might be coming in the middle of the semester.
So, we are really concerned that
we are gonna be losing more instructional days
with the practice STAAR in addition
to the required assessment times.
Also, we would like for the committee to consider
not having math problems on a STAAR science test.
If it's going to assess math,
then it needs to be in the math STAAR.
We would also suggest that
there be an alignment with math.
And I've testified probably numerous times on this before.
That, even though the math may be
taught in that grade level,
it is not necessarily taught
(ding)
when the science teachers need it.
Is that my ding?
Marty: 30 more seconds.
-: Okay, quick.
That the alignment with math
be from the math from the previous year.
Also, is there going to be a limit
to the number of TEKS again, as we had?
And can the science leadership have input
into the survey that the state's going to put out.
And back up to the second bullet.
The organization and structure of the TEKS
does not support science learning
and artificially limits the clear understanding.
(ding)
I have presented to you.
Middle of a sentence here.
Presented to you what I hope is an example
of where the holes are in the structure of the TEKS,
not the concept or content,
and how it should be according to
the National Science Education standards
that science teachers and scientists
have developed over the years.
Marty: Any questions of Doctor West?
Thank you very much.
We look forward to.
Oh, Miss Cargill.
(too faint to hear)
-: No, there's nothing from the NTSS on here.
I'm sorry.
It doesn't show up very well.
But the left column are TEKS.
So, the left column are TEKS.
The right column is from the framework
for K-12 science education.
There's nothing on here from NTSS.
Thank you.
-: Look forward to working with you, Doctor West.
Science rolls around.
Okay, members, I think that's
all we have to cover agenda-wise.
Points of personal privilege?
Yes, Miss Melton-Malone.
Sue: Not me, but we need to say congratulations
to Doctor Ellis for his award that he received.
(applause)
Tom: Doctor Ellis always has your back.
Lawrence: Even in Donna's absence,
I'd like to say publicly
and thank her for her service as the board chair.
I think she's done a fantastic job.
(applause)
-: I have one.
We recently lost somebody who was
very, very instrumental in making sure that
our teacher force was diverse in Texas.
And that was Doctor Elaine Bailey.
She was in the Houston area.
And she started teaching, I think, around the '50s.
When there wasn't many African American teachers at all.
And not only did she increase
the number of African American teachers
through her advocacy,
she wanted to make sure that all teachers that
taught Black students had the tools they needed
for those students to be successful.
And she's affected thousands of teachers across the country.
Mostly here in Texas.
And she passed away last week.
So, I did want to use my time
to publicly say thank you, Doctor Bailey,
for everything you've done
in shaping Texas the way it is.
A diverse teacher force where
everybody can serve every student.
We have a lot of that to thank for her.
She's like a little hidden hero.
Marty: Very good.
Very good.
Thank you, Miss Davis.
(applause)
Any further?
Mister Maynard.
-: I'd just like to remind folks, also.
Doctor Keven Ellis also made a huge commitment
to the school finance commission.
And really did a lot of work on that.
Thank you for that.
That was certainly above and beyond.
I understand that the pay scale is about the same.
Very good.
(applause)
And I'd also like to remind all the members that,
if you've not picked up some peaches, we have plenty.
So, those are raised in Blumenthal, Texas
between Stonewall and Fredericksburg
by my good friend Russ Studebaker.
And he's a great farmer.
And so, there are plenty.
We run out in there, I have more in the truck.
(laughter)
-: Very good.
Anything further?
Yes, Miss Davis.
-: We have an education day in the district
in Dallas in September.
I'll be sending you guys invitations.
I want to connect K-12 leaders, school board members,
higher ed entities, nonprofits.
Anybody to come together to help kids.
And, of course, I would love for you guys to be there.
And I'll be sending you guys more information about that.
-: Very good.
Anything further?
We're adjourned.