-: All right members over there get settled back in.
We are going to move to item number 12, on the agenda.
The Committee of the Full board,
which is consideration of the Commissioner of Education's
Generation 25 Open Enrollment Charter School proposals.
This is on page I.95 of your agenda,
and I'm gonna turn it over to Mr. Rowley.
Mr. Rowley: Thank you, Mr. Chair,
the Committee of the Full board recommends
that the State Board of Education review,
and take no action on the following proposed
generation 25 Subchapter D, open enrollment charter schools
scheduled to open in the 2021/2022 school year.
Brilliante Academy, McAllen,
CLEAR Public Charter School, San Marcos,
Doral Academy of Texas Buda.
Learn4Life Austin, Austin,
Prelude Preparatory Charter School, San Antonio,
and Royal Public Schools, San Antonio.
Dr. Ellis: Okay.
I think ideally what I would like to do
is to do what we did yesterday
and vote on these individually.
Okay.
So, at that point, our next step is?
Ms. cruz: To-
-: To vote on them individually.
Ms. Cruz: All right.
So, at the next step would be to bring up the first one,
and two and to take the vote.
And is it your intention to do them by roll again?
-: It's not mine,
but if someone asks for a roll call, vote.
Mr. Mercer: Roll call vote (indistinct)
-: Roll call, those has been requested.
-: Okay- -: Yeah.
-: So- -: Next step is to ...
Ms. Cruz: So, the first question before you sir,
would be the motion to review
and take no action on Brilliante Academy of McAllen.
-: Okay, so the first one and for clarification, a yes vote,
is for the charter to succeed, and to move on,
and no vote is for us to reject the charter,
in essentially veto.
Sec: Okay, say (indistinct).
-: A yes vote, would be for the charter to succeed.
A no vote would be for the charter to fail.
Ms. Perez: Okay.
-: Is that clear?
Ms. Perez: Yes, sir.
Mr. Cortez.
Mr. Cortez: So if we're doing it like we did yesterday,
if it doesn't succeed,
do we then have to go back in and vote again for a veto?
So- -: Yes.
Mr. Cortez: It'll be a double vote like yesterday?
Dr. Ellis: Yes.
-: Okay.
-: All right.
If we're ready then I will ask staff to call the roll.
Just take one minute.
Ms. Martinez: Okay.
Perez.
Ms. Perez: No.
Ms. Martinez: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: No.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: I'm sorry.
Mr. Allen: Yeah.
Ms. Martinez: Thank you, Mercer.
Mr. Mercer: Yes.
Ms. Martinez: Bahorich.
Ms. Bahorich: Yes.
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: Yes.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Yes.
Ms. Martinez: Rowley.
Mr. Rowley: Yes.
Ms. Martinez: Six, seven, eight, nine to five.
-: So, Brilliante has succeeded on a vote of nine to five.
We will next take the same action on Clear.
I do wanna make a comment before if it's appropriate.
Normally of course, I vote at the end of the time of this.
because I'm voting out of order.
I do want to let members know,
I'm changing my vote on this one.
So, we will go ahead and take the role.
Ms. Martinez: Okay.
Perez.
Ms. Perez: No.
Ms. Martine: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Perez-Diaz: No.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Merece: Yes.
Ms. Martinez: Bahorich.
-: Bahorich] Yes.
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: No.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] No.
Ms. Martinez: Rowley.
Mr. Rowley: Yes.
(paper flipping)
-: (indistinct) of that, (indistinct).
Ms. Martinez: Three, four, five, six, whoa!
-: I didn't have a mic. -: Seven.
-: I didn't have my microphone and that was a no for me.
Ms. Martinez: Okay.
Seven to eight.
-: Correct, is that correct?
Ms. Martinez: Seven, eight, yeah.
So, motion fails. (clears throat)
-: So Clear, fails on a vote of seven to eight.
We'll move to Doral Academy.
Ms. Martinez: Perez.
Ms. Perez: No.
Ms. Martinez: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Perez-Diaz: No.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: It's in my district, a very strong yes.
Ms. Martinez: Bahorich.
Ms. Bahorich: Yes.
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: No.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] No.
Ms. Martinez: Rowley.
Mr. Rowely: Yes.
-: Yes.
-: That's a yes for me.
Ms. Martinez: Ellis, yes.
One, two, three, four, five, six, seven, eight to seven.
-: The next (indistinct)-
Ms. martinez: Yeah. (coughs)
-: Next will be Learn4Life.
-: (indistinct)- -: It's all right.
-: I'm sorry.
Ms. Martinez: Well that wasn't part
of the original motion.
So he's right, it's Learn4Life.
-: Learn4Life is next on this motion.
Ms. Martinez: So, for Learn4Life, Perez.
Ms. Perez: Absolutely no.
Ms. Martinez: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: No.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: Yes.
Ms. Martinez: Bahorich.
Ms. Bahorich: Yes.
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: Yes.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Yes.
Ms. Martinez: Rowely.
Mr. Rowely: Yes.
Ms. Martinez: Six, seven, eight, nine to five.
-: Learn4Life succeeds, on a vote of nine to five.
Next will be Prelude Preparatory Charter School.
-: Which one?
-: Prelude- -: Prelude.
-: Prelude, next one is prelude.
Ms. Martinez: Perez.
Ms. Perez: No.
Ms. Martinez: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: No.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: Yes.
Ms. Martinez: Bahorich.
Ms. Bahorich: Yes, sorry- (giggles)
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: Yes.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Yes.
Ms. Martinez: Rowley.
[Mr. Rowley] Yes.
Ms. Martinez: Six, seven, eight, nine to five.
-: Prelude succeeds on a vote of nine to five.
Next's Spring Royal Public schools.
Ms. Martinez: Perez.
Ms. Perez: No.
Ms. Martinez: Cortez.
Mr. Cortez: No.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Allen, yes?
Allen: Yes.
-: Thank you, Mercer.
Mr. Mercer: Yes.
Ms. Martinez: Bahorich.
Ms. Bahorich: Yes.
Ms. Martinez: Robinson.
Dr. Robinson: No.
Ms. Martinez: Cargill.
Ms. Cargill: Yes.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: Yes.
Ms. Martinez: Little.
Ms. Little: No.
Ms. Martinez: Davis.
Ms. Davis: No.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Sorry (indistinct) now?
-: Royal. -: Royal.
-: [Ms. Melton-Malone] Yeah.
I mean, yes, yeah, yeah.
Ms. Martinez: Mrs. Melton-Malone is a yes, on Royal.
-: Does she vote yes- -: Rowley.
Mr. Rowlye: Yes, yes, yes, yes. (laughs)
Ms. Martinez: Five, six, seven, eight, nine to five.
-: So, Royal succeeds on a vote of nine to five.
Okay, so now ...
So, those are completed?
Ms. Martinez: Correct.
-: So, now we have three,
don't we need a- -: Yeah.
-: Do we need a motion?
We don't need the motion, to summarize that one.
Ms. Martinez: Cause this was the vote on that-
-: Okay.
Ms. Davis: Correct- -: Yeah.
Dr. Ellis: So do we need a motion?
-: Oh, it's only if veto.
Dr. Ellis: A motion to reject on three of them now?
Davis: Two part- Ms. Cargill: Two.
-: Two from ye- Ms. Cargill: But,
three of them now. Robinson: Two (indistinct).
-: Cause you- Martinez: Three cause you-
-: Two from yesterday and Clear from today.
Ms. Davis: (indistinct) today.
Dr. Robinson: I'm worried about (indistinct) toady.
-: Clear did not succeed.
So we need a motion to reject for Clear.
Dr. Robinson: Right.
-: So for clarification, this would be a motion to reject,
for Clear public charter schools,
Heritage Classical Academy,
and Rocketship Public Schools.
Ms. Hardy: And Mr. Chairman the motion that the committee
of the full board made yesterday was to veto.
-: Yeah. Ms. Hardy: And that is,
I believe the language in statute.
So, that should be the motion that I believe would come ...
Two of them come from the Committee of the Full board
and one from your own action here.
-: So am I correct in saying
the Committee of the Full board recommended?
Ms. Little: Yes-
-: It's the-
Ms. Little: The State Board of Education.
-: The State Board of Education.
The motion is the State Board of Education,
takes affirmative action to veto,
Heritage Classical Academy, Rocketship, public schools,
and Clear public charter schools.
Mr. Rowley: A point of order (indistinct).
I don't believe that's the recommendation
of the state board- Dr. Robinson: Right.
-: To add the third one.
The recommendation of the state board
is to veto Heritage, and Rocketship.
Ms. Little: That was the committee of the (indistinct)-
-: That's what I meant, that's what I meant.
Ms. Little: Now you're in the State Board of Education.
So the motions that the State Board of Education,
is not a recommendation.
-: Right, that's that was my point.
We didn't recommend the committee.
The full board didn't recommend to veto Clear.
That was a determination we made today.
I mean, to be technically correct,
the committee- Dr. Ellis: Right-
-: The full board recommended
to veto Heritage and Rocketship.
Dr. Ellis: But I think we're at now
where the State Board of Education
would make a motion to reject those three.
Mr. Rowley: There you have that,
but it's not a recommendation of the committee?
-: Right. Ms. Davis: Right.
Ms. Cargill: So a point of information?
-: Ms. Cargill.
Ms. Cargill: At what point ...
How can we separate these, like we did yesterday?
Dr. Robinson: Is that a question?
Ms. Cargill: Oh, so could I make a question
to divide the question.
-: Yes, there's a request to divide the question.
Ms. Cargill: Yeah. -: We will do that.
Mr. Rowley: Right, yeah.
That's a good point. (coughing)
-: We have a motion and a second to divide the question.
So, we will take them up in alphabetical order.
So, the motion would be,
for the State Board of Education to take affirmative action,
to veto, Clear public Charter School.
Am I good?
Okay.
Mr. Cortez: Mr. Chair?
-: Yes, sir.
Mr. Cortez: At any point, if for whatever reason,
some of the other members decide to change their mind,
is there gonna be an opportunity to discuss this?
-: Right now would be a time-
Cortez: Cause my assumption is that,
we're gonna continue on path with veto.
But with this addition of dividing the question,
I'm a little suspicious- -: So my-
-: That maybe something may get overturned in this process.
And I want to know if there's an opportunity
to discuss and understand, in the event that that happens.
-: Can we check with Ms. Kay.
The discussion period is now,
if the motion on any of them fails,
it doesn't authorize them to move forward.
It just doesn't tell the Commissioner,
that we plan to take action.
It would still be- Cortez: But this is
the veto item now.
-: This is the veto,
but we did not take action on any of these three,
and therefore after 90 days, correct?
Then. Mr. Rowley: Correct,
unless the state board vetoes,
the proposals from the Commissioner,
they will become active after 90 days
since he published the recommendation.
Mr. Cortez: So, then to my point or my question,
if there's something I want to say in the event that
anybody's thinking of changing their minds, I mean,
we're already led to several go through which
I didn't support.
And we're in a situation now where we've got three now,
then I'm hoping to stay vetoed.
If I wanna say something about each of these,
do I say it in advance- Dr. Ellis: Correct if-
-: Of the vote?
Dr. Ellis: Correct me if I'm wrong,
the discussion point would be now once the vote's taken,
the item is finished.
-: On each item separately, right?
Because the question has been divided-
Dr. Ellis: Yeah, the questions been divided-
-: Whoever we picked up,
I can say whatever I want now, on it.
Dr. Ellis: The question has been divided,
so we were on Clear Public Charter School now.
So if there's anything you want to discuss
on Clear Public Charter School before the vote is taken,
this would be the time to do that.
-: Okay, well then if I could, Mr. Cortez.
Mr. Cortez: I would urge the board that we clearly veto
this charter school in light of the financial situation
that we're dealing with in the State of Texas.
And the fact that five already,
unfortunately you made it through,
we have an opportunity
to at least send a message with these.
And so, I would urge the vote to veto this applicant.
Dr. Ellis: Is there any further discussion
from members on this item?
All right so for clarification, Ms. Hardy.
Ms. Hardy: I just wanted to point out to
my fellow board members that,
I sent to you a letter, concerning Rocketship.
Dr. Ellis: So, why don't we hold that one
till we get to Rocketship.
-: Oh, okay. Ms. Ellis: we are divided.
-: Okay.
Dr. Ellis: So this one's just for Clear-
Ms. Hardy: Okay. -: Yeah.
Ms. Hardy: I thought- -: I'll call back on you
when we get there- Ms. Hardy: I thought
you said now it's time to talk about all of it?
-: For Clear.
Ms. Hardy: Okay. Just Clear- And then we'll, yeah.
I'll call on you before Rocketship-
Ms. Hardy: It wasn't clear to me.
-: It was not clear.
All right.
So, can we get a staff to confirm
whether a yes or no vote would be here?
Ms. Kay: Yes, sir.
A yes vote would veto the Commissioner's recommendation
and the charter school would not be approved,
and a no vote would not veto the recommendation.
Ms. Little: So, no is direction of his recommendation,
yes is veto?
-: Correct.
Little: Thank you.
Mr. Ellis: So, for clarification,
you would vote yes if you want to confirm the veto.
Is everyone clear on that?
Okay, are y'all ready for the vote?
Ms. Hardy: Yep. Ms. Little: Yes pleas.
-: Okay, this is for Clear. (laughing)
So all those who want to vote yes,
to confirm the veto, do so by raising your hand.
Dr. Robinson: (indistinct) give a roll call.
-: Roll call vote has been requested.
(laughs)
Martinez: Perez.
Ms. Perez: Yes.
Martinez: Cortez.
Ms. Cortez: Yes.
Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Martinez: Allen.
Mr. Allen: Yes.
Martinez: Mercer.
Mr. Mercer: No.
Martinez: Bahorich.
Ms. Bahorich: Yes.
Martinez: Robinson] .
Dr. Robinson: Yes.
Martinez: Cargill.
Ms. Cargill: No.
Martinez: Maynard.
Mr. Maynard: No.
Martinez: Hardy.
Ms. Hardy: No.
Martinez: Little.
Ms. Little: Yes.
Martinez: Davis.
Ms. Davis: Yes.
Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Yes.
Martinez: Rowley.
Mr. Rowley: No.
-: Yes.
Yes.
Martinez: Dr. Ellis yes.
Six, seven, eight, nine to five.
-: Okay, the next motion will be
for the State Board of Education
to take affirmative action to veto
Heritage Classical Academy.
is a request for a roll call vote.
-: There is a request for a roll call, vote?
Ms. Crew: (indistinct) request for a roll call vote.
-: Okay, there's a request for roll call vote.
I'll remind everyone of the yes is to confirm the veto.
Ms. martinez: Okay (indistinct).
-: No, not for Rocketship.
Martinez: Perez, oh wait.
Ms. Hardy: Mr. Chair (murmuring)
Ms. Perez-Diaz: Yes, so chair.
So, I want to, I want to be reminded,
this is Heritage, the charter that was associated
with the university with Larry Arnn,
the gentlemen who was making a racist comments.
Is that right?
Wait.
Ms. Hardy: That's correct. -: Okay.
All right, I just want to be clear on that.
Martinez: The (indistinct).
-: (indistinct).
Ms. Bahorich: Yeah, I would ask members that,
that was a comment that was made during the meeting,
but there are ...
So, we're talking about reference to a particular hearing.
And I would just ask members
to look at exactly what was said
in the context of everything
that was being discussed at that meeting.
So, that was the accusation that we heard,
but I would just ask members to kind of
check into the whole context of that meeting.
Dr. Ellis: So noted Mr. Allen.
Mr. Allen: I wanted to remind members
that it was my position that Heritage did not do
their due diligence and what was presented to us.
And coming into District Four
and not being a (indistinct) with District Four,
the statement of seeking out middle class white families
was just too strong for me,
as it pertains to the climate we're in,
and what we intend to do for children in the Houston area.
When we being a charter yet,
we should not have anything that reflects,
that kind of purpose as an approval.
I want to remind everybody that
a denial in a veto is most cases it's a delay.
It's about getting some things, right.
And maybe coming back 365 days from now,
and maybe you're ready for an approval.
So, it may not be a complete denial,
I think this one ought to be a delay.
And I would appreciate your support on the veto today.
Dr. Ellis: Okay, anyone else
who would like to add anything to that?
Ms. Perez and then Ms. Little.
Ms. Perez: I will ... (sighs)
-: If y'all remember,
if you were in our capacity hearings.
They clearly promote, books like Br'er Rabbit.
When they were questioned,
they said, "It's good for third graders.
We just have to present it in a certain context."
Let me be very clear when I say this,
there is no appropriate context for racism, period.
Mr. Erull: Ms. Little.
Ms. Little: I just wanted to say
that I agree with member Allen.
I think this school has potential,
but they still need to get some things right.
Dr. Ellis: (indistinct) over here,
was there any Mr. Rowley, then that Ms. Cargill.
Mr. Rowley: (clears throat) Typically my philosophy,
or one of my guiding principles, I should say,
on charters, or whether or not,
the member whose district
in which the charter will be located,
speaks against it.
And so, in deference to Mr. Allen,
I'm actually changing my vote.
I think it's a foregone conclusion. (laughs)
But I am changing my vote on Heritage,
and I will vote to veto it today,
in deference to Mr. Allen.
Dr. Ellis: Ms. Cargill and, and Ms. Bahorich .
Ms. Cargill: Okay.
Well, and I also wanted to remind members
about the reference to Br'er Rabbit.
I think that the board member clearly spoke yesterday,
that she actually contacted Core Knowledge,
and now they removed that from the list.
So, that that's a non issue.
I think in my opinion, it's gone,
which is a huge step.
I think that she went over and beyond.
So, I just wanted to point that out.
Dr. Ellis: That is correct Ms. Bahorich ..
Ms. Bahorich: Originally I thought this campus actually
was gonna be in my district,
but it sounds like it's moved over. (laughs)
Dr. Ellis: (indistinct).
(laughing)
-: Moved over, it was right on the boarder area.
And so actually there would be in my district,
quite a bit of interest in a classical Western civilization,
type of education option for students,
but considering where this is,
I greatly appreciate member Allen's remarks regarding,
perhaps not this generation,
but perhaps the next generation.
They would be more ready for the kind of location,
where they ended up,
and the kind of outreach that's gonna be required,
to make that very successful.
So I just wanted to say, thank you member Allen for this.
Cause I really do believe there's quite a bit of demand
for this Western civilization, Latin,
back to more classical roots.
But I appreciate your saying, not today.
-: Ms. Milton-Malone then Mr. Mercer.
-: [Ms. Milton-Malone] Yes, I have to agree with,
member Allen, and member Little in the fact that
I do believe this will be a great school,
when they've had time to work on some things.
-: And remember, this was just their first year to apply.
So it's not like this is gonna completely,
take them off the board.
And I've gotten some information since then that,
the thing that bothered me was the fact that,
when asked about things like transportation,
and things like that,
they were like, "Well, when it happens, we'll deal with it."
And I'm just one of those kinds of people,
have learned since then,
that that would be a possibility they I can handle it.
But I'm just one of those kinds of people that think that
if you're going to do something,
you need to have everything in line
before you come to somebody and ask for their approval.
So that you can lay everything out and say,
"This is where we're gonna be.
This is what we're gonna do.
And this is how we're gonna do it."
And with the caveat that, should things change,
we can make changes as well.
But I think there's some basic things
that need to be in place before you agree
to have a charter school.
So, I think this will be a really good school.
I'm looking forward to them applying next year,
and seeing what kind of progress they've made.
But I do think they still need
to get some things in line first.
Dr. Ellis: Thank you, Ms. Melton-Malone, Mr. Mercer.
Mr. Mercer: Thank you Mr. Chairman,
it used to be president, but now chairman,
but I agree with my colleague from Amarillo
that we had is sort of an unwritten rule that
if the impacted member was happy,
and in this case, Royal Academy is a good example.
but they satisfied the impacted member who supported that.
And we followed that with Mr. Allen's case too.
And if you're listening, Heritage,
you know about iron sharpens iron,
this is a process.
And I agree too, I believe you're probably one year away.
I'm a very strong application.
Thank you.
Dr. Ellis: Any other comments from any members?
If not a roll call vote has been requested.
I will remind that a yes. Vote is to confirm the veto.
Ms. Martinez.
Ms. Martinez: Perez.
Ms. Perez: Absolutely no.
Ms. Perez-Diaz: You don't wanna a veto?
Ms. Perez: Yes, veto this garbage. (laughing)
-: It's a yes or no, will (indistinct).
Ms. Perez: No, no, Barbara so-
Ms. Martinez: Okay, Perez.
Ms. Perez: Veto this garbage.
Dr. Ellis: Ms. Perez, let's keep it to a yes or no.
Ms. Perez: Yes.
Ms. Martinez: Cortez.
Mr. Cortez: Yes.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Martinez: Mercer.
Mr. Mercer: Yes.
Ms. Martnez: Bahorich.
Bahorich: No.
Ms. Martinez: Robinson.
Dr. Robinson: Yes.
Ms. Martinez: Cargill.
Ms. Cargill: No.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: No.
Ms Martinez: Little.
Ms. Little: Yes.
Ms Martinez: Davis.
-: Ms. Davis] Yes.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] Yes.
Ms. Martinez: Rowley.
Mr. Rowley: Yes.
Martinez: Eight, nine, 10, 11 in favor, three opposed.
Dr. Ellis: On a vote of 11 to three,
the veto is affirmed.
Will now move to the last one.
Which is for the State Board of Education to take
affirmative action to veto Rocketship Public Schools.
Ms. Hardy, I believe you had a comment.
Ms. Hardy: Yes, I would just like to say
to the embers that in your email,
is the letter of resignation of the Pastor, Emerson,
who in his apology,
he's apologized to making the apology,
and in stating in such a way that it led a member
to believe that she was being pressured.
And he did not intend that, but, none the less,
that's how it was interprated.
And so, he has sent this letter of resignation,
and I would just request that all of you read that,
so you can get a feel for what Pastor Emerson was saying.
Dr. Ellis: Thank you for bringing that. Ms. Hardy,
Mr. Cortez.
Mr. Cortez: Yeah, thank you, Mr. Chair.
Yeah, and I had an opportunity to review
that email this morning.
And much like the comments from the previous applicant
who we just voted to veto.
Clearly they violated one of the rules,
they're open and able to apply next year.
They've applied in the PLUS,
they applied in Generation 18, didn't make the cut.
They applied in 19 and withdrew,
they applied right now in 25, violated the rules.
And as a result,
we we're taking action to veto it,
because if we can't abide
and allow the following of our own rules,
then, what are these rules in place for?
And so, this doesn't preclude them from applying,
for Generation 26.
So, I would just ask that
we continue to move forward with this vote,
on the veto.
Dr. Ellis: Ms. Hardy.
Ms. Hardy: I just want to make it clear
that he was not in the process of breaking the rule.
I realize it's like splitting hairs,
and it's a legal term
in whether or not the intent was,
But his intent was never to break the rules.
But I understand that you feel like
you can't even accept that.
So, I understand that that's not a problem,
but I just wanted to make sure that
he did not intend to lobby.
Dr. Ellis: Ms. Davis.
Ms. Davis: I just wanna comment
that the rule doesn't say anything about intent.
It just says no communication.
So, it was a violation regardless of his intent.
Dr. Ellis: Ms. Cargill.
Ms. Cargill: I just want to say too, because,
to go along with what Ms. Hardy said,
we look at all of this through our political lens,
because we have to, that's what we have to do.
But as far as Reverend Emerson, I'm sure he's listening in.
(clears throat)
He had his pastor hat on,
And he seems like a very admirable amazing man.
And I appreciate the apology,
and I know that the intent was not there,
but he was ... Looking through his pastor lens.
And so, I really admire the intent at the apology,
it was probably misplaced.
And I just wanna reach out to the Reverend and say,
don't be too hard on yourself.
And we live and we learn, and we move on.
We made a motion yesterday, about living and learning,
whatever your words were, Mr. Maynard.
So, I just wanted to say that to him personally,
cause I'm sure he's listening.
Dr. Ellis: Thank you.
Mr. Rowley.
-: Yeah, I'll echo Ms. Cargill's sentiments there
with regard to Reverend Emerson,
and I don't it's all describe any ill motive
on his part.
It's an unfortunate situation.
I'll not be here probably next time.
Not probably, I will not be here next time this comes up,
but I will encourage all of my fellow members
and whoever happens to be sitting in these seats next year,
that immediately upon occurrence like that,
taking place,
that it needs to be brought to the attention of TEA.
And so that, a full investigation can be done,
because I always disapproved, disagree,
with last minute kind of things being sprung on us,
and us trying to make very weighty decisions
at the last hour.
And so anyone sitting
in these seats coming up in the future,
if you would immediately report those violations.
If you believe one's occurred.
So, a full investigation can take place,
and we could have heard from the aggrieved party,
other than in a letter that we received, on Friday morning.
Dr. Ellis: Good points, Mr. Rowley.
Mr. Mercer, and then Ms. Bahorich .
Mr. Mercer: I just have a question again,
has the impact of members been satisfied?
Dr. Ellis: The member?
Are you asking about the member
where the charter would be?
-: Yes, sir.
Dr. Ellis: Which be Ms. Hardy.
Ms. Hardy: No, no.
Dr. Ellis: Would you like to comment on it?
Dr. Robinson: Davis Mrs.
Dr. Ellis: Oh, I'm sorry, Ms. Davis.
Ms. Davis: No, not at all.
If a parttern of unethical practices,
even with the communication that clearly violated the rule,
has been several other things
that have been inconsistent with the charter.
I'm not satisfied, and I do not support it at all.
And I sincerely hope my colleagues,
stick to what the rule says,
which is there can be no communication.
And I hope that you continue to veto it,
just like we did yesterday.
Dr. Ellis: Ms. Hardy,
some of the proposed charter in your district,
or is it all in Ms. Davis's?
Ms. Hardy: The (indistinct)-
Dr. Ellis: Okay. So I guess, would you like to-
Ms. Hardy: Since she's the (indistinct).
Dr. Ellis: Okay.
I just wanted to know if it did apply to you,
if you wanted to respond to the same.
Ms. Hardy: (indistinct).
No, the contingency that we heard talked about was something
I had arranged with the district,
so that it would have not affected the districts
on the west side.
Dr. Ellis: Okay, I just wanted to give you a chance,
so Ms. Bahorich .
Ms. Bahorich: I do think that this illustrates
the general feeling of the body
and I'm not speaking for everyone,
but I think that there's a general feeling
that the rule that we have here regarding
no contact is a serious rule.
We don't want contact directly from the school.
We don't want folks sent by any folks, to other folks,
or to the folks on the board,
to advocate.
I mean, that no contact actually means the no contact.
And so, we just want to reaffirm that as a cautionary tale,
really, for any application in this applicant going forward.
That just like we got into the don't copy ...
what was that?
The plagiarism issue that we had several,
have had, and we actually had for several years,
don't copy other work and just paste it in here.
Cause we notice.
This is the kind of thing we noticed.
We don't want contact,
we don't want that sort of thing.
It's completely different.
If a person on their own initiative says,
"Hey, I went to the community meeting,
and I'm all behind this."
That's complitely different.
Citizens are free to do what they want to,
or people who really believe in the idea are free to,
but what we don't want is advocacy,
and the contact period from any board member,
any person that's a part of our rules.
So, it's something to know for future.
Dr. Ellis: Thank you Ms. Bahorich , Mr. Maynard.
-: Yeah, members I think that the all of us kind of,
struggle with things, try to balance things a little bit.
And just in terms of,
when you think about something is, is that,
I don't believe that that the board member
that violated the rule was really intended
to do anything untoward.
And I think too is, is that as members of the board,
we try to balance things a little bit.
And when you think about Rocketship
and certainly that appears to me,
that there is a groundswell of support in these communities,
for that school.
And I will say this, my understanding
that the Rocketship in its other campuses,
when the pandemic hit, they were really, did amazing work
in terms of making that transition
to online and virtual learning,
quicker and more effectively than most.
However, I think that maybe the thing that we're trying
to kind of wrestle with is that,
that may be what happened.
You might also kind of speak a little bit
to organizational culture.
And that sometimes is that,
if you've got people in an organization,
or there's a culture that tends
to push the envelope a little bit,
or maybe you say, "Well, we can ignore that,"
they say, "Well, what else are they gonna do?
What else are they going to ignore it?"
And I think that,
and again, I think that one of the things that,
sometimes, the decisions we make in this body,
they do pertain to a particular incident,
but they also speak to setting precedents.
And looking to the future,
and I know that the Charter School Association,
and the charter school staff,
I think that they make note of these things.
And because, in the next generation they're gonna meet with,
generation 26,.
And they're gonna have a conversation that say,
"Oh, by the way, do not, do not cross this line,
do not touch the third rail."
And sometimes by taking you know,
protecting the prerogatives of the board,
and taking a strong stand on these things,
does set precedents and keeps us
from having to deal with the same issues,
moving forward in the future.
Dr. Ellis: Dr. Robinson.
-: Yeah, I wanna agree with what member Rowley said about
it would be good to get this information earlier.
I would though remind y'all that,
I should panel and I are going to be here
a year and half.
so I'm sure that, you know that next year
that she would bring this more to our attention.
But I think they will also ...
everybody has to make their own judgment call about this.
I think we should give difference to one of our colleagues,
on how she interpreted all this,
it's going on recently.
Over ...
I'm sure that pastor is a wonderful guy, and everything,
but I think we should give difference
to one of our colleagues on this.
And then also, I mean, I think a lot of people
myself didn't think the application was very strong.
I mean, the point Allen was making, I don't know
if y'all remember about the demographics is real.
Cause when these out-of-state people come in,
we do have to look at what they were doing beforehand,
because when they first started, in Terrell County
it just makes sense.
They're gonna copy a lot of the stuff they were doing,
in the San Francisco Bay area.
And they had a poor track record with Hispanics over there.
And so, I think that there's several reasons,
that people voted to veto yesterday.
And I will just ask that we maintain that.
Dr. Ellis: Any other comments from members?
All right.
Again, a roll call vote has been requested.
I will remind members again that a yes is to,
confirm the veto and how to ask members
to strictly stick to a yes, or a no answer.
Ms. Martinez: Perez.
Ms. Perez: Yes.
Ms. Martinez: Cortez.
Mr. Cortez: Yes.
Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: Yes.
Ms. Martinez: Bahorich .
Ms. Bahorich: Yes.
Ms. Martinez: Robinson.
Dr. Robinson: Yes.
Ms. Martinez: Cargill.
Ms. Cargill: No.
Ms. Martinez: Maynard.
Mr. Maynard: Yes.
Ms. Martinez: Hardy.
Ms. Hardy: No.
Ms. Martinez: Little.
Ms. Little: Yes.
Ms. Martinez: Davis.
Ms. Davis: Yes.
Martinez: Melton-Malone.
-: [Ms. Melton-Maloe] Yes.
Ms. Martinez: Rowley.
Mr. Rowley: Yes.
Ms. Martinez: 12 to two.
-: On a vote of 12 to two, the veto is confirmed.
Does that conclude our parliamentary actions here?
Okay.
Can Heather and Joe stand up,
if you have any other staff here.
The amount, anybody else?
Okay.
The amount of work it's Joanne, right?
Jurian: Jurian.
-: Jurian, I'm sorry, Juran.
The amount of work, you and your team does for this,
I came in, Dr. Robinson said he came in
a year and a half ago, almost four years now.
I can't tell you how impressed I've been
with the rigor and the diligence,
and what this process is.
I had no idea from someone on the outside
when I got on this board,
how incredibly, how much hard work goes into this.
And so, I want to take time personally,
to thank you and your team, for all the work you do.
And I believe that's echoed by the whole board.
Thank you very much.
(applauding and cheering)
Okay, how about some health?
Mr. Rowley: Mr. Chair.
Dr. Ellis: Yes, sir.
Mr. Rowley: Mr. Chair, I moved to suspend the rules,
and permit the State Board of Education
to continue consideration of the health (indistinct),
with those amendments adopted
by the Committee of the Full board included.
Dr. Robinson: Second.
Mr.ellis: We have a motion and a second.
So, what we're voting on now,
so I can clear Ms. Kay.
These are, because the actions we took place
in the committee.
will now basically move to the State Board of Education.
So, is everyone clear on what we voting on?
We're transferring our amendments we did yesterday to today.
So is there any objection to that?
Hearing none the motion carries.
Mr. Cortez: Okay, now the motion.
-: Does that need to be in two thirds?
Ms. Martinez: It did (indistinct) with no objection that-
-: There was no objection.
-: Okay.
All right, so Mr. Rowley again,
Mr. Rowley: I move the State Board of Education
approved for first reading,
and filing authorization right?
Ms. Kay: Hmm.
-: When (indistinct) now- Ms. Kay: Yes, yes.
-: First reading and filing authorization,
proposed new 19 TAC Chapter 115,
Texas Essential Knowledge and Skills,
for health education, Subchapter a elementary,
sections, 115.11-115.17.
Subchapter B middle school,
sections 115.25-115.28,
and Subchapter C high school,
sections 115.37-115.39, as previously amended.
Right? Ms. Kay: Yeah.
-: Because we've already amended some of them,
as previously amended.
-: And we just incorporated those amendments.
-: Into this, right.
Right?
But then we have additional amendment we're making now.
-: Yeah. -: Right.
Dr. Ellis: So, the next item on the consideration
to consider is 115.38 health one, Ms. Ramos.
Mr. Rowley: Doesn't that need a second?
-: Oh, I'm sorry, i there a second?
Mr. Rowley: That's not a recommendation?
Ms. Davis: Right- Mr. Rowley: Right.
That's the second. -: Okay, I need a second.
Is this the point in time you would like
to bring us some information?
Ms. Ramos: Yes, sir.
So as you know, the work groups restructured,
the health TEKS significantly all around a new framework.
And essentially it was a lot of almost starting
from scratch in many ways.
And they did a great job,
but it's raised a point of concern for us
with the high school health one course.
Traditionally for many years,
that course has been half credit course.
And based on the amount of content
that they've added, to health one,
we have made a recommendation to the board
that it become a one credit course.
The problem that poses though,
is that many, many districts,
have built their schedules around it
as a half credit course.
And I think we have some concern
that that would remove flexibility for districts,
to continue to offer health one
to their high school students.
So, we have taken the liberty of,
taking a look at the student expectations for health one,
and recommending,
if the board wishes to go down this path,
we have some thoughts on how you might be able to,
divide the content into two half credit courses.
So that districts continue to have the flexibility,
for that half credit high school course,
which is really critical and master schedules, I understand.
But the content would remain the same.
They could continue to offer both,
what we would propose calling health one and health two.
Ms. Martinez: Chairman, just for the record,
I wanna make one clarification.
We really didn't take the liberty.
We did discuss this with the chair, and got his approval-
Mr. Crowley: I was gonna say that, yeah. (laughing)
-: To make this recommendation.
I know lots of folks are listening,
and I really don't want anybody to think we went rogue.
Dr. Ellis: I concur with that as accurate.
So, again there's no real good options here.
If we leave this at one credit,
Ms. Hardy can attest, Ms. Hardy's gonna ...
To when we tried to do personal financial literacy,
and add an extra half credit,
what that does to schedules,
and the conflicts that create.
So, if we have this as a four credit.
we're gonna run into those types of issues.
The other recommendation that I talked over staff with was,
we split this in half, doing three strands in one class,
and three in the other.
And I think that would lead to if a student
ends up taking the first half, and another second half,
they wouldn't get exposed
to essentially half of the material.
So, I think the best option in my mind
was to split it into two half credit courses,
and to take some of each of the six strands in one course.
And the other part of each of those streams
to the other course,
and that is what's being proposed here,
for comment by the board.
Dr. Robinson: (indistinct).
-: Mr. Rowley, and then Ms. Hardy.
Ms. Rowley: So, do we need a motion
that we divide the strands as proposed by staff?
Ms. Hardy: So, I think emotion would be help
of the other thing we just want to point out is that
we recognize that you are likely about to amend,
these standards.
So we would, if this looks like something
that you're interested in doing,
we would then take your amended version
and try to structure it in this way.
So that members of the public could see it,
as those two separate courses,
but it would generally, align with what you're seeing here.
-: Okay. So Mr.
-: Okay, so Mr. Chair, I move that we direct staff,
to divide the student expectations,
into a health one and health two, courses,
as based upon the amendments
that we're about to adopt at this point.
Mr Ellis: Do we have a second motion a second?
Ms. Hardy: Second.
Dr. Ellis: Motion has a second.
Is there any objection to that?
Hearing none the, objection or just a question?
Ms. Hardy: Don't know.
-: Okay. Ms. Hardy find out, huh.
-: I just think that we have the idea
of taking a health class.
A one semester course,
is fairly popular in about what?
Two thirds of the state,
because that has been required
by their local school district.
They decided that it's important to take a health class.
I think that we will be better of keeping it
as one class, one health class,
one health class, and having a half credit.
They can match the other half credit with different things.
But we talked about the African-American studies,
and the Mexican-American studies, that they could take,
get credit for taking half of credit of that.
In other words, if their schedules are tight,
they could take one half credit,
of the one half of the year of that course,
and still get credit.
And I realized they could do that with this health as well.
Am I right Monica?
Ms. Martinez: So I think what we're recommending
is giving districts the flexibility to do a semester course,
The problem is, I was just trying to pull it up.
The problem is,
that you have a very large number of student expectations.
We don't believe that if you keep it together,
it is possible to cover that much content-
Ms. Hardy: Hmm.
-: In a semester.
And so that's why we're saying,
if you have two courses,
districts can teach one the other or both,
so they can have a semester course
if that's what they want to do,
they can have put those two together,
and teach it as a full credit course,
or they can have this other semester course.
So, that would give districts maximum flexibility.
And this is all just because of the amount of content
that you currently have in the proposal.
Ms. Ellis: I think the proposal we're entertaining
does meet your concerns,
that it would still be offered as a half credit course.
Two half credit courses,
now they can choose to do one,
or they just choose to do both, does that make sense?
Ms. Hardy: I'm kind of confused, but-
-: Okay- Ms. Hardy: I'll go-
-: Let's keep talking through it. (laughs)
So, we make sure, (clears throat)
Ms Hardy: I want to,
I don't want to leave it with any confusion. (coughs)
Ms. Hardy: So, in a school district
where they say you have to have a one half credit course,
are they gonna say,
determine which course,
or either course, or both courses,
or you could do all of it in one course?
Ms. Martinez: They can do any of that.
Dr. Ellis: Right. -: Okay.
Ms. Martinez: They could do any of those options.
-: Okay. Ms. Martinez: And so,
I think what we're trying to do is preserve,
all of the standards that have been recommended,
but recognize that it is a lot of content-
Ms. Hardy: Too much in one (indistinct).
-: And I don't remebmer,
I wanna say it's like 130 or 140 standards in the course.
So, if you just think about that amount of content,
that's why we've got this might be,
the option that's would give,
all districts maximum flexibility.
Ms. Hardy: Okay.
[Mr. Crowley] Mr. Chair.
Dr. Ellis: To keep it at one course,
that would need to be for practical purposes of full credit.
(clears throat)
There would likely be districts
that might not no longer require that
as a graduation credit,
because there's not that extra time,
to go from what they require now is just to have credit.
As I alluded to before,
when we were trying to work
through personal financial literacy.
Ms. Hardy: You still offer ethics.
-: Absolutely.
Okay, all right, Mr.
Cortez, and this Ms. Perez-Diaz and then Mr. Maynard.
Mr. Cortez: Do y'all believe at all that this may,
confuse some of the schools.
If two thirds of our state is only used
to giving a half credit.
Once we set it up differently,
and we offer either the half or the full?
Ms. Martinez: I actually-
-: Because then students wouldn't receive all of the content,
I mean, it's already a lot of content,
it's always been.
A lot of content.
So.
Ms. Ramos: So, two things,
the content for the proposed course
that you have in front of you, the one half credit course,
greatly upon the current health one course.
So, that already poses a dilemma.
I think it actually minimizes confusion for districts,
because it would maintain
a half credit health offering in high school,
for districts who wanted to offer both halfs of it.
It gives them the ability to do that.
And I will point out one thing we tried to do
as we made recommendations for how to split the content,
is we tried to do that based on the complexity
of the student expectation.
So the more, and I hate to use this word,
but I can't think of another one.
The more elementary student expectations
went into health one
and the more advanced student expectations
went into health two,
but maintaining the same strands across both courses.
Mr. Cortez: If I can just follow up to that.
Dr. Ellis: Sure.
-: So, I guess under this scenario, right?
It wouldn't matter in that ISD
if they offer that first half of the year,
or the second half of the year,
in terms of fulfilling the requirement of that half credit.
Correct?
Ms. Ramos: That's right.
-: Okay.
Dr. Ellis: Ms. Perez-Diaz.
Ms. Perez-Diaz: I think my question was answered
by that last statement.
So it'll be,
so each course divided will be health one, health two.
But, if a student comes in
and this is the very first health class that they're taking,
but the district decides we're gonna offer health two,
there aren't going to be any prerequisites,
or anything like that.
It's just gonna be,
they can go straight to help too, is that correct?
Ms. Ramos: That is correct.
So one question that, that we do have,
we were going to recommend
the prerequisite of health one for health two,
but it was simply a recommendation for prerequisite,
which in many of your courses you have.
Which means that the district ultimately gets
to make the decision regarding prerequisite.
Ms. Perez-Diaz: Okay, so I think that
I'm gonna have to sit on that
for just a little bit personally, but I think,
so that I can make the most informed decision possible.
So then in health one,
the same content will be covered,
just as you said.
And I don't blame you.
I don't know a different kind of term
at a less advanced level,
but we expect that the same content will be covered
in both courses.
It's just a matter of how rigorous one is
versus the other, is that correct?
Ms. Ramosa: I think that's a safe summary
of how we divided it, yes ma'am.
Ms. Perez-Diaz: Okay, thank you.
Dr. Ellis: Before I call him Mr. Maynard,
let me follow up on that.
Because it's along the same line.
I'm on a prerequisite.
I imagine that's typically because one part of the content
is building upon something previous.
If we kind of just divide this in two pieces,
would you feel that the part in the second course
will be building upon the first?
-: It builds upon it to an extent,
but I don't believe it's essential.
So, I think that really is a decision
for the board to make,
if you decide to go down this route,
You can require a health one as a prerequisite for health
You can require a health one
as a prerequisite for health two,
or you could recommend,
health one as a prerequisite to health two.
Well, I think that recommending it,
or having no prerequisite are both acceptable.
Dr. Ellis: Okay.
The way we would land on that- -: I would not recommend
that (indistinct)- Dr. Ellis: We'll have
plenty of time for input from the community
between them, Mr. Maynard. -: Exactly.
Mr. Manyard: Yeah,
and I think I would just also just remind everybody
that remember that the standards
are a floor and not a ceiling, and this is that.
And so,
if a school district chose to simply offer,
health one in one semester,
that doesn't necessarily preclude,
them from teaching, pulling some of the content over
from health two into that,
if the teacher or perhaps the health advisory council,
determined that that would be beneficial
under the circumstances.
And so,
if they believe that they could get that covered,
they could in fact cover some of the ...
Pull some of the material over to health two,
and go ahead and cover that material in health one,
if that's what they chose to do,
would that be fair to say?
If that's what they chose to do.
Ms. Ramos: If that's what they chose to do,
they could always do that.
Mr. Manyard: They can always do that.
Ms. Hardy: I don't intend to complicate,
but I just wanna make sure,
because I'll get this question.
If I'm in charge of setting up the curriculum,
and I wanted to take the bulk of one in two,
and I wanted to do one through four,
knowledge and skill statements.
And then, in other words, complete all of it
instead of dividing it the way that it's divided here.
Teach one through six knowledge and skill statements,
and then six through whatever, in the second course,
would the school have the option to do that?
Ms. Ramos: No, ma'am the only way
they would have the option to do that,
is if you were to maintain the current proposal
for a one credit course,
because a district can always award credit proportionally.
So, if they taught only half of a one credit course,
they would award half of credit for it.
The thing I would point out though,
and you mentioned African-American studies
is a good example.
We did hear feedback from districts that,
they are less inclined to offer it,
because it's a one credit course.
They are more inclined to offer courses
when they are half credits.
So, one of the reasons for our recommendation is that,
it gives districts a flexibility
that they have told us they are seeking.
Ms. Hardy: Okay.
Dr. Ellis: All right, any other questions from members?
Mr. Maynard.
Mr. Maynard: Just reminder to have,
just a question for staff,
and I don't know if you just a ballpark,
but, the health one is optional, right?
I mean, in high school?
Ms. Ramos: Yes. Mr Ellis: Districts
can make it a graduation requirement at their option.
-: And just out of curiosity- Ms. Ramos: Two thirds
of them- -: Do we know how many
school districts are offering that?
Ms. Ramos: Yeah, two thirds of them.
-: About two thirds, okay.
Dr. Ellis: All right, any other comments?
So, we have the motion and the second for this, correct?
Is there any objection to this proposal?
Hearing none the motion carries.
Okay, Ms. Ramon said anything else?
Okay.
So, that takes us to begin the amendment process
at health one, Ms. Kay, any comments you ready to go?
Ms. Kay: Yeah.
-: All right.
Is Ms. Bahorich gonna- Ms. Bahorich: Yes.
-: Okay, Ms. Bahorich can you let us know,
so we all know what what document we're working on.
Ms. Bahorich: Yeah.
So, it's the same sheet that you've been working off,
of course, Ms. Kay have it up on the monitors.
(papers flipping)
Okay, I'm going to suggest that number one for health one,
be deleted.
And if you look at what the students expected to do there,
it's to examine the effects of health behaviors
on body systems.
I mean, that is what the course says,
in the physical health and hygiene,
and the food area and that sort of thing.
It's health behavior.
Mental health et cetera.
Ms. Hardy: Second.
Dr. Ellis: We have a motion and a second.
Ms. Bahorich: So it's a duplication.
Dr. Ellis: Any other further discussion?
Any objection?
The motion carries.
Ms. Bahorich: Three B,
and this is in keeping with the amendments
we've already made in sixth and seventh, eighth,
three B.
Would just be the ad and perspectives there.
Respect for individuals differences and perspectives.
Dr. Ellis: Do we have a second?
Ms. Hardy: Second.
Dr. Ellis: Any discussion?
Any objection?
Motion carries.
Ms. Bahorich: Next one four B,
add mental before health information.
We did that last night for seven days,
and just suggesting continued.
Ms. Davis: Second.
Mr Ellis: The motion and a second.
Any discussion?
Any objection?
Motion carries.
Ms. Bahorich: We amended seventh, eith last night.
So, this amendment,
or what I'm gonna propose will be in alignment.
So, it'll say, I want to insert, analyze,
(papers flipping)
how adverse childhood experiences such as neglect or sorry,
abuse, neglect and trauma, can influence.
We did that last night can influence yeah.
Brain development and how to recognize
instead of capitalized we changed that.
So, it's how to recognize, comma,
process, comma and overcome negative stress.
Ms. Hardy: Second.
[Ms. Bahorich ] negative events, sorry.
Negative event.
Dr. Ellis: We have a motion and a second.
Is there any objection?
Motion carries.
Ms. Bahorich: Seven A, is a duplicate of eight C,
in your rule text.
Seven A is a duplicate of eight C,
and I've suggest just delete.
Dr. Ellis: Do we have a second?
-: [Ms. Melton-Malone] Second.
Dr. Ellis: Any discussion?
Motion carries.
Ms. Bahorich: Can you find it in your rule text?
Ms. Perez-Diaz: No.
Ms. Bahorich: Well, you need in your rule text.
You gotta have your rule text to find it-
Ms. Perez-Diaz: (indistinct).
Ms. Bahorich: Seven A is a duplicate of eight C.
Ms. Perez-Diaz: I wasn't necessarily (indistinct),
but, I'm sorry I didn't want to interaupt you (indistinct)-
Ms. Bahorich: Not at all. Dr. Ellis: Ms. Perez-Diaz,
is your microphone on?
Ms. Perez-Diaz: Oh, I'm sorry. It went so fast,
I didn't have a chance to even find it,
but so seven A starts with describe the relationships
whereas eight, what was it eight C?
Ms. Bahorich: Eight C analyze the relationship.
Ms. Perez-Diaz: Aha, describe and analyze
are two different things.
Ms. Bahorich: Right, so I'm deleting describe,
cause you're gonna already be describing an analyzing.
Ms. Perez-Diaz: Okay, yeah.
Okay, that's fine, I just wanted to double check-
Ms. Bahorich: (indistinct)-
Ms. Perez-Diaz: Yup, okay.
Dr. Ellis: All right.
We've got the motion we got the second, we're in discussion.
Any further discussion?
Ms. Perez-Diaz are you okay?
Ms. Perez-Diaz: I'm fine. Dr. Ellis: Okay.
Any objection?
Hearing none, motion carries.
Ms. Bahorich: Seven B,
evaluate food labels and menus
for nutrition content and value.
And I suggest including considering
recommended daily calories,
that's something to continue from seventh and eighth,
that we approve last night.
Mr. Allen: Second.
Dr. Ellis: A motion and a second.
Any discussion?
Any objection?
Motion carries.
Ms. Bahorich: Seven E, we did this in sixth grade
when there was a discussion about a longterm dietary plan,
we added the word realistic.
And so I wanted to carry it through here.
And then the word personal dietary plan
that promotes individual and family
and dropping off community health,
in this instance,
because that's a lot of content to go into that.
Dr. Ellis: Do we have a second?
Ms. Hardy: Second.
Dr. Ellis: Any discussion?
Any objections?
Motion carries.
Ms. Bahorich: Eight B,
analyze the relationship between nutrition,
physical activity,
and insert, and quality of life,
and delete, and disease,
because it's in 10 B already,
as they relate to mental health and social,
mental, physical, and social health.
Mr. Allen: Second- Ms. Perez: Second.
Dr. Ellis: A motion and a second. Any discussion?
Any objection?
Motion carries.
Ms. Bahorich: Okay.
Suggest for eight C,
to edit the end of physical activity, comma,
including how to balance caloric intake
and physical activity expenditures.
That would be a continuation of the thought
for seventh and eighth, for C.
Ms. Little: Second.
Dr. Ellis: A motion and a second, Ms. Perez-Diaz?
Ms. Perez-Diaz: Member Bahorich.
did we use that language expenditures in seventh, eight?
Ms. Bahorich: Let me look at,
let me look just real quick.
Ms. Perez-Diaz: I asked you cause that's not quite clear.
I don't know.
Ms. Bahorich: I think it's called balance between there,
but let me look.
Ms. Perez-Diaz: All right.
Cause I don't know if this is a dumb comment.
I don't know what physical activity expenditures
is meant to, significant-
Ms. Bahorich: Well, it's any other calories, but I mean,
if we want to say to balance-
Ms. Perez-Diaz: (indistinct).
Ms. Bahorich: Well, caloric balance,
caloric and activity balance,
we could do physical activity balance.
Cause that's the concept, is that it has to stay balanced.
Ms. Perez-Diaz: Got it.
Yeah, I think expenditures.
Yeah, maybe a different language
because it's a little confusing.
Ms. Bahorich: If we keep the idea,
then next at second reading, we could clean it up.
If we want to shorten the language,
and make it more clear, if you want to.
Cause the idea would be- Dr. Ellis: Ms. Hardy.
Ms. Hardy: (indistinct) should be there.
[Ms. Bahorich ] I'm sorry, what?
Ms. Hardy: (indistinct).
Dr. Ellis: Ms. Hardy, microphone, please.
Ms. Hardy: Why does the word expenditures
need to be there even?
Ms. Bahorich: How to balance caloric intake,
and then physical activity expenditures.
Ms. Hardy: Oh, so I see-
Ms. Bahorich: Do you see what I'm saying?
Ms. Hardy: The energy you're exerting.
Gotcha- Ms. Bahorich: Yeah.
You're taking in energy and you're spending it,
and you're expending it.
Ms. Hardy: Gotcha, gotcha, thank you for clarification.
Ms. Bahorich: Okay.
Dr. Ellis: All right.
And we get it all squared away.
Ms. Hardy: Yeah, I'm just, (indistinct)-
<v Ms. Bahorich >Yeah, I'll just wait.
I'll be interested to see what public comment has to say.
Staff.
Ms. Perez-Diaz: So, chair
staff is recommending just for clarity,
not to include the word expenditure.
I think it's understood that in physical activity
you burn calories.
Dr. Ellis: Is okay.
Ms. Bahorich: Okay.
Ms. Perez-Diaz: (indistinct) yeah.
Okay, then what I-
Ms. Bahorich: (indistinct).
Ms. Perez-Diaz: So, I'd amend language
to strike out expenditures.
Ms. Ramos: Yeah.
Mr. Allen: Second.
Second.
Dr. Ellis: Okay, so we have the motion in a second.
This is the secondary amendment, correct?
Is there any objection to the secondary amendment?
Ms. Hardy: To strike out that word.
Dr. Ellis: To strike out the word expenditures?
That's unnecessary.
Any discussion?
Any objection?
Hearing none, the secondary amendment is approved
and we're back to the primary.
Ms. Hay: Okay.
Dr. Ellis: Any further discussion
on the primary amendment as noted on the screen?
Good?
Okay.
Is there no further discussion?
Is there any objection?
Hearing none, the motion carries.
Ms. Bahorich: Next would be continuation
of what we started in sixth
and also in seventh and eighth,
which would be a replacement for 10 D,
instead of getting into the safety concerns with food,
we would continue, but this time we're evaluating.
So, evaluate the differences in preparing
and serving fresh food versus serving ready-prepared,
or processed foods.
Dr. Robinson: Second.
Dr. Ellis: We have a motion and a second,
is there any discussion on this item?
Is there any objections?
Mr. Maynard: This is an allotment pont?
Ms. Bahorich: This is an allotment-
Dr. Ellis: (indistinct) that.
Ms. Bahorich: And seventh and eighth.
Mr. Maynard: Right, okay.
Dr. Ellis: You got it?
Is there any other discussion, any objection?
Seeing none, the motion carries.
Ms. Bahorich: 12 A, I'm gonna propose.
I'm not worried about the beginning part. Ms. Kay.
You can take out the beginning at 12 A.
Yeah.
And whoops, 12 A.
The only thing I'm wanting to start strike there
is the word drugs.
Cause it's duplicative.
Ms. Kay: So we mark this part-
Ms. Bahorich: Yeah, just strike all that.
Even, that's an old thing I think.
Ms. Kay: Yeah, second.
Dr. Ellis: So we got-
Ms. Bahorich: Yeah, just drugs.
Cause it's duplicative with 19C.
Ms. Hardy: Second.
Dr. Ellis: So, a motion to strike drugs.
We have it seconded, is there any discussion?
Any objection?
Motion carries.
Ms. Bahorich: 14 B that's getting
to a consistency as well.
Instead of influence, it's can influence.
We had that discussion earlier.
Mr. Allen: Second. Ms. Little: Second.
Dr. Ellis: A motion and a second.
Any discussion?
Any objection?
Ms. Bahorich: 14A, we already-
Dr. Ellis: Motion carries.
Ms. Bahorich: It's a managing coping thing.
Mr. Crowley: Oh, that's right, fine.
Ms. Bahorich: 14C, I'm suggesting that we insert
including identifying support,
avenues of get rid of and include identifying support.
So, in part of creating a personal action plan,
when encountering a bullying, cyber bullying.
It's identifying support areas of support.
Mr. Allen: Second. Ms. Perez: Second.
Dr. Ellis: A motion and a second, any discussion?
Ms. Perez-Diaz: Can I ask for clarification?
Is it support, or areas of support?
I think you've said both.
Ms. Bahorich: I mean I did,
but isn't it just simpler with less words
to just say identifying support.
Is it still clear, or areas of support is better?
I want it clear-
Ms. Perez-Diaz: I think it's not clear
because it does lead me to believe,
I believe it's how students will look for supports
from- Ms. Bahorich: Okay.
Right, right. Ms Perez-Diaz: Others.
Ms. Bahorich: So, we should say areas of,
In a personal action plan around bullying?
Ms. Perez-Diaz: So, as part of their action plan,
you want them to identify areas.
Ms. Bahorich: Right, right.
Ms. Perez-Diaz: I think areas of, it feels (indistinct)-
Ms. Bahorich: Yeah, like don't feel like you're alone
in bullying, right? Ms. Perez-Diaz: Yes.
Ms. Bahorich: Areas of, okay.
Dr. Ellis: All right, we're clear on that.
We got our motion and a second, any further discussion?
Any objection?
Motion carries.
Ms. Bahorich: I'm gonna skip 14D,
so just delete all that.
For 15A, I'm suggesting that we take the idea that's in 15B,
and it in here,
because part of preventing the misuse of prescription
and over the counter drugs,
is recognizing the negative effects of combining drugs.
So, all I'm suggesting is we could combine
those two standards,
because that's part of this strategies
for preventing misuse.
Mr. Allen: Would that make two SES become one SES,
is that what that they become?
Ms. Bahorich: Right.
Mr. Allen: Which that (indistinct)-
Ms. Bahorich: Just the idea of the strategies
wouldn't involeve the negetive effect if they're combined.
Mr. Allen: You want that right now?
Ms. Bahorich: Well now it's there.
Dr. Ellis: Do we have a second?
Ms Little: Second.
Mr. Cortez: Chair.
Mr Ellis: Yes, sir, Mr. Cortez,
I can't see B, it looks a little too small,
but by deleting B, are we leaving anything out?
In that language that that would be part of A?
Developing strategies?
(murmuring)
Okay.
Dr. Ellis: If we're developing strategies
instead of investigating, which doesn't seem to-
Mr. Cortez: Yeah, thank you.
Dr. Ellis: Any further discussion?
Stuff y'all are good?
Okay.
Any objection?
Motion carries.
Ms. Perez: So, at the end (indistInct).
Dr. Ellis: Microphone Bahorich . Thank you, cut off.
Ms. Bahorich: It keeps going off.
We would delete B, as a result.
Dr. Ellis: We need to take, did we already do that or?
Okay.
Yeah, so we have a motion to delete B, do we have a second?
Mr. Allen: Second.
Dr. Ellis: Do we have any discussion?
Any objection?
Hearing none, motion carries.
Ms. Bahorich: 15E- Mr. Ellis: Yes.
Ms. Bahorich: We have clarified this and in sixth grade,
and seventh and eighth,
which is analyze the importance of, instead of alternative.
And say alternative activities.
To drug and substance misuse and abuse.
Ms. Little: Second.
Dr. Ellis: A motion and a second, any further discussion?
Any objection?
Motion carries.
Ms. Bahorich: 16A.
Staff, I need to double check this,
because for some reason I wasn't seeing it on the,
(sighs)
the notes (clears throat)
and maybe I just overlooked it.
I thought we switched the health one to seventh, eighth.
We were just going to switch those,
as recommended by Dr. Taylor.
Ms Martinez: So, I know it was a note in your document,
but I don't believe that we have actually made the motion.
I don't think that's how we captured it.
Ms. Bahorich: Well, that's probably why I didn't see it
in the minutes just now and I thought-
Ms. Martinez: So, I think you're safest then to.
Ms. Bahorich: To go ahead- Ms. Martinez: Yes.
Ms. Bahorich: And propose that.
So we talked about this last night, Dr. Taylor
had suggested it's more appropriate in health one
to talk about families and communities,
a larger discussion about it.
And so, she recommended just flipping seventh and eighth,
and a health one expectation, because they were-
Ms. Littele: Oh, yeah.
Ms. Bahorich: One was higher level
than the other basically.
Dr. Ellis: You got it guys, you good.
We got a second?
Ms. Little: Second.
Dr. Ellis: Any discussion on this one?
Any objection?
Motion carries.
Ms. Bahorich: Okay.
The next was for 19B, what I'm recommending there,
is just to restate this.
Mr. Allen: 18 or 19? Dr. Ellis: 18 or 19?
Ms. Bahorich: Oh, sorry.
Yeah, 19, 19B.
Ms. Davis: Okay, (indistinct) something with 18,
(indistinct).
Ms. Bahorich: In 18?
Ms. Davis: Yes ma'am, (indistinct).
Ms. Bahorich: Yeah, I don't.
Ms. Davis: (indistinct) thing.
Ms. Bahorich: Oh, that's the social thing.
No, the staff is taking care of that, correct?
Ms. Kay: Yeah. Ms. Davis: Okay.
Ms. Bahorich: Okay. Ms. Davis: Thank you.
Ms Bahorich: 19B, I am proposing that
instead of analyze the relationship
between alcohol, tobacco,
and other drugs and other substances used by adolescents
and the role these play in unsafe situations.
I'm suggesting that we narrow that down, to,
instead of including tobacco in this.
Analyze the role that alcohol
and other drugs play in unsafe situations, comma,
including sexual abuse and assault.
And can I speak to my motion?
Dr. Ellis: We need a second.
Ms. Cargill: Second.
Dr. Ellis: Yes, go ahead Ms. Bahorich .
Ms. Bahorich: So, the surveys that ...
The one I've got here with me is campus safety.
50% of students, sexual assaults involve alcohol,
approximately 90% of rapes perpetrated
by an acquaintance of the victim involve alcohol.
It's such a high rate specifically regarding alcohol,
that I'm trying to narrow this discussion
to something that's the most relevant,
for them to really look at.
Because I think many documentaries
I've seen on this is that,
many people are surprised when they get to college,
and end up in bad situations,
and bad things happen to them,
about how pervasive they are,
or how the alcohol really affects this situation, safety.
So there're a lot of unsafe situations,
but it needs to definitely include sexual abuse and assault.
Dr. Ellis: Any discussion on this item?
Any objection?
Hearing none, the motion carries.
Ms. Bahorich: 19C,
I'm proposing we strike it.
We talked about this the other night that,
we are talking about minimizing,
not, avoiding the use of alcohol, in health one here.
Ms. Hardy: Second.
Dr. Ellis: Any discussion?
Any objection?
Hearing none, the motion passes.
Ms. Bahorich: 19D is in alignment, or sorry,
is just more of a clarification here.
Develop strategies for preventing the use,
instead of or misuse.
It would just say the use of alcohol, et cetera.
So, we just preventing the use here.
Ms. Shelly: So, chair-
Ms. Bahorich: Yes.
Ms. Shelly: Striking misuse poses
a little bit of concern, because, (clears throat)
I think that's an imp to simply focus on preventing the use,
I think we also have to focus students on preventing misuse-
Ms. Bahorich: Okay.
Ms. Shelly: Especially for other drugs.
Cause that could include prescription drugs
that are being misused.
Ms. Bahorich: Yeah, that's true.
Thank you, Ms. Shelley.
Dr. Ellis: So, what-
Ms. Bahorich: So not strike or misuse.
Dr. Ellis: So there's no amendment there?
Ms. Bahorich: But I thought yous wasn't there.
Dr. Ellis: No, use isn't there.
Ms. Bahorich: Oh, got it.
Dr. Ellis: So no amendment?
Ms. Bahorich: No, amendment skip.
Okay.
Moving on, to, Oh, 20E.
This is just to kind of make the sentence,
or at least I didn't understand it.
Analyze behaviors, and romantic relationships, 20E,
that enhance dignity and I'm suggesting and respect,
and showing responsibility.
I didn't know how to enhance responsibility in behaviors.
Are we encouraging people to be responsible?
I thought it made more sense to say showing responsibility.
You agree?
That, I mean, it didn't make sense to me.
Dignity, respect, responsibility.
It seems like we want people ...
I couldn't figure out what the context
of that discussion was.
Dr. Ellis: Ms. Ramos.
Ms. Ramos: I'm just trying to parse out the part,
two of breakout in my head for the students.
<v Ms, Bahorich >Absolutely, absolutely.
Ms. Ramos: To make sure that it's right.
So analyze behaviors in romantic relationship.
That-
Ms. Kay: And dignity,
enhances respect and responsibility.
Ms. Bahorich: So we don't need showing right?
Ms. Ramos: Right.
Mr Ellis: Yeah, Davis.
Ms. Davis: Okay, responsibility in what way?
Ms. Kay: Enhances responsibility.
Dr. Ellis: Enhances responsibility.
Ms. Bahorich: Enhanced responsility toward,
I mean, enhance responsibility,
like showing up on time for a date.
I mean, I'm not-
Ms. Shelly: Well, they just pick out responsibility.
You don't ... Yeah, cause I don't think
that showing responsibility clarifies that.
Ms. Bahorich: So you might just want
to take out responsibility,
and just say analyze behaviors in romantic relationships
that enhance dignity and respect.
Ms. Shelly: Yeah, may be that's what making sense.
Yeah.
Ms. Bahorich: They do, yeah.
Ms. Shelly: (indistinct).
Dr. Ellis: So moved.
Ms. Hardy: In the discussion, would you (indistinct)-
Dr. Ellis: So moved, is that what we're doing?
Ms. Shelly: Yes.
Ms. Bahorich: You can't vote. (laughing)
Dr. Ellis: What, what?
Ms. Bahorich: Ms. Shelly said (indistinct). (laughing)
Dr. Ellis: Shelly said yes.
Is there a second to Shelly's motion?
Ms. Kay: (indistinct). (laughing)
Dr. Ellis: All right.
Well actually you just made the motion.
Ms. Shelly: Oh!
Dr. Ellis: Is there a second?
Mr. Allen: Second. Ms. Perez: Second.
Dr. Ellis: Thank you very much.
Okay, so everybody understands.
So, we're now deleting sharing responsibility.
Ms. Shelly: (indistinct) delete that, and, oh yeah.
Dr. Ellis: All right, okay.
Ms. Shelly: Yeah.
Ms. Bahorich: Yeah. Dr. Ellis: Yes.
So it will now read analyze behaviors
in romantic relationships
that enhance dignity and respect,
and we're deleting and responsibility.
Any discussion?
Any objection?
Hearing none, the motion passes.
Ms. Perez-Diaz: Ms. Bahorich,
did you intend to skip 20 D?
Ms. Bahorich: Yeah, yes I did.
Ms. Perez-Diaz: Okay.
Ms. Bahorich: I think they deleted that but,
I'm not gonna (indistinct).
Ms. Perez-Diaz: For that, thank you.
Ms. Bahorich: Okay- Dr. Ellis: Good. I'm sorry.
Ms. Bahorich: I'm sorry.
That was a secondary amendment
that you just adopted- <v Dr. Ellis>What was?
Ms. Bahorich: To strike out and showing responsibility.
So you probably need to adopt it.
How (indistinct) in here. Mr. Allen: No.
Ms. Perez-Diaz: I don't think-
Mr. Allen: What? Ms. Perez-Diaz: I make sure
it's true.
Ms. Bahorich: Okay, sure- Mr. Allen: Oh, yeah, yeah,
it's true.
Mr. Crowley: Actually I don't think it was ever made,
but anyway, no I think it's okay.
Yeah.
Dr. Ellis: Okay. Ms. Bahorich continue.
Ms. Bahorich: No, (indistinct).
Mr. Cortez: I have an eye (indistinct) 20.
Dr. Ellis: Oh, okay, Mr. Cortez.
Mr. Cortez: Yeah.
I'd like to offer up an what's the last one on 20F,
I'd like to offer up a new, that we insert 20G.
And it's similar to what I tried to propose yesterday,
in seventh and eighth grade.
And I guess the majority of the board
maybe thought it was too young of an age to introduce,
but I'll state the motion and then speak to it.
I'd like to insert a new 20G, that reads,
"Differentiate between sex assigned at birth,
sexual orientation, gender identity,
and gender expression."
Ms. Perez-Diaz: Second.
Ms. Little: I'm sorry can you say that again?
I would (indistinct).
Mr. Cortez: Yes.
Dr. Ellis: assigned at birth gender.
Mr. Cortez: Differentiate between sex assigned at birth-
Ms. Little: Hmm.
Mr. Cortez: Sexual orientation, gender identity,
and gender expression.
Ms. Martinez: Okay, chairman.
Mr Cortez: And if I can speak to that-
Dr. Ellis: Well, hang on, we have a staff.
Ms. Martinez: May I make one suggestion?
Dr. Ellis: Yes. Ms. Martinez: Among,
since it's more than two things.
Dr. Ellis: And up between among.
Mr. Cortez: Yeah, okay.
Differentiate among, yes.
Mr Ellis: Okay.
Mr. Cortez: Thank you, Monica.
Mr Ellis: Continue Mr. Cortez.
Mr. Cortez: So, I talked about yesterday about how,
it was a World Suicide Day, (phone beeps)
and now we've had over 800,000 suicides a year,
almost every 40 seconds.
And those began around the age from 15 to 29,
according to the World Health Organization.
The CDC on its website posts, gay, bisexual,
and other men, who have sex with other men,
are at even greater risk for suicide attempts.
Especially before the age of 25,
a study of youth in grades seventh through 12th,
found that lesbian, gay, and bisexual youth, (phone beeps)
were more than twice as likely to have attempted suicide,
as their heterosexual peers.
Some risk factors are linked to being gay
and attributed to hostile environments.
And the effect on a student's mental health.
At this age, I think we can clearly agree
that a child, or a student, or young person,
would know, (phone beeps)
several campuses within our high schools now have clubs,
that are called Alliance clubs,
that help students that identify,
as LGBTQ, in our current high schools.
And so, I think it's important that we set standards,
that are age appropriate, fact-based,
and that answer their questions about sex relationships
without shame or judgment for our LGBTQ students.
And again, as I stated yesterday,
and maybe you thought they were too young then,
just like everyone else,
they deserve to learn in a setting,
that in settings that are inclusive of their experiences,
and provide accurate information,
that is relevant to their lives.
We heard plenty of testimony from people
that they just felt lost,
and talked about stories,
where they knew people who had taken their lives.
And so, if we're in a position to change the standard,
I think this is a appropriate time to do it.
I know you all didn't agree with seventh and eighth grade,
but I don't see a reason why you wouldn't agree
with it in high school.
And so, I would urge you to support this,
I think teaching about sexual orientation
and gender identity and expression
promotes respect for others.
It helps all students learn more about their friends,
and others who might be different from them,
and helps reduce bullying, discrimination, and harassment.
Mr Ellis: Okay, Mr. Maynard.
Mr. Maynard: Yeah, and with all due respect
to my colleague, Mr. Cortez,
and at least for me was really wasn't
a matter of whether or not it's age appropriate,
is that, in my opinion, is that it's really a matter of,
differentiating between human sexuality,
versus reproductive health.
And that's really the delineation that I'm trying to make,
because by statute,
human sexuality become is the domain
of the local school board,
working alongside the School Health Advisory Council.
Is that just because
we don't adopt this in the state standards,
I'll take and mandate that the local school districts,
you can teach this as part of their offering.
That doesn't mean that they can't teach it,
because they can, because they already are.
And what we're trying to do is that,
we're trying to operate in such a way,
and maintaining our focus on reproductive health
as part of health education,
and staying out of the domain of human sexuality.
And I understand this is that
there gets to be some gray area there,
but what we're really try to do is,
we're trying to make sure
that we can hold on to this strand.
And so, with all due respect,
I'm gonna vote against the amendment.
Dr. Ellis: Ms. Perez-Diaz.
Ms. Perez-Diaz: Thank you, sir.
So I stand in favor of this motion.
I think it's really, really,
again, really important that our youth not feel invisible,
and their identity, regardless of our own positions.
Like I said yesterday, every single one of us,
I wouldn't be willing to guess,
I would be willing to bet,
that every single one of us represents
at least one LGBTQIA youth.
And to Mr. Maynard's point,
he talks about how there's opportunity
to have afterschool programming
that can help support youth and specifically in this area.
But the one thing I might ask is,
we have areas in this state,
that we'll just call it what it is,
are very discriminatory toward LGBTQIA community.
And so, if it's not the will of the community
to support an afterschool program like that, in these youth,
who identify as will still not have an avenue
for support, or speaking about this.
So if we include this language in the standards,
this would help to provide it in a way
that we know we're not missing these youth,
would they'll still feel felt,
they'll still feel seen, they'll still feel heard.
And so, I don't think an afterschool program is enough,
or even a solid opportunity for our youth across the state.
Dr. Ellis: Great, Mr. Allen.
Mr. Allen: I wanna speak in approval of this standard,
because I know when I look at all standards, I say,
"How would that have affected me?"
And I know the life that I've lived for the last 58 years,
and I needed some additional education early on in my life,
that would have prevented me from having
some poor thoughts and ideas.
Without this, we continue to have conversations
in isolation versus in public that will help all of us.
And so, I'm not looking just
at the factors that will raise them,
but I'm looking at every student being able
to identify and work with their peers
in a positive manner,
because of a opportunity to interact with this standard.
Dr. Ellis: Ms. Hardy.
Ms. Hardy: I think one of the smartest things
that the legislature ever did,
was to include SHAC in statute.
And the reason is that,
anytime it gets to be a very controversial issue like this,
then it falls, it's incumbent upon that community
to decide what they want.
If we put it in our standards,
then it would be a part of the legal TEKS.
But if we leave it up to the SHAC committee,
then every community can make that decision.
And I would like to see this left out
to be in a community decision.
Dr. Ellis: Okay, Ms. Davis, and then Ms. Little.
Ms. Davis: I just wanna admit my own ignorance,
on this topic.
I didn't know all of the differences myself,
and a good friend of mine brought me
this thing called the gender bread man,
and broke down all of these different qualities.
And I didn't realize how ignorant I was until,
it was broken down to me.
And there a lot of people who don't understand this,
and I understand about the SHAC.
But this is just giving kids a basic understanding,
of different ways that people identify themselves,
different things that students go through.
And there probably are some students
who are going through this,
and fill in ways and they won't say anything.
So, it may appear like it's a small percentage of kids,
but it's probably way more than what we know,
because they have those feelings.
And they're confused about what's going on.
And we've heard so many people testify to that.
So, I strongly hope that we do keep this,
so that we can continue to protect the students of Texas.
Mr Ellis: Ms. Little, and then Ms. Bahorich.
Ms. Little: I would agree
with members Maynard and members Hardy,
that this is a very sensitive subject,
needs to be left up to the SHAC.
And another concern I have is,
I think a school district needs to make sure,
that they have the professional health educators,
to teach this subject.
And I think that's when we need to leave it up to them.
Dr. Ellis: Okay, Ms. Bahorich.
Ms. Bahorich: Members, as I discussed it yesterday,
when we discussed this,
my intent is to add a standard 14F
that would align with what we have in sixth grade.
But it would be scaffolded in it.
So, in seventh and eighth,
I'm planning on adding the same type of thing
for health one, that would say,
"Instead of analyzed strategies
for prevention and intervention
of all forms of bullying, or cyber bullying,
such as emotional, physical, social, and sexual,
it would be promote strategy."
So again,
would be scaffolded from sixth grade up through health one,
with the idea that,
whether it's emotional, physical, social,
or sexual bullying, or cyber bullying,
this would have the students work on strategies
for prevention and intervention.
Ms. Ellis: Okay, you said for 14?
And haven't we already passed that?
Ms. Bahorich: We did not,
cause I did not offer it last night, but, (indistinct)-
Dr. Ellis: No, I mean, Oh, okay.
Ms. Bahorich: Yeah.
Dr. Ellis: And the chronology
you'll need to bring that back up.
Ms. Bahorich: Right.
Mr Ellis: Because we're already have gone by 14.
Anyone else who hasn't spoken for the first time,
before I'd call on Ms. Perez-Diaz.
Okay, Ms. Perez-Diaz.
Ms. Perez-Diaz: Thank you.
I think to member Bahorich, I appreciate your attempt,
but I don't think that at the high school level,
we can afford to be cryptic about
what we're trying to message to our youth.
To member Little at the SHAC,
and to member Hardy as well.
The SHAC is a great tool.
But again, I ask for those more ...
I think that for those communities
who are not as open or willing,
to have these conversations,
what happens to the one parent that serves in SHAC,
that's outnumbered,
but as they're advocating for their youth,
they still get voted out.
What happens to the one child represented on the SHAC,
that's advocating on behalf of themselves,
but they're in the minority and they still get voted out.
Then there still is no opportunity
for this child to have an outlet.
And I think at the very end of the day, what this is,
and I'm gonna call it what it is, right.
There are a lot of people who are very uncomfortable,
so it's not sensitive.
Well, I guess maybe a sensitivity, fragility,
but there are a lot of people that are uncomfortable
about talking about something that exists.
This is a terrible analogy,
but this is the first thing that comes to mind, right?
People don't want to talk about young girls having periods,
but it happens, it exists.
And we have to talk about it in our standards
because they have to be prepared for that.
Identity exists, regardless of whether or not,
a single person recognizes it or wants to appreciate it,
identity exists.
We need to talk about it regardless
of one's sensitivity or discomfort.
So again, I stand in favor of this motion,
and I really asked my colleagues around the table
to think about the youth that we serve,
not just your heteronormative population of students,
because we have we're here to serve every single child,
and every single child in this state deserves
to be reflected in the curriculum.
Mr. Ellis': Okay, Ms. Perez then Mr. Cortez,
and then Mr. Allen.
Ms. Perez: Member Davis, when I mess up these words,
just jump in and correct me, okay.
I want to remind everyone that,
while this sounds like it may only be in gay conversation.
And I realize how that makes some of us uncomfortable.
I do want to remind everyone that, in nature,
there are children that are born.
I believe the correct term is intersex, right?
And we used to call them, what's the old?
An hermaphrodites? Ms. Davis: Yeah.
Ms. Perez: We also call them middles-sex children.
And this is something that occurs in nature.
And while people might say,
"Well, it's only 1% or it's only 4%."
Well, when we're talking about children,
even one child feeling uncomfortable,
or unrecognized, or unwelcome as one too many.
And so, if we're not going to agree
on some kind of language,
please understand that what we're doing then,
is telling some children,
because of the way they are born,
they are less than.
And I can't imagine that,
that's the intent of anybody in this room.
Dr. Ellis: Okay, Mr. Cortez I think and then Mr. Allen.
Mr. Cortez: Thank you, Mr. Chair.
Again, I just want to rise in supportive of my amendment.
I think I agree with what a member Perez said,
about all of us wanting the best for our students.
But, it's probably no secret that you all would know
that I've supported the LGBTQ community for years, right?
And even in a home like mine, where for me,
you love who you want to love, right?
Be who you want to be express yourself,
how you to express yourself.
Even for me, in a home like mine,
one of my children this summer, came out to us.
And the fact that she had to bottle that in, for years,
thinking that we wouldn't accept her.
(sobs)
It's difficult to imagine what other students,
who don't live in a tolerant house like ours,
would be going through,
if we don't insert language like this,
to help our students.
And so, I implore you, maybe it wasn't,
it was a tough pill to swallow in sixth and seventh grade,
seventh and eighth grade.
But at this age,
those of you have served on school boards.
You know, you've been in your campuses,
you've met your students,
they're in there.
We need to put a place for them,
because if it happens in a house like mine,
where I'm very tolerant to these things,
imagine where it's happening,
where there's an intolerant household.
Imagine what those kids have to deal with.
And we have an opportunity to correct that today
with this amendment and the next.
So, I urge you guys to please support this.
Dr. Ellis: Mr. Allen.
Mr. Allen: Who want to rise and say that
preventing bullying is a very good thing,
but it does not go far enough.
It does not actually lend itself
to positive relationships amongst peers.
Only bullying is couched under avoidance.
Those things that I'm not comfortable with are void.
But when I have a degree of knowledge,
I'm able to interact in a very positive way
with understanding.
Without this standard,
all we have is isolation and avoidance,
and no conversation, because I don't understand.
With this standard,
we promote positive interaction amongst all students,
based on the fact that, we have some common understanding
of what's going on in our environment.
So, I believe the standard
is about promoting positive relationships,
and not just preventing bullying.
Dr. Ellis: Okay, any further discussion ready for a vote?
All in- <v Ms. Perez-Diaz>Please,
I would like to ask for roll call please.
-: Excuse me.
Ms. Perez-Diaz: I'd like to ask for a roll call vote.
-: Okay, all right. Ms. Perez-Diaz: Thank you.
Let's proceed with the roll call vote then.
Yes means, obviously you're in favor of the amendment.
No means you're opposed to it. (clears throat)
Ms. Martinez: Perez.
Ms. Perez: Yes means in favor of correct?
Dr. Ellis: Yes.
Ms. Perez: Then I vote Yes, thank you.
Ms. Martinez: Cortez.
Mr. Cortez: Yes.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Ms. Martinez: Allen.
Mr. Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: No.
Ms. Martinez: Bahorich.
Ms. Bahorich: No.
Ms. Martinez: Roninson.
Dr. Robinson: Yes.
Ms. Martinez: Cargill.
Ms. Cargill: No.
Ms. Martinez: Maynard.
Mr. Maynard: No.
Ms. Martinez: Hardy.
Ms. Hardy: No.
Ms. Martinez: Little.
Ms. Little: No.
Ms. Martinez: Davis.
Ms. Davis: Yes.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] No.
Ms. Martinez: Rowley.
Mr. Rowley: No.
Ms. Martinez: Ellis.
Six, yes, six to nine.
Dr. Ellis: Okay, motion fails six to nine.
Mr. Cortez: Mr. Chair, I have another motion.
Are you gonna take this, (indistinct) meeting.
-: Did you connect.
Dr. Ellis: Yeah go ahead Mr. Cortez.
-: So it was supposed to be a 20H,
but since G didn't make it it'll be 20G.
And I move that we insert a new 20G that reads,
"Explain how to promote safety, respect, awareness,
and acceptance for all people,
regardless of their sexual orientation, gender identity,
or gender expression."
Ms. Perez: Second.
Mr Ellis: A motion and a second.
Dr. Ellis: Any discussion on this item?
What?
Ms. Kay, make sure she has it correct.
Mr. Cortez, can you confirm
that the language is correct on the screen?
Ms. Kay: It's correct.
-: Explain how to promote safety, respect, awareness,
and acceptance for all people,
regardless of their sexual orientation, gender identity,
or gender expression. Yes. Dr. Ellis: It's correct.
-: It's Correct on the screen Mr. Chair.
Dr. Ellis: Okay, thank you.
Do we have the second?
Ms. Perez-Diaz: I have (indistinct).
Dr. Ellis: Okay, Ms. Perez-Diaz for a discussion.
Ms. Perez-Diaz: I'm not gonna be repetitive.
I think that it's pretty clear
what we're trying to accomplish here,
but the one thing I will we'll do
before we move to the vote,
is, I'm gonna try to dig really deep.
And I know that a lot of this fear,
and a lot of the discomfort and talking about,
gender identity, gender fluidity.
All of that is very much based in religion and ideology.
And I want to be very respectful of that,
but what I will say is, as a Christian,
I was taught to love, and to respect,
and to honor the people around me.
And so, I think it's very hard for me
to reconcile how one can call themselves a Christian,
and not see past their own perspective,
to support an honor and recognize youth,
who are asking to be seen.
And this isn't a judgment statement.
I genuinely I'm trying to understand because I don't.
And I've been fighting this
since we started this conversation health,
and it's very infuriating for me that,
we continue to leave out these students.
We heard over and over again in testimony,
about what their experiences were,
and for us to neglect that,
because we're uncomfortable is irresponsible.
And that's all I have to say.
I stand in favor of this motion.
Dr. Ellis: Mr. Rowley.
Mr. Rowley: With all due respect to my fellow members,
and their perspective on this particular issue.
My vote has nothing to do with religious beliefs.
I try to make my decisions in this room based upon
what's best for the districts that I represent,
and the 5.5 million children,
that are part of Texas public education.
In my opinion,
and I don't believe it's irresponsible.
I don't believe that's reprehensive.
I don't think it's uncaring,
I don't think it's unfeeling.
I think it is a governance decision that I make,
that says, what's best for each district,
is to be determined by that local district.
There is a statute 28.004, that we have to be mindful of,
whenever we begin to veer off into this, this area.
And there's also local control issues,
that I personally defer to on every occasion
that I have the opportunity.
If Austin ISD, wants to take up these issues,
more power to them,
but that doesn't mean that Borger ISD,
or Amarillo ISD, or Canyon ISD,
or any other ISD that I represent in the Panhandle,
in West Texas wants to be mandated to teach this.
And if we put them in the standards,
regardless of how we feel about it, personally,
if we put this in the standard,
we're mandating this be taught,
in every classroom, all across the state.
I leave that up to local board of trustees,
and I trust their judgment.
And I'm hope I'm not unfeeling.
Anytime, any member wants to talk to me
about my personal views about these issues,
I'll be happy to talk about them,
and you may be surprised how I come down on them.
But that doesn't mean that I'm gonna vote
to mandate it be taught, all across the state of Texas.
And so, I stand in opposition to the amendment.
Dr. Ellis: Any other members, Mr. Allen.
Mr. Allen: I simply wanted to.
recognize that most classrooms I walk into,
start out with something
about treating everybody with respect.
I don't care what level it is,
whenever building you walk in,
that's just a core value of a campus,
and teaching our students every day,
to simply treat all people with respect.
But there's a hidden piece here.
Now we understand regardless,
to their sexual orientation or gender identity,
we won't see that.
But I think it's important.
I think all of us would certainly agree with
treating everybody with respect.
That's not no disagreement,
but should we say, except those,
who identify from a different sexual orientation,
than ourselves.
And so, I rest to support this
because it's important that we bring that out,
at this time that we need to show respect,
for those who identify under
different sexual orientations and gender.
So, I just think it's important.
It's not a stretch, for SHAC to talk about respecting those.
This is really, really easy for us,
in terms of showing respect.
Dr. Ellis: All right.
Is there any other members you'd like to comment?
Mr. Mercer.
Mr. Mercer: Thank you Mr. Chairman.
Again, I read 20, and we don't delineate.
We talk about all kids again,
as we did for bullying and cyber bullying,
and we don't differentiate,
but we said the differentiating
in different types of relationships.
Romantic, casual,
we talk about friendships and healthy dating.
We talk about a ways of communicating emotions,
or medical relationships,
character traits for romantic marriage and relationships.
And we talk over and over about enhanced dignity, respect,
and responsibility, and development of children.
So we were cautious to make sure we have everybody included,
whatever is in now or in the future.
And yes, I have questions about SHAC,
but they are local control,
and their responsibility is to react
to the needs of that community.
But I would argue that we cover everyone here.
Again, we talk about enhanced dignity, respect,
and responsibility and be (indistinct)
about all behaviors, in romantic relationships.
Thank you.
Dr. Ellis: Any other discussion?
Hearing none.
We'll go ahead and take the vote.
All those who are in favor of the amendment
will vote with a yes vote.
There's a roll call vote requested would be granted,
Ms. Martinez.
And for clarification, a yes vote will be for the amendment.
Ms. Martinez: Perez.
Ms. Perez: Yes.
Mr. Martinez: Cortez.
Mr. Cortez: Yes.
Ms. Martinez: Perez-Diaz.
Ms. Perez-Diaz: Yes.
Ms. Martinez: Allen.
Allen: Yes.
Ms. Martinez: Mercer.
Mr. Mercer: I'm always the first to say no.
Ms. Martinez: Mercer.
Mr. Mercer: No.
Ms. Martinez: Bahorich.
Ms. Bahorich: No.
Ms. Martinez: Robinson.
Dr. Robinson: Yes.
Ms. Martinez: Cargill.
Ms. Cargill: No.
Ms. Martinez: Maynard.
Mr. Maynard: No.
Ms. Martinez: Hardy.
Ms. Hardy: No.
Ms. Martinez: Little.
Ms. Little: No.
Ms. Martinez: Davis.
Ms. Davis: Yes.
Ms. Martinez: Melton-Malone.
-: [Ms. Melton-Malone] No.
Ms. Martinez: Rowley.
Mr. Rowley: No.
Dr. Ellis: No.
Ms. Martinez: Six, to nine.
Dr. Ellis: The motion fails on a vote of six to nine.
Mr. Rowley.
Mr. Rowley: I had a question about 20F.
I believe we made the decision last night,
about committed relationships.
And so, that's been amended.
Ms. Ramos: Big time, actually.
-: Okay, so that's been amended already.
Okay.
Ms. Ramos: Ill be (indistinct), yeah.
Okay.
-: Okay, I just wanted to make sure that, okay.
(murmuring)
Ms. Bahorich: Okay.
Dr. Ellis: Ms. Bahorich?
Ms. Bahorich: Yes, members were at 21F.
And this change would align with what we did
in seventh and eighth.
And it for 21F it would says,
"Analyze how a healthy sense of self,
and making and respecting decisions on,
safe boundaries and limits,
promotes healthy dating/romantic relationships."
Ms. Hardy: Second.
Dr. Ellis: So a motion and a second.
Ms. Bahorich: Allingment.
Mr Ellis: (indistinct) like to speak to it.
Ms. Bahorich: It's what we did last night
in seventh and eighth. Dr. Ellis: Okay.
Ms. Bahorich: So this is just a scaffolding
for health one.
Dr. Ellis: Any further discussion?
Any objection?
Motion carries.
Is 21I on a screen?
Analyze factors, including alcohol
and other substances that in,
delete the word can, is can there?
That affect decision-making setting
and respecting boundaries,
and increasing sexual risk.
I get, again, I get analyzed factors,
including the alcohol and other substances
that affect decision making, and setting,
and respecting boundaries and increasing
to increase sexual risk behavior.
Ms. Bahorich: (indistinct) no, I'm sorry.
Dr. Ellis: So, delete behavior at the end of there.
Mr. Cortez: I have my glasses on can't find them.
Dr. Ellis: Okay.
So here's how it currently reads Mr. Mercer.
we're inserting decision-making,
and setting and respecting ...
Can't read that cause we've got the,
what was it say, Oh, there we go.
Boundaries, and increased sexual risk.
Mr. Cortez: Yes.
Dr. Ellis: Is that what you intend?
Mr. Cortez: Yes, then we delete the word can,
is that correct?
Dr. Ellis: Yes. Mr. Mercer: Yes.
Mr Ellis: That's right.
Deleted can, and just says that effect, okay.
Ms. Bahorich: Comma, again (indistinct), for setting.
Dr. Ellis: Okay, there you go.
Decision-making comma, setting and respecting boundaries.
Okay, is there a second?
Ms. Little: Second.
Dr. Ellis: Is there a discussion?
Ms. Perez: (indistinct).
Dr. Ellis: Okay, Ms. Perez.
Ms. Perez: To the maker of the motion,
please explain to me,
because I'm having a bit of difficulty.
Here where it says, "Decision-making setting
and respecting boundaries."
Does this sound like,
if you consume alcohol or other substances,
you will have difficulty respecting the boundaries
that somebody sets for you.
Meaning, if I'm out on a date with a person
that I perceived to be a gentleman,
and he's consumed alcohol,
or other substances, and I say no,
but because of his consumption of these substances,
he may have difficult respecting my boundaries?
Because that's how I read this.
So I'd need some clarification, please.
Mr. Mercer: We discussed this yesterday too,
for some better wording.
Is this the ones that staff is gonna give us
some better wordings on it, am I incorrect?
Ms. Martinez: No.
Mr. Mercer: This is not one?
(murmuring)
Dr. Ellis: But again,
the key here is that can affect decision-making setting,
respecting boundaries and increase sexual risk.
But that does not answer your question, Ms. Perez, does it?
Ms. Perez: No, sir.
It does not.
And let me tell you how I hear or how I read this,
because perhaps that makes it easier to understand
where I'm trying to get.
Does this read to anyone else, like, it's an excuse,
perhaps because the individual was inebriated,
that their criminal violations are excusable,
because they were under the influence.
Because that's how I'm reading it.
And if I'm reading it that way,
I just wonder how many others will read it that way as well.
Becausee remember, this is all,
it's left up to interpretation.
I cannot be the only person
who might have that interpretation.
Ms. Bahorich: Say that again (indistinct).
Ms. Perez: Okay.
So here's the scenario that I'm understanding.
I'm out on a date with a gentleman
who has consumed alcohol or other substances.
I set a boundary for myself.
I say, no,
but because of this gentleman's consumption
of alcohol, or other substances,
he is less likely to respect my boundaries.
One that puts the onus on me.
And two, it sounds like it's excusable for him
to not respect my boundaries,
because of his consumption of alcohol or other substances.
I realize you don't read it that way, but I do.
Dr. Ellis: I would read it as-
Ms. Hardy: Standard.
Dr. Ellis: His consent consumption of alcohol,
is detrimental to his ability to respect boundaries.
Detrimental as in, you shouldn't consume alcohol,
because then you're not able
to respect other people's boundaries.
I understand you're saying
you can read it more ways than that,
but that's what I think it's talking about
is alcohol as a factor that keeps you
from properly or appropriately respecting
other people's boundaries.
But that's my take on there.
Mr. Mercer: There's another edition after I,
which is J, and it talks about why it's wrong
to violate another person's boundaries.
And that was my question.
If there's a way to combine I and J,
or keeping separate again,
I would talk about this.
And I'm not gonna go to J.
It's not up here yet, but, we had in there to add,
why it is wrong to violate another person's boundaries.
Dr. Ellis: Okay, Mrs. Perez Diaz.
Ms. Perez-Diaz: Thank you, sir.
So, I have some alternative language
that may address the situation,
and may not require a J,
but so I'll offer it up and then have everybody
kinda just chew on it if it's okay.
I would say, "Analyze factors, including alcohol,
and other substances, that I'll leave can,
stricken affect, decision-making comma,
increase, risk behavior, comma, and reduce.
I would strike studying and respecting boundaries.
Strike and as well,
let see where?
Actually, I'm sorry.
Continue to strike language up until
it says the ability.
So right there, aha.
I would unstrike, the ability,
and then what's after that.
Yeah, I would unstrike the ability to give,
oops!
Comma, withhold, comma,
and then leave the rest of it the way it is.
And I don't know if perhaps Ms. Perez,
if that addresses the issue.
I think the lack of the word perceive is important.
The lack of word perceive is I think it.
Dr. Ellis: Okay, so Ms. Perez-Diaz,
these first off, I mean,
is the language as it's reflected here,
what you intend for it to say,
we're not quite to the point of amending it yet,
because we need to check parliamentary advise
if we can do that, but.
Ms. Perez: Not really, can.
Dr. Ellis: Oh yeah, can is ...
Ms. Perez-Diaz: Is stricken.
Dr. Ellis: Yeah, in both versions can is stricken.
There you go, yeah, that's okay.
Ms. Perez-Diaz: Affect decision-
Dr. Ellis: Okay, but let me ask Ms. Cruz,
I mean, are we able to amend the amendment
to this extent now?
Ms. Cruz: Quite frankly,
under the technical dot,
and tittle of Robert's Rules of order,
you should not be.
However, because it is written on the screen,
in a way that everyone can see it.
If there were no objections,
then that would be tantamount, suspending that rule,
so that you could proceed without wrecking yourselves
further around the parliamentary AXA-
Dr. Ellis: Okay. (giggles) Ms. Cruz: As much fun
that is.
Dr. Ellis: We appreciate your flexibility.
Okay, so the question is, is there any objection,
to essentially substituting this amendment,
for the one that was previously made?
Yes, there is an objection.
Mr. Allen: I have re-objection, but a kinda comment.
Can I try to get my objection based on what?
Can I say, share that one?
Dr. Ellis: Well, you can,
but since Ms. Cargill has voiced an objection,
it's essentially- Mr. Allen: Okay.
Dr. Ellis: Back on the table,
your amendment is back on the table.
And Ms. Perez-Diaz, your amendment,
I think parliamentary-wise,
we can't get there from here,
without going off the reservation.
So- Ms. Perez-Diaz: Okay.
Dr. Ellis: So, just so everyone understands though,
in order to consider Ms. Pettis-Diaz's amendment,
Mr. Cortez, are you with me,
in order to consider Ms. Perez Diaz amendment.
We need to defeat Mr. Mercer's amendment.
Am I correct?
Mr. Merecer: Yeah. Dr. Ellis: Ms. Cruz?
Ms. Cruz: Yes.
Dr. Ellis: Not that not that you need to,
but I'm just saying-
Ms. Cruz: I'm reverse engineer to get back to-
Dr. Ellis: Okay, so everybody understands
what happened last night.
And some said they didn't understand it.
But in order to consider Ms. Perez-Diaz
as alternate language, let me put it this way.
If Mr. Mercer's amendment passes, then we move on.
That's the way to say that.
Okay, everybody understand?
Yes, Mr. Mercer.
Mr. Mercer: And my comment was what I was trying,
and I appreciate the effort going forward.
My comment wasn't you don't know about J yet,
but J says, just so you know,
and I was asking maybe the J words,
could be combined with I into one SSI,
but it is wrong to violate another person's boundaries,
and to manipulate or threaten someone into sexual activity.
Those are the words in J, then we're not part of I.
So, my question was, if we leave I, and pass that,
doesn't J answer that concern?
All I'm asking the members should we combine
I and j together?
Dr. Ellis: Okay. Ms. Perez.
Ms. Perez: To the maker of the motion.
I understand what you're,
where you're trying to get,
but that eliminates the gentleman's
consumption of alcohol or other substances
that caused him to be unable to respect me saying no.
So, that's the difference.
Mr. Mercer: Okay, (indistinct).
(murmuring)
Dr. Ellis: Okay, we're taking just a moment.
Ms. Bahorich: Yeah, hang on just a second.
I'm trying to get back to where we were.
Mr Ellis: With Mr. Mercer's amendment?
Ms. Bahorich: Yeah.
21.
Ms. Perez-Diaz: Here, okay.
Ms. Bahorich: I got it, cool.
Yeah, thank you very much.
Dr. Ellis: Okay, so where we're back to move forward.
Any further discussion Ms. Perez, do you want more time,
or are you fine with moving forward with the vote?
Ms. Perez: No, sir, I believe this gets us there, right?
Okay, so.
Dr. Ellis: All right.
Ms. Hardy: If I may, Mr. Chairman?
Dr. Ellis: Yes.
Ms. Hardy: If you'll notice on the screen,
there are two Is,
we're working first with this first I.
Mr Ellis: Right.
Ms. Hardy: But I need for Mr. Mercer,
because it was not in the last version of the amendments
that I received,
I need for him to read me his amendment again.
Mr. Ellis: Yeah, restate your motion,
Mr. Mercer, please.
Mr. Mercer: I would like to add (indistinct).
Dr. Ellis: Is your mic on?
There you go- <v Mr. Mercer>(indistinct) sir.
Analyze factors, comma, include an alcohol,
and other substances that in the delete can,
just read, that affect decision-making,
setting and respecting boundaries,
and increase sexual increasing I'm sorry,
sexual risk.
and increasing get boundaries and increasing sexual risk.
Again, it would read analyze factors, comma,
including the alcohol and other substances, comma,
that affect decision-making comma,
setting and respecting boundaries, comma,
and increasing sexual risk. Dr. Ellis: Sexual risk.
Okay.
So on the screen on the screen is the text of the amendment.
Any further discussion?
Ready for a vote?
All in favor signify by raising your hand please.
One, two, three, six, seven, eight-
Ms. Martinez: Nine.
Dr. Ellis: All right, this is Mr. Mercer's. Is Mr. Allen-
Mr. Allen: Yes, sir, my hand is down.
Dr. Ellis: Your hand is down?
Okay. Ms. Martinez: (indistinct).
Mr. Allen: You wanted me to vote for it? No. (giggles)
Dr. Ellis: Okay.
Well, one more time, show, show your hands, please.
I'm sorry.
All right, one, two, three, four-
Hang up, five six, seven, eight.
Mr. Maynard, did you?
Ms. Martinez: Nine.
Dr. Ellis: Nine, are you in favor?
Mr. Maynard: Yes. Dr. Ellis: Yes.
Well, we need to complete the vote first,
don't wait before we take upon, okay.
All opposed, same sign.
One, two, three, four-
Ms. Martinez: Five. Dr. Ellis: Five.
Okay, yeah.
(murmuring)
Ms. Bahorich: Yeah.
Dr. Ellis: Motion passes nine to five.
Ms. Bahorich: Okay. Dr. Ellis: Ms. Bahorich.
Ms. Bahorich: Yeah, I was just saying,
I thought we were still working on the words.
So I had wanted to insert, to perceive in their setting,
comma, perceiving and respecting boundaries.
Dr. Ellis: Well, I think we can do that now.
But I just- Dr. Ellis: No,
I think you can- Ms. Bahorich: I was
still working on words. So- Dr. Ellis: I think we can.
Ms. Bahorich: I think mrs. Perez
has a good point about the-
Dr. Ellis: But, you can amend that now,
with an insertion of that word,
you just can't destroy the- Ms. Bahorich: Yeah.
Dr. Ellis: Gist of the amendment, right?
Isn't that what the deal is?
Okay.
So, if you want to insert a word there-
Ms. Bahorich: Yeah.
Dr. Ellis: That doesn't change the vote
that we just took, you can do that.
Ms. Bahorich: Yeah, I think Ms. Perez had a good point,
about the perceiving.
And so setting comma, perceiving, comma, and respecting.
So you're going to need semi colons in there,
to keep these things separate.
Dr. Ellis: Right, and that's appropriate
parliamentary-wise isn't it Ms. Cruz?
Ms. Cruz: Yes.
Mr Ellis: Okay. Ms. Cruz: Yeah.
Mr Ellis: And the difference is Ms. Perez-Diaz's
motion really substituted the entire language for this one.
This simply modifies the language we just agreed on I think.
Ms. Hardy: (indistinct)- Ms. Ramos: For staff.
Dr. Ellis: Was there a second for Ms. Bahorich?
Ms. Hardy: Second.
Dr. Ellis: Okay, now Ms. Bahorich.
Ms. Bahorich: Doing the breakout on that language.
How does that work?
Because that way I'm reading it. (laughing)
So analyze factors, I'll skip the including alcohol
that can affect decision-making.
Okay, analyze factors that affect setting boundaries,
affect factors that affect, perceiving boundary.
Okay, so it reads- Ms. Perez: The problem ...
It's a minor problem,
but it's really more with increasing sexual risk.
Ms. Little: Oh!
Ms. Bahorich: So, it's the analyzed factors
that affect increasing sexual risk.
Ms. Bahorich: Yeah, that's a hard breakout, yeah.
Ms. Perez-Diaz: So it could be that, increase-
Dr. Ellis: Oh, okay.
Ms. Perez-Diaz: Decision-making, setting,
perceiving and respecting boundaries,
and increase.
Dr. Ellis: Factors that increase sexual risk-
Ms. Perez-Diaz: Yeah. Mr Ellis: Is the way.
Is that it shouldn't be- Ms. Perez-Diaz: Yeah.
Dr. Ellis: Factors that increasing sexual risk.
Ms. Perez: Does she just move it to the beginning.
Is that too bad? Ms. Perez-Diaz: Yeah,
try to move it in the beginning.
Dr. Ellis: Okay. Ms. Bahorich: There we go.
Dr. Ellis: Okay, any objection to the rearrangement
that you see on the screen?
It will now read analyze factors that increase sexual risk.
Any objection to that at this point?
Ms. Kay: Why (indistinct).
Ms. Bahorich: No, Kay,
that increased sexual risk has to come after substances.
Ms. Kay: Oh, okay.
Dr. Ellis: Oh, okay.
Ms. Perez-Diaz: Well,
staff is working on that vice chair.
May I have parliamentary inquiry?
And what point will I be able to reintroduce my language?
Just so that we can talk through it, or reconsider?
Mr. Rowley: Well, if your language doesn't substitute,
isn't they substitute for the entire amendment.
Then we can talk about it here in just a moment.
But if it simply inserts a word here or there,
that doesn't change the entire meaning of the amendment,
then we can do it in a minute.
But if it does, then we're not able to do that,
because that wouldn't negate the vote we just took.
Ms. Perez-Diaz: So- Mr. Rowley: Did
I makes sense?
Ms. Perez-Diaz: Sort of.
So, I wasn't necessarily changing the language.
I was essentially, I was adding words in,
but, I think what their readjustment of all of this language
in essence would look like a completely different-
Ms. Kay: Sexual risk. Ms. Perez-Diaz: set
of language.
So I was just trying to figure out it.
That's why I attempted to do it earlier,
because I wanted at the very least the language
to be considered and looked at.
So I just didn't know how to get to that.
(sighs)
Mr. Rowley: Okay.
Well, where we are right now is this is before us.
If we defeat this proposal, this motion,
then your motion is an order.
You follow me, if we defeated.
If this passes,
then your motion might not be an order
because it depends upon the extent
to which it changes the original vote.
Ms. Cruz, you want to explain that any better than me?
Ms. Cruz: I don't know that it's any better,
but I will use different words, how about that? (laughs)
Mr. Crowley: That's great.
Ms. Cruz: The basic parliamentary theory is
that you can only ask a body to make a decision once.
And so, after they have made the decision
that this is language that they wish to include or exclude,
then asking them to make the same decision
about the same words, is not in order.
So without knowing precisely what the amendment is,
and how it differs from where we are here,
I would not be yet able to provide advice to the chair,
for the chair to make a ruling.
Ms. Perez-Diaz: I guess, so where I'm confused.
So that's why I attempted to make the change earlier,
but then was told that it wasn't an order.
So, there's that point,
but then we subsequently took a vote,
and now we're changing the language.
So, I don't see how that differs
from what I'm trying to accomplish.
And I'm just trying to wrap my head around it.
Cause it doesn't ... It's still not making any sense to me.
Mr. Crowley: Well,
because we're essentially staying
with the same decision that was made.
And we're inserting perceiving,
that what's currently before us,
is inserting the word perceiving,
not rewriting it, not deleting anything else.
It's just insert the word perceiving.
Ms. Perez-Diaz: Okay.
So, that takes care of the latter half of my question then.
So, then why was it out of order
for the first time I attempted.
Mr. Crowley: It was too much of it.
Yeah, it was a more extensive change,
to the entire meaning of the amendment.
Ms. Perez-Diaz: Okay.
Mr. Rowley: So that essentially you couldn't
amend Mr. Mercer's amendment,
by that simply negated what he was trying to accomplish,
or changed it to a dramatic extent.
Ms. Perez-Diaz: I got it.
Mr. Crowley: Does that- Ms. Cruz: Or change words
by adding, or subtracting them
that were not involved in the original motion.
That's where we got the problem, right?
Ms. Bahorich: Yeah. Dr. Ellis: Okay.
Ms. Cruz: An amendment.
Think about your 10th grade English teacher,
think about my 10th grade English teacher,
who bought red pins by the case,
and struck out specific words.
Secondary amendments can only impact the language
that you've already touched with the red pin.
Ms. Perez-Diaz: Got it.
So, essentially I had to be 10 to the punch to get hurt.
(laughing)
Dr. Ellis: Yes. Ms. Cruz: Yes ma'am,
that would have been- Dr. Ellis: That's
a good conclusion.
That's exactly right.
Ms. Perez-Diaz: I'm all right.
Dr. Ellis: Yeah. Ms. Cruz: There's
always second reading.
Dr. Ellis: Okay, that's a good point.
Okay, so let's move on, right.
So right now,
is there any objection to moving that increased sexual risk?
Any objection to that?
Okay.
Hearing none that's done.
Now is the motion before us is
inserting the word perceiving,
where you see it there after setting,
decision-making setting.
And so, that motion has been made,
and I think there was a second.
That was Ms. Bahorich's motion.
Is there a second to that? Just to make sure.
Ms. Martinez: It's all right, it's been seconded.
Dr. Ellis: It's been seconded, okay.
So, any discussion about inserting perceiving?
Ms. Perez.
-: To the maker of the insert perceiving,
I don't know what this does,
to get closer to what I'm asking.
Ms. Bahorich: It only gets closer.
I think it's kind of an interim step,
to what is key's going to recommend,
has he already said for J.
What Mr. Mercer's going to recommend for J,
because J has strong language about,
it is wrong to violate another person's boundaries.
Dr. Ellis: Yes, Mr. Cortez.
Mr. Cortez: So,
just to go back to all the discussion,
we're having on this item here.
Is there any parliamentary procedure,
that allows us to suspend rules
in the after the fact,
so that Marisa can accomplish
what she's trying to accomplish?
I'm not sure that that was asked,
because it was stated that we can't get there from here,
but does that not mean that this body can suspend the rule
as we've done in the past,
so that she can get where she'd like to get?
Dr. Ellis: Well, at first- Mr. Cortez: Or attempt
to get to where she'd like to get.
Dr. Ellis: First, if there's no objection,
we can do that.
Mr. Cortez: Okay.
Mr. Ells: Beyond that suspending the rules
of parliamentary procedure,
does that take a two thirds vote, or something?
Ms. Cruz: It does.
Dr. Ellis: Okay, then it would take a two thirds vote,
to suspend the parliamentary procedure.
But let's go ahead and vote on this,
which is actually where we are right now.
Ms. Bahorich: Yeah.
Dr. Ellis: All in favor of inserting, perceiving,
signify by raising your hand, please.
-: Can you raise your hand higher.
Thank you.
-: 10.
-: Seven, eight, nine, 10.
Dr. Ellis: Aha.
All opposed, same sign.
Two.
10 to two.
Okay, so the motion passes 10 to two,
so now perceiving ...
Now the amendment as you see it right here.
Okay.
So, if it was a members pleasure
to suspend the rules of parliamentary procedure,
to allow Ms.-
Mr. Cortez: Can you have in a minute-
Mr. Allen: Perez-Diaz (indistinct)-
Mr. Rowley: Member Allen, cut in for a second here.
Dr. Ellis: I'm gonna need us to take a brief recess.
Lenny is in the corner there.
The hotel is advised that some members still have
their luggage in the room.
It's past checkout time.
There is availability to stay this evening to the room,
but Lenny needs to know who wants the hotel to extent.
So, if you need your room extended this evening,
let's take a minute or two,
Lenny needs to know this right now.
So, please just step over to Ms. Lenny
and let her know your room needs to be extended-
Mr. Cortez: I think (indistinct).
Dr. Ellis: Okay. And then when we come back,
if Mr. Cortez wants to move to suspend the rule-
Ms. Bahorich: Can I have one second.
Mr. Maynard: It's hard to (indistinct).
Ms. Bahorich: Yes.
Mr. Rowley: The hand.
Ms. Bahorich: (indistinct) even share the app.
Mr. Rowley: Not that I dint hold the (indistinct).
Ms. Bahorich: Share that (indistinct). (laughs)
Mr. Rowley: Yeah. (laughing)
Okay, we ready to come back to order.
We're missing three members.
Ms. Bahorich: Yeah.
-: Four members.
And we're about to take a two thirds,
may be two thirds vote on something.
Ms. Cruz: (indistinct) about (indistinct).
-: Oh, no, I think they just had to let it be known.
Ms. Hardy: Mr. Brama, you were going ...
Mr. Maynard over here.
You were gonna say something.
(laughing)
I just thought I would (indistinct)
you were relaxed in there.
Dr. Ellis: Well, we have a quorum,
so I guess we need to go ahead and reconvene.
Some of us have flights,
and different things going on.
Okay, so we're back in session.
At last discussion, there was a question about
whether or not we would suspend the rules
to entertain another amendment,
or that could be done at second reading
with a lot less turmoil,
but it's up to any members that wants to be done.
Mr. Cortez: Yes, Mr. Chair, I would like to
take a vote on suspending the rules
to allow the member to offer a promotion.
I know she's just out in the hall,
she'll be here in a second.
Oh, see.
Its like she heard us talking about it.
Dr. Ellis: All right.
Is there a second to suspending the rules,
to take up what would essentially
be a replacement amendment,
to the one we just voted on?
Is there a second?
Ms. Davis: Second.
Dr. Ellis: Okay, a motion has been made and second,
and it's not debatable,
and it requires a two thirds vote.
So, we shall proceed.
If you vote yes, you're in favor of suspending the rules,
to allow an amendment to be entertained.
That would essentially replace that amendment.
All in favor, signify by raising your hand.
Two, three, four.
All opposed same sign.
One, two, three-
-: Raise your hand- Dr. Ellis: Four, five, six,
seven, eight.
Eight to four, so the motion fails.
The rules are not suspended,
and we'll move forward to the next amendment.
Mr. Cortez: Do we need to vote on, I first,
do we move forward?
Is there already?
Mr Ellis: No, we already voted on it.
That was the deal.
Ms. Perez-Diaz.
Ms. Perez-Diaz: Thank you, I do have ...
So, I'm gonna move,
or I'm going to recommend adding a 21K.
Dr. Ellis: 21K?
Ms. Perez-Diaz: Hmm.
Dr. Ellis: Okay.
Ms. Perez-Diaz: And forgive me,
I sent this language to you all, probably Tuesday.
You should have it in your boxes somewhere.
So I had sent it,
but the language I'm proposing reads,
"Define consent as a concept,
that encompasses clear comma, voluntary refusal,
or agreement to participate in each physical acts,
between individuals."
Dr. Ellis: Okay, would look at the screen.
And is it read as you intend for it to?
Mr. Maynard: Mr. Chair.
Dr. Ellis: No, one second.
Ms. Perez-Diaz: (mumbles).
Refusal or agreement?
Yes.
Dr. Ellis: Okay, is there a second?
Ms. Perez-Diaz: If someone's seconds
I can speak to my motion.
Dr. Ellis: Is there a second?
Hearing none.
The motion fails for lack of a second.
Okay, Mr. Mercer.
Mr. Mercer: I was gonna ask if we would go back to J,
so we're back on J now?
Dr. Ellis: Yes.
Mr. Mercer: Members have mentioned J,
but I wanted to address the concerns of Ms. Perez.
But J right now would read, "Examine and discuss,"
and we can delete the period and external,
but, "Examine and discuss,
"influences and pressures to become sexually active."
And this is the key emphasis,
"And why it is wrong to violate another person's boundaries,
and manipulate or threatened someone else
into sexual activity."
Now, those are the words now that repeated.
Well, I'm sorry, I need a second.
Ms. Hardy: Second.
Mr. Mercer: Examine, discuss influences and pressures
to become sexually active,
and why it is wrong to violate another person's boundaries,
and manipulate or threaten someone else
into sexual activity, and or to manipulate.
I had and, manipulated that'd be incorrect, should it be to.
Dr. Ellis: Not well, it had to up there as well.
Mr. Mercer: There's (indistinct)-
Mr. Rowley: Officer and manipulate.
Ms. Hardy: I had been working on older version.
Dr. Ellis: Okay.
Mr. Mercer: So, I repeat it again, is that...
Just to make sure,
examine and discuss influences and pressures
to become sex sexually active,
and why is wrong to violate another person's boundaries,
and manipulate or threatened someone else
into sexual activities.
Dr. Ellis: Okay.
And there was a second to that.
Mr. Mercer: And members I'm just trying to,
there may be some modification, which is fine.
I'm just trying to answer the concerns here,
but make it very clear that you have rights,
and the old, it wasn't my fault.
It was the alcohol that doesn't pass, it's wrong.
Dr. Ellis: Okay, any further discussion Ms. Bahorich.
Ms. Bahorich: I might suggest,
and our word-smith is Ms. Shelley.
So maybe this is the wrong suggestion,
or threatened and individual,
instead of someone else.
Do you think, or should we leave it as someone else?
Ms. Shelly: (indistinct).
Ms. Bahorich: Yeah, I'm saying,
to threaten an individual or- Dr. Ellis: Threaten
an individual.
Ms. Shelly: I think someone is fine,
I would just strike the word else.
Ms. Bahorich: Okay, it was wordy
and I wasn't trying to fit, yeah.
I was trying to figure out what, so let's get rid of else.
Dr. Ellis: Okay, any objection to striking else?
Okay, hearing none, it passes.
All right, so there's the language there.
Any further discussion on this is J, in it
-: J?
Ms. Kay: Yes sir t's J.
Dr. Ellis: Any objection to J as proposed?
Okay, hearing none the motion passes.
Mr. Allen: Be (indistinct) me.
Thank you.
Dr. Ellis: I'm sorry.
Mr. Allen: Thank you.
(laughing)
Ms. Bahorich: Okay.
Dr. Ellis: Okay, Ms. Bahorich or Mr. Mercer.
Ms. Bahorich: Yeah, 22A-
Mr. Mercer: Over (indistinct) far?
Ms. Bahorich: I'm getting rid of administration
for the fifth time.
(laughing)
We're only going to do three years administration.
Ms. Hardy: Only three?
Ms. Bahorich: Only three.
Dr. Ellis: No comment on that, let's just move. (giggles)
Ms. Bahorich: Okay, 22D would be
the insertion of STDs with STIs in 22D.
Dr. Ellis: We've already done that, right?
Or is that? Ms. Bahorich: Oh no,
I think we were doing one by one, weren't we?
Ms. Little: Right, did we take a vote on any of that?
Ms. Martinez: No, we didn't.
Dr. Ellis: We didn't?
Ms. Martinez: You didn't vote on A.
Ms. Hardy: You did not vote on striking-
Mr Ellis: Oh, okay A,
but I was sung at the STD thing.
Okay, so, all right.
So any objection to striking A?
(murmuring)
Hearing none motion passes. (giggles)
That's right.
Actually, I thought we had already done it sometime before,
but that's okay.
All right.
So, then D is adding STDs and-
Ms. Bahorich: Correct. Dr. Ellis: Right
before SDIs?
But we have not done that universally was my question.
Mr. Mercer: No. Dr. Ellis: Okay.
Ms. Bahorich: We talked about it, but it's really,
it changes from one standard to another where we input it.
Dr. Ellis: Okay, so any objection to that?
Hearing none, the motion passes.
Okay.
Ms. Bahorich: And suggesting on F,
I don't have an amendment.
Dr. Ellis: Okay.
S. Bahorich: No amendment.
Dr. Ellis: All right, what's next?
(clears throat)
Ms. Bahorich: G, and this would align,
with what we did in seventh and eighth last night.
Analyze the importance of telling a parent or trusted adult,
a comma, obtaining early pregnancy,
testing, instead of tests,
comma, and seeking parental care.
Ms. Hardy: Prenatal.
Ms. Bahorich: I mean, parental, Oh boy. (laughs)
Prenatal care. Dr. Ellis: Parental care.
Ms. Bahorich: If signs of pregnancy occur,
it would be added at the end.
Dr. Ellis: I think we shouldn't
overlook parental care either.
That's important.
Ms. Hardy: Second. Dr. Ellis: All right.
Ms. Bahorich: Yeah, signs of pregnancy occurred.
Dr. Ellis: Okay.
All right, everybody see the language then.
And there was a second.
Any discussion?
Any objection?
Hearing none, the motion passes.
Ms. Bahorich: For 22H I'm suggesting we strike it.
Cause we just did it in seventh, eighth,
and, yes.
Mr Ellis: Okay.
Ms. Little: (indistinct) second.
Dr. Ellis: All right.
Been made and second,
motion moved and seconded that we strike H,
which is, describe pregnancy related
in postpartum mood disorders,
the prevalent and ways to seek help and support.
Any discussion?
Yes, Ms. Perez-Diaz.
Ms. Perez-Diaz: So I was trying to eaise my hand,
and I want another member versus situation,
but I actually was gonna propose some change to the language
because I do think that it's still really important.
And then in your emails,
Stephany, I'm already sensitive.
If not, it should be getting to you soon,
but the health and human services
just last week conducted or put up the strategic plan,
which was centered around postpartum depression.
And it really focused a lot on public education,
or the education of the public, I should say.
On postpartum depression.
And so, I think
it's really important for us to align to other agencies,
in the state that are doing this work.
I don't think two mentions of it, is harmful,
especially when we talk about ministration for years.
So, if I don't know if it's an order right now,
but I'd like to- Ms. Bahorich: Recommend.
Ms. Perez-Diaz: Yeah. (laughs)
I'd like to recommend, huh?
Ms. Shelly: If (indistinct) the strick.
Ms. Perez-Diaz: But would that then not allow me?
Ms. Shelly: Yeah, it's.
(indistinct) you could ask (indistinct).
Ms. Perez-Diaz: Okay, okay.
And that's correct, okay-
Dr. Ellis: Yeah, you could propose a new one.
Ms. Perez-Diaz: Okay.
Dr. Ellis: Yeah, cause we're only striking this one.
Ms. Perez-Daz: Okay.
Dr. Ellis: You couldn't propose an identical one-
Ms. Cruz: Right. Ms. Perez-Diaz: Okay.
Dr. Ellis: But you could propose a different one.
Ms. Perez-Diaz: Okay, got it, okay.
Dr. Ellis: Okay.
So in that case, any objection to striking H?
Ms. Perez: (indistinct).
Dr. Ellis: No, she's not objecting.
She's okay with it being stricken
and then she's going to propose a new language, right?
Ms. Pere-Diaz: I guess,
for the sake of saving any language,
I'll object to striking the language (giggles)
Ms. Perez: Then we have to vote.
Ms. Perez: Yeah, and then we'd have to vote.
Ms. Perez: (indistinct)- Ms. Perez-Diaz: Yeah.
Dr. Ellis: Okay.
All right, all in favor of strike ...
Any further discussion?
All in favor of striking H,
signified by raising your hand please.
Ms. Martinez: One- Dr. Ellis: Striking H.
Ms. Martinez: Three, four, five, seven-
Mr Ellis: And just so everyone understands,
even if we strike H,
then I think we can still entertain Ms. Perez-Diaz's,
language.
So it's okay to vote yes on this one, (laughs)
and then substitute Ms. Perez-Diaz,
but that's okay.
All right, so let's take the vote,
all in favor of striking it, raise your hand.
Here we go.
One, two, three, four, five.
Ms. Martinez: Nine.
Dr. Ellis: Okay, all opposed?
Ms. Martinez: Two opposed.
Dr. Ellis: Okay, I'm not sure why you'll oppose that,
but okay.
So the motion passes (giggles)
Now, is there any further amendments to 22?
Yes, Ms. Perez-Diaz.
Ms. Perez-Diaz: Thank you chair.
So, I voted in opposition of striking just because
if people don't like my language,
then I fear that we don't have
any language in postpartum depression-
Dr. Ellis: Okay, I get it.
Ms. Perez-Diaz: Yeah, but here hopefully
this is amendable.
So I have describe.
Oh, there you go.
I think ...
Ms. Hardy: Oh, I got my email.
Dr. Ellis: Yeah it (indistinct)-
Ms. Perez-Diaz: Describe the emotional changes
in the incurred during and after pregnancy,
including postpartum depression,
and identify resources for support and treatment-
Dr. Ellis: Okay.
Ms. Perez-Diaz: And this language,
it mirrors the language that was in a previous year.
I just wanted to make sure that,
at the very least we had two years of it,
because it's so important that,
because it aligns to what other agencies
in the state are doing.
Dr. Ellis: Okay, is there a second?
Mr. Allen: Second.
Dr. Ellis: Okay, motion has been made and seconded,
any further discussion?
Any objection?
Mr. Cortez: No, objection, but I do have comment.
I think some language is better than no language.
So having something that addresses versus just striking it,
I support the motion, I support the amendment.
Dr. Ellis: Any objection?
Okay, hearing none, the motion passes.
Okay, whoever wants to go first.
The first one that raises their hand is who I'll call in.
(laughing)
Ms. Bahorich.
Ms. Bahorich: Okay, 23A.
So, nothing in the front.
So you can ... Well, no, sorry.
I do want to insert research and,
and then you get to the end, including,
and I want to add including,
considering the impact on one's personal life goals.
Dr. Ellis: Okay, and are you also striking family
and families in society?
Ms. Bahorich: No, no sorry.
I'm not gonna strike that. Dr. Ellis: Oh, you're not.
Ms. Bahorich: Hmm- Dr. Ellis: Okay.
(clears throat)
Ms. Bahorich: May I speak to my motion chair?
Dr. Ellis: Hang on.
Let's get it up on the board first.
Ms. Kay: Okay, does that represent what you wanted
to say Ms. Bahorich?
Ms. Bahorich: Yeah, research and analyze, blah, blah-
Ms. Kay: Yeah. Ms. Bahorich: including
considering the impact on one's personal goals.
Yes.
Dr. Ellis: Okay, is there a second?
Any second?
(laughing)
Ms. Little: I'll second (laughs)
Dr. Ellis: Okay, Ms. Bahorich,
do you want to speak to your motion?
Ms. Bahorich: I think it's important to draw back in.
Cause we have two years,
sixth, and seventh, and eighth, working on live sorry.
One's personal life goals.
And so, this kind of just draws the information
back into a discussion.
So they consider the impact on their personal life goals.
And we definitely want them to research this,
and not just something that, just an opinion, in this case.
Dr. Ellis: Any further discussion?
Ms. Ramos: Chair, could I make a suggestion?
Dr. Ellis: Yes.
Ms. Ramos: To avoid using impact twice in that see,
you might consider changing one of them to affects.
Ms. Bahorich: Yeah- Dr. Ellis: Okay.
Ms. Bahorich: I think, yeah.
The effects on one's life goals.
Dr. Ellis: Okay considerin- Ms. Bahorich: Yeah,
that makes sense, thank you staff.
Dr. Ellis: Considering the effects.
Any objection to that substitution?
Hearing none that's done.
So now, any further discussion on the amendment?
Any objections?
Okay, hearing none, the motion passes.
Ms. Davis: Okay, so 23,
sorry, my mic.
23 B we deleted this in seventh and eighth,
analyze the options available to teenage parents,
such as parenting and the process of adoption,
illegal rights, a party involved.
We deleted it for seventh, eight again,
I think it's extending over.
It's just too much for this course.
Dr. Ellis: Okay so the motion is to delete B,
23B which says analyze the options available
to teenage parents, such as parenting,
or the process of adoption and the legal rights
of parties involved.
And so what's the rationale for that?
Ms. Davis: The rationale is,
I really think this is ...
Because there are so many standards here,
just in a continued extension here,
that's unnecessary for the discussion
that's in the (clears throat) risk associated
with sexual activity and that abstinence.
And before that you are already gonna
be talking about parents.
I don't have it in front of me here.
You're already talking about counseling,
and let's see, this is 23, right?
Ms. Hardy: (indistinct),
Dr. Ellis: Yeah, the community support services
and that type of thing you're talking about.
Ms. Davis: Yeah, they're up above it.
There's already information that kind of refers to.
Sorry, members.
This is taking me a second here.
Dr. Ellis: Okay, so ...
Okay, you say the reason for deleting is
because it extends this conversation further than
is necessary in the discussion of risk.
Is that the right one?
Ms. Davis: Correct.
Dr. Ellis: Discussion, stay focused on life goals.
Okay, yes, Ms. Perez-Diaz.
Ms. Perez-Diaz: I firmly stand against
this amendment because,
for when we're looking at language,
I think precision of language is really important.
So, when we're talking about risks and support,
in those two things.
For me, those things are proactive.
And in this language,
analyze the options available to teen parents,
such as, and it goes on.
That isn't proactive, that's reactive, right?
And I think that that language is very necessary
because the reality is,
we have teen parents in our classrooms.
And so, it's really important that they have
this very important information in front of them,
so that they know how to address their own situations.
So I rise an opposition to this motion.
Dr. Ellis: And Mr. Cortez.
Mr. Cortez: Yeah, I think at this grade level,
this is certainly appropriate.
And I see why, she taken it out in the younger grades,
but at this age,
we clearly know the data clearly shows,
with the high rate of teen pregnancy that we have in Texas,
with a high rate of multiple teen births,
the highest in the country.
Clearly you have some teenage parents,
that might consider some of these options for themselves.
And if we're not offering them some information about it,
we put our kids at a disadvantage,
those that put themselves in these situations.
So, I would oppose this striking.
Mr. Rowley: Okay, Mr. Chair, would you take it?
Dr. Ellis: Yeah, let me and I comment,
I've come we're in the discussion phase about striking that.
Mr. Mercer: All right, okay, (indistinct).
Dr. Ellis: And I will call him Mr. Rowley.
Mr. Rowley: Okay, yeah.
I would speak in opposition to this motion to striking
that I like it being included
that there are options available to teenage parents.
Cause I mean, parenting, adoption,
I've served on the Care Net Pregnancy Center board,
in my community.
And that's one of the options they provide is,
parenting classes, different supplies,
equipment, things that are needed.
And so, I think it's important, (clears throat)
for young women who find themselves in this situation
to know that there are other options,
such as parenting, and adoption.
And so, I would be opposed to striking that.
Dr. Ellis: Any other discussion Ms. Bahorich.
Ms. Bahorich: I would like to pull my amendment.
-: Is there any objection to Ms. Bahorich
pulling her amendment?
Hearing none.
Ms. Bahorich: All right.
Numbers, 11C is just more of the STD thing.
And you can see C, E.
Dr. Ellis: 23C right?
Ms. Bahorich: I'm sorry, 23, sorry 23, C, E, F.
Dr. Ellis: So we're doing,
can we do C, E, and F together?
Is that what you're saying?
Ms. Little: Are they going to be other chances in E and F
that are not STDs?
Ms. Bahorich: The only thing in F is that I ...
Just because I'm kind of anal like this,
I put, if there is a concern in the same position
that it is for seventh and eighth grade.
Ms. Hardy: In all for those (indistinct)?
Ms. Bahorich: It's clean.
That's a cleanup,
that I'm not changing it, taking it out anything.
Dr. Ellis: Ms. Kay are you comfortable?
Ms. Kay: So I'm comfortable, I'm comfortable.
Dr. Ellis: All right.
So we have the motion, do we have a second?
Ms. Hardy: Second.
Dr. Ellis: Any discussion on that?
Any objection?
Hearing none, motion carries.
Ms. Bahorich: So Ms. Kay the amendments that you had
should be just right for what we were doing.
Ms. Kay: Okay. Ms. Bahorich: Okay.
All, alright.
All right, next would be 23G,
identify community resources, comma.
This is going to align with seventh and eighth,
what we did in seventh and eighth.
Identify community resources, comma monitors,
right to consent under certain conditions, comma,
and the importance of parent or trusted adult support
for STD and STI testing and treatment.
So, this would align with what we did last night.
Ms. Hardy: Okay, I apologize we can ...
If it's different thing for that we've already have?
Ms. Bahorich: Okay.
Ms. Hardy: If you could read that for me?
Ms. Bahorich: Yeah, I can read it again.
Identify community resources, comma, (clears throat)
minor's right to consent under certain conditions, comma,
and the importance of parent or trusted adult support,
for STD and STI testing and treatment.
Ms. Ramos: Chair, just an observation.
If you want it consistent with what you did
for seventh and eighth. Ms. Bahorich: Yeah.
Ms. Ramos: You had circumstances.
Ms. Bahorich: Oh, circumstances.
Yeah, let's keep it the same.
Okay, let's do that.
That's a mistake on my part and circumstances.
Dr. Ellis: All right.
Got the motion, correct?
Ms. Bahorich: Yes.
Dr. Ellis: Do we have a second?
Ms. Hardy: Second.
Dr. Ellis: Any discussion?
Any objection?
Motion carried.
Ms. Bahorich: Okay, 23I,
Oh, sorry 23H, and again,
this is what we did last night,
in re in striking potential.
And again, that's because it was struck and work group
that was just are going from that to rule text.
Dr. Ellis: Do we have a second?
Mr. Mercer: Second.
Dr. Ellis: We have a motion and a second,
any discussion?
Any objection?
Motion carries.
Ms. Bahorich: Okay I, 23I would say,
and this again is something that we passed
in seventh and eighth.
I wanna make sure I've got this language right
from last night.
Ms. Ramos cause so to make sure,
cause I'm not quite sure if any of it changed.
So, it would be,
identify support from parents and trusted adults
to be abstinent from sexual activity
and create strategies for building peer support, comma,
including a return to abstinence, if sexually active.
So it retains the idea of the standard just as
includes the support as part of the strategies.
Ms. Ramos: And Ms. Bhorich support (indistinct).
Ms. Bahorich: Yeah, identify support
from parents and trusted adults
to be abstinent from sexual activity,
and create strategies for building peer support,
including return- Dr. Ellis: It seems
to be correct. Ms. Bahorich: to
abstinence, if sexually active.
Yes, that's it.
Ms. Ramos: One minor technical edit to that.
If Kay could move including a return to abstinence,
after the word strategies.
Ms. Bahorich: Yeah, that's it.
Dr. Ellis: Okay, we got it proper up there?
Ms. Bahorich: Yeah, that's it.
And that would just align with what we did last night.
Dr. Ellis: We get a second?
Ms. Little: Second.
[Dr. Ellis] Any discussion?
Ms. Ramos: Mrs. Bahorich, it's not identical to-
Ms. Bahorich: Yeah, it's not meant to be identical-
Ms. Ramos: Okay. Ms. Bahorich: Because,
I wanted to include the return to abstinence concept,
that the work committee recommended.
Mr. Mercer: Although the caveat is not there.
Ms. Ramos: (indistinct).
Ms. Bahorich: Wait a minute, return to abstinence
for building peer support if sexually
and create strategies.
Okay, no, wait a minute.
I'm not trying to build peer support
around being sexually active.
So I want to make sure that we're, (laughs)
that we're not misstating this.
This is creating strategies,
that includes building peer support
to return to abstinence if ...
So, I don't think I'm not sure it says that right now.
Ms. Ramos: Yeah.
And create strategies, including buildings, peer support.
-: Yeah.
-: For a return to abstinence, if sexually active.
Ms. Bahorich: Okay, that makes more sense to me.
Cause the idea is that, just because you know ...
That there is a return to abstinence
as was indicated in the original SE.
Ms. Ramos: Comma after support.
But don't, we want them to have peer support,
if they've never been sexually active.
So, it's not just,
if they return to abstinence, if sexually active,
we want them to have peer support,
to be abstinent in the first place.
Ms. Bahorich: And I don't think
it reads like that anymore.
Ms. Ramos: Oh yeah, that's true.
Ms. Perez-Diaz: So is it identify support
from parents and trusted adults,
and create strategies, including building peer support,
to be abstinent-
Ms. Bahorich: From sexual activity, and return to.
Yeah. Ms. Perez-Diaz: Or return?
Ms. Martinez: Or, for?
Ms. Bahorich: And, or for a return
to abstinence of sexual act?
That is more correct.
Ms. Kay: I'm sorry, can you repeat.
Ms. Bahorich: Yeah, give me a second.
And then I'll (indistinct). Ms. Kay: Thanks.
Ms. Bahorich: Yeah, Ms. Martinez has it right.
(papers clipping)
Identify support from parents and trusted adults.
Okay, and create strategies,
including building peer support,
okay.
To be abstinent, or, for return to abstinence,
if sexually active.
Ms. Kay: Your funny, I heard it.
Thank you.
Ms. Bahorich: Ah, that's it.
(papers turning)
Ms. Kay: Yeah.
Ms. Bahorich: This is what I would like it
to say members. Ms. Kay: Yeah.
Ms. Bahorich: It makes more sense now.
(papers turning)
Dr. Ellis: All right, good?
Ms. Bahorich: I think (indistinct)-
Dr. Ellis: Okay.
Ms. Bahorich: That's (indistinct).
Dr. Ellis: True, all right. Do we have a second?
Ms Davis: Second.
Dr. Ellis: Any discussion?
Any objection?
Motion carries.
Ms. Bahorich: All right, members,
if J and K have the STDs again.
(turning papers)
Ms. Little: Second.
Mr. Ellsi: A motions and a second.
Any objection?
Motion carries. (papers turning)
Ms. Bahorich: And so members, as we discussed previously,
I wanted to offer in health one.
And if you go up to 14, it would be a new standard.
As we discussed earlier.
It would be new standard here.
And it would say, promote strategies,
for prevention and intervention,
of all forms of bullying, or cyber bullying,
such as emotional comma, physical comma,
social comma, and sexual.
And my other part of that motion would be
to add it in seventh, eighth as well.
But instead of promote strategies,
it would say analyze strategy, so we can have scaffolding.
(typing)
Ms. Little: Okay, and to support different technqiues.
(murmuring)
Ms. Bahorich: And I wanna double check
with Ms. Shelley to make sure that,
that is the way six reads,
so that it we're scaffolding correctly from sixth grade.
That's already in the standards.
I just wanna double check to be sure.
I believe it reads correctly,
but I wanna just double check.
Dr. Ellis: It seems to be correct, or?
Ms. Shelly: No, I don't know she's still tricky-
Dr. Ellis: Okay. Ms. Shelly: But is it,
bullying or cyber bullying?
Or is it bullying and cyber bullying?
Ms. Bahorich: What it's got right now
in sixth that I see, unless we ...
I don't think we changed this,
identify strategies for prevention
and intervention of all forms,
of bullying or cyber bullying,
such as emotional, physical, social, and sexual.
That's what I see in-
Ms. Ramos: I think we are (indistinct).
I think I (indistinct)- Dr. Ellis: That's
all right. Ms. Bahorich: And
Cyber bullying, okay.
Well, let's make sure that it's consistency of language,
cause I want it consistent all the way through.
So bullying and cyber bullying?
Ms. Ramos: Yeah.
Ms. Bahorich: Instead of or.
Dr. Ellis: Got it right?
Ms. Bahorich: That's it now.
Dr. Ellis: Okay, can we get a second?
Mr. Allen: Second- Ms. Little: Second.
Dr. Ellis: Do we have any discussion on this item?
Any objection?
Hearing none, motion carries.
(papers turning)
Ms. Bahorich: And the only other thing that I have,
and I don't know if this is an order or not chair,
we had the life goal.
Did we fix that for sixth grade Ms. Kako?
Ms. Kako: I don't think we did.
Ms. Bahorich: I think we did,
but I just want to double check-
Ms. Kako: Yeah. Ms. Bahorich: if we did,
then we need to strike 23B, I think.
Ms. Ramos: (indistinct)
Ms. Bahorich: No, no, sorry, no, what is?
There was ... Oh, sorry.
Yeah, we need to strike 4B because-
Ms. Ramos: In what grade.
Ms. Bahorich: In sixth grade, do you think?
Ms. Ramos: (indistinct).
Ms. Bahorich: I think there's a duplication there.
If we've already got created, discuss personal life goals.
Ms. Ramos: What was on the (indistinct) sixth grade?
Ms. Bahorich: Well, because of the change that was made,
last night for life goals.
Ms. Ramos: Talk about the (indistinct)?
Ms. Bahorich: Yeah.
Oh, maybe that's okay, leave it in there.
Okay, nevermind, nevermind.
Sorry, I was a little confusing myself.
I think I'm okay- Dr. Ellis: Mr Mercer.
Mr. Mercer: Changed 23 O,
is just the right time now, or should I wait?
Dr. Ellis: I think it's the right time. 23 O-
Ms. Ramos: Heath one.
Mr. Mercer: A health one back we're on health one, right?
Dr. Ellis: And it's the last item on.
Mr. Mercer: The last item on there?
It should ... I'm sorry Kay.
Ms. Kay: Yes sir.
Mr. Mercer: 23 O, should be described the legal ...
Describe the legal implications regarding sexual,
and instead of activities just say sexual offenses,
as it relates to minor persons,
including the legal age of consent, statutory rape,
aggravated sexual assault, sexual assault,
and indecency with a child.
Dr. Ellis: And motion-
Mr. Mercer: I'm sorry I need a second first.
Mr. Rowley: A second.
And this is just to align,
well, this is just a line, we did
in seventh and eighth grade ties together.
And I actually, I was pre law for one semester in college.
So I'm using my extensive experience there, (laughs)
but again, to change the word sexual activity
to sexual offenses.
Ms. Bahorich: (indistinct).
That's okay.
Ms. Ramos: All right, that's it.
Dr. Ellis: Is that correct on the screen?
Mr. Mercer: Yes, offenses and the legal age of consent.
Yes.
Dr. Ellis: All right, do we have a second?
Ms. Perez: Second.
Dr. Ellis: All right.
Any discussion on this item?
Ms. Cargill: I have a- Dr. Ellis: Ms. Cargill?
Ms. Cargill: A question about ...
Sexual (indistinct).
So, that is a list of sexual offenses, right?
Ms. Bahorich: (indistinct) separate.
Ms. Cargill: So it's legal age of consent and offense?
As it reads, or am I reading it wrong?
Mr. Mercer: And it's identical to what's in seventh,
we passed last night, seventh, eighth grade,
however, at identical,
except that we used the word activities,
instead of offenses.
Ms. Cargill: Well, if we do a breakout selling.
Mr. Allen: Yeah. Ms. Little: Yeah.
Ms. Cargill: Maybe we need to get back to the last one.
We were kind of like brain dead (laughs)
after a certain time.
So we need to fix that problem.
Mr. Rowely: Mr. Chair- Dr. Ellis: Mr. Rowley-
Mr. Rowley: I think we need to move
the legal age of consent, up to the legal implications.
Describe the legal implications, comma,
including the legal age of consent comma,
regarding sexual activity relates to minor terMs.
Dr. Ellis: That reads well, that reads well.
Ms. Bahorich: (indistinct).
Dr. Ellis: You can read it again,
now let me see what- Ms. Bahorich: Yeah.
Dr. Ellis: Legal age of consent.
Ms. Bahorich: Now, it reads right.
Mr. Mercer: Yeah.
Ms. Bahorich: Yeah. (clears throat)
(indistinct).
Dr. Ellis: It does help to think of those.
Ms. Bahorich: Right, and is it your desire
to make the same change in seventh and eighth?
Mr. Mercer: And then that's my question.
I mean, if this passes,
do we have to reopen seven and eight,
or is it just an understood change?
How does that work?
Because we're not moving forward.
I'd be going back parliamentary, I'm asking that question.
Dr. Ellis: I think it's okay.
Ms. Bahorich: Seven makes it (indistinct).
Dr. Ellis: Whats that?
Ms. Bahorich: I was just asking if you could just staff
make it (mumbles).
Dr. Ellis: I think we're gonna have staff
make that change.
All right, okay.
If this passes, (indistinct).
How's that read now?
All right, so is that correct on the screen?
(indistinct).
Mr. Mercer: Yes.
Dr. Ellis: All right, we've already done our second.
Is there any discussion?
Any objection?
Hearing none the motion carries.
Is there any other motions from members Ms. Perez-Diaz?
Ms. Perez-Diaz: (mumbles)-
Dr. Ellis: Microphone, please.
Ms. Perez- Diaz: Okay, so I'd like to look back at 21.
Yeah, 21 and then I'd be introducing 21K.
Same language.
Id just like to reintroduce it,
this time for a possible second for discussion.
Mr. Rowely: Yeah, and Mr. Chair.
Dr. Ellis: Yes, sir.
Mr. Rowley: Yeah, I checked with Ms. Cruz on that,
and I'm gonna concern me that Ms. Perez-Diaz
didn't get to consider this,
because there wasn't a second.
We were coming right back from break.
And so, Ms. Cruz assured me that yes,
that can be considered now,
if in fact it gets a second.
Mr. Allen: Second.
(laughing)
Mr. Rowley: Good timing- Dr. Ellis: A motion
and a second.
Ms. Perez-Diaz: Thank you all. (laughs) Thank you.
So now I will say this actually speaks,
I think this speaks directly to what we just did in 23 O,
I appreciate the legal language
that we included regarding consent.
And I figured that it might be helpful
to define consent a little more clearly,
because I think the legal language,
doesn't necessarily go far enough.
And we know that our youth,
at least at this age, our 17 year olds.
There's a lot more interaction.
There's a lot more potential.
And so, I feel like this language is appropriate
here in this particular grade level.
And so ... And sorry, I just feel like perhaps,
if we don't have it anywhere else, this is fitting here.
Dr. Ellis: Ms. Little.
Ms. Little: Is that gonna be confusing
where you've got consent, is agreeing to move forward,
and refusal as not,
I mean, is that gonna be confusing to-
Ms. Hardy: Yeah. Ms. Perez: Yeah.
Ms. Perez-Diaz: It isn't actually,
you've had lots of conversations with educators
who appreciate the language,
and who have talked about how it's a lot more clear.
And it speaks to some of the concerns
that you all have regarding consent,
just strictly meaning agreement.
Cause I think
that was some of the pushback you were getting.
And so here we speak to the fact that consent,
means voluntary refusal or agreement.
So, at least in terms of educators
that would be reading this,
the language is a lot more clear.
Dr. Ellis: Right, is the other discussion on this item?
Ms. Cargill?
Ms. Cargill: I think it's very confusing,
because consent is ...
First of all, it's not a concept.
And consent does not include refusal.
Ms. Perez-Diaz: What?
Ms. Cargill: Consent is agreeing to something,
not disagreeing to something.
It's accepting, not refusing.
Dr. Ellis: Any other discussion on this item?
(sighs)
All right.
-: Mr. Coretz] What if-
Dr. Ellis: Mr. Cortez.
Mr. Cortez: Yeah, can you explain what your concern was?
Again, I'm not sure that I got the gist
of what you were trying to say.
Ms. Ramos: I (indistinct)-
Mr. Cortez: Yes ma'am.
Ms. Bahorich: Call me Ken.
Mr. Cortez: No.
(laughs)
Ms. Bahorich: My ear.
Ms. Cargill: Well,
and just looking at consent consent is not a concept.
I don't think this is what I think.
I don't think it's a concept.
And consent is when someone agrees to something.
It does not include, refusal.
So that by definition, is incorrect.
Mr. Cortez: By your definition, or?
Ms. Cargill: No, but by looking it up here,
when you consent to something, you agree to it,
you don't have a clear voluntary refusal to it.
So I'll be voting against the motion.
All though ...
Mr. Cortez: There, it's asking you
to define the concept though.
Dr. Ellis: Ms. Perez, I mean.
Ms. Perez: What we could do
to just add some clarification,
we could just say define consent,
as permission for something to happen,
or agreement to do something.
Right, I mean, that's the ...
That satisfies the answers to the question, as far as-
Mr. Cortez: And it clearly defines it, right.
Ms. Perez: It clearly defines it as what it is.
Mr. Cortez: Which is the concern that was raised.
Ms. Perez: Right.
Mr. Cortez: So there's no more concern.
Ms. Perez: This is what I think (laughs)
Ms. Cargill: That's a thinking for me.
(laughing)
I'm just thinking for me.
I'll still vote against it.
I don't think it's necessary, but ...
Dr. Ellis: Ms. Bahorich.
Hold on just, just a second.
Ms. Ramos: I mean (indistinct).
Dr. Ellis: What was the (idistinct).
Ms. Ramos: (mumbles).
Dr. Ellis: Okay,
so it's not an emotion, it's not an amendment.
Mr. Cortez: Chair.
[Dr. Ellis] I've heard Ms. Bahorich,
I'll call him Mr. Cortez.
Ms. Bahorich: So members,
I think we've done a lot of good work,
and the standards have a lot of,
a good strength around setting boundaries,
respecting boundaries,
and refusal skills needing to be part of that.
And I really don't think consent language is necessary,
because again, that's moving toward behavior.
And if students are using their boundaries,
that they've set respecting others and refusal skills.
I don't believe it's necessary.
Dr. Ellis: Mr. Cortez, did you also have something?
Mr. Cortez: Yeah, I think it's important that,
people understand the principles of consent,
and defining them right.
And so, it was my understanding
from a member Cargill statement,
that it was because it wasn't clearly defined.
And so, a member Perez tried to alleviate
that concern by, (giggles)
clearly defining it, and it's still unacceptable.
So is it just the term you don't want?
Is it you don't want the word consent in the standard?
Is that what you're arguing or is it?
I mean they ...
Yeah, I mean, cause I'm trying to understand,
you said that you were concerned was,
that it wasn't defined,
and then it was defined and you still don't like it.
I'm trying to figure out where we need to get
so that we can put something that delineates clearly
what we're talking about,
because this is an important thing to mention.
Dr. Ellis: I got Ms. Perez-Diaz.
Were you asking Ms. Cargill?
I think. Mr. Cortez: Yeah.
Dr. Ellis: Okay, Ms. Cargill-
Ms. Cargill: I think that we've covered consent
as the legal age of consent.
So, I personally think we've covered it
well enough in the standards.
So I don't think it's necessary here.
Dr. Ellis: Ms. Perez-Diaz.
Ms. Perez-Diaz: Thank you.
And as I mentioned earlier,
I appreciate the reference to legal consent,
but, again, it doesn't go far enough.
And so, the one question I'd ask members to think about is,
we've avoided the consent language through elementary,
and through middle school,
but now we're talking about high school kids.
And their next step is going out into the real world.
They're applying for jobs, they're going into the military.
You've seen, we've had a lot of issues recently,
in the military with consent issues, exactly that.
We had a young lady who was murdered outside of Pauline.
And so all that to say,
consent language is common language
that's used in a rural world.
If our students don't get it at the high school level,
as they're about to transition into the real world,
where then do they understand,
the commonly used term consent?
This is why I think it's so important.
But if the consternation,
is with specifically using the term consent,
perhaps I can try a different way of wording this.
And so, get at the idea of defining.
So I don't know Kay.
If I had have to ... Oh, I don't know if this case,
I don't know if I'd have to pull this language,
made me pull my emotion and then introduce another.
Is that how I would handle this?
Dr. Ellis: Ms. Kay, you're being asked if she is,
the maker of the motion wants-
Ms. Perez-Diaz: I'm so sorry. (giggles)
Dr. Ellis: If she wants to change the language.
Can she pull her own, and replace it or?
Ms. Kay: Yes.
Ms. Perez-Diaz: Okay.
Ms. Kay: There's no objection.
Dr. Ellis: You can do anything without objection.
Ms. Perez-Diaz: Okay.
Dr. Ellis: Would you like to do that?
Mr. Cortez: Which (indistinct) is that?
Dr. Ellis: Okay, all right, hold on.
We need to figure out if Ms. Perez-Diaz would like
to pull her motion to create a new one, is that correct?
Ms. Perez-Diaz: Yeah.
Dr. Ellis: Is that (indistinct)-
Ms. Perez-Diaz: Oh yeah, I'm so sorry.
Yes you can (indistinct)-
Dr. Ellis: Is there an objection
to Ms. Perez Diaz pulling her motion?
Hearing none, Ms. Perez-Diaz.
I call on you for a motion.
Ms. Perez-Diaz: Thank you, chair.
So, I would instead put, identify what qualifies,
as clear and legal consent to physical activity.
Ms. Ramos: Was that (indistinct)?
Ms. Perez-Diaz: No.
Ms. Ramos: Physical?
Ms. Perez-Diaz: physical activity.
(murmuring)
well (mumbles).
Mr. Cortez: If I can ask staff,
(coughing)
remind this board where the work groups ended up
with respect to understanding,
I guess, the principles and defining personal boundaries
when it comes to consent.
Cause I know we've got a lot of information.
I think it was
at the Texas Association Against Sexual Assault,
I guess sent us an email talking about some of this.
I guess there was some other information
from other organizations,
and some of the work groups took this up.
And talking about retaining the language to consent
as it relates to physical intimacy.
I know the Texas Pediatric Society also sent an email.
Texas Council on Family Violence,
made comments to work group F as well.
So can someone from staff, kind of give me an insight on,
what went on.
Ms. Ramos: So, I can tell you quickly
the final recommendation of the work groups,
was what is currently in the rural text on page 47.
It's 21I- Mr. Cortez: Can you read that?
Ms. Ramos: Yes, sir.
And analyze factors,
including alcohol and other substances
that can affect the ability to give, or perceive,
the provision of consent to sexual activity.
Mr. Cortez: And that was the final recommendation
of work groups that were selected by members of this body
to represent us to go over.
Those were the experts that we selected
to be part of this group, right?
Ms. Ramos: Yes, sir.
Mr. Cortez: All right.
It seems like we're getting pretty far from,
what the committees have done.
While I appreciate some of the members willingness
to work above and beyond the try to add
a little more to this.
I think we need to honor this process
and respect those folks that have worked a very long time,
in putting these standards together.
And trying to keep some of this language in.
Dr. Ellis: Mr. Mercer?
Mr. Mercer: Thank you Mr. Chairman, and I won't be labor,
but that's why I complained about
some of the things were added later,
after what I call again, the consensus document.
But forget about that.
My expert that I've talked to,
very clear about consent was what
was considered a gateway word.
And then when they talk about interviews that people,
doctors and neuropsychologists talking to,
child predators, child, rapists, sex traffickers,
consent's kind of a funny thing.
And that's why they suggested that we be careful of consent,
but we do teach kids about their legal rights,
about a silent someone violates you,
or violate your boundaries, which we put in there.
There's not respect your boundaries,
and what is illegal, with the definition of consent.
And the caution was that, that's again,
a gateway, or red flag word used by other people,
including predators, including,
if you will, even NAMBLA
the North American Man/Boy Love Association,
and sex traffickers.
They're saying be very cautious with that.
And in my experts when I said, "Well,
can I at least do it in a legal way?"
I teach a kid the legal rights you have of consent,
the legal definition.
So in my words, we passed in seventh to eighth grade,
and we agreed to bridge that over
and ducted into health one.
We've already covered that.
And giving them the strength they need to know,
it is wrong to violate your boundaries.
And here's the law to protect you, I'll stop there.
Dr. Ellis: Okay, Mr. Cortez.
Mr. Cortez: Yes, thank you, Mr. Chair.
Yeah, I just wanna make sure I understood
member Mercer's statement.
He said, "Forget about that.
My experts back home gave me different information."
Is that correct?
I mean, (sighs)
I wish I had to rewind,
so that I can play what you just said.
The exact words- Mr. Mercer: We're not
gonna play this game sir-
Mr. Cortez: It's not a game.
Mr. Mercer: Excuse me Mr. Cortez,
don't end this way.
Please don't end this way, this is not, it's ...
Mr. Mercer: Mr. Cortez do you have a big problem?
Mr. Cortez: I just need to get clarification, Mr. Chair.
Mr. Mercer: You had nothing (indistinct).
Mr. Cortez: I was in the middle of speaking,
until I got brutally in trouble.
Mr. Rowley: If the two of you are going
to talk between each other,
you need to step out in the hall.
Otherwise you can direct your comments to the body,
and we can finish up.
What's been a long arduous meetings,
within a civil courteous way.
Mr. Cortez: I still have a question-
Mr. Rowley: So, Mr. Cortez you can continue.
-: My question still stands.
I just want to make sure that I understood
what the member said.
I don't have a rewind button to play,
but what I heard, from a few stations down,
was that forget about that.
In reference to the work groups, long arduous work process,
because other information was provided to the member,
from other experts that the member relies on.
And I'm shocked to hear that from anybody at this table,
when those people have gone through so much
to do this work for us.
So forgive me, if that's bothersome to me,
and that's unacceptable to some-
Mr. Rowley: Okay, you've cleard that-
-: But that is not correct? Mr. Rowley: Ms. Little?
Ms. Little: It's my understanding that consent
was not a part of this until work group F.
So, that meant that it was just a very small work group
that put this in their.
Ms. Ramos: Chair, that was not F, it was work group E-
Ms. Little: Work group E.
So we had been through several already-
Ms. Ramos: One, work group D was the first work group
that worked on this particular strands-
Ms. Little: Okay. Ms. Ramos: Work group E
was in the second.
Ms. Little: Okay.
So-
Ms. Perez-Diaz: I just wanted to make sure
that everyone here is clear.
I think Shelly tried to provide this explanation yesterday.
And I think that the work groups folks,
are getting confused.
You count the number of letters,
and you think that every one of those work groups
has seen all of the same language,
and that's not how the process works.
The way the process works is that,
each work group has a separate task.
And so, we did have instances
where there were some work groups
who only worked on certain specific strands.
So, if you've got a D and an E,
they could have been looking at the same thing.
So, that language was actually only viewed one time
by two separate and distinct groups.
And so, I think there's been a fair amount
of confusion around how many times something
might have changed, or not changed.
But the way that this worked is,
we had a lot of different people,
working on different parts.
And then we had to get one work group, I believe it was E,
to look at everything and try and pull it all together.
Dr. Ellis: Okay Ms. Perez-Diaz: So,
if E's looking at D's work, and C's work,
they were looking at it in its entirety,
as opposed to in the parts and pieces
that it had been earlier in the process.
Dr. Ellis: Okay.
All right, I should have called on Mr. Mercer because,
there were comments directed towards him.
So Mr. Mercer you-
-: First, I publicly apologized to Mr. Cortez for my anger.
This has been a very tough week,
but when I said, was it again.
It was at first, it came up more group E.
So to what Monica is saying either way, either opinion.
It wasn't the whole way through,
but it appeared it wasn't like we'd gone through six groups
and this was there.
But he came to our group E.
But when I said, but that doesn't matter my opinion,
and where they came, doesn't matter where it came.
It came as an E or F you know what?
I'll be very honest, it's a very important word.
The planned parenthood in their friends.
I've seen the articles, I've seen online.
I've seen the websites, that we get sent.
It's a very important term to them,
but I was cautioned, by experts who've been in the field,
who work with people in prisons,
who work with pedophiles,
who worked with interviewed NAMBLA other places,
it's a gateway word.
And if you're gonna use it, use it in the legal contents,
where the kids to understand legally,
what rights they have?
In which this board did, and we introduced that.
So again, I apologize Mr. Cortez,
but this isn't a very important word.
And we covered that to get the kids,
in seventh and eighth grade,
and in high school health, one,
the strength they need to know.
No one has the right to violate your space, your rights,
and here's the law to support you.
Dr. Ellis: Okay. -: Thank you.
Dr. Ellis: Ms. Hardy.
Ms. Hardy: Call question. Dr. Ellis: You sure can.
Ms. Hardy: (indistinct).
Dr. Ellis: Okay.
The question has been called.
Ms. Little: Second.
Dr. Ellis: Second, okay.
So, now texted two thirds vote to cease debate,
by virtue of the question and go directly to vote.
All in favor of calling the question
signify by raising your hand.
One, two, three, four, five, six, seven,
I'll vote in favor too, eight.
All opposed, same sign.
One, two, three, four- -: Four.
-: Eight to four.
Ms. Cruz: I do (indistinct) two thirds vote.
-: Two thirds vote, of-
Ms. Cruz: (indistinct) twice as many in favor as opposed.
-: So there you go.
Okay (laughs)
Mr. Allen: (indistinct).
-: All right, and so we're now proceed to the vote.
All in favor of K, as a proposed,
identify what qualifies as clear
and legal consent to physical activity,
please indicate by raising your hand.
If you're in favor of that.
One, two, three, four.
-: Four.
-: Four, all opposed, same sign.
One, two, three, four, five, six, seven, and I'll eight.
And I'll vote on that, I suppose not.
Okay, so the motion fails for tonight.
Mr. Ellis, please (laughs)
Dr. Ellis: I'd like to have the gavel on (laughing)
(indistinct) (laughing)
-: Is there any other motions from members?
Ms. Perez?
Ms. Perez: Thank you.
Okay, Ms. Kay, if you can help me to remember,
I believe this may have already been done,
health one Chapter one 15.385 B.
And I think I have the number, correct.
Excellent, analyze how, adverse childhood experiences,
bran activity, how to recognize negative events
Oh, good, then we did do that one.
Then my last one is sixth grade, 22B.
Ms. Perez: (indistinct).
Ms. Kay: I know.
Ms. Bahorich: (indistinct) (laughs)
Ms. Perez: So is administration gone everywhere?
Ms. Bahorich: Because (indistinct) (laughs)
Dr. Ellis: She looked at three of the five.
Ms. Perez: Okay, which grade is it in?
(laughing)
I'm not asking to put it in anywhere.
I'm just asking for where it currently is located.
Well, I think talking about menstruation once is sufficient,
but I just want to know where it is.
Ms. Ramos: (indistinct).
Or is not that we (indistinct).
Oh, I'm sorry.
Ms. Perez-Diaz: In sixth grade,
you amended 22B to say, describe the purpose,
characteristics and variations of the menstrual cycle.
Ms. Perez: Right, and so my requested revision,
if we can find it.
Members, I would like to change the word purpose,
to process.
Ms. Hardy: Second.
Dr. Ellis: We have a motion and a second,
do we have any discussion?
Mr. Allen: It seems like we do.
Ms. Perez: Yes. Dr. Ellis: We have
a discussing that seems like a good change.
Is there any objection?
Hearing none the motion carries.
Ms. Perez: Thank you, thank you, thank you. (laughs)
Dr. Ellis: Any other amendments Ms. Perez?
You have any?
Ms. Perez-Diaz: Mr. Chair,
if I could, on the amendment
that Ms. Perez was just asking about for five B,
analyze how adverse childhood experiences,
such as abuse, neglect,
and trauma can influence brain development.
And how to capitalize on negative events
for overall mental health and wellness.
Last night, you changed, capitalize on,
you changed it to,
how to recognize process and overcome negative events.
Ms. Ramos: (indistinct) they applied to.
Ms. Bahorich: Did we apply that across?
Ms. Shelly: Yes we did-
Ms. Perez-Diaz: Thank you. [Ms. Bahorich] I thought so.
Yes ma'am.
Thank you, Ms. Shelley.
(murmuring)
Dr. Ellis: We good there?
All right, Ms. Shelly- Ms. Shelly: (indistinct).
Dr. Ellis: Okay, that's all you had.
I think that brings us back to the main motion.
Mr. Allen: Oh, yeah.
Ms. Cruz: We have one more course.
Dr. Ellis: We have one more course.
I'm not gonna do that one.
Ms. Shelly: We have to do (indistinct)-
Dr. Ellis: I've had no indication of any amendment
from members on the new course.
Staff did you have any comments on the new course?
Ms. Shelly: I believe I have two.
(paper flipping)
Actually, no, sir.
We had a conversation about one of the student expectations,
but we will have to get some clarification
from work group members
on how they might propose correcting it.
Dr. Ellis: Okay.
Ms. Shelly: So no comments on it.
Dr. Ellis: Okay, thank you.
Mr. Allen: So, do we rearrange the motion,
or is it already there?
Mr. Bahorich: So the motion is there.
We have to make it (indistinct) to adopt it.
Mr. Allen: Yeah.
Dr. Ellis: So, the motion is to approve,
for first reading and falling authorization,
proposed New 19 TAC Chapter 115 texts,
Essential Knowledge and Skills for Health Education.
So, Chapter eight elementary, 115.113
though 115.17 sub charpter B, middle school,
115.25, through 115.28 and Subchapter C,
high school, 115.37, through 115.39, as amended.
All right, all those in favor,
show by raising your hand.
-: 10.
-: All those opposed by the same sign?
The motion carries on a 10 to zero vote.
All right, that concludes at that.
Ms. Bahorich: Can we take a minute to thank staff?
(laughing)
Thank you. (clapping)
(laughs) (clapping)
Dr. Ellis: Yeah, I want-
Ms. Hardy: (indistinct) long is (indistinct) (clapping)
sub grade (laughing)
Dr. Ellis: Does this matter in your applause help so.
No, I ...(laughing)
along the same lines of what I brought out
on the charter staff,
I think that was probably only superseded,
by the work of y'all.
You normally have a whole team in the building,
just a small handful of you have accomplished,
probably more in four days,
than I've accomplished in four days anytime recently.
So hats off to you, thank you very, very much to everyone.
That's helped us get to the point where we are today.
So I don't think we say that enough,
but wanna throw that out.
All right.
Any reports for committees regarding agenda items,
or reports from other state board members,
on any educational activities.
Or anything going on in the individual districts?
(laughing) Members I want to thank you all.
No matter how we look at it.
I think we've met almost 50 hours in four days.
We accomplished a tremendous amount.
This is where the works to be done in the first reading.
So, we're not doing this in second reading.
That's why this was so important.
So, I wanna thank all the members
for all the work they've done to get us to this.
Ms. Ramos: Chairman?
-: Yes ma'am.
Ms. Ramos: I'm sorry, Shelly made a really good point.
Just that, the reminder that your operating rules
have language about presenting amendments,
to your colleagues in advance, at second reading.
And to the extent that you would be willing,
it is tremendously helpful for us, for Kay,
and for our staff to have amendments in advance,
so that we can start working on capturing the language,
so that you can see it.
And so that we can add that to the minutes.
I do think it's going to be really important that,
we be in a position to give you rule text,
at second reading.
So any work we could do to in advance of that
to prepare, I think will be helpful,
in making sure that you have what you need
for your final vote.
-: The appropriate time to have amendments in would be.
Ms. Ramos: Do you remember?
So, the written amendments,
have to be noon the day before you take final action.
So, that would be no later than noon on Thursday.
-: But- Ms. Bahorich: I'll figure-
Ms. Ramos: We would love to see them in advance,
as early as possible.
Ms. Bahorich: We try to (indistinct).
Ms. Perez-Diaz: So to make it easy,
the easiest we can for you all,
how about you all tell us, by when you need them?
Can you?
I just don't want to make it difficult for all (laughs)
Ms. Shelly: In an ideal world.
Anything that we have,
like the Friday before your meeting would be great.
Anything that we have at the start of the meeting.
So like this time around Mrs. Bahorich gave us a document,
and we were actually able to capture.
So, Kay and I were working in advance yesterday,
to try to get you ready for today.
Ms. Perez-Diaz: Okay.
Ms. Shelly: So just any of that, that we have,
we can give that to our minute takers.
It helps us to be,
I think, a little bit more accurate.
Ms. Perez-Diaz: Okay.
Ms. Shelly: So, I would say we'd take them
anytime in advance.
It doesn't have to be weeks by any means.
Dr. Ellis: (indistinct).
Ms. Perez-Diaz: Chair. Ms. Shelly: Yeah.
Ms. Perez-Diaz: Chairman Ellis, I was gonna ask,
if we can just,
as a professional courtesy to Monica and Shelley,
who worked really hard, (giggles)
can we just commit to getting
whatever recommendations we're gonna make
by that Friday before the meeting?
Dr. Ellis: I think that's an excellent idea.
Mr. Cortez.
Mr. Cortez: Yeah, and on that same line,
as to courtesy to staff also,
if we know this, our next meeting is gonna go longer,
add a day.
I mean, add a day.
Ms. Nartinez: We added two.
-: Add two days, see, there you go.
Ms. Martinez: No, we add just,
I wanna say Dr. Ellis really tried
to be thoughtful about this.
When are the things that he did
that we hadn't talked about is,
as we were planning the 2021 dates,
he was pretty adamant that we not schedule a meeting,
up against the holiday.
So, the challenge that we had was that Monday was Labor Day.
And so we took the four days that we had this week,
but that's why we added the two days last week.
So we actually ended up with a six-day meeting,
instead of a three day meeting.
And I mean, what you all don't know is,
I think your chairman was working really hard,
to try to make this week work
as well as possible for you all.
There was a lot of behind the scenes planning there.
-: Yeah, and in looking at the November calendar,
they mostly seem like three day.
I don't know what ...
I'm sorry, next year's calendar.
I mean, that was on our agenda.
Most of them seem like three-day,
I don't know how tough that will be,
but it seems like November is gonna be similar to this.
And so, if you know, in the event that it is,
and we're gonna have a lot of testimony,
I'd hate for us as a board
to cut off 200 people on one topic, 100 on another.
I mean, they wanna listen to us.
They want to be heard.
We should be able to listen to them,
even if that means adding a day or two.
Ms. Martinez: So a couple of things,
that three days was me.
I didn't want to commit you all to four days
if it's not necessary,
you can always extend to four or five days.
The second thing that we probably need for folks to remember
is you've had your two public hearings.
You always have two public hearings related to text review,
and you've had those already.
So there won't be a public hearing,
on this topic in November.
Ms. Bahorich: Yeeeah! (giggling)
-: And I would just add for,
at least for purposes of some of our schedules,
like I've already noted my calendar.
As I was sitting here this week,
for all the dates for next year.
For me, it's easier to put four days in today,
than to take out a day.
Than to have to add a day later on,
if something comes up prior to or after.
But- Mr. Allen: Yeah, Mr. Chair-
-: And just one more point with respect to,
yes, we've already had our public hearings.
I think that that puts Texans at an unfair advantage
that weren't heard.
If we don't give them another opportunity
in November to be heard. Dr. Ellis: One last thing,
they do have still a chance
to give testimony before the agenda item,
as we always do, we leave the number of days open.
We can move additional days of November.
Staff and I we'll look at that,
on how many days are appropriate.
That's the normal way it's done.
So that's that.
And with that, we are adjourned.
(hitting the gavel)
(murmuring)