-: For this streaming-
(gavel bangs)
-: Members, it is 9:00 AM.
We will begin our meeting.
I wanna welcome everyone to the September 3rd, 2021
Texas State Board of Education meeting.
I've had a very productive week.
I thank you everyone for their hard work so far
and look forward to the rest of today.
So I want to thank Ms. Melton-Malone
for working on our virtual student performance
and ask you to go ahead and make the introduction.
-: Thank you, Mr. Chair.
We have a wonderful opportunity this morning
to hear an amazing group of young people.
The Midway Hospital Choir will be singing
for us this morning.
The choir involves over 250 students
in eight performing ensembles.
The 72 voice Meister Singers, is the varsity mixed choir
and flagship ensemble of the program.
Meister Singers members also make up
the 26 voice Chamber Singers ensemble.
The Variety Tenor Bass and Varsity Treble Choirs.
The other choirs in the program
are the Junior Varsity Select Men,
Select Women, Concert Men and Concert Women's choirs.
Midway has long been known for excellence
in choral music with consistent UIL sweepstakes awards,
as well as members in TMEA All Region and All State Choir.
In 2021, 12 Midway High School Choir members
were named to the TME All State Choir.
MHS choir members also enthusiastically participate in UIL
Solo and Ensemble contests earning many superior ratings.
In addition to traveling across the United States
and Europe, to perform in concert and competitive festivals,
the MHS Choirs have been recognized
for their excellence with invitations to perform six times
at the Texas Music Educators Convention
with the latest TMEA performance set
to take place in February, 2022.
In 2011, the MHS Chamber Singers were invited to perform
at the Southwest Division of the American Choral Directors
Association Conference in Kansas City, Missouri.
MHS Choir members are known
for their campus involvement also,
in such things as athletics, PALS,
cheerleading, student council, band, orchestra,
theater and dance.
Many of these students are also active
in church and community organization.
The directors of the Midway High School Choir are
Jeff Rice, Jennifer Rice and Caleb Overstreet.
Midway High School is led by Principal Alison Smith.
The Midway ISD Director of Fine Arts is Darrellhoefer.
And the Superintendent of Schools is Dr. George Kazanas
who I have to say, I taught in second grade.
(laughter)
So with no further ado,
I bring to you the Midway High School Choir.
Sit back and enjoy.
(gentle choir melody)
(piano tempo increases)
(piano tempo slows)
(piano music increases)
(piano stops) (singing stops)
(lighthearted piano music)
(elegant singing)
(piano music softens)
(singing stops)
(choir begins singing Somebody to Love)
♪ Somebody ♪
♪ Can anybody find me ♪
♪ Somebody to love ♪
(singing in perpetual canon)
♪ Somebody, somebody ♪
♪ Can anybody find me ♪
♪ Somebody to love ♪ (perpetual canon)
♪ I try and I try and I try ♪
♪ Somebody, somebody ♪
♪ Can anybody find me ♪
♪ Find me, somebody to love ♪
♪ Love, love ♪
♪ Find me, somebody to love ♪
♪ Somebody to, somebody to ♪
♪ Can anybody find me ♪
♪ Somebody to love ♪
(singing stops)
(singing begins)
(singing volume increases)
(singing stops)
(all clapping)
-: All right, what an outstanding performance
by the Midway Choral Department from Midway High School,
we appreciate that very much.
And thank you Ms. Melton-Malone for bringing that to us.
Really do appreciate it.
All right, so we will now ask staff-
Nope, I'm sorry.
I'm going to call on Dr. Bell-Metereau.
Will you please bring us the invocation
and lead us in the pledges.
-: Let us pray for all life on earth.
We may have different understandings
of God, but we all search for truth.
And we seek comfort
in our relationship to the timeless eternal.
During these challenging times,
we have worked together to accomplish a noble cause.
To educate our children
and prepare them for a challenging future.
Let us pray for the courage to find common ground
for the good of our children.
As stewards of the earth, let us pray and work to preserve
the future existence of life on this fragile planet.
Let us pray that we can keep love
at the center of our thoughts.
Honoring principles before politics,
and people before profit.
Let us help each other
to understand why we hold our differing views,
and consider where we can work in unison.
For a vision, a goal or a cause that we may share
in the name of all that we hold sacred and holy.
For the sake of future generations that will come after us.
We pray for strength, patience, persistence and wisdom.
Amen.
All: I pledge allegiance
to the flag of the United States of America
and to the Republic for which it stands one nation.
Some: Under God.
All: Indivisible with Liberty and justice for all.
Honor the Texas flag.
I pledge allegiance to thee, Texas,
one state under God, one and indivisible.
-: Thank you, Dr. Bell-Metereau.
All right we will now ask for staff
to please call the roll.
Staff: Yes.
Dr. Ellis.
Dr. Ellis: Here.
-: Mrs. Perez, Ms. Perez.
Ms. Perez: Present.
Staff: Thank you.
Mr. Hickman.
Mr. Hickman: Here.
Staff: Dr. Robinson.
Dr. Robinson: Here.
Staff: Dr. Young.
Dr. Young: Present.
Staff: Mr. Maynard.
Mr. Maynard: Here.
Staff: Ms. Hardy.
Ms. Hardy: Here.
Staff: Ms. Davis.
Ms. Davis: Here.
Staff: Mrs. Melton-Malone.
-: [Mrs. Melton-Malone] Here.
Staff: Dr. Johnson.
Dr. Johnson: Here.
Staff: Mr. Cortez, Mrs. Perez-Diaz.
Mrs. Perez-Diaz: Here.
Staff: Dr. Bell-Metereau.
-: [Dr. Bell-Metereau] Here.
Staff 2: Mrs. Little.
Mrs. Little: Here.
(chatter)
Staff: Oh, oh!
And Mr. Allen I did not forget you.
(all laughing)
Dr. Ellis: We'll never forget Mr. Allen-
-: Never. (all laughing)
-: And that is for sure.
All right, thank you.
A quorum is present including Mr. Allen for the record.
First business to be considered
is the approval of the minutes
of the State Board of Education meeting
from June 25th, 2021.
Are there any corrections to the minutes?
I am hearing none.
There are no corrections so the minutes are approved.
The next business in order is a presentation of resolutions.
Ms. Perez, please present the resolutions.
-: Thank you.
Today I think is one of our favorite resolutions.
Although, I struggle to remember
of all of our resolutions which ones do we enjoy more?
But this one is special
to all of us because these are our volunteers
who work so hard in all of our respective districts
to serve every student and every teacher across the state.
Five and a half million students
and over 800,000 school employees.
Today's resolution honors are Heroes for Children.
Whereas volunteers,
provide invaluable support to our Texas Public Schools
through selfless giving
of their time, talent and financial resources.
And whereas the State Board
of Education, has honored outstanding school volunteers
with the Heroes for Children award since 1994.
Whereas Stephen Hambric
has been a loyal volunteer over the last 38 years
for the Socorro Independent School District,
where he served on multiple steering committees,
including as Chairman
of the Excellence in Education Scholarship Foundation
that has awarded over $500,000 to 40 deserving students.
And whereas Mayra Lozano,
is an inspiration to the La Joya ISD community
for creating a social media forum that provided parents
and others with much needed resources during the pandemic.
She also volunteered on various advisory committees,
and served as a liaison
between the local school and community.
Whereas Isaiah Riebeling, a firefighter,
who made a special connection with students
served by the Dewitt-Lavaca Special Education Cooperative,
whose thoughtfulness showed when he built a picnic table,
though he had never built one before,
to have more space for lunch outside during the pandemic.
And whose in kind and cash donations
benefit the children and staff.
Whereas Terence Narcisse, is a hero
who founded the East Harris County Empowerment Council,
a non-profit organization that has grown over the years,
and has benefited thousands of school children
in Galena Park ISD and surrounding districts
by providing scholarships, resources,
and opportunities for youth and families to succeed.
Whereas Derrick Townsend is a dedicated mentor,
who has served elementary to high school students
for over 30 years in Austin ISD and who serves as a leader
and role model to his mentees and local groups
such as Dads Club and Men in Education.
Whereas Beki Perkins, who works tirelessly,
to share, encourage, educate and inspire others
to support the staff and students of Klein ISD.
Her motto is every student enters
with a promise and exits with a purpose.
Their motto became her driving force
to get involved in various advisory boards
and the Klein Education Foundation.
Whereas Eileen Crues, launched the Friendswood
ISD Special Education Parent-Teacher Organization in 2013.
With the focus on providing resources
and supporting parents
of children with disabilities that has
to date raised $20,000 by hosting an annual art show
that benefits specialized classes for their students.
Whereas Harvey Oyler found fulfillment
after his retirement by joining Partners in Education
with the Kiwanis Club of Baytown and
as Chairman, his leadership benefits the students and staff
of Alamo Elementary and Goose Creek Consolidated ISD.
With unparalleled generosity
in the form of cash and in kind donations.
Whereas Anna Marie Hornsby, is a visionary leader
and is a founding member and President
of the Pleasant Grove ISD Education Foundation.
She oversees the foundation's highest fundraising campaign
that directly benefits the students
and staff with over 150 grants and more than $500,000.
Whereas Terri Romere was instrumental
in the creation of the Raise 'Em Up Foundation,
with the mission to provide grants for livestock projects
and agricultural programs, which promote life
and skills, personal responsibility, fair play,
good sportsmanship, hard work, integrity,
leadership and community service
in districts across Travis and Williamson Counties.
Whereas Randy Cutshall
volunteers his time and photography talent
on Friday nights and weekends
as an exceptional photographer for Weatherford ISD.
Capturing special moments for students,
families and staff to enjoy, and most importantly,
for the Weatherford parents to download at no cost.
Whereas Jon Boyd is a true leader
in promoting civil service
in support of Allen ISD students and staff
and through his leadership,
the Allan Fire Department was able to efficiently deploy
the distribution of vaccines,
which brought tremendous calm in the community
amid the height of the pandemic.
Whereas Opal Lee championed social justice and education
for six decades that lead to her tremendous work
and success to make Juneteenth a national holiday.
And she is often described
as the Grandmother of Juneteenth,
whose name is in the Fort Worth ISD Hall of Fame.
Whereas Mary Ann Jack is instrumental
in securing sponsorship and keeping the finances
of the Five Hills Scholarship Foundation viable.
Under her guidance in 2021, the program awarded more
than $110,000 in scholarships on prizes
and nearly $500,000 has been awarded
to deserving students since 2014.
Whereas Amy Punchard
believes in the mission of Lubbock-Cooper ISD,
where every child deserves every opportunity.
And in time,
she has served as President of the Education Foundation.
Approximately $900,000 has been contributed
to the district's classrooms.
Therefore it be resolved, that the State Board
of Education recognizes these outstanding individuals
as Heroes for Children and thanks them
for their combined 210 years of volunteer service
in their local public schools and communities.
Witness our signatures on this third day
of September, 2021 in Austin, Texas.
Dr. Keven Ellis Chair,
and myself, your Secretary Thank you.
(audience applauding)
-: Congratulations and I would ask all those
in favor of adopting the resolution
of the 2021 Heroes for Children Award recipient
do so by saying aye.
All: Aye.
-: The resolution is adopted.
Ms. Perez: That is all for the resolutions today.
-: Thank you, Ms. Perez.
All right members, we do have public testimony today.
I believe we have 13 that registered previously,
and we have two that are late registrations
that we can take up afterwards
if there's not an objection from any member of the board.
Members, the first two have signed up
for an item that was previously covered during the week,
and I believe they also had the opportunity
to testify to that during that item previously in the week.
So we will move to the third testifier,
start with the third testifier,
and I will have staff call the names.
Staff: Emily Parent,
Anh-Thhu Nguyen, Nicole Krishtul and Brad Lander.
And chairman I don't see anyone
in the waiting room at this time.
Dr. Ellis: Okay.
Staff: Would you like us to call the rest of-
(indistinct)
-: Would you like for us to call the remaining individuals?
Dr. Ellis: Yes.
So you're saying none of those four?
Staff: There's there's nobody in the Zoom waiting room
at this time -: Okay.
Yeah, so go ahead and call the others,
and see if anyone else is.
Staff: Daniella Strongberg,
Cassie Newsome, Phillip Miller,
Michael Wexler, Jeffrey Aronowitz,
Bradley Sachs, Tommie Smith.
Dr. Ellis: Are any of the testifiers
in our Zoom waiting room?
Okay, seeing none.
Members, we have two testifiers who are late registrants
Perla Hopkins on parental rights,
and Paul GotTEA on parental rights.
Is there any objection to hearing the late testifiers?
I'm seeing none.
Staff, you go ahead and call on those two.
Staff: Carla Hopkins, Paul Gottea.
(papers rustling)
Dr. Ellis: You may go ahead when you're ready.
-: Good Morning.
Last quarter, you had a high number
of advocates come and speak to you
about school choice and asking you for charter schools.
I saw many testimonies from various parents,
but one testimony really stood out to me.
And that was the parent, that explained to you all
that they had never heard of a syllabus until they themself,
got the opportunity later in life to go to college.
One of you fine people
in here, asked the individual, the parent,
"where did you receive your K through 12 education?"
And the parent responded, "California."
Well, I am a product of public education.
The last time I attended school was,
I'm sorry, in California was my sophomore year
of high school at Long Beach Polytechnic High.
Now, while we did have to go through metal detectors,
I assure you, ladies and gentlemen,
that I got a quality education.
The other state in which I received my education
was the state of Louisiana.
Fast-forward 20 years of parenting,
a certified teacher, all of my worldly experience.
And it is now, in this modern day
and time in the state of Texas, that we are coming to you
as parents, as citizens, to explain to you the drastic,
awful decline in the public education system
here in this state.
It all boils down to parental rights.
I requested from Leander Independent School District,
my children's schedules, their syllabi,
and for me to just have the opportunity
to review the curriculum.
It was turned into a FOIA public information request.
Now, by now I know my parental rights.
There is no way in the world,
that I reached out to Leander Independent School District
as a public information request
to review my children's curriculum.
Yesterday, I picked up a flash drive
because they would not print not one syllabus for me.
And this is coming from the District Leadership.
I will have to now go to a Public Library
to look up what the contents of that flash drive are
because I have no confidence,
I have no trust, in Leander Independent School District
to put that flash drive on my own computer.
Ladies and gentlemen,
please allow me to send you an email with other examples
of how our parental rights are being stripped away
including attempts at removing our medical rights
to our children's privacy, their medications,
being able to go off campus without our permission-
Dr. Ellis: Okay Ma'am that's your time.
-: Thank you so much, I appreciate it.
Staff: Paul Gottea.
-: Yes.
I just want to reiterate the parental rights
in Leander and similarly, around the states.
We've talked to different organizations
from North Carolina to California.
Our parental rights are being stripped away,
all in the name of safety.
People talk about safety, people say cover your face,
people say get experimental drugs,
but the fact is, we're all flying without a net
and we need the parental rights
as a balance and check so that they simply cannot say
"The eighth grade, the sixth grade."
No one's gone to school this week because we had one case.
The CDC says for every 100,000 people
and you have 50 cases, you can go into code red.
The Williamson County has it
at 12.7 for their health department,
which allows these ISDs
to simply change the rules as they see fit.
We know kids need to be in school.
I was at the hearings last week,
where the TEA Commissioner spoke
about how we've lost 12 years, 12 years of education
in one year, because the kids weren't in school.
My gosh, please let the parents have rights.
The kids need to be in school and I know, like I said,
we're all flying without a net here,
but, the schools can just make stuff up
as they go and keep the kids out of school so arbitrarily.
(bell rings)
That is my point.
-: Thank you very much,
and members, I will remind everyone as I often do,
section 5-5-1 dot 0-4-2 of the government code,
says that after public testimony that's not
on the agenda, we can only have statements
about factual information given a response in a recitation
of existing policy, in response to the inquiry.
I would point out, you asked if you could send us
an email, I ask you to get
with staff, make sure you have our SBOE support email
that can get to us, okay?
Thank you very much, Members, I do understand,
that the list of testifiers we had previously,
there was a incorrect link that was sent to them.
So I believe we are correcting that at this point in time.
Staff: Emily Parent, Anh-Thhu Nguyen,
Nicole Krishtul, Brad Lander,
Daniella Stromberg, Cassie Newsome,
Emily, you can begin when you're ready.
Emily: Hi there.
Hi there, can you hear me?
Dr. Ellis: Yes, we can.
-: Okay, perfect.
Thank you for waiting
on the delay and for the new Zoom link.
So my name is Emily Parent, I live at 70 Prospect Park West,
a Greenbrook Partners property, in Brooklyn, New York.
The Texas Permanent School Fund
has invested a hundred million
in NW1, a private equity firm, which in turn,
has invested at least 25 million in Greenbrook Partners.
I give this testimony as a Greenbrook tenant
and an organizer in this community,
connected with dozens of other effected Greenbrook tenants.
Based on the June meeting
of this board, the information provided
by investment advisors does not match
what is happening on the ground here in Brooklyn.
And I think it's important
for this board to know the true nature of this investment.
This is not a handful of disgruntled tenants,
our organizing encompasses over 30 buildings and counting,
with hundreds of tenants experiencing the same issues.
Non-renewals for no cause,
construction harassment and hazardous conditions.
We're not going away.
This is not an issue of rich New Yorkers
not wanting to pay more.
Many of the tenants connected with us,
including myself, are middle or low income
and rely on reasonable rent to even have a home at all.
Greenbrook is actively reducing
the number of rent stabilized units
under their ownership and pursuing the strategy
without the records to back up such actions.
(bell rings)
They're purchasing buildings
without doing appropriate due diligence,
including things so fundamental
as getting the rent rolls from previous landlords.
This is reckless and leaves them open
to liability when tenants rightfully push back.
Combine this lack of due diligence with mounting fines,
city led lawsuits for illegal construction,
and these facts kind of show
that Greenbrook and NW1 are poor stewards
of this substantial investment from Texas.
(bell rings)
We urge you to divest your money your time-
Dr. Ellis: Ms. Parent, that is your time,
thank you very much.
-: Okay, thank you much.
Staff: Anh-Thu Nguyen.
-: (indistinct) that's deeply and negatively impacted
by Greenbrook and their investment partner NW1.
Before I moved to this building,
I bounced from one unstable living condition to another
until I found this beautiful home
where I could put down roots and build a community.
The tenant before me had lived here
for over 40 years until she passed on,
and many residents in my building have lived
here for 30, 40, or 50 years.
People who are from all walks
of life, cultures and backgrounds.
This is to me what New York City is about,
and really what it's about for the American dream.
New York City is a city of tenants about 70%,
because working people can't afford to buy here.
But we're the ones that open stores,
we keep the city's lights on.
We educate the children,
and we make the city a special place to visit and work in.
I think it's important for the Texas State Board of Ed
to know that this $100 million investment
into NW1 and its local partner Greenbrook,
made in the middle of the COVID lockdown in New York City,
when sirens were going day and night
has resulted in uprooted families and unsafe homes.
These are working class and middle class families
who have lived here for decades,
essentially forced out in the middle of a pandemic.
While Greenbrook has sat on empty units,
until someone comes along to pay rent
that's three to five times what it was originally.
I work at a non-profit myself,
I help low income people start small businesses,
and Greenbrook is making it impossible for people like me
to continue living in my neighborhood,
and be in service to my neighbors in my communities.
(bell rings)
The actions of predatory equity firms
like Greenbrook and NW1 is why New York City
is now the most expensive city to live in United States.
And why there is a housing crisis
across the country, like in Austin, where I used to live.
The Texas Permanent School Fund,
holding over $50 billion in assets
has plenty of opportunities to pick better investments
than the one that is literally destroying
families here in Brooklyn.
As a former Texan,
who has benefited from the Texas state investments
in my education, I also know
that we can and should do better.
And I would hate to be used as an excuse
for destroying (bell rings)
people's homes and families in another place.
In the name of return on investment for Texas schools
I know how much it means -: Ms. Nguyen.
-: To have a home where- -: Ms. Nguyen that is-
-: You can put down roots, -: That is your time.
-: And everyone deserves -: Thank you for your time.
-: That opportunity to do so.
I urge you to divest from Greenbook NN1
to protect the Texas Permanent School Fund
and stop this predatory behavior affecting
lives and livelihoods of broken families.
Dr. Ellis: Ms. Nguyen, that is your time, thank you.
-: Thank you.
Staff: Nicole Krishtul.
Brad Lander.
You can begin when you're ready.
-: Oh, thank you very much.
Can you hear me?
Dr. Ellis: Yes, we can.
-: Okay, great.
Good morning, I'm New York City council member, Brad Lander.
I'm grateful for this opportunity to testify to you.
My office has been working with many of the tenants impacted
by the Texas Permanent School Funds
investment in NW1 and their partnership
with Greenbrook partners,
and we're working closely with Senator Schumer,
who I know has written to you on this issue as well.
Greenbook has purchased
over 60 multi-family buildings in Brooklyn,
housing hundreds of tenants.
Shortly after purchasing each building,
they send all tenants notice of non-renewal,
evicting them in the midst of an ongoing pandemic.
These are working and middle-class families,
people on fixed income,
students, artists, teachers, kids in schools nearby.
People who have lived
in their homes for a decade, they're my constituents.
Your investment team is misrepresenting information
on the issue as board member Davis saw when she visited.
Thank you for coming to see in person.
You've been informed, their strategy
is to buy dilapidated rundown buildings,
but it's just not true.
The buildings don't need the construction work.
It is construction as harassment
to kick people out of their homes so they can replace them
with wealthier people paying higher rents.
Many of these buildings actually have become unlivable
after NW1 and Greenbrook bought them.
If you look at the history
of the violations, you will see it.
The strategy of predatory equity in real estate is not an
accepted strategy in New York, but we have seen it before.
In the run-up to the financial crisis,
several firms engaged as NW1 and Greekbrook are now
in a frenzy (bell rings)
of buying multi-family buildings, throwing out tenants,
using construction as harassment and jacking up rents.
I'll tell you, most of them lost money in the crash.
To address that crisis, the New York state legislature
adopted new legislation
in 2019 to strengthen tenant protections,
and prevent exactly what Greenbrook is doing.
Now, NW1 and Greenbrook have found new loopholes
in those laws, but we are working hard to close them.
Our regulatory agencies, at city and state levels,
will continue to investigate (bell rings)
NW1 and Greenbrook's predatory practices,
conduct inspections,
and issue violations with significant fines as needed.
So by investing in them- -: Mr. Lander that's your time.
Thank you very much.
-: Thank you, I hope that you'll act on both common decency,
and fiduciary duty
to withdraw your investment from NW1, thank you.
Staff: Daniella Stromberg.
Cassie Newsome.
-: Hi, did you say my name?
I'm sorry.
Staff: Yes, you can begin when you're ready.
-: (indistinct) the Houston ISD
public school teacher in district six.
I had a rich and gratifying experience teaching children,
but decided to leave Texas to follow my heart to New York
where my husband's career was based.
My husband and I moved into this apartment
in 2010 as newlyweds and ready to start our family.
We had lived here 11 years and our family has grown.
Our son is now 10 and our daughter is five.
We, along with our neighbors, love this building very much.
So it was a big shock for us when we found out
in March, that our building had been sold
to new owners, Greenbrook Partners, a subsidiary of NW1.
When we realized that the new owners had the intent
of pushing many of us out,
in order to make a profit, we were even more shocked.
We soon discovered that Greenbrook
was buying up residential buildings
all over our part of Brooklyn,
and pushing out many families with the same intent.
Finally, when we found out that Greenbrook's spending spree
was thanks to a huge investment
from the Texas Permanent School Fund, we were baffled.
Why would the Texas PSF invest in predatory equity?
Why should Texas school children benefit
from New York school children
being pushed out of their homes?
The Texas PSF has a responsibility to invest in endeavors
that help to progress society and not
in opportunities that profit from displacing families.
I am here today to respectfully ask the board
to further investigate (bell rings)
the practices of NW1 and Greenbrook,
and for the Texas PSF to withdraw their investment from NW1.
Thank you.
Staff: Phillip Miller.
Michael Wexler.
Jeffrey Aronowitz.
Bradley Sachs.
You can begin when you're ready.
Dr. Ellis: Mr. Sachs if you're ready
to go ahead and take yourself off mute, you may begin.
-: Hi, Can you all hear me?
Dr. Ellis: Yes.
-: Hi, My name is Bradley Sachs.
I am a resident of Park Slope, Brooklyn.
I'm one of Greenbrook's tenants.
I'm here to talk to you all
about Greenbrook Partners and the NW1 investment.
Greenbrook became my landlord last year
when they purchased my building,
as well as 80 others in my neighborhood.
The first interaction
that I had with them was when I renewed my lease.
When renewing, they increased my rent
by 13%, which was strange,
because this is at the height of the pandemic,
when most of my peers living in New York City
were getting their rent lowered by their landlords,
trying to encourage them to stay occupants,
my landlord was raising the rent without reason.
But we paid because we had nowhere else to go.
Then without warning, every single non stabilized tenant
in our building, our adjoining building,
as well as dozens of other buildings
in our neighborhood received letters of non-renewal.
Attempting to force everybody
who wasn't stabilized out of our homes.
Several weeks ago,
it was my pleasure to show Aicha Davis, around my building,
and she told me that you were sold this investment
as an opportunity to renovate dilapidated buildings.
This is utterly false.
She was stunned to discover
that there were several perfectly habitable apartment units
sitting vacant my building alone,
including units that had been empty
since before Greenbrook purchased the property,
with no attempt to fill them.
I consider Greenbrook be a predatory landlord group
who conduct practices including, warrantless evictions,
illegal rent increases and harassing tenants
and you are financially supporting them
through the Permanent School Fund.
Please divest from Greenbrook Partners.
Kicking dozens of families out of their homes
for no reason (bell rings)
other than to maximize profit
for yourselves is morally reprehensible.
How would you feel if a real estate conglomerate,
funded with millions of dollars,
from a distant state like California,
kicked you and all of your neighbors out
of your home for no reason.
Would you support that?
I don't think you would.
And yeah, that's all I have to say.
Thank you for hearing me today.
Staff: Michael Wexler.
You can begin when you're ready.
(indistinct)
Staff: Mr. Wexler, you can begin when you're ready.
Please come off mute.
-: Hi there.
I would like to testify
on behalf of my husband and myself and our family.
I can start now?
-: Yes. -: Ma'am are you Michael Wexler
-: This is my husband Michael Wexler,
I'm Amanda Wexler, his wife.
My name is Amanda Wexler- (indistinct)
-: 2-8-5-
-: (indistinct) Can you hear me?
Dr. Ellis: Yes, we can hear you.
-: Okay.
Sorry, I was getting some feedback.
Okay.
We chose a two year lease because we knew we wanted to stay
at this apartment for a long time and start our family.
In July of 2020, we had our baby girl,
and we got her set up at a wonderful day-care
across the street, which became our community
during the pandemic, when community was hard to come by.
We felt safe bringing her there,
she was learning and thriving.
In March of 2021,
we received a notice of non-renewal from our new landlord
at Greenbrook NW1, operating through McNair Management.
Our heart sank.
We had 90 days to pack our things,
and leave the place we made our home.
Our unit had just been got renovated when we moved in,
and we were paying market rate,
on time, each month for our apartment at $4,000 a month.
So we could not fathom
why our family was being needlessly uprooted.
We tried speaking with management
to find out how much they would be asking
for per month, but they wouldn't share that information
with us, or give us the opportunity to stay.
The move was extremely stressful,
and debilitating for our family
at a time when we were trying
to establish a sense of stability for our daughter.
The cost of the move was wildly expensive,
and there were no openings
at day-cares in our new neighborhood.
So up until recently,
we were spending on average two hours each day,
commuting to and from her day-care center,
losing precious quality time with our daughter.
(bell rings) And then the wheels
really started coming off
from the building and we no longer felt safe there
due to negligent management.
We were without heat and hot water,
most days in April, when the temperatures
at night were dropping down into the 30's.
Essential repairs to our apartment,
we're not being- (indistinct)
completely traumatizing.
Our apartment had sat vacant
for four months from the time that we moved out,
and I'm not even sure that it is currently occupied.
Greenbrook- (indistinct) unconscionable.
Families int- (indistinct)
(bell rings)
from families and entire communities
in Brooklyn being torn from their homes.
We are paying a heavy price for this investment,
and we implore the Texas Permanent School Fund
to divest their holdings in Greenbrook.
Thank you so much for hearing us today.
Staff: Daniella Stromberg.
(indistinct)
-: Ms. Stromberg please turn off
the live stream of the meeting.
(indistinct)
Ma'am please turn off the web stream.
Ms. Stromberg,
Ms. Stromberg.
Dr. Ellis: Ms. Stromberg if you're ready,
you may take yourself off mute and begin.
Please turn your livestream off.
-: Hi.
I wanted all of you to know a little bit about my story.
I- (indistinct)
Dr. Ellis: You're going
to need to turn your livestream off
that you're listening to the meeting in.
(indistinct) -: Can you hear me?
Dr. Ellis: You're going
to need to turn your livestream off.
-: Can you all here me okay? -: Please turn off
your livestream.
-: Can you all here me okay? -: No.
-: Yes? -: Yes, we can hear you
but you're going to need to turn your livestream off
that you're listening to the meeting on your computer.
You need to turn your livestream off.
-: I believe it is off.
Do you hear the feedback now? -: No, we don't now.
-: Okay, terrific.
I wanted you to know a little bit about my story.
I actually was not a residential tenant,
but I owned a very successful business,
in a building purchased by Greenbrook
at the very beginning of the pandemic in 2020.
My day spa was 18 years old
and it was the kind of business that I imagine
most of you would want in one of your communities.
In an industry that has less than two year turnover,
my 36 employees were with me
for 18 years, 16 years, 12 years.
I didn't have a staff member
that was under my employment for less than 10 years.
We were sort of what you'd call a neighborhood institution.
And then COVID happened.
And then we were shuttered for five and a half months.
And then when we reopened,
we reopened with some very strict government limitations
on how we could do business.
When once we were able to do
eight treatments every 75 minutes,
we could only do two treatments every 90 minutes.
So my $30,000 a month rent became very difficult to attain.
I began reaching out to my landlord,
I didn't know (bell rings)
that I had a new landlord.
But on March 13th
and after more than a dozen attempts
of emails, snail mails, voicemails,
certified mail, including letters from my attorney,
I had absolutely no success at receiving rent relief
of any kind from Greg Fournier,
the Principal at Greenbrook Partners.
And there was no way
(bell rings) to make the math work.
I at that time had
11 months left on my lease -: Ma'am that's your time
we thank you for your testimony.
Staff: Jeffrey Aronowitz.
You may begin when you're ready.
Staff 2: Mr. Aronowitz please come off mute,
and begin when you're ready.
Mr. Aronowitz: You need me to testify now?
Staff 2: Yes sir, please begin when you're ready.
Mr. Aronowitz: Okay.
I hear something in the background.
Okay.
Hello, thank you for allowing me to testify.
I am Jeffrey Aronowitz, lead tenant organizer
of the Fifth Avenue Committee also known as FAC.
FAC is a 43 year old community development corporation
based in south Brooklyn, New York.
Whose mission is to advance economic,
social and racial justice.
FAC is also an owner of 598 affordable housing units,
manages 454 of them,
and has built 133 affordable housing buildings
over the past 30 years.
I'm not only testifying on behalf of FAC,
but also for one of the coalitions it is a member of,
named Stabilizing NYC.
Stabilizing NYC is comprised
of 20 New York City based organizations
that help tenants hold landlords
who use predatory equity accountable.
I mention that, because we are aware
of how the Texas State Board of Ed.
is responsible for investing
in the Texas Permanent School Fund,
which invested a hundred million
in a private equity firm called NW1,
which in turn, invested that money in a Brooklyn-based
private equity firm named Greenbrook Partners,
who used that money to recently become a landlord
who is using various harassment tactics
to push rent stabilized tenants
out of their homes, (bell rings)
by doing things like issuing multiple vacate orders
during the pandemic despite New York's eviction moratorium.
I'm here to inform the board,
that we recognize Greenbook Partners as a predatory landlord
using a business model that cannot succeed
without removing rent stabilized tenants from their homes
while removing the rent stabilization status of apartments
that were originally made with the intent of ensuring
affordable housing. (bell rings)
There are other models that can be used that bring about a
return of investment -: Sir, that's your time.
-: While ensuring stability of it's tenant.
Please -: Sir, that's your time.
-: Either divest from the Greenbook Partners portfolio,
or contact me to review other options.
Dr. Ellis: Thank you.
Staff: Nicole Krishtul.
You may begin when you're ready.
-: Hello again everyone, thank you for having me back here.
I just want to say to the board,
thank you so much for listening
to the testimony of all these tenants.
I'm a community liaison
with Council Member Bran Landon's office.
I just wanted to stress that from this testimony
working- -: You may begin
when you're ready.
-: Hi, Can you hear me?
Staff 2: Can you please turn off the livestream
if you're watching online,
because you're going to get feedback.
Better, thank you.
(indistinct)
(indistinct) to my testimony back then,
I'm glad to be back on
with the opportunity to speak to you all.
I just wanted to reiterate, that from the testimony,
these tenants aren't even hearing the full story
of what's been going on.
(indistinct)
Dr. Ellis: I think the problem is
that she has her livestream on,
so we asked her to turn that off.
-: Great, so sorry about that.
Just wanted to reiterate, you're not hearing full testimony
from these folks in the span of two minutes.
You're not hearing about the incredible amount of harassment
that Danielle's Stromberg received from Greenbrook Partners.
You aren't hearing from the tenants
who were going to chemotherapy,
and all of a sudden received a notice
of non-renewal for their lease.
From all these different tenants who had absolutely no
where to go and had to scramble to find a new home.
So I just wanted to say that you're just getting
a small snippet of all the different stories
that we've been getting about the folks who've experienced
this sort of harassment from Greenbrook Partners.
Sometimes, every single week, a new constituent reaches out
to our office to tell us about the horrible experience
that they've had with them.
So again thank you
for diligently listening to their stories.
And we ask that you
please scrutinize this investment carefully,
and think about whether it's truly worth it.
And then please,
make the decision to divest from Greenbrook and NW1.
Thank you.
Staff: Dr. Tommie Smith.
(indistinct)
Staff 2: Hi Dr. Smith,
please turn off the livestream that you're watching.
(indistinct)
Dr. Smith, please mute or turn off the livestream
of the meeting that you're watching,
and then you can unmute and begin your testimony.
-: Good morning, can everybody hear me?
Dr. Ellis: Yes.
-: As she said, my name is Dr. Smith.
I just wanted to take a quick moment,
while my testimony is not
on Greenbook, it is concerning just moving forward
in this body, considering,
and referring to some things as they move forward.
Right now, critical race theory is a hot topic
moving throughout the state, moving throughout classrooms.
I just want you to take care
when you're referring to critical race theory,
to be sure to refer it just as that.
Rather than CRT, because CRT can easily also abbreviate
culturally responsive teaching.
And as districts have diversity,
equity and inclusion initiatives going on,
culturally responsive teaching maybe a part of that.
And I just don't want
an educator, or an administrative leader to get bogged down
in the abbreviation of CRT.
Thank you for your time.
Again, my name is Dr. Tommie Smith.
Dr. Ellis: Thank you,
and I believe that concludes our public testimony for today.
We will move on to item number two,
which is the approval of the Consent Agenda.
So the next business in order
is the approval of the Consent Agenda
it has been distributed to each of you.
Please take a moment
to review the items on the Consent Agenda.
I will point out that number 3,
the proposed amendments to 19 TAC Chapter 1-0-9
were removed by the committee yesterday.
Are there any items to be removed from the Consent Agenda
for separate consideration?
Hearing none, the Consent Agenda is adopted.
All right we will now move
to the Committee of the Full board.
Item number 3 is proposed new 19 TAC Chapter 127,
Texas Essential Knowledge and Skills for Career Development,
Subchapter G, Education
and Training, Subchapter I, Health Science,
Subchapter J, Hospitality
and Tourism, Subchapter M, Law and Public Service,
and Subchapter O, Science, Technology,
Engineering, and Math.
This is for first reading and filing authorizations
on your agenda on page I dash 7, I will call on Ms. Little.
Ms. Little: Mr. Chair,
the Committee of the Full board recommends
that the State Board of Education
approve for first reading and filing authorization,
proposed new 19 TAC Chapter 1 27, Texas Essential Knowledge
and Skills for Career Development, Subchapter G Education
and Training number 1-2-7 point 3-1-5, 1-2-7 point 3-1-6,
1-2-7 point 3-1-9 through 1-2-7 point 3-2-1
and 1-2-7 point 3-2-4 through 1-2-7 point 3-2-6.
Subchapter I, Health Science
1-2-7 point 4-1-6 through 1-2-7 point 4-3-3.
Subchapter J, Hospitality
and Tourism, 1-2-7 point 4-8 and 1-2-4 point 4-8-2.
Subchapter M, Law and Public Service,
number 1-2-7 point 6-5 and 1-2-7 point 6-5-2.
And Subchapter O, Science, Technology, Engineering,
and Mathematics, 1-2-7 point 7-7-7
through 1-2-7 point 7-8-2 and 1-2-7 point 7-8-5
through 1-2-7 point 7-8-7.
-: Got your math lesson in there for the day.
(chuckles)
All right, members, is there any debate
on this item, Mr. Hickman?
-: Just a comment from me,
I enjoyed hearing from the content advisors,
but I would say we heard very little
from the public and we spent very little time
on this, so I would just like to hear from the work groups,
content advisors, educators, parents,
be sure we're getting all this right
before our next meeting.
-: You're putting that information out to the ecosystem.
-: Yep. -: To respond back to us
with any changes and suggestions and any amendments.
-: These are a lot of courses,
and I think they're important, so I'd like to hear more.
-: Absolutely.
And just for everyone listening,
a lot of them have our contact,
but if you don't any information
that wants to come to us, you may send
to S-B-O-E support at T-E-A dot Texas dot g-o-v.
Okay, any other debate on that item?
All right, is there any objection?
Oh, I'm sorry, Dr. Bell-Metereau.
-: I just want to apologize
to anyone who has been sending me any materials,
assuming that I, as a new member,
understand the process of how to get something promoted,
because I have not, and that is my responsibility,
I'm sure in the tons of reading
that I had to do, those instructions were someplace,
but I think that many people
who are new to the board or who are citizens out there
in the world, have a difficult time dealing
with the complexity and as you can see,
even testifying online, a number of people had problems.
So I just want to concur
with my fellow member,
that these are important courses,
and we need to pay attention
to them and we need to have the time
to consider carefully comments
from the public and from professional organizations.
Thank you.
-: Thank you, Dr. Bell-Metereau.
Any other comments from members?
Any other debate?
I'm hearing none.
So is there any objection?
Hearing and seeing none, the motion carries.
So there is a majority
in favor and the recommendation is adopted.
We'll now move to item number 4,
proposed new 19 TAC Chapter 112, Texas Essential Knowledge
and Skills for Science, Subchapter A, Elementary,
112 dot 1 through 112 dot 7,
and Subchapter B, Middle School,
112 dot 25 through 112 dot 28.
This is first reading and filing authorization.
It's on your agenda on page I dash 11,
I'll call on Ms. Little.
-: Mr. Chair, the Committee of the Full board recommends
that the State Board of Education approve for first reading
and filing authorization, proposed new 19 TAC Chapter 112,
Texas Essential Knowledge
and Skills for Science, Subchapter A, Elementary,
1-1-2 point 1, implementation
of the Texas Essential Knowledge
and Skills for Science, Elementary adopted 2021.
Number 1-1-2 point 2, Science, Kindergarten, adopted 2021,
1-1-2 point 3, Science, Grade 1, adopted 2021,
1-1-2 point 4, Science, Grade 2, adopted 2021,
number 1-1-2 point 5, Science, Grade 3, adopted 2021,
1-1-2 point 6, Science, Grade 4, adopted 2021,
1-1-2 point 7, Science, Grade 5, adopted 2021,
and Subchapter B, Middle School, number 1-1-2 point 2-5
implementation of the Texas Essential Knowledge
and Skills for Science Middle School adopted 2021,
number 1-1-2 point 2-6,
Science, Grade 6, adopted 2021, number 1-1-2 point 2-7,
Science, Grade 7, adopted 2021 and 1-1-2 point 2-8,
Science, Grade 8, adopted 2021, as amended.
Staff: Dr. Ellis.
Dr. Ellis: Yes?
-: I did want to point out just very briefly,
that on your desks, you'll find the rule text,
that reflects amendments that were made on Wednesday.
-: Thank you.
All right, What we'll go through now is there any discussion
from members?
I'll call on Ms. Hardy.
-: Yes, I would like to amend the 8-11 B to read-
-: Hold on just a second.
-: It's at the bottom of page eight
in your stuff we had.
-: Okay.
The rule text we just received with the amendments
don't have page numbers, I don't see.
So let's start with, what grade are we on?
Ms. Hardy: Eighth.
-: Okay, so we're on eighth grade.
Ms. Hardy: 11 A, I mean 11 b.
-: Eight?
Member: Is it the last page?
Ms. Hardy: Yes, last page.
I've marked up another page, so I can't switch to the-
-: Okay.
So members, we're on eighth grade,
number 11, B -: B.
-: Hold for just a second while everyone gets the rule text.
All right, is anybody having trouble finding that?
Are we all pretty close?
It's on the middle school packet.
Very last page of the middle school packet.
Member 2: Last page?
Dr. Ellis: Yeah, very last page.
Member 3: And you said B?
Member 4: B, yes Ma'am.
Dr. Ellis: All right, go ahead Ms. Hardy.
-: I would like to amend that to read:
Use scientific evidence to describe how human activities
can influence climates such as the release
of greenhouse gasses, deforestation and urbanization.
(indistinct)
Got a second.
-: A motion to second,
I'm going to give Ms. Kay just a second to-
Member 5: I was about
to say, can you read that for me again?
Ms. Hardy: Yes.
Use Scientific Evidence -: Microphone.
Ms. Hardy: Use scientific evidence to describe
how human activities can influence climate change
such as the release of greenhouse gasses,
deforestation and urbanization.
Dr. Ellis: Mr. Hickman.
Mr. Hickman: I have a question for Shelley.
If I heard correctly during the week,
such as and including are terms of art, including means
that it has to be covered and such as, are examples
of the types of things that can be covered, is that right?
Shelly: That is correct, yes, sir.
Mr. Hickman: Okay.
Dr. Ellis: Yes, I'm going to let Ms. Hardy speak
to the motion and I'm not sure what other members have
for amendments today.
I would say that typically,
our protocol has been to have the discussions and the items
on our discussion item during the week previously,
we do have the opportunity on Friday.
Historically, we have not made major changes on Friday.
It is open for these amendments, but you know,
I've said this personally, typically on Friday,
for me, it's a much higher bar to make amendments
on Friday as we had that time during the week Wednesday.
So I'll just say that.
And like I said,
I don't know who else has got other amendments today,
but I'll just make that point.
Ms. Hardy, go ahead and speak to your amendment.
Ms. Hardy: We were stumped on the verbiage
on this one on Wednesday and reading it again,
I think it's dangerous, one to put a year, 150 years
in there, because you're going to be looking
further back to when you're looking for evidence,
and scientific evidence goes way back on this sort of thing.
So that is very limiting.
And the idea is to describe human activities.
And I think that what I presented is a simpler,
easier way to get to that goal of what human activities
result in climate, influencing climate.
And that would be the greenhouse effects,
the deforestation, urbanization, there's others,
but that would be about an eighth grade level to work with.
So that's why I would make that a motion.
Dr. Ellis: We got, Ms. Perez-Diaz,
Ms. Davis, Dr. Robinson.
Ms. Perez-Diaz: Thank you, chairman.
So I would speak against this motion,
because earlier in the week, we had a conversation regarding
the importance of specifically identifying the 150 years,
that's the Industrial Revolution,
and speaking through the impact of what that means.
I also, it changes the intent of what I originally
had in mind in terms of
ensuring that we do specifically speak
about greenhouse gasses, and I don't support
the re inclusion of the word can, because again,
we spoke at length about the impact that we know these,
the release of greenhouse gas and you know,
I'm okay with deforestation and urbanization
and the impact that has on the climate,
but to say that it can doesn't specifically speak
to the fact that it actually does.
So I speak against the re inclusion of can as well.
Ms. Davis: I have to agree
with my colleague and respectfully go against this.
When we had very in-depth conversation
about the importance of keeping in that 150 years.
So we can have students specifically focused on
that industrialization and things like that.
So it was very important
to the content and we had very deep discussion about that.
So I hope that you all remember
some of those things that we talked about,
and respectfully vote against this amendment.
Dr. Robinson: Yeah, remember, Hardy?
You were wanting to take this back to how it was basically,
you're wanting to completely rehash what we did Wednesday.
I think we talked about it at length on Wednesday,
so I'm not sure what the point of doing this now is.
Member: I would like to concur with my colleagues,
the work group listened primarily to the Energy Council,
which represents fossil fuel interests,
commercial interests,
and a number of my colleagues have expressed concern
about the environmental effects on climate change.
And I think that's been very clear.
It has not been clear to me how to place that
before our body to make an amendment.
And I am only now understanding how that works.
That is on me for not understanding the process,
but I certainly concur
with not wanting to see, "can" introduced there,
and keeping the original intent.
If you want to change from 150 years
to the Industrial Revolution,
you know, that might work, but I think we went through this,
and I believe that we should not be altering it
to fit the needs and desires of the Energy Council,
which already has contributed so much of the wording
for these- -: We don't need to waste
time talking about it.
Member 2: I'm gonna move the previous question.
Dr. Ellis: We have a motion in second, is not debatable.
It takes two thirds for an adoption.
That's all those in favor to call the question
to show by raising your hand.
Motion is adopted, so we will now take the votes.
(indistinct)
Okay, there were 15 in favor.
Were there any opposed?
I'm sorry, were there any opposed?
All right, seeing none, motion carried.
So now we'll take the vote.
Okay.
I ask all those in favor of the amendment
on the screen of Ms. Hardy, to show by raising your hand,
if you are for the amendment, raise your hand.
All those opposed by the same sign.
Mr. Allen.
You voted yes? Okay.
So eight in favor and seven against?
All those opposed, all those opposed?
Opposed.
Staff: 2, 3, 4, 5, 6.
Dr. Ellis: And you said Mr. Allen?
(indistinct)
Seven, should be-
(indistinct)
Okay, so it was 8 for, 6 against?
Okay, so the motion carries.
I'm sorry, was there a?
All right Ms. Hardy?
Ms. Hardy: Yes, I would like to move
to strike the amendment that, right underneath that one.
I don't know what the- -: 11 C?
Ms. Hardy: 11 C.
Describe efforts to mitigate climate change
including reduction in greenhouse gas emissions.
Dr. Ellis: Okay, it's going to take a second.
We have a motion to second.
Would you like to speak to your amendment?
Ms. Hardy: Yes.
Describe efforts to mitigate climate change.
That is a big draw for eighth grade students,
and I need to remind my fellow board members
that is a graded, tested area,
and I think that is adding another level
of teaching for the eighth grade students.
And it is going to be another requirement for testing.
And there is already,
the eighth grade is something that we need
to be very careful about adding anything into it.
And this would add more, probably another week
of teaching into that grade level and testing.
So thank you.
(indistinct)
Ms. Perez-Diaz: All right,
so, I'm going to speak absolutely against this motion.
So again, we had pretty thorough conversations
regarding why this is important.
I see absolutely no problem
with whether or not our eighth graders
have the capacity to understand this.
This is a lived experience.
Whether or not we talk about this in the classroom,
this is their experience outside of the classroom.
So they're going to want to engage in these conversations
about what's happening with the climate.
We're experiencing changes in the atmosphere,
and so this isn't hard for our eighth graders to understand.
And then, I will remind this body
that earlier in the week, that was
an amendment that was proposed, that specifically said:
Students learn better when the information
in front of them is relevant to their experience.
And that was when we were talking about Texas fossils.
I don't understand how that's any different
from having a conversation
about how the climate is changing around them.
It doesn't make any sense to me,
and so I speak against this motion.
-: Yes.
With all respect to my colleague,
you've never taught eighth grade science.
And we had science teachers who all said that this was fine.
Now, when we talked about adding cost benefit analysis,
it wasn't any of this discussion
about adding content, but now that we want students
to know about reducing greenhouse gasses,
we don't want them to know anything additional.
We absolutely cannot let oil
and gas industry dictate what our kids need
to learn when it comes to science.
It shouldn't be about the Texas Energy Council.
It should be about what's best for our students.
So we've had all of these teacher groups come
and tell us what's best, but now we're taking out things
because oil and gas doesn't want our students to know,
let's be clear about what's going on.
So we've already voted to take out greenhouse gasses,
as we already talked about early in the week.
Now we want to talk about taking out ways
to mitigate greenhouse gasses.
So let's call it what it is.
It's not about what our science teachers are suggesting,
or what the science industry is suggesting.
At this point, we're only making votes
based on what oil and gas wants us to do.
-: I would concur with member Davis,
and also add that our students are seeing the flooding
all over the Northeast.
They are seeing fires raging in the west.
They are seeing flooding in the south
and increased intensity of hurricanes and tornadoes.
They understand why this is happening, because they are able
to understand what greenhouse or heat trapping gasses are,
just as Eunice Foot over 150 years ago,
understood and explained what heat trapping gasses do.
The Industrial Age has resulted in a huge increase
in heat trapping gasses,
and this is not subject to question.
97% of Climate Scientists agree that heat trapping gasses
are responsible for global warming and it is an emergency.
This is not something
that we can wait around another 10 years
to teach our students.
They will not thank us
for what we are trying to do here today.
And I say we, because we have
to operate as a body, we have to operate
with our consciences, with knowing what is right,
not by the propaganda of an industry
that is dying and trying to hang on to every dollar
that they can squeeze out of a very dirty fuel.
-: I was wondering,
I know one of our content advisors testified
that perhaps we need to look
at these things from a conservation approach.
So I've asked staff to maybe work on some language for us
to bring to our next meeting that might resolve this issue
if we could take it from a conservation approach.
-: Yeah, just a few thoughts and reactions.
One is I think our Permanent School Fund
is generally funded by oil and gas
and all of us are probably gonna get home
using oil and gas, but that aside,
what's missing for me here and Shelly, I think it's a verb.
It's describe,
what I'm looking for is the critical thinking discussion.
So if all of this is true,
greenhouse gasses are evil, what do we do?
Do we ban gasoline and stop using gasoline cars?
Do we ban diesel for trucks?
How do we get our Amazon and Walmart purchases?
Do we ban HFO for ships?
How does the products from China that we buy get here?
Do we ban aviation fuel for planes?
So I'd really like to have the "so what?" discussion,
and let the kids, to Perez-Diaz's point,
think about yes, there is greenhouse gasses.
Yes, greenhouse gasses have an impact
on the environment, but what do we want to do about it?
That's the discussion,
and Shelly, I'll put you on the spot here.
The question for you is all
of that I just said, is that grade level appropriate?
Is that a huge ask for the teachers
to have that sort of discussion?
Or does that not really fit here in eighth grade science?
-: Having taught eighth graders, although not in science.
I do think it's grade level appropriate
for students to have conversations like that.
Mr. Hickman: Thank you.
-: I don't think anybody here has said that we're proposing
banning using gasoline, or cars, or anything like that.
No ones proposed that.
And so the teacher could use, the word mitigate.
The teacher can decide on the curriculum side,
what mitigating factors could be taught.
-: Microphone -: Oh, I'm sorry,
Thank you.
11 A and 11 B are the facts, right?
11 C and perhaps there needs to be some wordsmithing,
but 11 C takes us to the discussion, right?
If we remove 11 C, we don't have critical thinking.
We can't get to the, "so what?" question,
if 11 C is removed.
So if we want critical thinking in eighth grade,
maybe some wordsmithing is appropriate here,
but the entire scratch removes that high level discussion.
-: And I would point out kind of my thoughts on it.
I actually agree with that, I think the most important thing
that we're doing is educating our students,
and as she pointed out,
that's A and B and now what do you do with it?
It is a very important discussion
to Mr. Hickman's point also.
Referring to what Ms. Little said, I think there would be
an appetite for, between now and second reading,
to get some minds together, to work
with staff and say, okay, we've got the first two points,
what do we do with the third?
So I don't know if the right thing right now
is to delete it or keep it.
I think if we keep it does keep discussion going,
not with necessarily for my intent.
That, that's what I would intend
to vote on in second reading.
But something comes back
from some minds who have worked together
and come up with a better solution to this one.
All right.
We'll kind of try to keep our strict enforcement
of two each time.
So we'll go back in the same order,
unless you want to go last since it's your amendment?
Okay.
-: I contend that one of the things that's the big question
for people that look at global and environmental problems
and so forth, they don't know how to mitigate.
I mean, that is a big question
about how to mitigate climate change,
just because of the things
that we use are so much a part of our daily life,
as member Hickman said.
But what I would like
to say is, as a teacher, when you use scientific evidence
to describe like we do in A and in B,
for the natural things and the manmade,
the next thing you would do with the manmade
is discuss what we're doing that causes this
if this is the case.
So I don't know that we need another teak
to say that, because a good teacher would say,
these are the problems caused by mankind.
And the natural thing would be how could mitigate?
And I don't want to use the word mitigate
for eighth graders,
Cause' I don't think that they would quite get it,
but to combat this sort of thing.
So that would be natural in your teaching.
When you teach the fact,
then you would talk about aspects of that fact.
That's the way I would have handled it myself.
So I'm amenable to coming back to this.
I do want to remind my fellow board members
that we did put the word greenhouse gasses
in the previous standard.
So it's not like greenhouse
is not mentioned at all in the teak.
So I would be willing to wait and see what we have to do
in the next- -: I appreciate that point
to be willing to work on this as we move forward.
Did I see Ms. Perez Diaz?
-: Yes, sir. Thank you.
The only other comment I wanted
to make was regarding Ms. Little.
Thank you so much, Ms. Little,
for proposing exploration of conservation as a topic.
The only thing I'd add, is that I would still want us
to talk about impact, because speaking
about conservation only talks about, I think,
preventable or preventative measures,
but through speaking on conservation
there's no conversation about reactionary.
And right now, we are
in reactionary mode and so we also need
to address how we engage impact right now.
So in addition to conservation,
I would also talk about action
in response to, which again goes to mitigate.
-: Alright, any other members, Dr. Bell-Meterau?
-: If we look to a historical approach
to the issue of energy, we can look back
to the time when horses carried us everywhere we went,
and we were knee deep in horse manure in many cities.
There was a transition
to using cars and using fossil fuels to run those cars.
And it was a transition that took place very quickly,
because the economics and the cleanliness made sense.
Now we are addicted to oil,
and we see that there are results
to pumping fossil emissions
into the atmosphere that is making life untenable,
and I would like to see
as many mentions of the alternatives,
whether that's solar, wind, thermal, wave energy.
There are many alternatives
and they are scarcely mentioned.
And so I think that,
looking at mitigations would be an excellent idea,
and looking at it from a historical approach.
And I thank member Little for suggesting the conservation,
but not without also looking to the future
of transitioning to cleaner, more sustainable energy.
-: Any other members have any comments on this one?
All right, are we ready for the vote?
I would ask all those in favor of the amendment
of deleting- (indistinct)
-: She did not ask to pull it? -: Ms. Hardy?
Ms. Hardy: Yes I'm pulling it, I'm sorry
I thought I made that clear. -: Okay, all right.
Is there any objection to,
Mr. Hickman, do you have an objection to her pulling?
-: No, just a question for you Mr. Chairman.
Did you want alternative language now?
Or do you want that in between and we'll talk about it
at the next meeting? -: The next meeting.
Dr. Ellis: I think the idea,
was that we would work on that-
Mr. Hickman: During the interim and come back.
Okay, understood. Thank you.
-: Okay.
All right is there any objection
to the pulling of this amendment?
Hearing none, it's withdrawn.
Are there any other members
that have any other amendments for this item?
All right, I'm hearing none.
Are we ready to vote on the main motion?
As amended, right?
Let me get to my agenda.
Okay.
So remember the motion
before us is a Committee of the Full board recommends-
I'm sorry, that the motion is
the State Board of Education approved
for first reading and filing authorization
proposed new 19 TAC Chapter 112
Texas Essential Knowledge and Skills
for Subchapter eight Elementary, 112 dot 1 implementation
of Texas Essential Knowledge
and Skills for Science, Elementary, adopted 2021,
112 dot 2, Science, Kindergarten, adopted 2021,
112 dot 3, Science, Grade One, adopted 2021,
112 dot 4, Science, Grade Two, adopted 2021,
112 dot 5, Science, Grade Three, adopted 2021,
112 6, Science, Grade Four, adopted 2021,
112 7, Science, Grade Five, adopted 2021
and Subchapter B, Middle School, 112 dot 25.
Implementation of Texas Essential Knowledge
and Skills for Science, Middle School, adopted 2021,
112 dot 26, Science, Grade Six, adopted 2021,
112 dot 27, Science Grade Seven, adopted 2021.
And 112 dot 28, Science Grade Eight,
adopted 2021 as amended.
I think we work on streamlining
of our agenda items as a board.
(indistinct)
All right, I'm going to ask all those
in favor to the motion, show by raising your hand.
Okay.
Opposed by the same sign.
There are 14 in favor,
and zero opposed and the motion carries.
There is a majority in favor,
and the recommendation is adopted.
Remember we also had the update
to the Texas Essential Knowledge and Skills TEKS Review.
That item was discussed,
and there was no business for the State Board to consider.
Ms. Melton-Malone.
Are you Ready? -: I am ready.
-: We will go to item number six,
which was proposed amendment to 19 TAC Chapter 74,
curriculum requirements,
Subchapter C, other provisions 74 dot 28,
students with dyslexia and related disorders.
Second reading and final adoption.
It's on your agenda on page on two dash three.
I'll call on Ms. Melton-Malone.
-: Thank you Mr. Chair.
The Committee on Instruction recommends
that the State Board of Education
approve for second reading and final adoption,
the proposed amendment to 19 TAC Chapter 74,
curriculum requirements, Subchapter C other provisions,
74 point 28 students with dyslexia,
and related disorders as amended.
-: Okay. -: Second.
-: Okay, do we don't have second on these right?
Yeah.
That one generated a fair bit of discussion, am I correct?
-: Yes, it did. -: You want to recap it for us?
-: Well basically, most of our testifiers that we had
were in favor of the handbook the way it is now.
You have an attachment to your minutes that you received.
These were amendments
that were made based on public comment that came in.
Just some kind of cleanup things,
changing some words here or there,
but the overall discussion was,
we are on the right track,
and most of the testifiers were very appreciative
of the fact that we have put
in the work to get the handbook
to the point to where it's going to be really usable
for the local school districts,
and going to be beneficial to the kids.
Board members, do y'all have anything?
-: I'm just kind of, just curious
if Madam Chair, could also maybe kind
of convey some of the concerns that were raised.
I know this has been a pretty emotional topic,
and that sort of, you know,
created some unusual circumstances,
shall we say, surrounding that work over there.
But what were some of the concerns
that also surfaced during your public hearing?
-: I think the major concern
that came to light, was the screening process,
and having qualified trainers to screen the children,
and to change the wording
from standard protocol to something else.
We did not change that, we stayed with standard protocol
because we felt like that was the best way to go.
-: Help me understand
what the issue is with standard protocol?
-: The fear is that if a child
is under the standard dyslexia protocol,
then they would not have the opportunity
to get an FIIE and be identified as Special Ed,
that they would kind of be pigeonholed
into this little area and would stay there
and not have access to the Special Ed program.
-: And yeah, I've heard that concern myself,
and I'm just curious what the dialogue was
in the committee and why the committee feels like
that's not a legitimate concern?
-: Well, the dialogue and the committee was basically,
and some community members,
Monica, y'all might want to jump in here.
Dr. Young would?
-: So I don't want to speak for the committee
but Mr. Maynard, I think what I can share
about the language that we've had in the handbook,
is trying to make sure that we have identified the manner
in which students with dyslexia will be served.
I think there is some confusion
around whether some of these pieces are mutually exclusive.
And so, we have tried to
add and amend language to make sure that it's very clear,
that a student who has been identified
as having dyslexia needs to have instruction
and support and services.
If that student is also in Special Education,
then there are certain things that need to happen,
not to the exclusion of this other piece.
And so, I think we're trying to make sure
that we are clarifying the confusion in the right way,
as opposed to changing terminology,
and potentially creating confusion in a different way.
-: So does the,
tell me a little bit about
then how the dyslexic students are being handled
in the context of the handbook,
504 versus Special Ed?
-: So under these amendments,
if you vote to approve them today,
the handbook attempts to make clear that we start out,
and I'm talking about our youngest learners,
kindergarten and first grade students.
They all have to go through universal screening
to determine if they're having
or demonstrating any potential of reading difficulty.
Those results then lead to either saying students are
on track, we keep on with general instruction,
or there might be a concern,
we need to do further evaluation,
there are additional steps that need to be taken.
What the handbook now attempts to clarify is that,
if there is evidence that a student may have dyslexia
and may be in need of Special Education Services,
the most complete way to gather that evidence
would be through an FIIE under Special Education.
So that is seeking parental consent
and then moving forward with that process.
Depending on how that plays out,
then there are other steps that might be taken
by parents and or by educators
in the school district to get to a point
where a student has been appropriately identified
and a student is receiving the most appropriate students
based on that individual student's need.
In the prior version of the handbook,
what we have heard is that there was confusion,
about when an FIIE should occur.
That there were potentially instances
where decisions were being made about services
without having gone through the FIIE process
to make sure that there was that complete information
to make a decision about services.
-: And I bring that up as I represent Bell County,
and within Bell County, we have this place called Fort Hood.
It's my understanding that, a number of students that,
you know, of course we know that the military families
tend to be very mobile families.
And that, when we serve dyslexic students under 504,
and they move out of state
into other places, that creates a real problem
because most other states are serving those students
under Special Ed. and then it creates a real burden
for those families to try to get those kids identified
into Special Ed services
as they're being served in those other states.
I guess I'm asking is, has this been addressed?
-: This version of the handbook should help
to rectify those challenges that those families are facing.
-: Dr. Young, did you have?
-: I just wanted to make a comment
that this committee has taken a huge step
to move dyslexia forward
and ensuring that students are identified early
and that they're properly identified
for services and that this also is
the product of being able to align with IDEA,
and also recognize that dyslexia isn't stand-alone,
that it is a learning disability when properly diagnosed.
-: As I said, the majority of the people that were there
and testified were very excited about the new update
to the Dyslexia Handbook,
and did see it as an answer to a lot of the questions
and the problems that they've been having.
-: Any other discussion on this side?
And I'm going to stall for just a second
cause' we're making sure we have our motion correct.
Yeah, go ahead Dr. Young.
-: The changes in the handbook will immediately
positively impact, no less than 45,000 children
across the state of Texas.
It's probably the largest paradigm shift
in anything that the State Board has done
related to the Dyslexia Handbook in a very long time.
And so a lot of hard work has gone into this,
and we are proud of the product that has been produced.
-: Okay, any other discussion
on this side before I call on Ms. Kay to fix this up here?
-: Thank you Mr. Chairman.
As you know, we produce all of the work
for y'all from the time that the committees meet,
until today's meeting in a compressed timeframe.
And so, there was a discrepancy that I missed
when I was putting together the script for the Chairman.
And so, Mr. Chairman,
I believe that we need to ask Ms. Melton-Malone,
to re-present her motion.
I think that's going to be the easiest way to do it.
It hasn't been voted on,
and so, if there's no objection and Ms. Melton-Malone,
page two of your script, at the top it's the motion,
and then the make an affirmative finding part
that was accidentally omitted,
and I apologize for not catching that sooner.
-: [Ms. Melton-Malone] Page?
-: Page two of your minutes. -: Oh of my minutes.
-: Yes Ma'am, -: Okay.
-: Where it says motion and then there's two paragraphs,
the second paragraph was omitted
from the script for today and I apologize for the error.
-: [Ms. Melton-Malone] So I will reread this.
The Committee on Instruction recommends
that the State Board of Education
approve for second reading and final adoption,
the proposed amendment to 19 TAC Chapter 74,
curriculum requirements,
Subchapter C other provisions, 74 point 28.
Students with dyslexia and related disorders
as amended and make an affirmative finding that,
immediate adoption of the proposed amendment
to 19 TAC Chapter 74, curriculum requirements,
Subchapter C other provisions, 74 point 28,
students with dyslexia and related disorders is necessary,
and shall have an effective date
of 20 days after filing, as adopted with the Texas Register.
-: Members are there any objection
to her restating the motion?
Okay, hearing none.
All right.
We're ready to vote on that one?
All right, so this will take two thirds,
so I'll ask all those in favor show by raising your hand.
Any opposed by the same sign.
There are 15 in favor,
and zero apposed and the recommendation is adopted.
And I'll tell Ms. Kay,
everybody's got to make their first mistake
in life at some point, so that's- (all laughing)
-: Except it wasn't her mistake, it was mine, so...
And it was far from my first,
but I appreciate her not bringing that up.
-: First or second, yeah. (indistinct)
Mr. Maynard: Mr. Chairman?
-: [Ms. Melton-Malone] Do I need
to go ahead and read the other one?
We have another motion that goes with that.
Dr. Ellis: Melton-Malone, hold on just a second.
Mr. Maynard?
-: I just have a comment,
I think that piece of work's been a pretty heavy lift
for that committee and just want to thank
that committee and the Chair for excellent work on that.
I know it's been a heavy lift
for the staff as well, but it's really important,
and I'm speaking as the father of a dyslexic child.
-: I would like to thank Dr. Young,
for her leadership in this area
because we all relied very heavily, I know I certainly did.
I was, is this okay, is this what we need to do,
kind of thing and I too have a dyslexic child
but it's still, I still needed a lot
of guidance and I'm thankful that she was
on our committee to support that.
-: Thank you. (sniffles) You made me cry.
(audience chuckles)
This was really important to me when I decided
to run for State Board and to be part of the State Board,
to ensure that we are doing right by all the children
in the state of Texas especially those
who have reading disorders because we all know
that reading is our gateway to all success.
And so, in order to have
that happen, we needed to make sure that the guidance
that this Board provides assists all children.
So thank you.
-: I also want to thank the committee,
for the wonderful heart that they all had.
And I know listening to all the parents
who testified deepened my commitment
to Special Education for all students
and all of their gifts and their devoted parents.
And that is the true work of educators.
Thank you.
-: I'll echo that by thanking the committee themselves.
This was a heavy lift for the committee
but I think we had the right people
in place to get all that work done.
I want to thank everyone from all sides of the issue,
all sides of the discussion that came together.
I think everybody's voice was heard.
There were changes to the process
from all sides and they were really good discussions,
really good input,
and I think really well thought out changes to the process
that led us to the very strong final product.
I really want to state that also.
Ms. Hardy?
-: This is just a technical thing,
are they going to redo the Dyslexia Handbook?
-: You mean, re-print it? -: Re-print it.
Dr. Ellis: I'm sure they are.
-: Is it going to take more than just like,
the initial change here of who is going to be served?
How's it going to change the,
I mean it won't be a tremendous change,
but it will be a meaningful change, right?
Is that right?
-: Yeah, Ms. Hardy and we're happy to anyone who would like
to see a copy of the language that shows the changes
within the handbook.
We can email that document to you.
In addition to that, the committee did give us permission
to go in and update front matter,
we'll change the color on the cover
so that it's clear that it is a new version.
We are also going to be updating the appendices,
and some of the comments that we received,
we're going to provide clarification in those FAQ's.
So we will do all of that,
hopefully between now and your next meeting,
we'll get through the rule-making process,
and then also take the important step
of making sure that the changes are translated
into Spanish, so that we can post all
of that and make it available as soon as possible.
-: Thank you that'd be helpful to share
with the people that have called.
-: Dr. Young and Dr. Bell-Metereau?
Do you have anything else?
Dr. Bell-Metereau?
-: Yes, one of the people who commented at our testimony
had mentioned the use of the word standard,
and asking for a universal removal
of that word, because it causes confusion
and I don't understand how the revision process works
but I don't know if that suggestion will be available
or if it's too late to do that.
So I just ask the wiser people
than I am to answer that question.
-: So Dr. Bell-Metereau
that a substantive change, not a technical edit
and that would have required action
on the part of this Board before you took the final vote.
-: We ready for Ms. Melton-Malone?
-: Yes.
I have another motion that relates to this particular item.
The Committee on Instruction recommends
that the State Board of Education approve
for second reading and final adoption,
the proposed amendment to 19 DAC Chapter 74,
curriculum- -: Hold on just a second.
I think we had that one.
-: Oh we fixed it? -: Yeah, we fixed that.
-: Well, thank you.
Well, I just want to take a minute too,
to thank the committee
on the work for this Dyslexia Handbook,
and particularly Dr. Young,
she is in the trenches with all the dyslexia students,
and she knows what works and what doesn't work.
So we appreciate you so much because as Mrs. Little said,
we frequently turned to her to say will this work,
well this won't work,
(chuckles) so thank you so much.
-: Okay, I believe you are now on seven,
which is the pre-K guidelines.
-: Yes.
Are we ready? -: We are ready.
-: The Committee on Instruction recommends
that the State Board of Education
require that all publishers make changes listed
in the Texas Pre-Kindergarten guidelines update
report of editorial changes,
approve changes and corrections submitted
in response to written comments and public testimony,
and update the official TPG percentage
for instructional materials reviewed for TPG updates
on the instructional materials current adoption bulletin.
-: Members, we hear the motion,
is there any discussion on this item?
Hearing none, I ask all those in favor
to show by raising your hand.
Any opposed by the same sign.
There are 14 in favor
and zero opposed and the recommendation is adopted.
-: Does that conclude yours? -: That's all I have.
-: All right, Mr. Maynard, are you ready?
Mr. Maynard: I'm ready.
-: We'll move to item number eight.
This item number eight is proposed amendment
to 19 TAC Chapter 1-0-9,
budgeting, accounting and auditing,
Subchapter B, Texas Education Agency Audit Functions,
1-0-9 dot 25, State Compensatory Education Program
Reporting and Auditing System.
Second reading, final adoption
on page, agenda item III dash three.
-: Yeah, Mr Chair,
I've moved that the on behalf of the committee,
that the State Board of Education approve,
for second reading and following adoption,
proposed amendment to 19 TAC Chapter 1-0-9,
budgeting, accounting and auditing,
Subchapter B, Texas Education Agency Audit Functions,
1-0-9 point 2-5, State Compensatory Education Program
Reporting and Auditing System,
and make an affirmative finding that the immediate adoption
of the proposed amendment to 19 TAC Chapter 1-0-9,
budgeting accounting and auditing,
Subchapter B Texas Education Agency Audit Functions,
1-0-9 point 2-5, State Compensatory Education Program
Reporting and Auditing System is necessary.
Shall have an effective date of 20 days after filing,
as adopted with the Texas Register.
-: Members, is there any debate this item?
Mr. Hickman.
-: Sorry, I'm confused.
This was consent and it was pulled.
Who pulled it?
And did they explain why this was needed to be pulled?
-: Well, Mr. Chairman, it was our understanding
that we needed a record vote of two thirds on it.
But we have been schooled a little bit
by our parliamentarian, which was happens frequently.
But if we had put it on consent,
it would have had a probably unanimous vote,
which would have counted.
And so, lesson learned
but, we try to be good students with Ms. Kay over there, so.
-: All right I ask all those in favor
to show by raising your hand.
All those opposed by the same sign.
There's 14 in favor and zero opposed,
and the recommendation is adopted.
-: Mr. Chairman, I believe everything else
that we have was on the Consent Agenda,
but I just want to point out
to the Board that the committee did take a look
at the Certificate of Formation for the PSF Corporation,
and that will be an action item in the next meeting.
And so, I would encourage you
to please review that before you come back.
It's kind of considered, you know,
best practice on governing documents
that you would introduce those
at one meeting and then give people time
to look at that, to review that
before we actually take action on that.
So that's going to be a very important document.
-: I'll kind of reiterate also that once we adopt those,
the Certificate of Formation, correct, is what it is?
Once we adopt that,
the new PSF investment committee will be formed.
It's very complex work to get done.
I would ask, maybe if staff can help me
with this, send a link out to the PSF.
There's about a 30 to 45 minute presentation by staff
that really walked through the timeline of all that.
I think would be important
that sometime between now and your next meeting,
if you're able to go back and listen to it,
they did an incredible job about just explaining each step,
what it means, what it's going to take us to.
So I'd ask that you find some time.
And if staff can send that link
from the PSF committee meeting yesterday on that item.
Yes.
-: Yeah, Mr Chairman if anything what you find is that
as you peel back that onion
and you find all the different layers,
you understand the complexity of
what it's going to take for us to actually make this move
into this corporate structure.
And so there's just going to be a lot
of work going on between now and then, so.
-: Okay, does that conclude your items?
-: I believe that completes- -: Dr. Metereau.
-: I just had a question.
I am very impressed with the work that you're doing
and how long it's taken to make this change happen.
But I want to return to ask if we're going to consider
or reconsider Greenbrook investments,
in light of all of that testimony,
I would like to know if we're going to
listen to these people?
-: I'd be happy to visit with you offline,
we are not posted to discuss that particular item
of business at this time.
So it would not be- -: I was just asking
about the future.
May not be proper for us to discuss.
-: I understand, I'm just asking about the future,
you know, the future agenda if that will be any moment.
-: I can answer that, I think.
And I would point out to that, I think it was Ms. Davis,
who requested that we have
an agenda item on our last meeting.
So we had an agenda item that we discussed that.
As with any agenda item, if there's a question
or concern, as I usually say towards the end
of the meeting, make sure that you come
to me early in the process between one meeting
to the next and that would be the proper process
for a member to request an agenda item at that time.
And then we can discuss whether it's appropriate to have it.
-: So I could request an agenda item for the next meeting?
-: Yes, you can come to me,
not at this point in time -: No, I mean in the future.
-: This is not the point of the meeting, but yes, yes.
On Monday morning, you can call me.
Well, Monday's a holiday, maybe on Tuesday.
-: I did not realize that. Thank you.
-: Yes. You're welcome.
After eight o'clock.
All right, anything else Mr. Maynard?
Dr. Robinson, did you have anything for us?
-: I think our three action items were on the Consent Agenda.
One of our discussion items-
-: Is your microphone on?
-: What?
-: Is your mic on? I'm not sure.
-: I think so, yeah, yeah.
One of our discussion items was on House Bill 690
that the ledge just passed.
Requires the Texas School Safety Center
to develop curriculum and materials
for school safety training
to be completed by school district Trustees,
and the Director of the Texas School Safety Center
presented a kind of overview of this to us.
So basically, it's additional training
for School Board Trustees that the legislature has mandated.
It really is not going to cost the districts anything
because it's going to be something that can be done online.
So it's not like they all had
to physically gather and somebody has to come to them.
There was a bit of a time constraint, in that this program,
this curriculum has to be developed by January 1.
So what's going to happen going forward,
is the Texas School Safety Center from Texas state
is going to be developing the curriculum
and materials in conjunction with interaction from us.
And then in our November meeting, we would have
to vote and finalize, approve that curriculum plan.
So we did discuss the idea of,
so that between now and our November meeting,
we could have input with them to form an ad hoc committee
to meet virtually with them,
to try to, you know, be involved in the process basically.
-: Thank you, Dr. Robinson,
I do want to point out one key important point.
This was at the direction of the legislature.
This was not the State Board of Education's idea,
that School Board Trustees need additional training.
They just asked us with working to develop the curriculum,
and because, as he so aptly mentioned,
because of the deadline there,
I think my intention is going to be and I'm going
to work with Dr. Robinson to appoint an ad hoc committee
because we will have to make the final decision
at our next meeting and then, if we don't have things set,
there wouldn't be another meeting to do that.
So one idea that him and I talked about
is just possibly having the Committee
on School Initiatives make up that ad hoc committee.
But we'll talk about that and whatever.
Any other members
who might be interested in working with that let me know,
Tuesday morning also and we'll discuss that.
Anything else that you have?
All right, I think we are winding down here.
All right, Members, that concludes our agenda today.
This is typically a time
where we spend a few minutes telling each other,
maybe what accomplishments,
or awards or hold on just a second.
Call on Vaughn for a correction real quick.
-: I wanted to apologize
to the Board, when you had your discussion
with the Commissioner earlier this week,
around the Charter Expansion Amendments,
I gave him incorrect advice.
And he, thus gave you incorrect advice.
You were talking about the Charter Expansion
where if 90% of the campuses were acceptable,
that would qualify for you.
There are a couple more requirements
than that, but that was the main discussion.
That is actually by Commissioner rule.
And you can find that
in 19 TAC, 100 dot 10-33 B,
9-A, romanette three.
Sorry, that's a mouthful.
There is a legislative mandated expansion amendment,
which you can find in the Texas Education Code,
12 dot 1-0-1, subsection B dash 4.
That is a different standard,
and that one would require legislative change to alter,
but your discussion was centered around the 90% rule,
and that is in fact, a Commissioner rule.
-: I did, Mr Chair. -: Hold on a second.
Do you have a question on this one?
Mr. Cortez: I have a question about something we missed.
Dr. Ellis: I'm sorry, I'm sorry.
Mr. Cortez: I have a question
about something that we missed.
Dr. Ellis: On the agenda, okay.
Do you have a question? -: No, not that.
Dr. Ellis: Was there any other questions for Mr. Byer?
-: Mr. Byers, Are we, is this something
that particular Charter School that we were talking about?
Did it meet the threshold?
-: Well my presumption is, it did meet the threshold,
since we provided the expansion amendment,
but I cannot walk you through the details of that.
Ms. Hardy: Okay.
-: But we should have staff who could contact you
and walk you through the calculus that they went through.
Ms. Hardy: Okay, thank you.
Dr. Ellis: Did I miss something?
-: Yes, sir, on our committee of School Initiatives,
we had a staff that was going
to come and visit with us, on generation 27.
We'd been asking for some information,
and we had asked if they can come and share with us
what the outcome of some recommendations that were
asked for to see which, if any, would be considered.
And she indicated she'd be here this morning.
Dr. Ellis: Okay, I apologize, I wasn't-
-: So you're actually not posted to have a discussion
of Charter Schools today.
That was a discussion item in committee.
And as I think everyone knows,
you are only posted to discuss.
Mr. Cortez: We were going to discuss the recommendation.
That's all we were gonna do.
-: But you're not posted
to discuss that formally in this meeting.
I think staff can be available
to visit with individual members, but this would have had
to been an action item for you to have Friday discussion.
-: Well, it's not, it's not even an action item.
-: So what you're saying is that anything
that we have during the week that's a discussion item,
does not go to the Friday agenda,
only action items during our committees
go to the full Board meeting.
Anything else on that?
-: You're saying they can't even come and share with us,
yes, we've reviewed this information?
I mean, it doesn't have to be a back and forth,
I just want to hear from them,
yes, we looked at it.
No, we're not going to consider it,
if we're gonna consider it.
-: They can come and offline visit with individual members.
You're not posted to have them present information to you
during your-
-: My Byer, what are we posted for
with what I'm referring to specifically?
-: So I think as Monica indicated for today's meeting,
you are posted to discuss the action items.
And that was a discussion item
that you had in your committee.
And so, it has not been posted for today.
If we, as staff, mistakenly told you
that we could come and talk to you, to the full board today,
then that's our bad for misleading you on that.
-: Well I'll just add,
that we do have some staff who are new and may not-
-: Just for my clarification, by staff coming
and talking to us, how does that make it an action item?
Just for my clarity, I mean-
-: It's not a question of whether it's an...
For the Open Meetings Act, it's irrelevant
whether it's an action item or non-action item.
The question is, did we give the public notice
that that issue would be discussed today?
And that has not happened
because we have only posted for the items
that you were going to take action on for Friday.
Since the Thursday posting was a discussion item,
we did not move that forward for today.
-: But we did move it forward
from committee to have it brought here.
That was the conversation in committee.
-: Mr. Cortez, we have to-
(indistinct)
-: We have to publish,
I want to see if this will help, we have
to publish notice of anything that you're going
to discuss seven days in advance of your meeting.
So in order for you to have a discussion
about the Charter School item today,
we would have had to file that seven days ago.
This is similar to what Dr. Ellis mentioned,
you can't have, and Mr. Maynard,
that you couldn't have a discussion about Greenbrook
because you're not posted to have that discussion.
We have to provide the public
with seven days notice for any of the topics
that you're going to talk about each day of your meeting.
-: So I think Mr. Cortez,
I think where you're trying to get to is that we can have
this discussion in the full Board, correct?
And so, this would typically not be something
that comes to a Friday meeting, because we are dealing
with action items, that's a discussion.
And as we said, a couple of times,
I think what might be useful here,
is if you get with me, if there is an item
that we need to have on the Committee of the Full Board,
or out next meeting, that would be heard by the whole Board,
then that would be an appropriate time,
I think your point is that you want a full Board
to hear this and not just the five of that committee.
The way we can get to there from here
would be to post that on our Committee of the Full Board
at our next meeting.
-: So so yes, that is correct.
I do want the entire board to hear it,
and in large part, Mr. Chair, is because
this is going to be posted in the register for Gen 27.
And it doesn't seem as if this body is in any kind
of partnership with the agency when it comes to this.
I'm the longest serving member
on that committee, I've made numerous recommendations,
none of which have been considered.
We have a new lady who's
in there now and so we've had this dialogue with her.
She expressed to us that she'd be here,
I'm understanding now why she isn't.
However, I think it's important-
-: Hold on Mr. Cortez, We have a point of order.
So the point of orders that we're getting
to discussion and I agree, I think that there's two things.
Number one is, if you're looking
for the information to get distributed to the Board,
she can't do that here today.
I would ask that she distribute
that to the Board, individually by email,
typically, that's something we can do.
-: It's my understanding
that she's already shared some information via email,
I'll make sure that goes to all Board members.
-: With me, for any future items that you would want
on the Committee of the Full Board of the next meeting.
I think that's probably all we can go
with on that, Ms. Davis.
-: For clarity, with that item,
we were told that she received
an email on Tuesday, that she didn't really consider,
and that she would go ahead
and consider it and have something
for us today and explain that to us today.
So for moving forward, when we have staff that comes
to present us an item and they don't have it prepared,
then what do we do to make sure
that we have that information?
Because at this point now,
we have no say so in the application
that's about to post in a couple of days.
-: So I think we would not,
even if she was here today, there would not have been action
this Board could have taken.
It's just information.
So I think what I'm trying to help the concerns,
if the information needs to be given to this Board,
we can email that information to the Board.
So that's that concern,
even if we had it right now, there's no act-
-: So and just for clarity, to understand the process.
So in committee, we weren't given information,
it's going to post before we meet again.
So we will have no say so for the next application.
if we need to -: Point of order.
-: Have it posted by- -: Hold on a second, Ms. Davis.
Mr. Byer: Point of order,
we're having the discussion again.
-: I agree, I think we're having the same discussion again.
I think we can work towards, I think we're saying-
(indistinct)
The posting deadline is 7 or 10 days?
Mr. Byer: It's 7.
-: It's seven days, the posting deadline is seven days.
And that's why we have to make these agendas
before we even get here,
and so that these things, well, we decided
to do something in committee, we'll bring it on Friday,
all have to be worked out in advance on that.
So and again, I bring the point that even if it was here,
it's not, it wouldn't have been an action item anyways,
as far as all that goes.
-: Chair, if you could at least make sure
that what was told to us that was going to be provided
to us, even though it can't be in a discussion.
If she can at least email us
out of courtesy, what she said she was going to do.
-: That's what I asked just a moment ago.
-: Because that email I've not received Monica,
which is the request.
-: You may also want to check your inbox.
Mr. Cortez: In the inbox, she did message us.
-: In your mailbox.
Mr. Cortez: She messaged us
that she sent just the statute,
not the response to the question
that I thought we were going to discuss today.
Those are two separate items.
-: I'm hearing your point, is that you would like
an email, I'd said that previously.
I'm going to have staff email us
the information you requested.
Dr. Bell-Metereau.
-: And I am just asking a question,
So to propose an agenda item,
I contact you and say this is the agenda item
that I would like to have posted for the next meeting.
-: Yes and then it is at the discretion of the Board Chair,
whether to post that item for the meeting.
It's not, if you request it,
that doesn't mean it automatically gets posted,
but you may request that gets added to the agenda.
-: And with a justification for the item?
-: Yeah, that'd be great.
All right, so back to where we were a few moments ago,
this is a time
where we typically talk about accomplishments
and things that have gone on with your family.
And I'm going to start
with that, but I'm going to ask some help
from 14 of my colleagues and if anyone has a great voice,
I'll ask them to lead off
with a, can we start with a happy birthday?
Everyone together.
♪ Happy birthday to you, Happy birthday to you ♪
♪ Happy birthday, dear Matt ♪
♪ Happy birthday to you ♪
(all clapping)
-: Speech?
-: Well I get to drive home and I think my wife's
going to have dinner for me when I get home.
(all laughing)
-: Maybe not.
-: All right Members,
anything else going on that anyone wants to share?
Got Dr. Bell-Metereau, then Mr. Maynard.
-: Our younger daughter is going to be having the first baby,
and we will become grandparents
on November 6th, if she's due.
(all clapping)
-: I just want to, notify you that my daughter
and my son-in-law, have become your constituents
in Grayson County and a new Ag teachers,
at Gunner ISD, in Grayson County.
-: We welcome them in district nine, Dr. Young.
-: I Just wanted to bring to everyone's attention,
that I would be remiss if I didn't recognize,
that September is Deaf Awareness Month,
and that October is National Dyslexia Month.
So thank you very much for all your hard work
with dyslexia and I would like to just shout out
to my work wife, Kayla Hughes,
the Director of Deaf Education
at Nacogdoches ISD, who covers my position
during the week that I'm gone at State Board.
It's a huge responsibility,
and she runs our Deaf Education program.
We serve 23 other school districts
in Nacogdoches in our Deaf Program.
So just, thank you
and be sure to thank your Deaf Education folks
in your school districts as well.
-: All right, Members, anybody else?
Mr. Hickman?
-: I don't know where it came from, but I would just like
to say, thank you for the measuring stick.
(all laughing)
-: Shall I ask what units of measurement on there?
Mr. Hickman: It's just,
we're going to come up with our own Texas units.
(all chuckling)
-: All right and I'm going
to get in trouble for this, but I'm going to be excited
to celebrate my wife's 50th birthday with her twin sister,
who also happens to be 50 this weekend,
and her birthday is tomorrow.
Dr. Johnson.
-: The measuring sticks were made
by Kayla Maxwell, a former patient of mine
whose husband is also the Superintendent
of Ralls ISD and there you go,
I actually have a couple of measuring sticks left
if you want to trade or you need one more.
I'm not sure what the units are.
-: It's always the dentist handing out sweets.
Have you, anyone else notice that?
So yeah.
(laughter) All right,
any other comments or questions from members?
I want to thank everyone here for all the work they've done
through this time and I'm just proud of the work
of this Board that they do and coming together
in the discussions and the work that we do.
So again, I want to thank everyone.
And if we can also all make sure that we thank Staff.
(all clapping)
As we know these meetings just happen,
we sometimes think that they just have us to worry about,
there's been this little thing called a second session,
a special called session of the legislature
that they have been a little bit busy with also.
So I know it's a juggling act for them also,
so just make sure that we all take time to thank them also.
With that being said, meeting adjourned-
-: Mr. Chair, thank you
for a very well-run meeting and very smooth meeting.
-: Thank you. -: It's been fantastic.
Dr. Ellis: Thank you.
We are adjourned. (gavel bangs)