Good morning. Welcome. Good morning. Welcome to the 04/11/2025 meeting of the Texas State Board of Education. It's been a long week. We've been here since Monday. I appreciate everyone's, commitment to getting through the agenda and getting out in a timely fashion and I anticipate today will move smoothly as well and expeditiously so that we can get home to our families. At this point in time, I'm going to introduce member Perez Diaz to introduce our student performance. Thank you so much,
chair. So, good morning, ladies and gentlemen, and all of you that are following online. I have the distinct privilege of introducing the Edison High School program this morning. So as they get set up, I'm gonna just share a little bit about them because it's a pretty unique program. And, as a personal point of privilege, I graduated from this high school. This program did not exist when I was in high school, and so I'm so excited to see the arts advance in different and unique ways, and to see young people just really honing in on their, performance skills is is a beautiful thing for me.
I I love the arts. Love the arts. So the Edison High School conjunta program was started by mister Josevia Nueva junior, the mariachi teacher at Edison High School in San Antonio ISD during the twenty twenty two, twenty three school year. The program teaches students how to perform traditional Tex Mex music, also referred to as conjunta, norteno, and tejano music with an emphasis on accordion and. The group was the product of students asking principals about learning Tex Mex music in school. The program was originally a club that meant pro that went once per week, but by its second year,
the program expanded to offering a conjunta class in a classroom setting which met every school day. The program operated by Mr. Villanueva's personal instruments for its first two years. So Mr. Villanueva applied for and received the 2024 SAISD Foundation Innovation Grant totaling $5,000 which was used to purchase instruments and amplifiers for the class. Now in its third year, the Edison High School Conjunto program is now comprised of 25 students across four different groups, beginner conjunto, junior conjunto, varsity conjunto, and the Edison High School Orchestra Tejana.
Due to its success, the program influenced the creation of of conjunto at Edison High School's feeder feeder middle school, Whittier Middle School under the direct the direction of Daniel of mister Daniel Franco who's here with us today, which is the first middle school level conjunto in San Antonio. The program was performed has performed many events including the San Antonio Neighbors Together kickoff event hosted by the San Antonio Police Department, the Whitty Museum's members fiesta party, Edison band's alumni fall fundraiser, the Edison High School Mariachi and Conjunto concerts, and has been featured on San Antonio local stations such as Ken's five,
the express news, and, a hold at me. What's really cool is that they were featured performers at the twenty twenty five Tejano Mondial Awards and have been invited to play the to play the Tejano Conjunto Festival hosted by the Guadalupe Cultural Arts Center the past three years. This year also marks the first, the first time the program has attended the Texas best conjunta competition, which is one of the only conjunta competitions for high school students in Texas. Now without further ado, I introduce the Edison High School Conjunta Los Dorados. Okay? Thank you all so much for being here.
I I'm very emotional right now because, this reminds me of back home at Barua Coas with family. So thank you so much for sharing a little bit of our culture, with the community and, with the with my colleagues on the State Board of Education. And so before you guys go, really quickly, I just wanted to acknowledge, the leaders because without our leaders that support our young people in the arts, this couldn't be possible. So, number one, the superintendent, doctor Aquino, couldn't be here today but sends his love and support. Doctor Cynthia, Carielo, the principal of Thomas Edison High School,
mister Alfonso Alvarado, who's here. He's the fine arts instrumental music coordinator, doctor Daniel Louden Loudenback, senior executive director of the fine arts, and then as I mentioned earlier, mister Jose Villanueva and mister Franco who are here, and last but certainly not least, miss Anna Romero, with the administration. And so, thank you. I know that your families, are so proud of you, and, I wanna also acknowledge, that every every child's first educator is a parent. The fact that you all are here today, you all are uplifting the upbringing that they've brought you into. So thank you so much to your parents as well.
Just want to acknowledge the work and the beautiful art, that you all brought to us. This is an acknowledgment on behalf of the State Board of Education and myself, Marisol Paredes Diaz, district three member of the State Board of Education. Thank you. Oh, yeah. Thank you to Thomas Edison High School for that amazing performance. Appreciate you starting a little early as we, move the time for student performances due to the building constraints. The time's 09:09 right now. So let's take a eleven minute break. We'll come back at 09:20, reset the room,
and move on with the agenda. Stand at ease. Thank you. Members, we are back. At this time, I'm gonna introduce Vice Chair Little to bring the invocation and lead us in the pledges. Will you please stand and join me in prayer? Father God, we come to you with such thankful hearts, thankful for the country we live in and the freedoms that we enjoy and especially thankful for the over 5,500,000 students in our state that we serve and each and every one of them are so precious to us. Please bless all the educators in their dedicated work to these students.
We ask for your healing arms to encircle the Frisco community to help them find peace. A brighter future for students is in our hands, and we ask for wisdom and knowledge, courage and humility as our board members make decisions regarding the teachers and students in our state. We are thankful for your love and grace. In Jesus' name we pray, amen. Amen. Please join me in the pledge to The United States flag and it's right over here in this corner. I pledge allegiance to the flag of The United States Of America and to the
Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And now a pledge to the, Texas flag, the greatest state in the nation. Honor the Texas flag. I pledge allegiance to the Texas, one state under God, one and indivisible. Thank you, vice chair. Little staff, may you please call the roll? Mister Revelas? Here. Mister Francis? Here. Missus Perez Diaz? Here. Miss Chiles? Present. Doctor Bill Monroe? Present. Mister Hickman? Here. Missus Pickren? Here.
Doctor Young? Yes. Doctor Ellis? Here. Mister Maynard? Here. Mister Hall? Here. Missus Little? Here. Doctor Clark? Here. Missus Brooks? Present. Mister Kinsey? Here. Thank you. Quorum is present. The next business to be considered is the approval of the minutes of the Texas State Board of Education meetings from 01/28/2025 and 01/31/2025. Are there any corrections to the minutes? There are no corrections. The minutes are approved. Next, we'll take out public testimony. Is there any public testimony? There are, testifiers. Bye.
Alright. Testifiers, welcome to the State Board of Education. Public testimony, is limited to two minutes per speaker. You will hear a beep. Once you have thirty seconds left and you will hear, a beep again when you're out of time. If you have copies of your testimony, please provide that to the staff when you're about to speak. Supporters of testifier, please do not gather behind the podiums used for testimony. Testifiers are free to use a portion of their testimony time to acknowledge supporters seated in the audience. And just as a reminder, the board's operating rules state no posters,
props, flags, noise makers, or other visual displays are allowed. I'll call the testifier. I'll call the first four. Yep. Yes. I also wanna remind you that your testimony, that you signed up for, it has to be, an item that was not on the agenda, Monday through Thursday. So these are topics that we have not discussed in prior committee. Mister chairman. Member mayor. We have a list of testifiers. I'm just looking here and I'll see one. We don't typically hand that out on Fridays, I don't believe. Yeah. But if we don't have it right now,
I'll get it to you. Steven Silva Brave, Carol Anderson, Mohit Mehta, Orlando Lara, Deborah Simmons, Okay. That's the list of public testimony we had for items that were on an a topic that was not on an agenda item in a committee in accordance with the rules. But she would never mind on that list. Excuse me. You should ask and you shall receive member Maynard. Okay. Member, stand at ease for five minutes. If you signed up for public testimony and you were not called, it was because you're signed up on an agenda item.
It was on the committee agenda. So we wanna just address that real quick. We do care to hear from the public. So if if that applies to you, if you can head up over here behind member Francis and we'll try to work that situation. Please stay near. We'll, keep going in just momentarily. Okay. I've, I've talked to the the one public testifier who was here to talk. We have a registration for a different topic that was, covered in the committee earlier this week. That is not what she's here to testify for, so I will allow that testimony on something that's not an agenda item as a
late registrant unless there's any objection. Seeing none, we'll take that testimony up at this time. Julia Brookins. Thank you. Good morning. My name is Julie Brookins, and I'm senior program analyst for teaching and learning at the American Historical Association, the nation's oldest and largest and largest membership organization of historians. Recent changes at the federal level mean that Texas social studies and history teachers now have access to fewer free professional development opportunities. These developments have undercut the collection of data on which this body and others like
it around the country rely to understand trends in student progress, and that's some of the data that chairman Ken Kinsey cited yesterday from the NAEP test. In Texas, the state Humanities Council, Humanities Texas, has abruptly lost most of its budget. This supported its three workshops for US history, Texas history, and English teachers across the state. The National Endowment for the Humanities canceled its grants to the including for a planned World History Summer Institute for k 12 teachers. It had attracted more than a 75 applicants,
including some from Texas. Teachers are required to continue learning, but their options for high quality, low cost professional development are shrinking. National History Day, a national history competition whose Texas based finalists and winners this board celebrated as recently as November has had its grants canceled and is trying to raise money just so that it can run this year's contest. Other thank you. I'll give thirty more seconds. Oh, okay. Sorry. Other student institutions that have kept history alive for Texas students,
like museums, archives, national parks, libraries, and historic preservation programs, have either already been impacted or will be under proposed budgets. I encourage members to look around and see how this is playing out in your own district. Find out what is being lost where you live. Work with others in and out of government so that the state's humanities workforce can keep up with demand. Thank you. Thank you. Chairman Kinsey. Tucker Balmiteru. Is there any way to turn down the volume on that? I'm trying to avoid hearing loss in every way possible.
I'm sorry. I can't hear you. The the timer is working. That was the last time we should be using the timer today. So Oh. I think the the timer has two volumes. One is whisper mode, and one is now determined not to be whisper mode. Screen mode. Yeah. So good news is we're done with that for the day, But your, your concern is noted. In the future, use whisper, please. Okay. The next business in order is the approval of the consent agenda. The consent agenda begins on page 27 of the PDF. Take a moment, review the items on the consent agenda.
I'll update you on where we are with that real quick. So item number one was, we basically discussed pulling that from the consent agenda earlier in the week, so that's been pulled. Item number four, five, and six have been requested to be pulled, and I pulled number seven from the consent agenda last night. So the only thing remaining on the consent agenda at this moment is item number three. I'll give you a moment to review that. Is that in committee on instruction? Full board. That was, three was Full board.
Foundation. The committee on instruction. Can I ask doctor Young a question? Sometimes we've allowed it. That's what that was my question. Doctor Young, is this gonna be a controversial issue? Number three. Number three, Foundation High School program endorsements in your committee yesterday. Was there any lengthy discussion or controversy? No no controversy. It's it's, statute, so we're good. Okay. Thank you. That was it. Doctor Young, should I be recognized if there was one that you had as well? Number two. I need to speak to it. Are you asking me? Yes. Okay. Doctor Young is removing item number two as well.
So, again, the only one remaining now is three. Yes. We'll take up the items pulled from the consent agenda at the end of their respective committee reports. Everything but three is all right. Thank you. Okay. We're back. Survey straight. And what we're done? The only thing on consent agenda is item number three at this point. Is there any objection to adopting that item? Seeing none, that is adopted. Next agenda item is a report from the Committee of the Full Board. The first item is the CTE employability seals, Vice Chair Little. Mr. Chair, the Committee of the Full Board recommends to the State Board of Education that they
approve for first reading and filing authorization proposed in '19 TAC Chapter 127, Texas Essential Knowledge and Skills for Career Development and Career and Technical Education, Subchapter B, High School Section 127.15, Career and Technical Education Employability Skills adopted 2025 as amended. Members you've heard the motion that comes from a committee needs no second. Is there any further debate on this motion? Jessica is passing it out right now, so I'll give you a couple of minutes here to review it.
Deborah Brooks. This is first reading. Correct? This is first reading. That's correct. First reading filing authorization. If you're still reading, need more time, can you kind of raise your hand so I know who to wait? I have a question for staff if I can. Member Hickman. Monica, we had a quick conversation this morning about I think a change we may make in engineering or CTE about levels. Does that change we're contemplating affect the level one, level two here? Does this level one, level two framework still work?
Yes, sir. The the framework still works. In a a subsequent item, we will explain, a some specific references that we, will need to think about differently. But because the levels have already been identified for the courses that that you're, going to adopt today and the the courses that exist, this language would not be impacted by that Okay. Request for a change. Okay. Thank you. If you need more time, can you raise your hand for me? Point of information, chairman. What's your point of information? Chairman, if you could just remind me the changes we're seeing underlined and highlighted were requested,
by the board and staff. I guess, place these amendments where appropriate? I guess, what's the name That's my understanding. Let me verify. Okay. I do not know. I had not seen that. Maybe I'll get a copy. So as yeah. That is I I mean, even when I'm Mister chair? Yes. Member Hickman? Okay. I think these are as adopted by the committee of the full board or as amended. I'm trying to get the parliamentarian caught back up. That's what they were asking. That's my understanding as well. Yes. Correct. That cleared up,
member Francis? This is the recommend this is the recommendation from the committee of the full board as we voted on earlier this week on Monday. So none of these, amendments are new to the Board? They are new to the Board, they were not new to the committee on they were made by the committee on Monday as a recommendation to this Board. These are the changes that got now that I got it and we can look at it. The people here on Monday did that. Yeah. This this appears these these are the changes that that were made by the committee of the full board earlier this week that have been updated,
put in there, put put in the appropriate format, and they've been highlighted to draw your attention to the fact that they've made those changes. Okay. I was just trying to clarify if we gave staff some general guidance and these are their words and not the specific words that we said. No. These are the ones we amended on Monday Thank you. For several hours. Thank you, chairman. You're welcome. Doctor Balmedero? Is now an appropriate time to suggest revisions, or have we not revised? Would you like to be recognized for a motion? You're recognized. It's a very small wording, revision. I think I promised you this on Monday,
didn't I? And we would talk about this today. Alright. What do you have, ma'am? Well, it's, in, let's see. 2 e. It's simply a change in the word order instead of saying describe the importance of and demonstrate punctuality. Just change it to describe and demonstrate the importance of, etcetera. It's just moving the word demonstrate to sit with the other verb at the beginning of two e. Understood. That's for sure. Just one second, please. Letting Kaye get caught up. Yeah. I pulled up the wrong document. No. I'm sorry. This is
I second that motion, Mr. Chairman. Okay. We have a motion to second. We're trying to get the motion on the screen. I there's a there's a Tell me again where it was, Rebecca. Okay. It's on, in the, attachment, chapter 127, technical sales, subchapter b. It's, number two e, and, says describe the importance of and demonstrate punctuality. Just move and demonstrate to sit with right after the verb describe. Describe and demonstrate the importance of punctuality, etcetera. Yes, ma'am. Gotcha. Chairman And and one other,
just removing unnecessary article the in several places. Separately. And b with the essential knowledge and skills and and c to Let's let's do one right now. Bill Monroe. And then if you have them all written out, we'll Okay. Pick that up in just a second. So we have a motion, a second. Would you like to speak to your motion? It just makes it clearer and more readable. Okay. Chairman? Okay. Question for doctor Balmegro. We just wanna confirm that we agree that you can demonstrate importance. I think that's the reason it was written that way was to describe importance and
then you demonstrate the rest of the things. So we just wanna make sure that it's your intent that they demonstrate importance. Yes. Okay. Member for SCS. So questions to the maker of the motion. How do you demonstrate the importance of something? You can do it through a narrative. You can do it through, an example. You you know, you can demonstrate things by explaining what happens to a student if they come in late. You can show the student, going to the principal's office. I mean, there are a number of ways to demonstrate, these concepts and why they're important. Okay. I'm still struggling a little bit to understand that,
but thank you. I mean, you can show people looking at their watch to make sure they're on time. You can show, you know, mostly through narrative examples, I believe, but, you know, somebody, not coming through on on, a promise and then somebody getting fired as a result. I don't know. I mean, it's it seems rather self evident, but Member Charles. I was just gonna say describe, I think, is a little more specific because that that will likely require the students to write in definition form and give examples.
But by what you just said, demonstrating the importance is so vague. How can teachers be able to assess that if they're, like, checking the time on their watch or they're doing something? How can they assess that? Well, they can that's that that is an example. Demonstrating is giving an example. Chairman, may I Yes, please. I just wanna try to explain what the original intent was, as we understand it is you first describe the importance, and then you specifically demonstrate punctuality, dependability, reliability. So with the move,
demonstrating the importance of punctuality might look different than demonstrating punctuality. Understood. Reminder, this first reading, we got another shot at this Sure. Later. Vice chair Little. Mister chair, I call the question. Question's been called and there's a second. It's not debatable. All those in favor calling the question, please say aye. Aye. All those opposed, no. The question's been called. The question on the floor is the amendment in red as depicted on the screen after offered by doctor Belmetro. Everybody understand what we're voting on? Does everybody understand what we're voting on?
Yes, sir. Okay. All those in favor of doctor Belmetro's motion as depicted, please show by raising your hand. Six. Thank you. All those opposed, please shove a raise in your hand. Six. Motion fails. Are there further motions? Okay. Ready to vote on the main motion as amended? As not. Sorry. As not amended. Thank you. It's rare that we only have one amendment. Amendment attempt. Okay. Is there any objection to the main motion as offered by the committee by by recommended by the committee and offered by by Stirlo?
There's an objection. Okay? Is this an objection? Okay. Alright. Right about? All those in favor of the main motion, please show by raising your hand. 12. Thank you. All those opposed, please show by raising your hand. One, twelve, one, the motion carries. On my page four. Okay. The next item is the adoption of review of 19 TAC Chapter 101 Assessment, Subchapter A General Provisions, Subchapter B Implementation of Assessments and Subchapter C Local Option. Agenda Exhibit I-seven, Vice Chair Liddell. Mr. Chair, the committee of the full board recommends to the State Board of Education that they
postpone the item for further consideration at the June 2025 meeting. Okay. Members, you've heard the motion which come from the committee and needs no second. Is there any debate on the pending motion? K. You ready to vote? All those in favor, please say aye. Aye. All those opposed, no? K. The motion carries. Next item is proposed new 19 TAC chapter one 11 Texas essential knowledge and skills for mathematics sub chapter b middle school. One eleven twenty nine to one eleven thirty one second reading and final adoption.
Agenda exhibit I dash 14 vice chair Little. Mr. Chair, the committee of the full board recommends the State Board of Education that they approve for second reading and final adoption proposed in 19 TAC chapter 111 Texas essential knowledge and skills for mathematics subchapter B middle school sections 111.29 through sections 111.31 and make an affirmative finding that the above referenced courses is necessary and shall have an effective date of twenty days after filing as adopted with the Texas register.
Note that a vote of two thirds of the members of the board is necessary for an earlier effective date. Is she reading this? Yes. Okay. Okay. You've heard the recommendation or the for the motion which comes from a committee and needs no second. I'll open the floor to debate after I figure out what is this paper that just got passed out. Chair, there was a discussion on Wednesday of bringing the amendments back that were not considered or discussed on Friday. Okay. So we're just redistributing that handout. Okay. Would you like to remind us what they are,
please? These are, potential or possible amendments that that the board may wish to consider. They're in response to public comments that you received on the proposed new TEKS for middle school advanced mathematics programs. The first amendment there are three. The first amendment was in response to, a couple of different questions, just, commenters asking to confirm that this course would satisfy an algebra one requirement for graduation and as a prerequisite. So in the first amendment, the possible solution there that might help to clarify is adding the Roman numeral one
after algebra to clarify that this is grade eight, middle school advanced mathematics, algebra one. Just think that will further clarify that the course will meet those requirements. Yes. Chair? Member Hickman. Could I move to insert a what's the opposite of a romanette? Roman numeral? Roman numeral. The large one. Algebra one, Roman numeral on page I 25 in the title. Okay. We have a motion for member Hickman. Do we have a second? We have a second for member Childs. Who would you like to speak to? Member Hickman, would you like to speak to? Just clarifying,
further on, as explained by staff, we're talking about algebra one and just clarifying that this course does is algebra one. K. Just taken earlier. Thank you. Is there discussion? Ready to vote? Is there any objection? Okay. We have an objection. All those in favor, please say aye. Aye. Aye. All those opposed? Okay. The ayes have it. The amendment has been adopted. Are there any further or do you wanna go to the next one? Yes. The second amendment is to, again, provide additional clarification about what grade eight middle school advanced mathematics,
can do, which is satisfy a requirement for algebra one for graduation that's already included in the rule. This amendment would also clarify that this course would satisfy the requirement for any course that identifies algebra one as a prerequisite. So for example, algebra two requires algebra one as a prerequisite. This additional language would also clarify that grade eight middle school advanced math algebra one would also meet that prerequisite requirement. Member Hickman. Yes. Mister chair, I would like to move in on page I 25 paragraph b in algebra one
same course. Move the sentence, students shall be awarded one credit that satisfies the algebra one requirement for high school graduation to after grade eight and then insert a new sentence, this course satisfies the requirement for any course which identifies algebra one as a prerequisite. Second. We have a motion and a second. Would you like to speak to it, member Hickman? Just clarifying that this is algebra one is hopefully the first step of many in the students, math career and that this,
satisfies the Algebra one high school requirement so that they can head on to, advanced mathematics courses. Okay. Is there debate on this? Talk about matter? It it seems to me that this is, just a matter of the font, but the way algebra one looks, it it looks like I I mean, page number, it looks like I 25. And I'm I'm just okay. I'm pointing out that we're not discussing that that trop topic. Maybe this is just an issue for staff, and I don't even know if it needs to be to go through the process
of us approving it. I don't know if it helps doctor Valmetro, but in actual rule text, it will be, Times New Roman font, so it will have it might be a little clearer. The the okay. Good. Got it. I mean, I and at the beginning of that, it you see that what the one looks like, in number one, the quotation there, that one one one there looks like a one, so I'm I'm not sure. Okay. Okay. Is there any further discussion? K. Ready to vote? All those in favor, please say aye. Aye. All those opposed? K. The motion is adopted.
The final amendments before you is actually a recommendation that came from the work group in their comments. As you know, to create the middle school advanced mathematics TEKS, there was some compacting of standards, so standards moved between grade levels. The student expectation before you is in the current grade eight math TEKS. In the middle school advanced mathematics TEKS, it moves down to grade seven. The work group added in their comments that it was appropriate the skill was appropriate at grade seven. However, the term functions is not actually fully introduced until grade eight.
And so while the skill is is is the same, they felt that in teaching the student expectation that the terminology relationships should be used instead of functions. And so it seems most prudent if that is, in fact, the language that we want educators to use, that that should be the term in the student expectation. So the proposed amendment is to replace the term functions with relationships. Member hate mail. Mister chair on page I 23, eight c strike functions and replace it with the word relationships.
Second. The motion is second. Would you like to speak to it? Sure. As, staff just explained and also above in the main paragraph eight we're talking about relationships and just learning the foundational concepts of functions. So it just aligns with the broader what do we call the broader paragraph eight? Knowledge and skill statement? Knowledge and skill statement. Yes. Thank you. Is there discussion on this motion? Right to vote. All those in favor, please say aye. Aye. All those opposed no. The ayes have it. It carries. That's all. The amendments.
Yes. Three that we put off from earlier this week. Yes, sir. Are there any further amendments? Okay. Ready to vote on the main motion as amended. All those in favor, please show by raising your hand. Was your hand up? 13, thank you. All those opposed, please show by raising your hand. Thirteen-one, motion carries. Next item is consideration of the Commissioner of Education's generation 30 high performing entity charter school proposals agenda exhibit I-thirty two. Vice Chair Little. Mr. Chair, the committee of the full board recommends to the State Board of Education that they take no action on the proposed generation 30 high performing entity charter school Mater Academy
in San Antonio scheduled to open in the twenty twenty six, twenty twenty seven school year. Okay. Members, you've heard the motion which comes from a committee needs no second. Is there a debate on the pending motion? I have some questions for the applicant. I don't know if they're Shetty, if they were here. Welcome. Good morning chair, board members happy to answer any questions. Alright, thank you chair thanks for coming back. So just wanted to kind of restate what we said on Monday and I've had some other conversations with TEA staff and and yourself.
How how much of your budget will be going to Florida? One percent. One percent. Okay. So I understand there's a Texas CMO and you have lots of money being spent in Texas and a small 1% is going to Florida and, we can look each other in the eye and make a gentleman's agreement Yes. That, 1% of your budget. 1% of the budget. With that, I will support. Thank you. Thank you. Member Brooks. Thank you. Good morning. Good morning. Yeah. So I I still have questions, about the 1% because I believe it was on page 24.
I apologize for not having that, it's coming up, but there was a, $650 per student fee along with the 1%. Can you tell me more about that expense that you did not mention? Yes. The $650 per student expense is for Academica Southwest support, and the CMO is the one that contracts with Academica Southwest, not Matter Academy Texas. So that $650 would be paid to the CMO, but that would be then directly paid back into a Texas company,
which is Academica Southwest. Academica of Southwest. And you mentioned the first campus. Can you tell me more about the second campus? Absolutely. It's located on, just South of 410 on the Southside ISD area, and currently, there are not many charters or if any, that are below that 410 loop on the South Side of town. It would open in the same fashion as a pre k through six campus and then grow one grade level per year each year until we reach twelfth grade. That was your recommendation.
Okay. And I I think this is just a comment and a suggestion for, DEA. If those meetings, the the interview, which I think that should be a standard to have the, the, capacity interviews for this process, is that a possibility? Possibility? Let's keep this brief. We talked about this the other day. It's important. I understand. We spent a lot of time on it the other day. So in so much as we have new information and you wanna get that out there, that's great. Yeah. I would because it this will probably be another there'll be more like this,
and I just believe that we wanna do a better job because last minute I found out about an opportunity to talk to them, a lot of constituents are wondering what happened to the capacity interview for, for purposes of transparency and I happen to agree with that, so if moving forward this is going to be the same process, this is not a sufficient process in my opinion. Okay. We had a little bit of a discussion. Miss Shetty, would you like to address member Brooks' comments and Hi. Mary Anchetti, deputy associate commissioner authorizing in policy at TEA. So the process is different from our standard application process,
since we are using the data that these schools have to stand in place for our standard capacity evaluation. But would you consider that if the board would like to see and the public would like a a capacity interview, can we offer that? So we, request, feedback from the State Board of Education every year on the application process. As I detailed in the committee on school initiatives yesterday, we'll send an email on February 18, with that. And then ultimately, the design of the application process is at the discretion of the commissioner.
So so so has this always been in place? I'm sorry. I'm not sure Where we get the where you you send out a notice to the board and we're part of that application, input. Is that new? Since 2021, since I stepped into the role, I've asked, we've, allowed, and requested SBOE members to, provide and share any recommendations that they might have related to the application process. Okay. So you said it was sent out in February, or it's going to be sent out? So every year in April, when we send out the information of the applicants that have made it to the
capacity interview, we also ask for information and feedback for the next year's process. And and that will be this month you'll send us something? Yes. So we'll plan to send it on February or excuse me, Friday, of April 18. April eighteenth. And and and okay. And I get the comments in there. Mhmm. Okay. I appreciate that. Thank you. Member Brooks, do you have further questions? No. Thank you. Is there further discussion? Member Clark. Thank you. Quick question, to piggyback off of mister Hickman. You just stated that 1% goes back to Florida. Academia Southwest is registered here in Texas,
but it's showing inactive on the secretary of state's website. Can you speak to that? I cannot speak to that. I am not a part of Academia Southwest team. Thank you. Member Hickman. Call the question. Okay. We have a motion to call the question. Do we have a second? Second. Motion to second. Question's been called. It's not debatable. Question on the floor is to take no action on the charter application. I always explain this. So taking no action is the same thing as saying yes. So if you would like for the charter to be granted you should vote yes
and if you would not you should vote no. Any questions on how we're voting? Member Hall. Can I request a roll call? The roll call vote has been requested and will be granted. Any questions on what we're voting on? Staff, call the roll. Mister Revelis? No. Mister Francis? Yes. Missus Perez Diaz? Yes. Miss Chiles? Yes. Doctor Belmetro? Yes. Mister Hickman? Yes. Missus Pickren? Yes. Doctor Young? Yes. Doctor Ellis? Yes. Mister Maynard? Yes. Mister Hall? Yes. Missus Little? Yes. Doctor Clark? No.
Missus Brooks? No. Three no. 11 yes. Okay. 11 to three. The motion carries. Next item is proposed new 19 I found I found this on the web. They found the next motion or next item on the web I guess. The next item is proposed new 19 TAC chapter 67 local or state review and approval of instructional materials subchapter b local operations. Sixty seven sixty nine local review of classroom instructional materials, second reading and final adoption. It's in your agenda exhibit I dash 34.
Vice chair Little. Mr. Chair, the committee of the full board recommends to the state board of education to approve for second reading and final adoption proposed new 19 TAC chapter 67 state review and approval of instruction materials subchapter C local operations section 67.69, local review of classroom instruction materials and make an affirmative finding that immediate adoption of the proposed new 19 TAC chapter 67 state review and approval of instructional materials subchapter C local operations section 67.69
local review of classroom instructional materials is necessary and shall have an effective date of twenty days after filing as adopted by the Texas register. A vote of two thirds of the member of the board is necessary for an earlier effective date. Okay. Members, you've heard the motion which comes from a committee and needs no second. Is there any discussion on the pending motion? Ready to vote? All those in favor, please say aye. Aye. All those opposed, no? No. The ayes have it. The motion is adopted. Next item is approval of local classroom review rubrics on your agenda exhibit page I
dash 39. Vice Chair Little. Mister Chair, the committee of the full board recommends to the state board of education to approve mathematics K through 12, LR K through three reading comprehension and LR four through eight reading comprehension rubrics related to classroom reviews. You've heard the motion which comes from a committee needs no second. For those, who are trying to catch up from the week, this is the item where there's four different rubrics, three were recommended for approval. The fourth is the staff edited one to address the phonics compliance piece.
Thank you, sir. Okay. So what we're gonna do then is, we're gonna first work on the three that came as a motion out of, sorry as a recommendation out of the committee of the full board. So set this one aside for a second and consider the three that we recommended for approval to the full board on Tuesday. That's the motion on the floor. Is there any debate or discussion? Point of information. Could you What's your point of information? Just repeat that, please. That. Yeah, but you just if you don't mind just restating that for clarification.
The one we are the motion. Okay. The motion is to approve mathematics k through 12, ELAR k through three reading comprehension, and ELAR four through eight reading comprehension rubrics related to classroom reviews. Those are the three classroom review rubrics that the committee of the full board recommended to this board for approval on Tuesday. Wait a minute. There was a fourth one that we decided not to recommend and we asked staff to address the phonics portion of that.
That is not a part of this motion, though, so we won't discuss that right now. We will take up a motion to correct that after we dispose of this motion. Thank you. Okay? Yes. Thank you. Member Hickman. Mister chair, thank you. Quick question for Colin. So just so I'm sure of what I'm doing, My kids are in math classes k through 12. I go complain to the school, the trustees, the ISD and say there's some problem with their math textbook and this is the review kind of can you just real high level it's Friday
and I apologize. It's okay. Real high level me as a parent who do I complain to and then what happens who's doing the review and what happens with that review. Yes, so local classroom reviews are are come from house bill 16 o five and are part of the parent transparency, components of that bill, and so it afforded a pathway for parents to request a review of local classroom instruction materials. My child brought home an assignment, it doesn't look rigorous to me or doesn't seem aligned to what I believe the district had adopted for that year,
and I as a parent want to inspect it and and have, the board inspect it. So the pathway as a parent is I would, appeal to, those levels of escalation that I think we've been talking about this week for for grievances at, the district level. However, parents can also, if they aren't getting a response there or not a satisfactory response, can, petition the local board of trustees to require the review and there are thresholds and statute for, the percentage of parents at a particular campus requesting that review of materials, where the board would at 25% of parents be required to at least consider at
50% they would be required to conduct the review, but they can they can conduct the review if they decide to. It it doesn't require a parent's petition. So, this guaranteed a pathway for a parent to, get that review done. This is the rubric that would be applied in that local classroom review. It is only going to analyze Who does the review? Who's the judge on? Yes. So regional service centers per statute, regional service centers and other approved providers that are trained by the agency and subsequently regional service centers, would be conducting the review.
So districts would reach out to their regional service center, and request the review. Funding came with the bill to provide those services, so district would not be charged, but rather the services provided in kind through the regional service center to conduct the review. So a teacher may be asked to collect some evidence which would be a week's worth of those lessons, but otherwise it would be that that that third party conducting the review and then giving the report back to the board of trustees. And the trustees and the trustees can take action. Correct. One final quick question. If I have complaints about UT on ramps, could that go through this process or is that outside?
This is only for foundational subjects. UT on ramps, I'm not sure where it falls in that categorization. I'll have to it's dual credit, so I I'd I'd have to check, but it would only be if it falls in the river. We can take that offline. Okay. Just, as a personal privilege as a parent. Just asking asking for a friend. Thank you. Yes. Is it about on ramps or UT? We're all Aggies up here. Member Francis. We're not all Aggies. Thank you, chairman. Chairman, I wanted to ask mister Dimcy, I sent you an email, several hours ago in the wee hours of this morning but could you explain to
me and the board, has the agency determined what is the cost to conduct such a review because as we know there will be limited funds for this, effort by school districts and after that money runs out and maybe you could add additionally comment on what happens if money runs out from the legislature and they're still getting, review requests from parents if you could comment on that and I have another question. You're correct. It is not an inexhaustible amount of funding to support these local reviews,
and so they would, need to be prioritized. The process for prioritization, and allocation of that that funding for districts to make sure that it's fair to all the districts, that one district doesn't hog all the the review money, is what the the the review team here at the agency is working through now, and will establish in commissioner of education rule, which is outlined in statute. So, to your first question, I don't know the cost yet, but that is forthcoming and happy to share it once that once that team has it established, and I think we're still grappling with the question of, how do we how do we ensure that there's enough to go around for everyone,
but you you are correct there are limited resources, that we wouldn't be able, for example, to do every classroom in the state on day one, but rather it need to be a a lower rollout. Is there something else that this board could do in terms of ensuring that, the monies are allocated? Well, so what will happen let me step back. What's going to happen is not the districts are requesting that this be done. I'm sure no district wants to do this really. It's the parents that are requesting and that's that's part of the equation that we can't control. So the reason parents would probably be asking is if a district is not either
adopting State Board of Education materials are, doesn't have a good control over what happens in the classroom. Is there something that this board could do maybe rulemaking or some other policy that would allow school districts to basically you know reset themselves in terms of looking at the instructional materials and having a system that they are not more susceptible than another school for challenges because it I'm sure they don't want to do this but if they
have a system in their instructional material department that is is not controlled I could see certain districts getting more parent request. Have you thought of that and what were those thoughts? I'm not sure everything that this board can do I think one thing that I know is within your locus of control is the MR reviews and how that connects is that, if a product has already been reviewed through the MR process and that's the one being used by the district, then we can answer all these questions on this rubric pretty quickly because we've had
your reviewers work over the summer at some point to review that product. So I think one thing is let's get more MR reviews done, which I know we all wanna do. So that's one. I think in terms of appropriation that that's from the legislature, so we're we're working with the funding that's been appropriated. I think there's ways there to our our email discussion around, how do we make that more efficient? How do we, help districts to, make better choices on the front end so that so that they're not being challenged and that everyone agrees that the materials in classrooms are high quality and rigorous and
aligned to, what board local boards of trustees have adopted, but I I think I'd have to think on that further than I don't wanna, you know, come up with new ideas here without betting them with the team that's actually running that project. I I was just thinking that, obviously because we have limited dollars, if if a district consistently gets is getting challenged and it's a legitimate challenge, I guess, how do we ensure that they put the bail for for that instant, you know, and not take too much from the fund that other districts and other parents would
need is I'm I'm trying to look for that because I I'm trying to have an efficient process with the limited funds. I think that the the legislature thought about this and there is there's a once per year limit per classroom. So if the district has already reviewed materials from a parent complaint or on their own from that classroom in a given school year, they they don't go back to that classroom again possibly until next school year. So that's in statute and I think that would prevent a run on the bank, if you will, of of lots of folks trying to to do that at the same time,
but other than that, a the process will have to be outlined by, local boards of trustees, which are the rules that that you all just passed, and then they'll follow those those guidelines. Was there something that we should have included that would have, helped with with this concern that I'm having? In those rules, I think that was outside of the board's authority, but I think there is where they're currently hosting stakeholder engagement feedback sessions on the process, so, that's a place where you and other constituents can can weigh in and help make that as great a process as possible for this first year as it gets kicked
off. Final question, the Satcher talks about other service providers as the agency determine what that credentialing process would look like? Are we gonna send a call out and invite people to submit their credentials? I believe at this point in time my understanding is that we're we're working with ESCs first and getting the process settled and then we'll go out for possibly other, approved providers but that's it is in statute that those approved providers would be trained by the agency or approved by the agency, so I don't have the timeline for that yet but I do know that we're
starting with ESCs. Okay. If you just could keep me posted on that part. Thank you. Of course. Yes, sir. Thank you, chairman. Further questions? Y'all ready to vote? K. So this just to explain the plan again, this is on the three that we recommended the other nine. We're gonna have a motion after this for the amendment for the other one for the phonics. All those in favor of the main motion, please say aye. Aye. All those opposed? No. No one? And the ayes have it. Vice or Littel. Mister chair, I move to approve the LRK through three foundational skills rubric related to classroom reviews.
Can we have a motion and a second? Would you like to speak to it? No, sir. It's been explained. So this Would you like to speak to it? I would. Yes. Members, this will be the only color copy that I've given you. I tried to distinguish it so you could find it among the attachments, but, at the committee of the full board, it was expressed that we wanna make sure that as part of TEKS alignment, we're also ensuring that, three queuing is not present in the materials. It's one thing to have a product that is aligned to the science of teaching reading, if but a product could have that and three queuing, and we wanna make sure that we don't have both, inside of our product.
We're not just looking for positive evidence, but also that we don't see that three queuing. So 1.1 has been revised or added rather inserted to the top to check for that first so that first one is there any evidence of three queuing and those student assignments, yes or no, then we'll move on to direct and explicit phonics instruction, which gets to the good side of phonics instruction, making sure we don't have the the bad stuff at top. So those are the recommended editor sorry. These were changes that we've come back to y'all with based on that, advice, but happy to answer questions about that change. Sure.
Member Hageman? Quick one. Is this phonics compliance, was this the issue we had with some of the materials we reviewed whenever we're here and we sent that to doctor Young's committee? Slightly different. Those those were, very particular phonics rules for full subject phonics products because this is just a local classroom review. We don't expect to see in a week's worth worth of assignments every single phonics, chapter 74 phonics piece, but we think these are the big rocks that we should see in every daily lesson. But they they are both rooted in the same statute about not having three queuing.
Okay. Great. Thank you. Member France. Colin and I might need help from, someone else that knows about Alps. So I was just thinking about how, I didn't really see any specific reference to the Alps and I was I was wanting to know how how was that incorporated here because as you know there are certain at certain grade levels and at certain age acquiring the English language. The way we present this in I see miss yeah. I'm probably gonna need you. The way we present this in in instructional material is very important, in terms of the stage that we introduce things and the development towards language acquisition.
So how does this rubric help the ELPS as we've adopted by this board? Okay. I'm gonna invite, Shay Wise Garland up here. She's our our director over academic reviews. Share about that. Good. Still morning. Good morning, everyone. Shay Wise Garland, director of district leadership supports. The ELPS, we are considering that as part of our review of the TEKS. There are two different sections, and we also review Spanish language arts materials as well. And so, those will come into play, but a lot of times the ELPS are more proficiency and modeled in a classroom,
and we're looking at stand alone student assignments. So sometimes we can't physically see the ELPS being present in a stand alone student assignment. Does it matter how the, for example, especially, k through three, how they introduce the topics as, you know, for language acquisition? Could you is that easily easily identifiable in the instructional material? It is easily identifiable in the teacher facing instructional material, but we will be evaluating the student facing material. So while we will have that, that's not a part of what we would evaluate. That would actually be evaluated more in the IMRA process for instructional practices.
Okay. That makes sense. Thank you. You're welcome. Is there further discussion? Ready to vote? The motion on the floor right now is the fourth of four, local classroom review rubrics. It's the one that we did not vote out of committee on Tuesday night. All those in favor, please. All those in favor, please say aye. Aye. Aye. All those opposed? The ayes have it. The motion carries. Next item is proposed new 19 TAC chapter one twenty seven, Texas essential knowledge and skills in career development and career and technical education,
subchapter I, engineering. Second reading and final adoption is in your agenda exhibit I-forty nine, Vice Chair Little. Mr. Chair, the Committee of the Full Board recommends to the State Board of Education that they approve for second reading and final adoption proposed in 19 TAC chapter 127 Texas essential knowledge and skills for career development and career and technical education, Subchapter I, Engineering, Sections 127.402 through Sections 127.419, Section 127.452
and Section 127.453 and make an affirmative finding that immediate adoption of the above referenced courses is necessary and shall have an effective date of 08/01/2025. A vote of two thirds of the members of the board is necessary for an earlier effective date. Okay. Members, you've heard the motion which comes from a committee does not need a second. Is there any debate or amendment for this motion? Member mayor. Mister chairman, I've got a I've got a couple of amendments. If I can let
miss k catch up to me. Yes, sir. I sent it to the wrong email address. I've heard of that happening. It will not be the first time it's ever happened. In the last twenty four hours. In fact. Do you have it Ms. Kaye? I do. Thank you. Mr. Chairman, I move to I'm offering the amendment in D9H that's on page 28 of what you were handed out today for the amended TEEX to strike such as mycoplasmic and pharmaceuticals, the word including and adding at the end of after removal
of contaminants. So the student expectation reads, research and describe emerging contaminants in water, methods of detection, measurement techniques, degradation, assessment of risk and strategies for mitigation and removal of contaminants. Second. Motion second. Shall I speak to I think I think the intent is is to, to not necessarily, you know, focus on on on two things and and and essentially then just kind of, rather than using the including statement, but just, wrap all those things in there. Just just take the including out.
And and so that the the tick reads the student expectation reads, addresses contaminants, and then not only the contaminants, but your methods, measurements, degradation, all of those items. Okay. Is there a debate on this topic? I have a question chairman. More information? Mhmm. What purpose do you seek to be recognized member Francis? I need to ask the maker of the motion a question, Chairman. Member Francis and Doctor. Belmodra. Thank you, Chairman. Member Maynard, it's sort of read I don't know if this was the intent but as I'm looking right now, it reads research and describe emerging contaminants in water,
comma, methods of detection, measurement techniques, and we see the rest there. But it it appears, that everything after water it it it hinges on water, meaning that if you don't include the word including, it seems like it's a contaminants in water, the contaminants in methods of detection. It sounded very weird and I'll defer to doctor Belmeiro, but maybe she has the same concern as I. Doctor. Bellmanner. I concur with member Francis, and I also believe that the the intent of this is to show that we
have a new sort of category of contaminants such as microplastics and pharmaceuticals that that that example is necessary there and that the way it is phrased is clear in my view and grammatical. I would just remind the board that these are emerging today, But I would also remind the board that many times that these ticks stay in place for ten or twelve years. These are emerging today, but five or six or eight or ten years from now that would not be
the case. And so I think that we have to be a little bit mindful of that is that this is what the lifespan of these things are and what may be true today, these things become obsolete over time and I'm just speaking as someone that spent a lot of time in the classroom and looking at standards that were obviously very obsolete and outdated. I have a question. The elimination of the the terms such as microplastics and pharmaceuticals from from the TEKS does not prevent the classroom teacher from actually discussing the research or researching and describing
microplastics and pharmaceuticals in the classroom. Correct? Mayor? Yes. Well, exactly. And, and then by the way, is is that it in in knowing kind of how those things tend to be interpreted is is that, we say such as but generally speaking that in the field that those are just kind of taken as gospel and that it tends to limit those discussions to those things. And by striking those things, what what we do is actually we open that up and as as more emerging
things become, you know, surface over time and and during the life of life cycle of these ticks, that that there will most assuredly be additional ones. By not specifying, not prescribing these things, becoming overly prescriptive, then we we we tend to open the door to have, you know, broader discussions. Doctor Els, I'd like to ask mister Maynard, do you need an and where including was? If I may restate it to include an and, I would I would do that. There any objection to member Maynard's restatement of his amendment?
Seeing none, is that an objection? Yes. Because I think there is a a better way to do that because end doesn't solve the problem. Should we go to standardize for one minute while I talk to member Maynard? Sixty seconds. Standardize for sixty seconds. What kind of buzzer are we gonna have? A soft buzzer or Yeah. We do need this the we need the loud buzzer. Okay, members. Okay. Members, I've realized we have a point of order going on right now. We're on second reading, and these amendments were not turned in by last night. So look to get a motion to suspend the rules,
please. Mister chairman. I move. Member Baker. Mister chairman, I would like to make a motion to to suspend our rules to allow edits. Second. The motion is second. Is there any objection? Seeing none, the rule has been suspended for this agenda item. Mister chairman? Member Francis? Mister chairman, I'd like to, move, secondary amendment to member Maynard's primary amendment? State your amendment. Mister chairman, after the word water strike the comma, include the words and describing understanding of Let's see.
Demonstrator. Sorry. Demonstrating. Thank you thank you mister Maynard. And this demonstrating understanding of. I understand that. Or just just demonstrate. I think demonstrate is what you want. I accept demonstrate. You want understand demonstrate understanding? Does it say what your secondary amendment says? Yes, chairman. We have a motion for a secondary amendment offered by member Francis. Do we have a second? Second. A motion and a second. Would you like to speak to it? No, chairman. This provides clarity. Okay. Is there any discussion? Is there any objection? Seeing none, the secondary amendment is,
accepted. We're back to the primary amendment as amended offered by Member Mater. Is there further discussion on this? Doctor. Balmerer. It it seems to me that the word emerging is very important because if any anyone who studies water quality knows that these two, examples are extremely important and extremely urgent, and I don't think they'll be solved within the next week of the year. Doctor Palmetto, we are not touching the word emerging right now, so that is staying there. If you would like to offer another amendment to change that after we dispose of
the primary amendment on the floor right now, I will accept that. Okay. Is there further discussion? Ready to vote? Is there any objection to the amendment by Member Maynard as amended by member Francis? Seeing none, it's adopted. Doctor. Balmedro, would you like to be recognized for emerging? Yes. What I said was that, in research on water quality, microplastics are a growing problem and pharmaceuticals as well that get dumped down the drain. And, I think that that example is not going to be solved within the next period
of time. It's it's not gonna become obsolete. Do you have an amendment to offer? I do, mister chair. Doctor Belmodereau has been recognized for an amendment. I would I I would leave the, microplastics and pharmaceuticals as an examples, the such as. I think the such as is important, and it it will be durable over time. Yes. You can, but she has to tell me where she's from. I need to Where do you want the such as? To say. Where do you want the such as to reinstate the such as? Because it can't site where it is. Yeah.
It does. I think that the such as needs to come after emerging contaminants. You mean after water? Research and describe emerging contaminants such as microplastics and pharmaceuticals in water. That's it. Point of order. What's your point of order? So the nature of the amendment is to try to add back what I've already proposed to to strike. Is it if if the member wishes to do that, I believe that she would need to defeat the amendment or to divide the amendment and defeat that part of it rather than adding another amendment that essentially
puts it back. That's correct. I was waiting till we got the amendment on the screen so I knew what we're amending. I agree with you. Doctor Balmedaro? I I would, suggest that perhaps, member Maynard might consider, leaving the original wording and not striking it. Doctor Balmedaro, that that motion has already carried and someone on the prevailing side would need to make a motion to reconsider at this time. Do you have an amendment, doctor Baleara? Wasn't the was the motion, I'm lost.
It seems like you you just I'm lost. Member Hickman, for what purpose do you wanna be recognized? I'd like to make an amendment, mister chairman. Please state your amendment. Strike the word emerging. Point of information, mister chairman. What's your point of information? Is member Hickman's a secondary amendment? Because I believe we still have an amendment on the Yes. I'm sorry. I'm speaking to the chairman. Doctor Belmedero never had an amendment. It was not an order. Raises a point of order by member Maynard. I upheld that. I gave her an opportunity to offer a different amendment. There was none. I moved to member Hickman.
So everything, that was in member Maynard's amendment and then member Francis' secondary amendment has already been accepted, and now we are to member Hickman. Thank you. You're welcome. Is that your amendment? It is. Can we have a motion for amendment? Do we have a second? Second. Motion second. You wanna speak to it? I would. Thank you, chair. I just read through this whole section nine on page 28 and there's no general statement about contaminants in water. It's only emerging contaminants in water. I'm trying to broaden the skill statement so that it includes all contaminants emerging and
otherwise, and I think the statements below the methods of detection, measurement fits with both emerging and old types of contaminants. Okay. Is there any further discussion? Doctor. Bell Mederin? I just have a question maybe for staff. Is it a good idea to have, something like this where there are no examples, suggested? Just contaminants is the the teacher will have no example of the kinds of can contaminants. Doctor Belmedra, you have, many, many examples where
Instances where you do not provide examples, so I don't believe that's a problem. So microplastics are mentioned elsewhere? That's a different question, and I'll have to, you'll need to give me a minute on that. Page Page is just a minute. If I still have I call the question. A motion for to call the question, we have a second. We have a second for member of Childs. Motion on the floor is striking the word emerging, from h as depicted on the screen. Is there anything we're voting on? All those in favor of the motion oh, I'm sorry. The motion to call the question and vote on the amendment,
please say aye. Aye. All those opposed no. No. The ayes have it. Question's been called. The motion on the floor is the amendment as offered by member Hickman to strike the word emerging. Does everybody understand what we're voting on? All those in favor of member Hickman's amendment, please show by raising your hand. Nine, thank you. All those opposed? Nine-one, the motion carries. Are there further amendments? Yes, Mr. Chairman. I think we're back to the secondary. Wait a minute. Are we We're back to the No. We're done here. We're done here.
We're ready for further amendments if somebody has them. I do. I'm way behind. Mr. Chairman? For what purpose do you wish to be recognized, Member Mainer? Yes. I move to offer the following amendment under D10A. This is the energy section. And the motion is to strike factors and including and add the words after impact and the impact add the words of energy production. So that the student expectation reads, discuss energy density, subsidies, raw materials, the impact of energy production on land and animal life and the environmental and resource
demands of mining for renewable and non renewable energy sources. Second. Motion and a second. Would you like to speak to it? I think that was just the I think the word factors was a little bit problematic and then we needed to just when we talked about impact of this is an energy section and so when we talked about the impact on land and animal life we needed to clarify that it was related to energy production. Okay. Is there further discussion? Doctor Clark. I just have a point of question.
And with the whole thing, it says explain the difference between the differences between and cost. Is that grammatically correct? No. I think you're you're correct, doctor Clark. I think it may be, I think it was supposed to be explain the differences between cost oh, no. Costs of removal. Oh. Eliminate between. So, that Oh, yeah. That does not touch this amendment, so we're gonna go ahead and take up this amendment. Yeah. So is there further discussion on member Maynard's amendment as offered? And I'll come back to you for recognition for that,
doctor Clark. Doctor Belmodere. The way the may the amendment is stated currently does not make grammatical sense and, Please explain. Well, the difference is between and. That's That's what I was just talking about. That's that's out of order right now, so we're only talking about the amendment offered by member Maynard to strike including. Factors including. And insert of in energy production. So the remainers amendment is on the screen in red text. The two strike through and the addition of three words.
If it doesn't touch that, then we will come back to it next. Is there any discussion on member Maynard's amendment? All those in favor? All those in favor of member Maynard's amendment, please say aye. Aye. All those opposed, no. No. The ayes have it. The amendment carries. Doctor Clark, would you like to be recognized for an amendment? Thank you. I'm gonna refer to staff and ask if you all could give a suggestion. Oh, sorry. So we, on further read, what I believe the student expectation is trying to say, and it is very wordy, so we may need to come up with a different option.
I think there are two things that are supposed to happen here. The student is supposed to explain the differences between renewable and nonrenewable energy, and the student is expected to explain the cost of renewable and nonrenewable energy. So that is I know it sounds awkward, but that is what we achieve with the standard as written. One option would be to break it up into more than one student expectation where you just repeat that. Explain the differences between renewable and nonrenewable energy. Explain the cost of renewable and nonrenewable energy.
Or you could leave it as is with the understanding that that's what, the standard would accomplish. Good, Chair. Doctor Clark, I recognized you for a moment. Would you like to offer it? Not yet. I'm gonna try to wordsmith it real quick. Member Rivellis. Would this problem be fixed with, by placing a comma after between? We don't think so. We we think it's this is the same issue that we discussed a little while ago with where we're trying to accomplish two things at one standard. We think it's correct as written. Member Perez, yes. Thank you.
I might push a little, and this and this makes it a little wordy, but perhaps perhaps adding, a comma after between and then, after of. Nice. I think that would accomplish the acknowledgment. Like, that would accomplish what we're trying to get across. That's it. What they're trying I'm moving that right. No. Make an amendment. Divide it into two paragraphs. I'll change a single word. I don't Member Hickman for what purpose do you wish to be recognized? I'd like to make an amendment chair. You're recognized. To insert a b after the word and and before the word discuss.
So that discuss energy density subsidies raw materials all that part would become a new paragraph b. And I think we can strike the word and at the end of a. Yes. Okay members, we have a motion. Do we have a second? We can second. Motion and a second. Would you like to speak to it? I would. Thank you, chair. I I think I'm not trying to change any meaning or any content. Just divide it into two smaller statements because the at a as presented is seems way too long and two different two different topics.
Weird. You're right. I mean, it's it's a big problem. Doctor Balmetro? I believe that, member Hickman's, motion improves improves this. And I'm in I would just make the comment that if the wording were changed from explain the differences between to simply compare and contrast, it would solve some of the grammatical, problems here. But that I know that that's not part of part of it. I'm just making that comment. Or actually, take the word between. Offer to explain differences in cost.
Yes. Unrenewable at least. Monica is discuss the right word here or is there a different verb to cover energy density subsidies, all that for renewable and nonrenewable? Is there a better way to in the new paragraph b, does that stand alone as discussed or should we change that? It could stand alone. You could also you could also use the word explain, depending on on what it is that you want the student to do. Describe. This is would would change the
the level of rigor, but they could analyze, they could evaluate. I like evaluate. So could I change could I restate evaluate instead of discuss energy density subsidies raw materials impact? And Monica as presented does the way you read that, does energy density, subsidies, raw materials apply to renewable and non renewable or do we need to move that? Is that only applying to resources demands of mining or would that as you read it apply to all raw materials and subsidies and so on? Four renewable and nonrenewable sources.
So this list is mister Maynard or mister Francis, I may need to understand, like, what what we what the list of things is. Okay. How about this? It is 11:05. Let's take a ten minute break because we've been going for about two hours now. So we'll be back at 11:15. I'm sure this will be worked out, and then we'll continue on from there. Stand at ease. We're back. That wasn't an amendment. This was a national I would like to recognize member Hickman to restate his amendment. Thank you. So what I'd like to say is instead of evaluate,
replace that with describe and then the whole list. And then after mining, say, in relation to renewable and non renewable energy sources. Is there any objection to Member Hickman's restatement of his amendment? Being none it's been restated. Would you like to speak to it? It just clarifies that the renewable and non renewable at the end applies to all of these factors and it changes the verb to describe that would work with the list which I don't think the term of art is overall parallel structure so we I worked with
staff during the break to come up with a phrasing that would work for all of these factors for both renewable and nonrenewable to clarify the intent. Okay. Members you've heard the amendment. Is there a debate? Yes. Member Francis. Thank you chairman. Chairman I also worked with staff on the intent of this student expectation and my amendment would be one student expectation so I'll I don't know if am I able to do a secondary amendment? You would have to defeat the primary amendment.
Well, I think your objective is to combine this with something else. Right. We're we would combine the original TEAC instead of separating it, to show exactly the intent of this student expectation which I I feel like streamlines, what we want the teacher to instruct the student on and the student to know and be able to do. Yeah. So, the primary amendment was to divide it. So a secondary amendment to combine it back is not in order, so you would need to defeat member Hickman's amendment in order to get where you're
trying to go. Okay. We need to defeat this amendment to get where I'm trying to go. Oh, that's correct. Thank you, sir. Doctor Balmedro. I would just like to compliment this amendment. Noted. Because it seems to be a little bit more it it it it just comes off as more objective to describe. That's I think That's And it and it looks at the fact that there is a contrast there, and the wording is more elegant. Doctor Ellis. All the questions. A motion to call the question. Do we have a second? Second. A motion to second to call the question. It's not debatable. To compare
it. It's not debatable. All those in favor of calling the question, please show by raising your hand. There is. Eight. Thank you. Nine. All those opposed, please show by raising your hand. One. Nine one. The question's been called. Question on the floor is the amendment as restated by member Hickman depicted on the screen. All those in favor, please say aye. Aye. All those opposed, no? No. The ayes have it. The amendment carries. Sure. Member Hickman, for what purpose do you wanna be recognized? I have an amendment in a different section of the same, engineering TEKS.
I don't know if you want me to bring that now or are we still in working in this area? You're recognized for that amendment. Okay. On page I dash 70 in the course one hundred and twenty seven four zero six. You said four twenty six? Four zero six zero six is the course in the general requirements section. Strike the words chemistry comma physics comma or physics for engineering and insert therefore chemistry lowercase c comma or physics lowercase c. Okay. And there was, in the packet that was passed out,
we're on page 19. So we wanna see where that's gonna go into the, main motion as amended that we're working on right now. So page 19, would you like to restate that one more time so we make sure we have? Sure it's it's striking chemistry physics or physics for engineering and inserting therefore lowercase c chemistry comma or p physics lowercase p. Okay members you've heard the amendment offered by member Hickman. Actually do you want to speak to it? I would thank you chair. This is just
for me a conforming amendment. We had some other amendments we considered earlier in the week that had an issue with the program of engineering program of study. So that amendment is not being made. This course does not have that issue. So what this would enable is students to use a broader number of courses to satisfy the chemistry or physics prerequisites. Member Francis. Thank you Chairman. I just wanted to remind the body that this concept was brought up earlier during the week for consistency. I would say that we defeat this
proposal because we had defeated a similar proposal in several courses so I just like to remind my members and my fellow colleagues. Thank you. Mr. Chairman. Member Hickman. Yes, in response I think the reason the amendment was defeated as what one member said was for another reason which was a engineering program of study requirement that we didn't want to make that amendment. So staff, I don't know if you can speak to this. Would this amendment cause any concerns with the engineering program of study kind of course
sequence? No. Mister Hickman, the, issue that I believe you, have surfaced where, we explained that the prerequisites were related to the program of study were in, Four zero three. Four zero three. One 20 seven dot four zero three. So four four zero six doesn't have that issue? Correct. Okay. That's correct. Thank you. Just so I'm tracking, does that mean that what member Francis' point was correct from your point of view? Just recapping history because, yes and no. The previous previously in the week,
we had an amendment that had two things happening at once. One was an amendment that had with a program of study and one was an amendment that did not have a problem. The part of the amendment that had the problem has been removed and this is an amendment that does not have the problem. Understood. Thank you. Alright. Member Pickering. Thank you, mister chairman. This is for the maker of the motion. Can you just explain, why you are striking physics for engineering? Sure. Thank you. Can I respond? Thank you for the question,
Member Pickering. Physics for Engineering and capital P Physics are both included in the lowercase p Physics, just referred to Monica there. That's correct. Okay. Mister chairman, I'm a follow-up. Member Pickering. Thank you, mister chairman. This question is for staff. So, Monica, since this has, been already in place for several years, if we strike that, are our school districts going to understand that? Because they're just gonna see physics for engineering has been struck. So physics for engineering is the new course, so it would not have been in place yet.
Right. But this is a change. Are they is this going to cause confusion? That's what I'm asking. I don't believe it'll cause confusion. The amendment or so you think the original verbiage was confusing, so it needs to be changed? I'm just asking why we have this amendment or not really make what does this look like? Do y'all support or was the first part confusing? So the first part was not confusing. The amend I don't believe that the amendment introduces confusion either. So it really is the will of the board. Okay. Thank you. Doctor Ellis.
Call the question. We have a motion to call the question. We have a second. Question and call is not debatable. All those in favor of calling the question please say aye. Aye. All those opposed no. The ayes have it. The question has been called. The question on the floor is member Hickman's amendment as depicted in red on the screen. All those in favor of member Hickman's amendment, please show by raising your hand. 10. Thank you. All those opposed, please show a rise in your hand. One, two. 10, two. The motion carries. I do not. Doctor Clark, for what purpose to you it should be recognized? Not related to an amendment.
I have a general question Okay. About the engineering course to staff. My question is centered around the engineering the physics for engineering course. What certification is required to actually teach that course? So that is something that the SBEC will be considering soon. We anticipate that, they would consider, a list of certifications that currently exist for the principles of technology course. So I wanna say there are seven, eight, nine, 10 in that list, and and we can get that list for you.
Will that list be available prior to the rollout of this instruction in August? The timing of updates to the teacher assignment rules, are sometimes a little bit off, but we do communicate to the field what we expect the SPECT to to be, considering as part of their action. I'll have to go back and look at the exact timing of all of the questions, and we can get that to you. Thank you. Chairman, my only concern is that we have labeled a title within our TEKS,
but we do not actually have a certification yet to teach this course. So we are, again, putting something in place, but we don't actually have full structure to support it in its capacity. Chairman, just in response to that, the TEKS the the adoption of the TEKS always comes before SBEC takes action on teacher assignment rules. And and I don't think there's a way for them to take before you adopt standards. And so this is, not unique to this course. This is, the way that this works for everything that you adopt.
Understood. Thank you. Doctor. Ellis, for what purpose do you wish to be recognized? Call the question on the main motion. Second. Okay. There's a motion to call the question and a second. All those in favor calling the question, please say aye. Aye. All those opposed, no. Questions been called. The question on the floor is the main motion as amended. Ready to vote. All those in favor, please show by raising your hand. 10. Thank you. All those opposed? Two, ten, two. The motion carries. The next item is proposed new 19 TAC chapter one twenty seven, Texas essential knowledge and skills for career development,
career technical education, agriculture, food, and natural resources, business marketing and finance, health science, hospitality and tourism, information technology, and law and public service. The second reading and final adoptions in your agenda on page I dash one forty eight, vice chair Little. Chairman, I apologize. We neglected to, in that last item, ask you to, take action to remove the references to the course levels. Very sorry. Can you make that Mister chairman? Mr. Chairman? For what purpose do you wish to be recognized, Member Mainer?
I move to reconsider the vote taken on the engineering courses we just passed. I voted on the prevailing side. You're recognized to make that motion. Second. So moved. Okay. We have a motion to reconsider and a second. All those in favor of the motion to reconsider, please say aye. Aye. All those opposed, no. K. We'll reconsider. We're going backwards. Going back to engineering. Monica. So as I mentioned, very briefly this morning, we, in a conversation with the commissioner earlier this week,
we surfaced, a potential challenge because there are commissioner rules that, are specific to funding. So the CTE courses earn weighted funding depending on the level. So as not to create any unintentional conflict, we are asking that you, just remove the reference to the course level from the TEKS. We're going to come back at a subsequent meeting, with, an alternative to that just to make sure that we're able to communicate that in
multiple ways to school districts. But for purposes of this set of courses, if, we could just, if if you would just strike the level for each course, then we will eliminate that potential conflict. Vice Chair Little. Mister Chair, I move that we strike the levels that are listed on these career and technology courses. Second. The motion is second. Would you like to speak to your motion? Staff has already explained it. Just for clarity, is your motion to do that on the engineering courses? Yes. We just Mister Chair. So back to would you like to speak to your motion?
Staff gave a great explanation of it. What purpose do you wish to be recognized by Brad? Question for staff. Okay. Please state your question. Monica, I'm a little slower. Can you explain if we take the levels out, we just did employability skills which rely on level one, two, three, four. So if we take the levels out, is there another place where the levels are spelled out so we know which employee skills to insert? Yes, sir. So those, decisions about levels were determined when the programs of study were updated. So we have that in the programs of study framework.
We also have a reference document that we make available to districts, on the TEA website, and that is what we based all of these recommendations on. The conversation here had been, let's communicate in the TEKS also those levels, which seem to make sense but has the potential to create this conflict which we don't want to do. Okay. So as of right now, we know what all the levels are and we're able to communicate that and then appropriately apply that to the employability skills. Okay. So I just happen to have my book open to I seventy one hundred and
twenty seven four zero six engineering design and problem solving. If I wanted to know the level, you don't need to go there, if you if I wanted to know the level I'm not gonna be able to find it in the TEEX but I could go to the program of study where this course and all the other engineering courses are listed. That's what you're saying? Yes, sir. Okay. Now I understand. Thank you. Okay. Is there further discussion? Ready to vote? All those in favor, please say aye. Aye. All those opposed, no. The ayes have it. I'll I'll say I'll just read this. Just a second. So now we are going forward,
backwards and forward in time. 11. Thank you. All those opposed, please show by raising your hand. Zero. 11 zero. Motion carries. We're now going to move on to proposed new nineteen TAC chapter one twenty seven. That is the ag, food, natural resources, business marketing, finance, health science, hospitality and tourism, information technology and law and public service. Second reading final adoption agenda exhibit I-one 48, Vice Chair Little. Mr. Chair, the committee of the full board recommends to the State Board of Education that they
approve for second reading and final adoption proposed in 19 TAC chapter 127, Texas essential knowledge and skills for career development and career and technical education, subchapter C agriculture food and national resources Section 127.59 and Section 127.61. Subchapter F, Business Marketing and Finance, Section 127.262 and Section 127.263. Subchapter j, health science section 127.51
and section 127.511. Subchapter subchapter k, hospitality and tourism sections 127.569, one hundred and 20 seven point five seven one and one hundred and 20 seven point six zero four. Subchapter M, information technology, subsections 127.689 through 127.691 and make an affirmative finding that the above referenced courses of the new TEEX is necessary and shall have an effective date of August 2025.
A vote of two thirds of the members of the board is necessary for an earlier effective date. Okay. Members you've heard the motion which comes from a committee and does not need a second. Is there debate or discussion on the pending motion? Chairman. Monica. We would request that you make the same amendment here to remove levels, the reference to levels from these courses. Vice Chair Little. Mister Chair, the committee of the full board recommends that we remove the levels and the courses just referred to. A motion and a second. Is there any discussion on that? Is there any objection?
We have one objection from member Brooks. All those in favor of member Little's amendment please say aye. Aye. All those opposed? So despite the objection the ayes have it unanimously. Are there any further amendments? Yes, mister chair. There are. This was pulled from the consent agenda. The committee of the full board We saw we still had to get to the, main motion. Oh, I'm sorry. Then, no, I don't. Speak. I was speaking. Yeah. Okay. You ready to vote? Uh-huh. K. All those in favor of the main motion as amended,
please show by raising your hand. 11. Thank you. All those opposed, please show by raising your hand. One eleven one. The motion carries. And for the record, we had two thirds on the last agenda item and this agenda item. Chairman. For what purpose do you wish to be recognized before I move to the next item? Chairman for the question. Question for the chairman. What is your question? Chairman, I what is the effective what what's the early effective date? Just twenty days after? Twenty days after posting with the Texas register. Okay. This one's actually August one of twenty twenty five.
Okay. You have a specific Thank you for the clarification. Yes, sir. Thank you. Okay. So now we are to consent agenda. Item number one. Alright. What was the only item I've got from? I've got it. Chairman. Okay. So the, item we'll take up next is from the consent agenda item one, proposed amendment to 19 TAC chapter 74 curriculum requirements, subchapter a required curriculum, 74.3 description of required secondary curriculum, second reading, and final adoption.
Mr. Chair, the committee of the full board recommends to the State Board of Education to approve for second reading and final adoption the proposed amendment to 19 TAC Chapter 74 curriculum requirements Subchapter A, required curriculum Section 74.3, description of a required secondary curriculum as amended and make an affirmative finding that immediate adoption of the proposed amendment to 19 TAC chapter 74 curriculum requirements,
subchapter A required curriculum, section seven, four point three, description of a required secondary curriculum is necessary and shall have an effective date of August 2025. K, members. We just had a handout come around from staff. We'll give you a couple minutes to look at that. Do you have any comments on that, Monica? Yes, sir. So at the meeting on Wednesday, I believe, one of the issues that we had discussed was the, confusion that, potentially existed with respect to what school districts are required to offer.
On Wednesday, miss Pickering offered a placeholder amendment where we came up with some language, temporarily. This would, and then doctor Ellis also, introduced the idea of, romanettes. And so what we tried to do here was to more specifically delineate that there are certain courses that school districts must offer. There are, other instances where they can select from a list. So we've clarified the language in two, included the romanettes for science. And then as we were going through
what by, by using the romanettes, we have this, statement about districts smaller than, 500 students. That is something an exception that exists for science and social studies. So we, are recommending that you pull that out and list it as a separately as a new number three. And then what becomes new number five also talked about all courses listed. And so here, we're just saying each course the district is required to offer or selects to try to, ensure there's all of that clarity. Finally,
this is unrelated, but as we were looking at this more closely, number five refers to, the old recommended and advanced high school programs and, has a reference to 02/2007, '2 thousand '8. We don't think we need that anymore. So while you're here, if you'd like to go ahead and strike that, then it cleans it up a little bit. So, can you help me which of these things is documenting what we, we adopted the other night and which are the recommendations you're coming back with right now? So what you,
voted on originally, if you look at, what would be two c little I I, your original action was to replace Earth and Space Science with Earth System Science, to strike advanced biotechnology, add physics for engineering, biotechnology, and biotechnology excuse me, one and two. Those were in the proposal in your agenda book. In addition to that, on Wednesday, you added fluid mechanics, mechanics of materials, and advanced level biology,
chemistry, physics, and environmental science with the specific references. So that was the action that you took on Wednesday, and that is reflected in your minutes on page 15. In addition to that, you took action on, I computer science, where you struck advanced placement computer science principles and replaced it with advanced computer science. And that is also on page 15 of your minutes. So those were the those were the actions that you took on Wednesday.
Member Hageman, for what purpose would you would do you wish to be recognized? I'd like to make an amendment. You're recognized. Kaye may need to help me. I would like to adopt the sheets of paper we've been given as staff recommendations. I don't know if that would be a substitute or if I need to go through each of those amendments one by one. This one we have adopted proposed staff technical staff edits in a single motion. Okay. So I have moved to adopt the staff edits. Point of information. What's your point of information? So I I did have a question about this,
for miss Monica before moving to a motion. You're not recognized for questions right now. I'm not recognized. You are? Oh, So I I I made your motion we have a second. Would you like to speak to it? Yeah. I like the clarification of, I think miss Pickren's placeholder of providing that they're not all required if it's a selection of courses, pulling out the, small district kind of exception, and I think this makes it read easier and read better, adding the romanettes, I guess member Ella suggested. So I like all the,
all the staff edits and the way it now reads as well. Member Brooks, would you like to be recognized for questions for staff? Yes. I would. You're recognized. Thank you. I I just had a real quick question. You were, back on on five, how that was all, stricken. It did we not wanna replace with beginning 2025, '20 '20 '6? How will you use that recurrent ninth graders? So, at the time, there was a requirement that, students have complete meet an expectation for a research writing component that was under an old set
of standards that don't actually and graduation requirements that don't exist anymore. So that is, the recommended in advanced high school programs were replaced by the foundation high school program. So many years ago, I don't remember the exact year. We had we kept legacy language and until we were sure that all of the students under those old programs were had graduated. We will quickly be coming up on twenty years if that was the case, and so Right. It's it's time. Thank you. But, my my question specifically is do we put a year?
When will this go into effect, I guess? Because Put that somewhere else. This well, this will, go into effect on August one of twenty twenty five. Okay. Then that shouldn't go here. It just is No. Because that was specific to this research writing component that wasn't listed anywhere else. Okay. Thank you. Member Pickering? Yes, mister chairman. I just have a question for section number five, the elimination of section number five. That was not originally part of the placeholder intent. So is this going too broad? Is this allowable? I can more of a question for the parliamentarian.
It is allowable. He's made a, a motion that is in order. You could move to divide the question right now if you would like to take that out. That's what I'd like to do. That was my next intent. If it was an order, I'd like to move to divide them. You're recognized to do so. Mister Chairman. Would you like to make that motion? Yes. I'd like to make the motion to divide the question on, let's see, on the removal of what would be number five. Second. I'm gonna motion a second to divide the question. For what purpose do you wish to be recognized?
Is this motion number five on the last page of the staff handout that I think member Brooks, the 02/2008 school year paragraph? Yes. Well, your motion includes that? Yes. And she's trying to divide that out. Okay. She's dividing the question or attempting to divide the question. Number five. Yeah. There's two number five. I wanna which number five is divided? Mister chairman, may I answer? One that he struck. Member Pickering. Yes. Mister chairman, you're right. That was confusing to me too. Was there's two number fives. So it would be the number five from the original text.
Okay. Not in the it's the number I'm sorry. It's the number five in the new strikethrough, in the new proposed edits. The one that says for students entering grade nine beginning with 02/2007, '2 thousand and '8 school year, districts must ensure that one or more courses offered in the required curriculum for the recommended and advanced high school programs include a research writing component. That's the one I'd like to divide the question on. The division of the question is not debatable. Can we have a motion and a second to divide the question and pull out
the old number five, which is on the last page if you're following along in your packet. Member Hall was the second. K. All those in favor of dividing the question, please show by raising your hand. Four. Thank you. All those opposed, please show by raising your hand. Seven four seven. The motion fails. We are back to member Hickman's well, we're back to the main motion as amended. Excuse me. No. We are back to member Hickman's amendment. Thank you. Yeah. I got it. Is there further debate? Are you ready to vote on member Hickman's amendment to accept the staff edits?
All those in favor, please should please say aye. Aye. All those opposed, no? The ayes have it. That has has been adopted. Are there further amendments? Okay. We're back to the main motion as amended. Ready to vote? Okay. All those in favor, please show by raising your hand. 13. Thank you. All those opposed? One thirteen one, the motion carries. Okay. The next item in the agenda is the report of the committee on instruction. Doctor Young? Yes, sir. The committee on instruction heard several, items yesterday in committee,
and we have some items that we need to, consider at this time. Okay. Next item that we'll consider then is the renewal of currently approved innovative courses, first reading and filing authorization. Yes, sir. Agenda exhibit two dash 25. Mister chair, when the TEA staff presented this item, they requested that the committee take no action on this item to grant time for TEA staff to conduct further research to ensure courses and related materials meet the Committee on Instructions curriculum requirements and comply with broader statutory mandates,
the Committee on Instruction will take this up at a future meeting. Okay. Thank you. Good chair. Could I ask a question about this item? Sure. You're recognized to ask the question. Yes. To staff, could you outline the timelines to provide the review of requirements and suitability on an item that's been before the board. My concern is that, in particularly the Native American Indian Native Studies program has been present and, has been discussed at LINC for more than half a year.
And when it was brought up for discussion yesterday, we were told that, the statutory requirements and suitability rubric studies haven't been done. You know, as school districts are trying to implement these programs and and, we were told during the committee that, if we discussed this in June, school districts would still have the opportunity to to, implement these courses for the upcoming school year. But in practice, working at a school district myself knowing that, you know, it takes time to do these things.
So could you outline the time lines and when, how we can make sure and reassure the public that is interested in things like these that we will discuss these things in a timely manner? Chair chair, can I help just touch on that for just a second? Please, Tatiana. I I do wanna say, as you both as you and I both work in a in school districts, I retired last year, but I contracted in two different school districts. And I would have to say, I I know for a fact that master schedules are due this month to school board meetings.
In that, any administrator worth their wait has completed their master schedule, and they have plugged holes in it. Right? Because they're gonna be looking for teachers who can teach those particular courses, whether it's an AP course or something like that. You know? We know that finding teachers that are certified to teach particular courses is difficult. However, that being said, any any school district that's interested in teaching any one of these innovative courses will have that already mapped out in their master schedule, so that they can move forward with it come come August.
So I just just wanted to touch on that because regardless of anything, it should be already allotted within that master schedule. Yes, doctor Young. I have and and I appreciate your expertise in this, but I also, am cognizant that school districts are dealing with budget deficits throughout the state, which means that their master scheduling and planning, might be impacted by the by by decisions like these. Right? And in in districts like mine where, school districts are really trying to plan effectively and in a manner that suits their
budgets more efficiently. A decision, like this one being postponed to June, which is weeks before the start of the school year, might prevent them from moving forward with plans to adopt a course like this one. Thank you. Mr. Chairman. Vice Chair Little. Monica, would it be possible for you to give progress reports to the Committee on Instruction, of where you're working through the suitability issues or the whatever it is that we Need to address. And I would also like to know if you find a problem,
what we might can do to get that problem resolved, and I would be happy to offer my help in in any way possible to make that happen. Yes, ma'am. We can we can most certainly do that, by way of initial progress. We have a meeting scheduled, for Monday so that we can, specifically outline every single step that we need to take to ensure that you have the information that you need. And we're happy to provide updates, to the committee, through the chair, if if that is, acceptable. And and would welcome collaboration with any member of the committee to get this done.
Thank you. Member Hickman? Can I ask the committee chair a question? Please. Doctor Young, do I understand correctly, I wasn't in your committee, that you need certain information to renew innovative courses that you did not have yesterday? Is that a fair statement? Yes, sir. That's a fair statement. Okay. And then staff is able to sometime in the future bring that back and then you can consider these courses and decide yay or nay on each of them? Yes, sir. Okay. So, mister chairman, just my 2¢ from the cheap seats.
I understand the concern of trying to get this done as quickly as possible. So I don't know if it's possible to have a May meeting of the committee and of this body so that school districts have as long as possible since it doesn't sound like we can approve it today that the committee was missing information. So I don't know. I completely defer to the committee and staff on how long that would take, but I'll just throw it out there. Maybe instead of waiting till June, if we could do that earlier, I don't know, miss Kaye, if we would refer to a committee or if the chair would just call
or completely out of my league. But, just learning an idea, mister chairman. I will, work with doctor Young and the agency to determine a timeline for which we can come back. There's a lot of implications internal, so I don't wanna commit to anything right now. I need to discuss with the agency further and all the departments affected. So I will put it on my list of things to do following up on the meeting, but your point is duly noted. Member Perez Diaz. Thank you, chairman. This question is, a preliminary inquiry. So miss Kaye, if there's an item listed on,
a committee agenda and it isn't discussed in the meeting amongst the committee members, I wonder I wanna understand how how that happens. And then as a follow-up, if the committee if there is a committee member that objects to the decision that was made by the chair, is that decision appealable by the members of the committee? So the answer is it so frequently is is it depends. I have been asked several questions of about what happened. And I happened to be in that meeting yesterday.
Once TEA staff recommended that the item not be considered further and be placed on a future agenda, whether that's a special meeting or a specific one, then the chair withdrew the item from further consideration. In my opinion, that is the chair's right because the chair, according to state board operating rules, owns the content of that agenda in consultation with the chairman of the board.
The chairman of the board was not there, but the chair of the committee was there. She owned that agenda item, and the right to put something on the agenda would carry with it the right to remove something. So I believe that the chair was within her rights to remove that item from the agenda. Furthermore, I believe that that item, I would have advised the chair had I been asked at the time that there was not a legitimate appeal to that. One of the rules of appeal is that there must be two,
alternative two two viable positions that differ. To to differing interpretations in order for there to be an appeal. I don't believe that there is another interpretation. I believe that the chair owns the agenda in the committee meeting. And therefore, I would have advised that because there are not two reasonable opinions on this, given your rules, that an appeal would not have been in order yesterday. And as part of that process, who provides those appeals? Any member of the committee would have been able to make that appeal.
Now I was in the room as that conversation occurred, and it didn't seem like there was appropriate time given. It didn't seem like there was any time given to allow for, presentation of appeal. It the conversation was shut off immediately. And at that point, miss Kaye, I know you were no longer in the room. So I have major concerns with how this occurred. And if appeal is appropriate in those moments, the time due was necessary and it wasn't given. I will spank somebody because that's all I can do about it at this point.
And I and I don't mean to be flip, but timeliness is an issue in this. And, certainly, I as you know, you've been here even longer than I have. This was not the normal way that things have been done here. That is correct. I I don't believe that there was, an opportunity for that appeal to be made. However and and I apologize. I did have another client commitment that had that was of long standing before this
one. However, had I been in the room, I would have advised that even had a member offered an appeal that the appeal was not in order because the chair had the right to do what the chair did. I guess what I'm trying to understand, though, is the item, as far as I knew it walking in, had not been removed prior to this meeting beginning. It you know, I don't know if that was done. That hadn't certainly hadn't been communicated to the board. It it had not. So then I'm I'm trying I'm still trying to understand,
you know, there there's a particular professional courtesy that's expected of this board. And if that had been done, you know, prior, I understand where you're communicating an appeal probably wouldn't have been in order and those sorts of things, but this was done it was basically dropped on everybody in the room. That that professional courtesy at the very least was not given to the other members of the committee, And for that, we need to seriously have a conversation perhaps as a board about how we operate in committee and perhaps that perhaps that involves a review of our operating procedures.
But, you know, I I will say it was, a lack of acknowledgment of the other committee members on that board. To the chair. I would note we just updated our operating procedures at the last board meeting. Member of Ellis, for what purpose do you wish to be recognized? I wanted to make a point of clarification to member of Elias' comments. State your point. Yes. I wanted to just make, put it on the record that I did have time to make an appeal. I did seek an appeal. It was not considered. I just wanted to make that clear. And,
understood. But the the point of the parliamentarian was that the chair has a right that has been delegated to her by this board in the operating procedures Understood. And she was exercising her right. Okay. Anything else? Member Pickering, for what purpose do you wish to be recognized? I would like to talk with staff concerning what, vice chair Little was asking about information she was asking about. You're recognized to hopefully concisely make your point. Thank you, mister chairman. So, piggybacking off of what vice chair Little was saying about,
information updates timelines, We I received I can't speak with other board members. I received an email from maybe potentially an expert in this place saying that he has already been working with you and with your department on this as an adviser. And so can you also whenever you do a support updates, can you please give us backward updates? And if y'all have convened expert and if you have had meetings in the past about this course. Happy to. I would I would, appreciate knowing who that is. We have not worked with any experts. I had a conversation with the,
representative of the school district that submitted an application, where we provided feedback. That is the only individual who I have had any interactions with. So I I have not and I'm not aware that we engaged with any experts. So I would I would, appreciate knowing who that is so we could try to get some clarification there and happy to provide any information that members of the board need. Okay. I'll forward it to you because he was pretty specific. Maybe it was someone in your department. We'll we'll figure it out. Thank you for bringing that to my attention. Doctor. Belmodero, for what purpose do you wish to be recognized?
I wish to be, recognized to ask a question about advice, from What type of advice? Financial advice? Directions home? Where where are we going with this? Advice on how to proceed, to to get the Native American Indian studies on the agenda at some point in the future. So I believe that's what member Hickman was making the point of is that he wanted to take this up at a future meeting which is what Doctor. Young said in her statement at the beginning.
So member Hickman asked for us to work with staff and I committed to him to work with staff to figure out a path forward on this issue. I I understand that but I want to know what I personally can do or contribute to this effort and in in what ways. I wanna join in with this effort, but I don't know what I can do that won't be some kind of a violation or an impingement that's that I'm not welcome to participate in. Chairman? May I I'm not sure how to answer that question because I don't know.
Monica? Well, I was just gonna say, Doctor. Belmedero, the request from, missus Little was for us to provide updates to the committee. You're a member of that committee. So we would provide those updates to you, and you would be involved in that way. I I so I don't know if if that helps, but that is a way that you would be able to contribute is by receiving, those updates. And then, the the second thing that missus Little asked for was if we identified a problem to make sure that you all were aware so that, members of the committee could help solve that problem. So as a member of the committee,
you would would be part of that. Okay. Thank you. Doctor Clark, for what purpose do you wish to be recognized? Point of clarification about, Is that a point of information? Sure. What's your point of information? Question is to, I guess, doctor Young. You said that it was information missing. Were the districts provided with what information was missing so that they could collect it and submit it, or is that a staff question? I think that's a staff question. So, doctor Clark, as as some of, as this process has evolved over time,
one of the things that, has come up recently is there there are, materials that are submitted or that are noted as part of an application for an innovative course. In the past, we received and the, the committee and the board received a list, but not the materials themselves. What we need to be mindful of is that there are changes in laws and rules that we need to comply with, that we need to support you to comply with. And so, that is is, a change in the process that we are implementing moving forward is to make sure that
we have looked at everything related to that course so that we can provide you with full and complete information. Correct. So let me be specific. So, like, Grand Prairie ISD is utilizing this innovative course, which is within my district. Were they contacted and asked to submit information about the renewal of this process? They submitted the Grand Prairie submitted the renewal application. As part of that, Grand Prairie indicated the materials that were recommended for any district that implements this course. So, a recent, amendment that that was made to the innovative course rules was to require any applicant
to provide at least one copy of all materials so that you as members of the board, the members of the committee had an opportunity to review those materials. So that was a a step that we implemented. Grand Prairie was aware of that. They submitted those materials to us. The the step that we skipped that we need to go back and rectify is that we did not do a careful review of those materials to be able to advise you of whether there are any challenges or problems with those materials.
So just to recap, so staff didn't do the due diligence in reading through the materials to get this approved? That is correct. Thank you. For what purpose do you wish to be recognized, Member Hickman? Move that we move on to the next item. Point of order. Point of order. What's your point of order? I don't believe, staff has had a chance to answer my original question on timelines. What was your point of order, doctor Clark? Was that from you also here? I'm sorry. What? Did you call a point of order? Oh. I'll say it wasn't me. It was who? It was Julie. Me. Oh, what was your point of order?
Member Hickman was going straight into a motion with he didn't answer chair's question. That's correct. I'm gonna deal with the point of order first, and then I will come back and recognize member Hickman for that purpose. What was your question that didn't get answered? As when when an application for an innovative course is submitted, what are the timelines for review for both, statutory requirements and sustainability rubrics? What will the timeline be moving forward? Is that your question? What are the timelines now since we're dealing with this now? That had not previously been a specific part of our process that we recognize at
this time that should have. So on Monday, I'm going to sit down with staff to delineate a specific process that we will use moving forward. That that was not something that was an an oversight on our part that we are trying to rectify now. The timelines will need to be the same. We recognize that that applicants and school districts need to have this information, and we will do our due diligence moving forward to ensure that we update, application instructions,
that we build in the time, and we identify the staff capacity to be able to do the careful reviews so that when we bring items to the committee in the future, all of that information will be included. Thank you, Martin. Yes. Just to recap from when this topic came up, last board meeting, I was expecting it was going to be on the agenda. It was pulled by staff a week before the board meeting. So I think one thing that I'm learning in this is we need a lot of clarification around innovative courses generally.
And So there's a lot of process frustration here. So Doctor. Young, I look forward to working with you on innovative courses more broadly to figure out a path forward that makes sense for everybody. Member Hickman, would you like to be recognized for your motion? Yeah. I would like to make a motion, mister chair, if I can be recognized. You're recognized. Move on to the next item. We have a motion. Do we have a second? Second. Motion is second. All those in favor of moving on to the next agenda item, please show by raising your hand. Eight. Thank you. All those opposed, please show by raising your hand. Four eight four.
The motion carries. We'll move on to the next meeting or the next, excuse me, next item. The next item is the approval of updates and substitutions to approved instructional materials, agenda exhibit two dash 29. Doctor. Young. The Committee on Instruction recommends to the State Board of Education that they approve the Texas Education Agency's requests to update the following content in their English language arts and reading materials: kindergarten, unit seven, serving our neighbors, unit 11, exploring art,
grade two, unit two, ancient Greeks, grade four, unit seven, Poetry Wondrous Words, unit nine, Innovations in Industry and Energy Anthology, grade five, unit five, Poetry Collage of Words, unit five, World War two, unit nine, Beyond Juneteenth Anthology. Okay. You've heard the motion which comes from committee, doesn't need a second. Is there debate or discussion on the pending motion? Member Hickman. Question for the chair. No, sorry, the chair of the committee, Doctor. Young, if I can. Yes. Yes, ma'am. Yes, ma'am.
Thank you. Doctor Young, my minutes from your committee show there was a vote to reject certain materials Yes, sir. That and a vote to approve certain materials. Can you just talk through? Because I only heard a motion you just made to approve certain materials. Yes, sir. That that's what I'm I'll move I'll move into further. Chair would you like me to go ahead and move into that? Yes, as I was recognizing you I was asking the parliamentarian the same question so go ahead Doctor. Young. Okay, thank you, Member Hickman and, Chair Kinsey. The committee on instruction did not recommend adoption of some specific courses since the meeting.
The concerns expressed by members have been addressed, and I would like to move those items for adoption at this time. Everyone is receiving a copy, from miss Phillips that she's passing out, and so I move that the State Board of Education require that subsequent print runs of grade five unit nine beyond Juneteenth replace the image of Opal Lee in the following locations with the updated image that appears on the image card for lesson four, card 12 a two, teacher guide lesson one, page 18,
reader lesson two, page five, and image card lesson three, card one a nine. I I'll need a second for that motion. Second. Thank you. Okay. Here's what we're going to do for a second. We're going to stand at ease for ten minutes for a bathroom break. We'll come right back with this motion on the floor. Okay. Okay. We are back members. We have a pending motion on the floor that's been offered by doctor Young. Doctor Young, would you like to be recognized to attempt to withdraw that emotion that motion? I I'd like to withdraw that emotion and that motion.
Correct. Yeah. Lots of emotions. Second. Is there any objection to the withdrawal of the motion? Okay. We're back to the main motion as offered, out of the committee. This is why we took a break for a second other than, the, biological reasons we are going to, we need to correct that initial motion that was made out of the committee to reflect what happened in the committee. So, doctor Young would you like to attempt to restate that motion please? Okay, here we go. The committee on instruction recommends to the State Board of Education that they approve requests
from the Texas Education Agency to update content and its English language arts and reading materials, kindergarten unit seven serving our neighbors, grade two unit two ancient Greeks, grade four unit seven poetry wondrous words, grade four anthology, grade five unit five poetry collage of words, grade five unit five World War two, and grade five anthology. Okay. So that's the motion coming out of the committee. Needs no second. So restatement. I see no objection, so we'll move with that as the main motion out of the committee.
Doctor Young, would you like to speak to this and what the situation was? So we we had a little situation, but it's okay. Yes, mister chairman. The the committee on instruction, did not recommend for adoption, some specific courses. But since the meeting, the concerns expressed by members have been addressed, and I would like to move these items for adoption at this time. Approve request from the Texas approved request approved request can you hear me? I know. I was in my Yes. Sounds like a person. Approved request from the
approved request from the Texas Education Agency to update content in its English language arts and reading materials. Kindergarten unit 11, Exploring Art. Grade four, unit nine, Innovations in Industry and Energy. And grade five, unit nine, Beyond Juneteenth. Can we have a motion? Do we have a second? A motion and a second. Would you like to speak to your motion, not your emotions? I was I was gonna get a little emotional there. I know. Darn microphones. It just cleans up what we did yesterday, and I think that, we're all good now. Member Brooks,
for what purpose do you wish to be recognized? To add my remarks on this. You're recognized. Okay. Thank you very much. So, with with the the proposed bubonic changes, it's I would like to to see further work done on replacing some of the images, I guess, to be kinda specific, with kindergarten, serving our neighbors. There's blank what what is going to take the place of the image that was removed and left kind of blank is what I would like to know,
and and I'm sure that that will have an impact on the teacher's guide. And, so some of these have been replaced with other pictures, but some have not. And and in one place, it's asking the teacher to go, to a a separate location for materials to go along with that lesson. So I I would like to see, some time taken to find images, to find pictures, not images. We want rich text.
We want not text but rich pictures. These are kindergartners. So I I think we do wanna do our due diligence to get pictures that would be really appealing to children, that would spark creativity along with English skills for these places that were are left bare. I would, you know, is is my recommendation and, and again, some of the places where where teachers, in the teacher's guide, those we don't just want anything done in haste. We want it to be done, methodically and and well thought out and and that is is my suggestion is to
really look into what are some texts, what are some pictures that would still be in line with the spirit of what they, the, the the tics are, the standards are, but but put something in those places and then just put it all in a place where it's accessible to teachers and see some of these materials are are going to be printed. So I I just think that that that has to be done before he just, print. Lastly, I think my last advice is where there were images where the photograph couldn't be
shown due to licensing and and the author or the the artist's picture is is portrayed, Perhaps we can push a little further to see if there's some other pictures, illustrations that we can show kindergartners to go there even if it's, it takes a little time to find those. Right? Illustrations. Okay. Doctor. Young? Yes. And that that is, that is exactly what what we worked on yesterday and moving forward. We've learned as a committee how to submit, additional, you know, requests and requirements, as it moves along and also just the due diligence of TEA to let us
know if there is a licensing issue or of the boob on it, in this particular material. And so we clarified a lot of that yesterday. There are we have some very diligent people on the committee and so I appreciate the work that they do, to ensure that, that as the products reach the students, it is it is accurate and, it is is well within what is appropriate for the age level. So, I just wanna thank Little and Brooks, both of them, for for their comments yesterday and for all of us to learn another step in
what we need to do to ensure what's best for Texas children. Your mayor for what purpose do you wish to be recognized? Mr. Zimmerman, just I guess maybe an inquiry and a comment, a clarification. For who? Because on this For what purpose do you wish to be recognized? Question? The question. You're recognized. All right. Thank you. So it's my understanding that on Bluebonnet that any changes that are made to it, we have to approve those, correct? Or any publisher approved through IMRa including Bluebonnet, yes sir. Including Bluebonnet. So we're not the publisher.
So we're not trying to publish this. We just have to approve the changes. And so I think it stands to reason then it would not be appropriate for this board to try to micromanage what the publisher, any publisher whether it be TA or anybody else does with their material, they just have to approve it. We can certainly offer suggestions, but just in terms of what that is and by the way is that a lot of the licensing issue, if I understand it correctly, have to do with the fact that it's being, you know, published, it's being put online and those kinds of things versus if a teacher were just
using that image in their classroom. And those are really two different things. But a teacher for instance if there was a piece of art from an artist that we could not publish in the material because of all those limitations that would not the licensing would not necessarily restrict that teacher from downloading that themselves and using it in there as part of their instruction. Not an expert on licensing but I think that does fall under fair use, yes, your example. Member Hayman for what purpose do you wish to be recognized? I have a couple questions for staff. You're recognized.
Colin are you here today as the textbook publisher or the textbook regulator? My team at the agency is the district operations technology and sustainability supports team. It's a mouthful, but we we manage the instructional materials review and adoption process over all publishers. The agency has a separate team under curriculum that develops the the Bluebonnet product, and so I'm not representing them and that they've asked me to share things as any publisher would, but I'm here today as the the person that represents the team that runs y'all's review process.
Okay. And if I heard correctly there were some problems with licensing, the appropriate clearances were not obtained for the copyright permission to put this in the textbook. Is that why we're some of these are being replaced? Correct. That's what our publishing team has shared with me. Okay. So I worked in IP law in LA A Hundred Years ago, and I have a LLM in IP. The Hollywood movie production companies have a permissions department. To your knowledge, does the TEA publishing department have a permissions department?
I do not have that internal knowledge. I will yield to that part of the team that might be here to hear they come. I'll let them speak. Hello. I I can speak to that some degree. We in terms of the licensing and the control process that we go through to ensure that the licensings are in place for the images and works within OER, Our subcontractor did give us assurances. There's a control process that we we expect of them, and they did give us assurances that the licensing was in place for the images that we're speaking of. However, with further control and further analysis of those licenses,
we did discover these issues and I wanna pass it to Kevin Tipton from our our agency to kinda go through what that second layer of processes. And sorry, you you both are here as the TEA publisher? Correct. Okay. Got it. Thank you. Yeah. For for the record, I'm Kevin Tipton. I am an attorney for the Texas Education Agency. I do specialize a lot in intellectual property. So we do have a an outside vendor who works with us to secure permissions at the first level, just due to the number of permissions that are needed for this. And then there are secondary fall checks as well.
So during those quality checks, we realized that some of the licensing was not up to the standard we needed it to be, and now we are working to replace those and that's why these two are. Okay, so it sounds like we're learning we're a you know TEA Publisher is a startup and we're learning and improving every year so, one other question Kevin, I, in my current role I work with joint ventures and we have commercially sensitive or competitively sensitive information and joint ventures that you know you've got to have ethical walls
to prevent information flow. Can you talk about are you aware does TEA have those sort of walls to prevent the regulator talking to the publisher? Alan Dempsey, hello again. Yeah. Back to the regulator, correct? Yes. Okay. Member Hickman, yes. Our our teams are separated. When we for example, when the Ember team is building out those example rubrics that we bring to you all, as well as when we were debating with suitability, we use separate internal, experts and subject matter experts inside the agency, we do not mix, so if our publishing side of the house is seeking you know, the latest and greatest on the science of teaching reading,
they are working with other internal experts at the agency separate from, the team that you you might be familiar with, Amy, myself, and and the Emera team, and that that goes up to our our our deputy commissioner. So, it is separated, and we were very intentional about not crossing that path. Our, publishing team attends our MR office hours just as any other publisher, so we're still working with them because they're part of the review, so it doesn't mean we don't contact them at all but it's within the normal balance that we would talk with any publisher for the process I guess Kevin and I would say that's an arm's length relationship
that fair would you say that Kevin I would say that generally just as a minor point of clarification, the legal team does not have that degree of separation. So it is it is internal, but I could theoretically advise both of those teams. Sure. Understood. Yeah. Yeah. We can bifurcate our brain that way with multiple clients. So before I lose my colleagues I'm just being sure the fox isn't guarding the hen house so that's where I'm going thank you. Doctor. Belmetro for what purpose do you wish to be recognized? I just wanted to, ask one more detail about the, copyright issues. You're recognized.
Okay. I I publish in in film and so often I'll do frame captures and, if publishers don't ever seem to have a problem with that if it's identified as a frame capture and also if you take a smaller portion of, an original which would be the the full frame, and I'm wondering if, in publishing books or advising people who are publishing books to to alert them to this issue in copyright that if something is altered in some way, it's it's subject to fair use. I've and so that's something that I think we should,
advise people on and and take advantage of in our own images. Thank you. Member Brooks, for what purpose do you wish to be recognized? To to include myself in this discussion as an elected representative and get clarification. I think you mean to ask a question of staff. You're recognized. Okay, so, for clarification our job here today is to make sure that this is up to standard for our students in the state of Texas and and as is it's still a work in progress, these these changes are.
Some are are complete, others aren't. Some make sense, and some don't. And, you know, we had to take a step back for the innovative courses to make sure that it met the standards, and I don't see why we wouldn't give this the same, level of measurement because, again, we're talking about high quality materials. We're talking about something that is not a work in progress but is a published piece of work that is completed from beginning to end and again, I'm simply sitting here as a representative for our 5,400,000
public school children who deserve a quality, high quality, curriculum and I just believe that it's just incomplete and all the changes aren't up to par. Thank you. For what purpose do you wish to be recognized, Member Hickman? I'd like to make a motion, Mr. Chairman. Please make your motion. Call the question. Second. Motion and second to call the question. It's not debatable. All those in favor of calling the question, say aye. Aye. All those opposed, no. No. Okay. The question has been called. Let's go back and recap what the question is. This is on the amendment by Doctor.
Young to include all of these onto the motion that came out of the committee. Items. What were the three items again? Can you say those? Yes, sir. The the pending question is to amend the main motion by adding to it the materials from kindergarten unit 11 exploring art, grade four unit nine innovations in industry and energy, and grade five unit nine beyond Juneteenth. Clarification. I don't believe there is a submission from the energy unit. I think that was the one that the committee thought might be in the submission,
but it was not. So that would not be in order. Correct. Okay. But the committee still removed it. It was not in their main motion. It's got to be added back. This amendment is the way to get there from here. Thank you, Kaye. Kaye. Is there are there any questions about the motion we are voting on? Okay. All those in favor, please say aye. Aye. All those opposed? No. The ayes have it. The motion carries back to the main motion. Is there any further discussion or debate on this? Ready to vote? Okay. All those in favor of the main motion as amended,
please show by raising your hand. 12. Thank you. All that's opposed said raise your hand. So one, twelve one, the motion carries. Doctor. Young, do you have anything further? Yes, sir. Mister chairman, this is the this oh, we're on the next item. Yes? Yes. Do you want to introduce it or you want me to introduce it? Sure. Sure. You can introduce it. Sure. The next item is the motion removed from the consent agenda item number two, proposed repeal of 19 TSE chapter 130, Texas essential knowledge and skills for career and technical education and proposed revisions to 19
TAC chapter 127, Texas essential knowledge and skills for career development and career and technical education. This is the item, from innovative courses that TEA has been referring to as the big move. It's the relocation and reorganization of all the CTE courses. When TEA staff presented this item, they requested that the committee take no action on this item to allow time for the committee to further review the material and for staff to make certain adjustments. There are over 300 courses in this item.
It's huge. And, the Committee on Instruction would appreciate the opportunity to do our due diligence in ensuring that, that this is completed. Chairman? Monica? So just one clarification. This is actually not related to innovative courses, just, don't want there to be. This is strictly CTE. Are the CTE courses in innovative courses right now? We're moving them over? No? No. This is all strictly Teak space. They just wanted to go ahead and, because I know there was a lot of discussion about innovative courses. Yes. This is just the big move.
And as as doctor Young stated, a a lot of moving parts and pieces with that big move. We started out, working to take this action that would be non substantive in terms of just moving the location of the courses. There have been, as as all of you know, a variety of related actions on CTE that have been on your agenda for the last several meetings, including the, employability skills and making that shift to the cross reference. And so as doctor Young indicated,
additional time to make sure that all of that is correct and accurate and that we're not coming back to you, with, on the spot last minute adjustments, was part of what we laid out in committee. I will say that there are a variety of additional steps that we will need to take, and and this is is somewhat related to some of the conversation that you've had. So, the the way that we set this up is you have some courses that you have already adopted that, live in, this category of adopted not yet effective.
So you've taken all of your action. We have filed with the Texas register, but those courses do not currently exist in administrative code. As part of the big move, what we needed to do is to create some space with certain section numbers, and so all of these steps that you've been taking were going to have an effective date of 08/01/2025, so that everything happened at once and it was all aligned. Steps that staff takes once all of that happens is, we need to make sure that we've got the right,
service IDs, in the, TSDS PEIMS system. So that's a step that we need to take to make sure that districts have access to the course codes, and then we, need to make sure that, that it that there's clarity for districts on which courses, which TEKS they should be using in the 2526 school year. So at this time, we would request, that the the chairman consider, a potential special meeting in May so that there is both time for
this item to be studied by the committee, but also to give school districts some additional runway in terms of knowing which CTE courses, they should be teaching in the 2526 school year. Yeah. So we had discussion the other day about all the timing implications of this, how long the rules have been open, when our back end dates are implications for school districts. So it is very complicated and every question leads to about another hour of questions. So, yes, I I look forward to working with you and the agency more broadly to understand
what the timing implications are and whether we can get a special meeting or if that needs to be in June or however whatever works best, I'll call you next week. Appreciate the consideration, Chairman. Thank you. Doctor. Young, do you have any other items to report? No, sir. Not at this time. Thank you. Okay. We to the school finance committee. So the next item is review of adoption of proposed amendments to 19 TAC chapter two forty nine, disciplinary proceedings, sanctions and contested cases, agenda item four dash eight. Sorry, agenda exhibit item four dash eight.
Member Francis. Mr. Chairman, the Committee on School Initiatives recommend to the State Board of Education that they take no action on the adoption of proposed amendment to the 19 TAC chapter two forty nine, disciplinary proceedings, sanctions and contested cases. Okay. Is there further debate or discussion on this? Member Brooks, for what purpose do you wish to be recognized? Discussion on the side. You're recognized. Thank you. Yes, I would like to, talk with staff about this. If you could come up and give us some more information about this.
This took a little over an hour in this committee, and I think we deserve to hear a little bit about the, the the pros and cons of this and what's before us. And and I think, specifically, there was a a was it a PowerPoint or presentation? Do you have that? Can I get that today too? So in two two forty nine point three definitions, I my first question is, the language was taken out. That's in the Texas family code for 261.001. Thank you. I appreciate one, could you just help me understand why this was omitted even though it's exactly as
written in the code? Yes, ma'am. Sarah Wolfe, senior director of law and policy for EBSI. So, this change was for the SBEC to adopt the definition of abuse whole cloth, from the Texas family code. So, SBEC had kind of limited portions from that definition, so everything that you see that struck through is part of the Texas family code, but the Texas Family Code includes more items in its list of abuse, so we are now adopting their definition or the Family Code's definition of abuse. Okay. So, the code that's written, it it goes all the way up to,
are you referring to, two six one section two six one point zero zero one and it it has one and it lists a through, m? Yes. That's correct. So it's just listed here like each has a number instead of a letter. Is that how it's We just we cite to this term has the meaning assigned by Texas family code section two sixty one point zero zero one one, so everything under one is included. Right. But it's not written. Did you think it should not have been No. This is our standard practice when we adopt whole cloth sections.
We just cite to the statute for the definition. Okay. Alright. And can you tell us some of the the changes from the initial, the original document, please, just to keep us all aware of of the other 10 members? Thank you. Mhmm. Yeah. So kind of, going through I'll refer to the the page the the commissioner displayed in his PowerPoint, the kind of big buckets of changes. So, the first one being abuse and solicitation, we discussed the change to abuse. We added grooming behaviors to the definition of solicitation and outlined specific grooming behaviors as
part of the definition. Moving quickly to the sanctions bucket, we created a one year or, excuse me, the SBEC adopted a one year mandatory suspension, minimum suspension for criminal electioneering violations. So, if you've been convicted under the elections code or electioneering, it would be a one year minimum suspension. We allowed SBEC allowed for the denial of certification for code of ethics violations and conduct that requires placement on the commissioner's do not hire registry. So SBEC made it clear in its rules that one of the reasons you can be denied certification is for code of ethics violations as well as placement on the
DNH. And we updated the contract abandonment rules to require submission of documentation to establish specific good cause factors that the board has in its rules. This was really a cleanup for, our contested case attorneys at the State Office of Administrative Hearings to make it clear what evidence, can be accepted for those good cause factors. The next bucket is the methods of service. We updated the definition of mail to include electronic mail. So under chapter 2,001 of the Texas government code, we are required to serve things via registered mail. Those requirements will still be complied with.
This just allows staff to send things via electronic mail. And we also allow people to serve TEA staff via electronic mail as well, so it goes both ways. The next of some of the cleanup edits, are we allowed for a cancellation of an erroneously issued certificate without a contested case opportunity? So if we are canceling your test scores or we're canceling your certificate for a reason, you will still be entitled to a contested case hearing, But this is really to deal with the instance of if overnight our system glitches and we issue 200 certificates to educators who are not entitled to them as a
result of an IT year, we could cancel those certificates without opportunity for a contested case hearing. Mhmm. We oh. Now is that with proof? I'm sure to the teacher there will be an explanation to that? Yes. Correct. Correct. And usually, there shouldn't be a dispute because this should be the result of an IT error. Right? So if there's a dispute about, no, I actually did complete and my EPP recommended me, you would be entitled to a contested case proceeding. Regarding a rep. And the next one was just kind of cleaning up the minimum sanction for serious testing violations. SBEC adopted the commissioner's definition of serious testing violations and to make it clear that
if you violate the commissioner's serious testing violations, it's a minimum one mandatory suspension. And then, lastly, we removed the requirement to file exceptions. SBEC had enrolled that you had to file exceptions in order for the board to consider the issue or it would be waived. The APA, chapter 2,001 of the Texas government code does not require this, so we struck that from the language as to come into compliance with the APA. Is this the part where you they have seven days to notify They must have compliance. Compliance. Okay. That might be a different part. Real quick for time's sake. So certification versus non certification.
Because under all of these, this chapter, because this is an important chapter, uncertified teachers, like substitute teachers, teachers who are not certified, because about more than 50% of teachers are uncertified, they too would follow under these. No, ma'am. They would follow under chapter 155 of the commissioner's rules. These are ESPECTS rules, so these only apply to certified educators. Okay, which brings me to this, the problem that I see. Because if it's a substitute teacher, so if someone who has been approved to go in front of children and to work with young people and they,
need to be disciplined under these same measures, is it is it is it does it mirror? I haven't seen chapter 155, but I mean, it seems to me if I I would just go the non certified route so that there's less regulation. So chapter one fifty five does mirror to the extent that the commissioner has authority to mirror it. The DNH is in chapter 22 of the Texas Education Code, and the commissioner has very limited authority for reasons he can place you on the do not hire registry. However, there are several bills up this session that would expand misconduct that could get someone
placed on the do not hire registry. Thank you. Okay. Members, do we have further questions or discussion? Ready to vote? Okay. All those we're gonna the votes the motion is to take no action. So if you want this to go into effect, you will vote yes. And if you do not, you will vote no. Any questions on what how we're voting? Okay. All those in favor, please show by raising your hand. 13, thank you. All as opposed? 13, motion carries. The next item is review of adoption of proposed revisions to amendment to 19 TAC chapter two thirty five,
classroom teacher certification standards, subchapter a, general provisions, subchapter b, elementary school certificate standards, subchapter c, middle school certificate standards, and subchapter d, secondary school certificate standards. So on your agenda, exhibit four dash 37, Member Francis. Mr. Chairman, the Committee on School Initiatives recommends to the State Board of Education that they take no action on the proposed revisions to amendments 19 TAC chapter two thirty five, classroom teacher certification standards,
subchapter a, general provisions, subchapter b, elementary school certificates standards, subchapter c, middle school certificate standards, and subchapter d, secondary school certificate standards. Okay. Members, you've heard the motion which comes from a committee. It does not need a second. Is there discussion on the pending motion? Member Brooks, for what purpose do you wish to be recognized? Oh, for discussion, please. You're recognized. Alright. Thank you. So, can Steph come up for this too, please, from SBEG? Let's see. That would be, miss McCaufflin, or someone from there.
Okay. Thank you. So, this is is a big swallow tube. This is a big pill to swallow, and just kind of my takeaway from this is it's very restrictive for teachers, and I know that this is under the guideship, the guidance of SBEC, but it's, you know, pedagogy is in here, and it also assumes that, Bluebonnet, you know, sixteen oh five will be the standard curriculum for schools because it's, that's part of evaluating teachers, so maybe you could walk us through this, and not only that,
in my opinion isn't the universities, if I'm a certified teacher I'm going to school for teaching. This kind of is doing that part almost, is the way that I read this, because as a teacher, and I went to school for this, and so I went through the training, I went through courses, and then so my question is do certified teachers who graduate from school with an education degree also have the same, requirements as if I'm a non certified teacher because those are very different, so I'm almost,
if, you know, if I were back in the classroom, it's almost like I'm going to school again and, but I've been taught these things and I know how, you know, to teach with the exception of the local ISD training, you know, seminars and kind of, and lastly I guess I'll end with this before you go into it, is where's the community autonomy anymore, and where is just the administrative direction, and I mean this kind of just takes away that in my opinion. So if you could explain the parts of this for the body,
I'd appreciate that. Good afternoon. Jessica McLaughlin, associate commissioner of educator preparation, certification, and enforcement. Thank you, member Brooks, for that question. To begin chapter two thirty five of the administrative code governs educator preparation programs, teacher standards. So similar to how the state board of education, oversees the TEKS, which then inform the curriculum that is taught in k 12 schools, the SBEC has the statutory authority and the requirement to develop the knowledge and skills
or the educator standards that then serve as the foundation of what is taught in educator preparation programs. So the language that you see here are the standards that are required to be taught in all educator preparation programs, be they a university or another entity that serves as an educator preparation program. Can I ask just one quick question? So how has this changed from what it was before? How much more have you added to this? Yes, ma'am. So the, the pedagogy standard so the updates to the rule,
really are reflected on page, four or roman numeral four dash 43. Two thirty five dot two includes a new section of definitions that were not previously in the classroom teacher pedagogy standards, really providing clarity to educator preparation programs and prospective teachers across the state around critical terms for the profession. And then if you look to subchapter c, which is on, Roman numeral four forty seven, those are updated classroom teacher pedagogy standards.
See a few key changes here. Really, coming out of the last legislative session, House Bill 16 o five, which I know this board was charged with implementation of. This the State Board for Educator Certification, was charged with ensuring that all teacher candidates for preparation ensure that they have the knowledge and skills to use the open education resources as approved by this body. And so recognizing that teachers, if they need to be skillful users of Bluebonnet Learning, that they need to have the appropriate pedagogical knowledge and skills.
And so the SBEC, worked with an educator standards advisory committee who looked at the current teacher pedagogy standards, which exist in this chapter, which have not been substantively edited since, 2017, and worked with an advisory committee of educators to recommend the updates to the standards that you see here. Primary updates to the standards include previously, they were grade banded standards, and they've now been, integrated into one set of k 12 standards, and include that focus on knowledge and skills around the use of high quality instructional
materials, and delivery of instruction. I will say, member Brooks, that the we heard from the committee, and it was a a strong point of emphasis, for the SBEC and that we reinforce for teacher candidates to use their district approved materials. All candidates are required to have a knowledge of and understand how to use bluebonnet learning, but ultimately are using the materials as approved by their district. So so thank you. So you don't I mean, this kinda so asserts or that OER will be the standard curriculum use. I mean, if this much is if if this much is put into this,
then that seems to be the premise here is that, and it is a different pedagogy. So, it it is a different way and and but but it does still assume if all teachers who are being certified in this state regardless university, alternative, they're all going to get training essentially in the OER for the state of Texas and that is huge. Yes, ma'am. So that is within state statute, the requirement. Okay. Thank you. Is there further discussion? Are you ready to vote? Okay. The motion on the floor is to take no action.
So if you'd like this to go into effect, you should vote yes. If you would not or you do not wish it to go into effect, you should vote no. Any questions? Okay. All those in favor of the motion, please show by raising your hand. 13, thank you. All those opposed? One, thirteen, one. The motion carries. The next item is review of adoption of proposed revisions to 19 TAC chapter two thirty one, requirements for public school personnel assignments, subchapter F, special education related services personnel assignments,
agenda exhibit four-seventy four. Member Francis? Thank you, Chairman. Chairman, the committee as well as myself had a robust discussion on this item. We've discussed this with Espek and the chair and, Ms. McLaughlin will come up after I read the motion, but I just wanted to make you aware, of that before I begin. Chairman, the committee on school initiatives recommends to the state board of education that they veto the adoption of proposed revisions to 19 TAC chapter two thirty one, requirements for public school personnel assignments,
sub chapter f, special education related services, personnel assignments. Okay. Members, you've heard the motion. It needs no second because it comes from a committee. Point of clarification for me, you said you've spoken to the chair. Do you mean? Chair Streepy from SBEC, sorry. Thank you. Members, are there questions? Chairman, could I call, Ms. McLaughlin from SSPECT to explain this item and what we've discussed and what the Yes. You're recognized to do so. Ms. McLaughlin? Good afternoon. Jessica McLaughlin, associate commissioner of educator preparation certification and enforcement. Chapter two thirty one,
are the aspects rules related to a personnel assignment. So they govern which certification an individual needs to hold in order to be placed in a specific assignment. Specifically, subchapter f are the requirements related to special education. Happy to to address any questions related to the rule text itself. I will name that we, heard the feedback from the committee during yesterday's hearing and do recognize that the committee voted to recommend a veto. If the full board were to veto, we would bring this rule text back to the SBEC and share the concerns and
would anticipate bringing this forward in future rulemaking. And We do recognize that there have been similar concerns as those shared during the committee, raised in the legislature. And should those items pass, that would also be considered. Do you have further questions for our discussion? Could you just briefly state the concern before members start asking questions, just to be clear? Yes, Member Francis. So if I'm correct to state during the committee meeting, members surfaced a concern related to a reference to national board certification that's included within a worksheet that's embedded within this rule text,
that would allow for a special education teacher who is certified as a special education teacher, but is, assigned to a position where they are the teacher of record responsible for teaching content. So let's say I'm a secondary special education teacher and I'm assigned to teach in a math setting where I'm the teacher of record. There is a flexibility embedded within this rule that would allow for instead of that educator being required to seek the content certification, they could demonstrate their content knowledge via this Texas developed worksheet.
One of the ways in which someone could develop demonstrate that content knowledge in part or and in whole would be, completion of that national board, certification is the way that the rule is currently outlined for your consideration. And and, miss McLaughlin, is it fair to say that there are certain portions of, that national board certification and the accompanying worksheet that would allow a teacher to gain all 24 points by just holding that certificate? Member Francis, that's correct. There are certain, within the worksheet,
there are certain national board certifications because they are considered a generalist and they cover all of the core content areas that the way that the worksheet is currently outlined, if an individual did receive their national board certification, they would meet the full requirements for content per the way that the the the worksheet is outlined. And, miss McLaughlin, is it correct that there are other methods, to get points for teachers, or is this the only method? Yes, sir. There are,
many methods for teachers to earn points to demonstrate content proficiency. That includes completion of college coursework hours, previous experience teaching in the role, and professional development. And miss McLaughlin, you previously said in the committee on school initiatives that you were working on this over a year. You had a document and this particular amendment or proposal came in at the penultimate hour. It was not, you're not able to surface that at a public,
pairing or, opportunity to offer comments. Could you just talk about that briefly, please? Yes, sir. So, similar to, the way that a rulemaking process works with the with this body, the SBEC goes through first reading or proposal, post their items for thirty days of public comment, and that formal public comment is reviewed by, the members before taking action at adoption. At, during that public comment period, the board did receive public comment, that indicated some opportunities for additional flexibility be added to the worksheet that included,
in part this inclusion of a nationally national board certification as an option amongst the others that were included. And the board took action at adoption to include, national board as an additional flexibility. So while this was presented during an open meeting, these rules were certified by the, office of the attorney general as lawful. It was, an action that they took at the very end of their rule making process. And and finally, miss McLaughlin, would it be fair to say that had you and the board, known about the implications of this national birth certification,
the move by the legislature to, proposal right now to, make this particular certification ineligible for the TIA as you had referenced before that there's serious reason to believe that this would not have been suggested? So I can't speak on behalf of the board, but I but the board does actively track, what is discussed during the legislature. And as I named, if there were to be action taking in the in the legislature, I know that the board would be, responsive to that. Doctor Ellis, for what purpose do you wish to be recognized?
Questions. Questions for staff? Questions for chair of the committee and staff? You're recognized. First question from Mr. Francis, you said you spoke to Chair Streepy. Was she in favor of the veto or against the veto? She was amenable to the veto because she understand, that the implications of what the certificate certification does and that concurrently the legislature is also proposing to strike the certificate from TIA requirements. Second question for staff. If we veto this, will this help or hurt the need of providing special education teachers to the field,
especially our rural districts? So the there is, within the board's current rules, within chapter two thirty one f, there are flexibilities that allow for special education teachers who are certified to demonstrate content proficiency via a different mechanism. But that mechanism, is an outdated federal document, from 02/2011, that is to some degree inconsistent with current, ESSA requirements. It's from, national no child left behind era. So natural no child left behind era. So so would it be fair to say this would decrease the amount of the
pipeline flow of our special education teachers in the short term? I think there are additional flexibilities contemplated by this new worksheet that folks may not be able to take advantage of. K. Second, next question is for mister Francis. Can you speak to what the concern is with the national board certification? I I can, but I I'll ask my vice chair to, raise that as I'd asked her to continue doing some, deep dive on that research. So if, Gerry, if you'd allow my Vice Chair to address that. Deborah Pickering? Yes.
Thank you. Thank mister chairman and mister chairman. So yes. So the concern is and I believe you all have this in your email now, the standards. There is an embedded standard in this training that the teachers will be required to take that, first of all, would cause confusion because of how it it how it advises teachers to develop lessons and how it advises them to implement lessons in the classroom violates, governor's executive orders,
letters from The US, dear colleague letters from the US Department of Education, legislation that is pending right now in the house and the senate. And so, also, in this area of DEI and these lessons, these, inclusive equity lessons, there is so much rapidly evolving law around this. We see this in our own state right now. There are several pieces of legislation around this right now. So that's evolving. What we do have that is already concrete is governor's executive orders,
dear colleague letters from the, department US Department of Education, attorney general opinions. So we already have a foundation that, this could potentially violate and also just causes so much confusion for a teacher. And I'll read I'll read an excerpt to you from it, if you don't mind. Okay. Okay. The I think it's going a different direction than I'm asking a question. Okay. I'll read this. I think this will provide some clarity for you as to the level of confusion that this would cause our teachers. Part of the training is Point of clarification,
determine? An accomplished teacher are aware that children may begin to question their sexual identity at a young age and should develop lessons to help accomplish that. So I'm not understanding how this is germane to the conversation. Excuse me. Point of order. State your point of order. Is this germane I don't know if this is germane to the conversation. Member Pickering, where are you reading from? I'm reading from the email that was sent to all members. This is from the actual training for the national board certification. This is the training that the teachers would have to go through to obtain the
certification. This is the training that's referenced in the rule text? Yes. And that is what the conversation with chair Stroupy was about? That's correct. So I'm gonna rule this in order. Knowing you have another question, I'll come back to you in just a second. Yes. May I finish, mister chairman? Please. Mister chairman. So the this teaches this would teach our teachers that to be a high quality teacher, to earn this national certification, that you have to develop lessons and support lessons for children who are changing their
sexual orientation or gender identity. Meanwhile, we have an ex we have executive orders in this DEI space. We have US Department of Education letters on this space. We have so many documents in this space. Our teachers aren't gonna understand because on one hand, the state of Texas is going to tell them you need to have sexual orientation, gender identity lessons to be a high quality teacher. And on the other hand, the federal government now and proposed legislation and governor's executive orders are gonna tell them it's not allowed in the classroom. So we need to we just need to send this back to SBIX so that
they can edit it and correct it, and they can get it back to us as soon as possible so that we can, create a seamless pipeline for special teachers. Doctor Ellis? So I'd point out there is a difference between the National Board Certification Test and the National Board for Professional Standards. And I think what the e mail I received was from the second, that's not the certification test. That was also what was sent in the e mail was from the literacy standards, not the generalist that was described earlier as what we were going through. So there's a difference with that. I want to ask Mr.
Francis, you mentioned proposed legislation. Are you mentioning the proposed legislation about the, including this in the TIA process? Well, it's already included in TIA process, but it's been proposed to strike this certificate as a, as eligible to qualify for TIA. So I beg to differ. In senate bill 26, which has already been, enrolled out of the senate. It's already passed the senate in page one, line 16, also in page two, line 11, and multiple other places.
The national board certification test has remained in Senate Bill 26 which is a school funding bill. So I don't believe, it's being contemplated being struck out of the Senate bill because that's already passed and enrolled through the Senate and, so and it has not come up in the House. There's no proposed amendments to take it out of HB2 that I have seen with that so I would disagree that in the Senate that version has already been enrolled and it was I guess confirmed that the national board certification test may be used going forward?
I said the legislature which is two parts. Okay. So I would I would just point that I would rise, in opposition to the motion to veto and at the end of this I will, move to vote against that or I will be voting against that. Member Childs, for what purpose do you wish to be recognized? I have a question for staff and for legal. Please. Miss McLaughlin, I think mister attorney Marin or mister Marin, if you could answer this question. We heard a lot about proposed legislation, about executive orders. What is the current law of the land that is driving whether or not the
state of Texas can recognize teachers that have a national board certification. Because for me, what I what was driving my decision to vote in opposition of this veto is TEC 21.3521, which says that the national board teacher certification is still recognized in the state. So are we going off proposed legislation that has not passed in both chambers yet? Are we supposed to be guided by executive orders? Which law takes precedence right now? Member Childs, the sorry. As usual,
my voice doesn't carry well. Member Childs, the the law of the land is in terms of Texas is what's in statute presently. I think Is the one that I just read? Yes. That's that's for purposes of this particular issue. It doesn't mean that there are other issues pending as was discussed previously just a few moments ago. But what I'm asking is to be prudent members of the State Board of Education, are we supposed to be making, votes to veto or not veto based on current legislation or proposed legislation in the future? From a legal perspective,
you go with what the law says currently. From a policy perspective, you can decide how to handle or address current matters or matters that are pending. Okay. So I would just like to echo member Ellis' comments. I stand in opposition of this veto. I think, miss McLaughlin, you spoke very eloquently and well about the fact that this was created and worked on for about a year because there is a need and there is a gap. And I think that need and that gap trumps any proposed legislation that is to come down the pipeline in the future that we don't even know about.
And I think we're in our right to stand in our position of this veto because as the attorneys just said, that statute trumps anything else that was mentioned today. For what purpose do you wish to be recognized? Make a snarky comment and ask questions of staff. Please spare me the the snarky comment and ask your questions. You're right. Sorry. I can't help myself. The past two sessions, there's been a bill to strike SBEC veto from our authority and yet here we are arguing an SBEC veto. So questions for staff.
I wanna just dive in, I I served the past four years on the committee on school initiatives, considered a number of SBEC and we've talked a number of times about SBEC. Page four dash 80, paragraph d, what we're talking about here is a SPED certified teacher also has to demonstrate subject matter expertise and they can do that through either certificate or a worksheet. Is that correct? That is correct. Okay. Do you have any idea is that fifty fifty or do you have any idea
of the ballpark how many people use the certificate versus, sorry worksheet? So we have data from, the school year twenty twenty three, twenty twenty four and we see that, of, the so the full time equivalent positions, we had about 18 a little over 18,000 special education teachers who were a certified stand alone in special education. Of that group, there were close to 12,000 that also held a content certification. So So if I'm doing my math correctly, that's about 6,500 teachers that held a special education certification,
but did not hold the additional content certification. Now I will clarify, that under the current rules and the rules as they are being proposed, both the federal worksheet and this Texas specific worksheet would be a document that would be kept locally. So this is actually an area where there's a limited state line of sight outside of auditing purposes, let's say, into how districts are implementing this, administrative requirement. But we could presume up to 6,500 teachers, but it is likely fewer.
Okay. So I'm gonna dive into some numbers, but rough numbers, one third of the SPED certified teachers, we're talking about 18 a universe of 18,000 total that needs to demonstrate subject matter about a third plus or minus would use the worksheet and then if we talk about national board certified my understanding is we have 1,600 in Texas out of a total population of 300,000 teachers Is that plus or minus? About 350,000 teachers. Yes. Okay. So that's less than half a percent of our Texas teachers are nationally board certified.
And then I think it would be a rare unicorn indeed to be SPED certified as well as nationally board certified. I I can't speak to the the instances, but, you know, our our special education teachers are oftentimes placed in the special education settings. So it's some some subset of less than 1,600 we know for sure, that would be affected by the worksheet and using the national board certification checklist or checkbox, to satisfy that subject matter. So on let's dive into the worksheet.
Is anyone required on the worksheet to be nationally board certified? No, sir. It would be Okay. So there's lots of paths to demonstrate through the worksheet. There's lots of ways to get there from here, quoting our parliamentarian. You could get demonstrate the subject matter expertise with the worksheet a number of ways. No one's required to be nationally board certified. Correct. Okay. And then I'll just follow-up on member childs. The current law in the education code actually recognizes national board certification. For example, teacher incentive allotment gives you a positive score for being nationally board certified and that's
the law of Texas today. Yes. Okay. So we can, I guess, stop vetoing or considering SBEG vetoes every time that bill is filed or we can keep doing it and wait until the the bills are passed and signed by the governor? So I will, not vote for the veto. I think we go with the current law which actually recognizes national board certification. And, excuse me. What was that? What was the point of order? The point of order of, like, the legal opinion, governor Greg Abbott issued an executive order instructing all state agencies to remove the I
don't think that's a point of order. From their from their agency. Does can we get any of the legal supplies? Member Pickering, that's not a official point of order. Can I finish, mister chairman, please? Thank you. So given the current law actually has a positive recognition for National Board Certification and this is such a small subset of the SPED teachers we're trying to get certified in the classroom demonstrating their subject matter expertise. I do not want to throw the baby out with the bathwater and I will be voting against the veto that would throw away two years of SBEC's work.
Mr. Chair? For what purpose do you wish to be recognized? To call the question. I can. You are now recognized. Mr. Chair, I call the question. Okay. There's been a motion for the question to be called. It's had a second. There's been a subsequent request for a roll call vote. There's been an objection to that, so we will not do that without objection. And I have a point of information, Mr. Cameron. Your request for a roll call vote? Thank you. My request Okay. Is there any objection to that withdrawal? Seeing none, we will vote on the call to question motion call to question motion.
So all those in favor of calling the question, please say aye. Aye. All those opposed? The ayes have it. The question has been called. The motion on the floor is to veto. This motion requires two thirds majority in order to actually pass. At this time, we will take up that motion. Mister chairman, I'd like to request request a roll call vote. Object. Okay. We have we've had a request for a roll call vote. We've typically done that without objection. We've had an objection. So now we're going to vote on whether or not we're going to have a roll call vote.
This item is not debatable, and we will take the vote now. All those in favor of a roll call vote, please show by raising your hand. Four. All those opposed? Eight four eight. That motion fails. So now we will, vote on the motion to veto. Again, this requires a two thirds vote in order to pass. All those in favor of the motion to veto, please show by raising your hand. Four. Thank you. All those opposed? Nine four nine. The motion fails. We have two options here.
One is to not take a a motion to take no action, or we can move on to the next agenda item because that's the same thing. Doctor Ellis, for what purpose do you wish to be recognized? To make a motion to take no action? I'll take it. Well, you are not recognized for that motion because I was just about to tell you we don't have to do that, or we could just move on. I'd still like to make a motion. Okay. You are recognized to make that motion. I'd like to make the motion that the State Board of Education take no action on the adoption of proposed revisions in '19 TAC chapter two thirty one requirements for public school personal assignments of Chapter F,
special education related service personnel agreements. Second. I'm sorry, assignments. Okay. We have a motion and a second to take no action on the proposed rule. Is there any debate on the motion? Member Pickering, for what purpose do you wish to be recognized? I have a question for the maker of the motion. Please state your question. Is the maker of the motion aware that in all three categories of this training and certification is a, standard on DEI that will train teachers how to develop lessons to help transition children
from their birth, gender or their sexual orientation? And are you also aware that there is a standard throughout all three trainings that will train our teachers on how to implement DEI in the classroom and develop lessons on DEI? I just wanna make sure you're fully aware of that. So what I would emailed to you. What I would point out, as I pointed out earlier, and I'd like staff to clarify this, that what you're pointing out is in the National Board for for Professional Teaching Standards. It is not in the National Board Certification Test,
which is what's on the worksheet. So you're pointing to a different area? Yes, sir. They have to take the standards. Excuse me. They have to take the standards in order to take the test. Chairman, who's recognized? Member Pickering was recognized. I'll come to you in just a second. Were you finished asking your question? No, Mr. Chairman. Please address, thank you, Mr. Chairman. Mr. Chairman, I would just like to say that this, standard number two on DEI is embedded in every section of these national Point of order. Of this national test. And that also Point of order. In order for a teacher to take this test, they must take this training.
I believe she was recognized to ask a question. I didn't hear a question. She did she began her comments with is the maker of the motion aware. I reminded everybody to address the chair, so she is in order. Yes, sir. So, again, I would I'm sorry. I was interrupted. May I restate? You may restate the question. Yes, sir. So, again, this DEI strand is in all three components offered by this national board, and the test reflects this training. So for a teacher to pass this test, they must take this training. So I was asking,
was the maker of the motion aware that by voting for this, you are going to endorse teachers being trained to develop sexual orientation and gender identity changing lessons for children and also to develop lessons in social justice and DEI for our children. Doctor Ellis, would you like to be recognized? Yes. You're recognized. As I stated earlier, I don't believe that's correct that we all we have in front of us on the worksheet is a national board certification test, which does not have that in there,
and then also point out that this is consistent with current law and is also not inconsistent with any proposed legislation that is working its way through the legislature as it stands now. I would like to point out that we didn't have to do this and we're hit by choice at this point. I gave us an off ramp and it was refused, so, rejected. Can I call the question? You can. Mr. Chair, I call the question. Second. Motion and second to call the question. It's not debatable. All those in favor of calling the question, please say aye. Aye. All those opposed,
no. The ayes have the question that's been called. Mr. Chairman. For what purpose do you wish to be recognized? I would like to request a roll call vote. Object. Okay. We've had a request for a roll call vote. Once again, we've typically done this without objection. We've had an objection. So now we will vote on whether or not we're gonna have a roll call vote. Mister chairman, I have a point of information. What's your point of information? Mister chairman, is there is it true that if we had the proper ways to document our vote that we wouldn't even need to, have a roll call vote? And it's because of this reason why this,
this question is being asked by the member? That's a much longer discussion. There was there were discussions last year about a voting machine of some sort that was requested by a former member of this board. The construction and move to this room subsequently delayed any sort of implementation on a system such as that I will continue to follow-up with that going forward Mr. Chairman I have a point of information What's your point of information? Mr. Chairman is it true that the public has a right to know each member's vote
because they're a public body? Sounds like a question for legal. So the, you are required to have an open meeting, and you are required to fill in an open meeting. And that is what we have done. We have minutes and things that we hate. These are all, documents that are subject to an open request. Mr. Chairman, could I follow-up? Please. Mr. Chairman, we all know that these minutes are very vague. They do not show the detail of every vote and they do not tell which member's vote, either way. So I believe that would be incorrect that portion of your statement,
mister attorney. Sure. Mister Beyer, would you like to respond? I believe all I said is that things that we report are open to an open records request, not believe that is true. If, this body would like greater detail, recorded in the minutes that we take, it is up to this body to, require that, and that is certainly within their recording. Point of information. Which point of information? Are these meetings not recorded and live streamed? They are. They are recorded as you can see from the screen right there.
It's are they're live streaming and they show movement and arms being raised? That's what I was getting to. If you look on the screen right there, I I don't know the answer to that question. If when we vote, you can see the whole screen or not. I'm not not exactly certain given our transitory status at the moment. Point of information. What's your point of information? Is that the frame that's being live streamed on the website? Because I only see half of the room at any given time. So is it possible that when we're taking a vote, they can only see half of the room, or can they see the entire room when it's being live streamed?
Chad, I'd like to call the question. Okay. Point of information. You guys did want to take that off. This is why you didn't Yeah. It was your objection. Okay. Due to limitations of the temporary space that we're in, there's no one camera that has everybody on it at the same time there's a wall as you can see right there it's got green on it that prevents the camera system from capturing everyone at the same exact time so the technology team starts with one side, this side,
and shows them. And as the vote count comes across, videotapes the other side. Was there another point of information on this? I'd like to call the question. The question's already been called. We are now getting ready to vote on is it a point of information? It it was. It it was before Brandon, but I'm sorry. I didn't hear it. Everybody's yelling at me right now. I know. This is a normal Friday tradition. You know. State your point of information. I just I wanted to ask, Kaye, is there any way to get all the way back to, like, tabling this so everybody is as well informed as they need to be in order
to make this decision? Well, I will answer that question. The challenge with that is, we actually are not required to take any action. What compels us to do so is we have ninety days, ninety days after SBEC passes a rule in order to take that up so if we were going to postpone this to a subsequent meeting we would need to know what the date is what the ninetieth day after they passed it is I don't have that date on the top of my head. I'm confident it is before the next general meeting that's scheduled at the moment.
We're still in the process of taking a vote on whether we're going to do a roll call vote. Okay. So all those, there are more points of information? Just cut. What's your point of information, miss Johnson? This this current motion is more of a formality. Right? Because the fact that the veto failed, we're back at no action, which means SBEC's rule is has passed. As stated by the chair twenty minutes ago. Okay. I just Yes. That was not directed at you, but that's what I was trying to get us to keep moving twenty minutes ago, but now here we are.
And so let's get out of this. So the motion right now that we're about to vote on is whether or not to take a roll call vote. So if you wanna take a roll call vote, please show by raising your hand. Four? Five? Doctor. Young was the fifth. Okay. All those opposed, please show by raising your hand. For the count. Eight, five eight, the motion for a roll call vote fails. So now we are back to, the main motion as offered by Doctor. Ellis, which is to take no action on the SBEC rule. So if you would like to take no action and the rule should go forward,
you should vote yes here. If you would like to get us in some other situation that I'll have to figure out in a minute, you should vote no. Clear? Okay. So all those in favor of the motion to take no action, please show by raising your hand. Nine. Thank you. All those opposed to the motion to take no action, please show by raising your hand. Four nine four, the motion carries to take no action. Okay. We're on to agenda item number seven from the consent agenda.
So this is the motion, that was removed from the consent agenda. Proposed amendments to the framework for governance leadership required to be adopted under Texas education code eleven one fifty nine. Member training and orientation 19, Texas administration code. Administrative code, chapter 61, school district, sub chapter a. 61.1 continuing education for school board members it's on your board book in page four dash 97 I'll turn it over to mister mister Francis now Member Francis. Thank you, chairman. Chairman, the committee on unschooled initiatives recommends to the state board of education that they adopt
the substitute framework for school board, leadership as adopted and amended by the committee on school initiatives. Mister Chairman, I'd like to continue with some comments. You've heard the motion that came from the committee, Member France, if you'd like to speak and inform everybody of the situation. Thank you, Chairman. Chairman, at our committee meeting, we were posted for action, for this agenda item to make amendments to the framework for governance leadership or AKA framework for school board development.
We had a very robust discussion. I thank the members, my four other members for their professionalism. Even though we disagreed, they were very professional and I I do appreciate that. Thank you. At that time, mister Hall made a motion to make a substitute to the current document as is shown on in your board book page, Roman numeral four dash 98. Chairman, with the appropriate, caution, I accepted mister Hall's committee substitute.
I did indicate that I would have preferred as the chair to have received such a complete substitute document, before he had made it but, he was in order and I ruled it in order because it was not, opposed to any of our board rules. He then made two, amendments which was voted favorably by the board. I gave members at several times to read and ask questions of Mr. Hall, to which no substantive questions were asked. I heard from several persons including the two members who spoke in opposition and my other
colleagues, on this board who are not in the meeting and I updated. I also received information, and concerns about the process from, constituents and even one of my, host reps in my district. So mister chairman, for those reasons, I'd like to make a subsequent motion. You're recognized to do so. Mister chairman, I move that the Point of order? Framework. What's the point of order? We have a motion on the table. He can make subsidy And he can I made it? Motions. We don't have the deal with the he's amending or changing or something?
It depends on what What he does? Okay. Yeah. Alright. Thanks. And, hopefully, we will get there. So the next word is out of this one. So moved. You, mister chairman. Making a subsidiary motion. Mister chairman, I move that the the framework for governance leadership or framework for school board development as adopted and amended by the committee on school initiatives be postponed for the next State Board of Education meeting Second Okay, we have a motion and a second to postpone this item to the next board meeting just so we can make sure we understand here.
The intent would be to post the, item that came out of the committee yesterday online so that it's viewable by the public, take comment on it, come back and take that up at the next meeting? That's correct, mister Chen. For what purpose do you wish to be recognized, doctor Ellis? Ask your question. Of who? Of either either chair. I'll let it broadly and let whoever wants to answer it answer it. Please ask me. Would it be appropriate to have us clarify I know the answer to this, but I I received a lot of phone calls after that meeting with,
yesterday that a decision by the Committee of School Initiatives without further adoption by this board does not mean that anything that happened in that committee moves forward. Just simply to clarify for the field that with what mister Francis is proposing, there is no new framework for school board development. Nothing changes at this point in time. Could it a future meeting when he brings it forward with that? But is it okay to clarify that? I I think it could at a future meeting. You're right.
Nothing goes forward with with this. So the point today is to delay it. My intention would be to take his, what came out of the what he's talking about right now what came out of the committee and to post that online with the intention of coming back at the next meeting and taking that up does that clarify? Yes so there will be no change after this vote postponed. What's your point of information? I think it's for you. So if we, post this framework online, is there gonna be an official period for public comment? Will the committee of school initiatives come together at a separate meeting to discuss amendments?
How would that work? Or will we just need to be prepared in June for this? My intention would be to post that out there for public comment. I'm not sure if the what committee we're gonna do this and, yeah, and I would prefer to, make that decision at a later moment. Okay. For what purpose do you see corrections? Question for you, chairman. I think you just hinted at it. This motion to postpone would only be to a future meeting. Are you also referring it back to CSI or is that open as to where it would go? I have it is open to where it would go at the moment.
Okay. And also if I could ask a question of doctor Ellis, mister Maynard or miss Little, I think I was, if that's okay, I think I was in attendance. But here's the challenges. We're in a procedural motion right now, so I don't wanna get into substance at the moment. So the the motion on the table from member Francis with the second is whether we're gonna postpone it or not. And so I would like to deal with that motion and not get question about process. Process going forward? Historical process. Can I ask you? Sure. My question is the board book page four-ninety eight,
there's a framework for school board development as adopted by the state board November twentieth twenty twenty. Do you or anyone else know in the room know what the process was to develop that document? I was not here for that obviously so I don't know what the full process was for that. Okay. Point of order, mister chairman. What's your point of order? Are we considering the the merits of the substitution right now, or are we just considering whether or not to postpone it to a future meeting? We're we're considering whether or not to postpone it to a subsequent meeting. That is Further recognized for another point of order?
Sorry. What is your point of order? Okay. Or point of information, whichever applies best here. Isn't, mister Hickman's question more of a substance of the the subs the first motion and not the second motion that's on the floor right now? Stand at ease while I phone a friend. I'm sorry. You said you're stuck. Member Hickman? Yes. Let me see if I can restate your question. Your question that you asked that's now been point of order and information that Right. Is whether, you're asking other board members what a previous process has been to develop previous documents
Right. Previous of the document. I could try a different way. We are voting on the process for this Just this time. Because I wanna get a ruling on the point of order. I've asked the I just wanted she was talking, so she didn't hear the original question. Okay. So, mister chairman, the question before you is, shall the framework for governance leadership be postponed to the next board meeting? What is in order is discussion about the postponement. Is it a good idea? Is it a bad idea? To some extent, when you would like to postpone it to,
although you can go no further out than your next board meeting. So those are the only things that would be in order at this time, while this is the pending question. So So your question is out of court. Can I restate a question or ask a different question? Is it related to the motion pending on the floor? Yes. Which is to table this or to to postpone to a further future meeting? Yes. What is your question? So as I'm considering the process today of what to do with the action in
front of us, it's relevant to me what was done last time. If that's out of order, that's fine. And I'm sorry. Now the log is The question is, member Hickman is saying he wants to know if his if a question about this process the last time we did this process would be in order as I'm considering whether or not to adopt this process. Okay. So Mister chair, as you know, the role of the parliamentarian is to give advice and not to make rulings. But my advice to you would be that that would not be an order because
it does not deal with the postponement. And to get to that, you would defeat the motion to postpone and go back to debate on the main question, which is, the adoption of the substitute. Okay. I'm gonna go with parliamentarian's advice. For what purpose do you seek recognition? I have point of information. What is your point of information? When would it be appropriate for us to speak in favor or in opposition to the motion to postpone? Right now. If it as insomuch as it relates to the motion to postpone. Okay. From what I And not the substance of No.
No. From what I learned about the previous document is that it took about a year to develop the document, and there were multiple stakeholders, people in the field involved, board members chairman. I What is your point of order? I think the chair has already ruled on this. That's correct. So I cannot speak in favor of opposition of the motion to postpone at this time. Parliamentary inquiry. What's your point of parliamentary inquiry? So the motion was to to postpone to a time definite, not just to postpone. And I think that is it not an order then to perhaps contemplate that the motion to postpone could
be amended to a different point in the future that creates a longer runway. Only within the limits of your parliamentary authority, which is no more than about a business quarter, which according to Robert, who defines business quarters really wrong, is the end of the last July. Well, we're back to And it's on procedure. Okay. Who would you recognize? I have question procedure. Posting this online, for future consideration seems passive to me.
Can we ask that, as we move forward that we engage with pertinent, organizations in order to get feedback that is active and proactive, not just passive. I think posting it and receiving input, you know, may not do much, and I wanna make sure that we have engagement. As we consider this in the future, we have engagement, especially as we post this, as we consider postponing for this. Understood. I don't know which organizations. I can surmise some, but but they're I'm sure that they are paying attention to this issue.
If there are more, then then you can, certainly reach out to them in your personal capacity. I'm sure that staff can help with the reach out as well. So Point of information. What's your point of information? I'll wait. I'll wait. For what purpose do you wish to be recognized? Mr. Chairman, just maybe a question and a comment. You're recognized. You're recognized. Thank you. The motion is to postpone to the next meeting. And I think that the assumption around the square is that that means that very definitely then we would take a vote on it at that point. But that's not necessarily the case.
It is conceivable that we could do that, but it is also conceivable that we receive a certain amount of input that would also prompt us maybe to commit it to a committee of some kind for further study. And so the motion to postpone to the next meeting does not necessarily dictate that we are going to take an up or down vote on this at the end that we will dispose of it in some way which could be a variety of things. It could be to create an ad hoc committee to commit it to that, it could be to vote on it.
It could be to postpone it further. And so I would just suggest at this point, this is probably our best way forward. For what purpose do you wish to be recognized, Member Hall? I'll go after Mr. Hickman, if that's okay. For what purpose do you wish to be recognized? Point of parliamentary inquiry. What's your point of parliamentary inquiry? Would it be in order to make a motion to refer this to the committee of the full board? The parliamentarian is about to say no because we have to deal with the motion on the floor right now, which is to post file. Correct. Motions have rank, and the motion to refer is a lower rank than the motion to postpone to
a certain time. And therefore, it's not in order while this motion is pending. K. Thank you. For what purpose do you want to be recognized, Member Hall? I'd like to call the question, Mr. Chairman. Yes. Second. Here we have a motion to call the question. Do we have a second? Second. Motion is second to call the question. Motion is not debatable. The question on the floor right now is whether to postpone this to stop to the next board meeting. Everybody clear on what we're voting on? K. All those in favor of the motion to postpone, please show by raising your hand. Eight. Thank you.
All those opposed, please show by raising your hand. Four eight four, the motion carries. The item will be postponed to the next board meeting. Okay the next item on the agenda is from the consent agenda it's item number six approval of the 2025 through 2029 rule review plan for the state board of education rules Member Francis? Sorry. We're on the rule plan, which was on consent and has been pulled. I'm sorry, sir. Could you please repeat? Yes. The next item is six from the, consent agenda approval of the 2025 through 2029 rule review plan for the State Board
of Education rules. I am sorry. I wasn't ready. Chairman, the committee on school initiatives recommends to the state board of education that we accept the proposed twenty twenty five-twenty twenty nine rule review plan for the State Board of Education rules as presented by staff. Okay. You've heard the motion which comes from a committee and needs no second. Is there any discussion on this? What purpose do you wish to be recognized, Member Brooks? To ask, staff to just come in, summarize the Okay. You're recognized.
Okay. To summarize the item, please, I know you you had a handout yesterday. Is that correct in committee? Yes. Christina Dela Fuente Ballades, rulemaking director, TEA. Yes. This item is presenting the next four year schedule for the SPUE's rules to be reviewed. Yesterday, this item was I presented this item before the committee on school initiatives. One of the hand the handout provided to the committee was just updating the status report on the twenty twenty one to twenty twenty five plan. We added a column per,
chair Francis' recommendation as feedback that the column just denoted if the chapters were reviewed in accordance to the twenty twenty one to twenty twenty five plan. We did that research, and we confirmed that they were. Okay. So, you you don't have that handout today. It's attached to the minutes for committee on school initiatives. I have it. I apologize. So okay. So, you were going to explain the changes, if any, that were made to the next four year? What this item is doing is presenting the next four year,
the next round. Okay. Okay. Just keep going, though. Okay. I was trying to follow you in the meeting. Forgive me. I was listening, yeah, listening online. So you use yeah. Just explain it. So state law requires that all, Texas administrative code rules be reviewed every four years, and it's an ongoing four year cycle. So what is being present what the board is considering today is approving the proposed twenty twenty five to twenty twenty nine plan. The next round that will begin in September of twenty twenty five and will end
in August of twenty twenty nine. Correct. And you made changes. Correct? The proposed changes? Not not to the plan. Not to the plan. Sorry. Thank you. Mr. Chair? What purpose do you wish to be recognized? To make a motion. You're recognized? Mr. Chair, I call the question. Second. Motion and second to call the question is not abatable. All those in favor of calling the question, please say aye. Aye. All those opposed? Questions have been called. All those in favor of the motion to approve the twenty twenty five-twenty twenty nine rule review plan, say aye. Aye.
All opposed? No. Say no. No. The ayes have it. It has been approved. This concludes the items of business from the committee on school initiatives. Mr. Francis, do you have other items to report? Mr. Chairman, is it an order to report, just a date for the other committee that I chaired, ad hoc committee on math at this time? No. Thank you, Chair. No further items. Okay. Next item on agenda, report of the committee on school finance and permanent school fund. The remainder, we'll take up, item number 13, adoption review of 19 TAC chapter 109 budgeting accounting
and auditing sub chapter A. Mr. Chairman, on behalf of the Committee on School Finance from the School Fund, I move that the State Board of Education approve the adoption of the review of 19 TAC Chapter 109 budgeting, auditing and budgeting, accounting and auditing subchapter A, budgeting, accounting, financial reporting and auditing for school districts Subchapter B, Texas Education Agency audit functions Subchapter C, adoptions by reference and Subchapter D, Uniform Bank bid or request for proposal and depository contract.
Okay. You've heard the motion that comes from the committee, it doesn't need a second. Is there a discussion on this? Mr. Chairman, this is similar to the what we did with the assessments. It is just a review to make sure that the rule is still necessary and it has been determined that it is still necessary. Okay. Thank you. Is there any discussion? Free to vote. All those in favor, please say aye. Aye. All those opposed, no? No. No. The ayes have it. The motion carries. How many no votes did we have there? It was a voice vote and the ayes carried overwhelmingly.
The next item is going to be from the consent agenda. Member Brooks recommended that this be pulled. That's the adoption of an annual report on the status of the bond guarantee program. Mr. Chairman, on behalf of the committee, I move that the State Board of Education approve the annual report on the bond guarantee program as required by the Texas Education Code. Okay. You've heard the motion which comes from a committee. It doesn't need a second. Is there discussion? For what purpose would you like to be recognized? Yes. I did wanna talk to someone about this. Maynard, do you mind speaking with this? So, I because I was looking at that,
and I was looking at at IDEA Charter School. Trying to find my notes on that. But I guess my question to you would be this, and I don't know if if if you or staff could help me with this, but I noticed that they are the highest, have the highest bond. I think it's 9,000,000,000 something. And and I also looked at their history of of of of fiscal mismanagement. How do you all oversee that or what is the process for? Is it still under the TEA Texas?
So if I may that it is actually a split responsibility. There are pieces of that because we have to maintain the bond rating and there are certain pieces of that that remain with the corporation and there are certain parts of that that are in the agency. And so whether or not a school district is eligible for us to guarantee their bonds is a function of the agency. And so they have to they apply a lot of that is dependent on their bond rating and such. And that whether or not that you think that it's appropriate that a charter school bought
an airplane or a yacht that doesn't really play into that. There are certain laws and things that are applied to determine whether or not that they are eligible to receive a bond, our our bond guarantee. And we could talk more about that off? We can be happy to talk offline, and I can certainly put you with the right folks. I'd like that very much. Thank you. Is there further discussion? Ready to vote? All those in favor, please say aye. Aye. All those opposed? No. The ayes have it. The motion carries. The next item,
also requested by member Brooks to be pulled from the consent agenda is number five, review the processes for consideration of board member nominees for state board positions. Member Mainer? Okay. We're going to hand out two sheets. And so let me and this is actually a good thing because it'll allow us to kind of explain this, but State Board of Education has the opportunity to make nominations for the school and board and for the teacher retirement system. What our operating rules require us to do is to when we go through the
process is to adopt essentially a set of rules on how we're going to do that, that includes our timelines when we do that and how the candidates are to be evaluated. The first item here is you should have one procedures for selecting nominees to be sent to the governor for appointment to the school and board. What the statute requires us to do is to create a list of six for each position. Now it's worth noting that these positions come up every two years,
every two years. And so what we what that requires us to do essentially is to kind of maintain a pool of names. So we currently have two people, two appointees on there that we nominated. It's my understanding that they want to be renominated, but at the same time we still the the the statute requires us to submit to the office of the governor two lists of six. One of those lists of six has to be from a county with a population of less than 200,000. So we have a list of people that come from a county less than with
a population of less than 200,000 and then we have another list that's just everybody else, which could be from a county from less than 200,000 but not necessarily. So the rule, if you look at the sheet here is that subsection A simply lays out what the statute says. B, that further gives a little that this is what we're going to do for two gubernatorial appointments on odd numbered years and when and at what point and so the terms end on August 2025.
Now see each board member is entitled to submit one Texas resident. They don't have to live in your district. They can be from they can be from anywhere. Notice that there is a deadline. It's June. It's d day. Just remember that. You have to have your stuff here by d day. And we are going to send you all of the documents that you need, in including an information sheet. When you get into d is is that it gets a little more granular, a little bit more procedural at how we're gonna place those on on two list of six. We will evaluate the candidates,
and we have the statutory requirements in terms of what that requires. Now I will tell you that for school and board is is generally they have two big buckets, and the two big buckets are essentially oil and gas minerals and land or real estate. Those are the two big buckets and so an individual that you may nominate may be an expert in either one of those or both. That there are some disqualifying things for instance if they currently serve on a school board, they're a well wait a minute let me back up.
One thing we do have in ours is that we would like for them to have some engagement in public education having been a school board trustee, a full time employee, volunteer, something that is related to public education. We do have some some disqualifying circumstances, they can't be a current trustee or a cert superintendent, they can't be a registered lobbyist that activities for compensation that deal with directly with the school and board or they cannot be an officer, employee or paid consultant of the Statewide or National Trade Association in the oil and gas from mining industry or whose spouse or cohabitant is the same.
If we have more nominations than we have spots, we will hold a process. And at the end of that is that we will come back and this will be on July and we will recommend these two lists of six. What the rule says is that the board can certainly offer nominations, but at the end of that process in other words you cannot make a nomination that makes the list either more or less than six that we have to make those decisions and we submit those. And so Mr. Chairman that is the list related to the rule related to
the school and board. The TRS is a little bit different. These are six year terms, and we don't have any limit on in terms of how many we can send. But what is a little bit different is that, it is very specific in terms of financial expertise and particularly investment experience. And you can see there, there are some also some disqualifying circumstances. The deadline is the same and we don't have to essentially all the committee has to do with that is just to make sure that they are qualified,
that they meet the statutory requirements. That list would also come back before this board for final approval and all of those lists will be submitted to the governor. For what purpose do you seek to be recognized? To ask Mr. Mayer questions, please. You're recognized. Thank you, Mr. Chair. So thank you, Mr. Mayer. You explained that so well. I got it. So, for TRS, how many current members do we have now for Okay. We have two, but remember that they are that they're six year terms. Mhmm. And so we have one position that is, that is coming up for Just one.
For consideration. Now we have two total, but one of them only one on this cycle. And what is the name of the other group that the requirements of having some oil and gas and minerals or land real estate experience, how many six we get to choose in total? Two. Well, there are two appointees, but we are required to submit to the office of the governor two lists of six. Two lists of six. Even though two want to stay on both? So so the answer to that is is that yes. But yeah. And and and we do have two that are on there that currently we wish
to be reappointed. Whether or not they're reappointed is up is entirely up to the governor. It is generally I do we do have a conversation with the office of appointments and it's my understanding that they will probably do that. However, being that they're only two year terms, what this board has to do is essentially maintain those lists. And so understand this is that if you nominate somebody, you have to kind of make that clear to them is is that look if you don't if you're not appointed, you may be appointed next time. And so we'll just continue and then two years later, we'll do it all over again. And and you'll have the opportunity to to re nominate yours or to nominate somebody
else. Thank you very much. Thank you. Any further discussion numbers? Ready to vote. All those in favor of the review of process consideration of board member nominees for state board positions, please say aye. Aye. All those opposed? The ayes have it, and the motion carries. Mr. Maynard, do you have other items to report? I just would like to just give a very, very brief overview. As you know that the Corporation Board of Directors has been decoupled from this and we just wanted to give you just a snippet
of things that are going on with the permanent school fund for no other reason that each one of you to go out and talk to constituents to have some talking points. And if I may just allow Jared Stout to give you just a real brief overview. Do we have those handouts? I believe we do. I think we're going to pass them out real quick. Okay. And while we're doing that, Jared, if you want to go ahead and just This is good news. This is good stuff. Okay? I'll start. Thank you. So my name is Jared Stout, and I'm the deputy chief investment and senior vice president of risk and portfolio management for the Perma School Fund Corporation.
So I wanted to start off and talk about we've had a big year. So this is actually a, report that was produced by a third party, frequent. So we didn't create it, but we're appreciate being included in it. So what this is is just an overall estimated AUM of the largest endowments in the country and the associated one year return. So if you sort by total assets under management, for our fiscal year, we ended the year about $57,300,000,000 and our return was 10.1%, which is fantastic. So we're certainly one of the largest and, have one of the best one year returns,
for this for this grouping of other endowments in The US. So just to provide a little more clarity, so those were just a few examples of endowments in The US. And so we what we can actually do is look at how our portfolio ranks relative to other endowments greater than $1,000,000,000 And so what this chart shows is this is our percentile ranking of our three year returns broken out by quartile range. So the way to interpret this is that if you're higher, that's good, and if you're lower, that's bad. And hopefully everyone can see that there's a a strong relationship,
that we've been making significant improvements in our portfolio returns compared to other endowments and foundations greater than a billion dollars. So being more specific, if we look at different rolling periods over the last several years, and this is as of December. So the one year return, was seven about 8%, which is fantastic. The three year return was, in the mid threes. But over a longer period of time, so we're an endowment with a perpetual life and an indefinite time horizon, we've been earning about six and a half percent returns over the last five, seven, ten years. So where are we today?
So I don't know if anyone's been watching the news. If you watched it yesterday and today, it looks very different or this week. So it's been it's been a highly volatile period. And the reason for that is there's been some major restructuring after decades of globalization. And the good news is the PSF Corporation board's asset allocation policy is designed to withstand this type of shock. Alright? This is an exogenous shock that we are well prepared for, and so we're diversified against this type of market volatility. Going into this, we were actually overweight our absolute return strategies,
which is one of the best asset class returns that we have right now. In addition to it, protects us on the downside. So that has worked out really well in our favor. In addition to, we've also increased our short term liquidity in the month of March and April. So cash returns are relatively high and attractive right now and also reliable. And it reduces any downside risk as well as gives us an opportunity to take advantage of dislocations just like this. So we're well prepared to withstand the downside as well as kinda be opportunistic going forward. But the most important thing,
this is a mission critical risk for us, is we wanna make sure that we can continuously pay distributions to school children every single month. And so the five a and five a five g distributions are prioritized by preserving capital. So finally, just so far, this month, I just wanted to give you a little sense of how how much of a shock this was. The fund, during the drawdown for the month of April was down about three and a half percent, while the S and P five hundred was down 12.1%. Yes. So to put that in perspective, if we only invested in the S and P five hundred, we would have wiped out an entire biennium of distributions in one week.
Right? But we didn't because of our asset allocation policy and the amount of, prudent prudent investment procedures we have. In addition to that, the changes that we made prior to April have actually preserved over a hundred million dollars of value so far just this month. So the last thing again, we're opportunistic. Right? We're we're protecting the downside, but we're also constantly looking for opportunities to make good, prudent investments, and so we've committed to dislocation strategies that take advantage of markets exactly like this. Mr. Chairman, if anyone one of the things that we heard loud and clear from this board is that
you want periodic update and more communication from the corporation and we want to really work very hard to do that for you. Thank you for that information, Mr. Mangert. Are there any questions that any members might have? Okay. Thank you. That concludes my report. Thank you. Okay. Members, now it's the time where we go around the room and and share any personal information that we might wanna share. And I'm gonna start with, Doctor. Young. Oh my goodness. Oh my goodness. I'm going to be a honey for the for the first time.
At the May, Amy, Beth, and Jesse are expecting a baby. We don't know what it is. It's gonna be a complete surprise and we're really excited about that. So consequently they haven't picked out names either, and nor is the nursery decorated, but hey, it's all gonna happen at some point. I am super excited for this. Thankful that I retired last year because my additional duty once Amybeth returns to work as the charge nurse on the neurology floor at Cooks Children's Hospital will be to actually get to keep the baby,
on Mondays and Tuesdays. So I am so excited, and that is some of the good news that's happening in my life right now. Thank you. Number picker. Thank you, mister chairman. Audrey, that's wonderful. Congratulations. You're gonna be an awesome what is it, honey? Honey. I just, you know, Sunday is Palm Sunday and then headed into Easter week, and I just want to wish everybody a wonderful, time of reflection this next week and appreciation for, for what God has done for us and for our families,
and just enjoy this time with your family as celebrating one of the most holy weeks of the year. And so I just wanna say happy Passover and happy I'm sorry, happy Palm Sunday and happy Easter. Doctor. Bometero. Well, not to be me too, but our, we're expecting a baby grand son and we have a baby granddaughter, so we're going to go and join those parents and our, daughter and her husband from University of Toronto in New York. So it will be a kind of a little small mini family reunion,
and we are looking forward to that. I just wanna echo member of Pickering's comments. I am very grateful to what God is doing in my life right right now, and I just feel very blessed in this point in my life and going with the flow. I also like to tell you guys we are very close to getting the next targeted intervention program that you unanimous unanimously supported in November, passed in both chambers. So please keep your prayers up for that, and to God be the glory. Yes. Thank you. I I am just excited to get home to celebrate my baby's birthday on Monday.
She's about to be nine, and there are just a handful of people that have been in this room that have watched me, since before I had her. So I'm just excited to go and celebrate her. Mayor Hickman. Thank you, Chairman. I'd like to thank TEA staff in the room and all those outside of the room for shepherding us through this week and also recognize my district, Senator Bettencourt's district, Lieutenant Governor Patrick's home district SBISD was named an HEB Excellence in Education Large District Finalist and recognized by Education Recovery Scorecard as one of only about 100 districts nationally
with the biggest gains in both reading and math. Vice Chair Little. I would just like to, tell Doctor. Young that it's great to be a honey because I'm a honey too, and there's nothing cuter in the world when they go, honey, So you're going to really enjoy that. And I'd also like to share with the board that my husband has been nominated as an outstanding alumni for the Mays Business School at A and M. And we will have that big dinner coming up next week. And I can tell you he's pretty nervous about having to get up and do some public speaking, but I'm proud of him for it. Member of Ellis.
I'll keep it short because I have a flight to catch back to El Paso, but I just wanna share, personally that I, I will be, I'm not a honey, but I'm a new dog owner. And I have a brand new Boston terrier named Slider, to go along with my older Boston terrier named Burger. And, she's causing havoc, and I'm looking forward to go back home and fix things that she might have broken. Nice. All this is really good news. I am really thankful to be here on fabulous Friday. It was a long week. Thank you, Chairman Kinsey and and my fellow colleagues,
and thank you, TEA, for your patience, with me and with all of us. Everyone have a a wonderful resurrection. Doctor. Clark. Thank you. I just want to first say thank you for God. Thank you to God because he's really moving in my life right now, and I know that everything I'm doing in this space is related to his will and his plan for me. But I do have a couple of shout outs specifically to some of your UIL basketball. District thirteen did bring home two, our Lady Tigers from Lincoln High School and then our Panthers from Duncanville High School
on the boys' side, on their recent state championships. And then congratulations to all the arts with there are a lot of oratorical, competitions coming up, and then choirs are doing great in their respective fields. And then thank you to UME Prep for your thoughtful letters during this week, that I received in regards to women's history month, and they feeling like I am making an impact on their lives. So thank you. And most importantly, sending positive waves to the rest of our students throughout the state of Texas who are taking star and ELC in the next few weeks.
Happy Easter, everyone. Member Hall. Thank you, mister chairman. I want to, just echo what I've heard from a lot of other people and just praise god for the opportunity that we have to serve. And I wanna read a verse as well from Daniel two twenty one that says, and he changeth the times and the seasons. He removeth kings and setteth up kings. He giveth wisdom unto the wise and knowledge to them that know understanding. And, obviously, we are not kings here, but we're blessed enough with the opportunity to be in public service. And, that is an honor, of course, that is given to us by God and then also the people of our district.
And so I want to thank the people of SB-eleven to giving me this opportunity. Member Mainers. I'm not sure about member Hickman's comment about being shepherded because I guess that means we're sheep. But I guess it would kind of apply because things do get wild and wooly. So I guess all of that kind of works together. I would like to recognize my wife, Frida, who's here. Hello, Flavia. Yeah. She puts up with a lot, and she tries to tune in to watch her meetings, but most of the time I put her to sleep. And I will say that I've kind of freed myself up a little bit of
time. We have sold the goat herd. We're in four years of drought and it just you can't feed your way out of a drought. You just can't do it financially. And we found a buyer up in Oklahoma and so those, we still have some Spanish goats at their place, but the main herd is went to Oklahoma. And so we have a whole herd in a nitrogen tank and so we can start again anytime we need to. So but that's an update from the Mainers. Doctor. Ross? Yes, and I just want to always take the opportunity to thank the staff.
We wouldn't get anything done here. We'd all be staring at each other, probably get nothing accomplished if we didn't have them. So thankful for all the staff for getting that done. Congratulations to the future honey, but be careful. My wife had intentions of being honey, and then my grandson decided she would be hunty. So Ben is at Camp Hunty as we speak right now and, that's the fun part is you get to be what they decide you get to get to be. Then lastly, well, two things. I also wanna thank her and my wife. As Tom mentioned, we couldn't do this without our families that allow us to do this also. So I I wanna take that opportunity.
And to, chair Kinsey, another great job navigating, all of us through a quite busy schedule and, kudos to you for for leading this board in a very wise and and and deliberate way. Thank you, Doctor. Ellis. Yeah. Thank you, TA staff. If it wasn't for TA staff, we would just sit here and argue. And then if it wasn't for Kaye, who I'm thankful for, we would continue to argue about arguing. So thank you, Kaye. Thank you to everybody. It's been a long week. We got a lot done. We got out while the sun was still up every day, so that was an accomplishment.
Little weird walking out of here during the light, but something I appreciated. I'm sure you did as well. Thanks for sticking with us, through the long week. I'd also like to thank my wife for, for her support. She was here earlier. She left to go to another event and for my mother-in-law for taking care of Barrett, Charlie and Isabelle. So, with that being said, I will see you all soon and we stand adjourned.