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The full Board of Education met to hear scheduled agenda items. This report is limited to agenda items #1 through #4.

This report is intended to give you an overview and highlight of the discussions on the various topics the committee took up. This report is not a verbatim transcript of the hearing; it is based upon what was audible or understandable to the observer and the desire to get details out as quickly as possible with few errors or omissions.

Agenda Item #1: Commissioner’s Comments

Mike Morath, Texas Education Agency (TEA)- Commissioner

  • Likely to submit amendment to ESSA Plan as HB 22 rules are adopted
    • Requesting 1-year waiver for TELPAS exam to be exempted from accountability
  • Currently in testing week
    • Server went down and caused a minor disruption (20 min)
    • No data lost
    • 40,000 students were affected
    • 1,000 school systems affected
    • Talking with ETS about remediation for future events
  • NAEP results released
    • Will provide summary after the meeting
    • Discussed 4th grade results- Texas performs above average in math by each racial demographic, but is average overall
    • Discussed 8th grade results- trends were statistically flat
  • Special Education
    • January letter from feds included out of compliance on child-find, FAPE, Compliance Monitoring
    • Have crafted response regarding corrective action- core corrective action response, but also taken the opportunity to revamp and reconsider all special education practices through new strategic plan which is out for public comment
    • Strategic plan includes: state monitoring, identification evaluation and placement, training and support and development, student, family and community engagement, and networks and infrastructures
    • Final revised plan will be submitted by April 23rd
    • Reviewed public feedback from strategic plan
  • Hardy- ESSA, Texas ESSA report does not include science and social studies even though we do that?
    • It is included in 3 of the domains in A-F, so it is included in every applicable assessment
  • Hardy- need to make sure we do not have board meeting when the state is doing this statewide testing
  • Hardy- in speaking about NAEP math scores we are above the nation, but in the aggregate, we are average, why is that?
    • It is due to other states not identifying as many metrics as Texas, so it is difficult to compare to other states
    • Discussed ACT/SAT performance trends to better describe why the average performance trends to not look like they are increasing, when in fact they are
  • Hardy- Texas tests more kids than most other states in SAT and ACT, so other states average may look higher
    • Discussed comparison to New York, and that Texas typically outperforms New York, and is significant when New York spends twice as much as Texas
  • Discussed strategic Plan regarding teacher certification which will be implemented in 2020 and effects seen in 2028
  • Hardy- discussed Texas’ criticism for not having enough students in Special Education in the past and now being criticized for too few students, what has changed?
    • There has been a noticeable decline in participation in special education
    • Texas must do a better job
  • Rowley- regarding NAEP Scores, sometime the scores indicate adjustments or shifts that were made a few years before. How do we respond to lower math scores after making changes?
    • Do not believe that we have enough data to know what the underlying cause for lower scores
    • It gets even more difficult to find causes when looking statewide
    • There have been significant variables
    • May be difficult to assess statewide policy without the variables without a hugely significant effort to study it
  • Miller- discussed schools usage of common core material. Requested information regarding Child-Find.
    • Agrees with the common core commentary. In addition to standards, it depends on how the teachers understand the standards, and it is on TEA to create better resources for teachers
    • Discussed opportunity for common core material to come into the state through instructional materials
    • Will provide information regarding Child-Find
  • Allen- if a Houston district is partnering with a charter school, does it have to be an approved charter school?
    • All school districts can authorize their own charters just like the authorization process with the state board
    • New law requires commissioner to take action if a campus is low performing for 5 years
    • New law encourages districts to partner with charters for many various reasons
  • Allen- no matter who the districts are partnering with, they must provide that information for the commissioner’s review. Believes that the SBOE should be involved at some level on the approval of those charters
  • Allen- need more information regarding accountability after Harvey, what is your assessment of the mental health of the students in the Harvey affected areas?
    • We know that students and staff has significant needs after Harvey
    • Have created counseling networks in those areas for students and staff
    • The feds have appropriated funding for school systems
    • Surveys have been put out into those areas to gain information on the level of affectedness in those areas and will be used for funding purposes
    • In terms of accountability, advising districts not to be concerned with ratings
  • Cortez- discussed potential terms of agreement and applicability of out of state charters for districts to partner with after the new law
  • Cortez- how many students tested online?
    • Approximately 40,000 students were testing online when the server crashed
  • Cortez- will you be monitoring the outcomes of those 40,000 students?
    • Absolutely, but will need more time to determine the rigor of the after-action report
    • The specific issue referred to earlier was regarding the specific server infrastructure
  • Ellis- what has TEA done so far regarding the formula costs of changes to special education?
    • The agency has an allocation of state IDEA funds, and have used those funds to begin making staffing changes in support staff
    • The shifts with retool the entire allocation of funds for special education
    • In terms of FSP formulas, difficult to estimate. it will be roughly another 5,000 per student allocated but that is very dependent on the individual needs of the student
  • Maynard- after discussing NAEP scores, is there disaggregation of that data?
    • There are many levels of disaggregation to allow of deeper analysis
    • One observation is that there was both nationally and in Texas there was a widening of performance gaps
  • Maynard- regarding the release of the new accountability system, has there been a review of how that was executed?
    • There has been an update to our notification of accreditation changes to local districts
  • Rowley- requested additional disaggregation of NAEP data
    • Will provide that information to the board
  • Beltran- has the agency considered approaches to improving ELL student performance?
    • Attacking the achievement gap is certainly part of the strategic plan
    • Working to promote the practice of getting the best teachers into the neediest schools
  • Melton-Malone- requested additional information regarding training for teachers relating to special education?
    • Staff development efforts including summer activity is a focus
    • Changes to teacher certification framework involve significant knowledge and skill requirements for supporting special needs students as well as in the new principal certification
  • Hardy- discussed use of charter schools not specifically approved by the board especially regarding alignment with TEKS

 

Agenda Item #2: Texas Essential Knowledge and Skills for Mexican American Studies

Public Testimony

Robert Gallegos, Self

  • Without standards it is difficult for districts to adopt materials and courses
  • State has long heritage and association with Mexican Americans

 

 

Jamie Mathias, MASBA

  • Supports creation of TEKS for Mexican American Studies
  • Hardy- do 76 districts support your resolution? And do they already teach those courses?
    • There are 76 districts supporting the resolution and unknown how many already teach these courses
  • Hardy- do they know there is already some TEA approved material that can be used
    • Will give that information to those districts

 

Diana Deno, Teacher

  • Relayed student opinions and surveys after taking a Mexican American course
  • Diaz- have you had experience teaching innovative courses?
    • Have taught this class for two years
  • Diaz- what would standardize the course curriculum mean for your course
    • Would really mean that there would be more time to teach as compared to being creative in creating coursework

 

Kelly Romero, Self

  • Discussed cultural arts in relation to MAS TEKS
  • Supports MAS TEKS
  • Diaz- how difficult has it been to teach history at the same time as the arts
    • Has been difficult but with creativity it can open up opportunities to touch on TEKS in dance and social studies and others
  • Diaz- how would standardized curriculum support other teachers that do not have your background?
    • Would help open up teaching opportunities by creating approved and supported curriculum
  • Hardy- discussed issues and timeline of teaching this specific cultural course

 

Joanna Brionnes, Self

  • Lack of Mexican American representation in Texas schools

 

Christopher Carmona, National Association of Mexican and Chicano Educators

  • Provided information regarding workgroup report relating to MAS TEKS
  • Courses designed for all students
  • Beltran- what are some of the gaps in the innovative course that can be solved with creating TEKS?
    • The structure of the Houston Innovative course, including adding specific regional information that is missing from the Houston
  • Hardy- is it a one year or one semester course?
    • It is a one-year course
  • Beltran- understand that innovative courses have an expiration date?
    • Martinez (TEA)- they do but are able to be renewed, reviewed and revised
  • Beltran- taking it away from an innovative course would remove the author’s responsibility
  • Allen- how would changing the name from Latin American Studies to Mexican American Studies?
    • They are very different, and the name does matter to identify specifically which culture is being taught
  • Allen- what is your responsibility to other Latin cultures that would not be taught?
    • The course would incorporate many other cultures into this course
  • Cortez- can you share your experience with outreach of school and educators that want to get this into their schools?
    • Started this process in 2013 with the mission ISD course
    • People have been teaching a version of this course for many years
    • Started to have summits to bring together approaches to teaching this course
    • Most districts seem to be interested in teaching this course
  • Cortez- what would creating TEKS for this do?
    • Would like the work that has been done to be validated and given the opportunity to be taught in a standard way

 

Juan Texiera, unnamed Coalition

  • Supports creation of TEKS for this MAS course
  • Discussed benefits of teaching MAS courses

 

Juan Carmona, Self

  • Would allow for more nuances view of American and Texas history
  • Cortez- how were the TEKS developed?
    • They were created as a linear course
    • The Houston Innovative course lacked much early history similar to an AP us history course
  • Cortez- you adde3d a section to teach local history?
    • Correct, every part of Texas has a MAS history locally
    • Allows students to see history outside of the classroom

 

Evette Hernandez, Student

  • MAS courses show students that their history is part of American History

 

Sophie Torres, San Antonio Hispanic Chamber of Commerce

  • Discussed growing Hispanic and Latino students
  • Need for material to show the importance of contributions by Hispanics and Latinos

 

Victoria Shumaker, Hispanic Leadership Foundation

  • Course would help student learn about their unique culture
  • TEKS would help publishers create historically accurate instructional materials

 

Patricia Saldania, Teacher

  • TEKS would establish curriculum coherence for teachers

 

Maritza Trinidad, Professor

  • Need TEKS to create teacher preparation program

 

Greg Pulte, Graduate Student

  • Extremely important to the community
  • Would provide guidance for courses already being taught

Angela Valenzuela, Professor

  • Mexican American Studies is important and should not be disregarded in terms of TEKS

 

Victoria Rojas, Teacher

  • Having TEKS for MAS would be extremely helpful
  • With MAS they use Houston ISD and U.S. History to provide an outline for their TEKS

 

Jenny Amendola, Student

  • Described personal experience in MAS elective course

 

Laurie Beth Rodriguez, Center for Mexican American Studies

  • Relayed student experience and sentiment regarding MAS courses

 

Damian Mota, Student

  • Students would have more opportunities to learn about their culture
  • Allen- discussed appropriate age and grade to implement this course

 

Rebecca Uribe, College Student

  • MAS courses would help with student self-identity

 

Sophia Alvarez, UT System Professor

  • TEKS need to be for a standalone course not supplemental

 

Velma Ibarra, HOPE

  • Supported need for MAS TEKS

 

Fatima Menendez, MALDEF

  • Supports multicultural content and curriculum
  • Supports MAS TEKS created through an efficient process
  • Most well-established textbook publishers do not create content without Board Approval

 

Unknown Witness

  • Course would offer advancing many social values

 

Orlando Lara, Professor at Texas Christian University

  • TEKS will not solve monoculturalism in curriculum but is a good first step

 

Cain Trevino, Student

  • Supports MAS TEKS and course
  • Hardy- what high school do you attend?
    • Northside High School

 

Unknown witness, TEJAS

  • Supports TEKS for MAS

 

Emilio Garza, Self

  • Supports MAS TEKS
  • Important for all students not just Hispanic students

 

Clara Perez, Student

  • Supports MAS TEKS
  • Relayed personal experience with a MAS course
  • Should have many more cultural specific studies but need to start with MAS

 

Emma Macha, Professor

  • Some of the material is in the curriculum
  • Standardization would help ensure that the correct and adequate information is getting to the students
  • There is a basic misunderstanding of ethnic studies
  • Needs an appropriate pedagogy for the content

 

Vanessa Sandoval, student

  • Gained wholistic understanding of cultural heritage through MAS courses

 

Laura Ramirez, self

  • Discussed personal experience with not having MAS
  • Would create access to identity for students

 

Board Discussion

  • Diaz- motion for the Board to present a proposal to TEA for first reading and consideration in the June meeting was seconded
  • Hardy- would this go through additional vetting by committees?
    • Martinez (TEA)- motion uses a process similar to other TEKS regarding Project Lead the Way. This would be the most expedient and cost-effective method. Putting the proposal through additional vetting would take additional time and be adopted in September.
  • Ellis- staff would take the motion as presented to make changes as needed to the Houston ISD course and present that at the next meeting, correct?
    • Martinez (TEA)- That is correct
  • Cortez- may consider regional history aspect as an addition the Houston innovative course
    • Martinez (TEA)- if bringing the proposal in June, would not allow time for making any substantial additions. Would be able to present in September
    • Rowley-June would be presented, then there is a public comment period before it could be adopted. Even after adoption, it would not be a mandated TEKS based course, but an available TEKS based course
  • Hardy- noted it does not need to be a TEKS to be taught in the classroom
  • Bradley- put up an amendment: to change the name to “Ethnic Studies, an overview of Americans of Mexican Decent”
  • Diaz- why does the change in language need to be changed?
    • Bradley- do not subscribe to hyphenated Americanism
  • Ellis- does the content of the TEKS change with this name change?
    • Bradley- no
  • Diaz- a vote to change this language says that we are not about inclusivity
  • Bahorich- made a motion that the SBOE instruct TEA to create TEKS for June 2018 meeting for a course “to “Ethnic Studies, an overview of Americans of Mexican Decent”
  • Maynard- if the amendment is adopted but feedback says that it is objectionable it could be amended?
    • Martinez (TEA)- correct
  • Cortez- spoke to not supporting this divisive language
  • Beltran- discussed that Mexican American studies is a scholarly field
  • Allen- need to be very prescriptive and specific about what we are doing as a starting point for new courses in the future- supports “Mexican American Studies”
  • The motion carried, the Board voted to change the name in accordance with the amendment
  • a motion that the SBOE instruct TEA to create TEKS for June 2018 meeting for a course “Ethnic Studies, an overview of Americans of Mexican Decent”
  • Cortez- will this include an earlier history now that the name is changed?
    • Martinez (TEA)- the course would stay without change with the exception of the title
  • Bahorich- moved the SBOE create TEKS for June 2018 meeting for a course “Ethnic Studies, an overview of Americans of Mexican Decent”. The motion carried
  • Perez- motion made and seconded to bring ethnic studies forward and to “fast track” ethnic studies courses
  • Hardy- it would entail individuals to create the course of study submitted through innovative courses
    • Perez- Correct?
  • Rowley- the list of the different ethnicities, is that the only set of ethnicities that could be created?
    • Perez- it is not prohibitive; the list was used because it was the list provided in resource materials
  • Ellis- is the intent for the board chair to have to bring that up on the agenda
    • Perez- it makes it easier for these courses to get on the agenda through collaboration with the committee chair and the board chair
  • Hardy – Just because I’ve brought something forward doesn’t mean I should expect it to be approved. If it does not meet the criteria, it should not be accepted. Can you take out the word “only” and then let the panel make the decision based on what comes before them?
    • Martinez – When innovative courses come in, we have a deadline to meet to ensure they meet standard. There are specific terms that staff could look for. The more concrete and straightforward it is the better chance of bringing something meaningful to the committee.
  • Beltran – Ethnic studies came out of the civil rights movement. Part of the reason there has been a push to further this area is because people of color have been underrepresented, whereas white people of European descent have been overrepresented time and again throughout the nation’s history. I would argue that minorities are the ethnicities that should be focused on in Ethic Studies. This is not meant to be divisive, but to raise the voice of people in our communities. The Mexican American community in Texas is very large.
  • Allen – We have Board operating procedure on how to place items on an agenda. I want to ensure we are not adding more than we need to
  • The motion prevails

 

Agenda Item #3: Proposed Amendments to 19 TAC Chapter 74, Curriculum Requirements, Subchapter B, Graduation Requirements (Second Reading and Final Adoption)

Testimony

 Phoebe Cash, Preparation and Advocacy for Student Success(PASS)

  • Advocating for life preparatory classes in all public education high schools in Texas
  • Would like to integrate them into requirements for graduation
  • Discussed statistics of students that do not complete 4-year college degrees
  • All programs or courses are recommended at present but not required
  • Questioned if the state is funding too many electives and if some of those funds could be better used to fund preparatory courses
  • Cargill- will you be going to legislators with this request as well?
    • Are working on advocacy goals with local school districts and will be speaking with the legislators in the future

 

Board Discussion

Monica Martinez, Texas Education Agency (TEA)

  • At January meeting amendments were made in response to public comment relating to languages other than English credit for students who complete an elementary dual language program
  • Board members wanted to make clear those two-credit courses for specific graduation requirements
  • Additional language in this proposal includes:
    • A single two-credit IB mathematics course may only satisfy one mathematics requirement
    • Similar language specific to science requirement and language other than English requirements
    • Endorsements- a single two-credit course may only satisfy one requirement
  • Identified a few other issues the Board may wish to address
    • Revised CTE courses: reference to a course “problems and Solutions” now titled “Project Based Research”. Requested amending rule to get correct title in place
    • Adjustments made to SAT and ACT scores- College Board does not use term “Composite Score”: requested be changed to “total”
    • New letter “E”- language references a student with a disability who is not able to complete the languages other than English requires and provides an alternative: able to substitute other electives. Language is not consistent with other requirements in terms of only satisfying that one graduation requirement
  • Maynard- moved the SBOE approve for second reading and final adoption of proposed amendments to 19 TAC Chapter 74, Curriculum Requirements, Subchapter B, Graduation Requirements with an effective date of 8/27/2018
  • Motion was seconded
  • Discussion on using one course to fulfill multiple graduation requirements. TEA received questions regarding that and wanted explicit guidance from SBOE
  • Motion will include of the listed changes in addition to conforming changes
  • Maynard- moved to amend motion to include previously stated changed. Motion was seconded.
  • Maynard- clarified the purpose of the language regarding special education graduation requirements
  • Rowley- made a motion for the final adoption of proposed amendments to 19 TAC Chapter 74, Curriculum Requirements, Subchapter B, Graduation Requirements with an effective date of 8/27/2018 with included amendments
  • Motion carried via voice vote

 

Agenda Item #4: Proposed Revisions to 19 TAC Chapter 110, Texas Essential Knowledge and Skills for English Language Arts and Reading, and Chapter 111, Texas Essential Knowledge and Skills for Mathematics (Second Reading and Final Adoption)

  • Ramos- the proposal would eliminate cross-references to other TEKS that are out dated. Would be effective with next school year.
  • No further discussion after TEA staff layout
  • Maynard- Moved for second reading and final adoption. Motion was seconded
  • Motion carried.