001My name is Amy Litzinger and I am your chair for today. Um, today is December 12th, 2025 and I am glad to see you all of you here today. Um, I am excited that we're going to close out this year on a good note. Um would we like to um just for a reminder read uh the member duties from our agenda? Laura, would you like to do that for us? >> Yes, I am grabbing them right as we speak. Okay. Yes. Um so just a reminder that the um CAC member duties are one to advise TEA of the unmet needs uh within the state of the education of children with disabilities. Um also to co comment publicly on any rules or regulations proposed by the state regarding the education of children with disabilities. Uh to
002advise TEA in developing evaluations and reporting on data to the secretary. Advise TEA in developing corrective action plans to address findings identified in federal monitoring reports under part B of the act. Uh advise TEA in developing and implementing policies uh relating to the coordination of services for student for children with disabilities and then also to advise TEA and setting standards uh related to significant disproportionality determination. >> Thank you very much. Um, today we will have some presentations from TEA and I'm sure they will be happy to answer all of our questions. Um, then we will have public comments. Um, we will talk a little bit about our legislative report and then we will review our meeting minutes and we will discuss, recommend and take possible actions on our current minutes and future meeting topics. So
003with that, um Laura, do we have any tea presentations ready for today? >> Yes. So um I just have a couple of updates. Uh the last meeting there was um some requests uh and I was able to accommodate two of those uh right now with our um meeting for December. And so um first we will have uh I have David Maps on on here uh who is going to share some uh legislative updates um regarding discipline and then we also have um Don that's also on here that is going to um share some dyslexia uh updates from you know requests from the last meeting. Uh so with that said David you want to go ahead and kick us off with discipline? Yes. Uh can you see the screen? >> Yes. >> Okay, perfect. Good morning
004everyone. Um this is a just a a quick update and overview of some of the information from the discipline and what we had in the 89. Um uh a lot of this has to do with suspensions. So the first one is uh we're talking about inschool suspensions. So inschool suspensions now is not subject to any time limit. The length of the term is determined by the local policy. Um so there is no time limit that is in statute at this time. Part of that um means that an administrator must review the students educational progress at least once every 10 days while they are attending ISS. Um and if it is determined that it's appropriate, the administrator must document the determination that it is okay for the student to remain in ISS. Additionally, so they must
005documentation and review this every 10 days. Um, a student in ISS must be provided with appropriate behavioral support services and comparable educational services that is received in the regular classroom. If the student does receive special education services under subchapter A, which is just the special education stuff, um, then the student must continue to receive their special education and related services while they are in in school suspension. um all of the things that are identified in their individualized education program, their IEP or their 504 plan, and also continue to have an opportunity to progress in the general education curriculum um and meet those goals and objectives that they have that has been placed from them either through the art committee or through the 504 committee. The next thing is the out of school suspensions. So out
006of school suspensions is limited to three days. Um and so they did make that distinction that out of school suspension is three days. And there are some behaviors that do constitute of out of school suspension for students who are below the third grade or experiencing homelessness because we know part of the uh what it says is that for students who are experiencing homelessness or under the third grade that we are not able to give them out of school suspensions. But there are instances um where those things could happen and those are listed here. So if we have conduct that contains the elements of an offense related to weapons um those are the weapons that are described earlier in the chapter. Conduct that threatens the immediate health and safety of other students in the classroom. Documented
007conduct that results in repeated or significant disruption to the classroom. And then also conduct that contains elements of drugs or alcohol. For those things, uh it can out of school suspension can be considered for students who are below third grade or students who are experiencing homelessness. And um this is Mary Scott is our uh policy and compliance discipline specialist, our contact. If you have any questions, you can reach out to her there at discipline student discipline support tea.ex.gov. Um, and we also have the student discipline web page that is updated. And that is what I have for you this morning. Any questions or anything that I need to address? Can you send that PowerPoint to Laura so that the committee can have access to it, please? >> Yes. >> Okay. Thank you. >> Thank you,
008David. Um, all right. So, we're going to move to dyslexia. >> Good morning. All right. Let me share my slide. Right. There we go. You guys should be able to see it now. Can you see that, Laura? >> Yes. Okay. Great. Um, so I was asked about numbers for dyslexia and on this screen right here you can see that in the past five years there's been um almost a 60% increase of students identified with dyslexia. So in the first well let me go through the colors first. You have the box up there in blue is dyslexia and sped. So students who are identified with dyslexia under special education. The green is dyslexia and 504. And then the orange is dyslexia and they're not sped or 504, but they've been coded um as dyslexic and our
009PS. And you can see our numbers. They have continued to increase in the past five to six years um that we've been tracking this. Um you can see that we have the shift. We have more students identified in special education than in section 504. And this is something we would expect um even with the 329,000 plus students identified with dyslexia. That's um 6% of our 6.5% of our 5.5 million students in the state of Texas. And when you look at researchers, they talk about the identification in the population would be anywhere from 10 to 15%. You also see five to seven. It's a little different across the board with some of their researchers. So, at 6% we don't have too many. Um, even though I know some people are concerned that we have a lot
010more being identified and tested, but again, if we look at the numbers, um, I think we're doing a good job with the state and um, can do a better job in the future and it looks like we're headed that way with our numbers. Um, so this is what I had to share about our numbers with dyslexia. Are there any questions? Mine is pretty short and sweet. Um um it may be Oh, go ahead Jamie. >> Jamie Melendez and I'm actually a dyslexia teacher at uh one of the districts in the real Grand Valley and I'm a little bit concerned because I know that the state gave uh the legislative um a few years back gave school districts the opportunity to train teachers. I was one of those that took the advantage and I got trained.
011Uh, and I'm still I I'm paying my own so that I can train get trained in other curriculums. But I'm concerned because I went to a training in region one and uh there were at least 13 different school districts and I know region one has more than that but every school district that was in that training and this was this past summer had been using Lexia which is artificial intelligence and honestly I I I know that I had to use it because that that's what my district was using at the time, but I also had been trained in uh in another one, but it was in Spanish. So, I tried to incorporate that into the English whenever possible. However, I'm concerned because the students are still being uh some of the districts were still being
012using uh Lexia, which if you look at the um uh dyslexia handbook, even the one that was published last year or this year, um it still specifies that he it has to be direct instruction. I know that there's really good school districts. I know that there's really good regions. Uh, you know, region 4, I love it because anytime I have a question, I I get responses very quick. Um, and they even did one of the, uh, reading by design, which I know some of our um, districts in the real Grand Valley are using. But one of the components of that is that it has to be small groupoup instruction especially because you're getting the students that are in resource that already need LD and then learn with have a learning disability and then they go
013into dyslexia after that because before they weren't being tested and now they are and I'm very appreciative of it. Uh, but I am concerned because there's groups that are very big and and honestly I asked um I was in a meeting and said, "Well, what do you do? How do you get the districts to comply?" And and I was in a meeting with the region and they were like, "Well, ma'am, we're just here to give advice. We're not a regulatory agency." And and and this was one of the regions that I I happened to be in a meeting. So who does enforce the fact that yes the the uh handbook the dyslexia handbook specifies that it has to be direct instruction one if it's AI like Lexia it's not I mean it's there's no direct
014instruction in it it's after the fact it's like going to online and doing my own research and getting my medicine for my chronic illness. Uh the other one is that is there a possibility for TA to keep track of the programs that they're using because if I know if it's happening at region one in possibility of it happening in other areas of the state and honestly these are the kids that we want to make sure that we don't lose them because they hate reading because they can't lead uh and two in ensuring that the groups are not too big. And I remember being in a cohort with other teachers and the teachers were teaching from librarians to to to other things and they were getting all the students ages from first grade to sixth grade.
015>> That is a big difference in students. um uh uh developmental growth. And I will tell you just from experience that a first grader, a second grader is going to be very hesitant to speak and to repeat and to participate when there's students that are a lot lot older than they are. Um that is one and and and the second one is like the group size. There's um once you get your group size too big, uh you're more of a disciplinarian or or or or babysitting because there's no way if you have a group of let's say nine students to be able to help him individually even walking around and that's the whole purpose of some of the uh groups. I know that I've been trained in some reading by design maximum six in elementary
016uh I think uh espadans the same thing depending on severity because I know that I helped one oneonone and they did wonderful so again uh I'm very concerned about that uh what programs are the different ISDs uh using are we ensuring that the students that by by the by the uh handbook uh specifies that it has to be direct instruction instead of artificial intelligence. Can we start tracking that? And honestly, I I want to know what are the uh consequences of a district, you know, if if somebody's going to say it's like, okay, you're not they don't do anything. they just give me a letter and continue doing it until when is that going to happen or what's the use of that handbook if nobody follows it? Thank you. >> Thank you. Um so with
017cyclical review and monitoring they are actually looking at that we slowly removing some of that from the dyslexia evaluation monitoring and now it's been moved under um the differentiated um monitoring that we have going on. What what kind of things that happen? Um we would have to get monitoring in here to have that conversation with you guys. So that might be something you would like to have in the future where they could talk about that process. Um but they are required to do fidelity and they would be looking at that. Hopefully we have some new um proposed actually there's going to be some proposed rule under Texas administrative code um for IEPs for dyslexia where the district would have to describe more about what they're doing possibly uh being required to name the program. So,
018if that moves forward and you might want when they do the public comment, you might want to um make a public comment during that time as well um as we outline what that's going to look like. But I think that will be a whole lot more helpful. Um I do appreciate you sharing this information. I will definitely talk with leadership about um the information that you shared today, but they are supposed to be following the program with fidelity. they are not supposed to be doing an AI program. You are correct. Um and that's you know that's really all the teeth that we have is that they do have to follow it with fidelity and then our monitoring will be looking to see what's going on in the district. Um and like I said hopefully that
019Texas administrative code will actually pass. It'll be by spring and that would help us see a little bit more about um making sure they're following fidelity. what programs they're actually doing. I don't know if that would give us I mean I know it wouldn't give us an opportunity to track exactly what every district is doing um for which programs when you were referring to that. We don't have that currently anywhere in statute and I'm pretty sure we would have to have it somewhere where you know if we could track it. Um and I think you had another question. I'm sorry I didn't I don't remember. Did I answer all of that for you, Jamie? >> No, that's fine. Um, I know that I was speaking with an administrator and the state tracks what they're using
020using DMAC, but for another program. So, just as a suggestion, because I know that the TA does track what they're using, I don't know, for uh keep track of minutes or something. Uh, she explained, but I really can't remember. But I know that she said that they could track it if they required for it to be um the DMAC as to what program they're using. Just a suggestion because I'm not familiar with that. I don't do administration. >> Understand? Yeah, we would have to have authority to do it too. We have to have authority for anything that we track >> and we currently don't have that. >> Um Michelle, hi. I'm so I had a question a couple things you said. Number one, do you know what the the number the of the proposed rule
021for the Texas Administrative Code that you're talking about? Do you know >> what that is? >> It's 10. Sorry, I didn't mention it. It's 891055. >> 891055. Okay. another >> in this uh the spring. >> So, it would it would be passed hopefully and would be effective come spring, I believe January. Laura, you probably know more about this than I do on the process. Um but it's it's moving down the track as >> Okay. Um, I would like to just state right now for Laura if we could get monitoring to give um an update. I concur with everything Janie is saying, I'd like to extend it and maybe this is where monitoring could go. You know, Janie's absolutely correct there. I mean, just that um I don't know what y'all called it espec specifically, but
022just kind of a a loose uh outline of programs that could be utilized um that was published by TEA. like there's about 30 on there. As a CAT and a QI, I'm very um knowledgeable about all the different programs and I know what's happening through a lot of the districts here in the state. um they are moving away from those who have the highest level of fidelity and requirements um because of the um the increase in identification which is fantastic because as you mentioned we're still underdentified in our state even though our numbers are growing. Um, but I'm concerned because I get those students coming over to private school from public about the progress um of those kids. And with TIFFA, I believe private schools are going to be seeing that particular group moving away
023from public schools into private schools the most. Um, and I just think that we are in our public school sector, we're just missing um like like we mentioned that that educational progress and the tracking to make sure that the programs there there's too much availability to make choices either on on class sizes um diluting fidelity. I mean, we hear it from Cts all the time. They're they're being pushed to do things that are not how they've been trained to do it. So, I I you mentioned there needs to be authority. I'd like a little more guidance on and I don't know if that could come from Laura later on, like maybe she can explain that and and how we could maybe um work towards that as as I'm over the the dyslexia committee for this
024um CAC. I'd love to get a little more guidance of what that means and so I could, you know, push us in that direction of of requesting authority cuz it's it's the wild wild west out there when it comes to dyslexia instruction and um it's to the detriment of our students and I believe we'll see a lot of those kids partaking of of TIFA here in the coming year. >> Yeah. And it's basically it's enroll. So it have for authority it would have to be in statute either text education code or text administrative code. Um and we do have in Texas education code 38.003 which is for dyslexian screening. Um it was added to have the list. We have a resource list right now because we did not have the authority at that time to
025create a list. We now have a recommended >> um list that's not out there yet. We will be doing a whole another vendor screening possibly next spring. Um we we're not sure exactly when that's going to happen, but uh we are going to update the list and look at recommended, but it's still recommended. It's not the required list. It's not a required list because you don't have authority. Is that correct? >> Yes. Yes. >> Okay. Um yeah, the there's yeah, there's just so many. Um and then even there's districts like she said that are using Lexia or or computer. >> Um that is just completely obviously not within a >> Exactly. >> Um so maybe monitoring will be able to help us there. Okay. Thank you. Thanks. Um, and Michelle and and I have to
026say there's districts because I went to all the regions in the state of Texas to see if I could find anything on dyslexia and some of them don't even have anything and others were very I mean honestly I I went in there and I could find names and and and I get as a teacher I I I get students that came in from other districts like Terara said and the kids are reading now and it makes me feel great for them and for me because I feel like I'm doing something. But um my concern is is that uh the parents they email me, they text me uh miss what can I do at home. So just like there is for um ADHD or whatever a different um uh at the different regions maybe having something
027that the parents can can can look you know I have two campuses that I go to so my my time limit is sometimes I feel like I've worked more uh in all my life than I have any any other year but um I I try to make it, but I know if I get parents, I know there's other parents that want to help out. And when they can't even get that information in the school district web page or even the different uh regions, educational service centers, uh I think we're failing not just the students but also the families that could get help. >> Thank you for sharing that. >> Thank you. Right, I'm going to stop sharing. Thanks for having me. Thank you. Thanks for being a part of it, answering the questions. And I
028did make a note um about uh seeing about getting monitoring um on to our next meeting to help answer some of those questions and continue the conversation. >> Thanks, Laura. And then um I just have a quick update. Can y'all see that? Can you see the screen? No, now we can't. >> Okay, perfect. Um, so I just have an update. I mentioned some of these at our last meeting. Um, but I just wanted to kind of follow up really quickly. Um, kind of where things stand as far as some rule making things. So, um we uh so one the uh cameras in the classroom uh survey uh has the window has been open since October and it's actually closing today and so we have almost all eleas have completed it. Um we are following up
029with those couple that um still need to finish uh today but that that survey will close today. Um and then we have rule making um uh that we that there's several rules that are in the um proposed stage and they are uh some that um the window closed on December 1st, some the window for public comment closed on December 8th and then we have uh more public comment windows opening opening on December 19th. And so, um, I also know that we have, uh, Stephen Alamman that is on the call and would like to do a public comment here in a minute on some of the rules. Um, but we are moving things through the process right now. So, just updates on that. Thank you for sharing that. >> Can I ask a question in regards
030to cameras in the classroom or not? >> Yes. Go ahead. >> Yes. And I'm actually uh curious because I know that I see the signs when I ever need to speak with uh the teacher that is in the self-contained unit or life schools unit. But how exactly or how long does the video stay and what is the process for a parent to uh request to view in case there is an incident that they're concerned about. So the um so parents can request um to the installation of a of a camera, but then also like you know if there's a concern and they would like to view it, then they would contact the campus um and the administrator. Um they are not allowed to um take a a recording of the they can't they can't take
031a recording themselves, but yes, they could they are authorized to view um the video with the administrator. So they would basically just contact the the campus administrator and then they would um have access to that video while on campus. What if the what if the campus administrator in the district deny the parent that requested to be a and I'll give you I I I know of a particular incident where a child was um in the subcontinent unit was injured and this required hospitalization and treatment and you name it. And uh I I I know that the parent requested to view or to find out more information and he was denied. They didn't want to even show them the video of what transpired when that child got injured. This is a child that has limited mobility
032and and and they I mean they almost punctured a kidney or something like that. It was an eternal organ because of his medical device. So what is the process that a person takes if the principal says no? If the administrator says no, so what's the next step? And honestly, how long are the videos kept on file or are they recorded over? >> So, so yeah. So, so if a parent would like to um request to view the video, yes, they would contact the cap campus administration. If that is denied or they have a concern with that, then they would need to file or go through the local grievance process um with that school district um uh basically to move through that process. Um, and then I would have to double check. There is um a
033requirement for the length of time. I would have to I'll pull it up in just a second. Um, but there is a requirement of how long that they need to that that the district needs to keep that recording. >> So once the once the parent requests it, the school district shouldn't erase it, right? >> Yeah. the the the school district does have the capabilities of be um there's the general camera that will um that stays that the the school district can save the videos. So like if if if a parent requests um the school district can save the video. They cannot give it to the parent um but they can um but they can the school district can request um you know within the school district um to save that video >> and have it
034on hand if you know a parent request. So, and then again if that if that request is denied then they would just file go through the leg local grievance process. >> No, now I have another question. As a teacher, if there's an allegation I I don't deal with the students, but if as a teacher I'm concerned too. What is the process for the teacher to request? Because if there's an allegation, I want to be show me the video, show me what happened. Do teachers have the same right is is in regards to that or or not? >> Yes. >> Okay. Thank you. That's all I wanted to know because I know that there's always, you know, I'm a teacher so I want to know but then I'm also concerned about the students that the parents
035have access to it because it's very important. Okay. Thank you so much. see what is and he has registered for public comment. There is nothing. There is not um I just checked the CAC email and there's no request for public comment uh in the email, but I know we do have Stephen on here. >> Stephen put a request in the chat. >> Correct. >> I haven't received anyone else. Stephen, are you ready? >> I'm ready if you can hear and see me. >> Yes. >> Awesome. Uh well, uh good morning again. My name is Steven Alamman. I'm a policy specialist with Disability Rights Texas. Disability Rights Texas is the protection and advocacy agency for people with disabilities in our great state. Um, I serve as a resource in the policy community on special education matters
036and appreciate the time once again to be able to speak to you briefly and and let me start by saying thank you for your service on a Friday morning uh in the holiday season to to pay attention to these important matters. um everything you've discussed so far um in your meeting is of importance whether that's school discipline um students with dyslexia uh cameras in the classroom I'll just mention as an aside and I'm going to try to put into the chat a resource that Disability Rights Texas has available to the public on cameras in the classroom and getting access to recordings. Um my comment today is very brief. Um, as you may know, House Bill 2 and Senate Bill 568 create a a brand new special education finance structure for the state of Texas. Uh,
037the law allowed a a period of time for TEA to start preparing uh the state for a shift in the way that it provides state aid to school districts and charter schools for special education. Um, my simple request today is that that as part of your agenda planning later today that you ask for a briefing and update on the progress of transitioning our special education finance system to the new program required by House Bill 2 and Senate Bill 568. Um, there are many details that need to be worked out. I believe that the expertise of this committee has already demonstrated this morning uh could probably provide some very valuable insights and assistance to this to tea as it prepares that uh transition and and new rules and program. Um this is critical to ensure that
038everything that we're talking about has the financial backing to be successful. um without resources dedicated by the state, all the requirements that we say are needed or must be in place for students with disabilities are really going to go as mentioned just just sort of why why does even exist on paper. Um I believe was an expression used earlier this morning. So again, my request is that to request a briefing in 2026 on the special education finance reform update. Thank you. Thank you for your comments, Stephen. Does anyone have any questions? Yes. I wanted to uh was this for Steve? >> Yes, Steve. I wanted to ask again, why is it important to request an update at the briefing for the finance? If if I may take a moment just to say that um House
039Bill 2 and Senate Bill 568 created a brand new state finance structure for special education that will not go into effect however until the 2026 27 school year. Uh so this period uh spring of 2026 is critical for getting that system uh up and operational so that state aid can be redistributed in a new manner in the next school year. Um so this provides a period of time for the CAC to provide its own input and oversight on this important transition and changes in state special education law. Anything else before we move to our next agenda item? Stephen, we thank you for your dedicated observation of our committee and all of the good information that you share with us. Laura, is there anything that you think we need from your report that would be useful
040to talk about in our report? Now that we are to that point in our agenda. >> Um no I mean I I have made um note of the couple of requests for follow the next meetings. Um, so, um, I know that we've been having some trouble getting subcommittee meetings scheduled lately with everyone being so busy. Um but um are there any topics with from within our subcommittees that y'all have been following lately that people would like to give individual updates about? or anything that you want to bring up that should be added to what we're already talking about. And as a reminder, I will pull up our list of things that we're focusing on. So we have digital access staffing behavior dyslexia funding. terrorist one in charge of that one. Is that the new one
041or is that the old one? >> Um I think that's the old one. >> But we had we changed Sarah. We came we we had changes to to >> Yeah, you're right. We did have changes. >> It's in the old agenda. I just needed to remove Joan because she's no longer >> um but >> I can show you. I can give access to my computer if you want or >> Yeah, that'll >> it's it's actually the minutes for last time. >> Yeah. >> So, if you want to pick up the minutes from last time, you'll see how that's why I included it. That way, we wouldn't have >> Yeah. >> Uh why don't you why don't you share your screen? I don't know if I can get it anyway committee just verify please. Uh, I
042don't think so. But, um, yeah. So any of those topics if anybody has any updates it would be good to know for the behavior subcommittee. It might be a good idea that we take a look at the new guidelines and see if we need to update our recommendations from last year. If everything's good, just tell me when to stop sharing. >> Uh, sure. >> So, uh, everybody's out and, uh, Amy, I just want to double check. Is everybody in the subcommittees? still a member >> as far as I know. Yes. >> I'll stop sharing then. >> Thank you. So, I would like to propose that we take some time as maybe part of our subcommittee updates to ask um if we can schedule or at least initiate scheduling our next subcommittee meetings. >> Amy, can
043we do that in January? >> It's it the December. I mean, we >> Yeah, I'm I'm just thinking, you know, get them on the calendar so we know when they are is what I was thinking. >> Okay. Yeah, because it's very December. I mean, we have one more week and Adrian works at a school. I work at a school and honestly uh it's >> Yeah, >> really packs. >> Yeah, I know. I'm just trying to get them on the calendar so we know when they are so so we make it easier on ourselves. Um so looking at January though, um can we have maybe each of the subcommittee leaders um contact their people because it'll be under quorum and see what January looks like. Is that a doable thing do you think? Um Uh Amy,
044just for clarification, for our next meeting, you want us to have an update for each subcommittee. Is that it? Uh at le even even if you haven't met um um then at least um tell us when your next meeting is. >> Okie dokie. That's fine. Just so that so that we can get in January we can meet uh coming to meetings. When do we get or next CAC meeting? Did it get because we had a proposed date but we haven't received confirmation and I know that myself and Adrian uh need to plan ahead and I know Terra and some other people too. >> So how soon can we know for our next meeting? I think it was in January. Did we get the the >> uh I think it was originally supposed to be in
045February. Um like it may be right. Laura, do we have any updates on when our next meeting is? >> So we had originally at the last meeting we had originally proposed February, but then we realized we needed to close out this year. Uh so we're meeting in December. So we we can still keep that February date or would you like to um move to March because that would be kind of keeping us on the every three months cycle because we have to meet four times a year. Let's let's keep it in January >> or February. >> February. >> The the thing is is that you move it to March. It's going to be spring break and there's going to be a lot of people. And I'm hoping that for our second one, it's not in
046June. I'm a school teacher. That's the only month that I get off. So, I don't want to have to just stop for my no technology, no nothing month or a meeting. >> Yeah. So, we can do February and >> Yeah. We can do the 11th or the 18th if one of those works for >> Yeah. in February. And then three months would be May. >> Yes. >> February 11th. Who is available on those days? Um I'm good for both, but I would prefer the 11th. >> I can't do the 11th >> or the 18th. 18th >> 18. >> No, sorry. It's Ash Wednesday. I can do it just not the whole time. How about that? >> Can we do the 12th? February 12th. >> Yes. >> The 12th. >> Thank you for reminding me about
047Ash Wednesday. It wasn't in my calendar yet. Thank you. So, we'll go ahead and set for February 12th >> and I'll confirm what um >> I'm checking real fast. >> Okay. But I think so. Uh, yes, I can do that. So we are asking for February 12th. Sounds good. Um do shall we try looking for May as well? >> Yes, please. So >> for me the 13th or the 14th. Does one of those work for everybody? >> The 13th or the 14th? Right. >> Yes. Cara, are you available those days May 13th or 14th? >> Yes. >> Okay, perfect. >> I prefer the 14th, but can do either one. uh we will have new the availability of both days and just go what you want. >> Yeah. >> But this you can email us like
048before the end of the year would be great. That way we can um put it in the agenda in our calendar. Sorry. Um, Claudia put in the chat that February 11th um, and 12th and also the May proposed dates do not work for her. So, do we need to go back and look at those again, Claudia? Claudia, are there other days in within that week that would work better for you? >> Hi, my apologies. I lead meetings um at the district or arch diosis and level rather um and so I lead meetings specifically on those dates that you listed. I am available on February the 19th. >> I'm available on the 19th too. That works for me. >> Yes, that works. Tara, does the 19th work for you? >> Yes, it does. >> Okay. February
04919th then? >> Yeah, I can make that happen. >> What about May? >> I'm scrolling to May. I'm looking for your proposed dates to for that week, the 13th of the 14th. for that same week, I'm available on Monday or Friday, but the following week, I'm available that uh Wednesday or Thursday. >> Okay. >> Uh the 20th or 21st. >> I can do the 21st. the last day for us >> or you said >> you're right that is last day. No >> day the 11th, right? >> I can't do my >> I can't do the 11th. >> Will the 20th work? >> The the 20th works for me. >> Anybody else? >> Works for me. I don't think Hold on. Where'd it go? >> It's a Wednesday. >> Uh, no. I have another council meeting
050that day. Same time. >> What about the 27th? >> I'm gone. >> Yeah, I think I'm >> What about the sixth? >> The six? Amen. >> No, I can't have a principal's meeting all day. >> Seventh. >> What? What about the >> ninth? >> The nth isn't a Saturday. >> No, I was thinking 19th. I'm sorry. >> 19th works for me. >> Not for me. >> Terra, are you available on the 19th? >> Yes. I think that was Claudia that said she wasn't. >> Oh, who's that? >> Claudia, >> what about >> I think I think >> 15th I'm available until 10:20. >> Oh, the 14th. >> And you said you're available on the 15th? >> On the 15th? Yes, I'm available on the 15th. And on the 14th I can make it work, but
051I have a meeting at 10:30. So I would have to leave like at 10:20, 10:25. On the 15th, >> I'll be driving to West Texas, but I can call in on the phone. Just know that I might drop a few times so I can do the 15th and just call from the car. Um, you guys had said either May 13th or 14th. Would me leaving at 10:25 cause an issue on May 14th? >> At 10:25, they don't take that long. >> Uhhuh. So then, >> unless we meet some committees, >> if then I wouldn't be able to meet with my subcommittee that day, but I can make the the main meeting >> on May 14th, which is one of the dates that you proposed in May. Yeah, >> I try to do that because I
052don't want y'all driving and being on the phone. >> That's too dangerous. Paris. >> Okay. >> Yeah, the 14th. And then Claudia will just have to leave early. >> Okay. Alan, do all these work for you? >> Who was that? Jamie, who did you ask? >> I'm asking Alan because very quiet. >> Yeah, they're that far out. I am pretty flexible. >> Hey Nory, they work for you too. Jamie, do you need a few minutes to edit the minutes? Um, so before before I continue, can you please tell me what topics we're going to be going over for next presentation on teacher student ratio specifically this skills unit >> right get that so >> right and we need our finance update it. >> Laura, was there anything else that you caught that we requested for
053next meeting? >> The um to get I'll get somebody from monitoring to be able to speak to the dyslexia, >> right? And we would like a special education finance update as well. >> Yes. Are there any presentations that the subcommittees need to do their work? It's a little >> I mean exactly then whenever you do need call me I can Thank you. One thing for the next meeting, um I have been in touch with the office of the governor um about applications. Uh and so they are they have been receiving some applications and they are hoping to get those um processed and the appointments done come January. So, I will keep you all informed um as I hear more. I know that we're still looking for um parents. Uh so, I've been putting it in
054newsletters trying to spread the word um through our avenues, but we'll continue to look for uh more parent representatives to be a member, but there are some other applications that have come through and um like I said, they're they're hoping to have those appointed by January. So, I I will keep you all posted, but you know, hopefully come the February meeting, uh we'll have our new members Amy, if you're speaking to us, you're on mute. I would like to propose that we add to the agenda for the February meeting a short introduction to what we are what we are doing as the CAC and where we are with our recommendations for the new members so that they're not lost. Amy, do we have you in the bush right now? >> We don't, but we will
055for the February game. Thank you. Amy and I still want to see a um if TA has anything in regards to teacher student ratios specifically on teachers providing services and the life skills or self-contained unit. Uh any um students that have behavioral or uh accommodations that are in the and the self-contained unit or life skills are in the same classroom uh as other students that don't have behavioral issues. >> Okay. Um, Laura, is that something that you have somebody you can ask for a presentation? >> Yes. Yeah, I just made a note. >> Okay, I'm ready to share. >> Sure. Reeves. Re e ves. Michelle. >> Yeah. No. Uh, Don. >> Okay. And I'll take that machine. Thank you. >> Can I continue? >> Aaron's present. I think you have him on the absent list.
056>> Huh? >> Aaron is present, isn't he? >> I think you have him listed on the absent list. >> Sorry. >> Yeah, I was late. Sorry. on this Aaron. I believe I'm on the digital access subcommittee as well. >> I'm sorry. What was that, Aaron? >> Uh, I believe I'm on the digital access subcommittee as well. The first bullet under subcommittee members. Yeah, that should be er on the digital access. >> And then under formatting, I believe it's Bangor for >> I was trying to figure out. >> Yeah, I'm not on the Sorry, I'm on that one as well. >> That's it. >> Thank you. Oh, you have a Anyone else? >> Okay. This is still happening. I move approval of the minutes. >> I second. Adrian G. All in favor? >> Any oppose? Right.
057>> Yes. >> Motion. >> I move that we adjourn. >> I second. Thank you everyone. Thanks.