001Welcome to the February 19th meeting of the continuing advisory committee for special education. I am your chair in Muinger and I am happy that we are all here to um continue the work that we've started on our legislative report and get some updates from TEA. Um our charge is to advise TEA of unmet needs within the state in the education of children with disabilities. We comment publicly on rules and regulations that are proposed. We advise TEA in developing evaluations and reporting on data to the education secretary. Um, we also advise them in developing correction active plans and developing and implementing policies related to the coordination of services for children with disabilities. Um and we submit a report to the legislature bianually with recommended changes to state law and agency rules relating to special education. So
002today, um, TEA is going to follow up with us. Um, they'll give us some rule making updates. Um, and we'll talk about the proposed Commissioner of Education rules. Then we'll have public comments, um the subcommittee reports and our updates. Um and then we'll talk about our meeting minutes and um take possible act action um and come up with future meeting topics and set our future meeting dates and then we'll adjourn. So on that note, do we have any tea updates for us? Yes, we do have some TEA updates. >> Can you hear me? >> Yes, we can hear you now. >> Yeah, we can hear you, Laura. We can hear you. >> Okay. All right. Perfect. So yes, the at the last meeting uh there was a request for um uh an update on teacher
003student ratios in um self-contained classrooms. And so I want I'm going to pass it over to David in just a minute um to kind of give an update on that and then I will go over where we are in the rulem process uh and where things where things stand currently as far as rulem. So, with that said, I'm going to go ahead and pass over to David uh just to give that update on the request from the last meeting. >> Um, so at this time, Texas does not have a fixed student toteer ratio for self-contained special education classrooms um in statute or rule because students needs they vary too widely for a single number to be appropriate. Federal law under IDEA requires that staffing decisions be individualized through each student's IEP and their art committee
004as a mandated ratio could conflict with this requirement or unintentionally become a ceiling rather than a floor for support. So districts across Texas also they differ significantly in size, resources, staffing models and access to professional development. I mean, pair professionals as well as specialized supports making a statewide ratio impractical and potentially inequitable. Um, in addition to ongoing staff shortages and the lack of dedicated funding for mandated uh ratios could place districts out of compliance without improving services. It's for this reason that um Texas maintains local flexibility so staffing decisions can be based on student need program design and full instructional team supporting the classroom. It's also important to clarify um the role of the autism supplement. So we do there is no actual statute that specifies student to teacher ratio by instructional setting um disability
005program. There's also no statutory requirement that establishes ratios for special education classrooms. Um, instructional arrangements and services are determined through the art committee and the IEP. The only thing that we do have there that says something about staff to student ratios is in the autism supplement which applies to students with autism. it is a part of their IEP and that does not establish numeric ratios and does not apply broadly to all sped students or sped settings. Um, and to clarify the role of the autism supplement under section 19 of the Texas Administrative Code 81955, the autism supplement applies only to students who are identified with autism and it is an individualized component of the IEP developed by the ART committee. While it does require the team to thoroughly consider evidence-based practices, supports and services, it
006does not establish numeric staffing ratio or class size limits. Um it does establish those things for specific students when um if that is actually needed in their IEP. So if they need a particular student to teacher ratio at an acquisition level or the beginning of learning then that is established for that student but it is not broadly established for entire classrooms nor is it established broadly across the school. Um and you can see more information. We do have a guidance document and I will copy and paste that link um that you can look at. I'm going to put that in the chat. It does go to um Wait, that's the wrong link. It did not copy. See if that worked. There it is. Um, so if you would like, you can have more information and
007um, specifically student toteer ratio. That information is on page 18 of the document. And that clarifies and reinforces that the decisions about staffing and supports must remain individualized and responsive to student need rather than applied broadly across all special education students or even instructional settings. Um, so as a result, TA cannot provide general staffing ratio guidance beyond what is currently in statute and rule. Are there any questions or anything that we need to follow up on regarding the staffing ratios? Um, this is Janie Melendez. I only had a question in regards to this because I am a public school teacher and I've noticed it sometimes are self-contained classrooms that have students with a diverse need based on their um IEPs or or or needing extra assistance are larger than general education classrooms. And that was
008the only reason that I'm request that I was requesting this because I do believe that and if I recall correctly TAA does have them for the general classrooms but there's no basic guidelines for uh the self-contained classrooms. That was the that was my only question though in regards to that. >> Um Let's see. So, I'm looking to see if I can find the journal education guidelines. Um because if there are general education guidelines >> class limits. Let's see. >> Go ahead, Laura. I'm sorry. I may have cut you out. >> Oh, no. I was going to say I that might be something that did give you a minute but then we can come back to. So um here in the Texas Education Code in section 251 um student teacher ratios it says except as provided
009um by section 25112 each school district must employ and this is uh each school district must employ a sufficient number of teachers certified under sub chapter B chapter 21 to maintain an average ratio of not less than one teacher for 20 students in average daily attendance. Um there is a limitation that they may not enroll more than 22 students in a precar pre kindergarten kindergarten first second third or fourth grade class. So it what you may see while you may see that the class sizes are larger, they typically have more adults in the classroom. So that would be keeping up with them not having few, you know, that ratio that's established in here. But this is only for kindergarten through fourth grade. not for your higher grades. >> So, uh uh and my point is
010that that Texas doesn't have has a ratio for general education classrooms, but it doesn't have room in special education classrooms. And I am aware of a scenario where um a self-contained special education teacher was asked to work in two different classrooms because the like the ch the classes were the classes were too large for one single classroom. And you have students from I believe kinder all the way to sixth grade. And uh when you have a general education classroom with less students than the self-contained classroom and all the students in the self-contained classroom generally have a lot of more uh need than general education students. That's why they own the self-contained classroom. So again my question is is it is it something that can be changed or or or not? >> Well, so if it
011apply it applies broad. So in listening to what you're saying, this would be my response that that class size that is established in 2512 um would be appropriate to prek through fourth grade regardless if it's general ed or special ed because that is not in that particular statute. general ed versus special ed is not called out. However, if you have pair of professionals in those classrooms, then that does reduce that size. Does that make sense? So, that ratio is reduced. So, they may have more, but it also says that um it also does not apply with any 12-week period of the school year selected by the district in uh the case of the district whose average daily attendance is adjusted. Um and the last 12 weeks of any school year in the case of uh
012any other districts. So, there are some other things that are in there. Um and districts can also apply for waiverss for those limits. Okay. Thank you. >> You're welcome. >> All right. Perfect. Thank you, David, for that update. Um, so moving on to some of the rule making updates and where things stand currently. So, we have several moving parts uh happening right now. So, I just kind of wanted to give an update on where things stand. Uh and so we have several rules right now that are anticipated to be effective this spring. Um so several of these on this slide are in the adoption phase as we speak. There are some starting with uh 891 1150 on down as noted on the slide that are in public comment right now. That public comment window opens
013or it closes on the 23rd. uh and here in a little bit uh in the meeting um you'll have a chance you know as as the CAC to discuss that and see if you want to make recommendations um collectively as the CAC uh on any of those rules um that are out right now for public comment. I'll give a chance just to look at that this slide for just a minute before I move to the next one. And again, just a reminder that these are uh all of the rules right now that are going through the adoption or the proposal stages are a result of House Bill 2 or Senate Bill uh 568 m as a majority. some of them there's other statutory um requirements but when you go over to um this summer so
014we have these additional rules that are anticipated to be effective this summer um with the pertaining to the art committee IEPs um uh restraint and timeout there's a new rule about parental notification um to um regarding students mental, emotional, physical, or um health or well-being uh that is um going through the process right now um as a result of Senate Bill 12. Again, I'll pause for a minute just to let everybody look at that slide. Laura, >> can I ask a question? >> Yes. >> Are we getting access to these slides? >> Yes. Yeah, I will send it to you. I know it's a lot. >> And also, have we gotten any requests for public comment? >> So, uh no, not not in this meeting. There was a public comment um submitted on the rules
015right here um particularly on 891195 that I forwarded to y'all yesterday. Um but otherwise we haven't gotten public comment requests for this meeting. >> Thank you. And in addition to these rules, uh we also have the following rules that are anticipated to be effective late summer or in the fall of 2026. So we have several uh listed there at the top about instructional arrangement arrangements and distribution of sync funds. Um we also have the 103209 which is the mandatory school drills um rule which is uh technically that's over in the office of school safety and security but as many of you have participated on the panels um when we created the guidelines in 2024 um for multi-hazard emergencies for students with uh disabilities um the as Senate Bill 57 um required the agency to put
016some of those accommodations and those recommendations into rule. And so we have worked and collaborated with the office of school safety on that to incorporate um many of the things that were in the guidelines into rules. So that should be one of the rules that's also effective uh late summer or fall. And then we also have two new rules um that will be anticipated um to be created um regarding the um implementation of uh special education language acquis acquisition for children who are deaf or heart of hearing um for ages 0 to 8 and then also um a new rule pertaining to the annual schoolboard meeting requirement that's addressing special education. So those are all things that are coming uh in the late summer or the fall. any questions about the rules or where things
017stand? >> I don't have any questions about the rules or anything, Laura. I just was looking back at my notes from the last meeting and I think and I looked at the the minute minutes from the last meeting and I I had after let's see her name was um I think it was Michelle Reeves or Dawn I I was confused because >> um um did the dyslexia update and shared the slide um with the new numbers. There was conversation about getting monitoring to come in and do a presentation. >> Yes. And I did. Yes. And I did speak with them. They had a conflict for this particular meeting. However, however, uh they did ask for I know I know the request was about um monitoring and the fidelity of the programs being used in dyslexia
018classrooms. >> Uh and so we so we've been discussing that. um they they would are requesting uh that we get um if there's any additional questions that are pertaining to that and then they are having conversations and they're working through that and so that they can be able to come to the next meeting for sure and be able to speak to that. So if there are questions um I mean one you can either drop them in the chat or if you want to send them to the CAC mailbox uh so that we can collect that and then like I said you know it's already been a conversation and we just want to make sure to be able to fully address that for the next meeting. >> Okay, great. Thank you. All right. And Amy, that's
019all I have. All right. Thank you. Um another kind of off-topic on topic question. Um so is there a certain procedure that we have to go through if we are going to comment on rules as CAC? Do we have to discuss them as a group in a meeting or how does that work? So yeah, so part of the bylaws is that that as a CAC committee that you all have um the opportunity to comment publicly if you would like uh on the rules that are um out right now for public comment. Uh if you would like as a committee to submit a response that is a collective response on behalf of CAC. Uh that would go through the normal public comment uh channels. Um, and in in addition to that, you also can comment individually
020if you would like. So, I just wanted to um give y'all the opportunity just in accordance with the bylaws to be able to review those rules and discuss them as a as a committee. Um, if you would like uh and then if you would like to submit public comment, but again, that that's up to the committee. Um, Amy, would it be possible to review each of them as a committee while we're at it, while we're here? >> Yes, we have >> because it's very difficult for us to make the time. Yeah. Perfect. That way, we can go one by one and and and make our comments, >> right? >> Perfect. Thank you, Y. >> We have time already set in the agenda. So, So Let us You don't happen to have clickable links for those
021rules, do you, Laura? Cuz I don't. >> Yes, I'm pulling them up right now. >> Thank you. them pulled up if you're wanting to go over them now or if you want to wait. >> Um, let's go over them now. >> Okay. All right. Can you see the screen? >> Um, hold on. Let me figure out why. So again, the the ones that are out for public comment uh right now are 891150 uh 891 1175 89195 and 891 11197. >> Can you click on it so we can look at it please? >> Yep. >> And that way we can review it and discuss it. >> Yep. >> Thank you. It's also the there's a link in the agenda. Um if you click on um that link, it will pull up the same slides that I
022have right now. That is what is posted on the TEA website. >> Okay, >> that might be easier to be able to view it on your own computer. 89. have a question. So when it says public education agency, are they referring to school districts and charter districts? >> Which where were you looking at? um like section C right here. Well, it's in a lot of sections. >> The public the public education agency must provide. >> Yep. >> Just making sure. >> Is there Can you tell me the specific rule you're looking at? I know it's in several places, but >> the public education agency must provide tea with a written response response to the complaint and all documentation and information requested by TEA. >> Yeah. Yeah. So that would be the school systems. So the
023um districts and the open enrollment charter schools. >> Okay. Laura, is a public education agency the same thing as a local education agency? >> Yes. Are we ready to discuss them? I'm sorry. Did I scream? >> Yeah, you're fine. Um, I'm ready. >> I'm ready to take notes. We're looking at 11:50. Did we want to make a comment about that one? Yes, let's talk about that one. If I were to talk about this one, I would talk about how we need a piece about telling parents how to find a non- attorney advocate. did, especially given that disability rights Texas is not accepting as many cases as usual because of their loss of federal funding. I agree with you in regards to that. Uh I think that sometimes the parents don't know the process. Even me
024as a public school teacher, I have to be asking questions or I have to be researching, >> right? And >> if there's, you know, less people available to do this, we need to be even clearer with parents and students about where they can get help. So to include a uh to ensure that we include >> right include requirements to advise parents of possibilities for representation or opportunities. Amy, which section are we looking at? Which >> we're looking at, >> are we at 11:15? >> Yeah. >> Okay. And we're talking about sections. Well, sort of relate. It's 1175 that we're looking at. That's when you open 1150, it goes down to 1175. Um, this is Diana Nelson speaking. Is it possible that that could be added to the procedural safeguards uh as a recommendation? We have
025to provide that and possibly be included there. That's a good idea. >> But is that a different section? >> Uh the procedural safeguards um are a different section and we're talking about 1175 right now. Um but that is a good suggestion about how to um alert families of the fact that there is a shortage of people to go to and where to point them. Amy, this is Kevin. Um, you mentioned about the decreased federal funding for uh, Disability Rights Texas. Is that decrease in funding uh, in place currently or is that for the future? >> That's in place currently. >> It's in place currently. Okay. Thank you. Hi Amy, this is Elise Lieberman. I um one of the things if you're talking about the safeguards um would be mentioning or in my opinion uh what
026TEA is working on to provide support to families before we get to the point of a complaint early resolutions and getting that information to parents. Can I ask you a question because I you know I I work with at a public school and some of the times I come up with not me but I see things or people ask me and I have no earthly idea. So h how is it possible that let's take autism for example because I know that is in the dyslexia and there's different spectrums in autism. I understand that and there's some that are highly functional and there's some that need assistance uh for whatever purpose but if they have already been diagnosed by a medical um practitioner that diagnoses it. Why is there a disconnect when it comes to the
027schools saying no, they don't need a uh the additional assistance or or or or the help >> because because there's a difference between a medical diagnosis and an educational need. Not that I agree with it, but that's what they're saying. >> So if and it comes back to this. Yes, I understand that there's a difference between a medical and an educational need, but what is the recourse to the parent in case they're like, well, no, my child or or you know uh requires the assistance because they have it at home, they have it on weekends, they have it wherever they go. But in the school setting, they're not. And this is one of those things that I didn't even under uh like shadows. Uh do we do away with those or are they still being
028used in the classrooms or in in school settings? >> Uh shadows, do you mean like a dedicated pair of professional? Uh it it's such an individualized decision um about services. It there's no one there's no one service answer that I can provide to you about what everybody would or would not require. Um I'm sure there are students who require that. My question was that did we do away with that alto together or they are there still instances where they're still being utilized? I >> I'm sure there are still places where they're being utilized. I'm that that's an individual IEP team decision. >> Okay. So for 1175 Amy, the only thing is that we're recommending is adding information on how families can seek assistance in the process. That's it. Perfect. Let's go to the uh next
029one. Special com uh complaint resolution. What's the number on that one? >> That's $11.99. Now in this one I need clarification. Does this change make the final decision and that's it? >> Correct. And this would be at the local level. >> This would be at the level of uh TEA investigation for a special education complaint. So once the investigative report is issued, then there would be no reconsideration process uh from either the school districts or from the parents. And currently um is there a um a method for either party to appeal? >> There is a method for reconsideration. It's not truly an appeal the way that I think you're thinking. Um it is a method to challenge um if they think that we were missing information and that we made a an error due to
030um maybe missing missing data or um an error on our part then we can make a reconsideration of those findings. um it's not appealing the full outcome of the report per se. It is appealing findings based on errors that we may have made. Um so if there's one finding then I then if they had us reconsider then I guess that would act almost like an appeal per se. Um I don't have the numbers with me on the percentage. I can tell you that the numbers of reconsiderations that we actually have a change in the outcome or findings of the report are minimal. um and I can get that information and send it to you about what number are actually impacted by this. Um it's a very small percent. I myself find that my personal I
031don't know if we want to do it as a group that even if it only helps one person if errors were found that should be an option uh that is in my opinion but >> this I would sort of flip that logic around saying if it affects very few people then what's the harm of leaving it in if it's not uh any sort of significant uh resource cost to provide it and it does allow for correcting material errors in the process. >> Well, it affects very few people. Um statistically it does not have a large impact on the outcome of uh any of our investigative reports. uh frequently there's possibly a finding that may be reconsidered but there would be additional findings in the report and additional corrective actions that would need to be continued.
032Um I can take your questions back and then we can get those answers sent to you. Um so let me write some of these down. I think I can capture them correctly. >> Aaron, it's nice to see you again, by the way. >> Good seeing you too again. and then we don't make any recommendations. We just leave it like that because we're split. >> Well, we would have to provide the recommendations in the comment period. It sounds like we may not meet again before then. So >> to >> I guess the question would be for 1195. Does the committee want to take a position one way or another on the proposed deletion of subsection F and andor J? Tara, Diane, Kevin, Cheryl, Agatha, do you guys have any suggestions? This is Agatha. I'm I'm good
033so far. I'm I'm not disagreeing with anything that's being said. Okay, >> this is Diana Nelson and yes, no quest people. I'm in agreement. >> Yeah, this is Cheryl Kubala. Same here. I'm in agreement. >> Yeah, this is Tara. I'm I'm good. Thank you. In agreement. >> This is Kevin. Just one question on this one. This is related to the um comment that we received via email from Disability Rights Texas. Correct yesterday. >> This is one of the ones that he disagreed with also. >> Right. Right. >> I g this and I'd more say that it sounds like committee's thinking is consistent with disability rights Texas comment on 1195. I don't know that we're opining one way or another on their specific comment. >> Okay. So, if I could just add just a little bit
034more in in 1195, what we would like to focus on is being uh more supportive of school systems and parents in a preventing conflicts from rising to the level of a complaint or even further due process to begin with. That's one of the reasons that we are working to establish an early resolution process with spedex in conjunction with with our complaints department. So we feel that our time would be better spent on preventative outreach to families so that conflicts can be resolved at the lowest level and not have parents need to file a complaint to feel that that's the only way that they can be heard, the only way that their problems can be resolved. So, we have two trained people that are consultants who work at region 10 and we're hoping to expand those
035kinds of resolutions as opposed to everything having to come to us as being a complaint. So, I don't know if that helps you at all. Um, but that's really that's the direction that we would rather focus is outreach and preventing complaints rather than having so many complaints and trying to fix an error, a technical error if we have one in a complaint. We'd really rather not have to have complaints come to us, but have it where districts and families can work out their complaints locally. So, if that helps at all, otherwise I'm happy to take any questions back and we can get you the answers. >> Thank you. You actually made sense. I was trying to figure it out. Okay. So, this is more of a um proactive instead of a reactive solution. That that's
036what we are that's what we are hoping to do. Um and we've have we have started the early resolution process. Uh it is launched officially this year. It's uh there's a link on our uh dispute resolution website. There's a link on the Spedex website. We're getting word out to parent programs. So, what we're hoping is to put our resources that direction as opposed to parents only feeling they can get a resolution by accessing due process. Um, and we want to empower school districts to feel comfortable working with parents. So we have two facilitators who can help guide those discussions and hopefully this can be a model for school districts to set up for their own processes. Uh but right now we have this set up to provide statewide support. >> Thank you. So just in
037agreement based on what I heard everybody say uh members see this change as a proactive instead of a reactive solution. Is that good? >> Yes or no? >> Okay. >> I think it's at least there and it's is it fair to characterize the proposed changes to 1150, 1175, and 1197s consistent with that an ounce of prevention as worth a pound of cure approach you just described? >> 11 um for I Yes, I think so. 1175 for 1175. Yes, the the non Yes. I'm just going to say yes. I'm not commenting on it. >> Okay. So, I think it'd be it sounds like committee Janie to kind of answer your question is agrees that that is probably the is not probably but is the better approach to head off any head off any potential disputes through
038an early resolution process. And it doesn't sound like there's any objections from the committee to the >> early and less intensive too. Less time intensive, >> less adversarial. >> Yeah. >> So, um, how do you want me to write this in the notes? CAC members see this change as as a proactive instead of a reactive solution and is a better approach to head off any potential of dispute. >> Yes. >> Okay, that's good because that that shows that at least we discussed it. I'm good. Um I guess the still the question is uh with 1195 removing the options for reconsiderations by both parties. Uh what I'm hearing from Elise is the TEA position is hey if we do a great job upfront preventing disputes then we never get to the point of having to do
039um doing some sort of appeal for reconsideration or complaint or however that's characterized officially. I guess I'm still wondering uh that I think the philosophy is correct. I guess I'm And if that philosophy takes hold and is used well, then it sounds like the reconsideration process outlined in 1195 is already rarely used or a small fraction of um of of the overall process. And if the preventative approach works, that should certainly not go up. Back it might should go down. So I I understand logically, well, why have that if it's not not going to be used? I I might again argue that if that is a small um resource utilization at the current time and is expected to get potentially smaller. Why does it need to be taken out? >> Well, can can I clarify
040which is why I probably need to have uh Keith provide you the numbers. It's not that it's not utilized. it's not utilized successfully. The the number of times that it's successfully utilized is small. Uh I see Britney is on the number the number of times and the amount of time that we spend on addressing reconsiderations compared to the amount of time that is successful in a reconsideration. That's the disparity because they are very time consuming. we have to go back through and research and our research and then any new data that's been submitted we need to research and then we have to write our findings again and the vast majority of the time um there is no change in the finding. So what I'd like to do is have someone from my department who has
041those numbers provide those numbers to you because I don't have those numbers. Um and I think your impression is that it's less time consuming than it is. It's actually very timeconuming to our personnel especially to our management. >> Yes. Um I think the argument is it's it uses a lot of resources because it is a timely process and it is not overturned. the substantiations, the findings are are the majority of the time it's not changed, but it does use lots of time and resources that could be, you know, put towards other efforts. >> So, it looks based on the website, it looks like the comment period for these rules is until Monday. So I don't know that we have necessarily time. I I appreciate the offer to to go back and get more specific details
042there. I guess the question is um does the committee uh if we presumably don't have time between now and Monday other than this meeting period uh to decide on whether to comment and if so how to comment on these proposed rule changes. >> Brandy I just have a real quick question. Is there like a place where a person, let's just say me, I I'm coming out. I'm a concerned parent that lives in Mallen, Texas, and I want to see what type of um uh disputes, like is there a website where I can check like I can check my to see if I'm still certified in the TA website. Is there something that I can go in there just as a regular person and see these are the cases or these are the types of disputes
043that have gone and people have appealed? Would I be able to do that or no? Is it internal? >> Uh I there's nothing that requires uh in fact it's almost for a violation to post anything related to individual complaints dealing with students. Um, due process hearings are a little different because it's under IDEA. It's required to uh it requires us to post those decisions after they've been redacted uh in compliance with Furpa. So, they're heavily redacted and we do post those. We also provide those to y'all before each um meeting. So, you should have access to those cases. They are heavily redacted. We also provide a summary just to kind of give you an idea of what what those common issues are uh related to the due process hearing complaints. Um but no, not with
044state complaints. They're they're very specific and there's not there's no law requiring posting them because >> wanted to know if there was like a database that would keep track of what type or or uh or or or or if because there was such a small number of where it actually felt and you're saying that it takes a lot of time and believe me I understand uh when something takes a lot of time you want to utilize your time more effectively where it reaches the larger um population and in this one I have no problem with what after you already explained I I was just wondering. Thank you so much. >> Anybody else? Also, just a reminder that um I hear the concern about the time constraint and the window closing on Monday. So, just keep
045in mind um the CAC can can submit as a whole, but you can also always uh comment as an individual as well. Is there another one we want to look at? I think 1197 is a good idea. Aaron, I I agree because it's just giving parents the option. It's not requiring them to use state facilitated. >> Yeah, that's C it says may be utilized. So, it's an option, not a requirement. Um though F says uh it looks like it says that the both parties have to but um >> yeah must be both parties have to agree to it not they have to use it if they use it both parties have to agree >> jointly right jointly is the key word there I think >> So med the TA would mediate the meetings or somebody
046from TA, >> somebody that TEA would provide as an independent facilitator. Can we look at the U rest for the summer in the next meeting or are we going to look at them today? >> Uh we can do that in the next meeting. >> Okay. So then we're already we'll give ourselves enough time to actually comment if agreed and I'm going to share my notes with you that way you can see it as a committee members. >> Yes. My only concern is that uh there are some people that um their term inspired and if they decide their chairs for certain areas, >> right? Was there supposed to be an attachment to your email? >> There is. I don't see it. >> Okay. Thank you for letting me know. >> Um, it's just the notes. Let
047me let me put it in the That way everybody can see it. You should be able to access it through the chat. Okay. So, um, for digital access, do we have any updates? Um, this Aaron uh I don't think we discussed it either the last meeting where any updates to digital access digital accessibility Um, have we had any change? Do we need to have any changes with um the leads on our subcommittees? Has anybody turned off lately since we changed this list? I'm sorry. Repeat your question again. Has anyone turned off who's leading a subcommittee right now? Do we need to change anything? >> I kept staffing because I'm very invested in it >> and I have a lot of I just need to update the information. >> Okay. >> I think that staffing affects
048your overall retention. >> Yeah. Uh um and then I didn't want Tara did me the favor of taking over the dyslexia even though I'll be contributing to that. >> Okay. >> Yeah. And I just um I'm not sure I didn't hear from either Adrian or April. I'm not sure. And I don't see them on here. I don't know if they're still on like you said. Are they still on the committee? Did they turn off? >> I I know that Adrian said he wasn't available today. I haven't heard from April. >> Okay. >> Terra, uh, some of them expired, so we don't know if they're going to be, but I think they are still on until they get replaced. Right. >> Just so that you know. And Adrian's one of them. >> Okay. Let me show
049you the the the information because I know that I was the last time I was trying to get everybody's name in my absent or president and I was told they're no longer here, but I didn't know. >> Well, and I will say uh that I followed up with the governor's office and um recently and they are working on the new appointments. So, there have been some recommendations and some applications that have come in. Um the appointments were not going to be finalized before this meeting. Um however, they should be by the next meeting. So the next meeting we should have our new members and that's when Amy like we can go over the member responsibilities and introductions and all those things. Um so I'll keep you all posted but that is I know the governor's
050office is working on it as we speak. >> Thank you. So, um, does anybody have, um, a day of the week that works better for them as opposed to other days where we could maybe set some subcommittee meetings? Honestly, I think that it just depends on each individual subcommittee because some of us are in more than one >> and I know that uh like I I communicated with Tara and >> and and um but I know for a fact we'll get it done. It's just that some people are haven't been on board and we want to make sure that everybody participates the staffing, >> right? >> Uh I already have I just needed numbers uh and updates. So that's not going to be a problem whatsoever. But I do want to make sure >> I
051know that um Marissa, April, and Adrian Yeah, I'll follow up with them and see what's going on because they booze out too again. >> Yeah, I will follow up and didn't get back to us either. Um, okay. Pull Do I already have the minute minutes up or do you need a minute to finish them? >> I thought I already had them. Did they go? Um, >> oh, >> so are we done? >> I just need to update. >> Yeah, unless we want to do December, which isn't technically on the agenda. Um, >> we're not we're not in December. I thought it put it in the uh in the the >> right the subcommittee membership again >> and then >> uh well we need to come up with more recommended agenda items before we close. Does
052anybody have anything else other than >> a programs? >> Yes, we need that too. And we should build in some time to talk about the report as well. So we're going to introduce new members and duties >> responsible. >> We're going to assign subcommittee chairs. >> Well, we already have the chairs, but we might have to make changes. Yeah. Sub committee change to sub committees based on new members. >> Yes. >> And ex 14th. >> Yes. >> Okay. I mean, when do we vote to uh to for the new you know how we vote every year to have like the president, the vice president, the secretary? Is that in the May one? >> Yes. >> Okay. I think we usually do that in May. >> That probably be good, Miss Aaron. That that would probably
053be good once we have new members. >> Sound like maybe next time we will. Yes. were you able to get access to the minutes? >> Yes. >> Okay, great. And Laura, I sent you or I sent that my questions to the CAC email. >> Perfect. Is there a motion to approve the minutes? >> I motion to approve. Who was it? >> Cheryl Kubala. >> Thank you, Cheryl. >> Sure. >> This Kevin, I second. And it's 11:00, not 12. Oh. And I think that was Kevin who seconded. >> Kevin. Oh, >> correct. >> Sorry. Can we approve the minutes? All in favor for approval of the minutes? I I >> Any opposed? Notification now. Notification. >> Hearing none. The minutes are approved unanimously. Can I get a motion to adjurnn? >> Is there a motion to
054adjurnn? I will second I. All in favor? >> Any opposed? Hearing none. Meeting is adjourned.