Jan 24, 2025 Board for Evaluation of Interpreters (BEI) Advisory Board

[1. Call to order, roll call, and introductions ]

[00:00:05]

YOUR MEETING. >> GOOD MORNING. IT IS NOW 10:00 AND WE WILL BEGIN OUR MEETING AT THIS TIME. EXCUSE ME. ALL RIGHT.

WE WOULD LIKE TO WELCOME OUR BOARD MEMBERS THIS MORNING.

WELCOME EVERYONE BACK, AS WELL AS THE PUBLIC. WE ARE GLAD YOU ARE WITH US, JOINING US TODAY. I WOULD LIKE TO REMIND THE MEMBERS TO TURN ON YOUR CAMERAS AND UNMUTE WHEN YOU ARE SPEAKING.

PLEASE ALSO GIVE -- GIVE US A LITTLE BIT OF TIME SO THAT EVERYONE CAN GET ON THE CAMERA AND INTERPRETERS CAN ALSO BE AVAILABLE. AND WE WANT TO REMEMBER TO RAISE HER HAND BEFORE WE SPEAK. INTRODUCE YOUR SELF OR STATE YOUR NAME, AND THEN YOU MAY PROCEED WITH YOUR COMMENTS. AT THIS TIME, I WOULD LIKE TO INTRODUCE OUR MEMBERS TO WELCOME YOU BACK. STARTING WITH

MS. CHRISTINA ARELLANO. >> HELLO. GOOD MORNING, CHAIR, AND GOOD MORNING, EVERYONE. THANK YOU.

>> GOOD MORNING. NEXT, WE WOULD LIKE TO INVITE MS. LEE GODBOWL.

>> GOOD MORNING, CHAIR VASQUEZ. GOOD MORNING, EVERYONE.

>> GOOD MORNING. NEXT WE WOULD LIKE TO WELCOME DR. A SHAWN

HARRIS. >> HELLO, EVERYONE. AND FOR THE INTERPRETER, WE SEEM TO BE HAVING A BIT OF LEG OR A GLITCH.

I AM WONDERING IF MAYBE THERE IS SOME WAY WE COULD GET THAT CLEARED UP OR SOMEONE COULD REACH OUT TO ME. THAT WOULD BE

GREAT. THANK YOU. >> THANK YOU, DR. HARRIS. NEXT, WE WOULD LIKE TO WELCOME MS. ALINA WEBB AS WELL.

>> GOOD MORNING. >> GOOD MORNING TO YOU ALL. I AM VASQUEZ, AND I AM THE CURRENT CHAIR OF THIS ADVISORY BOARD.

AND MS. KATE SCRUM. >> GOOD MORNING. MY NAME IS KAYLA CATES-BROWN WITH THE HEALTH AND HUMAN SERVICES ADVISORY COMMITTEE COORDINATION OFFICE. THIS MEETING IS BEING CONDUCTED IN COMPLIANCE WITH THE TEXAS OPEN MEETINGS ACT. IT IS OPENED TO THE PUBLIC. TODAY'S MEETING IS BEING WEBCAST LIVE AND IT IS BEING RECORDED AS A MATTER OF PUBLIC RECORD. PLEASE DO NOT USE JARGON. AND ACRONYMS. CONFIDENTIAL INFORMATION SHOULD NOT BE DISCUSSED. FOR THE SAKE OF THOSE VIEWING THE WEBCAST AND TO COMPLY WITH THE TEXAS OPEN MEETINGS ACT, WE ASK THAT EACH VIRTUAL ATTENDEE TURN ON YOUR VIDEO CAMERA AND STATE YOUR NAME EACH TIME PRIOR TO GIVING COMMENTS. WE ASK THAT YOU SPEAK DIRECTLY INTO THE MICROPHONE AND YOUR DEVICE SO THAT YOUR COMMENTS ARE HURT. ONCE YOU ARE DONE SPEAKING, WE ASK THAT YOU TURN YOUR CAMERA OFF AND MUTE YOUR MICROPHONE AND ONLY MUTE WHEN YOU NEED TO SPEAK. WE RECOMMEND MEMBERS AND PRESENTERS USE HEADSETS IF POSSIBLE. WE ASK THAT MEMBERS, STAFF, AND PRESENTERS PARTICIPATE VIRTUALLY. PLEASE PUT YOUR CELL PHONE ON MUTE OR VIBRATE. IF YOU NEED TO TAKE A CALL, PLEASE TURN OFF THE VIDEO AND MICROPHONE OPTIONS FROM YOUR VIEWING DEVICE. FOR MEMBERS, STAFF, AND PRESENTERS PARTICIPATING IN PERSON, WE ASK THAT YOU SPEAK DIRECTLY INTO THE MICROPHONE.

THESE MICROPHONES ARE DIRECTIONAL. YOU ARE WELCOME TO PICK UP THE MIC AND MOVE IT FOR YOUR COMFORT. PLEASE PUT YOUR CELL PHONE ON MUTE OR VIBRATE. IF YOU NEED TO TAKE A CALL,

[00:05:02]

MEMBERS OF THE PUBLIC WERE ABLE TO SUBMIT WRITTEN PUBLIC COMMENT PRIOR TO THE MEETING AS NOTED ON THE POSTED AGENDA. MEMBERS OF THE PUBLIC WHO ARE ATTENDING IN PERSON, YOU MAY ALSO REGISTER TO PROVIDE PUBLIC COMMENTS BY COMPLETING THE IN PERSON PUBLIC COMMENT FORM LOCATED AT THE REGISTRATION TABLE. FOR EVERYONE PARTICIPATING IN PERSON, RESTROOMS ARE LOCATED OUT THE ROOM ENTRANCE WHERE YOU CAME IN. TURN IMMEDIATELY TO THE RIGHT, DOWN THE LOBBY HALLWAY, WALKED TO THE FIRST HALLWAY, WHEN YOU SEE THE WATER FOUNTAIN TURN RIGHT. THE RESTROOMS WILL BE LOCATED ON YOUR RIGHT AND LEFT. NOTED THAT EMERGENCY EXITS ARE LOCATED AT THE BACK OF THE ROOM. WALK TOWARDS THE LOBBY AREA AND SECURITY PERSONNEL WILL DIRECT YOU TO THE MAIN LOBBY EXIT. IF THERE IS AN ALARM, WE WILL EVACUATED THE BUILDING AND RETURN ONLY AT THE DIRECTION OF SECURITY PERSONNEL. IF YOU HAVE QUESTIONS AND COMMENTS REGARDING COMMENTS TODAY, PLEASE SEND AN EMAIL TO THE BOARD LIAISON, JAMIE JONES AT THE EMAIL ADDRESS PROVIDED IN THE CHAT SECTION AND THE BOTTOM OF THE POSTED PUBLIC AGENDA. AT THIS TIME, I WOULD LIKE TO CALL ROLE.

>> MEMBERS, WHEN YOU HEAR YOUR NAME, PLEASE RESPOND WITH HERE

OR PRESENT. >>

>> SORRY. THIS IS JAMIE JONES. DR. HARRIS IS HAVING SOME DIFFICULTIES AND UNABLE TO SEE THE INTERPRETER. I DON'T KNOW IF SHE CAN SEE THE INTERPRETER, SO I AM TRYING TO GET THAT

RESOLVED. ONE MOMENT, PLEASE. >> I AM GOING TO SPOTLIGHT THE

INTERPRETER. >> YOU ARE. OKAY. THANK YOU SO

MUCH. >> DR. RACHAUD HARRIS.

>> I DON'T KNOW. I HAD MISSED WHAT HAD HAPPENED UP TO THIS POINT. HI. I AM HERE IF THAT IS WHAT YOU'RE ASKING.

>> YES. >> ALL RIGHT. GREAT.

>> MR. MARTIN VASQUEZ. MS. ALINA WEBB .

>> PRESENT. >> CHAIR VASQUEZ, YOU DO HAVE

QUORUM. >> THANK YOU. WE WILL BE MOVING

[2. Consideration of September 27, 2024, draft meeting minutes ]

>> WE ARE ON AGENDA ITEM NUMBER TWO, WHICH IS CONSIDERATION OF THE SEPTEMBER 27TH, 2024, DRAFT MEETING MINUTES. MEMBERS, YOU WERE EMAILED A COPY OF THE MINUTES. PLEASE TAKE A MOMENT TO REVIEW THEM. AND AND I WILL CALL FOR EDITS OR CHANGES IF

[00:10:02]

ALL RIGHT. I WILL NOW REQUEST A MOTION TO APPROVE THE SUBJECT 27TH, 2024, MEETING MINUTES. HAS PRESENTED. MS. GODBOLD, I SEE THAT YOU HAVE RAISED THEIR HANDS.

>> I JUST HAD A MINOR EDIT. I WAS WAITING FOR YOU TO CALL FOR EDITS. ON AGENDA ITEM NUMBER 6, IT IS 3B. ADMISSIONS COMMA

REVIEW COMMITTEE. >> THANK YOU, MS. GODBOLD. JAMIE JONES HAS RECORDED THE EDIT. OKAY. NOW, I WOULD LIKE A MOTION TO APPROVE THE MEETING MINUTES WITH THE EDITS AS DISCUSSED. CAN I GET A MOTION FROM A MEMBER? MS. PARIANO. PLEASE PROCEED.

>> CHRISTINE SORIANO, AND I MOVE TO ACCEPT THE EDITS AND PROCEED.

>> THANK YOU. I NOW NEED A SECOND FROM A MEMBER, PLEASE.

DR. RACHAUD HARRIS, PLEASE PROCEED.

>> I SECOND. >> THANK YOU. WE WILL PROCEED WITH A VOTE NOW. MEMBERS, WHEN YOU HEAR YOUR NAME, PLEASE RESPOND YAY, NAY, OR ABSTAIN FROM THE MOTION ON THE FLOOR.

MS. CHRISTINA ORIANA? >> YAY.

>> MS. LEE GODBOWL? >> YAY.

>> DR. RACHAUD HARRIS? MS. NEWBERRY, WAS THAT YAY?

>> YAY. >> MR. MARTIN VASQUEZ?

>> YAY. >> MS. ALINA WEBB?

>> YAY. >> CHAIR VASQUEZ, YOUR MOTION PASSES.

[3. Update from Deaf and Hard of Hearing Services (DHHS) ]

>> THANK YOU. WE WILL NOW MOVE ON TO AGENDA ITEM NUMBER THREE.

I WOULD LIKE TO INTRODUCE MR. BRIAN ROBINSON, DIRECTOR OF DEAF

AND HARD OF HEARING SERVICES. >> YES. WE ARE GOOD. THANK YOU, CHAIR VASQUEZ, AND THE ADVISORY BOARD MEMBERS, TODAY. AS WAS MENTIONED, I AM BRYANT ROBINSON. JUST A MOMENT.

[00:15:01]

>> THIS IS JAMIE BROWN JONES. KAYLA, YOU HAVE INTERRUPTED ME.

WE ARE TRYING TO SOLVE ON THIS END SO WE ARE GOING TO TRY TO PAUSE FOR JUST A MOMENT. HOPEFULLY IT WILL ONLY TAKE A MOMENT BUT WE HAVE A COUPLE OF YOU CHALLENGES FOR OUR PUBLIC AND SOME OF OUR MEMBERS. IT WILL JUST TAKE A MOMENT. SO THANK YOU FOR YOUR PATIENCE.

>> THIS IS KAYLA WITH ADVISORY COMMITTEE COORDINATION OFFICE.

WE ARE WORKING WITH OUR SWAGIT VENDOR AT THIS MOMENT TO MAKE SURE THE CLOSED CAPTIONING AND WHAT WE NEED ON THE RECORDING SIDE IS FUNCTIONING PROPERLY.

ATTENDEES, WE HAVE RECEIVED NOTIFICATION FROM OUR A/V TEAM THAT IT MAY BE A A FEW MINUTES BEFORE THE CORRECTIONS ARE ABLE TO BE MADE, SO WE WILL JUST STAY ONLINE AND PAUSE FOR A FEW MOMENTS.

[00:21:04]

>> THANK YOU ALL FOR YOUR PATIENCE. WE HAVE THE PUBLIC SIDE AND THE CLOSED CAPTIONING AND THE CAMERAS ALL WORKING CORRECTLY. THANK YOU. YOU MAY PROCEED WITH AGENDA ITEM NUMBER 3.

>> GOOD MORNING. LET'S START AGAIN. THANK YOU, CHAIR VASQUEZ.

AND THE ADVISORY BOARD MEMBERS. I AM BRYANT ROBINSON, THE DIRECTOR OF DEAF AND HARD OF HEARING SERVICES, AND I AM HERE TODAY TO PROVIDE THE DHS DIRECTORS REPORT. BACK IN OCTOBER, WE WELCOMED A NEW STAFF INTERPRETER WITHIN OUR HEALTH DEPARTMENT. AND NOT ONLY DOES THE INTERPRETER SUPPORT DHHS.

THEY ALSO SUPPORT OTHER PROGRAMS WITHIN THE DEPARTMENT. AND SO FAR, IT HAS GONE VERY WELL. ON DECEMBER 6, HHSC HAD THE HONOR OF HOSTING A DELEGATION OF ABOUT 30 VISITORS FROM SAUDI ARABIA AND THIS GROUP CAME TO VISIT THE U.S. IN ORDER TO VISIT DIFFERENT SITES AND LEARN ABOUT SERVICES THAT ARE PROVIDED TO DEAF AND HARD OF HEARING PEOPLE AND COMMUNITIES. THIS GROUP ACTUALLY HAD A MIXTURE OF DEAF, HARD OF HEARING, AND HEARING PEOPLE, PLUS THEY DID HAVE AN ARABIC SPOKE IN AND SIGN LANGUAGE INTERPRETER. I PROVIDED A SPEECH, WHICH INCLUDED AN OVERVIEW ABOUT HHSC, THE STRUCTURE, AND THE SERVICES WE PROVIDED , WHILE ALLIE, THE MANAGER, TESTIFIED ON THE CERTIFICATION PROGRAM FOR INTERPRETERS, AND ERIN WAYEEN, WHICH IS THE DHHS PROGRAM COORDINATOR SPECIALIST, HE WAS ABLE TO DISCUSS PROGRAMS THAT WERE AVAILABLE. THE PRESENTATIONS WERE VERY WELL RECEIVED AND IT WAS AN AMAZING OPPORTUNITY FOR THE AGENCY AND OUR PROGRAM. THE SPECIALIZED TELECOMMUNICATIONS ASSISTANCE PROGRAM, WHICH IS APPRECIATED AS STACK, HAS MADE SOME HUGE STRIDES OF THE LAST SEVERAL MONTHS. AT THIS TIME LAST YEAR, THEY WERE MORE THAN SEVEN MONTHS BEHIND IN PROCESSING APPLICATIONS, BUT BECAUSE OF SOME CHANGES IN THE PROCESS, THE STAFF IS ONLY ONE WEEK BEHIND IN PROCESSING APPLICATIONS NOW. THE TRAINING AND EDUCATION TEAM, WHICH IS CURRENTLY PLAYING TRAINING WEBINARS FOR INTERPRETERS AND I.T. STUDENTS, WILL BE STARTING LATER THIS SPRING, AND SOME OF THE CONTENT IS BRAND-NEW. WE ARE VERY EXCITED ABOUT THAT. AND SO PLEASE BE ON THE LOOKOUT FOR FUTURE COMMUNICATIONS FOR THESE TRAINING OPPORTUNITIES. WE ARE CONTINUING TO PLAN FOR CAMP SUN, 2025, JULY 14TH TO THE 28TH, 2025, AND IT WILL BE AT CAMP KENT, IN CENTRE POINT, TEXAS,

[00:25:02]

TO CHAIR VASQUEZ. GO AHEAD. >> THANK YOU, MR. ROBINSON. WE APPRECIATE EVERYTHING YOU HAVE SHARED WITH US. WE ARE CERTAINLY LOOKING FORWARD TO THESE EXCITING EVENTS AND

[4. BEI manager report ]

>> GOING TO SWITCH INTERPRETERS. >> HELLO. GOOD MORNING, EVERYONE. MY NAME IS ALLIE KIDPLAN, AND I AM THE BEY PROGRAM MANAGER. AS OF RIGHT NOW, WE HAVE OUR BEI PROGRAM UPDATES TO SHARE WITH YOU ALL. I WOULD LIKE TO SPEAK ABOUT THE BEI CERTIFICATION SHARING ASPECT OF OUR PROGRAM . LOOKING BACK OVER THE PAST YEAR, FROM JANUARY TO DECEMBER OF 2024, WE HAVE RECEIVED 1332 PERFORMANCE TEST APPLICATIONS, AS WELL AS TESTS OF ENGLISH PROFICIENCY OR TEP APPLICATIONS. THOSE ALSO INCLUDE INCOMPLETE APPLICATIONS THAT HAVE BEEN RECEIVED FOR THAT TOTAL OF 1332. EKE WAITING AN AVERAGE OF 111 APPLICATIONS PER MONTH. THE WONDERFUL THING IS THAT WE ARE ALSO HAVING RECEIVED SIX APPLICATIONS FOR THE TEST OF SPANISH PROFICIENCY KNOWN AS THE TESP. SO THAT IS GREAT TO SEE AN INCREASED INTEREST IN THE TRILINGUAL CERTIFICATION. THAT BEING SAID, WE HAVE ALREADY ADMINISTERED 524 PERFORMANCE TESTS OVER THE PAST YEAR. WE HAVE ALSO ADMINISTERED 380 TESTS OF ENGLISH PROFICIENCY. THAT INCLUDES ALL OF OUR TESTING SITES, NOT ONLY IN THE AUSTIN AREA, BUT ALSO OTHER SITES THAT WE HAVE CONTRACTED WITH. WE HAVE ALSO RELEASED 976 AND AWARDED 976 BEI CERTIFICATIONS. SO THAT HAS TO DO WITH THE RELEASE THOS OVER 1000 APPLICATIONS, AS WELL AS THE ADMINISTERED TESTS THAT WERE DONE LATE 2023. THOSE WILL BE READY FOR RELEASE -- I AM SORRY. THEY WILL BE READY TO BE RELEASED SOON. I JUST WANTED TO BE CLEAR ABOUT THAT NUMBER, 976.

AS OF RIGHT NOW, OUR TESTING SCHEDULE COORDINATOR IS HARD AT WORK SCHEDULING PERFORMANCE TESTS. WE ARE NOW BOOKED ALL THE

[00:30:08]

AND I WOULD LIKE TO CLARIFY AN ELABORATE A FEW DETAILS ABOUT THIS ENVIRONMENT THAT I BELIEVE THE BOARD WOULD APPRECIATE. THE SOUNDPROOF BOOTH ITSELF IS SPACIOUS. THERE ARE FOUR WALLS.

IT IS AN ENCLOSURE THAT IS WHEELCHAIR ACCESSIBLE. AND THE INTERIOR DIMENSIONS ARE 6'8" BY 5'10". AND THE ENCLOSURE MEETS THE AMERICAN NATIONAL STANDARDS INSTITUTE KNOWN AS ANSI STANDARDS, AS WELL AS OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, OSHA, STANDARDS . IT IS ALSO FULLY COMPLIANT WITH THE AMERICANS WITH DISABILITIES ACT, THE A.D.A. AND SO AS YOU KNOW, CANDIDATES HAVE THE OPTION STILL TO SIT OR STAND FOR THEIR TESTING EXPERIENCE, DEPENDING ON THEIR COMFORT LEVEL. I WOULD NOW LIKE TO SPEAK ABOUT THE BEI DATABASE AND CERTIFICATION MAINTENANCE ASPECT OF OUR PROGRAM. FROM JANUARY OF 2024 TO DECEMBER OF 2024, WE HAVE HAD INTERPRETERS UPLOAD 1267 IDENTIFICATION DOCUMENTS. DIRECTLY INTO THE REGISTRY.

WHILE THE BEI STAFF HAS VALIDATED 1102 OF THOSE DOCUMENTS. 9245 CEU DOCUMENTS WERE UPLOADED, AND OUT OF THAT NUMBER, 6200 -- ROUGHLY 6000 WERE VALIDATED FOR CEU UNITS .

THIS BRINGS US TO AN AVERAGE OF 770 CEUS UPLOADED ON A DAILY BASIS. WE HAVE PROCESSED 2240 ONLINE PAYMENTS, WHICH IS AN AVERAGE OF 187 PAYMENTS PER MONTH. AND IT IS GREAT TO SEE THAT PEOPLE ARE USING OUR ONLINE PAYMENT FEATURE. IT IS STILL STRONGLY RECOMMENDED. THERE HAS BEEN A TOTAL OF 1992 BEI INTERPRETER CERTIFICATIONS ISSUED. THAT IS AN AVERAGE OF 166 CERTIFICATES ISSUED PER MONTH. THIS NUMBER REFLECTS THOSE WHO HAVE RECEIVED NEW CERTIFICATES FOR THE FIRST TIME, AS WELL AS RENEWALS OF CERTIFICATES BY PAYING ANNUAL RENEWAL FEES OR FIVE-YEAR RECERTIFICATION FEES. NOW, IN TERMS OF OUR APPROVAL PROCESS FOR CEUS, THE BEI STAFF ARE RESPONSIBLE FOR PROCESSING CEU DOCUMENTATION FOR NEARLY 1800 CERTIFIED INTERPRETERS, AND WHILE WE HAVE SOME CEUS DATING BACK TO ACTUALLY MAY OF 2024 THAT ARE STILL PENDING EITHER REVIEW OR APPROVAL, WE DO PRIORITIZE THE CEUS OF THOSE WHO ARE NEARING THEIR EXPIRATION . NATURALLY, WHEN AN INTERPRETER IS APPROACHING THEIR RENEWAL AND RECERTIFICATION TIMELINE DATE,

[00:35:01]

AND WHEN SEEKING CEU OPPORTUNITIES FOR THE PURPOSE OF MAINTAINING TEXAS BEI CERTIFICATION, INTERPRETERS HAVE GUIDELINES THAT NEED TO BE ADHERED TO THAT ALSO SHOULD BE KEPT IN MIND WHEN SUBMITTING. CEU TRANSCRIPTS WITH DHHS CEU IDENTIFICATION NUMBERS ON THEM CAN BE ACCEPTED, RECORDED, IF THEY ALSO INCLUDE THE CERTIFICATE HOLDER'S NAME, THE DATES AND CEU I.D.S OF EACH WORKSHOP OR TRAINING THAT HAD BEEN ATTENDED, AND THE NUMBER AND TYPE OF CEU ASSIGNED FOR EACH WORKSHOP OR TRAINING COURSE. OUR I.D. TRANSCRIPTS WILL ONLY BE ACCEPTED IF THEY COME WITH A CERTIFICATE OF COMPLETION FOR EACH WORKSHOP OR TRAINING COURSE THAT WAS ATTENDED. A TRANSCRIPT ALONE DOES NOT INCLUDE ALL OF THE INFORMATION NECESSARY FOR VALIDATION OF INDIVIDUAL CEUS.

CERTIFICATES OF ATTENDANCE MUST BE COMPLETED AND INCLUDE WORKSHOP INFORMATION, SUCH AS THE TITLE OF THE WORKSHOP, THE CEU IDENTIFICATION NUMBER, AND THE DATES OF THE WORKSHOP . IT SHOULD ALSO INCLUDE PRESENTER'S NAME AND SIGNATURE, THE CEU AMOUNT, AS WELL AS THE CEU TYPE . WITHIN ALL OF THAT, MOST IMPORTANTLY, WE NEED THE INTERPRETER'S INFORMATION.

THEIR NAME AND SIGNATURE. SO, PLEASE, DO UNDERSTAND THAT ATTENDANCE FORMS REQUIRE VALID SIGNATURES, NOT TYPED OR ELECTRONIC SIGNATURES. INCOMPLETE FORMS WILL NOT BE ACCEPTED, AND THAT WILL DELAY THE REVIEW PROCESS. AND APPROVED CEU CREDIT MAY ONLY BE USED ONCE DURING THE FIVE YEAR CERTIFICATION PERIOD OR CYCLE. THE SAME WORKSHOP, EVEN IF TAKEN MORE THAN ONCE, WILL ONLY BE COUNTED ONE TIME WITHIN THE FIVE-YEAR CYCLE. CEUS MAY NOT BE CARRIED OVER FROM ONE FIVE-YEAR CYCLE TO ANOTHER. WORKSHOP'S COMPLETION DATE MUST FALL WITHIN THE FIVE-YEAR CYCLE PERIOD. THE CEU CATEGORY THAT IS ASSIGNED, SUCH AS GENERAL INTERPRETING, ETHICS, COURT, MEDICAL, TRILINGUAL, THOSE CATEGORIES DEPEND ON THE CONTENT OF THE WORKSHOP OR THE COURSEWORK THAT HAS BEEN COMPLETED. TO EXPEDITE THE REVIEW PROCESS, WE RECOMMEND THAT COURSE DESCRIPTIONS AND ANY SUPPORTING DOCUMENTATION BE SUBMITTED TO THE BEI TEAM, ALONG WITH THE CERTIFICATION OF ATTENDANCE . APPROVING -- APPROVED CEUS FOR WORKSHOPS WILL NOT BE APPROVED FOR A DIFFERENT CEU CATEGORY OR MULTIPLE CEU CATEGORIES, SUCH AS COURT OR MEDICAL. IF A WORKSHOP HAS BEEN DEEMED ETHICS OR COURT, THAT WOULD MEAN IT CAN BE USED TO SATISFY EITHER OF THOSE CATEGORIES DUE TO THE CONTENT. THE INTERPRETER MUST SELECT WHICH CATEGORY THEY WISH TO APPLY THE WORKSHOP CREDIT TOWARDS, MEANING THEY WOULD EITHER PICK ETHICS OR COURT.

ANOTHER THING TO KEEP IN MIND. THE UNITS OF MEASUREMENT FOR CEU CREDITS CAN BE A BIT CONFUSING, AND I COMPLETELY UNDERSTAND. SO,

[00:40:07]

WE WANT TO SHARE OUR UPCOMING INITIATIVES. BEI STAFF IS PURSUING THE FEW EXCITING THINGS FOR 2025. WE ARE WORKING ON UPDATES TO THE BEI HANDBOOKS, PROCEDURES, AND FORMS, AND THIS WILL INCLUDE FURTHER ELABORATION AND CLARIFICATION ON THE CEU REQUIREMENTS AS WELL AS THE OVERALL PROCESS. I WANT TO SAY THAT WE HEAR YOU OUT IN THE COMMUNITY. WE ALSO WILL BE WORKING ON UPDATING OUR FAQ PAGE ON THE BEI WEBSITE. WE WILL ALSO CONTINUE TO COLLABORATE WITH DHHS TRAINING AND EDUCATION TEAM

[00:45:03]

>> THANK YOU, MS. KITTECLAM. WE DO APPRECIATE THE EXPLANATION OF THE WORK BEING DONE IN YOUR OFFICE. WE CERTAINLY APPRECIATE HOW MUCH WORK YOU ARE DOING. AND THANK YOU ALL SO. IN THE 25 YEARS I HAVE BEEN A CERTIFIED INTERPRETER, I DON'T THINK I HAD EVER GOTTEN AS CLEAR AN EXPLANATION ABOUT WHAT IS APPROPRIATE TO SUBMIT, AND IF WE DO OUR PART, WE CAN CERTAINLY MAKE THINGS EASIER IN YOUR OFFICE AND MAYBE HELP TO REDUCE SOME OF THAT WAITING TIME AS WELL, SO WE WANT TO DO OUR PART GIVING YOU THE KIND OF INFORMATION THAT YOU NEED SO

[5. Overview of BEI complaint process ]

>> HELLO, AGAIN. AGAIN, IT IS ME, BRYANT ROBINSON. AND AS PER REQUESTED FROM THE LAST BOARD MEETING, WE WILL BE REVIEWING THE GENERAL PROCEDURES FOR FILING A COMPLAINT AGAINST A TEXAS BEI CERTIFIED INTERPRETER. FIRST PART OF THE PROCESS IS THE COMPLAINT WOULD BE FILED TO A STATE PERSON WHO IS CERTIFIED BY DHHS. AND THE COMPLAINT IS SUBMITTED WITH DETAILS OF THE ALLEGED OFFENSE OR VIOLATION. AND IT IS THE OBJECTIONABLE ACTION THAT NEEDS TO BE SUBMITTED TO DHHS. THE COMPLAINT CAN BE SUBMITTED VIA EMAIL, REGULAR MAIL, FAX, OR A VIDEO MESSAGE. THE ACTUAL COMPLAINT AND ANY SUPPORTING DOCUMENTATION MUST BE SUBMITTED TO DHHS WITHIN 90 DAYS OF THE ALLEGED INCIDENT.

NEXT, D HH WILL THEN SEND A LETTER ABOUT THE COMPLAINT AND NOTIFY THE INTERPRETER THAT IT HAS BEEN RECEIVED. THEY WILL RECEIVE A COPY OF THAT COMPLAINT WAS SUPPORTING DOCUMENTATION AS WELL. THAT IS FORWARDED TO THE CERTIFICATE HOLDER AND WE REQUEST A RESPONSE FROM THEM. THIRD PARTY. DHHS WILL THEN SEND A CERTIFICATE TO THE HOLDER WHICH WILL INCLUDE A COPY OF THE COMPLAINT, A REQUEST FOR A WRITTEN RESPONSE ABOUT THE ALLEGED ALLEGATION, THERE WILL THEN BE A TIMEFRAME IN WHICH THEY NEED TO SUBMIT THEIR RESPONSE TO THIS COMPLAINT -- JUST A SECOND. AND A COPY OF THE INTERPRETER'S CODE OF PROFESSIONAL CONDUCT AND ANY RELATED HHSC RULES PERTAINING TO THE RELEVANT DISCIPLINARY ACTIONS . EXCUSE ME. WE ARE HAVING SOME TECHNICAL ISSUES. THE INVESTIGATION WILL THEN HAPPEN, WHICH WILL DETERMINE WHETHER THERE IS ENOUGH GROUNDS TO SAY THAT THIS INTERPRETER HAS VIOLATED HHSC RULES. IT MAY

[00:50:01]

AN EXAMPLE MIGHT BE A LETTER OF REPRIMAND OR DISCIPLINARY ACTION. I DO WANT TO REMIND YOU ALL THAT YOU CAN FIND MORE INFORMATION AND MORE DETAILS ON THE BEI HANDBOOK, CHAPTER 2.

PLEASE KEEP IN MIND THAT THE INTERPRETERS NOTIFICATIONS VOLUNTARY IN THE STATE OF TEXAS EXCEPT FOR THE COURT PROCEEDINGS. AND, FINALLY, HHSC DOES NOT HAVE THE AUTHORITY TO IMPOSE ANY DISCIPLINARY ACTION ON THOSE INDIVIDUALS WHO ARE NOT

CERTIFIED BY THE BEI. THANK YOU. >> THANK YOU FOR INCLUDING THAT

[6. Overview of procedures for approving continuing education courses and presenters ]

>> THANK YOU, CHAIR VASQUEZ. AGAIN, I AM ALLY KITTLECLAN WITH BEI PROGRAM. AS REQUESTED DURING THE LAST BOARD MEETING, WE WILL REVIEW THE STANDARDS AND PROCEDURES FOR APPROVAL OF COURSES AND WORKSHOPS PROVIDING CONTINUING EDUCATION FOR INTERPRETERS. IN TERMS OF THE APPROVAL PROCEDURE ITSELF, KNOWING THE TRAINING OF THAT SPONSOR OR INSTRUCTOR OR PRESENTER, THEY MUST REQUEST APPROVAL FROM DHHS FOR CEU CREDIT FOR THEIR PARTICULAR PROGRAM, AT LEAST 30 DAYS IN ADVANCE OF THE TRAINING. THE APPROVAL CRITERIA INCLUDES HAVING A COMPLETED FORM 3913. THAT NEEDS TO BE COMPLETED. AND THAT FORM IS A REQUEST FOR APPROVAL OF PROPOSED TRAINING FOR CEUS. WE NEED TO DETERMINE IF THE TRAINING WILL BE GENERAL STUDIES OR PROFESSIONAL STUDIES. IS ALSO NEEDS TO INCLUDE A DESCRIPTION OF THE ACTIVITIES IN THE TRAINING. THE EDUCATIONAL OBJECTIVES AND ACTION PLAN. A RESUME OR DESCRIPTION OF THE INSTRUCTOR OR PRESENTER'S EXPERTISE RELATING TO THE WORKSHOP TOPICS AND FORMAL TRAININGS AND WORKSHOPS ATTENDED ALSO NEED TO BE SUBMITTED. UPON APPROVAL, DHHS ASSIGNS A CEU IDENTIFICATION NUMBER FOR THE ACTIVITY OR EVENT , AND THEN SENDS THAT EVENT APPLICANT THE FOLLOWING FORMS. FORM NUMBER 3914, THE CEU ATTENDANCE SIGN IN SHEET . THIS IS TO VERIFY ALL OF THE PARTICIPANTS IN ATTENDANCE. THE PRESENTER SUBMITS THIS COMPLETED FORM TO THE DHHS OFFICE WITHIN 10 BUSINESS DAYS AFTER THE TRAINING. THE OTHER FORM IS 3915, AND THAT IS THE

[00:55:04]

FIRST, FOR MORE DETAIL ABOUT THE PROCEDURE, THERE IS AN OUTLINE THAT IS FURTHER ELABORATED IN THE DHHS SERVICES MANUAL UNDER CHAPTER 3. WHEN DHHS ASSIGNS A CEU IDENTIFICATION NUMBER FOR WORKSHOPS OR TRAININGS, IT IS GOOD ONLY FOR A LIMITED TIME. IT IS NOT AN INDEFINITE IDENTIFICATION. THE PRESENTER OR TRAINER SHOULD COMPLETE THE EVENT DETAILS AND THE PRESENTER NEEDS TO SIGN THE INFORMATION ON FORM 3915 OR A SIMILAR CERTIFICATE OF ATTENDANCE TO THEN BE DISTRIBUTED TO THE PARTICIPANTS. OKAY. I HOPE THAT CLARIFIES A FEW QUESTIONS IN REGARDS TO THIS PROCEDURE. THANK YOU VERY MUCH. I WILL TURN THIS

BACK OVER TO THE CHAIR. >> THANK YOU AGAIN. MS. KITTENPLAN FOR THIS INFORMATION. IT IS VERY HELPFUL TO KNOW SO WE

[7. Discuss interpreter referral agencies using unqualified interpreters ]

>> THANKS. THIS IS ALINA WEBB. WE SUBCOMMITTEES HAVE NOT MET SINCE OUR LAST BOARD MEETING. WE DID SUBMIT A LIST OF QUESTIONS FOR BEI COUNSEL. AND I BELIEVE -- IS COUNSEL ON THE CALL?

>> YES. IF YOU ARE TALKING ABOUT LEGAL COUNSEL, YES. HI. THIS IS -- THIS IS KRISTIN ADDIE. YEAH. I AM THE POLICY ATTORNEY THAT

PROVIDES SUPPORT TO DHHS. >> PERFECT. HAVE YOU HAD ENOUGH TIME TO PROVIDE ANY RESPONSE TO SOME OF THE QUESTIONS THAT WE

WERE ABLE TO SUBMIT? >> YEAH. I HAVE KIND OF BEEN LOOKING AT IT AND CAME UP WITH SOME ANSWERS. THEY ARE UNFORTUNATELY NOT DEFINITIVE ANSWERS. I DID HAVE THAT AND I CAN ALSO AFFORD MY RESPONSES, WHAT I HAVE SO FAR, ON TO JAMIE JUST TO SEND TO YOU ALL IF YOU WOULD LIKE. I DID NOT KNOW IF YOU WOULD LIKE TO DISCUSS OVER THIS MEETING OR WHAT YOU WOULD

PREFER. >> MAKING SURE I HAVE GOT

[01:00:07]

WE ARE VERY GLAD THAT YOU ARE HERE. WE WOULD LIKE SOME -- AS MUCH INFORMATION AS YOU ARE ABLE TO GIVE US DURING THIS MEETING WOULD BE HELPFUL. WE HAVE TALKED ABOUT THIS, AS MR. VASQUEZ HAS SAID. WE ARE LOOKING AT -- I AM TRYING TO PHRASE THIS APPROPRIATELY. WE ARE THE ADVISORY BOARD . WE PROVIDE ADVICE AND WE ASK QUESTIONS, AND BASED ON THE INFORMATION THAT WE HAVE GOTTEN FROM OUR COMMUNITY, THERE ARE CONCERNS THAT WE HAVE SOME SERIOUS VIOLATIONS THAT ARE HAPPENING OUT IN THE COMMUNITY BY INTERPRETING AGENCIES, REFERRAL AGENCIES, AND BY INDIVIDUAL INTERPRETERS. AND AS MR. BRYANT MENTIONED EARLIER, WE ARE NOT A POLICING AGENCY. WE DO NOT HAVE THE AUTHORITY TO DEAL WITH ANYONE WHO IS NOT A CURRENT BEI CERTIFICATE HOLDER. SO WHAT WE ARE LOOKING AT, I THINK SPECIFICALLY, THE ONE QUESTION THAT COMES TO MIND WAS DUE THE CSSA AGENCIES WHO ARE USING STATE MONEY, IF THEY CONTRACT WITH UNCERTIFIED INTERPRETERS, THE QUESTION WAS, WAS AT A PUBLIC MISUSE OF FUNDS? I NEED TO PULL THE QUESTION UP AGAIN. BUT THAT WOULD BE A GOOD PLACE

FOR US TO START, I THINK. >> YEAH. I DON'T KNOW NECESSARILY IF IT IS A MISUSE OF PUBLIC FUNDS. WHAT I WAS WONDERING IS, IS THERE ANY REQUIREMENT IN THE CONTRACT FOR THOSE AGENCIES THAT CONTRACT WITH THE STATE TO ONLY EMPLOYEE CERTIFIED INTERPRETERS, BECAUSE I THINK THAT MIGHT BE A GOOD PLACE TO START. TO REQUIRE THAT THOSE REFERRAL AGENCIES THAT ARE EMPLOYED BY THE STATE -- I AM SORRY. THAT ARE CONTRACTED WITH THE STATE. ONLY APPLIES TO CERTIFIED INTERPRETERS. I DON'T KNOW IF WE COULD CALL IT A USE OF -- MISUSE OF STATE FUNDS. BUT IF THERE WAS SOMETHING IN THE CONTRACTS, THEN I THINK THAT WOULD BE A GOOD PLACE TO START IF THERE IS NOT ALREADY A REQUIREMENT IN THERE THAT THERE SHOULD BE.

>> THIS IS ALINA, AGAIN. IT TAKES US JUST A SECOND TO SWITCH BETWEEN CAMERAS TURNING ON AND OFF AND MIKE'S TURNING ON AND OFF. I THINK THAT IS A GREAT THING. I KNOW THE DHHS CONTRACTORS REQUIRE A CONTRACT FOR CERTIFIED INTERPRETERS. SO THAT WOULD BE A GREAT PLACE FOR US TO START LOOKING. THOSE WHO CONTRACT IF YOU ARE A CSSA AGENCY, I WOULD HIGHLY RECOMMEND THAT YOU LOOK AT YOUR CONTRACT. MAKE SURE YOUR CONTRACT IS INCLUDE AN AGENT RELEVANT TO USING CERTIFIED INTERPRETERS WITH THE UNDERSTANDING THAT IT IS -- I KNOW THE TENDENCY IS TO LOOK AT THE PROFITS AND LOSS IN TERMS OF MONETARY VALUE, BUT THE PROFIT AND LOSS HERE IS REALLY IN TERMS OF THE HARM OR IMPROVEMENT TO AND ACCESS TO THE DEAF AND HARD OF HEARING COMMUNITY. AND, REMEMBER, IT IS NOT JUST THE DEAF AND HARD OF HEARING COMMUNITY THAT USE INTERPRETERS. IT IS THE HEARING COMMUNITY AS WELL. THIS IS HOW YOU COMMUNICATE WITH DEAF PEOPLE. MAKING SURE THAT TYPE OF A STATEMENT IS IN YOUR AGENCY CONTRACT WOULD BE GREAT. THE OTHER THING. WE DID TALK WITH MS. HEISTER IN OUR LAST MEETING. SHE PROVIDED SOME GREAT FEEDBACK TO US. TEA HAS A RULE ALREADY IN PLACE THAT REQUIRES INTERPRETERS WORKING IN THIS DISTRICT TO HOLD EITHER BEI OR R.I.D.

CERTIFICATION. THE UNFORTUNATE FACT IS THAT IS NOT WHAT IS HAPPENING IN OUR STATE AT ALL. I BELIEVE AT OUR LAST MEETING, IT WAS OVER 150 UNCERTIFIED PEOPLE WERE WORKING AS INTERPRETERS IN THE SCHOOLS. IS THERE ANYTHING FROM A BEI STANDPOINT THAT WE CAN DO TO SUPPORT THE INCREASE? AND I BELIEVE I ASKED THE QUESTION LAST TIME. THAT HAS BEEN IN PLACE SINCE 1996. I STARTED AS AN EDUCATIONAL INTERPRETER WITHOUT CERTIFICATION IN 1988, I THINK. '87-88. TO THIS DAY, WE ARE

[01:05:02]

>> YEAH. NO. I THINK I KIND OF UNDERSTAND WHAT YOU'RE SAYING.

FROM MY UNDERSTANDING, THERE IS NOT NECESSARILY SOMETHING THAT PROHIBITS, BUT I DO NOT REALLY THINK BEI HAS A JURISDICTION OVER A NONCERTIFIED INTERPRETER. SO IF IT IS A SITUATION WHERE -- I MEAN, MAYBE IF IT WAS AN INTERPRETER WHO HAD BEEN CERTIFIED AND CONTINUING EDUCATION CREDITS OR SOMETHING LIKE THAT. THEN I WOULD HAVE SOME KIND OF AUTHORITY TO IMPOSE PENALTY OR SANCTION, BUT IF THEY ARE JUST A NONCERTIFIED INTERPRETER, BEI DOES NOT REALLY HAVE ANY JURISDICTION OVER THEM . AND I THINK LIKE AS FAR AS DEALING WITH PENALTIES FOR THE NONCERTIFIED INTERPRETERS, THAT WHAT KIND OF FALL UNDER T.E.A., BUT I THINK THERE ARE WAYS THAT BEI COULD POSSIBLY WORK IN CONJUNCTION WITH T.E.A. TO PREVENT THIS FROM HAPPENING. I DON'T KNOW IF LIKE MAYBE , IF, FOR INSTANCE, REQUIRING SO T.E.A. ONLY USES INTERPRETERS THAT ARE AGENCIES THAT ARE CONTRACTED WITH THE STATE, AND THEN THE STATE, YOU KNOW, REQUIRING HHSC REQUIRING IN THEIR CONTRACTS THAT IF YOU ARE GOING TO CONTRACT WITH US THAT THE REFERRAL AGENCY CAN ONLY EMPLOYEE CERTIFIED INTERPRETERS. THAT MIGHT BE A WAY OF HELPING TO ADDRESS IT IF THAT IS NOT ALREADY BEING DONE.

>> THANK YOU, MS. ADDIE. THANK YOU SO MUCH FOR CONTRIBUTING TO OUR CONVERSATION. WE ARE TRYING TO DO AS MUCH AS WE CAN AND IF WE LOOK AT IT FROM THE STANDPOINT OF, AT LEAST THIS IS HOW WE PERCEIVE IT, IF WE DEALT WITH A SCHOOL WHO DID NOT HAVE CERTIFIED TEACHERS OR CERTIFIED COUNSELORS OR CERTIFIED THERAPISTS, THAT WOULD RAISE SOME CONCERN FOR THE SERVICES BEING PROVIDED TO CHILDREN. UNFORTUNATELY, SOMETHING THAT IS HAPPENING, A LOT OF THESE QUOTE, UNQUOTE, INTERPRETERS ARE ACTUALLY EMPLOYEES WITHIN THE SCHOOL DISTRICT , AND THEY ARE ASSIGNED TO DIFFERENT SCHOOLS, AND WHAT IS HAPPENING FREQUENTLY IS RATHER THAN BEING CALLED AN INTERPRETER, THEY ARE BEING CALLED SOMETHING LIKE A COMMUNICATION ASSISTANT OR SOME OTHER THING THAT , BECAUSE THEY ARE NOT USING THE TECHNICAL TERM THAT THEY THOUGHT WERE THE INTERPRETER, ALTHOUGH THAT IS REALLY HOW THEY ARE FUNCTIONING, THEN VERY LIKELY IF IT WALKS LIKE A DUCK, THEN IT IS A DUCK. THOSE ARE THE CONCERNS. THIS IS NOT A NEW THING WE ARE NOTICING, BUT RATHER THERE IS A LONG-STANDING HISTORY OF THIS THAT WE ARE TRYING TO RESOLVE.

WE ARE TRYING TO BRING ATTENTION TO IT AND HOPEFULLY RESOLVE FOR THE BENEFIT OF THE EDUCATION OF CHILDREN RESIDING WITHIN OUR STATE WHO ARE NOT GETTING THE SERVICES THAT THEY DESERVE BASED ON THE LAW, BASED ON THE CONTRIBUTIONS MADE BY THEIR PARENTS TO THEIR COMMUNITIES, AND THESE ARE THE THINGS THAT ARE VERY IMPORTANT TO US THAT WE ARE TRYING TO GET THROUGH, SO WE APPRECIATE ANY INPUT AND THE INPUT YOU HAVE GIVEN US SO FAR REGARDING ALL THAT. HOPEFULLY THE KIND OF -- I KNOW THAT MS. WEBB EXPLAINED THAT END UP QUESTIONS WERE QUITE INTRICATE AND WE ARE TRYING TO WRAP OUR HEADS AROUND THIS INFORMATION AND FIGURE OUT WHAT WE CAN FINALLY DO TO RESOLVE THIS

LONG-STANDING ISSUE. >> YEP. YEAH. YEAH. ALTHOUGH A

[01:10:08]

ANSWER TO THE ISSUE. >> OKAY. SO ONE OF THE THINGS LOOKING AT EXISTING CODES, LAWS, RULES, POLICIES, THAT KIND OF THING, ONE OF THE THINGS I THINK WOULD HELP AND WE ASKED ABOUT WOULD BE A SIMPLE RULE CHANGE FOR BEI. AS MR. ROBINSON MENTIONED, IT IS A 90 DAY WINDOW. IF AN INCIDENT TOOK PLACE THAT A CONSUMER FEELS THAT AN INTERPRETER HAD SOME ACTION THAT WAS OBJECTIONABLE AND THEY HAVE A 90 DAY WINDOW TO FILE THE COMPLAINT, THE PROBLEM WITH AND THAT IS WITHIN 90 DAYS, YOU MAY STILL BE DEALING WITH THE PROBLEM THAT CREATED. THE SITUATION. WHAT WOULD IT TAKE? COULD WE REQUEST THAT WINDOW BE EXTENDED TO 180 DAYS TO GIVE DEAF PEOPLE THE OPPORTUNITY TO COMPLETE WHATEVER WAS GOING ON IN THE MOMENT THAT THE INCIDENT TOOK PLACE. GET THEM TO SEEK ADVOCATES. TO HELP THEM PUT THEIR THOUGHTS TOGETHER. WHAT WOULD IT TAKE FOR BEI TO OPEN THAT WINDOW UP TO 180 DAYS, RATHER THAN A 90 DAY WINDOW?

>> YEAH. I THINK THAT IS DEFINITELY DOABLE. AND FOR MY UNDERSTANDING AND I WOULD HAVE TO REVIEW THE RULES, BUT IT SEEMS LIKE THAT 90 DAYS IS IN POLICY AND NOT RULE. BUT I WOULD HAVE TO DOUBLE CHECK ON THAT. I WAS LOOKING IN THE RULES TO SEE IF THERE WAS SOMETHING SPECIFIC. I KNOW IT SAYS THAT IN THE POLICY . BUT THAT WOULD BE -- ?. I AM TRYING TO LOOK IN THEIR RULES RIGHT NOW. I DIDN'T SEE ANYTHING SPECIFIC. LET ME CHECK.

YEAH. I MEAN, IF IT IS JUST A MATTER POLICY, SOMETHING THAT IS IN POLICY, THEN THE WAY TO CHANGE THAT WOULD BE TO GO ABOUT CHANGING THE POLICY. BUT I THINK JAMIE MAYBE HAS -- I THINK SHE CAN PROVIDE SOME INSIGHT INTO THAT. JAMIE, I SEE YOU HAVE YOUR HAND UP. IF YOU WANTED TO ADD ANYTHING TO THE CONVERSATION.

>> YES. THANK YOU. THIS IS JAMIE JONES. I WANTED TO REMIND -- IT HAS BEEN A WHILE SINCE WE TALKED ABOUT IT. WE ARE IN THE PROCESS OF DOING THESE RULES AGAIN, THE BEI RULES AT-LARGE. AND THE BEI MANAGER AND THE TEAM ARE GOING TO THE RULES WE TALKED ABOUT A LITTLE BIT EARLIER AND PART OF THAT IS REFRESHING SOME OF THE THINGS THAT NEED TO BE REVISED IN THE RULES. THAT IS SOMETHING WITHIN OUR PURVIEW TO MAKE THAT RECOMMENDATION AND TO CLOSE THAT AS A CONSIDERATION, SO THAT SHOULD NOT BE AN ISSUE AT ALL.

INSIDE INFORMATION FOR THOSE WHO MAY NOT KNOW. WHEN WE DO GET TO THAT POINT AND WE DO GET TO SOME SIGNIFICANT CHANGES READY FOR REVIEW, THAT WILL BE BROUGHT TO THE BOARD FOR FEEDBACK AS WELL.

THAT WILL BE INCLUDED. THANK YOU.

>> THANKS, JEANNIE. MS. ADDIE, THE NEXT QUESTION I WOULD REALLY LIKE TO ASK ABOUT, AND I KNOW WE ARE GOING BACK TO THE EDUCATIONAL INTERPRETERS BECAUSE I KNOW WE HAVE THAT AND THE COURT INTERPRETING LAW . THE TWO PLACES WE HAVE TO WORK WITH.

SINCE THE EDUCATION CODE REQUIRES ALL INTERPRETERS TO BE

[01:15:02]

AND SHOULD IT BE PURSUED, THE INTERPRETER IN QUESTION OR THE NON-CERTIFICATE HOLDER FOR THAT MATTER, WOULD HAVE THE OPPORTUNITY TO REQUEST A FORMAL HEARING. THAT IS MY UNDERSTANDING OF THE COURT LAW. I THINK THAT IS CODE 57, I BELIEVE. GOVERNMENT CODE. SHORT OF A FORMAL HEARING, SHORT OF GOING TO THE CLASS A MISDEMEANOR, WHAT OTHER SANCTIONS ARE A POSSIBILITY THAT COULD BE LEVIED AGAINST SOMEONE WHO VIOLATES EITHER T.E.A'S EDUCATION CODE OR THE GOVERNMENT CODE FOR 57? WHAT ARE THE OTHER DISABILITIES FOR DISCIPLINARY ACTION THAT AN INTERPRETER COULD FACE UNDER THOSE TWO EXISTING

CODES AND POLICIES? >> YEAH. SO I DON'T KNOW AS FAR AS LIKE THE EDUCATIONAL -- INTERPRETERS IN THE EDUCATIONAL CONTEXT. BUT I KNOW AS FAR AS WITH THE GOVERNMENT CODE, SO YOU KNOW IT SAYS IT IS A CLASS A MISDEMEANOR, AND THAT LAW ALSO SAYS GOVERNMENT CODE 57.022 B7 SAYS THE EXECUTIVE COMMISSIONER SHALL PROVIDE FOR THEM INSTEAD OF SANCTIONS BY RULE. AND SO THE RULES DO PROVIDE, YOU KNOW, THE DIFFERENT TYPES OF SANCTIONS, AND IF YOU'RE WANTING TO -- BASICALLY IF YOU ARE WANTING TO SUSPEND OR REVOKE SOMEBODY CERTIFICATION, A HEARING IS REQUIRED. THAT WOODROW -- APPLY TO BOTH INTERPRETERS UNDER GOVERNMENT CODE 57 OR ANY CERTIFIED INTERPRETER UNDER A HUMAN RESOURCES CODE SECTION 81.0072. IT DOES REQUIRE THAT IF YOU'RE GOING TO TAKE SOMEBODY'S CERTIFICATION AWAY OR DENY IT OR SUSPEND IT OR PUT THEM ON PROBATION THEN BASICALLY THEY WOULD BE ENTITLED TO A HEARING. SO I AM NOT REALLY SURE WHAT OTHER SANCTIONS YOU HAD IN MIND. SO , AS FAR AS THE INTERPRETERS IN THE EDUCATIONAL CONTEXT, IF THEY ARE NOT CERTIFIED YOU KNOW, THEN I GUESS THEY DON'T REALLY FALL UNDER THE JURISDICTION OF BEI. SO, AGAIN, IF IT IS A SITUATION WHERE MAYBE THEY WERE CERTIFIED BUT NOT LIKE TO A CERTAIN LEVEL THAT IS NEEDED OR THEY ARE, YOU KNOW, FALLING BEHIND IN SOMETHING, THEN THERE WOULD BE THE POSSIBILITY OF SOME KIND OF

SANCTION. >> THANK YOU. I APPRECIATE THAT.

I AM LOOKING BACK AT MY NOTES . SO WHAT I SEE IS SOMETHING THAT WE HAVE MADE NOTE OF OVER THE LAST SEVERAL YEARS. I THINK THIS IS GOING TO CONTINUE TO BE AN ISSUE. WHILE THE A.D.A. IS IN PLACE AND WHILE THE T.E.A. EDUCATION CODE IS IN PLACE, THE CONCEPTS, THE OVERALL CONCEPTS WERE THERE AND INTENDED TO PROTECT THE DEAF COMMUNITY AND PROVIDE GUIDELINES TO ENSURE EQUAL AND FAIR ACCESS, BUT THERE ARE NO SPECIFIC PENALTIES, ACTIONS, SANCTIONS, FOR WHEN THOSE ARE VIOLATED, AND IT SOUNDS LIKE THAT MAY BE WHERE WE ARE NOW. SO THE NEXT QUESTION THEN WOULD BE IS THIS SOMETHING WE THEN HAVE TO GO BACK TO THE PUBLIC AND ASK FOR OUR DEAF PUBLIC TO SPEAK UP AND BEGIN SPEAKING TO THE LEGISLATORS ABOUT CHANGE AND ADVOCATING FOR THE ADDITION OF RULES OR LAWS OR WHATEVER IT IS FOR THINGS TO START BEING SPELLED OUT, BECAUSE IT SEEMS THE HUGE VACUUM OF WHAT

[01:20:06]

>> YEAH. I THINK I CAN DEFINITELY UNDERSTAND WHAT YOU'RE SAYING. IT IS FRUSTRATING THAT THERE ARE -- YES. THERE IS LIKE A PENALTY. FOR LIKE IF A CERTIFIED COURT INTERPRETER, OR IF THEY ARE NOT CERTIFIED. YES. THERE IS NOT A LOT THAT CAN BE DONE. I THINK THAT CREATING A WHOLE KIND OF LEGISLATIVE SCHEME FOR LICENSING OF INTERPRETER REFERRAL AGENCIES IS GOING TO BE A PROCESS. I THINK LIKE WHAT YOU SAID. HAVING MEMBERS OF THE DEAF COMMUNITY POSSIBLY, YOU KNOW, REACHING OUT TO LEGISLATORS AND KIND OF MAYBE THE PUSH FOR A CHANGE COMING FROM THEM, I THINK, WOULD BE HELPFUL IN THAT PROCESS.

>> THANK YOU, MS. ADDIE. WE APPRECIATE YOU ENTERTAINING THAT WITH US BECAUSE IT IS SOMETHING THAT HAD BEEN PREVIOUSLY STATED AND THROWN AROUND. I WOULD LIKE TO TAKE THE TIME TO INQUIRE OF THE OTHER BOARD MEMBERS, DR. HARRIS, WHETHER THEY HAVE ANY QUESTIONS OR ANYTHING THAT THEY WOULD LIKE TO CONTRIBUTE TO THIS

CONVERSATION? MS. ARRIANO? >> HI. HERE. I -- I AM -- THANK YOU, MS. ADDIE, FOR YOUR INFORMATION, AND THANK YOU, MS. WEBB, FOR TRYING TO EXPLAIN WHAT WE HAVE -- WITH THE TWO DIFFERENT SUBCOMMITTEES, WHAT THEY HAVE BEEN WORKING ON. I FELT THE NEED TO ADDRESS THE FACT THAT FOR THE T.E.A. CODE ESTABLISHED IN 1996, I AM JUST THINKING ABOUT , WHERE ARE THE PARENTS OF DEAF CHILDREN IN ALL OF THIS? LIKE, I JUST -- SO IN A

[01:25:02]

I REALIZE THAT THIS BRINGS UP A SENSITIVE TOPIC BECAUSE ONCE WE SAY THAT ALL OF THE PEOPLE WORKING IN THE K THROUGH 12 SETTING HAVE TO BE CERTIFIED INTERPRETERS, THEN, YES, SCHOOLS WILL LOSE EMPLOYEES. AND THE STUDENTS WILL LOSE SUPPORT. IT IS DIFFICULT. IT IS NOT EASY TO FIGURE OUT. AND I JUST WANTED TO SAY WHAT WAS ON MY MIND REGARDING PARENTAL INFORMATION AND WHAT IS AVAILABLE TO THEM. WE UNDERSTAND WE SET DEAF INDIVIDUALS. ADULTS, SURE. BUT WHO IS GOING TO SPEAK FOR THE CHILDREN? THAT IS GOING TO HAVE TO BE THEIR PARENTS. MAYBE A PARENT-TEACHER ORGANIZATION OR WHAT HAVE YOU. BUT MAYBE MORE EDUCATION FOR THE PARENTS AT THIS TIME. AGAIN, THAT IS NOT UNDER OUR PURVIEW, I DON'T BELIEVE. HOWEVER, THAT IS SOMETHING I HAVE JUST BEEN THINKING ABOUT THAT I WANTED TO SHARE. AGAIN, THANK YOU FOR YOUR TIME AND FOR YOUR DISCUSSION.

>> THANK YOU, MS. ARRIANO. THANK YOU FOR YOUR INPUT. THAT IS OBVIOUSLY COMING FROM YOUR HEART . AND IT IS SOMETHING THAT IS VERY DEAR TO US. WE WANT TO MAKE SURE THAT CHILDREN WITHIN OUR STATE ARE GETTING EXACTLY WHAT THEY NEED. AND WE HURT WHEN WE SEE THEY ARE NOT GETTING OPPORTUNITIES FOR THEIR OWN FUTURE AS WELL. DR. HARRIS, MS. GODBOWL, DO YOU HAVE ANYTHING TO

ADD? DR. HARRIS, PLEASE? >> HELLO? HELLO, EVERYONE.

HELLO. THANK YOU, CHAIR VASQUEZ, MS. WEBB, THANK YOU FOR EVERYTHING YOU HAVE DONE. HONESTLY, FOR THE ENTIRE BOARD.

WE ARE SHORT A FEW MEMBERS. WE HAVE GOT SOME VACANT POSITIONS, BUT AS A BOARD WE ARE DOING WHAT WE CAN. I JUST WANT TO SAY THANK YOU TO ALL OF US. NOT ONLY AS THE ONLY DEAF BOARD MEMBER, BUT I HAVE SEEN AND EXPERIENCED AS A CLIENT WHAT A CHILD IN THE SYSTEM WOULD EXPERIENCE. I CANNOT IMAGINE HOW DIFFICULT AND AWFUL IT MUST BE FOR CHILDREN WHEN THEY ARRIVE HOME TO THEIR FAMILIES AND WANT TO KNOW WHAT DID YOU LEARN TODAY IN SCHOOL.

FOR EXAMPLE, THE INTERPRETERS HERE FOR OUR VIDEOCONFERENCE, ONE INTERPRETER BEING GLITCHY. THERE WAS THE DELAY. I MISSED ALL THAT INFORMATION. IT WAS INCREDIBLY FRUSTRATING AND DIFFICULT AND FATIGUING TO CONTINUALLY FIGHT FOR MY ACCESS.

AND I AM AN ADULT. I HAVE COLLEGE DEGREES AND TRAINING.

AND I AM AWARE AND ABLE TO ADVOCATE FOR MYSELF. BUT , WHEN WE THINK OF THE CHILDREN, WHAT IS THEIR SUPPORT STRUCTURE? WHAT DO THEY HAVE? WHO IS FIGHTING FOR THEM? WHO IS IN THE CLASSROOM RIGHT NOW? WITNESSING THESE THINGS? THERE IS NO ONE THERE. SO WHEN WE THINK OF THESE DISCUSSIONS HAPPENING AT THESE MEETINGS, IT IS IMPORTANT WE FIGHT FOR THOSE WHO CANNOT FIGHT FOR THEMSELVES. WE NEED TO MAKE CHANGES AND IMPROVE THE SITUATION FOR CHILDREN ACROSS THE STATE OF TEXAS. WE ARE IN

[01:30:03]

>> WE ARE GIVING A MOMENT TO THE INTERPRETERS SO THEY CAN SWITCH OFF. DR. HARRIS, THAT IS VERY BEAUTIFULLY AND ELOQUENTLY STATED. THANK YOU FOR GIVING US YOUR PERSPECTIVE. IT IS SOMETHING WE TRULY VALUE ON THIS BOARD. NEXT, WE WOULD LIKE TO ASK MS. GODBOWL FOR HER COMMENTS AS WELL.

>> GOOD MORNING. I WOULD LIKE JUST TO ECHO THE SENTIMENTS. AND THANK YOU TO THE SMALL BUT MIGHTY BOARD WHO HAS BEEN WORKING ON THIS. I LOOK FORWARD TO SEEING OUR OTHER VACANCIES BEING FILLED IN THE NEAR FUTURE TO CONTINUE TO EXPAND SOME OF THESE EFFORTS. I AM LOOKING FORWARD TO ALSO, I KNOW, BEI OR DHHS HAVE BEEN PUSHING TO HAVE SOME ADDITIONAL TRAINING OPPORTUNITIES OR WHATNOT AND I WOULD LOVE TO SEE A FOCUS ON EDUCATIONAL INTERPRETERS. OF COURSE, AND THE OTHER HAT I HAVE WORKING FOR THE TEXAS SCHOOL OF THE DEAF, WE DO HAVE SOME PROGRAMS THAT FOCUS ON EDUCATIONAL INTERPRETERS AND I'M THINKING ABOUT POSSIBLE OPPORTUNITIES WITH OUR STATEWIDE OUTREACH CENTER TO LOOK AT PERHAPS SOME TRAINING OPPORTUNITIES FOR OUR PARENTS ACROSS THE STATE ABOUT INTERPRETING ACCESS FOR THEIR CHILD, BECAUSE AS WE KNOW, IT CAN BE A MIXED BAG OUT THERE. AND SO I JUST WANTED TO ACKNOWLEDGE THAT. I AM LOOKING FORWARD TO SEEING WHAT KIND OF TRAINING OPPORTUNITIES COME OUT OF DHHS THAT FOCUS ON OUR EDUCATIONAL INTERPRETERS AND THOSE WORKING TOWARDS CERTIFICATION, AND I AM HAPPY TO HELP ON MY END IN MY DAY-TO-DAY

JOB, IF I CAN DO SO IN ANY WAY. >> THANK YOU, AGAIN, MS.

GODBOLD. >> THANK YOU, CHAIR VASQUEZ.

CHRISTINA ARRIANO HERE. I JUST HAVE A CLARIFYING QUESTION FOR COUNSEL AND JUST IN GENERAL. IS THE BOARD ABLE TO MEET -- THE ADVISORY BOARD ABLE TO MEET WITH COUNSEL SEPARATELY JUST IN A SEPARATE MEETING? AT A DIFFERENT TIME WHEN YOU HAVE ALL HAD MORE TIME TOGETHER TO GATHER INFORMATION AND LOOK AT, YOU KNOW, WHAT CODES AND LAWS AND POLICIES THAT WE ARE REVIEWING, OR DOES THAT HAVE TO BE CONDUCTED DURING A PUBLIC MEETING? I AM JUST ASKING FOR CLARIFICATION ON OUR PROCESS FOR

THAT? >> YEAH. I DON'T BELIEVE SO. I THINK BECAUSE BEI IS PART OF DHHS, I THINK THAT SHOULD NOT BE AN ISSUE WITH , YOU KNOW, MEETING PRIVATELY TO DISCUSS.

YEAH. TO KIND OF GO OVER A LITTLE BIT MORE. YEAH. I DEFINITELY UNDERSTAND YOUR CONCERNS, AND IT IS FRUSTRATING.

AND I THINK YOU MADE A REALLY GOOD POINT OF, YOU KNOW, THE PARENTS GETTING INVOLVED, AND MAYBE IF THE PARENTS WERE MORE AWARE OF WHAT IS GOING ON THEY MIGHT BE MORE CONCERNED. BUT, YEAH, ON A SIDE NOTE. I THINK THAT WOULD BE A POSSIBILITY FOR

SURE. >> AND THANK YOU. THANK YOU.

>> YEAH. OF COURSE. >> THANK YOU, MS. ARELLANO. THIS MICROPHONE. I DO NOT THINK IT IS THE MICROPHONE SO MUCH AS THE USER. SO THANK YOU FOR YOUR CLARIFYING QUESTION, AND THANK YOU FOR BRINGING UP THE POINT ABOUT THE POSSIBILITY OF MOVING THE MEETING RATHER TO DELVE DEEPER INTO THIS TOPIC. ONE SUGGESTION THAT MIGHT BE CONSIDERED, WHETHER IT IS A VIABLE OPTION, ONE THAT WE MIGHT WANT TO MOVE FORWARD WITH, MIGHT BE RAISING THE REQUIREMENTS, THE EDUCATIONAL REQUIREMENTS, THAT ARE CURRENTLY IN PLACE FOR INTERPRETERS WORKING WITHIN A SCHOOL SYSTEM. PERHAPS IF THE REQUIREMENTS WERE MORE

[01:35:03]

UNFORTUNATELY, PEOPLE HAVE TO MAKE A LIVING. NOT UNFORTUNATELY, BUT RATHER BECAUSE PEOPLE HAVE TO MAKE A LIVING, THEY NEED TO CONSIDER THOSE THINGS. SOMETIMES THEY MAY HAVE A PASSION FOR BEING AN INTERPRETER IN A SCHOOL, BUT IT IS NOT ENOUGH FOR THEM TO MAINTAIN THEIR HOUSEHOLD SO THEY MAY FORGO THAT. THERE ARE OTHER POSSIBILITIES. EVERYONE HAS A DIFFERENT STORY. THAT IS CERTAINLY ONE PLACE WE COULD START. ARE THERE ANY COMMENTS OR OTHER SUGGESTIONS? MS. WEBB?

>> THANK YOU. I KNOW THAT THIS IS PROBABLY GOING TO BE A VERY UNPOPULAR COMMENT, BUT I THINK IF WE ARE GOING TO BE CONSIDERED THE PROFESSION THAT WE KNOW WE ARE, AND HOW REQUIREMENTS FOR EDUCATION NEED TO BE HIGHER. RIGHT NOW, IT IS 30 COLLEGE CREDITS TO TAKE THE TEST IN ENGLISH PROFICIENCY AND 60 COLLEGE CREDITS TO TAKE THE PERFORMANCE EXAM. AND, WHERE I HAVE DEVOTED MY ADULT LIFE TO THIS FIELD AND LOVE IT, IT IS NOT ENOUGH TO JUST HAVE A FEW COLLEGE CREDIT HOURS TO BE AN INTERPRETER AND TO SAY I AM A PROFESSIONAL AND I SHOULD BE PAID AT THE SAME LEVEL AS A TEACHER. WHICH TEACHERS MAKE LITTLE ENOUGH AS IT IS. BUT TEACHERS ARE REQUIRED TO AT LEAST HAVE A BACHELORS DEGREE, AND THEY HAVE TO HAVE CONTINUED TRAINING JUST LIKE I DO. BUT THERE ARE LAWS THAT ARE IN PLACE THAT GOVERN TEACHERS BECAUSE THEY HAVE TO HAVE A CERTAIN EDUCATION TO GET THERE. IF WE RAISE OUR EDUCATION REQUIREMENTS, WE LOOK MORE LIKE A PROFESSION, WE BECOME MORE LIKE A PROFESSION, WE HAVE GREATER ACCOUNTABILITY BECAUSE WE KNOW MORE. WE JUST ARE A BETTER INTERPRETER WHEN YOU HAVE MORE EDUCATION. WHEN WE TALKED ABOUT THIS 20 YEARS AGO, THE BIGGEST RESISTANCE TO REQUIRING AN EDUCATION, BACK WHEN YOU ALREADY REQUIRED A DEGREE SOME 15 YEARS AGO, I THINK , TEXAS TALKED ABOUT IT THEN. AND THE PUSH BACK THEN WAS THAT EDUCATION IS -- WAS AT THAT TIME UNATTAINABLE, ESPECIALLY FOR THOSE IN RURAL AREAS. WELL, THAT IS NOT NECESSARILY THE CASE ANYMORE. EDUCATION IS AVAILABLE ONLINE. EDUCATION IS AVAILABLE IF YOU HAVE INTERNET. AND THERE ARE A LOT OF -- A LOT OF WAYS TO GET THAT EDUCATION. THIS IS A PLACE WHERE I THINK INTERPRETER TRAINING PROGRAMS AROUND THE STATE OF TEXAS COULD START TO PUSH AND DEVELOP PARTNERSHIPS WITH FOUR-YEAR PROGRAMS. IF YOU DO NOT CURRENTLY HAVE A FOUR-YEAR PROGRAM TO DEVELOP PARTNERSHIPS , COMMUNITY COLLEGES AND FOUR-YEAR COLLEGES SO THAT YOU CAN HAVE INTERPRETERS. COMING FROM A TWO-YEAR COLLEGE SETTING WHERE THEY BECOME CERTIFIED UNDER THE CURRENT GUIDELINES THAT MOVE THEM STRAIGHT INTO A BACHELORS DEGREE. GET THEM GOING FOR A FULL BACHELOR'S DEGREE. AND I SAY THAT AND FULLY ADMIT IT TOOK ME 33 YEARS TO COMPLETE MY BACHELORS DEGREE, BUT IT WAS WORTH GETTING IT . AND IF WE JUST SET THE BAR, IT WILL BE VERY UNPOPULAR FOR THOSE WHO HAVE WORKED FOR SO LONG WITHOUT THAT EDUCATION TO GO, WAIT, NOW YOU HAVE TO TELL ME I HAVE TO HAVE AN EDUCATION? I GET IT. I DO. BUT I THINK THERE COMES A POINT WHEN YOU DRAW A LINE IN THE SAND AND SAY THE ONLY WAY WE ARE GOING TO GET CHANGES TO START MAKING CHANGE. TO BE CONSIDERED A PROFESSION WE NEED TO HAVE THE EDUCATION OF A PROFESSIONAL. AND I LOVE THE EDUCATION THAT I GOT. I LOVE THE EDUCATION THAT I HAVE BEEN ABLE TO PROVIDE. SO I DON'T KNOW WHAT THAT WOULD LOOK LIKE. I KNOW JAMIE SAID YOU ARE ABOUT TO REVIEW THE RULES IN THE POLICIES

[01:40:01]

YOU CAN EARN A LIVING AT WHATEVER YOU WERE DOING BEFORE YOU TRY TO BECOME AN INTERPRETER. DON'T EARN A LIVING AT THE EXPENSE OF A WHOLE COMMUNITY OF PEOPLE BECAUSE THEN YOU EARN YOUR ABILITY A LIVING. THIS MAY BE WHERE BEI NEEDS TO

MAKE A NEW RECOMMENDATION. >> THANK YOU. AND I APOLOGIZE IF I EVER GAVE THE IMPRESSION THAT I WAS TRYING TO PERPETUALLY THAT WAY OF THINKING. THANK YOU, AGAIN, FOR YOUR COMMENTS. WE HAVE SOMEONE WHO IS LOOKING TO MAKE A COMMENT. I CAN'T SEE WHO

IT IS. MS. GODBOLD, PLEASE. >> THANK YOU FOR YOUR COMMENTS.

I AGREE. WE ABSOLUTELY WANT TO CONTINUE TO PUSH TO ADVANCE OUR PROFESSION AND RECOGNIZING INTERPRETERS AS PROFESSIONALS, AND SHOULD WE CHOOSE TO GO THAT ROUTE OF REQUIRING A BACHELOR'S DEGREE, I THINK , IT IS A WONDERFUL ASPIRATION FOR US TO WORK TOWARDS, AND, AT THE SAME TIME, I WOULD LIKE THE BOARD TO CONSIDER ALTERNATIVE PATHWAYS TO CERTIFICATION. I WANT TO ACKNOWLEDGE THAT MANY OF OUR MARGINALIZED COMMUNITIES DO NOT HAVE ACCESS OR ABILITIES TO EASILY GET INTO COLLEGE PROGRAMS THAT ARE AFFORDABLE AND GOING TO ULTIMATELY JUST BE ACCESSIBLE.

AND I WANT TO RECOGNIZE IT BY PUSHING TOWARDS A BACHELORS REQUIREMENT. WE MAY FURTHER MARGINALIZE COMMUNITIES THAT MAY ALREADY BE STRUGGLING TO HAVE ACCESS TO SOME OF THESE PROGRAMS. AND THE COLLEGE CREDIT. AND SO I WOULD LIKE US TO RECONSIDER AN ALTERNATIVE PATHWAY . WHAT THAT MIGHT LOOK LIKE FOR SOME OF THE FOLKS WHERE COLLEGE TRULY IS NOT A FEASIBLE

VENTURE. >> THANK YOU, MS. GODBOLD.

CERTAINLY, THOSE ARE WORTHY POINTS TO KEEP IN MIND. OUR NATURE IS NOT JUST TO HAPHAZARDLY GO THROUGH AND MAKE A BLANKET STATEMENT OR MAKE A BLANKET RULE FOR EVERYONE, BUT RATHER THIS IS SOMETHING THAT REQUIRES A GREAT DEAL OF THOUGHT, A GREAT DEAL OF PLANNING. LOOKING AT IT FROM DIFFERENT PERSPECTIVES SO THERE ARE MANY DIFFERENT STAKEHOLDERS WHO ARE GOING TO BE INVOLVED WITH THIS. I CERTAINLY UNDERSTAND THAT. I CAN APPRECIATE WHAT YOU HAVE STATED.

I THINK IT WOULD BE INCUMBENT UPON US TO GO OUT INTO THE COMMUNITY , THE EDUCATIONAL COMMUNITY. MAYBE GOVERNMENT AGENCIES. AND MAYBE THE PUBLIC SECTOR. AND LOOK FOR WAYS THAT WE CAN PARTNER TO TRY TO CONSTRUCT ALTERNATIVE PATHWAYS THAT WOULD BE CONSIDERED VIABLE SO THAT WE COULD HAVE THESE OPPORTUNITIES TO OFFER AS WAYS THAT PEOPLE CAN LEVEL UP. BUT, DEFINITELY, WE NEED TO DO SOMETHING. I REMEMBER WHEN THIS

[01:45:05]

HARRIS, PLEASE? >> HELLO. ARE WE READY FOR MY COMMENT? OKAY. I WOULD LIKE TO SAY THANK YOU FOR THOSE DEAF CHILDREN BEING ABLE TO ACCESS THEIR EDUCATION THROUGH AN INTERPRETER. INTERPRETATION IS ONLY AS GOOD AS THE KNOWLEDGE AND SKILLS POSSESSED BY THE INTERPRETER. TEACHERS HAVE A HIGH BAR. THEY TRAIN. THEY ACQUIRE BACKGROUND SKILLS AND KNOWLEDGE TO PUT THEMSELVES THERE. AND, IF AN INTERPRETER IS NOT AT AN EQUAL LEVEL, ENVISION THAT THE INTERPRETATION IS ONLY AS GOOD AS THAT LOWER TIER, LOWER RUNG INFORMATION BACKGROUND IN SKILLS TRAINING. IS THAT EQUIVALENT ACCESS FOR A DEAF CHILD? AS IS REQUIRED FOR ALL STUDENTS? THEY SHOULD BE HAVING THE SAME EQUIVALENT ACCESS TO THE EDUCATION, DISCUSSION, AND LEARNING HAPPENING IN THOSE CLASSROOMS, AND THAT REALLY, I AGREE WITH MS. WEBB. I AGREE IT IS CRITICAL WE HAVE EDUCATIONAL INTERPRETERS WHO ARE ON PAR WITH THE TEACHERS IN THE CLASSROOM. INTERPRETING THE INFORMATION FROM THE TEACHER TO THE STUDENT AND FROM THE STUDENT BACK TO THE TEACHER ON PAR. AND IT HAS BEEN MENTIONED RECENTLY. THE SUPREME COURT CASE. THIS IS IN MICHIGAN'S SUPREME COURT. PEREZ VERSUS A LOCAL SCHOOL DISTRICT. PEREZ IS A STUDENT IN THAT SCHOOL DISTRICT. AND THIS IS A STUDENT WHO IS DEAF WITH PARENTS WHO ARE HEARING, AND THE SCHOOL DISTRICT HUMMED AND HAHHED ABOUT HAVING A TEACHER'S AIDE. THEY WERE GOING AROUND AND AROUND FOR 12 YEARS AS THIS CHILD GREW UP IN THAT EDUCATION SYSTEM. AFTER GRADUATING HIGH SCHOOL, THEY SAID THAT HE DID NOT EARN A DIPLOMA BECAUSE HE DID NOT QUALIFY, AND OF COURSE THE PARENTS WERE INCREDIBLY UPSET. THEY WERE TOLD EVERYTHING WAS FINE AND THEY MAY DO WITH HIS ENTIRE EDUCATIONAL JOURNEY, BUT ALL OF THIS HAS TO DO WITH HIS LACK OF APPROPRIATE ACCESS IN THOSE YOUNGER YEARS. IF WE THINK ABOUT THIS CASE, THAT IS SOMETHING THAT HAS HAPPENED OVER 12 YEARS FOR A GAP IN THAT CHILD PAUSE EDUCATION, AND IT HAS REACHED THE SUPREME COURT AND THERE ARE SO MANY CHILDREN HAVING THE SAME EXPERIENCE ACROSS THE STATE OF TEXAS EVERYWHERE. DIFFERENT AGES.

DIFFERENT GRADE LEVELS. ALL ACROSS THE STATE. AND IT IS TIME

[01:50:03]

>> AGAIN, THANK YOU, DR. HARRIS, FOR CENTERING US AND HELPING US TO UNDERSTAND THE POINT WE ARE DISCUSSING HERE. MS. ARRIANO?

>> , HERE. THANK YOU SO MUCH FOR YOUR PERSPECTIVE IN SHARING THAT. HOLD ON. GIVE ME A SECOND TO GATHER MY THOUGHTS. I WOULD LIKE TO TAKE AN OPPORTUNITY TO ACKNOWLEDGE THAT -- AND I CAN JUST SPEAK LOCALLY TO MY REGION. THE COASTAL BEND REGION. I WOULD LIKE TO ACKNOWLEDGE THE FACT THAT THERE ARE MANY HARD-WORKING PARAPROFESSIONALS, COMMUNICATION FACILITATORS, AND WHATNOT WORKING IN THE SCHOOL SYSTEMS, AND SOME OF THEM ARE, IN MY EYES, MYSELF, A FORMER INTERPRETER, EDUCATOR, SO I DO HAVE EXPERIENCE OBSERVING, RATING, THE WORK OF INTERPRETERS. AND I HAVE SEEN SOME OF THEM IN ACTION, AND THEY ARE DOING GREAT. I JUST WANT TO TAKE A MOMENT TO ACKNOWLEDGE THAT , YES, I REALIZE THAT SOME OF THEM ARE NOT CERTIFIED. THE FORMER STUDENTS I KNOW, I KEEP PUSHING FOR MORE EDUCATION AND MORE EDUCATION , REGARDLESS OF THE FIELD. MORE EDUCATION. AND I JUST WANTED TO TAKE A CHANCE TO ACKNOWLEDGE THOSE. I DON'T WANT US TO SEEM LIKE WE ARE JUST LINK IT CRITICIZING INDIVIDUALS. I KNOW THAT NONE OF THE BOARD MEMBERS HERE HAVE THAT INTENTION, AND I JUST WANTED TO MAKE NOTE OF THAT. THAT WE ARE THANKFUL FOR THOSE WORKERS AND WE WANT ALL OF THEM TO -- TO STEP IT UP . WE WANT EVERYBODY TO IMPROVE SO WE CAN FINALLY, ONE DAY, BE UP AT LEVEL WHERE WE ARE SEEN AS PROFESSIONALS BY THE

COMMUNITY AT-LARGE. THANK YOU. >> THANK YOU, MS. ARELLANO, FOR YOUR HEARTFELT COMMENTS AS WELL. THE BOARD DOES ACKNOWLEDGE THAT THERE ARE MANY, MANY, MANY HARD-WORKING INTERPRETERS AND OTHERS WHO SUPPORT THE SCHOOL DISTRICTS, WHO SUPPORT SCHOOL SYSTEMS, BY SHOWING UP EVERY DAY AND BY DOING THE VERY BEST THAT THEY CAN AND BY SUPPORTING OUR STUDENTS THROUGHOUT THE STATE, AND GENUINELY HAVING A LOVE AND RESPECT FOR THE COMMUNITY THAT WE SERVE. AND WE ALL HAVE THOSE FEELINGS OF LOVE AND RESPECT, WHATEVER LEVEL WE ARE AT. WHETHER WE ARE AN INTERPRETER WITHIN THE SCHOOL DISTRICT OR AN EDUCATOR OR WE ARE BEYOND THAT.

WE CERTAINLY UNDERSTAND THE DIFFICULTIES WORKING, RAISING A FAMILY, TRYING TO MAKE A LIVING, LIKE EVERYONE ELSE DOES. AND WE WANT TO ACKNOWLEDGE THE HARD WORK THAT EVERYONE DOES. WE DO WANT TO CONSIDER THE OPPORTUNITY TO RAISE THE BAR ON THE WORK THAT WE DO SO THAT -- NOT SO WE CAN SHOW OFF DEGREES AND NOT SO THAT WE CAN MAKE LOTS OF MONEY, BUT SO THAT WE CAN -- SWITCH INTERPRETERS -- THOUGHTS. PROVIDE THE VERY BEST WE CAN FOR STUDENTS WITHIN THE STATE. NOT JUST STUDENTS, BUT ADULTS WITHIN THE STATE. ULTIMATELY, THOSE STUDENTS WILL HAVE FAMILIES AND GO TO WORK AND GET AN EDUCATION AND A HIGHER EDUCATION OR INTERPRETERS MOVE ON TO OTHER THINGS AS WELL. SO THESE ARE OPPORTUNITIES FOR EVERYONE TO DO THEIR VERY BEST AND PROVIDE THE BEST WE CAN WITHIN THE STATE. SO IF THERE ARE NO FURTHER

[01:55:01]

[8. Discuss criteria and methodology when determining BEI certified interpreter disciplinary action ]

MS. WEBB? >> THANKS. SORRY. WE WERE TRYING TO GET THIS TOGETHER REALLY QUICKLY TO FIGURE THIS OUT. NO.

THE SUBCOMMITTEE HAS NOT MET AGAIN. HOWEVER, PART OF THE THINGS WE WERE LOOKING AT, IT DOES COME BACK TO WHAT WE WERE TALKING ABOUT ALL ALONG. CERTIFICATION IS VOLUNTARY IN THE STATE OF TEXAS, BUT FOR THOSE WHO DO HOLD CERTIFICATION, THERE IS A GRIEVOUS PROCESS THAT MR. BRYANT DESCRIBED EARLIER. WE HAVE MADE THAT ONE REQUEST THAT WE CONSIDER OPENING THAT WINDOW UP TO 180 DAYS FROM DATE OF INCIDENT. BUT THE BOARD HAS DISCUSSED IN THE PAST APPROPRIATE WAYS -- THAT IS NOT THE RIGHT WORD. APPROPRIATE APPROACHES TO DISCIPLINARY ACTION FOR INTERPRETERS WHO CONTINUE TO HAVE GRIEVANCES FILED AGAINST THEM. THAT IS REALLY WHAT IT COMES TO. WHEN GRIEVANCES ARE BROUGHT TO THE BOARD, IN THE PAST, WE HAD SEEN COMPLAINTS, AGAINST THE SAME INTERPRETER MULTIPLE TIMES. AND SO WE TALKED ABOUT THE POSSIBILITY OF SUSPENSION OR REPLICATION OF CERTIFICATION. THE DOWNSIDE TO THAT IS IF WE DO IT, THEN WE HAVE NO OTHER MEANS OF DISCIPLINARY ACTION. IF YOU SUSPEND OR REVOKE A CERTIFICATION AND CERTIFICATION IS VOLUNTARY IN THE FIRST PLACE, IT DOES NOT REALLY DO ANYTHING TO THEM . WE HAVE IN THE PAST DONE THINGS LIKE ADDITIONAL CEUS THAT HAVE TO BE EARNED IN A PARTICULAR CATEGORY. I KNOW IN ONE CASE PREVIOUS ON THE BOARD AND INTERPRETER, I BELIEVE, HAD THEIR CERTIFICATION SUSPENDED PENDING COMPLETION OF QUITE A FEW CEUS IN LIEU OF A CLASS A MISDEMEANOR. THESE THINGS HAVE NOT PROVEN ESPECIALLY EFFECTIVE AND THAT IS WHAT THE SUBCOMMITTEE HAS BEEN LOOKING AT AS HAD WE HOLD INDIVIDUAL INTERPRETERS ACCOUNTABLE WHEN WHAT WE HAVE BEEN DOING HAS NOT BEEN EFFECTIVE? ONE OF THE THINGS THAT KIND OF COMES TO MIND THAT I DON'T THINK WE HAVE TRIED IN THE PAST AND I WOULD LOVE FEEDBACK , ANY OF THE BOARD MEMBERS' FEEDBACK, RATHER THAN GENERAL ADDITIONAL CEUS IN A PARTICULAR CATEGORY, WHAT IF WE REQUIRE ONE-ON-ONE MENTORING? IT WOULD REQUIRE CREDITING, VALIDATING, SOMETHING. GROUP THAT SERVE AS MENTORS TO PEOPLE WITH DISCIPLINARY ACTION OR REQUIRE THEM TO GET A MENTOR TO

[02:00:04]

ONE-ON-ONE MENTORING HAS A BETTER CHANCE, I THINK, OF PROVIDING ACCOUNTABILITY, BUT THIS IS KIND OF THE QUESTION I WAS ASKING EARLIER, MS. ADDIE. WHAT OTHER OPTIONS DO WE HAVE SHORT OF SUSPENSION OF CERTIFICATION WHICH IMMEDIATELY RESULTS IN A FORMAL HEARING? BOARD MEMBERS AS WELL, WHAT OTHER OPTIONS CAN YOU THINK OF THAT WOULD INCREASE OR IMPROVE INDIVIDUALLY INTERPRETER ACCOUNTABILITY?

>> YEP. WELL, FOR AS FAR AS YOUR MENTOR AND, I WOULD HAVE TO CHECK THE RULES TO SEE. THAT WAS BASICALLY THE TEXAS ADMINISTRATIVE CODE. LAYS OUT WHAT DHHS'S OPTIONS ARE FOR DISCIPLINING A CERTIFIED INTERPRETER. SO I KNOW IT SAYS LIKE FOR CERTIFICATE HOLDER IS PLACED ON PROBATION, THEN THEY MAY PUT THEM MORE REGULARLY -- CONTINUE OR A NEW PROFESSIONAL EDUCATION. SO IT IS POSSIBLE THAT THAT COULD FALL WITHIN THE SCOPE OF, YOU KNOW, THAT. YOU KNOW? AT WHAT DEPEND ON WHAT SPECIFICALLY YOU ARE WANTING TO DO.

I THINK PROBABLY THE WAY TO GO ABOUT IT WOULD BE TO THINK OF IDEAS THAT YOU MIGHT WANT TO EMPLOY IN -- IN DISCIPLINING, AND SEE IF THOSE FALL WITHIN THE RULES OF THAT IS SOMETHING THAT IS ALLOWED UNDER THE RULES. AND IF NOT, THEN WHAT CAN WE TRY TO DO TO DO A RULE CHANGE THAT WOULD ALLOW FOR THAT?

>> THE FIRST THING THAT COMES TO MIND REALLY IS BONDS. AND I DON'T KNOW IF THOSE WOULD BE ALLOWED UNDER THE CURRENT RULES AND REGULATIONS. OTHER PROFESSIONS, AGAIN, THERE GOVERNED DIFFERENTLY BECAUSE THERE IS A DIFFERENCE IN CERTIFICATE AND LICENSE. BUT PEOPLE PAY ATTENTION WHEN THEIR POCKETBOOKS ARE IMPACTED. AND IF I GET A TICKET, WHICH AGAIN IS A COMPLETELY DIFFERENT DEAL, BUT IF I GET A TART -- PARKING TICKET I'M GOING TO WATCH L.A. SPEED BECAUSE , NOT BECAUSE I AM EMBARRASSED, BUT BECAUSE I HAVE TO PAY A FINE. IF WE HAD THE ABILITY TO ASSESS A MONETARY PENALTY, I THINK INTERPRETERS WOULD BE A LITTLE LESS LIKELY TO BE CARELESS. AT LEAST NOT BE REPEAT OFFENDERS. IS THERE ANY POSSIBILITY UNDER OUR CURRENT SYSTEM TO ASSESS ANY TYPE OF MONETARY PENALTY?

>> FROM MY UNDERSTANDING AND THE RULES, I DON'T SEE THAT THAT IS ALLOWED UNDER THE RULES. THAT WOULD DEFINITELY REQUIRE A RULE CHANGE. I DON'T BELIEVE THAT IS -- I WOULD HAVE TO DOUBLE CHECK.

BUT FROM MY UNDERSTANDING, I DON'T THINK THAT , YOU KNOW, MAYBE POSSIBLY WITH CERTIFIED COURT INTERPRETERS. LIKE MAYBE THAT WOULD BE A PENALTY UNDER THE LAW. LIKE A CLASS A MISDEMEANOR. BUT LIKE FOR NOT COURT INTERPRETERS, I DON'T THINK THAT IS A POSSIBILITY RIGHT NOW.

>> THANK YOU, MS. ADDIE. OBVIOUSLY, THIS IS SOMETHING WE HAVE NOT FOUND RESOLUTION FOR, SO WE ARE TRYING TO COME UP WITH

[02:05:03]

THE PAST. THANK YOU. >> THANK YOU, CHAIR VASQUEZ.

KRISTINA ARELLANO HERE . I AM NOT 100% SURE AS I HAVE SLEPT SINCE THAT MEETING. I WAS PROBABLY KIND OF THROWING OUT IDEAS, AS FAR AS, YES, HOLDING THEM ACCOUNTABLE. I WOULD LOVE TO, YOU KNOW, TALK TO COUNSEL MORE IN A SEPARATE MEETING ABOUT THE POSSIBILITY TO ADD SOMETHING LIKE THIS AS MS. WEBB AND I HAD DISCUSSED IN THAT SUBCOMMITTEE MEETING. YES. BECAUSE WHEN YOU HIT PEOPLE WHERE IT HURTS , AND, LOOK, WE ARE ALL HURTING, AND SO LIKE WE SAID, THIS ISN'T GOING TO APPLY TO A VAST MAJORITY OF THE CERTIFIED INTERPRETERS IN TEXAS. AND IF THAT SPECIFIC ETHICAL -- BECAUSE MAYBE I THINK IT MIGHT HAVE BEEN SOMETHING LIKE CONSIDERING THE SPECIFIC, YOU KNOW, TENANT FROM OUR CODE OF PROFESSIONAL CONDUCT THAT THEY VIOLATED OR TENANTS THAT THE GRIEVANCES WAS FILED AGAINST THEM. MAYBE TAILORING A LITTLE BIT MORE SPECIFICALLY TO THEIR NEEDS TO LEARN ABOUT THAT SPECIFIC, YOU KNOW, INSTANCE. MAYBE IT WAS SOMETHING LIKE THAT. AND THEN SHOWING SOME KIND OF DOCUMENTATION ARE PROOF. YES.

THE LEARNING WAS SUCCESSFUL. AND CAN BE APPLICABLE TO THEIR WORK MOVING FORWARD. SO, YES. THANKS FOR THAT. AND THAT SOUNDS ABOUT

RIGHT. >> THANK YOU. AND ALSO I BELIEVE THERE WAS A PORTION IN THERE ABOUT HAVING THEM RIGHT -- WRITE SOME KIND OF PERSONAL STATEMENT. MAYBE APPLYING WHAT THEY HAVE LEARNED TO THE SITUATION THAT THEY DID. JUST TO ENSURE THAT THEY UNDERSTOOD WHAT THE WRONGDOING WAS AND HOW IT IS THAT THEY VIOLATED. THAT IS THE WORD I WAS LOOKING FOR. VIOLATED THAT SPECIFIC TENANT. IT DOES NO GOOD WHEN WE JUST ASSIGN MORE ETHICS TRAINING THAT IS NOT REALLY DIRECTED AT THE PREVIOUS ACTION OR VIOLATION. AND WE ARE JUST ASKING THEM TO GET ADDITIONAL CEUS THAT ARE NOT HELPING AND WHEN THERE IS A PERSON WHO VIOLATES AGAIN , THAT VIOLATES THE TENETS AGAIN, IT PRACTICES DECISION-MAKING AGAINST ANOTHER PERSON OR PERHAPS THE SAME PERSON AGAIN. OBVIOUSLY, IT HAS NOT BEEN EFFECTIVE, AND WE ARE TRYING TO AVOID THAT. WE ARE TRYING TO IMPROVE THE SITUATION. ANY ADDITIONAL THOUGHTS, DR. HARRIS, MS. GODBOLD, MS. WEBB, ANYTHING ELSE YOU WOULD LIKE TO INCLUDE?

[02:10:07]

MOVE ON TO AGENDA ITEM 9. >> MS. CATES-BROWN ?

>> THANK YOU, CHAIRMAN BASKETS. THIS IS KAYLA CATES-BROWN WITH THE HEALTH AND HUMAN SERVICES COMMISSION ADVISORY COORDINATION OFFICE. WE ARE AT THE PUBLIC COMMENT PERIOD OF THE AGENDA. I WOULD LIKE TO STATE FOR THE RECORD THAT NO WRITTEN PUBLIC COMMENT WAS SUBMITTED TO THE BOARD EMAIL BOX. WE RECEIVED NO REGISTRATION FOR ORAL COMMENTS IN TODAY'S VIRTUAL PLATFORM, AND WE HAVE NO ONE HERE ON SITE REQUESTING TO MAKE PUBLIC COMMENT. CHAIRMAN, YOU MAY PROCEED.

>> THANK YOU, MS. CATES-BROWN. EXCUSE ME. ONE MOMENT. SO WE

[10. Future meetings and planning ]

MEETING? DR. WEBB? >> THANK YOU. ONE OF THE THINGS I WANT TO MAKE SURE WE KEEP ON THE TABLE IS WE ARE CURRENTLY IN LEGISLATIVE SESSION. THE NEXT ONE WILL BE IN 2027. WE NEED TO BE PREPARED TO REQUEST FUNDS AND TEST DEVELOPMENT TO IMPROVE OUR OR TO UPDATE OUR CURRENT BASIC ADVANCED AND MASTER TEST. I BELIEVE WE DISCUSSED AT THE PREVIOUS BOARD MEETING THE SPECIALTY TESTS DON'T QUITE HAVE AS MUCH ROAD TIME, SO THEY DON'T NEED AS MUCH TO BE ADDRESSED RIGHT NOW. THE BASIC ADVANCED HAS BEEN IN CIRCULATION FOR 17 YEARS, AND TEST DEVELOPMENT IS NOT A QUICK PROCESS. SO WE WILL NEED TO BE REQUESTING -- WE NEED TO REMEMBER TO REQUEST FUNDS AT THE NEXT LEGISLATIVE SESSION AND BECAUSE I HAVE NO IDEA HOW TO MAKE THAT HAPPEN, I AM JUST GOING TO MAKE SURE TO BE THE ONE TO BRING IT UP BECAUSE WE NEED TO HAVE THAT DISCUSSION FOR THE

NEXT LEGISLATIVE SESSION. >> THANK YOU, MS. WEBB. MS.

SCOTT? >> I THINK ALONG THOSE SAME LINES, IT WOULD BE NICE TO HAVE A LEGISLATIVE UPDATE AT THAT POINT, SIMPLY BECAUSE WE WILL BE REACHING THE END OF THE LEGISLATIVE SESSION BY THAT POINT. WE WILL PROBABLY HAVE SOME HEARINGS UNDER OUR BELTS. IT WOULD BE NICE IF WE HAD ANY UPDATES OF ANY HEARINGS FOR ANY ONE.

>> THANK YOU.

[02:15:07]

>> YES. BYLAWS. REVISIONS FOR THE BEI IS AT THE NEXT MEETING.

HOLD ON . WHERE ARE WE AT? YES. I WAS WONDERING WHEN WE WILL BE DISCUSSING THE REVISIONS TO THE BEI BYLAWS? IS THAT AT THE NEXT MEETING? IS THAT A GOOD TIME? I JUST THOUGHT I WOULD THROW THAT OUT THERE FOR THE AGENDA. THANK YOU.

>> TESTING THE MIC. OKAY. HI. THIS IS JAMIE JONES. YES. THANK YOU, DR. HARRIS. I JUST TYPE THAT INTO MY NOTES ACTUALLY.

THANK YOU FOR BRINGING THAT TO MY ATTENTION. THE COMMENT THAT YOU HAD FOR REVISION. WE HAVE RECEIVED THAT FEEDBACK. WE DO HAVE A COUPLE OF ADMINISTRATIVE EDITS THAT DO NEED TO BE MADE TO THE MEMOS JUST BECAUSE OF THE NATURE OF LANGUAGE IN AND OF ITS ELF SO SOME OF THOSE LITTLE CLEANUP THINGS THAT ARE BEING HANDLED RIGHT NOW. WE WILL TAKE THAT INTO CONSIDERATION AND BRING THAT TO THE BOARD, AGAIN, NEXT MEETING. I WILL ENSURE THAT I GET THOSE OUT TO YOU IN TIME TO REVIEW THE MEETING, HOPEFULLY TO ADOPT AS REVISED. SO I WILL GIVE PLENTY OF TIME FOR THAT.

THAT IS NEXT ON MY LIST, SO THANK YOU SO MUCH.

>> AND THANK YOU, JAIME. >> THANK YOU, DR. HARRIS. THANK YOU, MS. JONES. MAYBE FOR THE NEXT MEETING, I WILL GET SOME TECHNICAL TRAINING AND FACILITATE THIS. ANOTHER QUESTION FOR THE BOARD IS OR A RECOMMENDATION IS TO GO AHEAD AND POST THE TWO -- NOT THE TWO -- BUT THE CODES OF PROFESSIONAL CONDUCT THAT WE HAVE BEEN WORKING ON FOR QUITE SOME TIME NOW. AND TO TRY TO GET THEM REVIEWED AND GETTING PUBLIC COMMENTS. I THINK IT IS AN APPROPRIATE TIME TO PROCEED WITH THAT STEP. SO PERHAPS THAT IS SOMETHING WE CAN START FOR THE NEXT. SO WHAT DOES -- OKAY. WOULD -- HOW DO YOU FEEL ABOUT DOING THAT? THAT IS A SUGGESTION. WHAT DO YOU THINK? SHOULD WE POST THOSE SO WE CAN GO AHEAD AND GET PUBLIC COMMENT

? >> HI. THIS IS ALAYNA WEBB.

HAVING WORKED ON THOSE FOR THE LAST SEVERAL YEARS, I WOULD STRONGLY RECOMMEND THAT WE RELEASE THOSE FOR PUBLIC COMMENT NOW. AND ALLOW THE PUBLIC TIME BETWEEN NOW AND OUR NEXT MEETING TO READ THOSE, MAKE COMMENTS ON THOSE. I FEEL LIKE THE NEW BOARD MEMBERS THAT WILL BE COMING ON, WHATEVER THE EXECUTIVE COMMISSIONER HAS MADE FOR FINAL APPROVALS, THEY CAN PARTICIPATE IN THOSE PUBLIC COMMENTS AND PROVIDE FEEDBACK. BUT THAT IS ONE THING THAT WE COULD LAUNCH. AND I GUESS I FEEL LIKE WE NEED TO DO SOMETHING AND THIS IS ONE THING WE CAN EFFECTIVELY DO.

THAT IS MY OATH. >> WE CAN -- BEFORE WE DO

ANYTHING ELSE, MS. GODBOLD ? >> I JUST WANTED TO ECHO MS. WEBB'S STATEMENTS THAT I THINK WE SHOULD GET THEM OUT. WE HAVE BEEN WORKING ON THEM FOR QUITE SOME TIME. AND I THINK THAT OUR

[02:20:04]

PROVIDE SOME FEEDBACK. >> THANK YOU, MS. WEBB. MS.

GODBOLD. MS. ARELLANO. >> ORIGINALLY, I EMAILED MS. JAMIE BACK AND SAID, LET'S WAIT AND HAVE SOME FRESH EYES ON THIS. OKAY. WHAT IS BETTER THAN MORE FRESH PERSPECTIVES TO LOOK AT THIS? I THINK, YES, WE SHOULD GO AHEAD AND DO THAT SO WE CAN

START GETTING SOME FEEDBACK. >> THANK YOU, MS. ARELLANO. WHY DON'T WE GO AHEAD. I WOULD LIKE TO ASK CAN SOMEONE MAKE A MOTION SO THAT WE CAN VOTE ON THIS AND I WILL COLLECTIVELY DECIDE?

>> YES, SIR. CHAIRMAN. THIS IS KAYLA . I WOULD BE HAPPY TO LEAD A VOTE FOR YOU. THE ONE ITEM I NEED CLARIFICATION ON IS, WHERE DO YOU WISH TO PUBLISH THESE ITEMS? IS THIS THE TEXAS REGISTER? IS THIS AN AGENCY ITEM? I AM NOT SURE.

>> THIS IS JAMIE JONES. YES. INITIALLY, WE HAD DISCUSSED THE IDEA OF POSTING THOSE ON THE BEI WEBSITE. LINKS TO THOSE DOCUMENTS ON THE BEI WEBSITE. AND ALSO SENDING OUT A NOTICE TO THE COMMUNITY AT LARGE AND OUR INTERNAL DATABASE LISTINGS. THAT WOULD BE OUR PROPOSAL TO OUR MANAGEMENT.

>> OKAY. ALL RIGHT. MEMBERS, I WOULD NOW LIKE TO REQUEST A MOTION FROM A MEMBER TO GIVE APPROVAL FOR PUBLISHING THE BEI CODE OF CONDUCT DOCUMENTS THAT THE BOARD HAS PREPARED TO THE BEI WEBSITE AND USING THE GOV DELIVERY SYSTEM.

>> THIS IS JAMIE AGAIN. ONE MOMENT. JUST THE DETAILS FOR CLARIFICATION. THIS POSTING AND THIS PUBLICATION WOULD BE A DRAFT FOR COMMUNITY FEEDBACK. NOT THE FINAL.

>> THANK YOU. >> AND THERE ARE THREE DOCUMENTS THAT HAVE BEEN PROPOSED. ONE IS A GENERAL. ONE IS THE HEALTH CARE. AND ONE IS THE COURT. CODES OF PROFESSIONAL CONDUCT.

>> CAN I HAVE A MEMBER MAKE A MOTION, PLEASE?

>> THIS IS ALAINA WEBB. I MOVE THAT WE POST ACCORDING TO WHAT

MS. JONES JUST DESCRIBED. >> THANK YOU, MS. WEBB. CAN I HAVE A SECOND FROM MEMBERSHIP, PLEASE? DR. HARRIS, I SEE YOU

HAVE YOUR HAND RAISED. >> I SECOND THE MOTION.

>> THANK YOU, DR. HARRIS. WE WILL PROCEED. IS THERE ANY MORE DISCUSSION ON THE MOTION? HEARING NONE, WE WILL PROCEED TO THE VOTE. MEMBERS, WHEN YOU HEAR YOUR NAME, PLEASE RESPOND YAY, NAY, OR ABSTAIN TO THE FLOOR. MS. KRISTINA ARELLANO.

>> . >> MS. LEE GODBOLD.

>> YAY. >> DR. RAYCHELLE HARRIS.

>> YAY. >> MR. MARTIN VASQUEZ?

>> YAY. >> MS. ALAINA WEBB?

>> YAY. >> CHAIRMAN VASQUEZ, YOUR MOTION

PASSES. >> THANK YOU, MS. CATES-BROWN.

SO PRIOR TO MOVING ONTO THE NEXT AGENDA ITEM, ARE THERE ANY OTHER TOPICS FOR DISCUSSION THAT WE WOULD LIKE TO MAKE NOTATION OF PRIOR TO OUR NEXT MEETING? THERE APPEAR TO BE NONE AT THIS TIME.

[02:25:19]

INTERPRETERS. THANK YOU. >> MS. ALLANIES, PLEASE END THE RECORDING AND TRANSCRIPTION

* This transcript was compiled from uncorrected Closed Captioning.