IMPACT Spring 2021 by IDEA Public Schools

IMPACT A magazine for IDEA students, families, and supporters. VOLUME 7 ISSUE 2 | SPRING 2021

IMPACT SPRING 2021

LETTER FROM THE CEO

Team & Family,

LETTER FROM THE CEO

The last year has been the most unusual in IDEA history. From a global pandemic to navigating virtual learning to ultimately integrating students and staff back to campus, the period since March 2020 has been one for the record books. COVID-19 has exposed glaring challenges and inequities that students everywhere face. In the Texas and Louisiana communities that IDEA serves, many families have relied on access to our free curbside meal bundles to feed their children. To keep children connected during virtual learning, particularly in remote areas of South Texas, our technology team distributed devices and Wi-Fi. Our alumni who were at college far from home also faced unexpected financial burdens as universities closed their campuses, leaving some students with nowhere to go. Yet through it all, our Team & Family has gone above and beyond to provide our students and families with the tools and resources they needed to thrive and succeed. After an unprecedented year that has greatly impacted each of us and changed how we live, work, and learn, I am immensely thankful for the extraordinary work of our organization and the remarkable ways we have collectively overcome every challenge to ensure our students kept learning and growing. While the pandemic was a challenge for schools across the United States, I am confident that IDEA is ready to welcome all scholars back to campus safely. We wholeheartedly believe that our health and safety protocols have been the key to mitigating the spread of COVID-19 in our schools and communities and will continue to offer COVID-19 testing to staff at all campuses, encourage immunization of all employees, and encourage families to help boost personal safety measures off campus. I want to thank our teachers, campus leaders and staff, regional teams and our HQ employees, and our families, for their resilience, creativity, collaboration and commitment to excellence. I am proud of the work we have accomplished together and am grateful for every member of our Team & Family. I look forward to finishing the academic year strong, with the same passion and focus, to ensure IDEA remains the best place for our scholars to learn and a great place for our staff to work. Sincerely,

JOANN GAMA Co-Founder, CEO and Superintendent IDEA Public Schools

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LETTER FROM THE CHIEF OPERATING OFFICER

It’s hard to find a single word to describe the last year. Unique? Surreal? Exhausting? Illuminating? We were quarantined. We balanced work and life in new ways. We sent thoughts and prayers to our loved ones and held our breath as members of our families and communities tested positive for COVID-19 each day. And schools have had to operate in ways that none of us could have imagined.

LETTER FROM THE CHIEF OPERATING OFFICER

YET IMAGINATION IS EXACTLY WHAT THIS MOMENT REQUIRED for us at IDEA. What would school look like when we returned in August with in-person instruction and online learning? What would it feel like to be in classrooms with masks on? What would our precautions and new practices require of staff, students, and parents? As IDEA’s operations team and I poured over medical journals, learned from best practices around the world, and listened to local and state health professionals, I considered each decision through a personal lens as the parent of two IDEA students. I know we parents feel a range of emotions each time we send children off to school these days, whether it’s down the street or in their bedroom. So, over and over, my teammates and I have asked, "Are we comfortable with this choice as parents? Would this work for our kids?" They say it takes a village to raise a child, and 2020 made that adage remarkably true. Our operations team has worked tirelessly throughout the year with campuses to ensure that every student has access to nutritious meals, technology and connectivity, transportation to and from school, and ever-evolving health and safety protocols. 2020’s unique challenges afforded us the opportunity to re-imagine how we serve our students and highlighted the importance of collaborative partnerships between campuses and the families they serve. For this reason, we have chosen “Community” as the theme for this edition of IMPACT Magazine to highlight and honor those who have gone above and beyond to make this year as successful as any other. We dedicate this issue to our entire Team & Family for their outstanding work this year. But our job is not done. As the world around us continues to change, so will we. We will continue updating our health and safety protocols, improving our standards, and providing ongoing training to staff. We will take all that we have learned from this past year and apply it to IDEA’s operations and academic program as we welcome more students back to campus. While nothing is risk-free, we know that we can re-open our schools safely by managing risk with training, preparation, and working to keep our campuses as safe and welcoming as possible. As a proud employee and parent at IDEA Public Schools, I rest assured that IDEA will always do whatever it takes to keep our children safe while receiving a rigorous, first-class college preparatory education. Thank you for being part of this community. Sincerely,

IRMA MUÑOZ Chief Operating Officer IDEA Public Schools 4

IMPACT SPRING 2021

TABLE OF CONTENTS

#IDEAPROUD 12,601 COVID-19 TESTS ADMINISTERED TO STAFF

23,486 MERV-19 FILTERS INSTALLED

SPRING 2021 03

Letter from the CEO

Letter from the COO

Organizational Update

Thank you, Team & Family!

Power in a Pandemic

Parent Engagement Leads to Student Success

The Art of Teaching: Cristina Correa

Remember Your Purpose: Jermain Brown

Working, Parenting & Teaching from Home: Patricia South

Tougher Times, Tougher Student: Amy Pichardo

Alumni Educators Changing Education in Permian Basin

IDEA Alumni: Marcos Cadenas

Strong Start: Health and Safety Protocols at IDEA

Healthy Kids at Home: IDEA'S Child Nutrition Program

EN ESPAÑOL

13M+

MEALS SERVED TO FAMILIES ACROSS THE COMMUNITY

Para leer la edición de IMPACT en español, favor de revisar la contraportada de esta revista. IMPACT | CONTRIBUTORS CO EDITORS-IN-CHIEF Jennifer Stevenson Marco Carbajal EDITOR-AT-LARGE Irma Muñoz

53K

COPYWRITERS Cavett Thorne Marco Carbajal Matthew Doughtery

COMPUTER AND TABLETS ORDERED FOR SCHOLARS

COPYEDITORS Marco Carbajal Sharise Johnson

1K+

STAFF MEMBERS VACCINATED

TRANSLATORS Santa Cruz Communications CREATIVE DIRECTOR Jennifer Stevenson LEAD PHOTOGRAPHER Mitch Idol PHOTOGRAPHERS Johnny Quiroz Jorge Jayme | JC Video Productions Leo Reyes Marshall Tidrick | SWNG Productions Ricky Teo Photography Stacey Matthews Victoria Hunt Photography

COMMENTS OR QUESTIONS? Email marketing@ideapublicschools.org IMPACT is produced for IDEA students, families, employees, and supporters by the Marketing, Communications and Creative Services team at IDEA Public Schools. CONTENTS © 2021 BY IDEA PUBLIC SCHOOLS. ALL RIGHTS RESERVED.

ORGANIZATIONAL UPDATE Our Team & Family sure has been busy this semester. Take a look at some recent organizational highlights!

IDEA CAMPUSES AMONG SOME OF AMERICA’S HEALTHIEST SCHOOLS

IDEA SCHOLAR RECEIVES OVER $500,000 IN SCHOLARSHIPS

IDEA ACHIEVES 100% COLLEGE ACCEPTANCE FOR 15TH YEAR

For the 15th consecutive year, IDEA's graduating class achieved 100% college acceptance! In addition, the Class of 2021 received nearly 5,500 acceptances combined, including 54% of students with acceptances to Tier 1 and Tier 2 schools! Congratulations!

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This fall, IDEA Carver senior Ty’onei Curtis received over $500,000 in scholarships along with acceptances to Waynesburg University, Northern Arizona University, University of the Incarnate Word, University of Mary Hardin-Baylor, Texas Lutheran University, Langston University, Mercyhurst University, Oral Roberts University, Wichita State University and more! Congratulations Ty’onei!

Fifty-nine schools across five Texas regions are among the 517 schools nationwide to earn a spot on the Alliance for a Healthier Generation’s list of "America’s Healthiest Schools" for promoting quality nutrition, regular physical activity, and strong wellness policies. IDEA has more school winners than any other school district, making IDEA the healthiest school district in the nation!

IDEA’S GROWTH AND EXPANSION

PROUD OF OUR TEAM & FAMILY

CELEBRATING WINS FOR AP AND IB SCHOLARS This year, IDEA saw the largest number of IB scholars on our two IB campuses. IDEA McAllen saw 25% and IDEA South Flores saw 26% of students become IB Scholars. In addition, 85% of IDEA scholars took their planned AP exams, and for the first time ever, 30% of the Class of 2020 earned an AP Scholar designation!

We are incredibly proud of IDEA’s Team & Family. IDEA Southern Louisiana was the first region to successfully launch curbside meals and virtual instruction. In addition, IDEA teachers across the district met the challenges of the pandemic head-on after quickly adapting to distance learning last spring.

In August 2020, IDEA opened 24 new schools and two new regions including Houston and Permian Basin, increasing IDEA’s total enrollment to more than 66,000 students across 120 schools in Texas and Louisiana.

CHILDREN AT RISK NAMES 23 IDEA CAMPUSES TO BEST SCHOOLS LIST

IDEA ANNOUNCES SIX NEW CAMPUSES FOR 2021-2022

IDEA MCALLEN TEACHER RECEIVES 2020 YALE EDUCATOR AWARD

Rene Molina, an International Baccalaureate (IB) English Language Arts teacher at IDEA  College Preparatory McAllen, was the recipient of the 2020 Yale Educator Award. The program recognizes outstanding educators from around the world who support and inspire their students to perform at high levels and to achieve excellence.

IDEA is excited to announce six new campuses opening for the 2021-2022 school year in six Texas regions, including IDEA Mesquite Hills in El Paso, IDEA Lake Houston in Greater Houston, IDEA Yukon in Permian Basin, IDEA La Joya in the Rio Grande Valley, IDEA Amber Creek in San Antonio, and IDEA Southeast in Tarrant County.

Houston-based research and advocacy nonprofit Children at Risk announced its annual list of the best schools in each Texas region. Twenty-three IDEA middle and high schools were ranked among the top schools with 19 in the Rio Grande Valley and 4 in San Antonio. In addition, seven were named Pandemic Proof Schools for stellar student performance.

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IMPACT SPRING 2021

Thank You TEAM & FAMILY

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POWER IN A

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Just as school has looked different this year, IDEA’s advocacy team of parents and teachers has had to change how they connect with education policymakers.

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POWER IN A PANDEMIC

The scholars, parents and employees who have chosen to be part of IDEA’s community know that visiting campuses is the best way to get to know what makes IDEA schools special. In a typical year, a steady stream of visitors walks IDEA’s hallways in Texas and Louisiana, including elected officials who set state and federal education policy and allocate the essential funding that supports public schools. THE PAST YEAR HAS PAUSED THOSE TOURS as well as sit-down meetings in lawmakers’ offices—another precaution to prevent the spread of coronavirus. What continues, though, is the importance of helping policymakers understand the value of school choice, what distinguishes IDEA, and how this network of public charter schools is meeting the needs of more than 64,000 young learners and their families. That’s where a devoted group of more than 2,000 IDEA parents and teachers comes in. As volunteer advocates for IDEA and, more broadly, for charter schools and student-focused policies, these champions have creatively adapted their advocacy during COVID to ensure that their voices–and the voices of families and educators like them–get heard by their elected representatives in Austin, Baton Rouge and Washington, DC. "Parents are passionate about public charter schools," says Roslyn Willis, whose daughter is in 1st grade at IDEA Edgemere in El Paso. "We are willing to advocate for fair funding and legislation in support of our schools." Even as IDEA and other charter schools have expanded to more communities, many lawmakers remain unfamiliar with these tuition-free, publicly funded alternatives to traditional public schools. "There are so many misconceptions out there about charter schools," Ms. Willis says, "and some elected officials are not well educated on how they operate." One message the advocates have been conveying to officials since last spring is that charters have been just as affected by COVID-19 as their peer schools and districts. Students have needed digital devices and internet access to learn at home. On campuses, extraordinary measures have been taken to minimize the virus’s spread, with new and unforeseen costs for cleaning, air filters, masks, plastic dividers and other protective equipment. Student needs that schools typically meet on campus, such as meals to combat hunger, have shifted to families for whom the pandemic has been financially, if not physically, devastating. State education departments are reimbursing school districts for 75% of emergency needs like these, using federal CARES Act funding, which has also helped states maintain per-pupil payments for academic support.

"COVID-19 has deeply impacted each of us in numerous ways; however, it also seems to have forged a stronger dedication to ensure the future is better for our students," says Scott Frank, a teacher at IDEA Frontier in Brownsville who is one of 30 participants in IDEA’s Teacher Policy Leadership Program. Through Zoom meetings, phone calls, writing and the occasionally physically distant conversation, the parents and teachers of IDEA’s advocacy team emailed, called, texted or took other actions thousands of times in 2020. Their activities included:

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Advocating with members of Congress for emergency funding to stabilize schools during the pandemic, and stressing the importance of continued federal funding for school meals that IDEA has made available to students learning at home; Speaking with state legislators to share the impact of COVID-19 on their families and school communities, as well as their experiences with online learning; Writing op-eds about the need to keep educational standards high even while ensuring health and safety; Researching and developing policy recommendations for certifying teachers outside of traditional routes; Getting to know elected candidates for office in areas where IDEA has campuses; Helping more than 1,000 IDEA scholars, parents and staff register to vote for the first time, and assisting thousands more in updating or confirming their registrations; and Participating in public demonstrations for equity and justice.

For Abigail Baiza, a 3rd grade ELA teacher at IDEA Monterrey Park in San Antonio, the necessity of including teachers’ voices in policy conversations motivated her to become an active advocate in addition to her role in the classroom. "When it comes to what our students need in education, [teachers] are the ‘go-to’ people," Ms. Baiza says. "It is time teachers become the ‘go-to’ people when developing policy decisions in education, especially in times of a pandemic."

IDEA’s advocacy team is always looking to add voices interested in communicating with education policymakers. If you are an IDEA parent or teacher interested in sharing your perspective, contact Family Organizer Ruben De Los Santos (ruben.delossantos@ideapublicschools.org) or text JOIN to 52886.

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POWER IN A PANDEMIC

ALEXENDER LAFARGUE

PARENT ADVOCATE • IDEA OSCAR DUNN • 5 T H GRADE SCHOLAR

WHY DID YOU BECOME A PARENT ADVOCATE?   I became an advocate because of an expressed sense of ownership in my child children’s education.

DESCRIBE ONE MEETING OR ACTION YOU HAVE TAKEN SINCE YOU JOINED THE IDEA ADVOCACY ACTION TEAM.

In the 2020-2021 school year, I have partnered with Nuestra Voz (Our Voice) in New Orleans and participated in several campaigns for unification and just practices of the educational processes for Black (Afro-American) and Brown (Hispanic) students. I have also spoken with members of Congress to share my story as a parent at IDEA Oscar Dunn and our family’s experience during COVID.

WHAT ARE YOU MOST PROUD OF AS A MEMBER OF THE IDEA ADVOCACY ACTION TEAM?

Because of my work on the Advocacy Team and involvement with the community, I am now a member of the IDEA Southern Louisiana Board of Directors.

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WHAT SURPRISED YOU ABOUT BEING A PART OF THE IDEA ADVOCACY ACTION TEAM?

I have been pleasantly surprised at the partnership between teachers and the multitude of parents who are collaborating and advocating for the success of IDEA and its students.

WHY SHOULD OTHER PARENTS OR FAMILY MEMBERS CONSIDER BEING INVOLVED IN ADVOCACY?

All parents and family members should be a part of the IDEA Advocacy Team because our children and students are the future. Advocating for their education is the best way to ensure that the educational process is equitable and readily available. ♦

POWER IN A PANDEMIC

MARIA D. SEGOVIA

PARENT ADVOCATE • IDEA WESLACO PIKE • 7TH AND 3RD GRADE SCHOLARS

WHY DID YOU BECOME A PARENT ADVOCATE?

Growing up in a Spanish speaking household as the oldest of six siblings and seasonal migrant workers, I am a proud first-generation college graduate from a Big Ten university. My experience is the reason why I serve IDEA scholars. My goal is to ensure my children’s future by advocating for the best education available to them.

DESCRIBE ONE MEETING OR ACTION YOU HAVE TAKEN SINCE YOU JOINED THE IDEA ADVOCACY ACTION TEAM.

I am forever thankful for the opportunity to share my voice on Capitol Hill with Senator John Cornyn virtually this year with the Advocacy Action Team and other charter schools as we collectively advocated for the Education Stabilization Fund to help raise funds to further serve and support our scholars during this pandemic.

WHAT ARE YOU MOST PROUD OF AS A MEMBER OF THE IDEA ADVOCACY ACTION TEAM?

WHAT SURPRISED YOU ABOUT BEING A PART OF THE IDEA ADVOCACY ACTION TEAM?

I learned how powerful it is to share my story with politicians who make a difference for our scholars and communities. This team is dedicated, passionate and they work hard to accomplish educational equity for all.

WHY SHOULD OTHER PARENTS OR FAMILY MEMBERS CONSIDER BEING INVOLVED IN ADVOCACY?

As C.S. Lewis writes, "Children are not a distraction from more important work. They are the most important work." We must encourage our children to dream and follow their goals and giving our children a quality education is essential to that end. Advocating for their future, representing our communities, and sharing our stories are great ways to ensure equal access to a quality education for all. ♦

I am proud to represent all scholars. I believe wholeheartedly that college is attainable for all. As a parent advocate, it is both a powerful and rewarding experience to know my contributions make a difference. IMPACT SPRING 2021 |

POWER IN A PANDEMIC

ASHLEY JONES

PARENT ADVOCATE • IDEA KYLE • 1ST GRADE SCHOLAR

WHY DID YOU BECOME A PARENT ADVOCATE?

I became a parent advocate, because I am a strong believer that a good education is something every child should be able to have no matter where you are.

DESCRIBE ONE MEETING OR ACTION YOU HAVE TAKEN SINCE YOU JOINED THE IDEA ADVOCACY ACTION TEAM.

I had the privilege to meet with one of Congressman Lloyd Doggett’s team members and discuss how COVID has affected my family and others we know at IDEA Kyle. We also discussed what his team is doing to help secure funding for schools to provide meals to children during this pandemic.

WHAT ARE YOU MOST PROUD OF AS A MEMBER OF THE IDEA ADVOCACY ACTION TEAM?    I am proud to be called an advocate because I am making a difference in education for all children. .

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WHAT SURPRISED YOU ABOUT BEING A PART OF THE IDEA ADVOCACY ACTION TEAM?   What surprised me is how much the team leaders care and how much work and love they put into their jobs.

WHY SHOULD OTHER PARENTS OR FAMILY MEMBERS CONSIDER BEING INVOLVED IN ADVOCACY?

Other parents should be advocates because if we don't, who will? We should all fight to better the lives of future generations. ♦

POWER IN A PANDEMIC

ROSLYN WILLIS

PARENT ADVOCATE • IDEA EDGEMERE • 1ST GRADE SCHOLAR

WHY DID YOU BECOME A PARENT ADVOCATE?

I became a parent advocate because I realized it was important for me and other families to have more options to quality education for our children.

DESCRIBE ONE MEETING OR ACTION YOU HAVE TAKEN SINCE YOU JOINED THE IDEA ADVOCACY ACTION TEAM.

Since joining the IDEA Advocacy Action Team, I have been on several calls with elected officials or candidates running for office and I also signed up to be a deputy registrar so I can sign individuals up to vote.

WHAT ARE YOU MOST PROUD OF AS A MEMBER OF THE IDEA ADVOCACY ACTION TEAM?

I am most proud that I have shared my story with elected officials to show that parents are passionate about public charter schools and we are willing to advocate for fair funding and legislation in support of our schools.

WHAT SURPRISED YOU ABOUT BEING A PART OF THE IDEA ADVOCACY ACTION TEAM?

What surprised me the most about being a part of the IDEA Advocacy Action Team is that there are so many misconceptions out there about charter schools and some elected officials are not well educated on how they operate.

WHY SHOULD OTHER PARENTS OR FAMILY MEMBERS CONSIDER BEING INVOLVED IN ADVOCACY?

Other parents and family members should consider being involved in advocacy because it is very important to meet with their elected officials so that charter schools are given the same level of funding, consideration for expansion, and subsidies that other traditional public schools receive. More families also need to help expel the myths about charter schools to educate others and change the minds of those opposed to charter schools. ♦

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POWER IN A PANDEMIC

SCOTT FRANK TEACHER ADVOCATE • IDEA FRONTIER

11TH GRADE IB HISTORY OF THE AMERICAS AND AP PSYCHOLOGY

WHY DID YOU BECOME A TEACHER POLICY LEADER? WHAT INSPIRED YOU TO APPLY TO THE PROGRAM?

DESCRIBE ONE ACTION YOU HAVE COMPLETED AS A TEACHER POLICY LEADER THAT YOU ARE MOST PROUD OF.

I was inspired to apply for the Teacher Policy Leadership fellowship based on the simple truth that change can only happen with action. As an educator, I often speak of the ripple effect one person can play in creating a wave of change. Honestly, I felt it was time to move beyond the rhetoric and into the reality of making an impact. Is it messy and frustrating? Yes. Nevertheless, at the end of the day, I want to look back and say I tenaciously tried and fought the good fight for our students. They deserve our energy and grit. They also deserve a fighting chance.

One action which I feel deeply proud of is the op-ed I wrote regarding how IDEA was maintaining a high standard of achievement while navigating the economic and health roadblocks of COVID-19. In a very real sense, I felt a sense of pride in my campus and our organization for holding students accountable while doing whatever was necessary to help serve the needs of our students and families. All the laptops delivered, meals served, and quality instruction provided despite the obstacles is a testament to our mission. It was rewarding to share our story on how a charter school in the Rio Grande Valley could find a way to be resilient. It seemed to resonate with others deeply and spoke volumes for the need for charter schools in our community.

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WHY IS IT IMPORTANT FOR TEACHERS TO GET INVOLVED WITH ADVOCACY?   It is important for teachers to become involved in advocacy because whether we acknowledge it or not, our voice truly matters. It reverberates in our community and with our elected officials maybe more than any other group in our community. Teachers are respected and our voice should be used to fight for our scholars outside the classroom. We constantly drive home the point to our pupils that what we say and do matters. This is especially true for engaging politicians and our local community on the needs for higher standards of instruction, revolutionary methods to reach students and the funding and support to help make it all possible.

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HOW HAS BEING A TEACHER POLICY LEADER AT IDEA IMPACTED YOUR PROFESSIONAL GROWTH OR DEVELOPMENT? Being a Teacher Policy Leader at IDEA impacted me deeply on a personal and professional level. I was able to see the united force of change possible in our dedicated teachers from across the IDEA community at our summit last December and seeing the resolve of our members months later when the pandemic struck. Covid-19 has deeply impacted each of us in numerous ways; however, it also seems to have forged a stronger dedication to ensure the future is better for our students. My grandfather always said, "Go where you can do the most good." I felt this experience allowed me to take more avid steps down this path of discovery and change. ♦

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POWER IN A PANDEMIC

JOSEPH FRILOT

TEACHER ADVOCATE • IDEA MONTOPOLIS 6TH AND 7TH GRADE HYBRID HUMANITIES

WHY DID YOU BECOME A TEACHER POLICY LEADER? WHAT INSPIRED YOU TO APPLY TO THE PROGRAM? I became a Teacher Policy Leader because I have always believed policy has one of the biggest impacts when it comes to true change in this country. As someone with a degree in political science and African American Studies, I have always been passionate about policy. When I declined to do a paid internship for the U.S. government to go to grad school for teaching, I just knew thought I was giving up on politics forever. I never thought I would be able to fuse my love of education with my love of policy and government but that all changed when I was accepted into my school district’s Teacher Policy Leadership Program. Being able to teach while having a strong voice in shaping our state’s education policies has always been a dream of mine. DESCRIBE ONE ACTION YOU HAVE COMPLETED AS A TEACHER POLICY LEADER THAT YOU ARE MOST PROUD OF. One of the most amazing things I have done as a Teacher Policy Leader was helping to organize, lead, and speak at the Educator’s March for Justice protest this past summer. Over 300 educators, school staff, school leaders, parents, students, and other citizens marched to Austin’s City Hall and demanded justice for our Black students and citizens. When I was first asked to lead the protest and speak, I was mortified and my initial thought went to no because I don’t consider myself a public speaker. Being able to use my voice and platform to advocate for change has made me super proud and hungry to do more.   WHY IS IT IMPORTANT FOR TEACHERS TO GET INVOLVED WITH ADVOCACY?    It is important for teachers to get involved with advocacy because our voice matters just like everyone else’s. We can make a difference outside of the classroom and our students need to see us advocating for change in multiple ways besides just providing quality education. HOW HAS BEING A TEACHER POLICY LEADER AT IDEA IMPACTED YOUR PROFESSIONAL GROWTH OR DEVELOPMENT? I feel that as a Teacher Policy Leader, I can truly say that I am worthy of my Master Teacher title at IDEA. I believe the highest performing teachers are those that are leading as well. Being a Teacher Policy Leader makes me more versatile in my efforts to become a highly qualified teacher. I have also learned to advocate for things that I know are rooted in fairness and justice. ♦ 19

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ABIGAIL BAIZA

TEACHER ADVOCATE • IDEA MONTERREY PARK 3RD GRADE ELA

WHY DID YOU BECOME A TEACHER POLICY LEADER? WHAT INSPIRED YOU TO APPLY TO THE PROGRAM? I became interested in being a Teacher Policy Leader because I know there is strength and power in teacher voices. I also believe teachers deserve every opportunity to be represented in policy decisions about education. These are the values I hold dear to my heart. I applied to this program because I knew when IDEA started the Teacher Policy Leadership program that I would be afforded an opportunity to expand within IDEA while simultaneously pursuing my own developmental passions. DESCRIBE ONE ACTION YOU HAVE COMPLETED AS A TEACHER POLICY LEADER THAT YOU ARE MOST PROUD OF. One action I am very proud of is leading a professional learning community with four other amazing teachers. We focused on alternative certification for all teachers, including co-teachers. As a team, we collaborated, gathered data, went to conferences, and pitched our ideas and were able to assist in providing valuable information towards IDEA’s alternative certification program called EmpowerED, which is led wonderfully by Karly Gelardi, National Director of Empowered Talent Development.   WHY IS IT IMPORTANT FOR TEACHERS TO GET INVOLVED WITH ADVOCACY?    I was in a Zoom conference once with Representative Diego Bernal. He stated that if enough teachers spoke up, then an undeniable truth would be created, a truth that simply could not and cannot be refuted. Teachers are the frontline workers; we do everything and more. When it comes to what our students need in education, we are the "go-to" people. It is time teachers become the "go-to" people when developing policy decisions in education, especially in times of a pandemic. Teacher voice is needed now more than ever and that is of the upmost importance in teacher advocacy. HOW HAS BEING A TEACHER POLICY LEADER AT IDEA IMPACTED YOUR PROFESSIONAL GROWTH OR DEVELOPMENT? My life changed by joining the Teacher Policy Leadership program! The TPL program coincided with my graduate courses on education policies. What I was able to learn in college, I implemented through the TPL program. In doing this, I was able to better understand how to advocate for teachers and student needs. Now, I find myself more available to speak to legislators, to speak on panels about equity for HB3 alongside superintendents, and I ideate with other teachers on a national (and international) level about education advocacy. I am empowered, I am knowledgeable, and I am grateful for IDEA to offer such opportunities for "outside the classroom" development for teacher leaders such as me.  ♦

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PARENT ENGAGEMENT LEADS TO STUDENT SUCCESS A close bond between school and community raises achievement at IDEA Najim 22

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PARENT ENGAGEMENT

There are days when the principal’s office at IDEA Najim is on wheels. STEPHEN FOSTER, who leads the college preparatory school in San Antonio, doesn’t hesitate to make house calls to check on a student and their family. "Our parents know that if a student isn’t at school [either online or in person], we’re going to show up," said Foster. "I am known for showing up, staying six feet apart outside with my little lawn chair—COVID safe—and having crucial conversations with parents about their child’s progress." That outreach, which also happens over the phone and by video, "shows the community that we care." At IDEA, parents are a vital part of student success. For Foster, as a principal and formerly as a teacher, parent and guardian partnership is a pivotal part of the formula for scholar success. That partnership involves constant, two-way communication. As IDEA Najim has improved this year in parent satisfaction metrics, scholar attendance, and, most importantly, student achievement, the team’s effort has paid off. "We are currently ranked number 14 in the district and second in the region," Foster said proudly, referring to IDEA’s accountability ratings of its 60 district schools. Even during the pandemic, Foster's students—and their parents—are staying engaged with the curriculum and thriving. "We had to create an environment that our kids and parents wanted to be a part of," Foster said, reflecting on his campus’s successful shift to online learning for families that chose that option this school year. "One of the programs we use is called Nearpod." Nearpod is an academic technology program that engages students with interactive media and formative assessments such as polls, game-based quizzes, collaborative boards, and more. IDEA Najim teachers use virtual labs and videos to ensure learning is active and fun. If parents have questions about their children’s homework or the technology—or anything at all—they can drop in for virtual office hours with their teachers, which occur three different times throughout the day. Denise Carreon, IDEA Najim parent, has been impressed with the parent communication this year. "We get more newsletters, staff uses the Remind app often, and teachers reach out a lot to let parents know what is going on at school." Denise said. "I know that my son Ben feels connected to the school even while he learns from home. I am really impressed with Mr. Foster." Foster and his team have fostered a close-knit community through virtual means, but IDEA Najim has also remained open for in-person learning for all scholars. In doing so, they have implemented and continuously worked to strengthen COVID-19 prevention, mitigation, and response procedures and policies. These protocols include ventilation, disinfection of spaces, signage, and adequate PPE and supplies. Staff, scholars and parents have worked together to keep each other safe during the pandemic. In response, IDEA Najim has had some of the highest engagement and participation in the district.

Foster is thrilled with his school’s success and credits the training he has received in his various roles at IDEA. He joined the Team & Family in 2018 and was named the IDEA Regional Teacher of the Year in 2018 when he taught 4th-grade mathematics at IDEA Mays. He then served as the Founding Assistant Principal of Instruction at IDEA Burke before continuing his leadership journey as the head of IDEA Najim College Preparatory, home of the Stars, this year. This principal's main message to IDEA parents? "Trust us; partner with us. If you can commit to doing your part, we will fulfill our promise. Your child will graduate from a college of their choice."

PARENT CHECKLIST As parents, you can do a lot to make sure your child is on track and successful this school year by asking yourself the following:

CHECK ALL THAT APPLY:

1. Do I ask my child what he/she learned in school today? O YES O NO

2. Am I aware of all my child’s homework assignments? O YES O NO 3. Do I know how to access Dreambox and Imagine Learning? O YES O NO 4. Have I had a conversation with my child’s teacher? O YES O NO 5. Am I signed up for messaging/communication with my child’s teacher/school? O YES O NO 6. Have I checked semester grades? O YES O NO 7. Have I taken advantage of any trainings/parent resources provided by campuses? O YES O NO IMPACT SPRING 2021 |

TEACHER REFLECTIONS 24

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AS COVID-19 TOUCHED OUR COMMUNITIES AND LOVED ONES, teachers worked diligently to create safe learning spaces for our students. From undergoing health and safety training to spending countless hours planning and executing engaging lessons to keep students engaged and on track while juggling personal challenges, there are hardly words to describe our teachers’ selfless commitment to our scholars. In the following pages we hear candid reflections from educators on what it has been like to be in the classroom this year. IMPACT SPRING 2021 |

THE ART OF TEACHING:

CRISTINA CORREA

AP ART TEACHER • IDEA SAN JUAN

It is often said that teaching is part art and part science, and Cristina Correa has dedicated the last 15 years of her career to perfecting her craft while inspiring a new generation of students to challenge conventions and become innovators. EDUCATION HAS ALWAYS PLAYED AN IMPORTANT ROLE IN HER JOURNEY, even before realizing her calling. The Weslaco native was born and raised in the Rio Grande Valley in a family that both valued and expected a college education. "My paternal grandparents both went to college. After serving in World War II, my grandfather came back and graduated from San Perlita High School in Willacy County. After graduation, my great-grandpa told him he had a choice: stay and work on the ranch like his family had been doing for generations or use his G.I. bill to go to college," says Correa. "So, he got on the train, went to college and become one of the first Hispanic men to graduate from A&M College of Texas (now Texas A&M University), where he earned both his bachelor’s and master’s degrees. My grandmother already had her own career at the Cameron County courthouse by the time she and my grandpa met and married. She was a model of self-sufficiency and independence for my sisters and me." 26

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THE ART OF TEACHING Correa’s parents went to college as well. Her mother comes from a family of migrant workers and was the first in her family to go to college. After earning her bachelor’s from Texas Woman’s University and master’s from the University of Texas Pan American while pregnant with Cristina, she became a school principal and administrator who championed while her father attended the University of Houston and the University of Texas School of Law. "The dynamic at home, wasn't ‘Are you going to college?’ It was ‘Where are you going to college and what are you going to study?’, she says. "In a few years when my son Jackson graduates from IDEA San Juan, he will be a fourthgeneration college graduate." Correa remembers the first time someone asked her if she would be interested in becoming a teacher. "I cringe at the thought of a conversation I had with my mom once when I was in college," she says with a smile. "She asked me if I would ever consider teaching and I commented that it was so easy. I remember the look on my mother’s face. I didn’t realize then what I understand now, and that’s teaching takes a lot of skill and hard work." It was not just Correa’s perception of teaching that made her hesitant. She had also grown up seeing how hard her mother worked as a principal, rising at 5:30 a.m. and sometimes returning home in the late evening. The experience was enough to rule out a career in education, but her life would soon take a fortuitous turn. After graduating from Texas Women’s University, Correa had given birth to a baby boy and moved back to the Rio Grande Valley to consider what her next move would be. "There was an opening for an art teacher at Weslaco East High School and they called to ask if I would be interested," she says. "My son was just four days old and I took him with me to the interview and I got the job." "I remember thinking ‘I hope I can do this. I don’t think I am qualified. I don’t know anything about teaching,’ but I looked at my son and knew I had to get a job for my newborn son," she continues. Though she only expected to remain a teacher while she got back on her feet, Correa found she enjoyed working students. Soon, one year turned into three. A new IDEA school was opening in San Juan, Texas and a friend recommended Correa for an art position. As part of her interview, she was asked to teach a kindergarten class in front of ten administrators. Correa was offered the position and has been in the role for the last twelve years. "What makes IDEA different is they take the time to invest in their faculty and staff," she says. "There is coaching, professional development, and they ask if you want to move up. But I have always known I don't want to move up. I want to stay in the classroom and working for a district that celebrates that and encourages teachers to stay and be the best they can be is rare." "I credit IDEA for keeping me in education," she adds. "They believe in strengthening the quality of their teachers and giving them autonomy. I love that you can be a leader at IDEA and not have to leave the classroom to move into administration. They find so many ways to empower teachers." 28

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THE ART OF TEACHING Though some may place less importance on classes in the fine arts, Correa believes art is an important part of a child’s education because it creates a safe space for students express themselves. "Art is another way for students to express their voice and share a part of themselves that they might not be comfortable expressing out loud and that’s important," she says. "Especially now when we are navigating such a strange time with heightened emotions. It’s important to provide children with an outlet to be able to share a piece of themselves." Correa didn’t realize just how important art would become for her students in 2020 when COVID-19 began to spread from across the world into our local communities. "We brought everything home for the first few weeks. Then we were told to get more supplies because it would be long-term. When I walked back into my empty art room, I started crying," she says. "Classrooms are supposed to be a safe space for both students and teachers. Some of us spend more time there than we do at home. The idea of not being in our classroom was really hard." To add to the challenge, teachers were tasked with developing content for virtual instruction in roughly one week. "As teachers, we had to let go of the structure we knew," she says. "We had to be flexible and remain open to alternatives to get students to succeed. It’s our job as teachers to close any gaps. At IDEA, we have the autonomy to decide how we close the connectivity and learning gaps and ensure students are not left behind." While art is a difficult subject to teach virtually, Correa embraced the challenge and looked for ways to innovate lessons while giving students room to express their emotions during the pandemic. "I get reality checks from my students on a regular basis," she says with a laugh. "During virtual instruction, I was calling students who hadn’t done as well in their assignments just to connect. One of the students told me it wasn’t that she didn’t want to do the work, it was that she was creating art to heal and find joy." The candid response made Correa rethink her lesson plans and find creative and inexpensive ways for students to express themselves. She assigned her students a series of prompts designed to train their innovation skills by having to improvise their art supplies from what they had at home. Some of the materials used included Kool-Aid, makeup, and the dust from snacks like hot Cheetos. Since then, Correa also authored and collaborated on articles and presentations about effective remote learning strategies. "When I was a new teacher, I remember someone telling me you have to be strict with students or they won’t take you seriously," she says. "I missed out on a lot of potential relationships with students because of that. Fifteen years later, I think it's possible to have very great professional relationships with students if you set really strong boundaries, but also to get to know who they are as human beings and as individuals."

Correa’s work as both a teacher and advocate has led her to become more involved on a larger scale. She is a founding fellow of the Texas Public Charter Schools Association’s (TPCSA) Teacher Advocacy Leadership Institute program, which gives educators across the state an opportunity to collaborate with policy and advocacy experts and elected officials to become advocates for students and their families. In 2020, she was awarded the prestigious TPCSA’s Teacher of the Year Award for her work as an advocate for parents, students, and charter schools. "Especially during a school year that has presented so many challenges, Cristina Correa has exemplified the best that teachers have to offer, minimizing stress for students and parents and maximizing quality of learning," said TPCSA CEO Starlee Coleman said in a news release. "She is also a fearless advocate for her families and for students statewide who need and deserve great educational opportunities." Of the honor, Correa remains humble and continues to focus on her main motivation—her students. "If no one advocates for our students, how are we going to make change for them? How are we going to transform our communities into what we want them to be? How are we going to transform our schools into these dynamic learning environments that our students deserve?" she muses. "My students are why I do what I do. I want to see each one of them succeed." ♦ IMPACT SPRING 2021 |

REMEMBER YOUR PURPOSE JERMAIN BROWN • ATHLETIC DIRECTOR • IDEA MONTERREY PARK I have always been able to mentally compartmentalize my emotions and experiences in life. I can separate work from personal struggles; I can easily keep my head in the game and push everything else aside. To me, that is the mentality of a true athlete: focus, work hard, and stay the course. However, this ability was put to the test this school year.

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TEACHER REFLECTIONS

I AM GOING TO SAY WHAT WE WERE ALL THINKING:

2020 was rough. It was a trying year for all of us both personally and professionally, but what kept me going were my family and my students. The first of last year’s curveballs struck on January 26. I was shopping at Lowe’s and found out that Kobe Bryant died in a helicopter crash. I rarely show my feelings publicly, especially not in the aisles of a hardware store, but I couldn’t hold it in. Tears streamed down my face as I read the news on my phone. As a former professional basketball player, avid Kobe Bryant fan, and a father, the news shook me. Little did I know what the rest of the year had in store. Our entire world changed in a matter of weeks. Cities on lockdown, families separated, school went virtual—it was a strange and trying time. When I was told to work from home, I immediately thought of our students. Some were in good, loving environments while others were not. I wanted to do something to help during a time when so many of us felt helpless. So, I began to think about ways to boost their morale and success from home. As a coach and teacher, my students are always my motivation. I want them to be strong, healthy, happy and successful. I want them to go to college and have every opportunity available to them. This is why we become teachers. This is our act of love and service to our communities. I knew our students needed some motivation and routine during virtual instruction, so I came up with drills and activities for them to do at home. I even went to visit several students in person because their parents said they needed extra help. What I thought would be a few weeks of online learning turned into months. I spent my summer trying to get ahead of the game by planning how I could support our students, especially with our first class of seniors getting ready for their final year of high school. In August, just before the new school year, I and two other teachers masked up and drove to the homes of 68 students just to show them we cared and would be there for them no matter what. The school year began, and everything was okay. Then another shockwave hit our campus. My student, a young man whom I have mentored since the 6th grade, lost his life last fall. It really rocked me to my core. I never expected to lose a scholar. I did not sleep for days. I was behind in my work, and my students noticed. I was behind and I was tired, but what pushed me forward was remembering my why. My purpose was to help my students. I had to be strong for them. They were depending on me.

I thoroughly believe in IDEA’s core value of "No Excuses", but this year, it just hits a little different. From quarantines, tragedies, and everything else in between, 2020 challenged me and I know I’m not the only one. For the teachers and others who are looking for answers on how to handle it all, I recommend finding a way to decompress. My decompression time happens in the morning, at the gym. I do it before my kids wake up, and I can have time to myself. I also have a wife who is my best friend. She understands the passion I have for my work and is a listening ear whenever I need someone to talk to. Similarly, find what works for you. I love my job, I really do. IDEA has changed my life in so many ways. I think IDEA has taught me ways of organizing and prioritizing that is really beneficial, but all of us teachers and staff have to know when to turn it all off and prioritize other parts of life like family and things that make us happy outside of work. And when we get back to work mode, just remember IDEA’s mission and why we stepped into this work. We are more than teachers at IDEA. We are mentors, coaches, and even part-time parents to kids who aren’t our own. They need us and they deserve to have our best efforts. ♦

Jermain Brown is the founding Athletic Director and PE Coach of IDEA Monterrey Park. He is a third year Master Teacher, coaches basketball, volleyball, track, cross country, soccer, baseball and mentors more than 60 students. He is also a former international professional basketball player who found his purpose when was hired at IDEA. Brown is a devoted husband and father of two children. He enjoys talking sports, reading, and playing golf.

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TRIPLE DUTY:

WORKING, PARENTING & TEACHING FROM HOME PATRICIA SOUTH • SPECIAL EDUCATION TEACHER • IDEA RUNDBERG As far as I’m concerned, the year began in March 2020. We had already started planning the Austin region Master Teacher Dinner when Crischelle Navalta Barnes (Director of Teacher Laureates Programs) told us we’d have to go virtual. We were so bummed about it, but I figured the quarantine would last only two or three weeks—not the rest of the semester! 32

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TEACHER REFLECTIONS I TEACH 8TH GRADE LANGUAGE ARTS AND MATH, but technically I’m a special ed teacher, providing intervention for the bottom 20% of students, some with 504 plans. Last spring, my students were getting excited about taking the STAAR exams. They had made so much progress and were well-prepared. And then COVID-19 happened. I had no idea how to teach virtually. This was my fifth year at IDEA, though I’d been teaching for 13 years, so I knew the subject matter, but I needed to see my kids—to look into their eyes to see any disconnects or breakdowns. I wanted to stop at their desks and look at their work to identify who was getting it and who wasn’t. Instruction requires individual attention, because not every kid learns the same way. This virtual thing was totally out of my wheelhouse. I was accustomed to a very hands-on approach; not with my back being to my students, unable to turn around to see their faces as I wrote on the board. To make matters even worse, not all students had reliable internet service. Sometimes their lines would drop, and they couldn’t hear or see me. Some students had no in-home visual technology capability at all. Can you imagine trying to learn math with just a cell phone? Sometimes I’d get no responses because they hadn’t unmuted their connections. "Come off mute!" is a sentence that I’ve now said more times than I can count. Frustrated, I’d ask myself, "Why am I doing this?" I felt so ineffective, and burnout was just a step or two away. Couple this with the fact that my own children, students at other schools, were also learning from home. Not only was I responsible for teaching my IDEA students, I had my own children at home to monitor as well. Unfortunately, I was not successful at doing both at the same time, and my daughter took advantage of that. Half her day was to be physically in class and the other half virtual. I’d get calls from her school that she’d been absent virtually. How is this possible when she’s in a room adjacent to mine?! Ugh. #MomFail Eventually, we sent our daughter back to school in person so that she could have the instructional attention she so desperately needed. A tough decision? Yes. The best decision for my family? Also, yes. For my other "kids" at IDEA, I also had to go above and beyond. I don’t usually teach summer school, but I wanted to make sure my students wouldn’t lose the momentum they’d gained after the new teaching format and months without reinforcement. I got parental approval to allow their children to take four weeks of instruction. I felt compelled to do it. Summer passed and the new school year began. Still virtual. But the Fall of 2020 was more successful than Spring 2020 because of tools like Pear Deck that allow teacher-created presentations to display on students’ screens. You can see, in real time, what each student is doing–even more efficiently than stopping at desks in the classroom. It improved my ability to see what’s going on in students’ minds.

I really love what I do. It’s purposeful. I’m so motivated to see students grow. The new online tools are innovative and have made me a better teacher, especially in subjects I’ve taught 10 million times. But effective communication is key. It’s easy to communicate with students when they’re right in front of you, but you have to foster and build strong relationships with children who struggle academically, may not have access to the Internet or any parental guidance during the day. To all teachers, especially the new and non-tenured ones, know that perfect cannot be the enemy of good. Be kinder to yourself and your students. Show empathy to everyone, particularly your students’ parents. Foster hope. Show compassion and strength. And celebrate even the small pluses and successes, even when it’s something as simple as just showing up when the opportunity to sleep all day is a pandemic possibility. We are stronger than we realize. I ran my first marathon in February. I wasn’t sure I could, but I finished and realized that, though taxing, I came out stronger, just as our students will. I’m lucky to work for an amazing principal and with incredible teachers who are talented and caring. You don’t find that in all education establishments. ♦

Patricia South is an 8th grade special education teacher at IDEA Rundberg College Preparatory who is in her 13th year of teaching.  She is a Distinguished Master Teacher, Teacher Laureate alumna, and holds a master’s degree in education from the University of Texas.  Patricia is passionate in her work to close achievement gaps for students behind grade level, and she is committed to educational excellence and attainment for everyone who enters her classroom.  Patricia is inspired daily by her students, fellow teachers, and administrators.  In her free time, Patricia loves long distance running, climbing mountains, and spending time with her partner and their three children.

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SCHOLARS & ALUMNI REFLECTIONS 34

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AS THE PANDEMIC STRUCK, IDEA scholars and alumni found themselves in uncharted territory. From beginning their teaching career in a new IDEA region to navigating senior year virtually or facing the challenges of COVID-19 closures on university campuses far from home, the following stories highlight the resiliency and dedication of four individuals in different parts of their journey with IDEA.

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TOUGH TIMES, TOUGHER STUDENT:

MEET AMY PICHARDO

BACK IN THE CLASSROOM AFTER LEARNING AT HOME, AN IDEA SENIOR REDISCOVERS THE VALUE OF RAISING HER HAND

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MEET AMY PICHARDO

What a difference six months made for Amy Pichardo, a senior at IDEA Montopolis. Admired by her teachers as a student who asks a lot of questions in class, Amy was frustrated having to start the school year online from her family’s Austin home, because of the pandemic. As of September 2020, however, Amy has been among the Montopolis students who have returned to campus—face covering on and her questions at the ready. "I AM EXTREMELY APPRECIATIVE THAT IDEA was able to stay open so that I could come into school to learn and do my work," Amy said. "I prefer in-person instruction, for sure. I just like to go to school." Attending in person gives Amy easier access to an important resource for any IDEA 12th grader: her college counselor, Sandra Estrada, IDEA Montopolis’s director of college counseling. Sandra has known Amy since 9th grade and has been thrilled to welcome her back. "Amy is driven, curious about the world, and a genuinely caring and considerate person," Sandra said. "The fact that she can maintain her grades with responsibilities at home and work—living in a household of seven, translating for her parents, helping her younger sister with homework—is amazing." With six challenging AP classes on her 12th grade schedule, Amy found last fall that some subjects migrated online more naturally than others. "More than any other class, I think art is the most difficult to have online," Amy said. "You can show art on the computer and send photos of work, but it’s not the same as seeing the real work in person." Returning to in-person learning has allowed Amy to get real-time feedback on her photography and painting from AP art teacher Khristyn Parra. Amy’s portfolio displays inspiration from living things and the natural world, especially "my family and animals." In the art room and throughout the IDEA Montopolis campus, COVID-19 has necessitated some new equipment. "We wear a mask at all times. We sanitize our desk every day and use desk shields." For Amy, her campus’s health and safety measures are comforting. She’s happy to comply because it makes in-person learning possible as the pandemic wears on. Last spring, when COVID forced campuses to close, IDEA provided Amy with a laptop and a Wi-Fi device so she could keep learning online. "It just wasn’t the same as being able to walk up to your teachers and ask them for help," she remembers. Additionally, Amy learned that the softball season, a sport Amy had participated in since she arrived at IDEA Public Schools in 8th grade, would be cancelled. "I was upset," Amy, an outfielder, said. "It was the extracurricular activity that most helped me keep my mind off of school for a bit."

Texting with teammates, spirits were low, but as time went on, the softball team figured out ways to see each other and play the game they love. "I have a group of six girls who I'm closest with in softball. We are all seniors, and we still get together on the field, keeping a distance, and play...More than winning or losing, it was about us enjoying our time." With their senior season still up in the air at IMPACT’s press time, some of Amy’s teammates are back with her on campus, while others continue to choose virtual instruction. Their focus now is college. Amy has already received several acceptances and has her sights set on the University of Texas at Austin. She plans to major in business. "Through it all, the teachers and counselors are so supportive. They helped me so much with everything." If there ever were a school year that taught creativity and grit, it has been this one. For Amy Pichardo, like the rest of us, it helps to stay positive helps when what’s ahead is uncertain. Amy will hold onto the things she holds most dear—her loving community, her art, and her curiosity and ability to ask questions and advocate for herself—as she matriculates to college. "I don't know how it’s going to be, what it’s going to be like. It will be a surprise. Yes, I’m nervous, but I’m also excited. I know it’s going to be great." ♦

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GREAT EXPECTATIONS:

ALUMNI EDUCATORS CHANGING EDUCATION IN PERMIAN BASIN

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CHANGING EDUCATION IN PERMIAN BASIN

Macie Ziehe never imagined she would uproot her life in California and move to Midland, Texas to become a teacher, but 2020 had other plans. ZIEHE STARTED IDEA IN 6TH GRADE but asked her parents to send her to a nearby traditional public school by 9th grade. "I thought I would go to a traditional public school with some of my friends and it would be great, but the teachers were horrible," she recalls. "I was just a number. No one prioritized going to college, the goal was just to pass the year. I told my parents I wanted to go back to IDEA, and I loved it." After graduating IDEA San Benito in 2016, she attended Azusa Pacific University in California on an acrobatics and tumbling scholarship. She focused on pursuing a career in the medical field when COVID struck the U.S. "My grandmother was a teacher and always said I would make a great teacher," says Ziehe. "I had a life in California. It is where my job was and where I lived. But when she died in December 2019, I knew I needed to be back in Texas and think about teaching." COVID shutdowns made Ziehe’s relocation back to the Rio Grande Valley an easy decision. She considered applying to IDEA schools in the RGV when she heard about IDEA’s Relay Residency Program. The program is an opportunity for individuals with bachelor’s degrees to gain entry to the education field. The residency takes place on an IDEA campus and prepares individuals to become lead teachers the following school year. In year one of the residency, individuals work full-time as co-teachers while also attending regular classes with the Relay Graduate School of Education (Relay GSE) to gain a teaching certification and a Master of Arts in teaching. In addition to paid tuition, residents receive mentorship from successful IDEA teachers while gaining hands-on experience in the classroom. In year two, if all requirements are met, residents become lead teachers on an IDEA campus and continue evening classes with Relay GSE to complete the master’s degree. The program was an ideal path to gaining professional mentorship while earning master’s degree in education, and Ziehe loved the IDEA of learning the art of teaching at IDEA. Karly Gelardi, IDEA’s National Director of Empowered to Teach suggested relocating to the Permian Basin for the launch of IDEA Travis. "They asked me to watch a presentation by Hailey McCarthy, who was going to be the principal of IDEA Travis in Midland," says Ziehe. "And five minutes into the presentation, I texted Karly that I was moving to Midland." McCarthy, former principal at IDEA South Flores Academy, was instrumental in making the campus an A-rated school and the highest performing academy campus in the district.

McCarthy’s trajectory to Midland began in June 2019 when Texas’ 86th Legislature passed an important bill aimed at providing greater options to school districts that are struggling with student performance. Authored by State Rep. Tom Craddick, House Bill (HB) 4205 allows a campus slated for closure to be re-purposed to serve existing students if it is operated under a contract with a high-quality non-profit organization with a track record of success. The push to introduce HB 4205 gained traction when Travis Elementary in Midland, Texas, received failing marks from the Texas Education Agency for the fifth consecutive year, one of the longest streaks in the state. At the time, the Texas Education Code stated that when a school fails for more than three years after it has begun a turnaround plan, the state requires closure of the campus or state takeover of the entire district and appointment of a board of managers.

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CHANGING EDUCATION IN PERMIAN BASIN

Craddick’s HB 4205 would prevent the campus from displacing students and instead allow for Midland ISD to form a partnership with IDEA Public Schools for an in-district charter arrangement. McCarthy knows first-hand what it takes to make a campus successful and was up for the task as founding principal of IDEA Travis in Midland. "The foundation of a successful campus is adult culture. When the adults in the system get it right, the children succeed," says McCarthy. "At IDEA South Flores, I have the privilege of working with not only very talented teachers, but also teachers that hold themselves and others accountable for our shared vision of excellence. That’s what it is going to take to make IDEA Travis just as successful." Erick Trujillo-Vasquez is another IDEA alumnus turned Relay Resident at IDEA Travis in Midland, who believes high expectations for both students and teachers is what drives IDEA’s success. Trujillo-Vasquez moved to the United States with his family from Mexico when he was in 6th grade and attended a traditional public school before starting IDEA Mission as a founding student in the 7th grade. Though his family moved to the U.S. for greater opportunities, college was not on his radar before IDEA.

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"The idea that college was important and necessary was something I learned at IDEA," he says. "As I matured, I began to realize how much a college education could change someone’s life." After graduating IDEA Mission in 2014, Trujillo-Vasquez attended the University of Texas Rio Grande Valley and studied political science and English. After a working in sales and finding he enjoyed teaching customers new things, he began to consider teaching as a career. "I did my research, IDEA is always looking for people who are ready to be coached into the best teachers," he says. "When I read about the residency program and earning a degree in education, I was sold." Though both Ziehe and Trujillo-Vasquez expected to begin their teaching careers assisting as co-teachers under a mentor, they were surprised to learn that because of the pandemic and COVID-19 protocol, they would be manning their own classrooms this year. "It was very surprising to say the least," laughs Ziehe. "But IDEA makes great teachers by putting them in it. Giving them the opportunity to learn hands-on while giving extensive coaching, feedback and development." Like Ziehe, he was not expecting to end up in Midland, but believes he is exactly where he should be.

CHANGING EDUCATION IN PERMIAN BASIN "The students here, the families—they needed help," he says. "The students told me they used to be yelled at and not given much to do. There were no expectations, no positive reinforcement, nothing." Success does not just happen, however. Trujillo-Vasquez says there is a lot of coaching and feedback required of "I am a math teacher, and my students began the school year not able to read more than a few words," he adds. "Sometimes they would cry from frustration because they didn’t know what to do. Now, they are volunteering to read word problems." IDEA Travis has seen some impressive gains in the first half of the academic year with some students seeing as much as approximately eight months to one year's worth of academic growth in Renstar math and reading results within the first three months of instruction. The data is a testament to IDEA’s belief that all students are capable of success through rigorous academics and high expectations. "As former students at IDEA, we have seen how amazing our teachers are," says Ziehe. "I wasn’t just a number that needed to be graded. IDEA teachers really invested in us as students. I am still in contact with most of my teachers." "The biggest lesson I’ve learned is to never underestimate our students," adds Trujillo-Vasquez. "Sometimes I will think that the lesson I have planned might be too challenging, but then our students pick it up on the first try. It just proves that every child wants to learn and succeed, and our job is to make sure that happens." ♦

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IDEA ALUMNI

MARCOS CADENAS 42

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IDEA ALUMNI: MARCOS CADENAS

During his sophomore year at IDEA, Marcos Cadenas received a letter in the mail from Wabash College, asking a simple yet profound question: "What kind of man do you want to be?" WITH ONLY TWO YEARS LEFT IN HIS HIGH SCHOOL CAREER, he had been considering the next steps in his

academic career. However, the weight of the question stuck with Marcos. He immediately told his college counselor at IDEA College Preparatory Mission about the letter and how deeply it resonated with him. He had asked himself the same question many times before, and here it was in his hands, begging a response. His counselor encouraged him to learn more and set up a campus visit. Upon arriving at the small men’s college northwest of Indianapolis, he knew Wabash College was the place for him. "That support and motivation at that time were crucial," he says. "I was a junior, and I wasn’t thinking about going to see a college in Indiana. To have that mentor at school, guiding me to sign up and try meant everything to me. It was a life-changing experience because IDEA allowed me to find my path." It was the start of a journey that would see Marcos ultimately bid farewell to his family and travel over 1,100 miles from home to begin a new chapter as a first-generation college student at Wabash College in Indiana. The experience is far removed from where his story began as a child moving around different parts of Mexico. He remembers moving to the U.S. during his 7th-grade year after his father was offered a job. It was a decision for the family that truly reflected and reinforced his parents’ values. "Coming from Mexico to the U.S. is what kept my family and me going," he recalls. "I have a very loving and supportive family. My parents taught us the value of hard work and keeping a positive attitude. They always made sure that my sisters and I had opportunities to grow." Marcos’ two older sisters went to college, and it was expected for him to continue the tradition as a first-generation college student. "It was never a matter of ‘if’ I would go to college," he says. "It was always understood that I would go because my family values education as a means to create opportunities. My eldest sister studied in Mexico and is an engineer for PepsiCo. My other sister studied accounting at the University of Texas Rio Grande Valley and is an accountant at Ernst & Young, one of the top four accounting firms in the world." Marcos graduated from IDEA Mission in 2018 and headed for Indiana. Though the weather, the landscape, and even the people were different, Marcos says there is a real sense of family and community at the college.

"There are about 850 students here, and everyone knows each other," he says. "I joined a fraternity as well, so the family atmosphere here reminds me of IDEA. It feels like people know you and want you to succeed, and that’s exactly how I felt at IDEA Mission." In 2019, Marco was dealt the first of two significant challenges. First, the United States’ political climate had created a situation in which his parents had to sell the family home and return to Mexico because of their immigration status. "I was able to help my family pack up their belongings and move back to Mexico because there was a clear deadline for their exit," he says. "They had to leave by a certain date or risk compliance in the immigration process. They have limited English skills, so I did my research and helped translate with the lawyers. But the U.S. immigration process is time-consuming and expensive." While the experience was difficult, Marcos was dealt an even greater blow in 2020 when COVID-19 began to touch communities across America, and Wabash College was officially shut down until further notice. Without his parents, or a home to return to in the Rio Grande Valley, Marcos needed a way to return to stay with his sister living in Houston while the pandemic played out. Like many alumni, Marcos turned to IDEA for help and was granted emergency funding from IDEA’s Give Me 5 scholarship program to travel home. Founded in 2008 to support students even further on their quest for a college degree, IDEA’s Give Me 5 is an all-staff giving campaign that awards scholarships and loans to students facing financial hardships related to college. With an annual goal of at least 90% of staff contributing to the campaign, the 2019-2020 academic year achieved its signature goal despite the challenges presented by COVID-19.

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IDEA ALUMNI: MARCOS CADENAS

Students often use the money for tuition, textbooks, living expenses, and unexpected emergencies such as the one Marcos was experiencing due to the pandemic. In total, IDEA spent $200,000 in emergency funding in 2020 due to unforeseen circumstances stemming from COVID-19. Marcos says he has not seen his parents in over a year because of the challenges presented by freely crossing the border with a student visa. Still, the family remains close and hopes for the day they can all be together. The situation merely fuels Marcos to focus on success in college and beyond. "There is even more motivation for me to do well in college, graduate, and find a good job," he says. "Because I am on a student visa, I will have a short grace period after graduating from college in which to find a job and remain in the U.S." Despite his challenges, Marcos is laser-focused on seeing other IDEA alumni succeed. Alongside his studies, Marcos serves IDEA as an Alumni Funding Fellow on IDEA's National To & Through College team, Marcos encourages other IDEA alumni to go as far as they can to reach their goals. He is a co-founder of the "GM5 Scholars Program," where he manages and coaches an alumni cohort of 130 and has achieved a 93% collegiate sophomore persistence rate among Give Me 5 scholars from IDEA's Class of 2019. "I have been on the other side of the conversation where I had the uncertainty of not knowing what I wanted to do," Marcos said. "But just getting that extra little push by someone that believes in you, it goes a long way. It changed my life and where I wanted it to be. If I can do that for someone else—pay it forward—that would be mean everything to me." Today, Cadenas is back in Indiana at Wabash College well into his junior year. He is majoring in economics with a minor in religion and considering several paths after college, including law school. He remains optimistic and hopeful about his future. His Wabash College family has become his surrogate family, and they all support each other through their obstacles. "You have to come to the campus to experience it for yourself," he said. "It’s hard to explain it. I am becoming the best version of myself here. The sense of community, the brotherhood, and the shared mission, that’s why I fell in love with this college—because it feels just like IDEA." ♦

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CHANGING EDUCATION IN PERMIAN BASIN

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STRONG START:

HEALTH AND SAFETY PROTOCOLS AT IDEA One glance around an IDEA campus and there is a noticeable difference from previous school years. There is a line of students, social distancing, waiting to have their temperature checked. In classrooms, desks are surrounded by plexiglass on three sides while children smile from behind masks. IT IS THE REALITY of in-person instruction, as campuses across the nation grapple with how to safely keep schools open and students learning. The safety, health, and well-being of every scholar is always a top priority at IDEA. However, student learning is at its best during in-person instruction on-campus. There were decisions to be made and a range of factors to consider. In the end, IDEA developed a robust assortment of health and safety protocols that were continually monitored and improved to help mitigate the spread of COVID-19 on our campuses. To ensure IDEA was prepared to meet the highest safety standards and meet the expectations of families returning to campus, IDEA consulted with local, state, and county health officials and conducted several surveys to aid in the planning and implementation of procedures for the new school year. Based on more than 400 focus-group participants, over 4,000

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bilingual-survey respondents, and leading research from the Centers for Disease Control and Prevention (CDC) and state health departments, IDEA established protocols that all teachers, staff, students, and parents adopted to ensure the IDEA Team & Family was meeting the highest safety standards to help safeguard students and staff. The results are an approach that encompasses personal protective equipment, updated school procedures and protocols, and safety upgrades to campus buildings. The following practices have been in place on each IDEA campus since August: ALL ON-CAMPUS STUDENTS: • Were provided with two reusable cloth masks • Wear masks when in public spaces (like hallways) • Stay in the same group & classroom throughout the day • Eat all meals inside the classroom • Receive physical education modified for social distancing • Learn at desks while social distancing to the extent possible TEACHERS: • Participate in optional weekly free COVID testing offered on campus • Ensure active-learning and handwashing breaks occur throughout the day • Wear masks when delivering one-on-one instruction but are able to replace them with face shields during Direct Instruction

HEALTH AND SAFETY PROTOCOLS

In addition, IDEA invested in equipment designed to protect students and staff from exposure to infection or illness. New campus entryways were also established to avoid crowding and expedite campus pickup and drop-off procedures. Emergency government funding was used to purchase personal protective equipment (PPE) and afford every student with access to technology via IDEA’s 1:1 initiative. Facility upgrades included implementing MERV13 filters throughout campuses, hand hygiene stations located at each point of entry and in every classroom, floor decals and signs emphasizing safety requirements, and restroom fixtures are retrofitted with auto-flush kits. IDEA worked to ensure no employees were laid off during the pandemic, and emergency funding was used to compensate frontline workers and additional health services and custodial staff. Updating school arrival, dismissal, and transportation procedures also presented unique challenges. Arrival and dismissal windows were extended, with staggered arrival and dismissal times for families. Upon arrival, all staff and students undergo health screenings—including temperature checks with no-contact thermometers—and visit hand-hygiene stations prior to entering the school. "Our dedicated team has worked around the clock to make the transition for students, staff and families as smooth as possible," explains Layne Fisher, Vice President of Auxiliary Services. "Every protocol, training, practice and procedure has been evaluated and adjusted as needed to ensure that our students, staff and families remain safe on-campus this year." In this most unique school year, we want to thank our students and families for their cooperation and commitment to keeping our campuses healthy and safe. By practicing safety measures at home, speaking to children about what to expect during the school day and why, and exercising patience as schools update and adjust to new schedules and procedures, we will continue forward with a safe and successful school year. IDEA continues to improve procedures as they become more habitual for everyone and more is known about the spread of the COVID-19 disease. Students have cooperatively adapted to the unusual limitations on the school day and have worked with their classmates and teachers to keep everyone safe and healthy. As always, our number-one concern will continue to be the health, safety, and well-being of every IDEA scholar. This year may present some unique challenges, but our end-goal remains the same: healthy bodies, strong minds, and happy students. ♦

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HEALTHY KIDS AT HOME:

IDEA’S CHILD NUTRITION PROGRAM 48

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IDEA’S CHILD NUTRITION PROGRAM

At 5:00 a.m. across the district, dozens of Child Nutrition Program managers and cafeteria staff are starting their day. Ovens begin to warm, and the rich smell of fresh produce and homemade meals fill the air. KITCHENS COME ALIVE with the whir of appliances and excited chatter as IDEA staff begin to prepare a day’s worth of meals for thousands of children across our regions, long before many of them are even awake. In fact, throughout the pandemic, IDEA’s kitchens have never closed as frontline cafeteria staff have worked to ensure that all children maintain access to healthy and delicious meals. "We love being able to go the extra mile and make meals for children in our community," says Rosario Colunga, Cafeteria Manager at IDEA Quest in Edinburg, Texas. "Last spring, all campuses were engaged in virtual instruction, so it was important to coordinate meals to go for curbside pick-up. Now that we have students opting to learn both in-person and virtually, we have the challenge of preparing and bundling meals for both groups. It has taken a lot of work to keep our operation going strong, but we are proud to serve our communities." When our nation faced unprecedented closures last spring in light of COVID-19, IDEA Public Schools’ Child Nutrition Program took a week to plan how to feed children in our communities via curbside meal services. And just eight short days later, the division’s entire operation shifted to packing, bundling, and distributing healthy and nutritious meals while keeping families—and themselves—safe. Staff worked tirelessly, even on weekends and holidays, to meet the needs of our community. "It’s a humbling experience to be able to provide meals to our students every school day, because we don’t know if that child has good nutrition at home or if they know where their next meal is going to come from," says Fernando Aguilar, Managing Director of IDEA’s Child Nutrition Program. "It is a labor of love. We care about our scholars and want to offer them healthy and nutritious food each day that will keep them strong, healthy and ultimately fully focused on their education." Since March, IDEA served more than 13 million meals to any child aged 18 and under in each of our communities, whether they are an IDEA student or not. This commitment to providing healthy meal options for all students is a testament to IDEA’s Healthy Kids Here initiative. Launched in 2014, Healthy Kids Here aims to make IDEA one of the healthiest school districts in America with three main areas of focus: food, fitness, and instilling healthy habits for the future. With an emphasis on helping students gain a strong foundation of healthy habits, Healthy Kids Here provides students with nutritious healthy meals and snacks each

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IDEA’S CHILD NUTRITION PROGRAM

day, 5 campus farm programs keep schools supplied with delicious, locally grown, organic produce. Physical fitness programs keep scholars healthy and strong, while educating students and families about the importance of proper hygiene and healthy living. In 2020, IDEA received national attention when the Alliance for a Healthier Generation’s 2020 list of "America’s Healthiest Schools" included 59 IDEA schools across five Texas regions. The designation recognizes schools that have demonstrated a commitment to promoting quality nutrition, regular physical activity, and strong wellness policies. In fact, IDEA had more school winners than any other school district, making it the healthiest school district in the nation! In total, 33 Academy schools and 26 College Preparatory schools were recognized, including schools in IDEA Austin, IDEA El Paso, IDEA Rio Grande Valley, IDEA Tarrant County, and IDEA San Antonio. Though schools were evaluated on practices taking place prior to the COVID-19 school closures, they leveraged strong foundations in wellness and were positioned to prioritize healthy habits throughout the pandemic. The recognition is a major accomplishment thanks in part to the success of IDEA’s Child Nutrition Program. The COVID-19 pandemic has without a doubt shown just how important school meals are for the health and well-being of students and their families. Throughout the pandemic and even as student instruction vacillated between in-person instruction and distance learning, cafeteria workers and CNP staff could be found working hard to prepare nutritious breakfast, lunch and dinner options for the community. "This work really echoes our core value of Team & Family," says Aguilar. "We are blessed to have a committed workforce with men and women waking up at 4:00 a.m. to fire up the ovens to provide fresh meals every day and serve the community. Throughout the year, our CNP staff go above and beyond their duties with dedication and love." Lester Jones, Cafeteria Manager at IDEA Bridge in Southern Louisiana, was driven by a mission to serve and comfort the community during the pandemic. "I encourage my staff and tell them getting up each day and providing meals for families is bigger than what we may see in our daily routine," says Jones. "This is really an opportunity for us to serve our community and offer a bit of help and comfort during a very uncertain time, and that is significant." In addition to providing several hundred meals a day for IDEA scholars and their siblings, Jones and his staff also offer food to the community at-large, including a nearby daycare. "It is very satisfying to be able to give our fellow community members one less thing to worry about," says Jones, holding back emotion. "When I see the smiles on those children’s faces when they receive a plate of food… it’s just a wonderful feeling." ♦ 50

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IMPACT Spring 2021

Articles inside

Healthy Kids at Home: IDEA'S Child Nutrition Program

Strong Start: Health and Safety Protocols at IDEA

Remember Your Purpose: Jermain Brown

The Art of Teaching: Cristina Correa

Working, Parenting & Teaching from Home: Patricia South

IDEA Alumni: Marcos Cadenas

Alumni Educators Changing Education in Permian Basin

Power in a Pandemic

Parent Engagement Leads to Student Success