IMPACT A magazine for IDEA students, families, and supporters. VOLUME 6 ISSUE 2 | WINTER 2020
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LETTER FROM THE EDITOR
I am thrilled to bring you this next issue of IMPACT Magazine in partnership with our Advancement team.
LETTER FROM THE EDITOR
I HAD A GLIMPSE INTO THE LEGISLATIVE PROCESS through my longtime family friend, Veronica Gonzales, state representative in district 41 from 2005 through 2012. I watched her combine her passion for progress with her duties as a public servant to help foster opportunities for all. As she served her constituents in the Texas House of Representatives, I saw just how much advocacy plays a critical role in the legislative process. It helps define our policies and shape our collective future. Real progress comes from citizens like you who lend their voice to advocate for our students, families and campuses. Some examples of advocacy in action are IDEA’s Family Advisory Council and the Advocacy Action Team (AAT). Comprised of parent representatives from each campus, these organizations work collectively to ensure that parent voices are a vital part of IDEA’s policies and future. From partnering with principals to fostering changes at the campus level to lobbying for IDEA by contacting state representatives, our advocates help us continually improve the quality of our schools while remaining accountable to each of our families. In fact, members of the AAT were instrumental in helping advocate for IDEA when Texas State Representatives were considering House Bill 3 (HB3) this spring. Through hard work and many grassroots campaigns, I am proud to say that IDEA Public Schools, alongside all schools in Texas, is a proud beneficiary of HB3 funding—which will allow us to invest in a variety of innovative ways that will ultimately support our scholars to and through college. This issue is dedicated to highlighting the investments we are making for you and your children. A special shout out to more than 2,250 parents who wrote letters, lobbied, and testified this year. We appreciate your voices beyond measure. Sincerely,
VANESSA BARRY Sr. Vice President of Marketing, Communications, and Enrollment IDEA Public Schools
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LETTER FROM THE CHIEF ADVANCEMENT OFFICER
Advocacy has been a consistent part of my life as long as I can remember. I was five years old when I first witnessed the power of a group of organized people: my parents took the family to a series of demonstrations demanding a nuclear freeze – an end to all testing, production, and deployment of nuclear weapons. My brothers and I were in awe of the energy of the crowd. We saw adults, including some of our neighbors, marching, shouting, and waving signs. A far cry from how they acted when they came to our house for dinner.
LETTER FROM THE CHIEF ADVANCEMENT OFFICER
Goessling’s mother, Deborah Peters Goessling, was a regular participant in demonstrations advocating for an end to nuclear weapons.
MY MOTHER, A PROFESSOR OF SPECIAL EDUCATION, was a vocal advocate for students with special needs and people with disabilities. She was later diagnosed with ALS and needed a wheelchair to get around. Not all of the buildings on the university campus were handicapped accessible. Curbs did not have ramps, buildings did not have access to restrooms, doors opened the wrong way. So, she began to advocate for what she, and others like her were experiencing saying, “It’s the law of the land, and you need to fix these buildings where I teach now!” Her advocacy was a success, and the university fixed the buildings. My parents taught me to stand up for what I believe in – a lesson that motivated me to join Teach For America and move to the Rio Grande Valley (RGV). I knew I was lucky to have had a great public education in the suburbs of Boston and was inspired to remain in the RGV by IDEA’s mission of college for all. I joined the founding team at IDEA Quest College Prep as a sixth-grade math and science teacher, and later founded IDEA San Juan College Prep as principal and have been a member of the IDEA Team and Family ever since. I now advocate for educational equity, raise funds for our schools, and lead our growth as IDEA’s Chief Advancement Officer. This issue of IMPACT focuses on the power of advocacy, including the work of IDEA’s Advocacy Action Team, Family Advisory Council, and Alumni Policy Fellows and their impact on Texas House Bill 3. I’m proud that this year the advancement advocacy team led by outstanding VP of Public Affairs Catharine Bellinger, has also launched a new program for teacher advocates, the Teacher Policy Leadership program. We know that the voices of our teachers, as well as our families, staff, students, and alumni are incredibly powerful. Advocating for educational equity is something any member of the IDEA Team and Family can do, whether by contacting their state representatives to support public charter schools, by voting and encouraging others to vote, or simply by educating friends and family about the important role of charter schools in public education. 2020 is a crucial opportunity to have your voice heard: to be counted in the Census, to vote in the presidential election, and to engage with your elected officials. I hope that as you read this issue, you are inspired to take action. I know I am.
Seek the Joy,
Sam Goessling Chief Advancement Officer IDEA Public Schools 4
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TABLE OF CONTENTS 03
Letter from the Editor
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Letter from the Chief Advancement Officer
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Organizational Update
EDITOR-AT-LARGE Irma Muñoz
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Texas House Bill 3: An Overview
COPYWRITERS Marco Carbajal Catharine Bellinger
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IDEA Advocacy Action Team Q & A
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Charter Schools: Myths vs Facts
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Parents and Progress: IDEA's Family Advisory Council
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Michael Mireles: IDEA's Public Policy Fellowship
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No Two Students Are the Same: Changing Lives Through Individualized Learning
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Those Who Can, Teach: IDEA's Master Teachers
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¡Maestras Magnificas!
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Permian Partnership: How House Bill 4205 Paved the Way for an In-District Charter School
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Inside Look: IDEA's Pre-College Institute
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Happy 20th Anniversary, IDEA!
IMPACT | CONTRIBUTORS EDITOR-IN-CHIEF Vanessa Barry
COPYEDITORS Marco Carbajal Natalie Haskins Laukitis Grace Allen TRANSLATOR Luis Macotela Karina Macotela Dariela Rodriguez Santa Cruz Communications CREATIVE DIRECTOR Jennifer Stevenson LEAD PHOTOGRAPHER Mitch Idol PHOTOGRAPHERS Johnny Quiroz Leo Reyes Aaron Mellow COMMENTS OR QUESTIONS? Email marketing@ideapublicschools.org IMPACT is produced for IDEA students, families, employees, and supporters by the Marketing, Communications and Enrollment team at IDEA Public Schools. CONTENTS © 2020 BY IDEA PUBLIC SCHOOLS. ALL RIGHTS RESERVED.
E n E s pa ñ o l Para leer la edición de IMPACT en español, favor de revisar la contraportada de esta revista.
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ORGANIZATIONAL UPDATE
IDEA CELEBRATES 22 A-RATED SCHOOLS BY TEA IDEA TRES LAGOS CROSS COUNTRY TEAM PLACES THIRD AT STATE
After winning the cross country state title at the Texas Charter School Academic & Athletic League championship last year, IDEA Tres Lagos enjoyed another stellar year. The boys’ cross country team placed 1st at several area meets and placed 3rd at the state level this November. The team also garnered national attention after Ashton Kutcher provided running shoes for the team after learning that one of the students needed new shoes.
IDEA Burke in San Antonio celebrated its official ribbon cutting this November after a generous $1.5 million donation from Michael and Louise Burke last year.
IDEA BURKE RIBBON CUTTING
This summer, 22 IDEA schools earned an A-rating by the Texas Education Agency. Districts across Texas were rated in areas including student achievement, school performance, and closing the gaps. As a district, nearly 90% of eligible IDEA schools in Texas received an A or B rating, in addition to eight IDEA schools earning all eligible distinctions.
This year, IDEA recognized 184 master teachers and 43 distinguished master teachers. Each is recognized for outstanding classroom achievement performance based on several factors, including parent and student feedback, student performance metrics, and in-class observations. Teachers who meet all criteria are promoted to ‘master teachers.’ Those who have met all requirements for three or more years are named ‘distinguished master teachers’.
IDEA CELEBRATES NEW COHORT OF MASTER AND DISTINGUISHED MASTER TEACHERS
IDEA Bridge and IDEA Innovation in Baton Rouge achieved stellar results in terms of student progress, receiving A-ratings at both campuses. The results illustrate the extent to which schools are helping students stay on track or up and provide important data IMPACTcatch INVIERNO 2019 to help us identify gaps in learning and instruction, provide targeted interventions to students, set meaningful goals, and implement improvement strategies.
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IDEA SOUTHERN LOUISIANA CELEBRATES TOP RANKINGS IN STUDENT PROGRESS
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IDEA CELEBRATES 100% MATRICULATION FOR 13 CONSECUTIVE YEARS
IDEA PERMIAN BASIN PSP GRANT Individuals, energy companies and philanthropic organizations in the Permian Basin have been working for several years to raise funds needed to bring IDEA to Midland and Odessa, and this spring, they successfully secured commitments of $55 million in private funding. In March of 2019, Midland ISD and IDEA Public Schools signed a first-of-its-kind-in-Texas partnership agreement that enables IDEA to open IDEA Travis Academy and College Prep in partnership with Midland ISD in August of 2020.
In addition to 100 percent of the Class of 2019 gaining admission to college, last October, 100 percent of graduates matriculated to college. For 13 consecutive years, IDEA has achieved a nearly perfect college matriculation rate as it pursues its unwavering commitment of College For All Children. The Class of 2019 was accepted to more than 360 colleges and universities, with nearly 47% of graduates getting into one of the country’s top colleges. Additionally, they earned over $50 million in grants and scholarships. In addition, 750 graduates are the first members of their family to attend college. IMPACT WINTER 2020
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AN OVERVIEW For the last twenty years, Texas has relied on the same formula for funding its public schools. But this June, Governor Greg Abbott signed into law House Bill 3, a sweeping school finance overhaul that changes the way Texas calculates the amount of money public schools, including public charter schools like IDEA Public Schools, receive for each student in attendance. AS A RESULT, ALL CHARTER SCHOOL DISTRICTS, and Independent School Districts in Texas received an increase in funding this fall. Although charter schools will still receive less taxpayer money per pupil than Independent School Districts, the passage of House Bill 3 is an important step in the right direction for public education Texas.
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TEXAS HOUSE BILL 3: AN OVERVIEW
HERE ARE THE FIVE KEY FACTS YOU NEED TO KNOW ABOUT THE NEW LAW: House Bill 3 increases state funding for public education, adding $4.5 billion in new funds from 2019-2021 and more in future years. Funds will cover an increase to the basic allotment, or the foundation amount of money that every school receives for each student in attendance, as well as to the funding weights, which target additional dollars to schools for each student who is low-income, learning English, receiving special education services, or might be at-risk of academic failure. House Bill 3 also establishes grant programs to encourage schools to try promising approaches, such as merit-based pay for teachers. IDEA Public Schools is using the majority of our new funding to increase teacher salaries. State legislators agreed on one thing at the start of the legislative session: many Texas teachers were underpaid. To help improve teacher pay, House Bill 3 required districts to spend a minimum of 30% of their new funding on salaries for teachers and certain essential school-based staff. IDEA Public Schools went above and beyond that requirement, investing approximately 50% of new dollars in raises for teachers, counselors, and school staff. House Bill 3 isn’t just about money – the law also requires schools to implement practices intended to help students succeed, while encouraging the adoption of promising new approaches. Legislators in both the State House and State Senate agreed that the state should not put more money into schools without also improving outcomes. That’s why House Bill 3 includes dozens of new requirements for schools in areas such as early literacy, teacher training, pre-kindergarten curriculum, and college access. Many of these requirements are modeled on successful practices already in place in high-performing schools like IDEA Public Schools, such as phonics-based direct instruction in reading in the early grades. As schools implement the law, however, teachers and principals might discover that some of the regulations are overly burdensome and bureaucratic. We’ll be monitoring the implementation and be ready to suggest changes during, if necessary. IDEA Public Schools parents, teachers, and leaders played an important role in strengthening House Bill 3. IDEA Team & Family members rallied this year to share their perspective on school finance reform. This year, teachers, staff and more than 2,250 parents, wrote letters, sent emails, made phone calls, testified, and hosted meetings with legislators. Their commitment and perseverance paid off this June when House Bill 3 was signed into law. House Bill 3 is a great start -- but Texas still has a long way to go to ensure all students are funded fairly and have access to a great school that meets their individual needs.
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IDEA ADVOCACY ACTION TEAM
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Q&A Members of IDEA’s Advocacy Action Team from across the district gathered together for a day-long summit at IDEA Headquarters to plan and strategize for the year ahead. IMPACT WINTER 2020
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IDEA ADVOCACY ACTION TEAM Q&A 
IDEA Public Schools’ Advocacy Action Team is comprised of parent advocates who use their voices and stories to advocate for high-quality public education for all children in Texas. They are family members who are passionate about creating change at local, state, and federal levels. THE ADVOCACY ACTION TEAM PLAYED A CRITICAL ROLE in ensuring that House Bill 3 provided
increased funds for public charter schools, in addition to Independent School Districts. At the start of session, some legislators proposed excluding charter schools from House Bill 3 or cutting certain funding streams. IDEA parents and family members who participated in the Advocacy Action Team met with legislators, made phone calls, sent emails, and wrote letters to share the importance of treating public charter schools equitably. Last year, the Advocacy Action contacted over 40 state legislators' offices, wrote 100 handwritten letters, sent over 1,500 emails, and made over 600 phone calls to Texas state legislators to advocate for more funding for IDEA and other public charter schools in House Bill 3. Because of our hard work, IDEA will receive $38.5 million dollars from the state to use towards teacher salaries and other important support systems. We would love to have you join us in any way that you can! Text IDEAMEET to 52886 to receive updates about meetings, our campaigns, and other info.
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IDEA ADVOCACY ACTION TEAM Q&A
IDEA EWING HALSELL
WHY DID YOU BECOME INVOLVED WITH IDEA’S ADVOCACY ACTION TEAM? I wanted to become more than an involved parent in the background. I wanted to speak up for my child while providing a voice for all parents. Parents with voices are more powerful than those without. WHAT POLICY OR LEGISLATIVE ISSUES SHOULD PARENTS BE MOST AWARE OF? Parents should be aware of every policy or piece of legislation that impacts their child’s education — especially those that have a direct impact on the school that their child attends. HOW HAS IDEA’S ADVOCACY ACTION TEAM HELPED YOU BECOME A MORE ACTIVE MEMBER OF YOUR COMMUNITY? I have always been a person who speaks up for the little guy, and I’ve been known to rebel against things that I feel are wrong or unjust. When I see things that are unfair, I will speak up about it — especially if it’s in schools or the community.
Lenton says he hopes to provide a voice for all parents and promote a better education for his son, Michael.
WHY DO YOU FEEL PARENTS SHOULD TAKE AN ACTIVE ROLE IN EDUCATION ADVOCACY? I think taking an active role in education advocacy should be a parent’s number one priority. No one can be a better advocate for students than a parent. No one knows the needs of a child better than a parent. There may be other parents having the same issues you have who don’t know where to turn for help or how to use their voice to speak up and advocate for the rights that their kids deserve. HOW HAS SERVING ON THE ADVOCACY ACTION TEAM CHANGED YOUR PERCEPTION OF HOW ADVOCACY EFFECTS CHANGE? Advocacy effects change if it’s done the right way. Before you advocate, you must know your audience in order to effect the change you seek. The key is to find a common middle ground and work out the issue from there. There is always a suitable compromise. WHAT IS YOUR PROUDEST MOMENT WHILE SERVING ON THE ADVOCACY ACTION TEAM? Every time I advocate for IDEA, it is a proud moment. But I’d say going to a City Council meeting in San Antonio to advocate for funds for our other building on the IDEA Ewing Halsell campus. There was so much opposition from independent school districts, and even some council members who did not support charter schools, so that made advocating even more important to me. After speaking to the mayor and City Council members, the funds were approved. ♦
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IDEA ADVOCACY ACTION TEAM Q&A
WHY DID YOU BECOME INVOLVED WITH IDEA’S ADVOCACY ACTION TEAM? Next year I will have three kids attending IDEA. A quality education for all kids is of the utmost importance to me. If there is proactive change that will improve and support student learning, I want to help. WHAT POLICY OR LEGISLATIVE ISSUES SHOULD PARENTS BE MOST AWARE OF? School districts generally get money from two main sources: local property taxes and state funds. IDEA gets no money from local property taxes to operate. In addition, charter schools like IDEA are often discriminated against and forced to use their limited funds on their own property taxes instead of being exempt like school districts and private schools. HOW HAS IDEA’S ADVOCACY ACTION TEAM HELPED YOU BECOME A MORE ACTIVE MEMBER OF YOUR COMMUNITY? I’ve had the opportunity to hear the personal stories of other IDEA parents and share my own story. Working together, we can initiate conversations with those that can affect change to better our schools. 14
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Frey works to advocate for her children (pictured from left) Ezekiel, Mac and Phoebe.
WHY DO YOU FEEL PARENTS SHOULD TAKE AN ACTIVE ROLE IN EDUCATION ADVOCACY? Parents and guardians want what is best for their children. The passion, stamina and perseverance that a parent has for creating a better learning situation for their child is limitless. When you put a team of passionate parents together, results will happen. HOW HAS SERVING ON THE ADVOCACY ACTION TEAM CHANGED YOUR PERCEPTION OF HOW ADVOCACY EFFECTS CHANGE? It is rewarding to see change happen like when we made phone calls and saw the outcomes during the last legislative session. Due to the work of our advocacy group, IDEA charter schools were included in House Bill 3, creating the opportunity for raises for teachers and support staff as well as more money for the classrooms. WHAT IS YOUR PROUDEST MOMENT WHILE SERVING ON THE ADVOCACY ACTION TEAM? My proudest moment was feeling confident enough in my own voice and having the information at my hands to help effect change on House Bill 3. Helping to get more funding for IDEA teachers, support staff and administration felt like a huge success. ♦
IDEA ADVOCACY ACTION TEAM Q&A
IDEA WESLACO PIKE
WHY DID YOU BECOME INVOLVED WITH IDEA’S ADVOCACY ACTION TEAM? I became involved in the Advocacy Action Team because I initially had many misconceptions about charters, and after all three of my kids started at IDEA, I began to see the difference the curriculum, the teachers, and even the culture was making in their daily lives. I saw growth academically and personally, and I wanted other parents to experience it as well, so I thought this group would be a good platform to advocate for IDEA. WHAT POLICY OR LEGISLATIVE ISSUES SHOULD PARENTS BE MOST AWARE OF? Parents don’t realize the difference in government funding that a traditional public school receives versus what public charter schools receive. I was shocked when I realized the size of the gap. HOW HAS IDEA’S ADVOCACY ACTION TEAM HELPED YOU BECOME A MORE ACTIVE MEMBER OF YOUR COMMUNITY? IDEA’s Advocacy Action Team has really allowed me to advocate for a school system that I strongly believe in. I am better equipped to answer questions about what a charter school is and how they operate. I feel confident discussing the importance of keeping school choice, including charter schools, accessible to families. 15
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As a strong support of IDEA, Hernandez believes her advocacy work will ultimately provide her children, Dylan and Katelyn, with a stronger education.
WHY DO YOU FEEL PARENTS SHOULD TAKE AN ACTIVE ROLE IN EDUCATION ADVOCACY? I have four children. One graduated from a traditional public school, and one recently graduated from IDEA, and I can tell each of their experiences in high school was different. IDEA prepared my daughter for college, including its financial aspect. Everyone wants what is best for their kids, and if it means changing schools, then as parents, we must do whatever it takes. HOW HAS SERVING ON THE ADVOCACY ACTION TEAM CHANGED YOUR PERCEPTION OF HOW ADVOCACY EFFECTS CHANGE? I think one always wonders how much impact one person can have. The beauty of having the advocacy group is that there are other parents who also want to work with you to make a difference. Instead of one voice, now you have 10 or 20 all working toward the same goal. We have created a network of voices, not just at my school, but in my city, in my region and in my state. WHAT IS YOUR PROUDEST MOMENT WHILE SERVING ON THE ADVOCACY ACTION TEAM? The courage to stand up straight when discussing charter schools with others. I have gained a sense of confidence about what a charter school is and how to be able to speak to others on the expectations versus the reality of a charter school. I have spoken with state representatives and community leaders on how important an option like IDEA is — not just to the community but also to my family. ♦
CHARTER SCHOOLS
myths vs facts Since 2000, student enrollment in public charter schools in the U.S. has grown from less than 500,000 students to over 3.2 million. The boom in enrollment can be linked to parents demanding school choice options. While charter schools enjoy tremendous bipartisan support among policy makers and the general public, critics continue to perpetuate myths about public charters, often pitting them against traditional public schools. However, every parent needs and deserves options when it comes to choosing the right school for their child. Whether you are sharing your experience publicly as a charter school parent or want the facts for your own personal reasons, here is a look at some of the truths behind charter schools’ biggest myths. MYTH: Charter schools are not public schools. FACT: As defined in federal and state law, charter schools are public schools. They must meet the same standards as public schools including being: • tuition free and open to all students • nonsectarian and nondiscriminatory in all circumstances publicly funded by local, state and federal tax dollars based on enrollment • held accountable for meeting state and federal academic standards MYTH: Public charter schools do not have accountability standards like traditional public schools. FACT: Public charter schools are publicly funded schools that are governed by a group or organization under a legislative contract — or charter — with the state, district or other entity. While the agreement may exempt the school from certain state or local regulations, in return for flexibility and autonomy, the charter school must meet all accountability standards outlined in its charter. The school’s charter is reviewed periodically and can be revoked if guidelines on curriculum and management are not followed or if accountability standards are not met. This is in stark contrast to district-run public schools, where failing schools can often undergo school improvement and turnaround measures for years, while generations of children continue to receive a subpar education.
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MYTH: Charter schools hand-pick only the best and highest-performing students from traditional public schools. FACT: Charter schools are open to all students regardless of race, income, neighborhood, prior academic performance, or special education status. If there are more interested students than available seats, charters are required to hold lotteries, which randomly determine which students will be enrolled. According to federal law, charter schools must accept all students, including students with disabilities and English Learners (ELs), regardless of previous academic performance. MYTH: Charter schools get more money than traditional public schools. FACT: On average, charter schools receive less public funding than district-run public schools, and in many states, charter schools get no public funding for facilities. Across the country, charter schools receive nearly 30% less per pupil per year in funding than neighboring district-run public schools. Charter schools do not receive any funds from local tax revenue, which makes up nearly 60% of the money that traditional school districts receive. MYTH: Charter schools are creating a second education system in Texas. FACT: There is a single public education system. Trying to pit district schools and charter schools in a zero-sum-game that prioritizes a one-size-fits-all approach to education does a disservice to public education. Public education does not belong to one particular kind of school; it belongs to our kids. A strong public education system offers different paths to success: traditional district schools, magnet schools or charter schools. MYTH: Charters do not do enough for children with special needs. FACT: All public schools should do more for children with disabilities. Because there is more flexibility in the way that charters are operated and run, they have more freedom to create a customizable education for students, including students with special needs, than a traditional district school. Charters in Texas serve proportions of students with disabilities at rates close to traditional public schools: nine percent in traditional public schools compared to eight percent in charter schools. That small gap has been shrinking even more as more parents discover what charter schools can offer their children.
Charter Schools by the Numbers* 43
7,000
states have charter schools, including the District of Columbia
charter schools nationwide
3.2
219,000
MILLION students currently attend charter schools in the U.S.
charter school teachers in the U.S. *Source: National Alliance for Public Charter Schools
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Parents and Progress: I D E A’ S F A M I LY A D V I S O R Y C O U N C I L
LaShawnda Moore remembers the precise moment she knew that IDEA Public Schools was the right place for her children. Moore, who had initially been skeptical about charter schools, decided to do her own investigating at IDEA to see if all the claims really did hold up, and she was serving as a substitute teacher at IDEA Eastside when she saw something she couldn’t believe. “I SAW SOMETHING IN THAT CLASSROOM that just blew my
mind,” she recalls. “There was a special education student in a regular classroom, and it was completely inclusive, and I saw him read a whole passage! Most people, myself included, would first think he couldn’t do it. At IDEA, though, he was expected and able to rise to the challenge. That’s when I decided my kids needed to be in this school no matter what.” Three of Moore’s children are now enrolled at IDEA Walzem, and she has been a fervent advocate for IDEA, often encouraging other parents to get involved on campus. 18
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Family involvement plays a large part in a student’s success. In fact, studies show that students whose parents are involved in their education earn better grades and have higher test scores. The more parents are involved, the more their children seem to benefit. In Fall 2018, IDEA Public Schools founded the Family Advisory Council (FAC) to better connect with parents and give families the opportunity to have a greater impact on their child’s campus and education. The FAC has 192 members across six regions — four members per campus. The groups meet three times annually during the fall, spring and summer in their respective regions to help create interpersonal relationships amongst members, provide Team & Family updates, and give feedback on topics presented by various IDEA leaders. The council will be critical to helping IDEA think about certain aspects of House Bill 3 implementation, such as extended learning time, pre-k, and supports for students with special needs. “Giving parents the space to have a voice and take an active role in their child’s education is just another reason why we love IDEA so much,” says Sara Flores, whose two daughters attend IDEA Ewing Halsell. “IDEA makes students the priority along with goals, responsibilities and high expectations. As a parent, it makes you want to work just as hard.”
IDEA’S FAMILY ADVISORY COUNCIL Flores says she volunteered a bit during Welcome to IDEA events and enjoyed talking to new families and learning about their experiences at other schools and what they were looking for at IDEA. “I learned that IDEA was forming a Family Advisory Council and felt like that would be a great opportunity for me,” she says. “So, I applied and was accepted and have been involved with the group since its founding last year.” Tiffany Austin, a parent with children at IDEA Mays says that the FAC has allowed her to feel like she really has a voice as a parent. However, it took some convincing to get her to join the council. “I have always been a PTO mom, and I can be very opinionated, and I wasn’t sure how receptive they would be to my thoughts on things,” she says with a laugh. “But I spoke with organizers of the council and they told me they wanted parents who would be very honest about how they felt, and that’s when I applied.” “IDEA is not afraid of doing the work,” says Austin. “They want to do things right when it comes to education, with kids, and now, with families. “ During each FAC meeting, council representatives have the opportunity to meet regionally and discuss a major theme or topic presented by an IDEA leader. Council members then give feedback, collaborate amongst members, and share ideas they can pass on to their respective principals. So far, the council has seen their feedback implemented in the creation of the new IDEA website, streamlined communication with Remind app messages, and new strategies for supporting scholars with their schoolwork. “In every meeting, you have parents with different ideas and perspectives coming together, and it helps teach you what parents are looking for at school,” says Moore. All three parents say they have begun to see the efforts of the FAC on their respective campuses, and it’s a great feeling. “One of our goals was to help increase parent involvement at IDEA Ewing Halsell,” says Flores. “So, we found ways to get families involved including working at our school store, volunteering for field days, and helping with pick-ups and drop-offs. It’s just a really great feeling knowing that when you see a deficit, you can help find ways to turn that into an opportunity and make your campus better.” ♦
Translation services are available at each meeting upon request. For more information about the FAC, please email
FAMILYADVISORYCOUNCIL@IDEAPUBLICSCHOOLS.ORG
FAC applications open to fill vacancies during the fall of each year. During that time, IDEA staff may nominate members, and IDEA families can self-nominate. After the applications are received, a reviewing committee makes the final selections.
Previous Page: FAC member Moore says IDEA is the best school option for her children Frederick, Areyanna and Marquis. Top: Flores is a well-known member of the FAC and campus community, pictured here with daughters Mia and Emma. Bottom: An active member of the FAC, Austin uses her voice to advocate for her son Larry and all students on campus.
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Michael Mireles I D E A’ S P U B L I C P O L I C Y F E L L O W S H I P Michael Mireles can remember a time when he didn’t think about college. His childhood was spent along the arid Texas-Mexico border with his grandparents, who were both migrant workers. Life as a migrant family was far from easy. Many of his peers chose to forgo their education in order to help their families make ends meet. MIRELES’ LIFE COULD HAVE EASILY FOLLOWED THAT PATH. Cities in both
the Upper and Lower Rio Grande Valley are ranked among the least educated in the United States with some of the lowest numbers of high school degree holders. According to Teach for America, for every 100 students entering a public school classroom in the Rio Grande Valley, only 12 will receive a college degree within six years of graduation.
Mireles, a sophomore at Brown University, spent his summer in Austin as an IDEA Policy Fellow working in Senator Juan “Chuy” Hinojosa’s office.
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IDEA'S PUBLIC POLICY FELLOWSHIP
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Raised by grandparents who believed that a great education was the key to breaking barriers and enjoying lifelong success, they began searching for a strong college-bound education. They found IDEA Quest in Edinburg, Texas, and enrolled him for his seventh grade year. “My grandparents liked that IDEA’s focus was on success in college and beyond,” he says. “A lot of emphasis goes toward college readiness and widening students’ horizons when it comes to college and career options. I think my grandparents really appreciated that and felt that was the best place for me to be.” Mireles remembers the drastic jump to IDEA’s culture, as the school made no qualms about what it expects from students. “There is no student attending IDEA that is not expected to succeed. There’s no doubt about it. When you’re enrolled at IDEA, you are holding yourself accountable and have an entire campus full of teachers, administrators and staff who are unwilling to let you settle for less than they know you are capable of,” he says. Mireles says IDEA was the first place that made him seriously consider a college education and begin to consider schools that were once beyond his wildest dreams. “The more I looked at colleges, the more I was drawn to Brown University’s open curriculum and that’s when I decided that I wanted to go to school there,” says Mireles. As a high school student, Mireles volunteered at a humanitarian respite center and spoke with asylum seekers in detention camps. Their stories of survival moved him and, though the public debate on immigration raged on, Mireles says he had no interest in politics. “I was very cognizant about what was happening along the border because of my experiences volunteering with asylum-seekers,” he says. “It really changed my perspective about the injustices that occur involving immigration policies. It seemed unfair, but I really didn’t think about ways to change how things were.” Mireles realized his dream and was accepted to Brown University’s Class of 2021. As a development studies major, Mireles was taking courses in social economics and realized that he had a growing desire to help others and help make the world a little better.
Beaming with pride on College Signing Day, Mireles and his grandmother speak to IDEA CEO and Co-founder Tom Torkelson.
“The reason I was never attracted to politics was because I felt that it was mostly unfair and only benefits certain groups of people,” he says. “By the end of my sophomore year at Brown, I realized there were a lot of issues I wanted to help change and realized the only way to do that was to work on policy.” After the passing of Texas House Bill 3 (HB3) in June, legislators sprang into action to share the news about the new law with their constituents. With offices short-staffed over the summer, many legislators relied on summer interns to assist with legislative analysis, including members of IDEA’s Policy Fellowship Program, which allows alumni to spend a summer interning as a fellow with policy makers in the Texas Legislature. Mireles’ newfound interest in policy grew even more when he learned about IDEA’s Policy Fellowship program. It was exactly the kind of opportunity he was looking for — the ability to gain hands-on experience in public policy, a position to advocate for causes he believed in, and the chance to return to Texas for the summer. “I first heard about the policy fellowship when my high school counselor posted it on Facebook,” he says. “It’s just another example of how IDEA is working to give every student opportunities beyond high school. I applied, and the program solidified my newfound desire to go into politics.” After applying, Mireles spent the next three months working with program directors to finalize a resume and cover letters with the intent to gain employment in legislative offices over the summer. Based on the applicant’s skills and background, the program does its best to place policy fellows with a specific legislator or state organization. “I was very determined to get into Senator Juan “Chuy” Hinojosa’s office because he represents my home district in the Rio Grande Valley,” says Mireles. “The border presents a lot of unique opportunities for policy work in regard to immigration and education.”
Mireles earned an internship with Senator Hinojosa’s office and joined other policy fellows in Austin, where each is provided with housing and a stipend that allows them to remain in the city throughout the summer. “One of the good things about the fellowship is that the people are all very supportive and try to make sure that every intern has a meaningful work experience,” he says. “In addition to office tasks, we must complete a major capstone project, which allows us to work closely with colleagues in addition to constituents. One of the projects I worked on was what House Bill 3 (HB3) was going to look like for school districts in the Rio Grande Valley.” Mireles was tasked with studying HB3 and tracking how it was going to affect various school districts in the Rio Grande Valley for Senator Hinojosa. His summary on HB3 allowed Mireles to become familiar with how school districts planned to appropriate funding as well as learn more about the educational and financial needs of residents. “As a college intern, being able to do work that is impactful, informative and helping shape public policy is like a dream come true,” he says. “After the fellowship, my desire to continue working to foster change led me to apply with the Public Department of Health in Rhode Island, and Senator Hinojosa gave me a good letter of recommendation, so I am sure that IDEA’s policy fellowship has opened new doors for my future.” Mireles says the fellowship program was a pivotal point in both his career and his education, and now he aspires to apply to Harvard Law School’s Junior Deferral program. The program allows admitted students to explore other career paths for a minimum of two years after graduating college before returning to Harvard Law and earning their law degree. Mireles says he intends to study either immigration law or civil rights at Harvard and hopes to inspire others to be the change they want to see in the world. “The biggest thing this experience has taught me is that we all believe in something, and we should use our voice to advocate for the things we feel most passionate about,” he says. “It is up to each of us to help create the kind of world we want to live in.” ♦
Above: Mireles pictured at his high school graduation from IDEA Quest in May 2018. Below: Mireles is passionate about social justice and advocacy and plans to apply to Harvard Law School’s Junior Deferral Program.
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NO TWO STUDENTS
ARE THE SAME
CHANGING LIVES THROUGH INDIVIDUALIZED LEARNING
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IDEA Monterrey Park 2nd grader Heath Hohman-Morales has a newfound love of reading thanks to individualized instruction.
INDIVIDUALIZED LEARNING
Teaching your scholar to become an active reader early has multiple benefits and is the key to their academic future. The first three years of schooling are a critical time to learn the necessary skills to tackle an advanced curriculum, yet many who enter fourth grade struggle with reading. In the U.S., 65 percent of fourth-graders read at or below the basic level, and as the curriculum advances, these children will fall behind. GARRETT AND SARAH HOHMAN-MORALES OF SAN ANTONIO
were faced with a difficult situation when they noticed their son Heath was struggling with reading. “Heath was in the first grade and was having a difficult time with reading,” Sarah says. “We wanted to know what was going on and felt that he could have been doing better with his reading. We brought our concerns to the school, but we felt like our voice wasn’t being heard. That’s when we decided to find another school for our son.” The family lived near one of the state’s most poorly-rated school districts and was looking for a school with strong academics and a good track record of success. “We live in one of the worst school districts in the state, and sending him there was not an option,” says Garrett. “IDEA Monterrey Park was less than a mile from the family home, and once we visited the campus and spoke with the principal, we fell in love with it.” “We liked that IDEA has high goals for their students and are pushing them to be the best they can be. I liked that about the school,” adds Sarah. Heath was tested by IDEA at the end of his first-grade year to measure his skill set before entering, and his family received some upsetting news. “IDEA informed us that Heath was reading at a kindergarten level and suggested retaining him for one year to strengthen his reading skills and prevent him from falling behind,” recalls Sarah. “But at this old school, they told us he was doing fine and could pass to the second grade.” The family was worried but knew something needed to be done immediately to prevent Heath from falling even further behind. “It was heartbreaking, to say the least,” says Sarah. “I blamed myself for not pulling him out of that other school sooner, but my son deserves the best, and that school didn’t cut it.”
Above: Hohman-Morales participating in independent reading during class. Middle: Hohman-Morales works with IDEA Monterrey Park co-teacher Gloria Davila on an in-class assignment. Below: Hohman-Morales is now reading on grade level and enjoys graphic novels by authors like Lincoln Peirce and Dav Pilkey. IMPACT WINTER 2020
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INDIVIDUALIZED LEARNING
As Heath prepared to enter IDEA and repeat his first-grade year, the Hohman-Morales’ met with IDEA Monterrey Park’s principal and knew this was the place that would give their son a fighting chance. “We learned about IDEA’s individualized approach to student learning and how they planned to tackle his reading deficiencies through direct instruction,” says Garrett. Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed to teach in small increments with clear and precise teaching techniques. Through DI, students are grouped with others needing to work on the same skills. Groups are organized by the level of the program that is appropriate for students, rather than grade level. During the program, instruction is modified to match each scholar’s rate of learning. Skills are introduced gradually, giving children a chance to master and apply them before learning a new set of skills. Skills and concepts are taught in isolation and then integrated with other skills into higher-level learning applications. In addition, a major component of House Bill 3 is a new requirement for elementary school teachers and leaders to attend "Reading Academies" and learn the science of teaching reading. These requirements were based on research that IDEA has implemented for years, which shows that direct instruction and a phonics-based curriculum is the only proven approach to teaching reading. “IDEA Monterrey Park knew what they were doing. They had a plan and were confident that we would see results,” says Sarah. “It was hard work, but he loved his teacher, and after being enrolled for a while, we began to see a real improvement in his skills, and it made a difference in him.” “I really liked my teacher Miss Tysor because she was nice and helped me learn how to read,” says Heath. After completing first grade at Monterrey Park, Heath is now in the second grade and reading at grade level thanks to the hard work and commitment of his teachers and family. His favorite books are from the Dog Man series by Dav Pilkey. “There was responsiveness from the school every step of the way,” says Garrett. “They let us know how he was doing and where his skills were. Beyond that, they wanted to set us all up for success. They helped explain to us how the homework worked and even helped us set things up for Heath to set up his Accelerated Reader (AR) software from home. We just really appreciated that.” Today, Heath is a good student who enjoys reading in his spare time, and his parents are satisfied with his progress and excited about his future. “Just a year ago, he was in his second year of first grade reading at a kindergarten level, and today he’s reading for fun, and he’s back on track where he needs to be,” says Garrett. “We feel fortunate that we found a campus that stepped up and did the work when his other school was ready to pass him along.” “It is about the children and doing what’s best for them,” adds Sarah. “Sometimes, it’s hard. You have to make hard choices, but what wouldn’t we do as parents to guarantee our child’s success?” ♦
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DIRECT INSTRUCTION OPERATES ON FIVE KEY PRINCIPLES INCLUDING: All children can be taught. All children can improve academically and in terms of self-image. All teachers can succeed if provided with adequate training and materials Low performers and disadvantaged learners must be taught at a faster rate than typically occurs if they are to catch up to their higher-performing peers. All details of instruction must be controlled to minimize the chance of students' misinterpreting information and to maximize and reinforce learning.
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INDIVIDUALIZED LEARNING
Hohman-Morales credits IDEA Monterrey Park ELA teacher Mary Tysor with helping him become a stronger reader.
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THOSE WHO CAN, TEACH
IDEA’S MASTER TEACHERS
"A good teacher can inspire hope, ignite the imagination, and instill a love of learning." – Brad Henry
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Saucedo, an ELA master teacher from IDEA Brownsville, says he chose a career in education as a way to give back to the community.
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IDEA'S MASTER TEACHER
As an undergraduate student at the University of Texas at Austin, Juan Saucedo recalls having a strong desire to change the world. "I WAS TAKING A MEXICAN-AMERICAN STUDIES COURSE in college, and when you're young and eager, you want to change the world," says Saucedo, an IDEA master teacher who currently teaches English/Language Arts at IDEA Academy Brownsville. "It was there where I learned how important an education was when it came to changing lives. I began to think about becoming a teacher because education would be my way of giving back and transforming communities." Like Saucedo, a recent study found that most teachers rank "making a difference in the lives' of students" and "seeing their academic success" high on the list of rewarding aspects of the profession. Despite this, the nation is facing a growing teacher shortage. According to the National Center for Education Statistics, 1 in 6 public school teachers leave the profession within the first five years, with even higher attrition rates for a teacher in highpoverty schools. "Research shows that teachers with at least three years of experience tend to have their biggest spike in terms of performance," says Jennifer Meer, Vice President of Compensation and Benefits at IDEA. "Then it increases a little bit year after year, so it was important for us to find a scale that rewarded our teachers based on experience." In June, the 86th Texas Legislature passed House Bill 3, which would include raises for teachers. Through HB3, each school district in Texas would have the ability to reserve funding specifically for such pay raises. IDEA elected to give an increase of $2000 for teachers with up to 2 years of experience, $3500 for those with 3 to 5 years of teaching experience, and $5000 for those with six or more years of teaching experience. Meer says IDEA held strategy sessions on how to best compensate teaching staff with an emphasis on rewarding those who had been in the classroom longer. The three-year benchmark was a critical threshold for longer-term retention.
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House Bill 3 includes the new Teacher Incentive Allotment, which provides districts, including charter districts, with increased funding to implement a merit-based evaluation and pay system. IDEA's investment in improving retention of the top teacher talent in each region didn't start with HB3, however. IDEA spent a significant amount of time and effort over the last half-decade improving teacher retention. Five years ago, IDEA created the Teacher Career Pathway (TCP), which serves to recognize, reward, and support the development of all teachers at IDEA. While considering the structure of the Teacher Incentive Allotment, legislators discussed IDEA Public Schools' Teacher Career Pathway as an exemplary system, and IDEA CEO and founder Tom Torkelson testified twice about the benefits of our approach. Now, as the Texas Education Agency is implementing the program, IDEA teachers and senior leaders are sharing lessons learned with the agency through a variety of advisory committees. Meer says the goal is to give teachers a long professional trajectory at IDEA through support, professional development opportunities, and a combination of rewards and recognition that are available as they grow as teachers in the classroom. "We were recently at a school doing a listening tour with staff and asked what brought them to IDEA," Meer continues. "And our teachers repeatedly said it was the support offered that brought them here. It was the knowledge that they would have the coaching and feedback to succeed." After spending a few years teaching bilingual students in Austin with the Texas Teaching Fellows organization, Saucedo chose to return home to the Rio Grande Valley. "When I heard that IDEA Brownsville was growing and needed an ELA teacher, I was eager to learn more," Saucedo recalls. "So, I did my research and was so impressed. Everyone shared the same passion and truly wanted their students to succeed. It was a place where teachers were thriving. For me, this was the place to be." Irma Gomez, a master teacher who teaches math at IDEA Academy Weslaco, says the quality of feedback and consistent support provided to teachers fosters incredible professional growth.
"A good teacher will take that feedback and use it to make themselves and their class better,” says Gomez. "The amount of support you receive as a teacher at IDEA is tremendous.” Gomez and Saucedo rate their job satisfaction at IDEA highly compared to their previous teaching experiences. Each believes they are where they need to be as a professional. Another example of IDEA's investment in retention as part of the Teacher Career Pathway is the 'Grow With IDEA' bonus that high-performing teachers receive based on several factors, including parent and student feedback, student performance metrics, and in-class observations. Teachers who meet all criteria are promoted to 'master teachers' and receive a generous bonus. In addition, who have met all requirements for three or more years are named 'distinguished master teachers' and receive a $10,000 bonus each year they maintain their status. Master teachers who consistently demonstrate excellence are also considered for the Teacher Advisory Council and the School-Based Decision Team. Both teacher leadership bodies lend their voices to help strengthen IDEA's efforts to get scholars to and through college. "IDEA does a wonderful job supporting and empowering teachers," says Nadya Martinez, a master teacher who teaches AP Calculus at IDEA College Preparatory Edinburg. "The organization listens to teachers' needs and opinions and continually works to improve job satisfaction." "IDEA differs from other organizations because the support is just there. They're committed to every student succeeding, but also the success and satisfaction of teachers," adds Saucedo. "Nothing is impossible. If we need something, they get it for us. This is the support I have experienced as an IDEA teacher." Meer is glad to hear that teachers like Saucedo, Martinez, and Gomez feel supported. "To have the best, high-performing students, we need the best, highest-performing teachers," says Meer. "At the end of the day, our students are the most important, and our teachers are closest to the students. They're the ones who are driving the impact and leading student success." ♦
Top: Gomez says the support IDEA provides its teachers is unparalleled. Bottom: Martinez says IDEA listens to teachers’ needs and opinions to boost job satisfaction year after year.
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Remembering our first years in school often brings up memories of friends, favorite teachers and fun moments on campus, but for Veronica Quintero, the first years of school brought nerves and uneasiness. “SCHOOL WAS DIFFICULT FOR ME AT FIRST. I didn’t know English and remember asking to use
the restroom, and my teacher did not understand me,” says Quintero. “Experiences like that made me turn inward, and I didn’t want to participate in class or ask for help because I thought that the teachers were going to be upset with me.” Quintero, a native of Brownsville, Texas, is now a fourth grade writing teacher at IDEA Riverview, which sits only a few yards from the border. She recalls the moment she thought school just wasn’t for her because of the communication difficulty she faced in the classroom.
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Veronica Quintero, a 4th grade writing teacher at IDEA Riverview, is a former EL student with a passion for working with duallanguage students.
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MAESTRAS MAGNIFICAS
“I didn’t look forward to going to school. I had a terrible feeling in the pit of my stomach every time Monday rolled around, and I would cry,” she says. “As a child who did not understand English, I felt like I wasn’t as smart as the other kids and there was no point in school if I just didn’t understand anything.” Quintero’s story is not unique. In the United States today, there are almost 5 million students who possess limited English proficiency and need support and intervention in classrooms each day. English learners (ELs) represent a growing part of the U.S. student body with nearly 10% of public school students classified as EL. The Southwest United States has some of the highest proportions of EL students per district. With many of its schools located along the Texas-Mexico border, IDEA Public Schools classifies approximately 34% of its student body as ELs. Texas House Bill 3 increases funding for students learning English, which has allowed IDEA Public Schools to invest in programming such as Imagine Learning, Rosetta Stone, and Español to English to better support English Learners on campus. While Quintero doesn’t remember when things turned around but says eventually it got easier and her confidence grew along with her proficiency. She soon became a star student who was anxious to prove that even with a language barrier, she was just as capable as any other student. 34
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Quintero coaches one of her students through a writing assignment.
Alejandra Najera, a sixth grade reading teacher at IDEA Edgemere in El Paso, was born and raised in El Paso’s Lower Valley, an area known for having a high EL population and many lowincome families. Najera says EL students are very common along the border, and some, like herself, may not receive EL instruction until elementary school or later. “It’s very common for students along the border to have limited exposure to English instruction, especially in their formative years,” says Najera. “I was actually an EL student myself growing up. Spanish is my first language, and I received instruction in Spanish at school until the sixth grade.” Najera says that her own experience as an EL student, along with being the first in her entire family to graduate college, made her realize the value of an education. “It is a universal fact that education can change lives. It can break barriers and take you places you never thought possible,” says Najera. “I know this for a fact because of my own personal experience, and it is something I try to impart on all of my scholars.” “Some people see being an EL as something of a disadvantage, and that simply isn’t true,” says Ana Carrera, a kindergarten teacher at IDEA Mesa Hills in El Paso. “Students who speak more than one language bridge two cultures and may end up with more opportunities because of their skills.
MAESTRAS MAGNIFICAS
We just want to prepare them to be as successful as possible while retaining a sense of who they are and where they come from.” Born and raised in Chihuahua, Mexico, Carrera came to the U.S. to attend the University of Texas at El Paso and study early childhood and bilingual education. Carrera says her desire to teach stemmed from always wanting to help her classmates succeed in school when she was growing up. “There is something about being a catalyst in a student’s life that has always appealed to me,” she says. “Here in El Paso, there are many students who can go further than they ever imagined. That’s why we have to prepare them now.” All three teachers agree that the biggest misconception about EL students is that they are all immigrants. They also stated that many people underestimate ELs’ intelligence or lower their expectations simply because of language barriers. “Our students have strengths and weaknesses just like any other student, but they’re working hard each day, and they’re building proficiencies and reaching milestones, and there’s no better feeling in the world than when you see that light bulb go off, and you know they have learned something,” says Najera. Quintero recalls working with an EL scholar to write an essay that was going to be published. After having several writing conferences with him and workshopping his piece, the day came for him to present his finished essay in front of the school. “He was so confident reading up there. It was an essay about him playing soccer and going to professional games, and when he finished everyone clapped, and his eyes got watery, and he told me ‘lo logré por ti’ — I did it because of you,” she says. All three agree it is important to be mindful and empathetic to the backgrounds of EL learners to better meet their learning needs and create a safe classroom culture for them. The work of EL students and teachers is certainly paying off; it was recently reported that IDEA achievement percentages for EL students who meet or exceed standards is 49% compared to 36% for the State of Texas. “These students deserve the best education. They work very hard and challenge each other to succeed even further,” says Carrera. “As an educator, it is most rewarding to see the excitement when they realize they’ve accomplished a goal they’ve been working toward.” ♦
Top to bottom: IDEA Mesa Hills teacher Ana Carrera poses with Academy students Amber Melendez and Jaiden Rodriguez. Alejandra Najera works with her 6th grade reading student on an in-class project. Bottom: Veronica Quintero calls upon a group of eager writing students at IDEA Riverview. Najera, coaches students in her 6th grade class on an in-class assignment..
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IDEA Permian Basin staff, pictured here at the Founders Retreat, are working hard to prepare for the official launch of IDEA Travis in Midland next August.
H O W H O U S E B I L L 4 2 0 5 P A V E D T H E W A Y FOR AN IN-DISTRICT CHARTER SCHOOL
This June, 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. 36
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THE BILL ALSO STATES THAT THE NON-PROFIT ORGANIZATION
must meet several criteria including enrollment of at least 10,000 students, a successful history of operating charter schools and an overall performance rating of B or higher for the previous school year. The push to introduce HB 4205 gained traction earlier this year 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.
PERMIAN PARTNERSHIP
“These Development Hubs are used as the training grounds for large numbers of resident teachers,” explains McCarthy. “At IDEA South Flores Academy, we are training fourteen residents who have shown exceptional growth, strong coaching abilities and are participating in Relay coursework that builds their skills. They will have a full year of working under a high performing teacher before they take on the role themselves at IDEA Travis.” While IDEA is hardly a novice at opening a campus in a new region, Solis says the partnership will be unique. “One of the great benefits of IDEA’s model is that when we open a new school, our model is tried and true,” she says. “With this campus, it will be a matter of figuring out how to customize our model for the benefit of these kids and this community.” With a launch date of August 2020, Solis is hard at work building a team who are ready to tackle this first-of-its-kind partnership, and she is confident that IDEA has the results, resources and support to make an impact in the community and looks forward to the challenge. “What this partnership ensures is that there is a real and complete transformation for children, and that's what the students and families deserve." ♦
Craddick’s HB 4205 would prevent the campus from displacing students and instead allow for Midland ISD to form a partnership with IDEA Schools for the first-of-its-kind in-district charter arrangement. “House Bill 4205 is significant because instead of either displacing children or dramatically changing its grade levels, a struggling campus can select a third option to partner with a high-performing charter like IDEA,” says Bethany Solis, Executive Director of IDEA Permian Basin. “The arrangement can give students the benefit of remaining in their neighborhood school in a radically different program.” Through the partnership, IDEA will open its first school in Midland/Odessa as IDEA Travis, an IDEA campus operating within Midland ISD. However, the bill ensures that the governing board of the 501(c)(3) charter partner is independent of the MISD board and includes a provision that all the same students would be given preference to re-enroll in the same school under the charter. Any additional spots could then be filled via IDEA’s student lottery. Permian Basin is filled with children with tremendous potential, and the same goes for the adults,” says Solis. “I met with leaders from Midland ISD, Ector County ISD, community leaders and parents, and they all want their children and their community to do well. You have children who are failing persistently in school and an entire community of adults who are ready to do something about it.” Solis says that in order to get things right and give the community what it deserves, IDEA has put in a lot of work and planning into the location — including finding the best educators to help turn the school around. “IDEA and MISD have spent much time and effort to do difficult things in service of these kids,” continues Solis. “Now that the partnership is in place, we are figuring out program models and hiring the best staff. One accomplishment was hiring Hailey McCarthy, the current principal at IDEA South Flores Academy, an A-rated school which is the highest performing academy campus in our district.” McCarthy knows first-hand what it takes to make a campus successful. “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.” In addition to securing a top-notch principal, Solis says IDEA has approximately 25 teachers and leaders training at IDEA South Flores through a Principal-in-Residence program and IDEA’s Relay Residency Program, which gives teachers the opportunity to earn a master’s degree in education while working at an IDEA campus. In addition, IDEA has designated Development Hubs which are high performing campuses that have a principal with a track record of success.
Top: IDEA Travis campus lead team members Sonya Villegas, Hailey McCarthy, Michelle Street, and Ayesha Fountain. Below: IDEA Permian Basin Executive Director Bethany Solis and incoming IDEA Travis principal Hailey McCarthy are excited to bring IDEA’s proven academic model to Midland and launch the first in-district charter in the state of Texas.
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I N S I D E L O O K :
IDEA’S PRE-COLLEGE IDEA ALUMNI INSTITUTE KNOWLEDGE. DRIVE. PRESTIGE.
Tin Nguyen knew he had to go to college. Everyone from his parents to his campus was banking on him getting into a great school and starting the next chapter of his life. But Nguyen says going to college is never easy, especially not for a first-generation college student. GOING TO COLLEGE CAN BE AN INTIMIDATING TIME for
students wondering when to apply, how to choose classes, and what it will be like living in a strange city away from home for the first time. IDEA Public Schools’ sole mission is to get every scholar to and through college. To accomplish this, we blend rigorous academics with educational experiences like college field lessons at some of the best universities in the United States. After scholars graduate, however, IDEA still works to provide every opportunity to send each scholar to college with the resources and support they need to succeed. One such method is through IDEA’s Pre-College Institute (PCI). House Bill 3 aims to recognize and reward schools that prepare students effectively for college, career, and the military. Through House Bill 3, the state will distribute large funding bonuses to districts that have more students deemed college-ready by state exams who subsequently go on to enroll in college the fall after they graduate. Pre-college programs, like IDEA's Pre-College Institute, play a critical role in ensuring students are ready for the transition to and through college. Now, when our alumni start their first year of college, they are embarking on a journey that not only benefits their own lives, but the lives of current IDEA students who will benefit from the new College, Career, and Military Readiness (CCMR) bonus funding.
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Modeled after a summer camp, PCI was founded to provide college-bound graduates like Nguyen the chance to bond and make friends with students from across the district who will also be attending college in the same campus or city. Students from around the district gather for teambuilding activities during the day, networking events with recent alumni, and sessions aimed at helping them identify their strengths. In recent years, studies have shown that friendship networks can help new college students in several ways including offering emotional support for students living away from home and holding each other accountable academically. Many college students claim that friends become like a surrogate family who often engage in meaningful conversations or simply motivate each other to be successful. “The experience is different for every individual, but one thing that remains is that Pre-College Institute really helps make the transition to college easier,” says Tin Nguyen, a 2019 graduate of IDEA San Benito who is now a student at the University of Texas at Austin. “Your connections and friend groups can carry you through college. I know that I would feel a lot more lost when it comes to college if it weren’t for programs like college field lessons and Pre-College Institute.” “PCI was designed as a bridge program for students transitioning into college,” says Sari Wilson, Sr. Managing Director of Alumni Affairs. “We know that a strong start in the freshman year ultimately helps set students up for success throughout their four years.” IDEA’s PCI aims to connect IDEA graduates from all over the district, so they have a social support network of other alumni already in place when they step foot on campus. Last year, Ruffalo Noel Levitz, a higher education consulting company, found in their 2018 College Success Inventory that students highlighted needing help with finding friends on campus as the number one support desired.
IDEA’S PRE-COLLEGE INSTITUTE
“PCI was a lot of fun,” says Harrison Vickmark, an IDEA Quest 2018 alumnus and current sophomore at Austin College in Sherman, Texas. “In addition to hearing from staff about college, you get to participate in several team-building activities that force you to work together while having fun.” “Family is a big part of many students’ lives, especially in the Rio Grande Valley,” says Vickmark. “PCI is a really valuable way to make connections for students who are leaving their families for the first time and going to school away from home.” Alyssa Rangel, a first-generation college student at St. Mary’s University in San Antonio, is a 2018 graduate of IDEA Frontier and says programs like PCI can really make a difference for students who don’t know what to expect when it comes to going to college. “Grouping us together by our schools made going to college easier because I knew a few people would be there on campus with me,” says Alyssa Rangel, a student at St. Mary’s University in San Antonio, Texas. “College can be difficult, especially as a first-generation college student, and it helps to know that you’re not alone. You have your friends on campus and the support of IDEA, and they all want you to succeed.” Rangel says she knew she wanted to attend a smaller college after touring several universities through IDEA’s annual campus field visits. Rangel says smaller class sizes and the ability to make personal connections are important to her. IDEA’s College Success Team has received exceptional reviews on the program from participants and hope to continue to expand the program each year. In fact, Wilson believes it lends a sense of community and confidence to students as they enter college. “We have heard stories throughout this matriculation period about students connecting with potential roommates, finding rides to and from campus, forming study groups, and finding friends in classes,” she says. “Some students said they were able to find their classes early, meet up with university personnel, and ask for alumni advice. This really helps students to feel more confident in college from day one.” ♦
Clockwise: IDEA Quest alumni Harrison Vickmark says PCI is a great way to help students transition to college. Right: At PCI, students are grouped by college and challenged with team-building activities.
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THANK YOU FOR 20 YEARS OF ACADEMIC EXCELLENCE, IMPACT, AND GROWTH! IDEA Public Schools is celebrating its 20th birthday on March 3, 2020 and commemorating its 20th anniversary throughout the year of 2020. 20 YEARS OF STUDENT SUCCESS. 20 YEARS OF IMPROVING COMMUNITIES. 20 YEARS OF DISRUPTING EDUCATION. 20 YEARS OF VISIONARY LEADERSHIP. 20 YEARS OF IDEA PUBLIC SCHOOLS. AND THIS IS JUST THE BEGINNING. None of this would be possible without our Team & Family. We have a lot to celebrate together. Be on the lookout for our 20th anniversary commemorative issue of IMPACT Magazine this summer.
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IMPACT WINTER 2020
