FALL 2021
A DREAM COME TRUE With hard work and determination, yes, it can be done. Page 9
REGION 10 HONORS Celebrating our Board, Superintendent, and Teachers of the Year. Page 23
CLUB INVENTION
Engaging students through TEKS-aligned, STEM-based learning programs. Page 31
UNDERWOOD LAW FIRM: OVER 40 YEARS OF
PUBLIC EDUCATION LAW Service Integrity Experience
FALL 2021
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Once Upon a Time...
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Chicken Salad for the Soul
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A Dream Come True
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A Superhero’s Sidekick
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Irving ISD Student Champions
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Assistive Technology Empowers Students
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Region 10 Honors
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Region 10 Elementary Teachers of the Year
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Region 10 Secondary Teachers of the Year
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A GRAND Opening
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Club Invention
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It Only Takes a Spark
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Impact, Grit & Progress
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Wonderful Experiences from Colorful Experiments
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Investing in the Future
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Data Discoveries
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Smore Than You Ever Imagined
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Reach! magazine is published twice annually by Region 10 Education Service Center, whose mission is to be a trusted, student-focused partner that serves the learning community through responsive, innovative educational solutions. For information about advertising or to suggest a story idea, please contact Rachel Frost, Chief Communications Officer, at rachel.frost@region10.org. To learn about the programs and services of Region 10 ESC, visit www.region10.org.
Cover Photo: Andy Stauffer, Region 10 ESC
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SCHOOLS DESIGNED TO HELP
6080 Tennyson Pkwy Suite 200, Plano, TX 75024 (214) 473-2400 Stantec.com/education 3
Hedrick Middle School Lewisville ISD
Once Upon a Time... AUTHOR: DR. GORDON TAYLOR Region 10 ESC Executive Director
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NCE upon a time I knew what “normal” was. Eighteen months of pandemic means I don’t know what “normal” means in day-to-day professional and personal life. I’ve heard of “the NEW normal” and “the altered normal” but I believe that it will be years before we can establish and understand what is normal. So, while “normal” may not exist, we still have expectations, and at Region 10 our expectations are high. We continue to do our ordinary work of helping students and educators. Here are a few examples of how our ordinary work became extraordinary last year:
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Region 10 was the largest provider of Texas Instructional Leadership (TIL) in the state. Currently, we are serving 105 campuses in 15 districts.
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TEA outsourced the management of the federal Education Assistance to Non-public Schools (EANS), $152M of grants, to Region 10 because of our experience working with private non-profit schools.
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Last school year, Region 10, through a wide array of opportunities in-person, remote and hybrid, and through our online My Professional Learning portal, provided high-quality professional development and continuing education to 456,482 individuals and 846,176 contact hours of training.
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Region 10 weathered the past two years and is in a solid financial position. We anticipate paying off the 10 year loan for the building renovations this December, eight years early.
Here are a few projects that we hope will meet the needs of our schools this current year in extraordinary ways:
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To create a new hybrid version of teacher certification we are working with Texas A&M – Commerce to convince SBEC and Texas Higher Education Coordinating Board to speed the process of producing certified teachers and graduates quicker and with lower costs.
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Region 10 has created Team of 8 Board Training sessions and related administrator training that focus on leading during turbulent times. Helping remind board members that their true focus should always be the students, while helping them deal with the confrontational public.
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The Region 10 Communications team has initiated a program for conducting communications audits that help districts study and understand their internal and public communications and information practices.
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The Data Solutions team is developing new Technology Enhanced Items in TEKSBank to help schools in the transition to non-multiplechoice assessment as required in HB3906; and has developed Accelerated Instruction tools to support HB4545 with Eduphoria and Edugence.
Region 10 has never wanted to be “normal,” so we are going to focus on our ordinary work and make sure we produce extraordinary results with our schools.
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Photos: Max Smith, Region 10 ESC
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Chicken Salad for the Soul AUTHOR: RACHEL FROST
Region 10 ESC Chief Communications Officer
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T’S well known in Wolfe City ISD that Superintendent Anthony Figueroa loves to cook. That’s why it came as no surprise when on the first day of a three-day Reading Academy training, he rolled up his sleeves, threw on some food prep gloves, and prepared lunch for everyone, including the staff from Campbell ISD who were also participating in the training. On the menu were chicken salad sandwiches, carefully assembled on croissant rolls and topped with fresh lettuce.
review right along with them,” White said. “I need to be as current as they are, so that when I am in the classroom I can say, ‘Oh, that’s a strategy from the Reading Academies!’”
“Our superintendent wants to be involved. He wants us to feel appreciated and cooking is his way of doing that,” Angi Anderson, Wolfe City ISD reading specialist explained. “No one really wants to get up before school starts and come to Reading Academy, but when we know there will be something special for lunch, it takes some of the pressure off.”
“I spent time with Angi and she showed me the resources she uses, how she makes and formulates her schedules, and the processes she uses to work with teachers. She showed me how she collects data, what she collects, and how she builds her spreadsheets. It gave me a great starting point, and it was a great springboard for me to implement this work in our district,” Cummings explained.
This simple, yet thoughtful, act of preparing a homemade lunch for three consecutive days set a positive tone for the Reading Academies, which was further reinforced by the campus principal, Ginger White, who sat side-by-side with her teachers even though principals are not required to attend the in-person training sessions. “I want them to know that we are all in this together. We are a team and I want to learn and
The “we are all in this together” approach has since extended beyond the borders of Wolfe City ISD. When Anderson found out that the new reading specialist in Campbell ISD, Jessica Cummings, needed some support, she stepped in to help.
It’s that collaborative spirit between these two school districts that has continually impressed Region 10 Reading Academy Cohort Leader Linda McElreath. She has been working with the kindergarten through third-grade teachers and campus leaders in Wolfe City ISD and Campbell ISD since they began the Reading Academy this past summer. She says their all-in approach has had a positive impact on their campuses. 6
the content is valuable for new teachers and seasoned educators alike. “Reading Academy is not one more thing, because this is how we should be teaching reading. It’s rethinking how you are teaching reading, or refocusing if this is how you are already teaching reading. It gives teachers another resource or another connection to help us be successful,” Cummings said.
“When you approach Reading Academies with a positive attitude, rather than looking at it strictly as compliance, it can be very valuable and everyone can gain something from it. When leaders are invested, it sets the tone for the rest of the team.”
Connections between educators and their students can improve a child’s reading comprehension and writing skills. Connections between educators in neighboring districts working together can benefit all students. Teachers connecting with their campus principal to learn together and from each other can only lead to more success. And perhaps just as important, never underestimate the connections a thoughtful superintendent can make because he understands the power of chicken salad for the soul.
This investment has paid off in these two neighboring districts. Even though they are only a few months into the 2021-2022 school year, they have already seen academic growth among some of their youngest learners. “Reading Academy has been so good about helping us learn the best practices that naturally activate those parts of the brain to create those pathways for reading,” Anderson shared. “I’ve noticed that even at the kindergarten level, I am seeing more writing happen than I saw in the past. As a campus, we have embraced it, and I am excited to see where our kids will be before this year ends.” “I was recently working with a student who had very limited reading skills. She told me that she couldn’t read, and I told her we would work on it together. The other day she read an entire book to me and I was in shock! She read every word. She used her context clues and she looked at the photos. I was so proud of the progress she has made in such a short amount of time,” Cummings said. Even though Reading Academy is required by House Bill 3, Cummings and Anderson agree 7
“Reading Academy is not one more thing, because this is how we should be teaching reading. It’s rethinking how you are teaching reading, or refocusing if this is how you are already teaching reading.”
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Photos: Andy Stauffer, Region 10 ESC
A Dream Come True AUTHOR: ARDYS ATTEBERRY Region 10 ESC Communications
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ISSAR SANGUINO knows firsthand what it takes to make a dream come true.
Sanguino came to the United States with her family at a very young age. Although only seven years old at the time, she had big dreams. Big dreams, however, are often tested by big challenges along the way. One of her first challenges was to learn a new language. “I felt lost and confused that I could not communicate with my teacher,” Sanguino said. Learning English is no small task. Imagine how confusing it must have been, not being able to
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talk to her teacher. Thankfully, Sanguino was assigned a buddy helper who assisted her during the day. After school, however, was another story. No one in her family spoke English. Determined to do whatever it took to help their daughter succeed, Sanguino’s parents reached out to their community. In doing so, they met neighbors who generously offered to tutor Sanguino. By helping her with her daily homework assignments, she made great progress and was an A and B honor student throughout school and college. Her favorite affirmation to keep her focused on her dream? “Sì, se puede.” Translation? Yes, it can be done. “I learned that it does not matter where you come from that you can still dream and work hard to fulfill your dreams and reach your ultimate goals in life,” Sanguino shared.
Fast forward to her first job at Houston Elementary School in Lancaster ISD, where Sanguino started working as a night custodian. She knew hard work would ultimately help her reach her goal of becoming a classroom teacher. Her strong work ethic did not go unnoticed, and she was soon moved to the day shift. After three years of working hard and improving her English, Sanguino took the next step toward her dream: she applied for and became a teacher’s aide. She didn’t stop there because her dream had yet to come true, so Sanguino took two more giant steps towards her dream by earning her associate’s degree from Dallas Community College, and then her Bachelor of Science Interdisciplinary Studies in Education from University of North Texas at Dallas. Quite an amazing accomplishment, since Sanguino was going to college full time and working full time, all the while being a mother, wife, sister, and friend. Today, you will find Sanguino teaching math, reading, writing, science, and social studies to second graders at, you guessed it, Houston Elementary School. A true believer that all
students can learn, she tries to put herself in her students’ shoes, so she can identify and meet their specific needs. By making these connections with her students, she ensures every student is engaged and excited to participate in learning. She also fosters the love of learning outside of her classroom. Just like her parents years ago, Sanguino wants her students to know they can reach out to their community and reciprocate by giving back. Having her students participate in Career Day introduces them to a variety of organizations, programs, and of course, people who may someday employ them. “My goal is to get a master’s degree and become a principal one day and even have my own school someday,” Sanguino said. Sanguino has served Lancaster ISD in many ways for 20 years and counting. One of her dreams has come true, and she is already looking forward to the future. It’s what she does and it’s what she wants for her students, so she encourages them daily. She wants each of them to have a dream and the skills to make it come true. Yes, it can be done.
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“We call Clint our Superman,” says his mom, Misty Evans. “He is a fullof-life boy that has lots of joy and grit in spite of the hurdles he has to jump.”
Photos: Misty Evans
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A Superhero’s Sidekick AUTHOR: MAX SMITH
Region 10 ESC Digital Marketing Specialist
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LINT is like many third-graders. He loves collecting action figures and toys from his favorite Disney and Marvel movies, playing baseball, riding his bike, and playing on his Nintendo Switch. He also loves spending time with his dogs, Beau and Max, and he is always up for acting out scenes from his favorite superhero movies.
superheroes. By using VGo technology that can be controlled remotely with a computer, this robot has just the right superpower to help Clint stay connected with his classmates in ways not previously possible.
“We call Clint our Superman,” says his mom, Misty Evans. “He is a full-of-life boy who has lots of joy and grit in spite of the hurdles he has to jump.”
“Before Clint’s robot, work was sent home. We worked through it, but there was no connection to the teacher or classmates. It made Clint feel left out. The teacher was great about email/ messaging and sending encouraging notes home for Clint, but he didn’t have a daily face-to-face connection to school,” Evans shared.
Just like every superhero, Clint has a sidekick - a three-foot-tall Reggie’s Robot that he nicknamed Vision, after one of his favorite Marvel
As a former teacher, Evans knew that educational robots were an option for older kids. After speaking with the Special Education Department 12
at Clint’s school, Clint was approved to start using the robot, one of four currently in use in Garland ISD, in Spring of 2019. It is one of 23 robots currently in use around Region 10. “He was kind of star struck, during that first time meeting his robot. He was able to move it with ease right away. We were all so impressed,” Evans explained “After we got his robot, Clint could connect with his teacher and classmates when he was unable to be there in person. He got to move around the room and join in on things he could not do from home before the robot, such as read-alouds, group activities, and science experiments.” Region 10 provides robots to school districts at no cost, depending on availability. Districts that participate in the Region 10 Videoconference Service through Technology and Data services, or schools that have a student who is being treated by Children’s Health Hospital in Dallas are eligible. School districts can also rent a robot from Region 10 if neither of those conditions apply.
For Paula Corbett, Clint’s first-grade teacher, the initial nervousness of its incorporation in the classroom was quickly eroded by its benefits. She also credits Evans with going the extra mile to make sure Clint had everything he needed to be included in activities. “I will admit that I was a little nervous at first about the robot in the classroom. But as I got used to it and realized I wasn’t going to harm it, I felt like it was really beneficial for Clint,” Corbett said. “We were able to communicate together and he saw exactly what we were doing in the classroom. He worked right along with us as we did activities. He went to Music, Library, and Art with us too. The students interacted with Clint and the robot as if he were sitting in the classroom. I feel like this really helped Clint not to feel so isolated. I feel like this experience was somewhat different from other distance learning as this seemed more personal.”
Districts interested in purchasing their own robot(s) can take advantage of the education discount that Region 10 has with VGo. For more information, contact Dr. Lori Aden (lori.aden@region10.org).
Evans believes the program helps make it easier to keep Clint safe, while still getting the full experience of being in school. “I love this program so much! It has been a game changer for Clint. Being intermittently homebound due to chronic illness made Clint feel isolated and disconnected. Vision has been a bridge for Clint connecting him from the safety of our home to his teacher and friends at school,” Evans said. “If Clint is feeling too fatigued for in-person school or if an environmental illness is running high (during viral season in the past and now especially with the COVID-19 pandemic) we have the option of the robot. It makes our decision-making much easier and Clint stays up with his class.”
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Clint isn’t the only student who has learned from the robot. Corbett believes that the other students were able to learn more about inclusivity from its incorporation in the classroom as well. “I feel the other students thought that the robot was a novelty. They enjoyed having Clint with us in this new and different way,” she explained. “The students learned that an individual can
have challenges and be somewhat different, but that we are really all just the same - human beings. They treated Clint just as they would other members of our class. It was a true learning experience for all of us.” The program’s success in Garland ISD can be attributed to the efforts of Wendy Brower, Section 504/Special Education Coordinator for Garland ISD, who was a force in bringing the program to the district. For her, the robots are the greatest tool for students who are homebound, and she was inspired to bring the robots to Garland after hearing about its success in other school districts. “There was this student with brain cancer who needed homebound services but he was in all AP/DC courses, so having just one teacher providing instruction in all of his upper level courses was going to put him at serious risk of
not being able to keep up and having to repeat courses/ not graduate,” Brower said. “I went home that day with it truly heavy on my mind and heart, and as I was watching the news, there was a story of the robot that either Duncanville or DeSoto ISD had just deployed.” “When I got to the office the next morning, I was on the phone with Region 10 and our Technology Department to get a robot for that student! I showed my director, who immediately was onboard and found the money to purchase our first robot for GISD! That student moved to another district before he could even begin using the robot, but as a result of his need, we now own four in Garland and have used as many as 11 or 13 at once to serve our students! This is some of the greatest, most rewarding work I do.”
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Photos: Rachel Frost, Region 10 ESC
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Irving ISD Student Champions AUTHOR: RACHEL FROST
Region 10 ESC Chief Communications Officer
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HREE first-grade students welcome visitors with big hugs when they enter LaDawn Gomez’s room at John Haley Elementary School in Irving ISD. Looking at the smiles on their faces, you never would have guessed that just a few minutes earlier, the boys were involved in a dispute that got a little out of hand. After the warm greeting, the boys sat back down with Gomez and started talking about what happened, how it made them feel, and how they can manage their emotions to try and avoid situations like that in the future. Gomez serves as the Student Champion on her campus - a new role Irving ISD created at each campus to support students’ social-emotional health. The district used Elementary and Secondary School Emergency Relief (ESSER) funds for these new positions, and each staff member who serves as Student Champion was previously a classroom teacher or has a social work background. “Because of the pandemic, there are things that I notice with student behavior when they come to see me; there’s a lot of crying, and the students are dealing with a lot of stressors,” Gomez explained. “When a student comes into my room, I want them to feel safe. I want them to know that they’re loved. I am not here to degrade
or to judge them. I want them to know that I am separating the behavior from them to determine what they need at that moment.” Gomez has created a calm and inviting space where she works with small groups of students who need social-emotional support. In her role as Student Champion, she also spends time supporting and coaching teachers on implementing Social-Emotional Learning (SEL) strategies in their classrooms. “Prior to COVID, we were having conversations about trauma-informed restorative practices, but then never implemented those new ideas. In a way, COVID catapulted those ideas and served as a catalyst,” Gomez said. “I am now able to step into classrooms and support teachers by modeling how they can weave the SEL competencies into what they’re already doing. This is something that has been needed for so long.” Amanda Neuwirth, who now serves as the Student Champion at Nimitz High School, saw the need for this work years ago and began building SEL practices into her lessons as the campus art teacher. “Feeling safe in our bodies and in our environment and feeling like we belong is a 16
prerequisite to learning. It’s not only the right thing that we should do to support our students and our staff, but it’s going to help kids be successful,” Neuwirth shared.
a campus-wide network of support that will benefit both students and staff.
Neuwirth explained that sometimes students come to see her because they simply need someone to talk to, and other times they may be dealing with something that requires a referral to talk to a counselor. No matter the issue they’re facing, she tries to help students “build their toolkits” when it comes to their socialemotional health. Ultimately, her goal is to build
RELIABLE AFFORDABLE FAST 17
“It helps students to feel seen and heard for us to be able to slow down and support them,” Neuwirth said. “I am so grateful that Irving ISD was able to meet this need for our educators and our students. I can just imagine three or five years from now the impact that it will have made, and I just think it’s really going to be life changing for a lot of kids.”
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Photos: Andy Stauffer, Region 10 ESC
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Assistive Technology Empowers Students With Visual Impairments
AUTHOR: ANDY STAUFFER
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Region 10 ESC Communications Program Coordinator
N THE LIBRARY at Warren Middle School in Forney ISD, Emma taps the device at her temple, which lights up.
After a second its robotic voice says, “Officer Baker,” letting the seventh-grader know that her friend, the school security officer, is in the room. Emma is a student with visual impairments, one of a number across Region 10 who are learning to use an Orcam MyEye, a small camera with artificial intelligence technology that helps these students navigate their surroundings with relative independence. She can train the device to recognize faces and objects.
Mobility Specialist (COMS) with Region 10 ESC explains, “The Orcam is a device designed to help a person capture images of people’s faces, describe the environment around them and read street signage and other distant vision tasks.” Poynor works closely with Garrett and other visually impaired students in Region 10 schools. The Orcam is one of a number of technological innovations that she introduces to her students.
Out on his family’s farm in Grayson County, seventh-grader Garrett also uses technology to assist him with his visual impairment. He helps his father care for their cows and horses, and proudly shows cows at agriculture competitions.
“Assistive technology allows people who are visually impaired to perform activities including those in areas of independent living and communication, as well as employability related tasks,” she says. “Examples include devices, software and apps to assist with reading, using the computer to access email, creating documents, and accessing the internet.“
Alexa Poynor, a Certified Orientation and
On a recent outing, Garrett used the Orcam 20
to help read street names, safely cross the street, and find a restaurant. Once inside he was also able to read the menu with his hi-tech helper: “We took a picture of it and then the Orcam read the picture off the phone.”
Kelly Bevis, Program Coordinator with Visually Impaired Services programs at Region 10, emphasizes the work of the TVIs and COMS’s who work directly with students like Emma and Garrett. Bevis explains, “No matter how simple or complex the tools or needs of the student, these vision professionals enhance the present and future “Assistive technology independence and allows people who are quality of life of visually impaired to perform the students they activities including those in serve." areas of independent living and communication, as well Region 10 also as employability related hosts two alternating tasks.” yearly technology fairs and sporting competitions: Technology Olympics in the spring of every even year, and Dallas Area Braille Challenge in the spring of every odd year. (For more information visit region10.org/programs/ visually-impaired-assistive-technology). The next Technology Olympics is coming soon, on February 18 at the Region 10 campus on Spring Valley Road in Richardson.
Garrett's mom, Beth Jones, explains that living independently with visual impairments runs in their family. Jones is a college professor and uses assistive technology for her job at Texas A&M Commerce. She’s even able to drive for local errands. The family works together to come up with creative solutions for challenges on the farm, such as a color-coded wrench set for Garrett. His father, Curtis Jones, says he thinks it’s good training that Garrett fully participates in the many chores, from scrubbing down the cows to cleaning their stalls. (Beth Jones is also an appointee to the Board of Trustees for the Texas School for the Blind and Visually Impaired.) Region 10 provides direct services to students with visual impairments via a team of COMS’s and Teachers of Students with Visual Impairments (TVIs). 21
There is also a Seriously Wild About Assistive Technology (SWAT) Roundtable Group, at which vendors showcase the newest assistive technology hardware and software. The next SWAT is on February 10, 2022, at Region 10.
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Region 10 Honors
DUNCANVILLE ISD, REGION 10 B0ARD OF THE YEAR “In addition to their unity and respect for one another, what has impressed me during the time we have worked together is how responsive and receptive the Trustees are to feedback from our stakeholders. They want to hear from our parents, teachers, and community members to determine how best to meet the needs of our students. The Trustees are committed to service to the district, and also the community.” Dr. Marc Smith, Duncanville ISD Superintendent
DR. MICHAEL HINOJOSA, REGION 10 SUPERINTENDENT OF THE YEAR “Over a two-year period in which tornadoes destroyed several schools, the pandemic turned education upside down, and a historic snowstorm left more than half the district’s 230 schools with burst pipes and flood damage, all eyes were on leadership. Dr. Hinojosa and his team demonstrated responsive and responsible management that allowed us to surmount these challenges.” Dallas ISD Board of Trustees
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JOSE ARMENDARIZ, REGION 10 ELEMENTARY TEACHER OF THE YEAR Jose Armendariz of John J. Pershing Elementary School was named 2022 Region 10 Elementary Teacher of the Year. He is committed to serving his school, teaching global citizen skills, and embracing socio-emotional awareness through lessons that will impact student development to become our future community leaders. His calling is to give back to the community because he is bilingual, an immigrant, and would like, not only to teach students, but also to teach their parents the meaning of education. Congratulations to Jose Armendez, our Region 10 ElementaryTeacher of the Year!
CHELSIE NAIL, REGION 10 SECONDARY TEACHER OF THE YEAR As a young girl, Chelsie Nail was encouraged and inspired by educators who positively impacted her life. She dreamed of becoming a great teacher who would influence generations of students who entered her classroom. She is fulfilling that dream as an English teacher at Howe High School. “My role as an English teacher is to cover the basics: grammar, rhetoric, figurative language, analysis...but my role as an educator is to develop ethical, well-rounded individuals who will positively influence society," Nail shared. Congratulations for being selected as our Region 10 Secondary Teacher of the Year!
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Region 10 Elementary Teachers of the Year 1
Kaley Mancuso, Allen ISD
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Stephanie Thompson, Forney ISD
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Emily McCarley, Leonard ISD
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Cassie Starnes, Richardson ISD
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Sonja Stephens, Blue Ridge ISD
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Cathy May, Frisco ISD
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Jaclyn Lauterbach, Life School
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Enely Guevara, Rockwall ISD
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Jessica Petrie, Carrollton-Farmers Branch ISD
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Carrie Fisher, Garland ISD
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Melany Porter, Lovejoy ISD
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Bethany Bunnell, Royse City ISD
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Ebonie Davis, Cedar Hill ISD
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Megan Hunt, Grand Prairie ISD
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Shana Throneberry, Mabank ISD
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Shann Schubert, Sherman ISD
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Lauren McPherson, Commerce ISD
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Erin Shurtleff, Greenville ISD
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Allison Daniel, Maypearl ISD
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Lisa Stovall, Sunnyvale ISD
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Mallory Cummings, Community ISD
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Danette Jewell, Gunter ISD
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Zulema Lujan Flores, McKinney ISD
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Micah Holloway, Terrell ISD
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Kori Haverstick, Coppell ISD
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Stephanie Rodriguez, HarmonyPublicSchools
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Brittney Castleberry, Mesquite ISD
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Randi Anderson, Van Alstyne ISD
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Bria Muriel, Crandall ISD
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Savannah Vardell, Highland Park ISD
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Angeli Johnson, Midlothian ISD
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Ena Solis, Waxahachie Faith Family
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Jose Armendariz, Dallas ISD
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Donna Weir, Howe ISD
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Christine Baker, Palmer ISD
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Norma Tosch, Waxahachie ISD
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Jana Wood, Denison ISD
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Joselyn Castillo, Irving ISD
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Sierra Imper, Plano ISD
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Jami Stephens, Whitewright ISD
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Karen Fields, DeSoto ISD
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Lizbeth Cordero, Kaufman ISD
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Cindy Lawrence, Pottsboro ISD
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Romance Amavizca, Wills Point ISD
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Jessica Ford, Duncanville ISD
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Shaunna Hyde, Kemp ISD
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Alisha Cofield, Princeton ISD
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Priscilla Patterson, Wylie ISD
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Georgina Hurtado, Ennis ISD
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Sharon Armstrong, La Academia de Estrellas
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Heather Clay, Prosper ISD
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Ashley Phillips, Farmersville ISD
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Missar Sanguino, Lancaster ISD
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Keitha Norris, Quinlan ISD
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Laura Sifferman, Legacy Preparatory Charter ISD
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Lisa Jones, Ferris ISD
Taylor Morris, Red Oak ISD
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Thank You for Your Support REGION 10 TEACHER OF THE YEAR SPONSORS
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Region 10 Secondary Teachers of the Year 1
Stanley Walker, Academy for Academic Excellence
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Karen Brown, DeSoto ISD
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Monica Beavers, Kemp ISD
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Stephanie Smith, Red Oak ISD
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Trey Stolp, Allen ISD
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Eika Johnson, Duncanville ISD
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Wes Ward, La Academia de Estrellas
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Heather Pineda, Richardson ISD
3
Phyllis Walker, Athens ISD
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Justin Araujo, Ennis ISD
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Candyce Dotsy, Lancaster ISD
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Jamie Alexander, Rockwall ISD
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Judy Phifer, Blue Ridge ISD
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Julie Talley, Farmersville ISD
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Brandi Braley, Legacy Preparatory Charter
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Leah Voth, Royse City ISD
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Kay Nimmo, Boles ISD
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Richard Simms, Ferris ISD
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Carmen Reed, Leonard ISD
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Michelle Pechal, Scurry-Rosser ISD
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Shanon Hamilton, Caddo Mills ISD
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Destinee Chavez, Forney ISD
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Anthony Gaddy, Life School
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Doretta Kinnison, Sherman ISD
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Tara Spencer, Canton ISD
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Melody Nicholson, Frisco ISD
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Tania Vaughn, Lovejoy ISD
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Danielle Jasmin, Terrell ISD
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Wesley Baker, Carrollton-Farmers Branch ISD
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Samantha Jackson, Garland ISD
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Shelby Thayer, Maypearl ISD
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Jennifer Morgan, Van Alstyne ISD
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Deldrick Burley, Cedar Hill ISD
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Kenneth Thompson, Grand Prairie ISD
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Xiange Feng, McKinney ISD
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Kevin Birckbichler, Waxahachie Faith Family
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Christopher Oldham, Celina ISD
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Ericka Henry, Greenville ISD
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Chandra Courtney, Mesquite ISD
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Anna Lohden, Waxahachie ISD
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Jennie Reynolds, Commerce ISD
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April Loewen, Gunter ISD
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Megan Lynch, Midlothian ISD
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Jennifer Reynolds, Wills Point ISD
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Chris Stegman, Community ISD
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James Jenkins, Highland Park ISD
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Tamara Langthorn, Palmer ISD
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Jennifer Sargent, Winfree Academy
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Kimberly Politz, Coppell ISD
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Chelsie Nail, Howe ISD
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Julia Williams, Pottsboro ISD
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Michael Brinkley, Wylie ISD
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Gregory Hamilton, Crandall ISD
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Daphne Fullmighter, ILT
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Joshua Boyd, Princeton ISD
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Yonathan Tadesse, Dallas ISD
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Rashaad Calaham, Irving ISD
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Margie Raper, Prosper ISD
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A GRAND Opening AUTHOR: RACHEL FROST, REGION 10 ESC CHIEF COMMUNICATIONS OFFICER
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OU’LL feel transported into a storybook when you walk the halls of the Early Head Start program at the Jefferson Learning Center in Sherman ISD. Hand-painted murals of famous children’s books line the walls, and classrooms are filled with colorful, yet tiny, chairs and lots of soft and inviting furniture and spaces for children to learn and grow. From the cribs placed in neat rows, to the itty-bitty toilets in the restrooms, it’s clear that this space has been thoughtfully designed for the District’s youngest learners. The current Jefferson campus has been home to students of all ages, since it opened in 1931, in the midst of the Great Depression. It is famous for being the first public school in Texas that served hot meals - the teachers prepared the stews and soups, and children would come to school with bowls, spoons, and healthy appetites. It was also home to some notable Texas educators and school administrators including Ela Hockaday, who founded the Hockaday School in Dallas, and Linus Wright, who went on to serve as the superintendent of Dallas ISD and as the undersecretary for the U.S. Department of Education during the President Reagan administration.
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Sherman ISD recently renovated the annex portion of the Jefferson Learning Center to house the Early Head Start program, which serves children from birth to three years old. The Early Head Start (EHS) program at the Jefferson Learning Center is one of three EHS programs operated by Region 10 ESC, all of which provide services in education, health, social services, nutrition, mental health, and parent involvement. In addition to the Early Head Start program, the Jefferson Learning Center also serves high school students, including those who are teen moms or pregnant teens, through a self-paced, accelerated program. “Sherman ISD has been a partner with the Region 10 Early Head Start/Head Start (EHS/HS) program for more than 25 years, and their commitment to families, children and community is evident from the first day a family enrolls their child in EHS until graduation and beyond,” shared Kelly Skwarek, Region 10 EHS/HS Director. “There is nothing more exciting than to see a child learn and grow from the first day of school to the last day while at the same time seeing parents engaging with their children to extend the learning at home. This partnership is a shining example of surrounding families with love and support, so these students become tomorrow’s leaders.”
“Walking through the halls during the grand opening was a bittersweet moment for me because I went to Jefferson during my Pre-K years, and now my six months old and two and a half year old are in school there. As a single mom with two little ones, the Early Head Start program at the Jefferson Learning Center is a huge help. The staff are so friendly and willing to support us in any way they can. I am really grateful for the staff and the program.” MELINA DELGADO Sherman ISD Receptionist and EHS Parent
“The Jefferson Learning Center is a fantastic campus because my teen parents have a place for their children while they are working to complete school. It’s not just a place for their child to be during the day, it’s high quality, education-based child care. When teen parents don’t have easy access to child care, they often have a hard time getting to school. The opportunity to have the parent and child together is monumental - it simplifies the process and makes life easier on the teen parents, who are dealing with enough stressors in their life. Anything we can do to make it easier for the parent improves their life and the life of their child.” JIM MAY Principal, Jefferson Learning Center
“The Early Head Start students are at the very beginnings of building relationships and their educational journey. The educators who serve those students are providing support, not only to the little ones, but also to their families, and that is so important. Then, when those students move from the Early Head Start program into our Head Start program, their parents have a jump start on knowing what to expect. They come to us having already learned how to engage with their child’s teacher and strategies to be involved in their student’s learning.” NANCY JUNG Principal, Perrin Early Childhood Center 30
Photo: Sunnyvale ISD
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Club Invention AUTHOR: EMILY WHITE
Sunnyvale ISD Director of Communications and Marketing
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UNNYVALE Intermediate School thirdgrader Kinison McGregor loves hands-on projects where she can use creativity and explore the possibilities of learning. In a recent project, she and her classmates were challenged to create a safe animal habitat. They will test their habitats’ safety in an upcoming lesson by having their animals zip line. “I love getting to make really anything and putting my imagination to work,” Kinison shared. To the everyday observer, it may seem that Kinison is simply working on a science project. However, she’s actually building toward the foundation of her dream job — she wants to be a teacher or an engineer when she grows up. Thanks to a partnership among Sunnyvale ISD (SISD), the Sunnyvale Education Foundation, and local community partner Fritz-Oak Corporation, Kinison and her friends will have the opportunity to be classroom creators daily with STEM curriculum from Club Invention. Club Invention is a nationally recognized nonprofit enrichment program with curriculum developed by the National Inventors Hall of Fame. The program is designed under the guidance of the Hall of Fame’s inductees. SISD has found Club Invention to be a perfect fit for its district STEM goals. “Sunnyvale Intermediate School’s Campus Improvement Plan, which connects directly to our overall Strategic Plan, calls to continue to build upon our STEM Program,” Principal Sara Staley said. “After hearing about Club Invention, I knew this was a program that we wanted to continue for years to come. It promotes engagement, problem-solving, and critical
thinking skills; the design process is central to the curriculum. Again, fitting in with our SISD goals.” It’s all part of Staley’s goal to build a culture of STEM at Sunnyvale Intermediate - not just separate Science or STEM objectives. “Even though our teachers teach in a specific content area, we have built a school-wide STEM culture,” Staley said. “Each homeroom teacher provides instruction for Club Invention to their homeroom class, which is what helps make our program even more successful. My goal for our students is that they do not see STEM as only being in the Science class with the Science teacher. All teachers are active facilitators in Club Invention.” Each Club Invention activity is linked directly to one of the Texas Essential Knowledge and Skills (TEKS) - the standards by which all Texas students are evaluated. Sunnyvale Intermediate students have an opportunity to work on a number of STEM activities through Club Invention, including “Rescue Squad” during 2020-2021 and the “Camp Invention” in the summer of 2021. Staley’s goal for creating a school-wide STEM climate around her school has been enhanced by valuable community support. “Many of our Club Invention sponsors have also participated in our STEM Career Day and have added to creating student excitement in STEMrelated fields,” Staley continued. “Our sponsors have seen how STEM has had an impact in crosscurricular ways and in engaging our students. When we began our Club Invention programs, our students were eager to learn through problem solving and design thinking!” 32
Photos: Quinlan ISD
It Only Takes a Spark AUTHOR: TIFFONY CHAPMAN
Quinlan ISD Director of School-Community Relations
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UINLAN ISD IS FORTUNATE to have teachers and staff who continually go above and beyond their call of duty to ignite “sparks” with students in their care. Teachers who make an impact and spark little flames that grow into massive fires are the epitome of what an outstanding educator looks like. Their influence reaches beyond traditional instruction and classroom walls. Ashley King, a vocational teacher and coach at Ford High School, has sparked a flame in senior Panther football player Brandon James. We want to share that story in hopes that a #BeTheSpark trend will grow across our school district and beyond. This story begins with Quinlan ISD class of 2021 graduate, Jose Ortega. After graduating from Ford High School (FHS), Jose came back to school to gain additional employment skills available to him through the FHS vocational program.
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“Jose is a student who makes your heart melt. He has the biggest heart and always comes to school with the biggest smile on his face,” King shared. “Jose also loves sports - especially football. Earlier this year, Jose attended Meet the Panther night with his family, and I could tell he wanted to be a part of the football team so badly.” This is where Brandon James comes into the picture. King recognized what a great student and role model Brandon is, so she introduced Brandon to Jose. “It was remarkable how they instantly became friends. They took pictures together, and Brandon introduced Jose to the rest of the team,” King said. “Brandon has gone above and beyond to connect with Jose, to be his friend, and to make sure that Jose has been included in all things football.” As the school year has progressed, so has the friendship between Brandon and Jose. So much so, that Brandon now considers Jose one of his closest and dearest friends. “Jose is a nice guy, and he is always just so happy. I stop to say 'Hi' to him every chance I
get, and do my best to connect with him every day at school,” Brandon explained. When King told Brandon that Jose loves football and has always wanted to play football, Brandon jumped into action. “I didn’t even have to really think about it. My teammates were onboard immediately, and we made Jose a part of the team. The guys take to Jose well. One day, Jose asked if he could get a jersey and a helmet like the rest of us. I told him I could try. After talking with Coach Wallace, I was able to get him his official Panther jersey and helmet, and everyone on the team signed his jersey,” Brandon shared. Brandon and the team decided to make the experience extra special for Jose. Before the first home football game, the Quinlan Panther
football team presented Jose with his signed jersey and helmet. Then, Jose joined the team as they gathered in the tunnel and ran onto the field. “We are one big family, and everyone has embraced Jose. His contagious inspiration has impacted us as a football team, and we hope we have impacted him. We see him as a teammate as well as a brother on the field,” Brandon said. The “spark” in this story is felt on many different levels. A teacher’s spark affecting two young men is profound and beautiful. Two young men becoming friends and impacting a football team is remarkable. Quinlan ISD hopes the compassion and grace awarded to a young man who just wanted to be a part of something he loves sparks an entire school and community. After all, it only takes a spark to start a fire.
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Impact, Grit & Progress Region 10 consultants share words of support and encouragement for educators who have been working tirelessly to make up for COVIDrelated learning loss while continuing to support the social-emotional health of students.
"Your passion and perseverance are keeping you positive! Thank you for what you do!"
PEARL GARDEN
TEACHING & LEARNING CONSULTANT I see you all! You are shaping the lives of our future, during a pandemic at that! You are working so hard, learning new things, and applying that learning to your classroom practice. Your passion and perseverance are keeping you positive! Thank you for what you do! Yes! Use that new technology. Use that new engagement activity! Show that video recorded readaloud! I see the awesome and creative ways you are working to close those learning gaps happening in your classrooms. You are awesome! I am so proud of you, and I am excited to have the opportunity to share in the work of educating children with you. You are working with your students virtually and faceto-face and sometimes a combination of both! Worry and stress may be on you because it is certainly true that times have been tough, and tiring, and trying, but you are making it through. Be encouraged and remember, I see you, I honor you, and I am so proud of you! Keep pushing! Keep doing what you do for our future! 35
DEDE MUNKRES
ADMINISTRATIVE SERVICES CONSULTANT I’ve recently been introduced to Dr. Edith Eger by way of Brené Brown’s podcasts Dare to Lead and Unlocking Us (my current obsession). Dr. Eger’s words, stories, and understandings are exactly where our level of impact, grit, and progress meet the road. There are two things that resonated with me from this strong, brilliant woman’s work that she has so selflessly shared with the world: • Everything we encounter in life is an opportunity. • The way we choose to think and engage that opportunity is what we create. These words hold so much truth and power. As I reflected on these ideas, my mind quickly jumped to the resilient school districts and educators of Region 10. I have had the opportunity to serve and partner with daily. The following are just a few examples of how I have seen Dr. Eger’s work take root within districts and campuses I have had the privilege of working with side-by-side. Dr. Vernon Orndorff, Milford ISD superintendent, and David Johnson, principal, lead an impactful group of educators who continually show they will do whatever it takes to see their scholars grow. Like many school districts, they faced the daunting task of raising student achievement and closing learning gaps pre-COVID, and as the pandemic ensued, they struggled but never swayed from the path and priority that their students come first. They banded together, supported each other, and provided quality learning opportunities for students amongst the trials of a “new normal.” Milford ISD made great strides in their 2021 achievement scores, and I have no doubt they will continue to grow their scholars in impactful ways.
Sheffield Elementary School in Carrollton-Farmers Branch ISD is another campus that comes to mind. If you were to visit Sheffield, you would be ushered in with genuine welcome and care. This campus represents more than just a school - it is a community. Ahveance Jones, Sheffield Elementary School principal, and her leadership team are in sync and operate as one throughout the school to support their intentional educators and scholars. As you weave in and out of classrooms, hallways, cafeterias, and the gym, you find the same theme - staff and students alike; leading by example to create an atmosphere of acceptance, high expectations, and a growth mindset. CFBISD, Lumin Education, and Life Education are three of more than a dozen school districts across the region that are actively seeking ways to reflect and build on their systems and structures that have a direct impact on student achievement and social-emotional learning. Through a yearlong partnership with Region 10’s Texas Instructional Leadership team, these districts are embracing hard work and implementing systems that will sustain student growth. They continue to amaze us as they maneuver constant barriers for the work; not getting stuck in excuses but instead finding inspiration in motivating student progress. During a time when it would be easy to fall prey to unforeseen circumstances, these districts are dedicating time and resources to make sure that students are getting their very best, every day. When faced with challenging situations, each of these districts and campuses view them as opportunities to make intentional decisions, continue what was working, build new systems and structures for what wasn’t, and overcome seemingly impossible barriers. They are an inspiring group of educators, and what they continue to build and create is a vivid reflection of how they think. I am beyond honored to be a partner in the work with each and every district I serve and learn from them along the way. 36
Photos: Max Smith, Region 10 ESC
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Wonderful Experiences from Colorful Experiments AUTHOR: MAX SMITH
Region 10 ESC Digital Marketing Specialist
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HERE IS A BUZZ INSIDE the library at Pirrung Elementary today. Plastic coverings drape the wood tables, as four plastic cups full of water sit on each. They are accompanied by a bag full of dye tablets and colorful markers. A class of students huddle around attentively on a colorful mat, their attention fixated on their teacher, Ms. Heather Jackson. She is holding a pipette in one hand and a cup full of clear water in the other. Make no mistake, a very fun learning experience is about to begin. Jackson explains the activity, then students pair off in groups of four and take a seat at their table. The teachers hand each student a dye tablet to drop into their cup of water. Within seconds of dropping their tablets into the water, the students are excited as they begin to notice colors of blue, red, and yellow beginning to rise and fill their cups full of color, and within the minute, each of their cups is a new color! Next, just as Jackson demonstrated earlier, they use their pipettes to combine the water from their cup with water from other cups. Colors of orange, green, and purple begin to form!
The students compare their colorful cups with each other, and then they color the boxes in their worksheet with their observations. Finally, as an additional souvenir from the experience, each student places a crystal in their cup. At the end of the day, the crystal will be dyed with the color from their cup for them to take home and show their parents/guardians. Needless to say, the experiment was a hit with Jackson’s class. “My students loved being able to be handson and actively engaged in the lesson. They were the ones mixing the colors using pipettes, instead of having to watch from their seat. They were controlling their own learning! They liked being scientists and completing a fun colorful experiment," Jackson explained. She got the idea for this activity after attending the Region 10 Science in the Classroom workshop, which featured the one and only Steve Spangler. Spangler, a STEM expert and Emmy Award-winning TV personality, holds a world 38
record for the largest physics lesson, and is an inductee in the National Speakers Association Speaker Hall of Fame.
activity was my favorite, because we were witnessing the colors change right in front of our eyes!” Jackson’s biggest takeaway from the workshop was the importance of keeping students engaged, and she knew the color mixing activity would fit well with her students’ learning. “My biggest takeaway was how important it is to keep students engaged and active during the learning process. When students are actively engaged, it holds them responsible for their learning and they are more successful,” she shared. “Students learn about colors in Pre-K, so it was a perfect way to teach colors, as well as showing them how primary colors mix together to make secondary colors. Instead of just telling them about colors and having them identify the color of objects, they were able to be hands-on and ‘make’ colors.” “This was a memorable experience that my students still talk about and ask to do again!”
“I attended the Virtual Now4Forever Conference and [Spangler] was my favorite presenter! I am always looking for ways to continuously learn and grow, and who doesn’t want to attend fun engaging professional development?" Jackson asked. "After the conference, Region 10 sent an email letting us know that he was going to have a workshop and I could not pass up the opportunity to experience his presentation in person." Spangler presentations are not your typical workshops. Rather than follow a handout, participants worked out of a box of hands-on activities. From windbags to slime to colorful dye, the room buzzed with excitement and laughter during the whole session, just as Jackson’s classroom did in the library. “He is so energetic and he keeps you hooked the whole time he is presenting! I can’t say I had a favorite part because it was all amazing! I enjoyed the hands-on experiments and the fact that he did not follow along with a handout,” Jackson shared. “If I had to choose a favorite experiment, I would have to say the color mixing
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For Spangler, the experiences created by these hands-on activities are a very powerful teaching tool, something he emphasizes during his session. “There is nothing more powerful in a teacher’s arsenal than experiences,” Spangler said. “When we get together in a group like this, we are really focused on ‘how do we connect and engage with students to create unforgettable experiences?’ because experiences change the way kids see, feel, think, and react.”
Student ln formdti on S4stems Support
Investing in the Future AUTHOR: MAX SMITH
Region 10 ESC Digital Marketing Specialist
W
HAT would you do with $100,000? That was the question Region 10 Consultants Renda Songer and Julie Anderson answered over the summer. Having been awarded two Texas Education Agency CTE Summer Grants to support Region 10 initiatives, they were eager to start promoting new CTE programs of study and expanding opportunities for students. Of the many projects they considered, the Community Health Worker Instructor Certification option stood out. Its purpose is to introduce students across the state to a valuable opportunity for employment for years to come. “Region 10 decided to focus on this certification because it provides a valuable opportunity for students and schools. Students who earn the certification can start a job within their field at the age of 16. It is a high-need area, and our students can fill the gap,” Anderson shared. “The certification is a low-risk, high-reward option for schools to positively impact students, help LEAs with their accountability, and make great strides within CTE.” During the free Community Health Worker training, Region 10 trained 42 teachers as 41
Community Health Worker Instructors (CHWIs) from a range of Texas school districts. Thanks to grant funding, Region 10 was able to waive the $750 training fee and also provide teachers with the Foundations of Community Health Worker textbook, an iPad with a keyboard, a Logitech Crayon, and additional items. After completing the training, CHWIs are provided with access to the Texas Education Agency/Region 10 CHW Curriculum Resources that have been approved by the Texas Department of State Health Services (DSHS) for use in their training programs. All participants are fully certified by the Texas DSHS as CHWIs. Region 10 estimates that during the 2021-22 school year, Texas schools that have joined the Region 10 CHW training program will certify more than 200 Community Health Workers. Latasha Wilson, Pflugerville ISD’s CTE Coordinator, hopes the training will help expand community outreach in her district. “The importance of the Community Health Worker program is, ‘the willingness to help others.’ By offering this program, we can help improve community outreach service availability and promote preventative care to
others,” Wilson shared. “Our goal is to prepare students for postsecondary success and ensure students are future ready. Students enrolled in the Family and Community Services program will gain the skills and knowledge to help other healthcare professionals provide medical care, and help community members access available resources. We hope students in the program will secure jobs such as Community Liaison, Contact Tracer, Community Health Advocate, etc., and support meeting the needs of the community.” For Amy Wagner of La Vega ISD, she hopes the program will improve the medical care of residents living in rural counties and school districts, in addition to providing an opportunity for students to prepare for their future. “Our district saw a need to provide health education and health resources to the residents of Oldham County and Vega. Our students
understand the struggles of living in rural Texas, and this is a great opportunity to help prepare them for their futures, and maybe they will return or move to another rural area and help the residents in need,” Wagner said. “I hope that students are able to help educate our residents on the importance of taking care of their health throughout their lives, help our residents get in touch with the healthcare they are in need of, and give our residents an outlet for help.” The first step for school districts interested in the program is getting teachers certified as instructors. From there, educators can implement the curriculum and complete the required hours with their students. Once complete, the students are able to apply for their certification. For more information, go to www.ntxpaths.org.
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Photos: Max Smith, Region 10 ESC
Data Discoveries AUTHOR: DR. KAY SHURTLEFF
Region 10 ESC Research & Evaluation Analyst
“Any time I’m put in a position where I can learn, I’m very excited and eager to learn and know how I can make that applicable into my classroom.”
T
HOSE words, written by a Region 10 teacher, reflect the views of most of our teachers, according to the yearlong research study conducted by Region 10 on what teachers believe about their own professional learning. At Region 10, we wanted to be sure we were on the right track with the support and learning experiences we provide for teachers. When we dug into previous research, we were surprised at what we found--or didn’t find! No Child Left Behind (NCLB) focussed the spotlight on professional development (PD) more than two decades ago, but in all that time, only 23 studies
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“As educators, we’re all lifelong learners. I don’t know a single educator who does not have a growth mindset when it comes to their classroom.”
have been conducted on teachers’ reflections about their own learning. Since teachers are the best source of information about what they think, we recruited a broad section of them (more than 400) from diverse grade levels, types of schools, experience levels, and backgrounds, and we asked them! We started with an anonymous survey and followed up by conducting semistructured interviews with six different focus groups. Here’s part of what we learned.
Region 10 teachers are eager to learn and grow. The overwhelming majority of study participants (99%) stated that they believe formal professional development is an important part of their growth as educators. In our sample, teachers at Title I schools were slightly more eager for professional development opportunities than teachers at nonTitle I campuses, but all subgroups expressed favorable views. Many of the teachers in our study reported that they attend professional learning events at their own expense because they value the potential benefits they see for their teaching practices. A high school teacher who participated in one of our focus groups stated it perfectly: “As educators, we’re all lifelong learners. I don’t know a single educator who does not have a growth mindset when it comes to their classroom.”
Teachers, like their students, need time to collaborate and process. When asked an open-ended question to discuss the most helpful trait of a good professional development session, 51% of our survey participants wrote that they need time to engage with the content of the session and a chance to talk about it with peers. Focus group participants mentioned it a total of 71 times--far more than they mentioned any other single aspect of professional development. This comment by a focus group participant reflects the opinions that were expressed to us by many Region 10 educators: “Whenever you just get up in front of a class and just say, Well, this is what you’re gonna do. How many kids actually understand? We have to model it. We have to! We do it together… [We say,] We’re gonna have a practice run first, and then I’m going to set you off. And I feel like PD should be that way, too.” Likewise, another teacher conveyed her need for “the opportunity to plan a lesson or make a quiz or implement whatever it is that we are learning about into practice within the very same PD session.”
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Those of us who plan professional development for teachers sometimes feel as though we should pack as much information as we can into every minute of the session. It would serve our teachers better to give them, as one elementary teacher said, “the time to assess my own teaching practice outside the classroom with like-minded colleagues.”
The first step in planning PD should be asking teachers what they need. When we began our study, we knew there was very little research on teachers’ opinions of PD. When we started asking teachers for their points of view, they were eager, excited, and a little surprised. One participant stated, “As a professional, I know the areas of growth I need. I’m glad someone is asking.”
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Bragging about his own district, one seasoned teacher said during a focus group discussion, “I’ve been a part of districts where...they surveyed the teachers and asked, ‘What is it you’re lacking? What is it that you feel you want to learn?’ And then they would put things together for PD to address that. Those for me were some of the most beneficial PDs because I was able to say, ‘OK, I know I need this, and that’s what I want to do.’” That’s just a sampling of what we learned from our study. John Steinbeck wrote, “Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” After gathering the insights of teachers across Region 10, we’re convinced we have some master artists.
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“Smore” Than You Ever Imagined AUTHOR: ARDYS ATTEBERRY Region 10 ESC Communications
M
EET Jennifer Hood, our Region 10 ESC Accountability Consultant. Hard wired to always do her best, Hood probably asks her go-to question at least once every day.
“How can I make it better?” One of her many responsibilities is to distribute state accountability Information to our 130+ districts. Just imagine the time, effort, and patience it must take to sift through tons of material to prioritize when, what, and to whom she should send this essential information. For years, her predecessors distributed it via e-newsletter, but Hood wanted to know how to make her Monday Matters e-newsletter better. Her go-to question sparked her next question.
“Is my e-newsletter even going to the right audience?” Good question. Hood’s audience consists of district leadership, assessment and accountability leaders, curriculum directors, superintendents, administrators, instructional coaches, and even fellow colleagues. That’s quite a list, but the question is, how accurate is it? People retire, change roles, move to another district, and other variables, so Hood knew her list was flawed. Determined to fix it before moving forward, she invested a big chunk of time to update her contact list to ensure the right person was receiving her e-newsletter. It was time well spent.
Mission accomplished, she moved on to her next questions. Who’s reading her e-newsletter? Who’s reading it the most? What is of most interest to her readers? Hood chose Smore to build an informative e-newsletter, so she took a closer look at its analytical side. Most would cringe at the prospect, but Hood absolutely loves data. She couldn’t wait to dive in.
“How can Smore analytic features make my e-newsletter better?” Hood’s deep dive answered some questions and created new ones, including a quest to identify a mystery reader. With a few clicks, she sees how many people open her e-newsletter and who is reading it the most. In fact, she weekly identifies her top three readers. Why? She contacts each of them to learn how to make her e-newsletter even better. She can also detect which articles generate the most interest, how people engage her e-newsletter via social media, how much time they spend reading it, and even their locations. Remember, her goal is to distribute state accountability information, so it’s fascinating to see people from all over the world take a peek at her Monday Matters. Seriously! It’s not unusual for people from Peru, Saudi Arabia, Puerto Rico, Germany, and others to drop in for who knows what reason. And then there’s Ireland.
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Since Smore has given Hood the title of Smore Expert, she was asked to share her methods at their August Monthly Q&A Session — Using Data to Engage with the Community. Do yourself a favor. Watch her entire presentation.* Here’s a fun fact to make you shake your head. If Hood sends her Monday Matters faithfully on the same day and at the exact same time each week, her open and engagement rates improve significantly. Coincidence? Don’t think so. And on top of that, on the rare day Hood misses the assigned time, she has people calling to see if she is okay. What a dedicated audience.
“Who is my mystery reader in Ireland?” Hood has a mystery reader from Ireland who visits Monday Matters regularly. Although she has tried, she has yet to learn who this reader is and why the interest in her e-newsletter. She even sends open invitations to prompt her readers to share and connect.
“We have readers all over the world. If you are outside of Texas, we would love to know more about you. Please take a minute to answer the 3 questions in the following link. To our consistent Ireland reader: We would love to connect!”
“Has Hood made her Monday Matters better?” Here are a few 2020-2021 Assessment/ Accountability Smore Stats. ¢
Delivered 51 issues that led to 38,706 opens
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Experienced 120% increase of opens (LY:17,626 opens)
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Rated in top ten trending e-newsletters 11 times in Dallas/Ft. Worth area
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Achieved 85% contact with ISD/Charter readers of Monday Matters (May)
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Reached 138 locations including readers in Peru, Romania, Saudi Arabia, Israel, Mexico, Puerto Rico, Germany, Canada, London, and Ireland (May-June)
You know one thing for sure, Hood wants to ask her reader in Ireland how to make her e-newsletter better.
So, if you want to get smore out of your next e-newsletter, you now have plenty of ideas to help you get started.
“Funny thing about questions…”
*bit.ly/R10-smore-presentation
Questions can spark new ones, but they can also prompt people to ask you questions. The more questions Hood asked the Smore team, the more questions they asked, so they were basically working directly together. Hood’s questions helped Smore to better understand her vision and in doing so, Smore can better serve Hood and who knows how many other users. 49
Last question, then you be the judge.
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