INSIGHT—Fall 2008

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

FALL 2008

INSIGHT A New Look for TASA Headquarters

Fall 2008 Volume 23

No. 3 FEATURED Articles TASA Headquarters Gets New Look!

15

Highlights the completion of a major interior renovation of the TASA Headquarters Building, which began with the support of a special committee appointed by 2006–07 President Kay Waggoner A Commitment to Excellence

19

Shares information about a partnership formed between the Texas Public Education Reform Foundation (TPERF) and The University of Texas at Austin College of Education and Houston Endowment Inc., aimed at developing a Success Agenda for PK–Post Secondary Credentialing: A Commitment to Excellence The 10 Commandments of Texas Bible Courses

21

by Ross Sherman and Wesley D. Hickey Offers some general guidance to aid in the development of Bible courses in Texas public school districts, addressing some of the issues based on legal precedents Successfully Preparing Students for an Industrial Revitalization

25

by Byron Terrier and Sandra Harris Provides an overview of Buna ISD’s career and technology programs and how the district is making an aggressive effort to meet the needs of the community through workforce training in the high school TASA 2009 Legislative Program

33

Presents the TASA 2009 legislative program in a convenient pull-out section

2008-09 Winter Calendar – page 11 FALL 2008

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Departments President’s Message Executive Director’s View Legal Insights

7 9 30

Officers Rick Howard, President, Comanche ISD John Folks, President-Elect, Northside ISD H. John Fuller, Vice-President, Wylie ISD Thomas E. Randle, Past President, Lamar CISD

Executive Committee

TASA Headquarters Staff

Executive Director

Associate Executive Director, Administrative Services

Assistant Executive Director, Communications & Information Systems

Johnny L. Veselka Paul L. Whitton, Jr. Ann M. Halstead

Design/Production

Anne Harpe

Editorial Coordinator

Karen Limb

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2008 by TASA. All rights reserved.

TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators. INSIGHT is printed by Thomas Graphics, Austin, Texas.

Michael Sandroussi, Edcouch-Elsa ISD, 1 Henry D. Herrera, Alice ISD, 2 Larry W. Nichols, Calhoun County ISD, 3 Leland Williams, Dickinson ISD, 4 Philip Welch, Orangefield ISD, 5 Mike Cargill, Bryan ISD, 6 Mary Ann Whiteker, Hudson ISD, 7 Eddie Johnson, Harts Bluff ISD, 8 John Baker, Seymour ISD, 9 Jeff N. Turner, Coppell ISD, 10 Jerry W. Roy, Lewisville ISD, 11 Rod Townsend, Hico ISD, 12 Ryder F. Warren, Marble Falls ISD, 13 Kent LeFevre, Jim Ned CISD, 14 Russ F. Perry, Nueces Canyon CISD, 15 David G. Foote, Dalhart ISD, 16 Mike Motheral, Sundown ISD, 17 Kevin Allen, Iraan-Sheffield ISD, 18 Rudy Barreda, Tornillo ISD, 19 Richard A. Middleton, North East ISD, 20 Kay E. Waggoner, Grapevine-Colleyville ISD, Legislative Committee Chair

At-Large Members Jesus H. Chavez, Round Rock ISD Alton L. Frailey, Katy ISD Gloria Gallegos, Pasadena ISD Gaile B. Thompson, Abilene ISD

Editorial Advisory Committee Rick Howard, Comanche ISD, chair Jesus H. Chavez, Round Rock ISD Jeff N. Turner, Coppell ISD Kay E. Waggoner, Grapevine-Colleyville ISD Ryder F. Warren, Marble Falls ISD Leland Williams, Dickinson ISD

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Moving Forward Among Challenges

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President’s Message While the world watched in disbelief as schools were demolished, flooded, or left without utilities for days, many of you were in the boots on the ground at the scene. You have our deepest respect and admiration…

n the aftermath of yet another devastating hurricane affecting our members in Southeast Texas and probably some friends and family members of most of our membership, we commend those heroic efforts that have led to getting kids back in school. While the world watched in disbelief as schools were demolished, flooded, or left without utilities for days, many of you were in the boots on the ground at the scene. You have our deepest respect and admiration for your operation of chainsaws, shovels, rakes, and mops—whatever it took—to reopen the doors and restore some semblance of normalcy for your district. As I listened to the students of Angleton ISD tell the history of their district in their program at the convention, I was struck by the number of storms that has affected our coastal districts. I recognized that those of us who have never served in such an area simply can’t grasp the significance of the life-changing events these storms present. As usual in any crisis, our members established themselves as leaders of distinction in their tireless efforts on behalf of their communities and districts!

With a widely successful annual TASA/TASB convention behind us, planning and organization for the Midwinter Conference shifts into high gear. Housing and registration have opened; Education Expo booths have been sold; general session speakers and distinguished lecturers have been contracted, and concurrent sessions are being selected. This year’s edition of the Midwinter Conference promises to add further to a stellar reputation as the premier professional development event in the country for school administrators. Plan now to attend and bring all the administrative staff you can to maximize the tremendous opportunity for your school district to further develop its services to students.

A little closer on the horizon is the traditional TASA/TASB Pre-Legislative Conference on December 5. This is a great opportunity for you and your trustees to hear from selected legislators about their priorities for the upcoming session. TASA staff and members have been working hard to prepare for the session so that our priorities are addressed as well; members of our Legislative Committee, chaired by Kay Waggoner, have prepared our Legislative Program for the upcoming session (see page 33); our outstanding TASA Governmental Relations staff has been diligently working their contacts and representing us in a variety of venues; the Coalition to Invest in Texas Public Schools has agreed upon Core Principles and presented them to member organizations for ratification; regional study groups are conducting forums with their legislators; and you are having conversations with your elected officials. With so much at stake this legislative session, if we don’t press our issues for ourselves they won’t be addressed.

FALL 2008

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Focusing on Services Executive director’s VIEW I am pleased to announce the launching of our new Web site in early November. Taking advantage of the latest Web 2.0 technologies, TASAnet will become, more than ever, the “go-to” site for TASA members and school leaders throughout the state.

I

nside this edition of Insight, you will see the results of the recently completed renovation of TASA’s headquarters building. Our staff is enjoying these enhancements to our work environment and we look forward to welcoming TASA members to our offices whenever you are in Austin.

Over the next several months, even as we prepare for the 81st Legislative Session, we will also be focusing our attention on expanding and enhancing our services to TASA members and school districts.

I am pleased to announce the launching of our new Web site in early November.

Taking advantage of the latest Web 2.0 technologies, TASAnet will become, more than ever, the “go-to” site for TASA members and school leaders throughout the state. Our new site will allow TASA members to create and update their own profiles, join and renew memberships online, and complete conference registrations through an online database that is integrated with our internal management and accounting systems. Features like Capitol Watch, the Career Center and Professional Learning Opportunities will also be enhanced, and TASA members will be able to access “members only” content through a special login process. Over the coming months we will develop and implement the latest in interactive features, as well.

A new subscription service approved by the TASA Executive Committee in September will be coming your way later this fall. The TASA Accountability Forum will provide subscribing districts with comprehensive analyses of accountability-related proposals, impact modeling of major proposals, legislative and policy briefings, and online sharing of information. Offered by TASA, in cooperation with Moak, Casey & Associates, these services should be particularly helpful in understanding the vast array of performance measures, standards and/or targets across multiple assessment and accountability systems, including financial and academic accountability, in today’s high stakes environment.

Thank you for your continuing support of our association.

FALL 2008

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2008-09 Winter Calendar November 2008 Date

Session

Presenter

Location

5-6 First-Time Superintendents Academy, Session 2 Experts in the Field

Austin Marriott North Hotel, Round Rock, TX

19-20

Texas A&M University/TASA Administrative Leadership Institute (ALI)

Hilton College Station Conference Center, College Station, TX

21-23

Texas Association of Suburban and Mid-Urban Schools (TAS/MUS) Fall Conference

Hyatt Regency Lost Pines Resort, Bastrop, TX

December 2008 Date

Session

5

TASA/TASB Pre-Legislative Seminar

Presenter

Location Hilton Austin Hotel, Austin, TX

6-10

National Staff Development Council (NSDC) 40th Annual Meeting

Gaylord National Resort and Convention Center, Washington, D.C.

7-10

23rd Annual Texas Assessment Conference and 20th Annual Texas Association of Collegiate Testing Personnel Conference

Hilton Austin Hotel, Austin, TX

10-12

Texas Association of School Personnel Administrators (TASPA) Winter Conference

Austin Doubletree Hotel, Austin, TX

January 2009 Date

Session

Presenter

Location

14-15

Leading in the 21st Century: Using Quality Questioning to Foster Student and Adult Inquiry (formerly Leading with Quality Questioning)

Beth Sattes and Jackie Walsh

Doubletree Club, Austin, TX

25-28

Texas Association of School Administrators (TASA) Midwinter Conference

Austin Convention Center, Austin, TX

27-28

Facilities Institute

Experts in the Field

Austin Convention Center, Austin, TX

28

Aspiring Superintendents Academy

Experts in the Field

Austin Convention Center, Austin, TX

------------

----------------------Texas Association of School Administrators

January 25–28, 2009 Austin Convention Center Austin, TX

&

Midwinter Conference Education Expo

2009

more than 300 exhibitors and vendors

Learn • Network • Enjoy Register online at www.TASAnet.org FALL 2008

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Excellence in

Education awards

CONGRATULATIONS to the 2008 winners!

Local educators and schools awarded over $500,000

AWARDED $5,000

AWARDED $10,000

RISING STAR WINNERS

LEADERSHIP WINNERS

A matching grant went to their schools.

ISABEL ANAYA San Antonio, Texas

A matching grant went to their schools.

STACEY SHAPIRO

ANNA DAVILA

Austin, Texas

Sugar Land, Texas

AWARDED $25,000

AWARDED $10,000

A matching grant went to their schools.

A $25,000 grant went to their schools.

ACHIEVEMENT WINNERS

SUE KUENTZ San Antonio, Texas

VINAY DULIP

AWARDED $100,000 LARGE DISTRICT WINNER Houston, Texas

Over 230 finalists and semi-finalists were also recognized with awards ranging from $250 to $5,000.

©2008 H-E-B Food Stores, 08-5535 CS

La Joya, Texas

PRINCIPAL WINNERS

Corpus Christi, Texas

ALDINE INDEPENDENT SCHOOL DISTRICT

ARNOLD GUTIERREZ

BILLY SNOW Corsicana, Texas

AWARDED $50,000 LACKLAND INDEPENDENT SCHOOL DISTRICT SMALL DISTRICT WINNER

San Antonio, Texas

SUSAN PETERSON Weslaco, Texas

Do you know how

BIG the

Did you know:

Texas Public School System really is?

•

that last year, there were 4.7 million students enrolled in public schools?

•

that the largest school district in Texas has 199,534 students (Houston ISD) and the smallest district has 15 students (Divide ISD)?

•

that 716 of the state’s 1,222 school districts and charter schools each enroll less than 1,000 students?

•

that more than 136 languages are spoken in the homes of the public school children of Texas? (After English, the most common are Spanish, Vietnamese, and Urdu.)

•

that 473,000 students with disabilities are being served every year by Texas schools?

•

that 720 million meals are served each year to disadvantaged Texas school children?

•

that 2.6 million students enrolled in Texas public schools are economically disadvantaged?

•

that 635,000 people are employed by Texas school districts—more people than the entire state of Wyoming!

•

that Texas schools spent $1 billion on bus transportation in 2006–2007?

•

that the transportation allotment hasn’t changed since 1984, when the average price of gas was $1.21 per gallon?

•

that Texas school buses drive more than 262 million miles each year? (That’s 550 round trips to the moon!)

•

that more than 48 million textbooks are distributed to students each school year?

•

that 3 million students took the TAKS or related state tests last year?

•

that 246 districts encompass more than 300 square miles?

•

that more than 137,000 students took Advanced Placement exams last spring? (That’s more than double those taken in 2001!)

•

that 194,000 children attend Pre-K programs in Texas public schools?

•

that 974,000 students were enrolled in at least one CTE course last year?

•

that almost every high school student takes at least one CTE course during their high school career?

•

that more than 25,000 CTE students earned industry certifications and licenses last year?

•

that so far this year, almost 90,000 educators have been fingerprinted and undergone criminal background checks?

•

that in the next 12 months, the state expects to fingerprint 98,000 educators and 60,000 school employees?

•

that Texas schools tested the physical fitness of 2.6 million students last spring?

•

that more than 3,100 AEDs have been placed in schools and that the state provided $4.4 million to pay for them?

•

that because of the use of AEDs, 16 lives have been saved in the past two years?

•

that $2 million invested in 1854 has grown into the $22 billion PSF—the second largest educational endowment in the country?

•

that the PSF currently guarantees $50 billion in school construction bonds?

•

that more than half of high school students take some form of fine arts course, including theater, music, and art?

•

that 48,000 students earned 80,000 dual credits in 2006–07?

•

that the PEIMS database is 1 Terabyte in size? (That’s 1,480,576 MB or 750,000 digital photos!)

•

that the PEIMS database includes 20 years of data for 13 million students?

Now you know.

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

TASA Headquarters Gets New Look!

TASA is proud to announce the completion of a major interior renovation of the TASA headquarters building. On the following pages, we showcase the significant modifications and upgrades to our office facility in downtown Austin.

L

ocated at 406 East 11th Street, three blocks from the State Capitol, the association’s headquarters facility enables TASA to have a visible presence in the development of state policy and legislation affecting Texas public schools. It also provides a meeting location for TASA members engaged in school district or association business while in Austin.

TASA has occupied this facility since 1989, when the building was purchased from the Texas Association of School Boards. Originally built in the late 1940s, a major expansion of office space and significant renovations were completed by TASB when they purchased the facility in the late ’70s.

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T

he latest renovation was completed with assistance from SHW Group, one of our President’s Circle corporate partners. SHW Group provided a design to re-energize the space and breathe new life into the office environment. SHW worked collaboratively with TASA to integrate a new mechanical system that promotes greater energy efficiency. In an effort to make the existing building sustainable, SHW also worked with the City of Austin to improve the quality of the office environment while conserving natural resources. CL Carson, Inc., a full-service commercial construction company based in Austin, served as general contractor for the project.

The TASA headquarters building is home to several major education organizations that lease office space from TASA. They include: • Duke University Talent Identification Program Satellite Office • Texas Association of Partners in Education • Texas Association of School Personnel Administrators • Texas Council of Administrators of Special Education • Texas Educational Support Staff Association • Texas School Public Relations Association

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INSIGHT

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wning a facility that supports the work of education leaders throughout Texas would not be possible without the continuing support of TASA members. We are indebted to TASA members, past and present, for your leadership and support. Several small conference rooms are available for your use on a space-available basis; also feel free to just stop by to visit when you are in Austin. 

future.

envisioning the future.

You envision a strong academic future for your students and you work hard to ensure they reach their full potential. We want to partner with you in that process as we recognize what children experience today will directly impact their tomorrow.

At SHW Group, we share your passion for improving educational systems. That’s why we are sponsoring the Visioning Institute — a task force of education leaders who have looked into the future and who are proactively looking at ways to transform our schools to meet the academic demands of a new era, where learning is high tech and teaching is no longer confined by time and space. As your partner, we offer you our foresight, knowledge and expertise as, together, we create innovative learning environments that will help your students achieve future success in a rapidly changing, digitally connected world.

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A Commitment to Excellence The Texas Public Education Reform Foundation (TPERF) has partnered with The University of Texas at Austin College of Education and Houston Endowment Inc. to undertake an extensive, data-based investigation aimed at developing the “Success Agenda” for PK–Post Secondary Credentialing: A Commitment to Excellence.

The current phase of the process adopted by the partners includes gathering detailed data on a variety of areas important to our pre-schools, public schools, business and industry, and colleges and universities. This phase includes disaggregating the data, then identifying “problem areas” and seeking to address them, so that the “whole child-youth-young adult” emerges as the focal point of concern in efforts to “reform and improve.” Hence, a “Success Agenda.”

Headed by Dr. Jon H. Fleming, Chairman, Texas Public Education Reform Foundation; and Dr. Pedro Reyes, Ashbel Smith Professor of Education Policy, UT–Austin, a steering committee composed of extraordinary thinkers and education leaders has built an exciting program that begins with two invitational conferences. The first will be held January 7–9, 2009, in Austin and will address early childhood policy, elementary to middle school transition policies, high school to work transition policies, and high school to college transition.

Outstanding presenters are already preparing a series of papers for presentation and discussion during the conference. The participant-invitees include representatives from government, charitable foundations, education (students, teachers, administrators), business and professional leadership, and other reform-minded associations and organizations.

The second conference will be held April 14, 2009. This is a a one-day event presented as an integral part of the Statewide Education Summit, which is held annually by TPERF. The event is a continuation of the work performed and shared by nationally respected speakers and  presenters.

For further information about “A Commitment to Excellence,” please contact Winona Schroeder, executive director, Texas Public Education Reform Foundation, wschroeder5@austin. rr.com or 512-565-3841.



Steering Committee— A Commitment to Excellence Co-chairs

Jon H. Fleming and Pedro Reyes

Members David G. Anthony

Superintendent, Cypress Fairbanks ISD

Susan B. Bonesteel

Principal Consultant, National Center for Educational Achievement

Tom Burnett

Manager, Strategic Initiatives, Apple Inc.

Francisco G. Cigarroa

Professor of Surgery and President, UT Health Science Center–San Antonio

Rob Eissler

State Representative, Texas House of Representatives and Chairman, House Committee on Public Education

Gayle Fallon

Houston Federation of Teachers

Jeanne M. Gerlach

Professor and Dean, College of Education, UT–Arlington

Annette Griffin

Superintendent, Carrollton-Farmers Branch ISD

Melody A. Johnson

Superintendent, Fort Worth ISD

Danny P. King

Superintendent, Pharr-San Juan-Alamo ISD

Susan Landry

Director, Children’s Learning Institute, UT Health Science Center–Houston

Don McAdams

President, Center for Reform of School Systems

Harvin C. Moore

President, Board of Trustees, Houston ISD

Geanie Morrison

State Representative, Texas House of Representatives and Chair, House Committee on Higher Education

Michele Pola

Chief of Staff, Houston ISD

Richard M. Rhodes

President, El Paso Community College

Randle B. Richardson

President, Community Education Partners

Debbie Roberts

Superintendent, Windham ISD (Texas Department of Criminal Justice)

Torrence H. Robinson

Director, Public Affairs, Texas Instruments

Johnny L. Veselka

Executive Director, Texas Association of School Administrators

David W. Webb

Chief Financial Officer, Deer Park ISD

Reid Whitaker

Principal, Port Houston Elementary School, Houston ISD–East Region

Robert Wimpelberg

Dean, College of Education, The University of Houston

FALL 2008

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The Commandments of Texas Bible Courses

by Ross Sherman and Wesley D. Hickey

The Texas State Board of Education has provided few guidelines, declining to create a separate curriculum for the Bible course (Stutz, 2008). Instead, the State Board has advised using a combination of social studies and English language arts TEKS (Texas Essential Knowledge and Skills). The attorney general recently stated that the course was legal, although he could not guarantee that some schools would not use the opportunity to unconstitutionally promote religion (Texas Freedom Network, 2008).

Mandatory recitations of the Bible were found unconstitutional in 1963, but the Supreme Court stated that this did not prohibit non-proselytizing study (Abington Township School District v. Schempp, 1963).

As a result of this court case, there have been Bible classes in public schools for years, so the 80th Legislative Session did not adopt a policy that was not already in effect in many districts. However, the lessons from these districts that have a Bible elective course indicate some potential legal pitfalls.

A study in Texas suggests that many of these districts teach the course unconstitutionally (Chancey, 2005), thus the need for Bible classes to have curricular guidelines.

ment policy to be secular in nature, neither advance nor inhibit religion, and not result in excessive government entanglement to ensure that religion is not being promoted.

The First Amendment (1788) of the Constitution of the United States sets the precedent for the government regarding religion. The First Amendment states that the

A more recent Supreme Court precedent is the coercion test (Lee v. Weisman, 1992).

The test addresses whether the government policy might coerce a student to participate

government may neither promote religion, nor prohibit the free exercise thereof. Many public employees are interested in the free exercise of their religion, but as a representative of the government they are prohibited from doing so during work. Using the constitution as the foundation, previous court rulings have set guidelines for the government and religious activities, including the teaching of the Bible in public schools. Lemon v.

Kurtzman (1971) has provided a set of guiding principles for many years (despite much critical reaction) (Irons, 2007). Known as the Lemon Law, this precedent requires govern-

in a religious activity that would otherwise be avoided. This case adds to the endorsement test, which states that a government policy is unconstitutional if a reasonable person believes it promotes religion (Lynch v.

Donnelly, 1984).

ŠiStockphoto.com/belterz

The 80th Legislative Session provided schools with a law to encourage the development of courses that address the historical impact of the Bible (Free Market Foundation, 2007). Although many schools have had these courses for years, the new law created increased emphasis on the study of the Bible as an elective course. However, questions persist regarding the structure of the course. Previous research on Texas Bible courses suggests that many districts promote Christianity through the curriculum, thus suggesting a constitutional issue that may lead to lawsuits. In fact, Ector County ISD recently settled a lawsuit based on the instruction in its Bible course (NewsWest. com, 2008).

Texas public school districts are in need of some general guidance to aid in the development of Bible courses. The purpose of this article is to address some of the issues, based on legal precedents, in regard to teaching the Bible. This list includes what should be done, and what should not be done, to best avoid the wrath of lawyers.

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Following are the ten commandments of Texas Bible courses.

“highly qualified” (State Board for Educator Certification, 2005).

Thou shalt not proselytize. Factual and objective teaching about the Bible should be distinguished from religious indoctrination, which is prohibited in the public schools (First Amendment, 1788; Lemon v.

Kurtzman, 1971).

Thou shalt employ certified teachers to teach the course. The No Child Left Behind Act of 2001 requires teachers who meet the standard for “highly qualified.” A certified history or English teacher may meet the standard for “highly qualified” (State Board for Educator Certification, 2007).

Thou shalt teach the Texas Essential Knowledge and Skills (TEKS). Currently, the State Board of Education has not approved a set of TEKS for the Bible course and is requiring that the use of English language arts and social studies TEKS be the basis for providing instruction (Texas Association of School Administrators, 2008).

Thou shalt not employ the clergy to teach the course. Although a higher authority may certify the clergy, unless the State Board for Educator Certification (SBEC) also certified them in English language arts or social studies they would not be considered

Thou shalt not require students to take the Bible class. Since this course is not a required course for graduation, students should not be compelled to take the course.

Thou shalt offer the Bible class if there is a demand by students. Typically, elective courses are offered based on a perceived need or interest identified among students. The normal procedures for identifying elective courses should apply to the Bible class, but an attorney general ruling has stated that a class is not required by schools.

Thou shalt not advance the cause of a particular religion. Although the Bible is a Judeo-Christian document, the course is not designed to convert students to a particular religion.

Thou shalt maintain neutrality in all religious areas. The Bible class should educate students about the principle of religious liberty as one of the central tenets of freedom and democracy.

Thou shalt avoid excessive entanglement.

The teaching of the Bible class should not be construed as permitting other activities that have been deemed inappropriate such as religious programs, worship services, holiday observances or celebrations (Lemon v.

Kurtzman, 1971).

Thou shalt maintain the separation of church and state. This basic precept is still the inviolate principle upon which our country was founded (First Amendment, 1788).

The Texas Legislature approved the teaching of a Bible course, and the attorney general has issued a ruling that it does not violate the United States Constitution. As a certified administrator in the state of Texas, it is assumed that an individual knows and will follow the law. Discussions about teaching religion in public schools evoke strong feelings both for and against. Irrespective of personal feelings or convictions, public school administrators must uphold the law and adhere to the principle of separation of  church and state.

Ross Sherman, Ed.D., has served as an elementary teacher, assistant principal, and principal.

Currently, he is department chair, professor of educational leadership, and coordinator of the principalship program at The University of Texas at Tyler.

Wesley Hickey, Ed.D., has served as a middle and high school teacher, middle school principal, and superintendent. Currently, he is an assistant professor of educational leadership at The University of Texas at Tyler and coordinator of the superintendent program.

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References Abington Township School District v. Schempp, 374 U.S. 203 (1963).

Chancey, M. (2005). The Bible and public school.

Texas Freedom Network Education Fund. Retrieved from http://www.tfn.org/site/DocServer/ BibleCurriculum2.pdf?docID=125.

First Amendment. (1788). The United States Constitution. Retrieved from http://www.usconstitution.net/const.html.

Free Market Foundation. (2007). Texas 80th Legislature in Review. Retrieved from http://www. texasinsider.org/modules.php?name=News&file= article&sid=247.

Irons, P. (2007). God on trial. New York: Viking.

Lee v. Weisman, 505 U.S. 577 (1992).

Lemon v. Kurtzman, 403 U.S. 602 (1971).

Lynch v. Donnelly, 465 U.S. 668 (1984).

NewsWest.com. (2008). Ector County ISD Settles Bible Curriculum Lawsuit. Retrieved from http://www.newswest9.com/Global/story. asp?S=7970243.

Stutz, T. (2008). Texas State Board of Education approves Bible course for high schools. Dallas Morning News. Retrieved from http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/st ories/071908dntexbibleclass.6a4f4f07.html.

State Board for Educator Certification. (2005).

Certification requirements information. Retrieved from http://www.sbec.state.tx.us/SBECOnline/ certinfo/certreq.asp.

State Board for Educator Certification. (2007).

NCLB information available from the Texas Education Agency. Retrieved from http://www. sbec.state.tx.us/SBECOnline/edprep/nclbedprep. asp?width=1680&height=1050.

Texas Association of School Administrators.

(2008). State Board of Education adopts Bible course TEKS. Retrieved from http://www. tasanet.org/government/capitolwatchdetail. cfm?ItemNumber=3541.

Texas Freedom Network. (2008). Texas Attorney General cannot certify that Bible courses will be constitutional. Retrieved from http://www.tfn. org/site/News2?page=NewsArticle&id=5375.

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Frisco ISD Board of Trustees Recognized as Texas Association of School Administrators 2008 Outstanding School Board of Texas Frisco ISD Superintendent Rick Reedy notes that he nominated the board because they are adept at handling change, focused on student achievement, strong and unbending on matters of principle, and a group of people that inspires the entire district. â&#x20AC;&#x153;They truly convey to our 4,200 employees how appreciated they are and how much their work matters for our 30,000 plus students. That sense of family keeps that small town feeling for us, and our students benefit from the culture and climate that is fostered by their leadership,â&#x20AC;? he said.

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INSIGHT



Successfully

Preparing Students for an Industrial Revitalization

by Byron Terrier and Sandra Harris

©iStockphoto.com/carebott

Buna ISD, a school district with about 1,500 students, is located in Southeast Texas near the Gulf Coast. Within the last year, oil refining expansions and growth in the petroleum industry in this Texas region have created a critical need for skilled workers.

The goal of career and technology programs is to prepare district students for work opportunities after graduation from high school (SBOE, 2003). However, in our efforts to incorporate new programs, we discovered that career and technology programs tend to be gender specific. Inequalities in the enrollment numbers within these programs could result in inequity in the opportunities afforded to students leaving a school district and entering the workforce. During the 2006–2007 school year we had a total of 320 students enrolled in career and technology courses. After the implementation of the pipefitting and welding program, we increased participation to 383 students in 2007–2008. For the 2008–2009 school year, we have 392 students signed up for career and technology coursework.

The Plan

Administrators and teachers in Buna ISD are taking note. The faculty has long been in tune with the requirements of NCLB, TEA, and high-stakes testing, but with the increasing need for career and technology workers in this region of Texas, the school district decided to proactively address the workforce opportunity to better prepare all students for the demands of our global society.

The goal of the district is to prepare students for employment in the areas of demand so that employers do not leave the region or country to obtain workers. With an unemployment rate in Southeast Texas of approximately 5.7 percent, we needed to provide our students with greater career opportunities.

Student interest in programs that would broaden their options of employment and higher education after high school was high.

We also knew that we needed to break down gender barriers in career and technology courses. We had observed that female stu-

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dents simply did not seek training for many jobs for which they were capable and qualified because they did not believe they should be working in that area. This had been noted earlier in the research by Eisenburg (1992) who described the four basic arguments of women’s absence from certain trades: 1. Women are not able to do the work.

2. Women just don’t seem interested in making $25 per hour.

3. Women have not been allowed to enter or consider entering the occupations.

4. Women should not be allowed to do this work which belongs by right to men.

While the world has changed in many ways, there remain certain attitudes that continue to affect women and their choice of professions. Hayden (2005) suggested that globalization of today has affected female workers more than male because more opportunities overall have increased the options and possibilities for females to enter the workplace.

In order to realize a goal of increasing opportunities for the students in our district, we developed the following plan of action: • Determine which programs to offer.

• Attract and retain highly qualified teachers to instruct the programs.

• Involve the community.

• Break down gender barriers.

• Develop strategies to fund the programs.

• Integrate curriculum with core subjects.

• Periodically assess the success of the programs.

current career and technology courses offered such as nursing, pharmaceuticals, agricultural sciences, automotive technician, computer maintenance, and nutrition. Pipefitters and welders are in high demand along the Gulf Coast of Texas. We already had a great facility in place, and the required equipment purchases were minimal. We developed an articulation agreement with a local welding and pipefitting company that assisted in the purchase of supplies and certification of our students.

Attract and Retain Highly Qualified Teachers In order to successfully achieve the goal of this program, the administration knew that the attraction and retention of highly qualified teachers was paramount. Two important contributors to working conditions are the teachers and administrators working together to achieve the goals. We proactively work to assemble the best team possible, which has enabled us to retain and attract good teachers to our district. We already had one outstanding teacher for this program on staff, but we had a legitimate need for a second person who was articulate in pipefitting and welding. While conducting the search, our administration found an individual who had spent the majority of his teaching career in small schools, but was currently working in a large school. He had a desire to return to the small school setting, so we hired him

Determine Programs

Results of investigating needs and reviewing teacher qualifications and student interest, determined by using the previously mentioned process, directed us to begin by offering the pipefitting and welding certification program. This program is in addition to

26

INSIGHT

©iStockphoto.com/buzbuzzer

There were several keys to determining which programs to offer. We began by examining the needs of industry in our region. Next, we conducted a facility assessment to determine the programs we were capable of offering.

We investigated the qualifications and certifications of teachers already employed by the district. A student survey was incorporated to determine the student level of interest in courses we were able to teach properly.

immediately. We were able to attract this highly qualified teacher because we are a small school with competitive salaries and benefits, few discipline problems, hard working students with a desire to participate in these programs, above average test scores, no financial problems, good facilities, and an administrative staff committed to developing quality programs for our students.

Involve the Community Community involvement is always a priority when beginning a new program. We brought in community members who were actively working in various career and technology fields to speak to our students. They spoke about job conditions, salaries, benefits, and what types of work they perform. The guest speakers expressed both positive and negative aspects of employment in various fields. They enlightened the students about the skills needed upon entry into the workforce. There were discussions over entry-level salaries of skilled versus unskilled laborers and the benefits one can expect to receive. Community members clarified the type of work that is performed by employees of each occupation. The guest speakers also addressed the importance of passing drug and alcohol tests. Many interested applicants are unable to be employed based on these tests. This information is important when a student is determining which occupation or field of study to pursue.

not all alternative teacher certification programs are created equalâ&#x20AC;Ś Why should a district employ a teacher prepared by ESC-ACP programs? !

98% of all stakeholders are satisfied with the support they received from ESC-ACPâ&#x20AC;&#x2122;s

!

99% of all principals are confident that interns can meet student learning needs

!

98% of stakeholders credit ESC-ACP programs with reducing personnel shortages in critical areas

!

Strong TExES preparation support with an overall passing rate near 100%

!

Intensive pre-assignment training provided by expert practitioners

!

Teachers meet NCLB requirements for Highly Qualified status

Source: ESC/TPCP Evaluation Consortium 2006 Summary Report

Education Service Centersâ&#x20AC;Ś

Putting Students First!

Participating members include ESC Regions 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 18, 19, and 20

Break Down Gender Barriers According to Clark (2000), the workforce in America is roughly equal when focusing on gender; however, only about 10 percent of employees are working in nontraditional gender arrangements. Over 10 years ago, Rolling (1996) found that 75 percent of the jobs worked by females in the United States were being done in areas that were traditionally female dominated. Only in rare circumstances do males and females cross over into professions dominated by the opposite sex.

Consequently, the district decided to take local measures to benefit our local students.

We began to have career meetings encouraging students to investigate opportunities that traditionally would be performed by the opposite gender. Students were exposed to career expos and given opportunities to visit job sites of these nontraditional careers. We also invited females in nontraditional roles such as welding, and males in nontraditional roles such as nursing, to encourage students to investigate these nontraditional fields of employment. Teachers spent time explaining

course descriptions and career opportunities that will be provided when the programs are completed. The need for all students to see opportunities became a mission for our school administration.

for sale. Many projects are campus improvement projects such as pipe gates and fencing.

Other sources of revenue have come from budgeted supplies and fundraisers conducted by the students.

Develop Strategies to Fund the Programs

Integrate Curriculum with Core Subjects

When adding programs such as welding and pipefitting, additional funds are needed. We found ourselves needing additional welding machines and materials such as pipe and metal. Waste materials from local machine shops became an endless source of practice material. The students have funded much of the program by selling the projects that they build. They began by building two lowboy trailers and one gooseneck trailer in welding class. Once these trailers were built, the students sold them to help fund future projects. During hunting season, the students built deer blinds to sell. The students were very encouraged by the many community members interested in buying their projects. Of course, all projects are not built

With the high-stakes testing pressures, one of the most important aspects of career and technology programs is teaching the importance of core subject matter such as math, science, and English. Incorporating core subject matter into these courses was made interesting and fun as these connections occurred in all of our career and technology courses. For example, in the nursing and pharmaceutical classes, core science knowledge is being practiced. In pharmaceutical classes, teachers are applying knowledge of chemical equations and other chemistry principles to student activities. Nursing instructors are applying biology principles to classroom activities. The teachers of our pipefitting and welding courses were able to work

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with math teachers to demonstrate geometry principles when cutting angles for trailers and deer blinds. When cutting and welding pipe, the students learned about circles, circumference, and diameter. The school faculty has observed students’ change of attitudes about the importance of core subject matter when it has been presented practically. Incorporating integrated curricula and teaching has required faculty to work as a team with one goal in mind – STUDENT SUCCESS!

Assess Programs and Make Improvements Periodically, programs need to be assessed and improvements need to be made. We have just completed the first year of the pipefitting and welding program, and already the program has been a huge success. Many students are graduating from high school with welding certificates, and our standardized test scores

continue to rise. High school TAKS scores rose 4.5 percent across the board this year.

The students, teachers, administrators, area business leaders, and community members are all pleased with the career and technology program and its participants and their successes.

The outcomes of this project have caught the attention of many people in our area. The pipefitting and welding program and its students have been featured in several newspapers and have been visited by Congressman Kevin Brady of the United States House of Representatives. In the March 26, 2008, edition of the Buna Beacon, the headline read, “Brady catches pipefitting fever during Buna visit.” Congressman Brady visited the campus and addressed the students by saying, “This program is real important, because you’re learning real life skills for a job to support a family. But to design these projects and the quality of your work is really impressive” (Swedoski, 2008).

Conclusion The benefits of a career and technology plan such as the one we utilized can be realized by any school district that is willing to invest the time and resources to student success. It takes a commitment on the part of an entire community, including administrators, teachers, students, business leaders, and parents. The cost of the plan is minimal, but the rewards are astonishing. The students involved became more marketable upon graduation, had higher test scores, and increased their (and that of faculty) confidence levels. Making an aggressive effort to meet the needs of the community through workforce training in the high school has also resulted in a renewed respect and confidence in the Buna school district. 

Byron Terrier is superintendent of Buna ISD. Sandra Harris is an associate professor and director of the doctoral program in educational leadership at Lamar University, Beaumont, Texas.

References Clark, P., & Ohio State Univ., C. (2000, September 1). Equity: What Do We Know about America’s Workforce? [and] Equity: What Skills Are Needed for the Workforce? [and] Equity: How Do Students’ Career Aspirations Compare to Labor Market Realities? (ERIC Document Reproduction Service No. ED457316) Retrieved April 29, 2008, from ERIC database.

©iStockphoto.com/endopack

Eisenberg, S. (1992, August). Shaping a new decade: women in construction. Women’s Educational Equity Act Digest, August 1992, 11-14.

Hayden, J. (2005). Under review: Globalizing education for work: comparative perspectives on gender and the new economy. Journal of Industrial Teacher Education, 42(4), 81-93.

Rolling, P., & Others, A. (1996, January 1).

Principals’ Perceptions of Non-traditional Gender Vocational Teachers. Journal of Vocational and Technical Education, 12(2), 29.

Swedoski, M. (2008, March 26). Brady catches pipefitting fever during Buna visit. Buna Beacon, p. 1.

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INSIGHT

TASA/TASB Pre-Legislative Seminar Friday, December 5, 2008 • Hilton Austin Hotel With the 81st Legislative Session beginning in January 2009, districts will be relying on their legislators to address pertinent issues such as stagnant funding levels for public schools during a time of increasing accountability standards and skyrocketing gasoline prices. With little hope of a major school finance reform, it is crucial that stakeholders learn how their legislators plan to address such critical issues.

Confirmed Participants and Topics Include: Leadership’s Vision • Lt. Governor David Dewhurst • Speaker Tom Craddick

The Economic Outlook for the 81st Legislative Session • Susan Combs, Texas Comptroller of Public Accounts

At the TASA/TASB Pre-Legislative Seminar school superintendents and administrators, school board members, and other stakeholders will have the opportunity to hear directly from legislators and policy makers about plans they have to address the challenges faced by Texas public school educators.

In addition, seminar attendees will hear from political commentators and education experts who will analyze and predict the outcomes of the 2009 legislative agenda.

Legislators’ Priorities for the 81st Legislative Session

To register online, visit http://www.tasb.org/ services/gr/ and click on “Pre-Legislative Seminar.”

To expedite the registration process have a district purchase order or credit card for payment, and your “MyTASB” user ID and password readily available. If you don’t have a “MyTASB” account, you may request one or choose to register without one. You may also register by fax or mail by calling 800.580.8272, extension 2219 and requesting a paper version of the registration form.

• David Thompson, Attorney, Bracewell & Giuliani • Catherine Clark, Associate Executive Director, TASB • Lynn Moak, Partner, Moak, Casey & Associates, Inc.

• Senator Florence Shapiro • Representative Rob Eissler • Representative Dan Branch

Agency Wish Lists and P–16 Issues • Robert Scott, Commissioner of Education • Raymund Paredes, Commissioner of Higher Education

Panel Discussion: School Finance Issues for the 81st Legislative Session

An Insider’s Perspective from the Outside • Paul Saddler, Legislative Strategist

You Heard it Here First…The Political Prognosticators Opine • Paul Burka, Texas Monthly • Gardner Selby, Austin American-Statesman • Harvey Kronberg, Quorum Report

TASA 2009–2011 Executive Committee Petitions Elections for TASA 2009–11 Executive Committee representatives in odd-numbered regions will take place in March 2009.

The following Executive Committee members will complete their second two-year terms on May 31, 2009, and are not eligible for re-election: Larry W. Nichols

Calhoun County ISD (3)

Mary Ann Whiteker Hudson ISD

(7)

John Baker

Seymor ISD

(9)

Jerry W. Roy

Lewisville ISD

(11)

Ryder F. Warren

Marble Falls ISD

(13)

Mike Motheral

Sundown ISD

(17)

Petition forms may be obtained from TASA Executive Director Johnny L. Veselka, and must be received by the TASA office no later than Monday, February 16, 2009. Petition requirements as well as complete election procedures are posted on TASAnet.

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©istockphoto.com/dny59

Legal Insights Ethics FIRST In 2001, as part of its continuing effort to maintain public trust and promote financial transparency in government, the Texas Legislature amended the Texas Education Code and required the Commissioner of Education to adopt rules for the implementation and administration of the Financial Integrity Rating System of Texas (“FIRST”) for Texas school districts. Tex. Educ.Code §39.201, et seq. The School FIRST Regulations, located in Title 19 of the Texas Administrative Code at Sections 109.1001-.1005 (“FIRST Regulations”), became effective on August 13, 2006, and required school districts across the state to comply with a new ratings system and reporting requirements represented by the FIRST Regulations. 19 Tex.Admin.Code §§109.1001-.1005.

Disclosures under the School FIRST Regulations The FIRST Regulations include reporting and disclosure requirements that relate to conflict of interest and public disclosure issues. Specifically, the FIRST Regulations

require each school district to include in its annual financial management report four summary schedules for the fiscal year that, respectively, must include the following information: (1) Reimbursements Received by the Superintendent and Board Members Section 109.1005(b)(2)(B) requires school districts to identify the “total reimbursements received by the superintendent and each board member, including transactions resulting from use of the school district’s credit card(s) to cover expenses incurred by the superintendent and each board member.” 19 Tex.Admin.Code §109.1005(b)(2) (B). The summary schedule must separately report reimbursements for meals, lodging, transportation, motor fuel, and other items, but not include reimbursements for supplies and materials that were purchased for the operation of the school district. Id.

and/or fees received by the superintendent from another school district or any other outside entity in exchange for professional consulting and/or other personal services. The schedule shall separately report the amount received from each entity.” 19 Tex.Admin.

Code §109.1005(b)(2)(C).

(3) Gifts Received by Executive Officers, Board Members, and First Degree Relatives Section 109.1005(b)(2)(D) requires the disclosure of the “total dollar amount by the executive officers and board members of gifts that had an economic value of $250 or more in the aggregate in the fiscal year.”

19 Tex.Admin.Code §109.1005(b)(2)(D).

This reporting requirement only applies to gifts received by executive officers, board members, and members of their “immediate family” who are related to those persons within the first degree of consanguinity or affinity (as such persons are defined by Texas Government Code, Chapter 573, Subchapter B)1 from an “outside entity” that received (2) Outside Compensation and/or Fees payments from the school district in the prior Received by the Superintendent Section 109.1005(b)(2)(C) mandates the disclo- fiscal year, and gifts from competing vensure of “the dollar amount of compensation dors that were not awarded contracts in the 1

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INSIGHT

For example, the “immediate family” of a superintendent who is married would include the superintendent, the superintendent’s parents, the superintendent’s children, the superintendent’s spouse, the spouse’s parents and the spouse’s children.

prior fiscal year. Id. However, this reporting requirement “does not apply to reimbursement of travel-related expenses by an outside entity when the purpose of the travel is to investigate or explore matters directly related to the duties of an executive officer or board member, or matters related to attendance at education-related conferences and seminars whose primary purpose is to provide continuing education (this exclusion does not apply to trips for entertainment-related purposes or pleasure trips).” Id. Further, the gift reporting requirement in section 109.1005(b)(2)(D) excludes an individual gift or a series of gifts from a single outside entity that had an aggregate economic value of less than $250.00 for each executive officer or board member. Id. (4) Business Transactions between the School District and Board Members The FIRST Regulations also provide for the disclosure of the total dollar amount, for each board member, for the aggregate amount of business transactions with the school district.

19 Tex.Admin.Code §109.1005(b)(2)(E).

However, the reporting requirement in section 109.1005(b)(2)(E) is not intended to duplicate the items disclosed in the summary schedule relating to the reimbursements received by board members. Id. (5) Superintendent’s Employment Contract A copy of the superintendent’s current employment contract must be included in each school district’s annual financial management report. 19 Tex.Admin.Code §109.1005(b)(2)(A). In lieu of publishing the superintendent’s employment contract in the annual financial management report, the school district can elect to publish the

contract on the school district’s internet website. Id.

Comparisons to Disclosures under the Relationship Disclosure Law (Local Government Code Chapter 176)2 Prior to the adoption of the FIRST Regulations, a member of the public opined during the comment period that the disclosure and reporting requirements of the FIRST Regulations are duplicative of the information required in Chapter 176 of the Local Government Code (“Relationship Disclosure Law”) and would increase administrative costs. See generally 31 Tex.Reg. 6220. The Texas Education Agency (“TEA”) disagreed and stated that the “School FIRST requirements follow [the Relationship Disclosure Law] regarding reporting of gifts and other disclosures so there should not be an extra burden on districts to provide this information.” Id. Despite TEA’s contention to the contrary, the FIRST Regulations, in some instances, appear to exceed the disclosure requirements of the Relationship Disclosure Law. For example, the FIRST Regulations require the disclosure of gifts with an aggregate value in excess of $250.00 that were “received” by an executive officer, board member, or applicable family member even though the gift may not be accepted. On the other hand, the Relationship Disclosure Law requires the disclosure of gifts that are actually “accepted.”

Further, unlike the Relationship Disclosure Law, the FIRST Regulations do not contain a “guest exception” for food, lodging, transportation or entertainment expenses or exceptions for political contributions.

2

There are also ambiguities in the FIRST Regulations with respect to the reporting of expense reimbursements. For example, section 109.1005(b)(2)(B) requires the disclosure of reimbursed expenses for “meals, lodging, transportation, motor fuel, and other items,” but there is no indication as to whether such reimbursements include reimbursements by vendors or whether they are limited to reimbursements by the school district. The FIRST Regulations do not define other critical terms like “gift” or “outside entity,” which prevents school districts and district officers from determining within any reasonable degree of certainty as to when “gifts,” “compensation and/or fees,” or “reimbursements” from “outside entities” would be subject to the FIRST Regulations reporting requirements.

Finally, the reporting period in the FIRST Regulations differs from the time frame established by the Relationship Disclosure Law. The reporting requirements under the FIRST Regulations are based on the receipt of compensation, reimbursements, and gifts during a fiscal year. However, the reporting requirements under the Relationship Disclosure Law are based on the acceptance of non-exempt taxable income or gifts during the 12-month period preceding the date the superintendent or school board member becomes aware that a contract has been executed or the school district is considering entering into a contract with a vendor.

Gifts and the Texas Penal Code The FIRST Regulations and the Relationship Disclosure Law fail to address sections 36.08 and 36.09 of the Texas Penal Code (“Penal

An overview of the reporting and disclosure requirements in Chapter 176 of the Local Government Code, as amended by the 80th Legislature, was published in the Fall 2007 edition of Insight. See Canales, To Disclose or Not to Disclose?, Insight, Fall 2007, at 13.

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Code”). Section 36.08 prohibits a public servant from soliciting, accepting, or agreeing to accept certain gifts, including items valued in excess of $50.00, while section 36.09 prohibits individuals from offering certain gifts to public servants. Tex.Penal Code §§36.08-36.09. Violations of sections 36.08 and 36.09 of the Penal Code are Class A misdemeanors, which are punishable by: (1) a fine not to exceed $4,000; (2) confinement in jail for a term not to exceed one year; or (3) both. Id. at §12.21. Theoretically, certain gifts permitted under the FIRST Regulations and the Relationship Disclosure Law could be prohibited under the Penal Code. However, there is no dispositive legal authority expressly addressing the apparent conflict between the Penal Code and the FIRST Regulations and the Relationship Disclosure Law with respect to such gifts.

Conclusion There does not appear to be any published Texas judicial decision or other legal authority clarifying the reporting and disclosure requirements in the FIRST Regulations or addressing any inconsistencies with the Relationship Disclosure Law and/or the Penal Code. As evidenced by the Relationship Disclosure Law, the FIRST Regulations and the other myriad state laws, state regulations, and board policies that prohibit and otherwise target conflicts of interest, the law regarding reporting and disclosure requirements is complex and evolving. Compliance with the various statutes and regulations is often fact intensive and should be evaluated on a case-by-case basis. Accordingly, school districts, district officials, and vendors who conduct business with school districts will benefit greatly from and should rely heav-

ily on the assistance of legal counsel in this specific arena. This is particularly true with so much uncertainty surrounding the many relatively new obligations imposed by the Relationship Disclosure Law and the FIRST Regulations.

This article is for informational purposes only and is not intended to be a substitute for legal advice. Specific questions and circumstances regarding the issues addressed in this article should be individually discussed with legal counsel.



Neal W. Adams Jerry D. Bullard Adams, Lynch & Loftin, P.C. GENERAL COUNSEL TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS

WE PROVIDE EDUCATIONAL SOLUTIONS FOR YOUR STUDENTS AND YOUR SCHOOL. WE CAN HELP YOUR STUDENTS: • Test out of subjects • Earn dual-credit • Earn credit during the summer • Make up credits in failed courses WE CAN OFFER YOUR SCHOOLS: • A drop-out prevention and recovery option • Bulk-quantity Credit by Examinations in more than 100 courses • Special programs and curriculum options For more information, call 800.692.6877, or visit our website at www.ode.ttu.edu/k12.

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INSIGHT

Statement of Philosophy The legislative goal of the Texas Association of School Administrators (TASA) is to actively influence the legislative process so that the needs of public schools are addressed and the quality of public education in Texas is enhanced. The members of TASA believe that providing a quality system of public education is the best way to ensure that each citizen is well prepared to participate in and contribute positively to society.

TASA is dedicated to supporting legislative policy that embraces the concepts of local control, state responsibility, and federal concern. The core business of education organizations is to ensure that all TUVEFOUT MFBSO *O LFFQJOH XJUI UIJT UFOFU school leaders must work to prepare students to meet and exceed rising academic standards, recruit and retain qualified personnel, and educate a growing population PG TUVEFOUT XJUI EJWFSTF OFFET *O BEEJtion, school officials must focus on building and maintaining adequate facilities; paying the escalating costs of employee compensation and benefits, utilities, insurance, supplies, and rapidly increasing fuel costs; and complying with state and federal regulations and judicial mandates. The combined impact of these factors places a tremendous burden and responsibility on the public schools of this state.

Any legislation impacting public schools must be constructed in such a way as to support a rigorous, comprehensive educational program that includes consideration for the development of strong academic, vocational, and social knowledge and skills. Legislation must also provide flexibility for school districts in the implementation of programs and services and in the mobilization and utilization of resources to meet the varying needs of children and communities. TASA will seek opportunities to positively influence educational initiatives during the 81st Texas Legislative Session.

Texas Association of School Administrators

2009

2009 Legislative Program

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School Finance Priority Funding

State Payment Schedule

High School Allotment

TASA supports substantial increases in state funding for Texas public schools through a school finance system that ensures an equalized distribution of state funds. Public education should be the first priority of state government. Therefore, public policy related to school finance must include the resources necessary to provide quality educational programs, adequate salaries for public school personnel, and facilities that meet all standards prescribed by law and rule, as well as escalating costs of general school district operations.

TASA opposes any measure that would postpone or defer foundation school program payments to school districts in order to help manage the timing of the state’s cash flow.

TASA supports an increase in funding for the High School Allotment and distribution based on a per WADA basis in lieu of per ADA. TASA supports continued flexibility in the use of these funds in order to meet the unique needs of students at the secondary level and believe these funds should also be used to cover the many costs associated with the graduation requirement that include four years of both math and science (science labs, etc.). TASA supports the expanded use of these funds to include preparing students for postsecondary success (workforce, higher education, and military).

Adjustments to the Basic Allotment

State Share

TASA supports the use of an updated cost index that recognizes the geographic variation in resource costs that are beyond the control of school districts and provides consideration for the ability of districts to fund these variations, including appropriate hold harmless provisions, to avoid any negative effects on school districts.

TASA supports an increased state share of public education funding, accomplished by real increases in state funds rather than through any state-initiated property tax relief measures that would trade general state tax dollars for local property tax revenues.

TASA supports adjustments to the basic allotment for sparsity, which recognizes the variation in costs necessary to support educational programs in small and mid-sized districts.

Funding Structure TASA supports replacing the current system of funding schools through Target Revenue, which serves as a floor and ceiling for schools since it is calculated based on a school district’s value from 2005-06 and is capped based on revenue per student in 2006-07. The current Target Revenue system has created greater inequities within the system with wide variations in the amount of funding districts receive with no rational basis or consideration of student needs, increased state expectations, equity or inflation. TASA supports an updated and adequately funded formula-based school finance system, which takes student and district characteristics into account when determining appropriate levels of funding necessary to meet increasing state and local expectations and economic pressures over the long-term.

Transportation Costs

TASA supports legislation that provides supplemental state funding for schools that are experiencing rapid enrollment growth or rapid enrollment decline.

TASA supports repealing the statutory provision (TEC §42.103(e)) that prohibits Chapter 41 districts from receiving the mid-size adjustment.

TASA supports Chapter 42 school districts receiving the full amount of the Available School Fund and not offsetting state aid to those school districts.

Inflation TASA supports a school finance system that automatically provides for an inflation adjustment, which would assist school districts in meeting increasing costs of school districts operations, including uncontrollable costs, such as utilities and insurance.

Value Growth TASA supports reinvesting the money the state receives in value growth back into the public school system on top of enrollment growth. Reinvesting value growth would provide one source of revenue to assist the state in providing additional funding to school districts.

34

INSIGHT

Board Authorization TASA supports providing school boards the authority to access up to four cents each biennium (up to two cents a year) without a rollback election.

TASA supports authorization elections in May in order to provide school districts and local communities adequate planning for school budgeting purposes.

2

TASA supports legislation to increase funding allocations for the costs of transporting students by adjusting the funding mechanisms to provide resources commensurate with the actual costs of providing transportation services.

Prekindergarten TASA supports fully funded, full-day prekindergarten for qualifying students at the option of local school districts. TASA supports replacing the current grant funding system with a stable formula-based system that is predictable and allows districts to provide sustainable programs over the long term. TASA supports the facility funding needed for these programs.

Meaningful Discretion TASA supports a school finance system that ensures local school boards have “meaningful discretion” in the administration and levying of local school taxes and the allocation of tax proceeds beyond that required to meet the state’s educational requirements.

Adequacy TASA supports a state school finance system that adequately provides for “the general diffusion of knowledge” in order to preserve the “liberties and rights of the people” and should: r 3FDPHOJ[F UIF EZOBNJD OBUVSF PG SFRVJSFments and expectations, r 1SPWJEF BU B NJOJNVN FYQFDUBUJPOT SFflected in the required state curriculum, including both the foundation and the enrichment curriculum, r 1SPWJEF DPTU BEKVTUNFOUT GPS WBSZJOH TUVdent needs and district characteristics, and

r 1SPWJEF PQQPSUVOJUJFT GPS BMM 5FYBT TUVdents to achieve the highly educated status that will enable them to live successfully in our increasingly global and digital world.

r 3FTQFDU UIF SJHIU PG MPDBM TDIPPM DPNNVOJties to allocate resources.

Facilities

TASA supports a school finance system that â&#x20AC;&#x153;makes suitable provision for the support TASA supports a state school finance sys- and maintenance of an efficient system of tem that provides for â&#x20AC;&#x153;the general diffusion public free schoolsâ&#x20AC;? and should: of knowledgeâ&#x20AC;? in order to preserve the â&#x20AC;&#x153;lib- r "GĂ SN UIBU GBDJMJUJFT JOĂĄVFODF MFBSOJOH erties and rights of the peopleâ&#x20AC;? and for â&#x20AC;&#x153;the r 1SPWJEF TUBUF TVQQPSU GPS FYJTUJOH EFCU BOE new facilities in ways that reflect a strong support and maintenance of an efficient value in a state and local partnership, system of public free schoolsâ&#x20AC;? and should: r 1SPWJEF B TZTUFN PG FRVJUZ UIBU JODMVEFT r 3FDPHOJ[F UIF EJWFSTJUZ PG MPDBM OFFET BOE funding capabilities, at least 92 percent of the students within the equalized system and which phases in r &OTVSF UIBU GBDJMJUJFT TVQQPSU NFFUT UIF FRuity principle, and greater equity over time, r *ODMVEF QSPWJTJPOT UP FOTVSF UIBU TUVEFOUT r 3FTQFDU UIF SJHIU PG MPDBM TDIPPM DPNNVOJties to make decisions related to the allocaâ&#x20AC;&#x153;have access to programs and services that tion of resources. are appropriate to the studentâ&#x20AC;&#x2122;s educational needs and that are substantially equal to those available to any similar student,â&#x20AC;? Student Projections [TEC §42.001(a)], TASA supports the use of a school districtâ&#x20AC;&#x2122;s r 1SPWJEF GPS B iTUBOEBSE PG OFVUSBMJUZ UIBU best estimate of student counts and growth provides for substantially equal access to projections in the creation of the biensimilar revenue per student at similar tax nial budget estimates for public education effort, considering all state and local tax funding. revenues of districts after acknowledging all legitimate student and district cost dif- Locally Funded State Mandates ferences,â&#x20AC;? [TEC §42.001(b)] and TASA opposes any new legislative requirer &OTVSF UIBU OP PUIFS FEVDBUJPO PS UBY ment or the expansion of previous legislapolicies diminish the effects of the equity tive mandates for which costs are not fully provision. paid through additional state aid.

Equity

Capacity

Class Size Snapshot Date

TASA supports a school finance system that â&#x20AC;&#x153;makes suitable provision for the support and maintenance of an efficient system of public free schoolsâ&#x20AC;? and should: r *ODSFBTF UIF TUBUF TIBSF CZ DSFBUJOH TUBCMF revenue structures that will enable the state/local partnership to meet the adequacy and equity principles, r 3FEVDF UIF PWFS SFMJBODF PO MPDBM QSPQFSUZ taxes and recapture, r "EKVTU GPS DIBOHJOH FDPOPNJD GBDUPST BOE r "TTVSF GVOEJOH GPS FOSPMMNFOU HSPXUI BOE inflation each year.

TASA supports a date set in the fall for the purposes of determining compliance with class size limits.

Local Enrichment

Consolidation

TASA supports a state school finance system that provides for â&#x20AC;&#x153;the support and maintenance of an efficient system of free public educationâ&#x20AC;? and should: r &OTVSF UIBU FOSJDINFOU QSPWJTJPOT NFFU the equity principle, r 1SPWJEF GPS NFBOJOHGVM EJTDSFUJPO GPS BMM districts, and

TASA opposes any reorganization of Texas school districts by consolidation, unless local school officials initiate such action.

Program Enrichment TASA opposes legislation that would reduce the level of local enrichment below the Foundation School Programâ&#x20AC;&#x2122;s current recapture limit of $319,500. TASA supports legislation that would increase the current Foundation School Programâ&#x20AC;&#x2122;s equalized wealth levels in proportion to other Program funding components.

Permanent School Fund (PSF)

of PSF revenues as an integral part of the stateâ&#x20AC;&#x2122;s commitment and responsibility toward public education, but not for other state government needs or purposes.

Categorical Funding TASA opposes legislation that imposes restrictions on, or set-asides of, categorical funds.

Education Service Centers TASA supports increases in funding for education service centers to enhance their capacity to provide essential services and technical assistance to Texas public school districts.

Funding for Private Schools/Vouchers TASA opposes the use of public funds to provide financial resources to private elementary and secondary schools through funding of programs or materials, tax credits, virtual charters, and/or vouchers, and considers such funding an improper use of tax revenue and public monies.

School Safety Drug- and Weapon-Free Environment TASA supports legislation, including funding, to eliminate violence on school campuses and provide a drug-and weapon-free environment so that students, teachers, and district employees are protected from criminal activities, weapons, and acts of violence.

Alternative and Juvenile Justice Alternative Education Programs TASA supports legislation that would establish a separate funding formula for both Disciplinary Alternative Education Programs (DAEPs) and discretionary placement of students in Juvenile Justice Alternative &EVDBUJPO 1SPHSBNT ++"&1T *O BEEJUJPO TASA supports the continuation of local flexibility in the placement or assignment of students to such programs.

Juvenile Justice Alternative Education Programs

TASA supports current constitutional provisions and State Board of Education practices regarding the distribution and use

TASA supports legislation that would adequately fund programs for expelled students.

3

FALL 2008

35

*OTUSVDUJPO Accountability TASA supports a state accountability system that remains consistent over time; aligns instruction, assessment, and instructional resources with the Texas Essential Knowledge and Skills (TEKS); allows for the success of all schools without regard for location, size, and demographics; recognizes and rewards campuses and districts performing above minimum standards; and provides districts receiving recognized or exemplary ratings the same flexibility and freedom from state mandates as charter schools.

TASA supports an accountability system that links inputs and outputs, including student growth as a vital measure, and aligns with state goals for public education.

TASA supports the development of assessments that are scaled for using growth as a measure.

TASA supports an accountability system that is rigorous and challenging and not demoralizing.

36

INSIGHT

Instructional Materials and Educational Technology TASA supports full funding for instructional materials, and a state-level review and adoption process.

TASA supports increased state funding for technology, including, but not limited to, an increase in the technology allotment, in order to expand the availability of new technology, hardware and software support, classroom instructional materials, and adequate training for the use of such technology in the classroom.

Core Subject Initiatives TASA supports funding for educational programs and quality professional development to improve student performance in all core subject areas.

College and Postsecondary Readiness TASA supports increases in funding for the development of educational programs and quality professional development that support P-16 initiatives and to ensure college and postsecondary readiness for all students.

Career and Technical Education (CTE) TASA supports a comprehensive study that would fully explore the implications of a long-term move toward online testing, ensuring that there would be no unfunded requirements and/or loss of instructional time for school districts.

TASA supports the establishment of a Career Pathway to Licensing through which students could obtain a certification (plumbing, electrician, etc.) after successful completion of high school CTE courses.

TASA supports creating additional pathways/options for students.

Staff Development TASA supports adequate state funding for appropriate staff development programs, with local flexibility in the development of those programs, to meet the needs of individual school districts.

4

TASA supports expanding the existing Recommended High Program to include multiple pathways for CTE. TASA supports strengthening and clarifying TEKS related to CTE to ensure the appropriate rigor is included to assist students in being college and workforce ready.

Personnel Salaries TASA supports improvements in teacher compensation that would allow districts to design and implement compensation programs that provide a professionally competitive salary based on local needs and priorities. Any state-mandated salary increases, including step increases, must be supported by increased state funding.

Retention/Recruitment TASA supports additional funding for specific initiatives targeted towards the retention and recruitment of qualified classroom teachers and administrators.

Certification TASA supports certification and renewal requirements that allow local flexibility in the recruitment, training, and assignment of certified and non-certified, but degreed, individuals for classroom teaching assignments.

Health Insurance TASA supports state funding for public school employee health insurance, provided that local flexibility in the design of insurance benefits is maintained and that such funding does not adversely affect the ability of school districts to establish benefit plans for all employees.

%BZ 1FOTJPO 1MBO .FNCFSTIJQ TASA supports repealing the statutory requirement that school districts pay an amount equal to the state contribution rate during the first 90-days of a new memberâ&#x20AC;&#x2122;s employment and restore the stateâ&#x20AC;&#x2122;s obligation to fund the first 90-days of TRS contribution for new employees.

TRS Payments Above Statutory Minimum TASA supports legislation clarifying that the minimum salary schedule includes local supplements and step increases that are considered part of the minimum salary schedule for the purpose of calculating local school district contributions to TRS when the legislature includes those supplements and step increases as the base for employee compensation.

District Contribution for TRS-Care TASA supports legislation that would repeal the statutory requirement that school

districts contribute between 0.25 percent and 0.75 percent of active employeesâ&#x20AC;&#x2122; salary to TRS-Care and require the state to fund this cost for retirees (0.55 current).

as well as legislative appropriations that ensure adequate funding for the system and provide opportunities for future benefit increases.

Labor Relations

TASA opposes any legislation and/or constitutional amendment that would reduce the stateâ&#x20AC;&#x2122;s current constitutional obligation to the Teacher Retirement System or that would adversely affect the actuarial soundness of the system.

TASA opposes the enactment of mandatory consultation, collective bargaining, dues check-off, or binding arbitration legislation for public school employees.

Teacher Retirement System (TRS) TASA supports legislation that would adequately support existing retirement annuities for active TRS members, retiree health insurance, deferred retirement options, and cost-of-living increases for retired members,

Hearing Officers TASA supports legislation that would allow local districts greater discretion in the assignment, use, and selection of hearing officers.

Governance State Board of Education TASA supports legislation that establishes the State Board Of Education (SBOE) as an advisory board in matters of statewide public education policy, and limits the authority of the SBOE to those duties specified in the state constitution.

Local Control TASA supports the preservation of local governance by elected school boards, including decisions to determine the school calendar, recognizing that strong representative government ensures an appropriate balance between the interests of parents, students, professional educators, and taxpayers at the local level.

leader, chief executive officer, and administrative manager of the district.

School Choice TASA opposes state or federally mandated open-enrollment plans, vouchers, or parental â&#x20AC;&#x153;choiceâ&#x20AC;? of schools, but supports locally initiated intra-district and inter-district programs, open enrollment, or choice plans.

Charter Schools TASA opposes creating additional openenrollment charter schools until research clearly reflects that achievement in student performance is comparable to that of noncharter, public schools.

Initiative and Referendum

TASA supports legislation that restores authority to school boards, administrators, and communities in establishing the school start and end date.

TASA supports the concept of representative government and opposes any proposal that would require annual voter approval of school district budgets or tax rates.

Site-Based Decision Making

Elections

School Calendar

TASA supports existing statutory requirements that site-based decision-making committees (both campus and district) be used in an advisory capacity only.

TASA supports local control allowing school boards to choose either a May or November trustee election and either threeor four-year terms.

Roles and Responsibilities TASA supports legislation that defines the roles and responsibilities of the superintendent and board of trustees, emphasizing the role of the superintendent as educational

TASA supports efforts that provide for increases in the number of uniform election dates and to restore the discretion of local districts to hold a bond election on a non-uniform date.

FALL 2008

37

Tax Policy Legislative Committee

Tax Restructuring TASA supports a stable state tax system that provides necessary revenues from predictable and dependable sources, by reducing the dependence on property taxes, to support an adequate and equitable public education system that provides meaningful discretion to local school boards.

Rollback Relief TASA supports legislation to eliminate or reduce the impact of tax rollback provisions.

Property Tax Exemptions

Kay E. Waggoner (Legislative Chair)

Grapevine-Colleyville ISD 11

Oscar Rodriguez, Jr.

Mission CISD

01

Norma L. Salaiz

La Villa ISD

01

Paul Clore

Gregory-Portland ISD

02

Robert C. Wells

Edna ISD

03

David G. Anthony

Cypress-Fairbanks ISD

04

Rebecca Flores

Houston ISD

04

Duncan F. Klussmann

Spring Branch ISD

04

Thomas E. Randle

Lamar CISD

04

TASA opposes additional exemptions that further erode the property tax base available to school districts.

Gene Paul Isabell

Newton ISD

05

Lani Randall

Port Neches-Groves ISD

05

Jim Gibson

Montgomery ISD

06

Tax Roll

Keith Bryant

Bullard ISD

07

Mary Ann Whiteker

Hudson ISD

07

David Fitts

Pewitt CISD

08

Terry Myers

Mount Pleasant ISD

08

Dawson R. Orr

Wichita Falls ISD

09

H. John Fuller

Wylie ISD

10

TASA opposes legislation that would “split” specific classes of property from the school tax roll, with some property taxed at the state level and some taxed at the local level.

Tax Abatements TASA supports legislation that would prohibit school district participation in tax abatements, unless the state reimburses the cost of abatement to the local district.

Tax Appraisals TASA supports legislation requiring the use of local values for all districts if the appraisal district is operating within generally accepted guidelines. TASA supports state policy that treats all taxable property equally.

Cathy E. Bryce

Highland Park ISD

10

L. Curtis Culwell

Garland ISD

10

Michael Hinojosa

Dallas ISD

10

Douglas W. Otto

Plano ISD

10

Darrell G. Floyd

Stephenville ISD

11

Greg Gibson

Crowley ISD

11

Karen G. Rue

Northwest ISD

11

Kevin Noack

Crawford ISD

12

Roderick Emanuel

Bastrop ISD

13

Appraisal Caps

Michael T. Smith

New Braunfels ISD

13

TASA opposes legislation that would further reduce the current cap on appraisal growth for residential property.

Pat Pringle

ESC Region 13

13

Nola Wellman

Eanes ISD

13

Shane Fields

Albany ISD

14

Revenue Caps

Rick Howard

Comanche ISD

14

TASA opposes legislation imposing revenue caps that would compromise local school districts’ ability to provide necessary services to schoolchildren.

David Hutton, Jr.

Winters ISD

15

Rod Schroder

Amarillo ISD

16

Mike Motheral

Sundown ISD

17

Berhl L. Robertson, Jr.

Roosevelt ISD

17

38

INSIGHT

Gene Sheets

Muleshoe ISD

17

Kevin Allen

Iraan-Sheffield ISD

18

Jackie Dyer

Sierra Blanca ISD

19

Robert J. Duron

San Antonio ISD

20

John Folks

Northside ISD

20

Richard A. Middleton

North East ISD

20

Dan Troxell

Kerrville ISD

20

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TASA Corporate Partners 2008–09 TASA is grateful to our corporate partners for their support

Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.

President’s Circle Apple Pearson Penn Foster SHW Group Tango Software Platinum CompassLearning CTB McGraw Hill, The Grow Network Houghton Mifflin Harcourt Indeco Sales Scientific Learning TCPN The Princeton Review Scholastic Wireless Generation Gold Health Matters LifeTrack PBK Renaissance Learning Silver Horace Mann Linebarger Goggan Blair & Sampson, LLP SureScore TCG Consulting Learning Together Bronze Agile Mind AIG Retirement Alton Lynch Associates Cambridge Strategic Services First Southwest Company LenSec Sodexho College Board Vantage Learning

College Readiness ✔ MORE students going to college ✔ MORE students graduating from high school ✔ MORE students in AP and Dual Enrollment classes ✔ MORE students achieving Commended

Performance on exams ✔ MORE students completing the Distinguished

Achievement Program ✔ MORE students improving performance on

SAT/ACT/TAKS examinations A direct correlation exists between program cost and the number of students being served. SureScore’s costeffective educational model allows districts to reach more students. As an Austin-based College Readiness firm, SureScore is committed to increasing educational opportunities for all Texas students.

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