INSIGHT—Summer 2016 by Texas Association of School Administrators

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

SUMMER 2016

INSIGHT TASA Proudly Announces 2016â&#x20AC;&#x201C;17 Officers

Kevin Brown, President Superintendent, Alamo Heights ISD

Buck Gilcrease, President-Elect Superintendent, Alvin ISD

Gayle Stinson, Vice-President Superintendent, Lake Dallas ISD

Karen G. Rue, Past President

Donnie Duntley

Joan Arciero

Shawn Crow

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SUMMER 2016 Volume 31 No. 2

INSIGHT CONTENTS FEATURED ARTICLES SCHOLAR PROFILES

TASA checks in with 2014 recipients of Johnny Veselka Scholarship

LEGAL INSIGHT

Contracts and disclosure of parties: Who is interested?

Ramiro Canales

Cover Story ➤

GETTING DOWN TO BUSINESS

Districts partner with industry to offer relevant, real-world education

Raven L. Hill TEXAS READS ONE BOOK

Campaign spreads love of reading across the state

BUILDING BRIDGES

Opportunities abound for P-20 collaboration

Wesley D. Hickey and Jennifer S. Jones

New Feature ➤

TECH TAKE

Promoting STEM partnerships with local industry

Randy Rodgers

New Feature ➤

BOOK REVIEWS

What Texas school administrators are reading

TSPRA Voice ➤

RAISING COMMUNITY AWARENESS

Alvarado ISD inspires community to support district goals

Tommy Brown Small Schools Perspective ➤

ADVOCATING FOR EXCELLENCE

One educator’s account of testifying at the Capitol

Jeff Harvey

SUMMER 2016

INSIGHT

OFFICERS Kevin Brown, President, Alamo Heights ISD Buck Gilcrease, President-Elect, Alvin ISD

DEPARTMENTS

Gayle Stinson, Vice President, Lake Dallas ISD Karen G. Rue, Past President

TASA Professional Learning Calendar

EXECUTIVE COMMITTEE

President’s Message

Daniel Treviño, Jr., Mercedes ISD, 1

Executive Director’s View

Troy Mircovich, Ingleside ISD, 2 Jeanette Winn, Karnes City ISD, 3 Greg Smith, Clear Creek ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Clark C. Ealy, College Station ISD, 6 Vacant, 7 Rex Burks, Simms ISD, 8 Kevin L. Dyes, Holliday ISD, 9 Alfred Ray, Duncanville ISD, 10

INSIGHT EDITORIAL STAFF

David Belding, Aubrey ISD, 11 Judi Whitis, Valley Mills ISD, 12

Executive Director

Johnny L. Veselka

Assistant Executive Director, Services and Systems Administration

Ann M. Halstead

Amy Francisco

Director, Communications and Media Relations

Design/Production Anne Harpe

Editorial Director

Katie Ford

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. © 2016 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 360 Press Solutions, Cedar Park, Texas.

Douglas Killian, Hutto ISD, 13 Joseph Light, Wylie ISD, 14 Aaron Hood, Robert Lee ISD, 15 Steve Post, Tulia ISD, 16 Keith Bryant, Lubbock-Cooper ISD, 17 Andrew Peters, Marfa ISD, 18 Jose G. Franco, Fort Hancock ISD, 19 Brian T. Woods, Northside ISD, 20

AT-LARGE MEMBERS Elizabeth Clark, Birdville ISD Pauline Dow, North East ISD Gonzalo Salazar, Los Fresnos CISD Doug Williams, Sunnyvale ISD

EDITORIAL ADVISORY COMMITTEE Gayle Stinson, Lake Dallas ISD, Chair Steve Flores, Round Rock ISD George Kazanas, Midway ISD Michael McFarland, Lancaster ISD Dawson Orr, Southern Methodist University Jill M. Siler, Gunter ISD Greg Smith, Clear Creek ISD Kevin Worthy, Royse City ISD

INSIGHT

TASA Professional Learning Calendar, August–November 2016 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.We strive to offer a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education. Upcoming conferences and workshops are listed below; for details on our professional development calendar, please visit us online at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272).

Date

Event

August 3–4

First-time Superintendents Academy – Various Session 1

Austin Marriott North Round Rock, TX

Academy for Transformational Leadership Schlechty Center Klein ISD – Session 1

Klein Multipurpose Center Klein, TX

August

Presenter Location

September September 7–8

September 23–25 TASA/TASB Convention Various

George Brown Convention Center Houston, TX

October October 3–4

Academy for Transformational Leadership Schlechty Center Region 10 ESC – Session 1

Region 10 Education Service Center Richardson, TX

October 4–6

Curriculum Management Audit Training Susan Townsend Level I

TASA Headquarters Austin, TX

October 5–6 Central Office Academy – Various Session 1

Sheraton Georgetown Texas Hotel & Conference Center Georgetown, TX

October 10–11 Academy for Transformational Leadership Schlechty Center Georgetown – Session 1

Sheraton Georgetown Texas Hotel & Conference Center Georgetown, TX

October 12–13

First-time Superintendents Academy – Various Session 2

Austin Marriott North Round Rock, TX

October 12–13

FTSA2: Engaging in Leadership – Various Session 1

Austin Marriott North Round Rock, TX

October 25–26

Academy for Transformational Leadership Schlechty Center Klein ISD – Session 2

Klein Multipurpose Center Klein, TX

November November 2–3 Engaging the Net Generation Schlechty Center

Sheraton Georgetown Texas Hotel & Conference Center Georgetown, TX

November 7–8 Academy for Transformational Leadership Schlechty Center Georgetown

Sheraton Georgetown Texas Hotel & Conference Center Georgetown, TX

November 9–10

Academy for Transformational Leadership Schlechty Center Region 10 ESC – Session 2

Region 10 Education Service Center Richardson, TX

November 15–17

Curriculum Management Audit Training Susan Townsend Level II

TASA Headquarters Austin, TX

November 16–17

First-time Superintendents Academy – Various Session 3

Austin Marriott North Round Rock, TX

November 30– Central Office Academy – Various December 1 Session 2

Sheraton Georgetown Texas Hotel & Conference Center Georgetown, TX

SUMMER 2016

Valuable District Subscriptions and Services

TASA Texas Association of School Administrators District Subscriptions and Services

When renewing your individual membership for 2016–17 in the TASA Member Services Center (https://msc.tasanet.org/), please consider the benefits of subscribing your district to one or more of the following: School Transformation Network (http://goo.gl/zugj8X) — opportunities to receive special briefings and engage with leaders of Texas High Performance Schools Consortium and Consortium Associates districts, discounts on transformation-related professional development and services Legislative and Public Policy Services (http://goo.gl/2IrAcr) — supports TASA efforts to monitor and influence legislative and public policy matters on behalf of your district Accountability Forum (http://goo.gl/l3ipwL) — free registration to twice-yearly conferences, detailed analyses, participation in interactive online forum

Districts may also benefit from the following services in 2016–17: School Transformation Customized Services (http://goo.gl/Pri3yE) — TASA will work with you to customize a program that’s right for your situation. Our experts can provide training or consulting to staff, or assist in the facilitation of transformation in your district and larger community. Texas Curriculum Management Audit Center (http://goo.gl/IGjHQe) — delivery of Curriculum Management Audits™, training programs, consultation, and technical support services offered in cooperation with Curriculum Management Solutions, Inc. Data Analytics via Forecast5 (http://goo.gl/OBJG9T) — an array of analytic tools that can assist your school district in analyzing operational data and performance

ANSWERING THE CALL “A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free school.” — The Texas Constitution, 1876

PRESIDENT’S MESSAGE Public schools in Texas are at a crossroads and, in many ways, so is our democracy. We must continue the work we are doing to become 21st century schools, and we need the flexibility and resources to do it.

he promise of America was born from the notion that all people have inalienable rights, and that every individual in our society should have an equal opportunity for success. Providing an education to all children to create an informed citizenry is at the core of the success of American democracy. Throughout our history as a nation, public education — educating every child, turning no one away — has contributed to America fulfilling its promise, creating the most creative, innovative and successful businesses, the largest middle class and the most powerful nation in the history of the world. Each member of TASA has undertaken the “calling” of serving our nation and our democracy by serving our children in public education. Nothing could be more patriotic or noble. Yet, it has become fashionable in recent decades to bash public education and to challenge the underpinnings of this most basic of American institutions. Public schools in Texas are at a crossroads and, in many ways, so is our democracy.We must continue the work we are doing to become 21st century schools, and we need the flexibility and resources to do it. As we begin the 2016-2017 school year, opportunities and risk for public education abound. A ruling on school finance, a rewriting of the state standards, a fresh look at the accountability and assessment system, and the continued, inspirational work around TASA’s “Creating a NewVision for Texas Public Schools” are all enormous opportunities upon which we must act to protect, improve and transform our schools. This is an incredibly important time for all of us, and it is an honor to work with you as TASA president to continue to move public schools forward while protecting this most n American of endeavors.

SUMMER 2016

http://www.tasanet.org/Midwinter

Midwinter Conference MARK YOUR CALENDAR Call for sessions begins—August 8 Registration opens—September 1 Housing opens—September 1

January 29–February 1, 2017 • Austin Convention Center

LEARNING AND LEADERSHIP: SHAPING THE FUTURE

EXECUTIVE DIRECTOR’S VIEW As we begin the 2016–2017 school year, we encourage you to explore the great lineup of learning opportunities presented by TASA for you and your staff.

n fall 1991, we invited that year’s beginning superintendents to participate in an academy to learn successful practices, understand the complex, day-to-day requirements of the position, develop leadership skills unique to the superintendency, and build a network of support. Now in its 25th year, TASA’s First-time Superintendents Academy (FTSA) continues to be where superintendents go to explore topics related to day-to-day school operations, school transformation and student-centered schools, and effective strategies for working with school boards and for effective leadership. During the past 25 years, we estimate that nearly 1,500 Texas superintendents launched their careers as FTSA participants. Today, FTSA is just one of many opportunities for superintendents and other district administrators to hone their leadership skills for the most complex job in public education. As we turn the corner on this 25-year tradition, we are introducing FTSA2: Engaging in Leadership — a next-level learning opportunity designed especially for FTSA alumni who want to continue to grow and develop their leadership skills. Offered for the first time in 2016-2017, FTSA2: Engaging in Leadership will provide participants with the opportunity to focus on the practical applications of the skills and practices covered in FTSA. However, FTSA2 will also explore “next-step” topics, including vision-driven leadership to support school transformation. Still among the mainstays in our lineup of professional learning opportunities is the Academy for Transformational Leadership (ATL), offered in partnership with the Schlechty Center. Now in its seventh year, ATL offers a professional development experience specifically tailored for Texas leaders who want to learn more about transforming school districts so that students and district staff, as well as the entire community, realize the benefits of a healthy and vital public education system. These leaders share a vision of what could be for the children of Texas — a vision in keeping with the one articulated by the Public EducationVisioning Institute in “Creating a NewVision for Public Education in Texas.” As we begin the 2016-2017 school year, we encourage you to explore the great lineup of learning opportunities presented by TASA for you and your staff. After more than a quarter century of program expansion, we continue to design new offerings that address the complex roles and responsibilities of the district leadership team and provide valuable resources to your students and teachers. Added to this facet of our association’s efforts in support of TASA members and the students you serve is our constant focus on state policy issues, working with the Texas Legislature,TEA, the State Board of Education, and many other agencies, state and federal, that affect the operation of local school districts throughout Texas. As we begin another new school year, we welcome your ideas and your involvement in our association and thank you for your continuing support.Visit www.tasanet.org and our newest digital resource, www.tasanet.org/transformation, to learn more.

SUMMER 2016

SCHOLAR PROFILES TASA checks in with 2014 recipients of Johnny L. Veselka scholarship

he Texas Association of School Administrators established the Johnny L.Veselka Scholarship during the 2013-2014 school year to honor and provide financial assistance to outstanding doctoral students pursuing careers in educational leadership, with particular emphasis on the superintendency. The scholarship recognizes the continuing leadership of Johnny L.Veselka, who began working at the association more than 40 years ago and stepped up to serve as the executive director in 1986. TASA annually awards three $2,500 scholarships, as the number and quality of applicants allows. The recipients are honored each January at TASA Midwinter. At the 2014 conference, Ashley Stewart, Desmontes Stewart and Gilbert Treviño claimed the award. Ashley Stewart was the assistant superintendent of curriculum in Graham ISD when she received the scholarship. She is now the assistant superintendent for leadership, planning and innovation in Midlothian ISD. In May 2015, she completed her doctoral degree in educational leadership from Tarleton State University in Stephenville. “It was the next step in my professional career and a goal I wanted to achieve,” says Stewart. “I was inspired by the support and encouragement from those closest to me, both professionally and personally.” Stewart admits the most difficult aspect of pursuing her doctorate was “finding balance” as she juggled her personal life, professional responsibilities and academic work. She offers the following advice to her peers in education who are thinking about earning a doctorate.

Ashley Stewart Midlothian ISD

Set a plan from the beginning. “I devoted some amount of time every day to my doctoral work — whether it was five minutes or five hours,” Stewarts says. “Every day, I worked on something.” Meet regularly with a department head. “As I neared the dissertation work, I made a plan with my chair to touch base every Tuesday afternoon until I defended,” she says.“We would talk for 15 minutes or two hours, but every Tuesday afternoon we were on the phone with each other, discussing things to add, take away, reword, etc.” Determine the most important activity to do with your family (or friends) — and commit to it.“For my family, it was having meals together, as well as tucking our girls into bed each night,” she says.“Very, very rarely did those two things not occur.We tried very hard to make it a priority.” Choose an area of interest to center your research upon early on in the process.“This way, you’ll be further along with the dissertation when that time comes,” Stewart says. Despite the inherent challenges of pursuing a doctoral degree, Stewart says she truly enjoyed being exposed to different views and learning new ideas, having opportunities to think critically about issues and sharing what she was learning with other professionals. She says she is grateful for the scholarship, which gave her “the motivation to finish” and “decreased the financial burden” for her family.

INSIGHT

As deputy superintendent in Killeen ISD, Desmontes Stewart oversees multiple operations, from athletics to technology. At the time he received the scholarship, he was supervising principals as an area director in Garland ISD. In May 2015, he earned a doctoral degree in educational leadership from Stephen F. Austin State University. He cites several reasons for pursuing the degree. “First, I wanted to set the bar for my kids and the younger generations in my family,” Stewart says. “I wanted to show them that it didn’t matter where you were from, how much money you have or the educational levels of your parents. I am the second person in my family to earn a bachelor’s degree, and the first to earn a master’s and a doctorate.”

Desmontes Stewart Killeen ISD

Stewart says he also wanted to serve a role model for minority students from his neighborhood. “I grew up in the Estella Maxey projects in Waco, where kids and parents work to survive,” he says.“Education, for the most part, was not valued, and I wanted to break the mold and show kids that, through education, you could provide a better way of living for yourself and family.” Stewart says he also earned his doctorate to honor his mother, Billie Stansberry, and father, the late Jessie Stansberry. Desmontes Stewart continues on page 12

Floydada ISD Superintendent Gilbert Treviño had been at his current job for two years when he was awarded the scholarship. In May 2015, he completed his doctoral degree in educational leadership from Texas Tech University in Lubbock. “It had been a lifelong goal of mine to obtain a terminal degree,” he says.“Growing up, I had a grandfather who would constantly lecture me about the importance of receiving an education and attending college. He had no formal education and worked as a farm hand his entire life. “As a child, I hated hearing those lectures,”Treviño admits,“but as a young adult, his words inspired me and pushed me to work toward obtaining a quality education and all three degrees I’ve obtained.” In addition to earning his doctorate,Treviño has a bachelor’s degree and master’s degree in education from Wayland Baptist University.The Floydada superintendent agrees with Stewart of Midlothian ISD that finding work-life balance is tough while pursuing a doctoral degree.

Gilbert Treviño Floydada ISD

“It’s so easy to get discouraged while trying to maintain a healthy balance between your coursework, your job and your family. There has to be some give-and-take in all three areas,” he says.“However, you must be committed to the process and set deadlines for getting things completed — especially once you begin the dissertation process.” Gilbert Treviño continues on page 12

SUMMER 2016

Desmontes Stewart continued from page 11

Gilbert Treviño continued from page 11

“These two individuals sacrificed lots in their lifetimes so that my brother and I could be provided with opportunities to chase our dreams,” he says. “Although my father passed away prior to my getting a bachelor’s degree, I know he is looking down on me with a proud smile upon his face.

Treviño says he is grateful for the connections he made with his professors at Tech and for the friendships he forged with the members of his cohort. “You really learn to lean on others in your cohort and support each other through the stressful times,” he says.

“My mother has been my biggest fan since I can remember,” Stewart continues. “She saw potential in me and was by my side According to Treviño, the scholarship’s reward was more than financial to him. every step of the way. She is truly my MVP.” Stewart says he stays in contact with those he met on his doctoral “Dr. Veselka has been a great ambassador for public education for many years, and it was a sincere honor to be one of the inaujourney. gural recipients of this scholarship,” he says. “The presentation of “I cherish the lifelong friendships I made within my SFA No. 15 the scholarship at the Midwinter Conference was a wonderful cohort,” he says. “This group consisted of many different person- experience.” alities, but each person brought something unique to the table.We held each other accountable while in the program — and still, to The superintendent says educators should continuously seek to further their education and build their pedagogy. this day, we converse about the state of education.” He says it felt good to be recognized as a scholarship recipient and “Pursuing a doctoral degree is one of the best ways to do this,” Treviño says.“While it is, indeed, a challenging endeavor, once the to know that his efforts were valued. journey is complete, you will look back on the experience with “It shows the commitment of Dr. Veselka and the committee great fondness, knowing you’ve accomplished something only 2 members to investing in the leaders of tomorrow,” he says. percent of the population in the United States has accomplished.” n

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INSIGHT

LEGAL INSIGHT Contracts and disclosure of parties: Who is interested? by Ramiro Canales

T Transparency in government will be a hot topic for the 85th Texas Legislature. Revisions to HB 1295 are expected.

ransparency in government was a priority of the 84th Texas Legislature. In an effort to provide more disclosure about contracts with governmental entities, the Texas Legislature passed HB 1295. The bill added Section 2252.908 titled “Disclosure of Interested Parties” to the Government Code. Public school districts are subject to these disclosure requirements; open-enrollment charter schools are not. The disclosure of interested parties is in addition to the disclosure of conflicts of interest required in HB 23, which I addressed in “Ethical Disclosures 2.0” in the fall 2015 issue of INSIGHT. The disclosure does not apply to all contracts. It applies only to certain contracts entered after January 1 that are subject to the specific requirements of the new statute and rules adopted by the Texas Ethics Commission in Title 1 of the Texas Administrative Code (“1 TAC”).

Key definitions The word “contract” was not defined in HB 1295. The Texas Ethics Commission defined the term through the rule-making process to mean “a contract between a governmental entity or state agency and a business entity at the time it is voted on by the governing body or at the time it binds the governmental entity or state agency, whichever is earlier, and includes an amended, extended or renewed contract.” The term “business entity” is defined in Section 2252.908(1) of the Government Code as “any entity recognized by law through which business is conducted, including a sole proprietorship, partnership or corporation.” The administrative rules adopted by the Texas Ethics Commission clarify that definition. In 1 TAC §46.3(b),“business entity” is defined as including “an entity through which business is conducted with a governmental entity or state agency, regardless of whether the entity is a for-profit or nonprofit entity. The term does not include a governmental entity or state agency.” The statutory definition of “interested party” is a “person who has a controlling interest in a business entity with whom a governmental entity or state agency contracts or who actively participates in facilitating the contract or negotiating the terms of the contract, including a broker, intermediary, adviser or attorney for the business entity.” The definition of “interested party” in 1 TAC §46.3(d) does not contain the statutory language relating to facilitating or negotiating a contract. HB 1295 did not define “controlling interest.” The commission rules define “controlling interest” in 1 TAC §46.3(c) as “(1) an ownership interest or participating interest in a business entity by virtue of units, percentage, shares, stock or otherwise that exceeds 10 percent; (2) membership on the board of directors or other governing body of a business entity of which the board or other governing body is composed of not more than 10 members; or (3) service as an officer of a business entity that has four or fewer officers or service as one of the four officers most highly compensated by a business entity that has more than four officers.” The Texas Ethics Commission recently adopted the following amendment: “Subsection (3) of this section does not apply to an officer of a publicly held business entity or its wholly owned subsidiaries.” Legal Insight continues on page 14

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Legal Insight continued from page 13

In 1 TAC §46.3(e), the Texas Ethics Commission defined “intermediary” as a “person who actively participates in the facilitation of the contract or negotiating the contract, including a broker, adviser, attorney, or representative of or agent for the business entity who: (1) receives compensation from the business entity for the person’s participation; (2) communicates directly with the governmental entity or state agency on behalf of the business entity regarding the contract; and (3) is not an employee of the business entity or of an entity with a controlling interest in the business entity.” The Texas Ethics Commission also adopted the following definitions for “signed” and “value.” Signed includes “any symbol executed or adopted by a person with present intention to authenticate a writing, including an electronic signature.” Furthermore, the value of a contract is “based on the amount of consideration received or to be received by the business entity from the governmental entity or state agency under the contract.”

Contracts that require disclosure

board, or (2) the value of the contract is at requirements in Section 2252.908(1) of the Government Code must electronileast $1 million. cally notify the Texas Ethics Commission of its receipt. The notification must be Contracts that don’t made “no later than the 30th day after require disclosure the date the [school district] receives the According to the rules adopted by the disclosure.” Texas Ethics Commission in 1 TAC §46.1(c), a contract does not require an Each disclosure form that is filed elecaction by the school board if (1) the school tronically with the commission shall be board has “legal authority to delegate to its made available to the public on the Texas staff the authority to execute the contract; Ethics Commission website no later than (2) the school board “has delegated to its the seventh business day after the commisstaff the authority to execute the con- sion receives it from the school district. tract”; and (3) the school board “does not participate in the selection of the business In an effort to assist school districts, the entity with which the contract is entered Texas Ethics Commission has published a frequently asked questions (FAQ) page into.” about HB 1295. It is available at www. Contracts that meet these three require- ethics.state.tx.us/whatsnew/FAQ_ ments are not subject to filing a form Form1295.html. disclosing the interested parties. Transparency in government will be a hot topic for the 85th Texas Legislature. ReviDisclosure form sions to HB 1295 are expected. School If a contract meets the disclosure require- districts and business entities must use due ments, the business entity must submit diligence to ensure disclosure of interested the Texas Ethics Commission form to the parties in applicable contracts. n school district “at the time the business entity submits the signed contract” to the Ramiro Canales is an attorney and school district. A school district is prohib- the assistant executive director of ited from entering into a contract with a governmental relations at TASA. business entity unless the form is timely Disclaimer: School districts and filed.

In 1 TAC §46.1(b), the Texas Ethics Commission determined that contracts entered after Dec. 31, 2015, require a disclosure of interested parties only if either of the following conditions is met: (1) the contract A school district that receives a form for requires an action or vote by the school a contract that is subject to the disclosure

INSIGHT

business entities that have questions regarding the applicability and implementation of HB 1295 should consult with their legal counsel.

GETTING DOWN TO BUSINESS ‘You’ve got to break down that wall. We’ve even made cold calls to businesses.’ — Humble ISD CTE Director Marley Morris

Districts partner with industry to offer relevant, real-world education By Raven L. Hill

n many Texas school districts, it is never too early for students to start thinking about what they want to be when they grow up — nor too soon to gain real-world experience.

Through successful partnerships with the local business community, students are preparing for their futures today, anchored by strong career and technical education (CTE) programs, specialty schools and themed academies. Schools and districts are working alongside industry professionals to provide students with training for 21st century careers. For example, Grand Prairie ISD is infusing a career-ready mindset in students as early as elementary school, and Harlingen CISD officials hope students might one day literally reach for the sky, given the Rio Grande Valley’s emerging opportunities in aerospace and aviation.When businesses and schools discover mutual interests, both sides win.

Grand Prairie ISD students from engineering, architecture, agriculture power and autocollision CTE pathways can earn a variety of American Welding Society certifications, thanks to the business relationships the district has forged.

“A real partnership needs to be there, not only because career and technical education professionals are always seeking to get those real-world insights, but also business and industry need to show students about the opportunities available in industries they may not be familiar with or know much about,” says Sean Lynch, spokesman for the Association of Career and Technical Education. Obtaining real-world work experience has long been the cornerstone of CTE programs, going back to the days when “vo-tech” was considered to be primarily an avenue for “slow-tech” students to learn blue-collar trades.With the passage of Texas House Bill 5 in recent years, however, school districts statewide were charged with providing students more exposure to specialized career areas. Getting Down to Business continues on page 16

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Getting Down to Business continued from page 15

Robin Painovich, executive director of the Career and Technology Association of Texas, notes that even prior to House Bill 5, collaborations between industry and secondary education, college and universities were on the rise.

and middle school students in the district Meanwhile, the heart of the district’s CTE are exposed to CTE through its “cradle to programming remains at the secondary career” focus. level, where students have opportunities to earn industry-recognized certifications, “We do a great job preparing our high complete senior projects, and leverage school students for their careers,” CTE job shadow and internship experiences. Director Winston Minix says. “We During the 2014-2015 school year, 2,250 decided to take it a step further and start students earned workforce-ready and getting our younger students to think industry-level certifications. That number about their future careers.” is expected to exceed 3,500 at the conclusion of 2015-2016, Minix says. Other districts are exploring ways to transform the secondary learning experience with input from the business community. Harlingen CISD is almost halfway through its five-year strategic plan.

Robin Painovich Executive director, Career and Technology Association of Texas

Accountability indicators now include metrics for collaboration with regional employers, CTE coherent sequence course-taking and dual credits earned, she says. There is tremendous benefit in collaborating with industry partners to enhance academic offerings, says Lynch, regardless of a student’s future plans (college versus career) or curriculum focus (CTE versus general education). “CTE and rigorous academics are not two separate things,” he says. “When they are integrated effectively, they can provide students with fantastic learning opportunities, where they have contextualized opportunities to apply their academics to these real-world problems. That’s a really great lesson for education as a whole — just thinking about how can we show students the answer to that question, ‘When am I ever going to use this?’” Grand Prairie ISD is not wasting any time getting students to that point. Elementary

INSIGHT

“This whole idea of aligning our secondary learning experience to the demands of the workforce did not start today,” says Winston Minix Superintendent Art Cavazos. “We’ve mapped out over the past three years of CTE director, how we’re going to transform the CTE Grand Prairie ISD experience.We have already been on that CTE counselors work closely with all journey.” elementary school counselors to roll out monthly activities for kindergarten through fifth graders. Students participate in career research projects and job fairs. They even apply and interview for job-shadowing opportunities on their campuses, where they can be principals, counselors and cafeteria managers for a day. Eighth graders can explore opportunities at the “My Future, My Way” career fair, where industry representatives make Art Cavazos themselves available for interviews with Superintendent, more than 2,100 students. Harlingen CISD “CTE is truly moving education forward in changing lives and better preparing our future workforce,” Minix says.“These students are learning to research, apply and interview for potential careers in elementary school!”

Two years ago, the district opened the Harlingen School of Health Professions, a high school with six programs of study, including pharmacology, dental, patient care and sports medicine. The school offers partnerships with local hospitals, pharmacies and health care facilities and state-of-the-art technology in classrooms.

“Health professions are big here,” says Getting businesses into schools is key, Cavazos, pointing to The University of says Humble ISD CTE Director Marley Texas Rio Grande Valley’s new medical Morris. school, slated to welcome its first class this fall.“We are preparing students for the jobs that will be out there.” A community advisory group was instrumental in launching the specialty school, the superintendent says. “They advised us on what the labs should look like,” he recalls.“We have had people from the industry come visit the school and indicate that our pharmacology lab Marley Morris exceeds what they have in a regular pharCTE director, macy. That is because we worked very Humble ISD closely with people in the industry to help us design the space, to give the kids the The Houston area district’s 35-member best authentic learning experience.” CTE advisory board is comprised mainly of local professionals. Over the past three The district would like to utilize a similar years, Humble ISD’s priority has been to approach in exploring an aerospace- and increase business community engagement, aviation-themed secondary program, he he says. says. “This partnership between the community and the school district is really at “You’ve got to break down that wall,” an all-time high, and we’ve reaped a lot of he says. “We’ve even made cold calls to benefits from it.” businesses.”

Schools may have to dispel some myths around CTE programs when they go out into the business community, says Grand Prairie ISD’s Minix. “CTE, for many years, got a bad rep as a place for students who are low-achieving, who just want to get a skill set and who are not bound for college,” he says. “People still see it as ‘vocational tech.’ Awareness is everything. We are so much more innovative. A lot of high-achieving college students are becoming more (CTE-oriented).” Grand Prairie ISD boasts an enviable list of student internship providers. In previous years, it numbered around 15. It’s now up to 35 — a mix of city agencies, restaurants, school district departments, health care organizations, law firms, transportation companies and other businesses. The district projects to place 650 students with internship providers by 2017 — a significant increase over the 160 students five years ago. Holt Caterpillar (HOLT CAT) is one of the district’s MVPs — most valuable providers of internships.Tony Spaldin, HOLT CAT’s internship director, says it helps that Grand Prairie ISD offers a solid program with strong instructors. “You need a company with the infrastructure that’s geared toward CTE and that allows students to come to work during the school year to intern,” Spaldin says. “We’ve had some where kids just want to work during the summers or on Saturdays. That doesn’t work.” Getting Down to Business continues on page 18

Grand Prairie ISD sophomores in the Health Science Pathway learn patientcare skills they will apply during their junior year. Juniors get to do rotations in a variety of departments at Baylor Scott & White hospital.

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Getting Down to Business continued from page 17

Lynn McGinley, president of the local chamber of commerce, chairs Grand Prairie ISD’s CTE advisory board. She has three tips for districts seeking to strengthen their relationships with local industry:

Lynn McGinley Chair, Grand Prairie ISD CTE Advisory Board

First, do your research. Schools and districts should have a clear sense of how they want to engage with the local business community — financial contributions, professional advice, internship opportunities, or all of the above. And businesses should explore ways they can assist. “It is really important for the district to know what it wants and not to waste anyone’s time,” McGinley says. “It’s also important for the business to have the mindset that it is growing the future workforce.”

what they need. The dream is too small,” McGinley says.“You have to create a space where a business can be successful.” Third, cast a wide net. At times, schools are focused only on what students do inside the school during the school day, hindering community engagement and collaborations. “When Grand Prairie ISD started creating partnerships with businesses, the city and nonprofits, it broadened the scope of the school district,” she says.“Everyone wants to be part n of success.”

Second, dream big. It pays to be honest about your needs. Business and industry leaders often are able to assist on both small and large scales — and may be look- Raven L. Hill is a freelance writer ing for ways to do both. “Sometimes, I who formerly reported on education think school districts are afraid to ask for for the Austin American-Statesman.

GRAND VISTA ELEMENTARY SCHOOL FORT BEND INDEPENDENT SCHOOL DISTRICT The new LEED-certified elementary school redefines Fort Bend ISD’s approach to learning. A 2-story library sits at the core of the building and connects to three academic pods. Each space was designed to support instructional flexibility, student engagement and group collaboration.

We are more than architects. We are a team of experts, each focused on a unique aspect of education, standing beside you as we work toward a common goal: the success of all students.

Read more of our story at www.huckabee-inc.com.

INSIGHT

TEXAS READS ONE BOOK Campaign spreads love of reading across the state

TEXAS READS ONE BOOK

n Irving, Spring, Mission and dozens of other school districts across Texas this past spring, reading was “the talk of the town.” Elementary students and their parents in nearly 150 elementary schools in Texas read “Charlotte’s Web,” by E.B. White, over the same period of time through the second annual Texas Reads One Book program. Once again, Dallas Cowboys head coach Jason Garrett kicked off the festivities with a video-recorded introduction and reading of the first chapter that was streamed over the internet into participating schools.

same material,” says Watson, “but, more importantly, it is creating for some — and bringing back for others — the joy of reading that has been lost due to the testing movement across the country.” “This is a wonderfully connective experience for both parent and child,” says Parra, adding that it also creates a strong bond throughout the school community. “The whole idea of everyone on campus reading the same book at the same time is really powerful. We are all working together on something that gives us a sense of belonging, a sense of joy and a sense of accomplishment.”

“If you want to become a better football player, you have to practice,” says Garrett in the video. “If you want to become a better reader, you have to practice. It’s fun to read!”

The program has an impact on all students. Approximately 40 percent of Irving ISD’s students are English language learners, with most citing Spanish as their first language. The district provided copies The program grew by more than 50 per- of “Charlotte’s Web” in both languages, cent in its second year, with the number enabling all students to participate. of students involved jumping from 32,000 to 52,500. Participating districts reaped “You get a shared reading experience valuable benefits, and many already are between parent and child, and among stuplanning for 2017. dents,” says Parra.“That’s how you build a culture of literacy.”

A tale of two cities

To see the program in action, let’s examine the experiences of Irving and Spring ISDs. José Parra, Irving ISD superintendent, and Rodney Watson, Spring ISD superintendent, both say they believe the program offers them the opportunity to show how they are “literacy leaders” in their communities. It also places the focus back on encouraging a love for learning in the elementary schools.

“Our students and staff love the program,” Watson adds.“There’s always power when people come together in unity around a specific goal.”

Finding funding for any new program can be challenging. Parra says Irving ISD uses Title I funds to help finance Texas Reads One Book. He views the program as an invaluable investment that pays a rich dividend by engaging family involvement and boosting student reading interest. Spring “The primary benefit is the ability for ISD uses grant money, support from the all students, teachers and staff to read the Education Foundation and general funds. Texas Reads One Book continues on page 20

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Texas Reads One Book continued from page 19

“In education, we always find money for Texas connection for this national prothose initiatives we feel are important,” gram will become even stronger in 2017, Watson says.“We are making this a priority.” with a committee composed of Texas superintendents providing leadership for Both Irving ISD and Spring ISD find the Texas Reads One Book and exploring program so compelling that they are doing strategies for expanding it statewide. a second book this fall. They realize that reading multiple books boosts the power “We are excited to be part of Texas Reads of the program by cementing the read- One Book and about the exponential ing habit among families and promoting a growth the program has had in just one culture of literacy across the district. year,” says TASA Executive Director Johnny L. Veselka. “Going into the program’s third year with the support of a The Texas connection committee of superintendents, we look The Texas Association of School Admin- forward to expanding the program into istrators formed a partnership with the more Texas schools and districts so that national outfit, Read to Them, in 2015 even more students and families will benand 2016, providing publicity and other efit from this special focus on literacy.” support for Texas Reads One Book. The

Students at Brandenburg Elementary School in Irving ISD read “Charlotte’s Web” by E.B. White as part of the Texas Reads One Book program.

INSIGHT

As chair of the committee, Parra hopes to generate broader support for the program. “The committee will help other people see this as an opportunity that’s worth investing in, because the ROI will come in several forms. Districts can expect to see increased parent engagement, an appreciation of the shared experience of reading together and a system that emphasizes literacy,” he says. “Part of what I am hoping for is that years later, when our students become parents, they will recall with fondness and with joy the books that we all shared together and be inspired to share reading with their children as well.” n

BUILDING BRIDGES Opportunities abound for P-20 collaboration by Wesley D. Hickey and Jennifer S. Jones

oss Sherman, dean of the College of Education and Psychology at The University of Texas at Tyler, often discusses the collaborative opportunities available for PK-12 schools and area universities. These institutions share the same overall mission; yet, they often exist in isolation from each other. Understanding what can be offered is the first step to increasing P-20 (preschool to graduate school) collaboration. PK-12 leaders value opportunities to collaborate with outside entities to improve student achievement and career-readiness.With increasing federal and state student-performance expectations for the more than 1.4 million students enrolled in Texas public schools, collaborating with a public or private university, a community college, or a technical or health institute can provide important mutual benefits.

Partnerships Partnerships between PK-12 schools and universities, and other institutes, can better prepare students for a globally competitive

Partnerships imply that both parties agree to a mutually beneficial, common goal. PK-12 schools and universities share a common goal in closing achievement gaps across all campuses — primary through postsecondary. Partnerships between PK-12 schools and universities, and other institutes, can better prepare students for a globally competitive workforce. Chancellor H. McRaven of The University of Texas System echoed this in his Texas Prospect Initiative, which he unveiled in November 20l5. In his strategic plan for the UT System, McRaven announced his goal to change the relationship between PK-12 education and higher education. “The UT System will use its size and its regional access to actively engage with leaders in PK-12 in ways never before envisioned in higher education,” he remarked.

workforce.

The Texas Prospect Initiative focuses on four areas: (1) work to ensure college preparatory programs — such as dual credit, early colleges, and math and science academies — throughout the system meet the necessary standards; (2) develop the UT Literacy Institute to improve literacy at the elementary level; (3) ensure high school counselors receive the support and resources necessary to provide advice and direction to high school students; and (4) put a spotlight on the schools of education to graduate the best teachers in the nation.

STEM and early college high schools Over the past decade, private-public initiatives among the Texas Education Agency, Educate Texas, higher education institutions and educational service centers have developed to improve the Texas public school system. Through these partnerships, Texas science, technology, engineering and math (T-STEM) academies and early college high schools have grown in number, encouraging students to pursue knowledge and expertise for careers in today’s marketplace. Building Bridges continues on page 22

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Building Bridges continued from page 21

The T-STEM initiative has facilitated a stronger relationship between school districts and higher education. Presently, there are seven T-STEM centers in Texas that support the academies, and most are housed at higher education institutions. These centers provide high-quality, research-based best practices, instructional materials and professional development to support school leaders and teachers. These centers are designed to ensure successful T-STEM academies, which offer student learning labs for math and science instruction. This collaborative approach affects more than 40,000 students in Texas, according to Educate Texas. T-STEM centers create and offer innovative professional development opportunities for teachers and faculty members to collaborate on content areas. In doing so, they can strengthen their pedagogical strategies. The centers also offer intensive summer camps and programs for students, covering academics, sports, robotics, “waterbotics” and educational enrichment. Texas also is home to 153 early college high schools across 35 counties. These campuses may combine T-STEM coursework or career and technical education high school and college curricula. Early college high schools provide students the opportunity to earn up to two years (60 hours) of college credit at no cost before they complete high school. This partnership encourages first-generation college students and a college-going culture. One excellent model of P-20 collaboration is Roscoe Collegiate ISD (RCISD). RCISD forged partnerships with the

INSIGHT

universities of Texas A&M, Texas Tech, Angelo State and others to open the Agricultural Research Center. Opened in 2015, it houses the Collegiate Edu-Vet Teaching Hospital. It wasn’t the district’s first collaboration. RCISD is also home to the Collegiate Chiropractic and Wellness Center, the E-ON Center for Innovation and Higher Education, and the Engineering Research Center — all of which were founded upon relationships with higher education.With this exceptional model of collaboration, students are learning skills and knowledge required for college and career-readiness.

Dual credit

justice, to name a few.Through dual credit and early colleges, community colleges and universities have an opportunity to gain the attention of first-generation college students.

Grant collaborations PK-12 and university partnerships for grant funding is a natural collaboration and a great way to share resources. Obtaining grants is an important part of higher education, and PK-12 schools value this opportunity to partner and benefit from the increased resources that support their overall mission of student success. Partnering in grant initiatives increases collective resources, including human capital at the university level that otherwise may be difficult to obtain independently. This includes everything from professors who are at the top of their fields to college students who can provide tutoring. Grant opportunities are available to support many of these endeavors. In addition, there are individuals at the university who can provide grant writing support. The external funding offices have significant experience in putting together applications in ways that garner strong consideration.

Dual credit opportunities increase the likelihood that students will continue to college and graduate with a degree. This can be done through a general partnership or through early college opportunities. Dual credit partnerships may include university or community college faculty teaching courses at the high school campus, or students may attend coursework on the college campus. Online course offerings are available, or colleges may hire school district secondary teachers to teach as adjuncts. Students who successfully complete a dual credit course can earn college credit that satisfies high school graduation requirements. Colleges may State grants that may be targeted for either offer a variety of courses, including aca- PK-12 school, universities or both may demic and career and technical education. be found on the Texas Education Agency website. Recent grants have supported Also, through partnerships with higher professional development in math and education, high school students can earn science, opportunities for student populaa variety of certifications in the fields of tions underrepresented in postsecondary health care, veterinary medicine, aviation, schools, and tutoring and partnerships in computer science, ranch management, afterschool programs. cosmetology, biotechnology and criminal

Research and professional development Education is not a “one size fits all” endeavor. Finding the individual motivation among students — and taking advantage of this to build success — is the role of the classroom teacher. University researchers can look at different variables, statistically analyze for significance and determine what strategies have the greatest impact. Phil Schlechty once stated: “The art and science of teaching is found in the design of work for students that appeals to the motives they bring to that work and results in their learning what their teachers expect them to learn.” Research can determine what has the greatest impact on the majority of students.This information can be disseminated further through professional development offerings. Schools benefit when teachers have access to cutting-edge professional development opportunities and administrators are in conversation with researchers who study education trends. Connections like these can result in campuses receiving specialized coaching and collaborations between faculty members and teachers. These relationships help build faculty expertise by supporting classroom instructional strategies that raise student achievement. In their typology of community college partnership activities, researchers Belkis Suazo deCastro and Melinda Karp reflect on the importance of collaborative conversations, stating:“These activities require staff members across partnering institutions to converse with one another and

come to a consensus regarding what they Higher education entities are available to expect their students to be able to know assist both students and counselors with scholarships and transfer agreements for and do.” designated coursework.They also can help One way to create these conversations dual credit, adjunct teachers with curricuis through PK-16 and PK-20 coun- lum design. Kelly Townsend, director of cils. These councils may include members dual credit at Trinity Valley Community from both entities, such as college pro- College in Athens, says one way higher vosts, deans, chairs and faculty and K-12 education counselors can collaborate with superintendents, curriculum directors, secondary schools is to assist high schools principals and teachers. in becoming Texas Success Initiativeapproved testing centers. She says that Open and regular conversations between many colleges provide support services for college faculty and school district officials high school counselors, including meetregarding student needs will help students ings and counselor networks, to bridge transition into postsecondary institutions. connections. In addition, communication between teacher education faculty and teachers in Mutual benefits the field can help prepare future instructors for a changing and diverse student School districts across the state are population. In their resource guide,“Inside struggling to fill vacant positions with School-University Partnerships,” authors high-quality teachers. A mutual emphasis Melissa F. MacDonald and Aimée Dorr of on the teacher education pipeline between the University of California in Los Ange- higher education and PK-12 schools will les share key elements to building a solid benefit each organization. In a report prefoundation.These elements include: pared by The Center for Teaching Quality, strategies for increasing teacher candidates n building trust; included offering college fellows pron sharing a common mission with grams, high school teacher-training accountability; programs, high school teacher academies n developing assessments to measure and community colleges. In Texas, the achievement formally and quantita- teacher training programs can be done tively; and through the Texas Association of Future n establishing a communication system. Educators. These teacher academies offer elective courses that emphasize teaching, learning, child development and child Counselor networks care as part of a career pathway. CommuCounselor networks can help bridge nity colleges and universities can support the connection between secondary these efforts through sharing instructional school and college. These networks also content that is aligned with the teacher can facilitate the sharing of admissions preparation requirements, as well as by requirements into academic programs. providing professional development. Building Bridges continues on page 24

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Building Bridges continued from page 23

Internships and practicums are another opportunity for collaboration. When student teachers are allowed to work in the district, it widens the pipeline of recruiting and employing these college graduates. Districts have an opportunity to observe these candidates in action and hire them to fill their vacancies. University students also benefit from the valuable experience of student teaching and observations. Many universities host job fairs to provide opportunities for districts to hire graduates and create bridges to help with studentteacher placements. School districts may hesitate to develop partnerships with higher education due to uncertainty regarding the first step. Prospective contacts at the university level include department chairs within education or educational leadership. Also, your favorite professor from your administrator preparation days likely will know someone who has a common interest at the university. Community colleges also have partnership liaisons who can be found through a directory search on the institution’s website. Another important area to find partnerships is within the stakeholder meetings

that educator preparation programs host References with K-12 schools each semester. These meetings can offer opportunities for DeCastro, B.S., and Karp, M. “A typology two-way communication and potentially of community college-based partnership activities.” (2009). Community College valuable partnerships. Research Center for the Office of Vocational and Adult Education. Retrieved The need for PK-20 collaboration is from www2.ed.gov/about/offices/list/ essential for closing achievement gaps at ovae/pi/cclo/cc-partnerships.pdf. all levels. Many schools, colleges and universities around the state are engaging in Educate Texas. (2016). Retrieved from partnerships in a variety of ways. Higher www.edtx.org/college-ready-standardseducation and school districts, as partners, and-practices/t-stem/t-stem-centers. can build lasting relationships that benefit both organizations to accomplish the mis- Hanover Research Council.“Overview of sion of increased student achievement and secondary-postsecondary education partn nerships.” (2010).Academy Administrative success. Practice. Retrieved from www.apsva. us/cms/lib2/VA01000586/Centricity/ Domain/4511/Overview%20of%20SecJennifer S. Jones is an assistant ondary-Postsecondary%20Education%20 professor and superintendent Partnerships.pdf. program coordinator in the Department of Educational Leadership and Policy Studies at The University of Texas at Tyler.

Wesley D. Hickey is a professor and chair of the Department of Educational Leadership and Policy Studies at The University of Texas at Tyler.

Explore TASA’s New Website

Student-Centered Schools Future-Ready Students http://www.tasanet.org/Transformation

INSIGHT

MacDonald, M., and Dorr, A. “Inside school-university partnerships: Successful collaborations to improve high school student achievement.” (November 2005). UCLA. Retrieved from http://apep.gseis. ucla.edu/bestla/BEST-InsideSchlUniv Partnerships.pdf. National Education Association. “Strengthening and diversifying the teacher recruitment pipeline: Current efforts.” (2009). Retrieved from www.nea. org/assets/docs/HE/TQbook09.pdf. Schlechty, P. C. “Engaging students: The next level of working on the work.” (2011). San Francisco. Jossey-Bass. Texas Higher Education Coordinating Board. “Texas Higher Education Enrollments, 2015.” Retrieved from www. thecb.state.tx.us/reports/DocFetch. cfm?DocID=6952.

New Feature!

TECH TAKE Promoting STEM partnerships with local industry by Randy Rodgers

ecently, Seguin ISD’s district technology staff toured the Continental plant in town.We observed the modernized production lines, complete with supply and assembly robots moving around the plant. We also began a conversation about the district’s plans for a middle school robotics program, including ways company engineers might be able to work with classes and clubs to take on factory-like challenges.

If you are interested in building a partnership with businesses in your area, be prepared to spend time visiting face-to-face because an unsolicited email is unlikely to elicit the response you seek.

Collaborations like the one between Seguin ISD and Continental are an example of what can happen when schools actively seek out ways to connect students and classrooms with companies and the community. STEM industries can play a vital role in providing students with opportunities to explore STEM fields. As students discover how the concepts they are learning in school are applied in the workplace, learning can become more meaningful for them. The National Science Foundation estimates that science and engineering jobs will exceed the rest of the market by 2020, growing by almost 19 percent. Jobs in computer and mathematical sciences are projected to lead the pack, at 23.1 percent projected growth. Code.org cites several studies that show computing job demand is exceeding the number of graduates in Texas by almost 2,000 percent. STEM fields are profitable too, boasting median wages of $76,000 — more than double the national median salary of a little more than $35,000, according to 2014 U.S. Bureau of Labor statistics. Getting students interested in STEM fields benefits the nation’s economic development and also offers many students a chance at rewarding careers and a better life.

Getting connected Despite being a fairly small community of 30,000 residents, Seguin is home to major production hubs for several national and international companies, including Continental, Caterpillar, Hexcel, Alamo Industries and others. Many of these companies have automated production facilities that require workers to be proficient with software, hardware, coding, engineering and robotics. One important avenue for connecting our district with local industry is our active presence in the Seguin Area Chamber of Commerce. The district is represented on multiple chamber committees, including the education partnership committee, industrial relations committee and the chamber board. These relationships provide a venue to engage in conversations with local companies, invite participation and get firsthand looks at the production processes happening all around the town. Creating these relationships takes time, patience and a variety of approaches. Some companies have community outreach staff chomping at the bit to get involved with local schools. Others may prefer to do outreach through their human resources department. For yet others, it takes an appeal to the company director or plant manager. If you are interested in building a partnership with businesses in Tech Take continues on page 26

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Tech Take continued from page 25

your area, be prepared to spend time visiting face-to-face because an unsolicited email is unlikely to elicit the response you seek. (For examples of how other school districts are forging these relationships, take a look at this issue’s cover story.)

Curricular connections Local industries have worked with Seguin High School students on several project-based learning (PBL) courses and units of study, which have allowed students to apply technology, engineering, communication skills and scientific knowledge, particularly in the areas of biology, chemistry and physics. For the past three years, students have worked with the Guadalupe-Blanco River Authority to conduct summer academies focused on scientific studies of a local watershed.These studies involve analyzing aquatic pollutants, identifying areas of concern and creating action plans aimed at solving problems with the creek. Another academy worked with Guadalupe Regional Medical Center (GRMC) to conduct an analysis of the patient experience, particularly in regards to admittance procedures. The ultimate solution students proposed involved the use of rapid-access computer kiosks. Biological, agricultural and environmental science jobs are projected to grow at a rate of more than 20 percent in coming years. Students in Seguin ISD agricultural science programs have benefitted from the expert technical advice and financial support of local companies in the agricultural

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fields. In a recent project, students used digital design tools and worked with a metal fabricator to build humane animal traps, designed to catch and relocate feral hogs. Hogs were identified as a prime source of stream pollution, according to results furnished through summer PBL academies.

open about what they do is a powerful way to teach students that STEM skills have real places in the world, even down to their local production facilities and businesses. As an example, cardiology teams from GRMC attended our district STEAM fair (STEM and the arts), displaying hightech surgical instruments and procedures. E from Hexcel — a local plant involved in a variety of projects, from aviation to defense contracting — shared the carbonfiber materials it creates and the skills needed to make them.

It should be noted that a benefit of these projects is that they help develop so-called “soft skills” that have value across the curriculum, especially across the STEM disciplines. Students in the PBL academies must work collaboratively, conduct research, diagnose problems, propose and test solutions, communicate with authen- These types of opportunities allow students to see science and technology at tic audiences and adapt to mistakes. play in their community. Students who In “Teaching Minds,” author Roger prefer to stay close to their homes after Schank identifies 12 such “cognitive pro- high school and college learn that they cesses.” Author Howard Gardner further don’t have to move to Silicon Valley to be consolidates these same principles into his engaged in cutting-edge STEM careers. “Five Minds for the Future.” However these soft skills are framed, creating proj- Collaborations between Seguin ISD and ects in partnership with STEM-focused STEM-rich industries are just beginbusinesses gives students opportunities to ning. The district will start middle school develop these valuable skills in real-world robotics courses this fall, and we anticicontexts, increasing their marketability and pate greater participation in events like the district’s STEAM fair, particularly after retention levels. the positive experiences in 2015-2016. Like many districts, Seguin ISD looks forBuilding awareness ward to finding more ways to recruit our Partnerships with STEM-oriented busi- community’s technology and engineering nesses fosters greater awareness of the experts to work with our students and exciting events taking place with each position them for a successful future. n partner. It is always a good policy to find ways to make student-learning activities open and transparent to the community. Randy Rodgers is the director of Likewise, encouraging companies to be digital learning in Seguin ISD.

New Feature!

BOOK REVIEWS What Texas school administrators are reading Wonder by R.J. Palacio

s educational leaders, we strive to find the next good read that will effect change in our districts.“Wonder,” a children’s novel, does that and much more. It transforms lives and brings us back to the core of who we are as educators and as humans.

Reviewed by Martha SalazarZamora, Chief academic officer, Tomball ISD

“Wonder” is the story of August (“Auggie”) Pullman, who was born with a facial abnormality and spends his childhood hiding under a toy astronaut helmet. In an attempt to protect Auggie from the cruelty of the outside world, his parents homeschool him until the fifth grade.That’s when he enters public school and dread sets in. Auggie desperately wants to be accepted, but can he convince his classmates that, underneath it all, he’s just like them? He makes both friends and enemies and experiences the best kind of friendship and the worst kind of taunting from classmates. He luckily has the support of his teachers. “Wonder” is Auggie’s story, but it’s also ours.The novel captures the dual nature of childhood — its cruelty and its tenderness, the wounds we inflict, the scars we carry and all the lessons that teach us to do things differently the next time. In the novel, a teacher named Mr. Browne introduces the precept:“When given the choice between being right or being kind, choose kind.”This precept echoes throughout the book in various ways. “Wonder” truly is made for reading, discussing and sharing. I chose to share it with students, staff, parents and others.We purchased sets of the book for each campus.What began as a reading initiative grew into a larger district- and community-wide initiative.Throughout the school year, the novel’s message was reinforced through Wonder-inspired songwriting, poetry, wall art and a play. Students raised funds through an art contest for the best drawing to place on T-shirts. More than $3,000 in proceeds from that sale were donated to the Craniofacial Anomaly Association. At the end of the year, we brought the author to the district to speak to more than 2,000 students, staff and community members. Many of the students had never met or interacted with an author before. Mrs. Palacio spent time in a Q&A session and graciously answered the students’ questions. Through efforts to involve the community in the initiative, our city council adopted a resolution and proclaimed a Wonder Day to “choose kind.” The mayor shared the book with council members and interested community members. As “choose kind” became our way of doing things, we saw this small book have a huge effect on how people treated each other in our community. Educational leaders read for interest, growth, pleasure and many other reasons. This experience reminded me of the power of reading and how that power can change lives! I can look back with a smile and know that many lives were positively impacted from this small yet mighty book. Book Reviews continue on page 28

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Book Reviews continued from page 27

Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin

ometimes the truth is more compelling than fiction, especially when it is told as artfully and dramatically as Doris Kearns Goodwin’s best seller, “Team of Rivals: The Political Genius of Abraham Lincoln.” Goodwin masterfully tells the story of Lincoln’s life, ascendancy in politics and his extraordinary tenure as president during the most difficult time in our nation’s history. How did one man end slavery, keep unity in his party, ignore enormous personal attacks, lead the Union army and save our nation? If you thought running a school was tough, this will give you some perspective! This book brings together three things I really love — history, leadership and great stories. My favorite authors and thinkers — such as Peter Senge, Peter Drucker, John Collins and Phil Schlechty — all contribute mightily to what it means to be a public school leader and are very worthy of our study.“Team of Rivals,” though, is the best book about leadership I have read, and it is not really a book on leadership at all. It turns out that a wonderful way to learn the traits necessary to lead in tough times is to study a man who is arguably the greatest leader in American history. Everyone knows Lincoln 101, but it is the inner details of his decisions that are most illuminating. After his election, as our nation was falling apart, Lincoln appointed his greatest rivals to his cabinet, each of whom ached to be president himself — William Seward, Samuel Chase, Montgomery Blair and Edward Bates. In some cases, these were men who hated Lincoln and each other. But Lincoln appointed them because he considered them to be the most qualified, and he valued the wisdom their differing perspectives would bring at such a critical time. Eventually, the cabinet members grew to admire Lincoln. There are many lessons in this book for administrators, but here are a few:

Statesmanship.There is a saying, “Be in the world but not of the world.” Lincoln rose above the petty politics of the time and remained totally committed to saving our nation, rather than getting bogged down in personal and political differences. All politicians should take this to heart!

Visibility. Lincoln would often travel to the battlefield to visit his generals, boost the morale of the soldiers and see for himself what was occurring.

Affirmation. He gave staff credit for successes and took the blame for failures, instilling trust and encouraging risk-taking.

Communication. He was a gifted orator and writer who portrayed a vision of a unified nation without slavery.

Character. Perhaps most importantly, “Honest Abe” could be counted on to always do the right thing for his country.

I hope you enjoy reading this outstanding book. Another book,“Lincoln on Leadership: Executive Strategies for Tough Times,” by Donald T. Phillips, is an excellent companion piece that condenses many leadership concepts Lincoln embodies but with less depth and intrigue.Together, the two n books are winners, and you will be too — if you read them!

INSIGHT

Reviewed by Kevin Brown, Superintendent, Alamo Heights ISD

TSPRA VOICE

RAISING COMMUNITY AWARENESS Alvarado ISD inspires community to support district goals by Tommy Brown

“Community involvement” is such a great phrase. It captures the two words for which educators yearn. With the word “community,” we convey inclusiveness, partnerships, parents and family. With “involvement,” we express participation, personal association, attachment and action. If you could wrap it in a box, it’d be tempting to send it to your friend who was just appointed to his or her first superintendent job. As nice and pristine as the phrase is, how does community involvement really help improve the success of our students? I know in Alvarado ISD, we speak of great community involvement because we have businesses that offer internships to students.We have parent groups that are extremely active and will help any time we need something done.We have local community leaders who read to elementary classes a couple times a year. While those things are fantastic, the more appropriate phrase to get the most out of our communities may be “community awareness,” because, without awareness, there will not be involvement.

The goal Holed up in a room in Waco for seven hours one day last summer, the administrative team from Alvarado ISD discussed potential goals for the 2015-2016 school year. Eventually, it was decided that our wildly important goal, or WIG, would be “to raise the reading level of every student by one-anda-half grades by the end of May 2016.” While it was an extremely lofty goal and one you may be smirking at as “unrealistic,” it was one that, at the end of the day, every administrator committed to seeing through to the end of the school year. As our day came to an end, it became evident that this was not a goal that we, as administrators or teachers, could do alone.We had to have support from the parents and community in what we thought would be community involvement.Within a short amount of time, however, it became obvious that community involvement really meant community awareness. In the past, we would have set our goals or read a book from the latest great educational mind, but there would not have been much talk about it outside of school. If we were going to have any hope of reaching this WIG, it had to be done with the help of parents and the community, so we had to figure out a way to make them aware — and to make them excited about it. TSPRA Voice continues on page 30

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By the end of the first week of school, we were blasting the WIG on social media, meeting with parent groups that we knew would help get the word out. Each campus was reaching out to parents with their goals that helped support the district goal. Next, we started thinking like teachers and how to creatively make as many people as possible aware of the goal and excited about reading. EnterYouTube. As we started blasting the new WIG on our social media pages, we wanted to do something a little different. Our YouTube page had a handful of videos on it that mostly consisted of videos we would show at the end of the year. The format primarily entailed photos set to music. We knew we wanted to expose more people to our YouTube channel, but the problem

Alvarado ISD volunteers dress up as book characters and give it their all in a foot race during halftime at a football game. The book character races were part of a larger strategy to raise community awareness about the district’s literacy goals.

INSIGHT

was finding a way and time to make a senator and representative, a country band bunch of videos about reading.Then, out named Alvarado Road Show, an X Games of nowhere, a plan emerged. competitor and even Dan Rather. One Saturday morning, I was attending an event that the local NBC affiliate was covering with a cameraman and reporter. I took a chance and introduced myself to the reporter and briefly explained our WIG. I then asked him if, with my mobile phone, I could shoot a video of him talking about why reading is so important and either what book he is currently reading or his favorite book from his childhood. It took 30 to 45 seconds to record, and, with a little editing on Monday morning, we had our first video.

The purpose of the videos was not only to inspire community involvement, but also to make the community — and, more importantly, the parents — aware of our goal and how it was not a goal that was going to go away within a few weeks.

By Christmas, we had similar “testimonial” videos from several radio show hosts, Dallas sportscaster Dale Hansen, Education Commissioner Michael Williams, our state

We started playing our YouTube videos during any and all game breaks — before the game, between quarters — as much as possible. High school students made

Let the games begin The video scoreboard at our stadium is operated by students and serves as a teaching tool.We saw the scoreboard as another opportunity to promote our WIG.

informational graphics to explain the district’s WIG. They also made a 90-second video showing what each campus was doing to help reach the district’s WIG.Any time there was an event at the stadium — from junior high football to soccer and track — the WIG videos were running. In March, we hosted a movie night at the stadium that including a little bit of fitness, reading and fun. While families walked around the track for 30 minutes, books were being read over the public address system. We then opened the field to anyone who wanted to set up their sleeping bags, blankets or chairs and watch the movie, “Cloudy with a Chance of Meatballs” on the video scoreboard. When it was over, the families had access to boxes upon boxes of free books to take home. We also hosted book character races as halftime entertainment to get everyone psyched about reading. The races were much like the dot races you might see at a professional game. We had volunteers dressed up and racing as the Queen of Hearts, the Indian from “Indian in the Cupboard,” Superman, Katniss Everdeen, the Paper Bag Princess and many more book characters. Also, students who brought books to donate before a football game were invited to be a part of the spirit line as the teams ran onto the field.

What we found in using stadium events as a communications platform is that we were able to show our parents and community how important this goal was, without having to invite them to a school to talk to them or ask them to participate in anything they weren’t already interested in attending.

The power of many As administrators, we knew we couldn’t sit back and watch the campuses meet the goal by themselves. It was decided that each district-level administrator would spend at least 80 minutes a week in classrooms, working alongside teachers and students with reading activities and making at least two contacts a week promoting our WIG. “Contacts” could be posting something about reading on our personal social media accounts or mentioning the goal while out and about in town. The sole purpose was to get the word out about our goal.

what we were doing and how important it was. We did not have to reach out to parents or community members to ask for help in attaining the goal or asking them to get involved. They were coming to us, asking what they could do to help us reach this goal. While we ultimately did not meet the goal of every student improving his or her reading level by 1.5 grades, nearly 60 percent of students improved by more than one year, and many of those who did not improve by 1.5 are already reading above their grade level. As the year ended and we looked back on our process, there were several things to celebrate that were somewhat unexpected — namely, coming together as educators, parents and community members for a common purpose: to evoke a cultural change in how we approach and teach reading.The effort has changed the way we communicate with n our parents and community.

After a couple months, 80 minutes a week became 100 or 120 minutes a week for some administrators. While the teachers noticed, so did the students. In short, by taking the approach of community awareness before community Tommy Brown is a public information involvement, we showed the community officer in Alvarado ISD.

SUMMER 2016

Small Schools Perspective

ADVOCATING FOR EXCELLENCE One educator’s account of testifying at the Capitol By Jeff Harvey

“If not us, who? If not now, when?” Those are the words of former President Ronald Reagan, back in 1981, as he discussed with his cabinet the challenges ahead in trying to correct a collapsing economy.Today, as legislators and state Supreme Court justices are leaving public education battered and bruised, Reagan’s questions should resonate as a continued call to action for superintendents across the state. It is time for the silent majority to be heard, for the sake of our students, our schools, our state and our nation. Superintendents of small, rural districts are faced with an assortment of issues each and every day. Many “fill in” on a regular basis by driving buses, serving food in the cafeteria, cleaning up after a lunch service or answering the phones while the administrative assistant is at lunch.While there is seldom a routine day in the life a small, rural district superintendent, very few would ever want it any other way. Yet, we need those who make decisions at the state level to intimately understand our unique challenges and what meaningful support might look like in a small, rural district. Equally important, our legislators need to understand how their best intentions at the Capital could have adverse ripple effects at the local level. In October of 2014, I was named the lone finalist for a small, rural school district. I was excited and nervous at the same time. As a first-time superintendent, I quickly learned the true meaning of “trial by fire.” However, I also realized that it was my responsibility to champion my district and my students. No one else in the state knew what I knew about my district. No one else knew what my students needed to succeed. If our needs were to be heard, I was going to have to speak up. As the 84th Texas Legislature convened in January 2015, I recalled how a former mentor had once told me how she had been invited to testify before the Texas House of Representatives Committee on Public Education.What an enormous responsibility and unbelievable opportunity for her! It prompted me to deepen my knowledge about the bills that could most significantly affect my district, should I receive a similar invitation.To get up to speed, I regularly carved out time to read the TASA Daily updates and the legislative reports generated by the Texas Association of Rural Schools, the Texas Association of Community Schools, the Texas Rural Education Association and the Equity Center.These resources provided me with the knowledge I needed to protect and defend the needs of my district — and others like it — should I be asked to testify. Sure enough, that opportunity came. In March 2015, I received an email asking if I would be interested in testifying before the House public education committee.The topic: school finance, specifically as it relates to the 300-mile penalty.

INSIGHT

A little backstory Legislators of the 64th session created a funding formula meant to offset the diseconomy-of-scale costs associated with operating classrooms with less than 25 students. The mathematicians assisting with the task settled on a multiplier of .0004 to balance the difference. However, the politicians devised an alternate, smaller multiplier — .00025 — for districts that were less than 300 square miles in area. Their goal was to encourage consolidation of districts that remained small by choice. Yet, despite the resulting 37.5 percent reduced funding for the past 40 years, very few small districts have chosen to consolidate, due, in large part, to each district’s role in preserving the history and vigor of rural Texas and serving as the hub of the community.

The day started with an hour-and-a-half drive into Austin, only to be welcomed with a 45-minute crawl in traffic to the Capitol. Once I entered the building, I’ll never forget the feeling I had. In that moment, I realized the magnitude of the message I was prepared to deliver. While the words were mine, as a superintendent, my voice was that of my community, my school board and, most importantly, my students.

at the discretion of the committee chair. Let’s just say not knowing this little nugget of information can make for a long day. HB 1759 was listed fifth on the docket, but it was the last of the posted bills to be brought to the floor. I arrived by the drop of the gavel that began the day and was not called upon to testify until 12.5 hours later at approximately 8:30 p.m.While my words were far from poetic or memorable, I can say they were mine:

I made my way to the cafeteria, where a group of us who were testifying on the bill agreed to meet before heading to the official hearing. Walking into the cafeteria, you could witness firsthand the movers and shakers, those holding court and those just holding on. As I joined the group, we each shared the inequalities our districts faced due to the arbitrary randomness perpetrated 40 years earlier. As fate would have it, that was the only time we would speak our piece that day, as the public comment portion for HB 1759 was pulled from the docket. It was disappointing, especially for my colleagues who had traveled a great distance so their voices could be heard.

Chairman Aycock and committee members, I would like to thank you all for the opportunity to speak to you today regarding House Bill 1759.There is little doubt that once again our great state stands at a crossroads when dealing with public school finance. One road leads to what many suggest will be a Texas Supreme Court ruling against the current inequitable system.The other, which HB 1759 attempts to take, is the path toward an equitable system by which our students and the entire state’s future will prosper.

To begin the process of removing the 300-square-mile penalty language from the small school adjustment formula, two bills were introduced during the latest session. State Sen. Robert Nichols authored SB 324, and House Rep. Trent Ashby authored HB 645. The bills were identical and sought to equalize funding for all small schools, regardless of boundary size. Though frustrated, the cancellation provided me a unique opportunity to As the bills were assigned to the Sen- explore the working bowels of the Capitol ate and House education committees, a Building. After coaching for 15 years, I new bill emerged. House Rep. Jimmy understand the greatest benefit of a home Don Aycock, chair of the House educa- field advantage is familiarity. I realized my tion committee and one of the strongest nervousness and anxiety that day were the supporters of Texas public education, result of the unknown, so I spent some introduced HB 1759. His bill was an effort time exploring the “playing field” and to begin the conversation on the failing observing its participants. I left Austin school finance system. In late March 2015, confident and prepared for my next trip TARS Executive Director Bill Grusen- to testify. dorf spoke with Aycock about removing the small school penalty from his piece It wasn’t long before I returned to the of legislation. Aycock agreed to consider capital city. Seven days later, on April 14, including content from Ashby’s HB 645, 2015, I arrived at the Capitol, and, this thus igniting the call to action that landed time, I was able to testify — but not without learning another lesson. While on my desk. the notice of public hearings lists the bills I received word to be prepared to testify on to be discussed in numerical order, the HB 1759 at the Capitol on April 7, 2015. actual order in which the bills are heard is

While this bill is a great starting point, I believe it must go further by eliminating the 300-squaremile penalty against the state’s small rural schools. For just about 40 years, small districts across the state have been penalized for choosing to remain small. By eliminating this inequitable portion of HB 1759, my district will be allowed the opportunity to add additional programs and compete against other larger districts for the very best teachers. Ladies and gentlemen, in closing, this is an equity issue that must be rectified. Again, I thank you for the opportunity to speak with you on this important issue today. I share my experiences with readers of INSIGHT not for boast, but rather a boost. We are at the precipice regarding public education. We have all seen and read the numerous responses to the Texas Supreme Court’s abandonment of protecting the most precious treasure of this state’s future: its children. Our legislators have sat idle, awaiting a negative ruling from the court before beginning the challenging process of providing equitable and adequate funding to Texas public schools. Alas, the court

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has chosen to strip itself of serving the people as a checks and balances over the Legislative Branch. As a result, many of our legislators have declared the ruling a victory — but on what grounds, other than inaction? On other fronts, our lieutenant governor has become an activist, calling for the resignation of a superintendent because he disapproved of a local district policy. Oddly enough, Lt. Gov. Dan Patrick revealed the true measure of commitment to public education in Texas when he clearly stated that, should our schools lose federal funding over an overreaching federal mandate, “[t]he people of Texas and the Legislature will find a way to find as much of that money as we can if we are forced to.” There is little doubt that our Legislature would have to be forced, but we know it won’t be coming from our courts. No matter your political party affiliation, the future of public education is at stake. As educators, we must stand up and be heard. We must become proactive, rather than reactive. I encourage each of you to join one of the many organizations fighting to protect public education. Become engaged throughout your communities and districts, and then bring the message of hope, need and passion of public education to the Capitol. For the sake of our students, our state and our nation, what is needed is you! If not us, who? And if not now, when? n

Advocacy 101 As school administrators and educators, it is your privilege and responsibility to contact Texas legislators about issues important to your district. Regular sessions meet once a biennium, but the legislators’ offices are open year-round. Remember:You are the education experts.You can speak to the opportunities and challenges of educating the 5.3 million students enrolled in Texas public schools. Let the Texas Legislature hear from you! The following are some quick tips on correspondence. In all instances, it is smart to have the following information about your district on hand: annual budget; student population (enrollment and demographics); fund balance (designated versus undesignated); tax rate, local debt and LHE; administrative costs (what they include); and ratios. No matter your approach, do not use your work email, office supplies or equipment.Advocacy work is a personal choice to be done on personal time. When making phone calls: n

When writing a letter or an email: n

n n n

Briefly introduce yourself and include the bill number, your position and rationale. Triple-check your spelling, grammar, punctuation and overall tone. Provide your contact information.You want to be seen as a resource. Inquire about the legislator’s position on the issue.

When making an office visit: n

n n n

Jeff Harvey is the superintendent of Fayetteville ISD. Student population: 232.

Prepare brief notes prior to the call that outline the bill number you are concerned about, its impact on your school district, your position and rationale. If you can’t speak with the legislator, ask for the staff member who covers education. Offer your contact information, if appropriate.

Schedule an appointment with the legislator or the staff member who handles education issues. Limit your visit to 30 minutes — or perhaps less during a legislative session. Dress professionally. It’s better to be overdressed. Prepare materials, or “leave behinds,” for their reference. Keep it simple. Aim for a one-page fact sheet versus something that resembles “War and Peace.” Be sure to follow up with a thank-you note. It’s basic courtesy and it serves as a reminder of your visit.

Source: TASA Governmental Relations

INSIGHT

TASA Corporate Partners TASA is grateful to our 2015–16 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 Chevron Dell Edgenuity Forecast5 Analytics Northwest Evaluation Association–NWEA Scholastic Stantec PLATINUM Blackboard CollegeBoard CompassLearning Discovery Education Google for Education Houghton Mifflin Harcourt Huckabee K12 Insight Naviance by Hobsons Page Pearson Schoology Scientific Learning VLK Architects GOLD Achieve3000 Cisco High STEPS Indeco Sales, Inc. Milliken Organizational Health PBK TCG Consulting

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