INSIGHT—Summer 2020 by Texas Association of School Administrators

INSIGHT

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL SUMMER 2020

Get to know TASAâ&#x20AC;&#x2122;s 2020-21 officers Brian T. Woods, President Superintendent, Northside ISD

Charles Dupre, Vice President Superintendent, Fort Bend ISD

Doug Williams, President-Elect Superintendent, Sunnyvale ISD

Greg Smith, Past President Superintendent, Clear Creek ISD

Plus - Texas school districts work to open safely during COVID-19 pg.18

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The Right Resources. Right Now.

SUMMER 2020

INSIGHT

Volume 35 No. 2 FEATURE ARTICLES & COLUMNS MEET TASA’S INSPIRING LEADERS 12 TOGETHER WE ARE STRONGER A message from TASA leadership

TEXAS SCHOOL DISTRICTS WORK TO OPEN SAFELY DURING COVID-19

GET TO KNOW TASA’S 2020-21 OFFICERS

HIGHER EDUCATION 28 Opportunities to leverage university resources: SB 1882, consulting and more Michael Donley TSPRA VOICE

Conquering the enemy from within

Monica Faulkenbery GET TO KNOW TASA’S MEMBER SERVICE REPRESENTATIVES

Lloyd Treadwell

TEACHER PERSPECTIVE We’re all in this together Karen Sams

SUMMER 2020

OFFICERS Brian T. Woods, President, Northside ISD Doug Williams, President-Elect, Sunnyvale ISD

DEPARTMENTS

Charles Dupre, Vice President, Fort Bend ISD Greg Smith, Past President, Clear Creek ISD

TASA Professional Learning Calendar

EXECUTIVE COMMITTEE

President’s Message

Gonzalo Salazar, Region 1, Los Fresnos CISD

Executive Director’s View

Max A. Thompson, Region 2, Banquete ISD Jo Ann Bludau, Region 3, Hallettsville ISD Martha Salazar-Zamora, Region 4, Tomball ISD Todd E. Lintzen, Region 5, Bridge City ISD Christie Whitbeck, Region 6, Bryan ISD Stan Surratt, Region 7, Lindale ISD Judd Marshall, Region 8, Mount Pleasant ISD Curtis Eldridge, Region 9, Saint Jo ISD Kevin Worthy, Region 10, Royse City ISD

INSIGHT EDITORIAL STAFF

Executive Director

David Belding, Region 11, Aubrey ISD Kevin Brown

Assistant Executive Director, Services and Systems Administration

Ann M. Halstead

Amy Francisco

Director, Communications and Media Relations

Design/Production Marco A. De La Cueva

Editorial Director

Dacia Rivers

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. © 2020 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.

George Kazanas, Region 12, Midway ISD Jodi Duron, Region 13, Elgin ISD David Young, Region 14, Abilene ISD Joe Young, Region 15, Brownwood ISD Donna Hale, Region 16, Miami ISD Keith Bryant, Region 17, Lubbock-Cooper ISD Ariel Elliott, Region 18, Greenwood ISD Jeannie Meza-Chavez, Region 19, San Elizario ISD Michelle Carroll Smith, Region 20, Lytle ISD

AT-LARGE MEMBERS LaTonya Goffney, Aldine ISD Priscilla Canales, Weslaco ISD Gary Bates, Fort Sam Houston ISD Walter Jackson, La Porte ISD

LEGISLATIVE CHAIR Jodi Duron, Elgin ISD

EDITORIAL ADVISORY COMMITTEE Charles Dupre, Fort Bend ISD, Chair Carl Dethloff, San Angelo ISD Jodi Duron, Elgin ISD Stacey Edmonson, Sam Houston State University Michael Kuhrt, Wichita Falls ISD Jeremy Thompson, Era ISD

INSIGHT

TASA Professional Learning Calendar For details on our professional development events, please visit us at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272)

Date

Event

Presenter

Location

September 9-10

First-Time Superintendents Academy Session 2 of 4

Virtual

N2 Learning Assistant Principal Leadership Academy Session 1 of 6

Virtual

Inspiring Mentors: Superintendents Mentoring Training

Virtual

30-Oct 1

N2 Learning Principals’ Institute Session 1 of 6

Virtual

30-Oct 1

N2 Learning Executive Leadership Institute Session 1 of 4

Virtual

30-Oct 2

TASA|TASB Convention

Virtual

Oct 12, 14, 16

CMSi Level 1 Curriculum Management Audit Training

Virtual

N2 Learning Assistant Principal Leadership Academy Session 2 of 6

Virtual

27-28

N2 Learning Principals’ Institute Session 2 of 6

Virtual

26, 28, 30

CMSi Level 2 Curriculum Management Audit Training

Virtual

4-5

First-Time Superintendents Academy Session 3 of 4

Virtual

2, 4, 6

CMSi Curriculum Writing Workshop

Virtual

10, 12

CMSi Curriculum Management Planning Workshop

Virtual

15-17

Texas Assessment Conference

Virtual

18-19

Future-Ready Superintendents Leadership Network Event

Virtual

1-2

N2 Learning Principals’ Institute Session 3 of 6

Virtual

1-2

N2 Learning Executive Leadership Institute Session 2 of 4

Virtual

N2 Learning Assistant Principal Leadership Academy Session 3 of 6

Virtual

August``

October

November

December

SUMMER 2020

I BELIEVE THAT TEXAS EDUCATORS WILL ACCOMPLISH WHAT ONLY SEEMS IMPOSSIBLE

t’s an understatement, but it has been quite the summer in Texas. I have described the experience of preparing for the new school year as playing a game of chess. Except, whenever you think you’re prepared to make your next strategic move, someone comes along and knocks all the pieces off of the board.

Brian T. Woods

PRESIDENT’S MESSAGE I encourage you to speak up on issues that affect your students, staff, families and school districts. The stakes are too high to remain silent.

As frustrating as it has been at times, and I have not exactly been shy about sharing my thoughts on the evolving situation, I remain hopeful. Because I believe in our teachers, administrators, staff and students. I believe that Texas educators will accomplish what only seems impossible, and be prepared to provide and support exemplary instruction this school year — no matter what it might look like. Though our vocabulary has expanded to include terms such as social distancing, synchronous and asynchronous learning, and self-isolating, our core mission in public education has not changed. We are here to educate children. I sometimes feel the need to remind people that we haven’t gone anywhere. Our school buildings might have closed in March, but the work of educating children continued. And it will go on. As public schools have always done in times of crisis, we will continue to be looked at as leaders in our communities. Not only do we provide the essential service of educating a generation of citizens, but also act as a place of refuge for students who need us for so much more. School districts across the state demonstrated their ability to quickly pivot, shift instruction online and yet still provide support services our families rely on such as counseling, access to technology and meals. We saw the crucial work not only of our teachers, of our custodians, child nutrition employees and bus drivers. Despite a renewed societal respect for educators, I am baffled when elected leaders choose politics over health and do not allow local school districts and communities to make the decisions they deem best for their students, families and staff. This underscores the tremendous need for advocacy at all levels and the critical importance of voting this November. I encourage you to speak up on issues that affect your students, staff, families and school districts. The stakes are too high to remain silent. We all learned a lot this past spring, and I know we will continue to improve. Though I hoped we would gather in person at the TASA|TASB Convention at the end of September, I’m grateful that we will still have the opportunity to learn from our colleagues across the state, albeit in a virtual format. As you face a school year that promises to be unlike any other, I hope you will lean on this network of leaders who are faced with the same challenges of serving their communities and protecting the health and safety of students and staff. It’s a heavy responsibility, but also an extraordinary privilege. I have often said to the Northside ISD community that we will be back, together and better than ever. This is true of our colleagues across the TASA network as well. I am honored to serve as your 2020 TASA president, and until we meet again, be well. Brian T. Woods TASA President Superintendent, Northside ISD 7

Supporting School Re-entry in Texas When faced with adversity in K-12 education, oftentimes it's just as challenging to resume normal school days as it is to move through the adverse event. We understand that social emotional learning (SEL) and trauma resiliency can be top of mind. RTI is here to support you. To help you with the transition back to school weâ&#x20AC;&#x2122;ve collected resources and current initiatives that can help you successfully implement distance learning. And when tools aren't enough, we are here to offer custom virtual trainings to coach teachers and administrators through the impacts of COVID-19. Reach out to learn more about our custom virtual trainings

LEARN MORE

Center for Education Services

A TIME TO LEAD

everal years ago, during the recognition of TASA Honorary Life members, a superintendent was walking across the stage when Commissioner of Education Robert Scott stepped to the microphone. He said, “You know, you have been superintendent of the same school district for several decades. Why don’t you say a few words about what it means to you to be superintendent for so long.”

Kevin Brown

EXECUTIVE DIRECTOR’S VIEW As you deal with these crises, it is critical that you stick to your values and beliefs about what is right, that you lift up others in our profession and that you take both physical and emotional care of yourself.

The superintendent was caught off guard a bit in front of several thousand people. Wearing a cowboy hat, he stood in front of the crowd, both hands in his pockets, and he paused for several seconds before saying, “Well, the best I reckon, it’s just one damn thing after another.” He then exited the stage — a proverbial mic drop. He brought down the house. I recall that moment quite vividly, and in fact, when I was a superintendent, it became a running joke with my board. Whenever we were dealing with some sort of challenge, someone would say, “Well, it’s just one damn thing after another.” But that was in normal circumstances. I don’t know what words can be used to describe the current situation, but I doubt they can be printed. Even in the best of times (which those were), the role of a superintendent is enormous … almost unsustainable. Pressures come at you from all directions, and much of what you deal with is out of your control. Nonetheless, you take on the challenge because the rewards of making a difference in the lives of children, your staff and the entire community are profound. These are not normal times. Today, you are dealing with at least two crises that are unprecedented in our lifetimes. COVID-19 is a public health, education, human and economic crisis. And you are in the center of it. During the upcoming year, you will have to make countless decisions, and each of them will be fraught with controversy and peril. There will literally be no way to appease everyone. Meanwhile, the long history of racism and inequality in our nation, as well as the recent killings of George Floyd and other Black citizens, have led to large protests across the world. We have hard work to do in our society to end racism, injustice and inequality, and our public schools have an important role in doing just that. This crisis will also land on your doorstep, and the decisions you make will be scrutinized. Sully Sullenberger, the pilot who safely crash-landed a commercial airliner in the Hudson River said, “You’re not a pilot till you lose an engine.” The same could be said about school leaders. You aren’t a leader until you deal with a crisis, and this is a humdinger. Leaders are not defined by the good times; they are defined by how they respond to a challenge. Abraham Lincoln wouldn’t be the leader we now love and admire had he not faced the greatest of adversities and held our nation together through a civil war. Every decision he made was fraught with controversy and division, yet each one was made with the intent of saving our nation. Executive Director’s View continues on page 10

SUMMER 2020

Executive Director’s View continued from page 9

Martin Luther King, Jr. wouldn’t be a national icon if it weren’t for leading a movement against pervasive injustice; and, chances are, Rosa Parks would be unknown today if she hadn’t shown quiet courage in a crisis. Likewise, Winston Churchill would not be the leader we know without the bombing of England and his famous words, “We shall never surrender.” Crisis reveals leadership; and crisis provides an opportunity for leadership to shine through. One of the perks of being executive director at TASA is that I have gotten to know countless heroic leaders in Texas schools. Surely, there is no profession that has such a wealth of wise, courageous, mission-driven community builders like those in school leadership.

This year is going to be a mess. You will be damned if you do and damned if you don’t in every decision you make. But this is the time for you to stand tall, be confident, believe in yourself, and make the best decisions you can to serve your students, staff and community. As you deal with these crises, it is critical that you stick to your values and beliefs about what is right, that you lift up others in our profession, and that you take both physical and emotional care of yourself. This is your time.

Kevin Brown TASA Executive Director

2020-21 Johnny L. Veselka

Scholarship

TASA Active or Student Members enrolled in accredited university doctoral programs in the ﬁeld of education are eligible to apply for the Johnny L. Veselka Scholarship. The $2,500 scholarships provide ﬁnancial assistance to TASA members who are doctoral students pursuing careers in educational leadership, with particular emphasis on the superintendency. Apply by September 30!

https://tasanet.org/awards/johnny-l-veselka-scholarship/ 10

INSIGHT

UPLOADING...

Weâ&#x20AC;&#x2122;re going virtual! Join us September 30â&#x20AC;&#x201C;October 2.

Curated speakers will provide information on relevant topics foremost on your mind, including advocacy, communication, equity, and social justice. Earn up to 10 hours of credit during the live event. Registered participants may access content for 30 days after the event to earn additional credit for all completed sessions. Registration opens Tuesday, August 18. #tasatasb tasa.tasb.org

SUMMER 2020

Meet TASA’s Inspiring Leaders Now more than ever, Texas public school staff members are looking to leaders to inspire them in their day-to-day work as we all cope with an ever-changing educational landscape and head into an unforeseeable future. TASA’s “Inspiring Leaders” tagline is not just a reminder of TASA’s commitment to leadership development — it describes our members themselves. In this and future issues of INSIGHT, you will meet some of those Inspiring Leaders, and it is our hope that they will guide you and invigorate you in the work that you do. To nominate a leader for inclusion, email drivers@texasschoolbusiness.com.

Hafedh Azaiez When Dr. Hafedh Azaiez became the superintendent in Donna ISD two years ago, the district had been through a lot. The previous superintendent had been forced out, and the school board was in disarray. But these challenges didn’t scare Azaiez away, and he got straight to work in changing things for the better. “To say Dr. Hafedh Azaiez is an outstanding leader is an understatement,” says Sandra Quintanilla, Donna ISD’s public relations officer. “In the two short years that he has been the superintendent, which by the way is his first superintendent role in his academic career, the district has undergone major improvements in many levels across many departments.” Azaiez kicked things off with a listening and learning tour, which helped to rebrand the entire district, changing public perception for the better. He also developed a five-year strategic plan for the district and expanded course offerings while streamlining business operations for maximum efficiency. More recently, he worked with the district to invest $5.7 million in providing technology to allow students and teachers to continue remote instruction during the COVID-19 crisis — a move that made him proud of everyone involved. “Our teachers and staff came together and showed a lot of resilience to ensure that our students’ needs were met by providing distance learning and warm meals every day,” Azaiez says. “I am also proud of the new opportunities we were able to create and implement including our new Early College High School, two magnet schools, free full-day pre-K, and one-to-one devices for all our students.” The work Azaiez has done in Donna shows his dedication to helping students in need, no matter the obstacles involved. “My personal philosophy is to always strive to go from good to great,” he says. “We should never stop creating more opportunities for all our students. I always enjoy dealing with challenges because I see them as opportunities to grow and make a difference.” Collaboration and mentorship with other superintendents are important to Azaiez. He says open communication helps him and others to build their leadership capacity, which he sees as the key to maintaining success. “It helps align all leaders behind a common vision and mission to achieve desired goals,” he says. “Coaching and sharing best practices will assist in developing the next generation of district leaders.”

INSIGHT

Dana Bashara Dr. Dana Bashara has worked in Alamo Heights ISD for the last 22 years, serving in several positions, from fifth-grade teacher to superintendent, the post she’s held for the last two years. Because Bashara’s mother was an elementary school teacher and her father was a high school football coach, she was raised with immense appreciation for the public school system and was inspired to go into the field by watching her parents serve their students. “I’m passionate about leadership development and love the opportunity to support leadership growth in our district starting with our teachers,” Bashara says. “I value the investment in leadership in our teachers to build capacity in our schools to shape school culture and transform the way we are currently educating our students. Our teacher leaders never cease to amaze me.” Bashara is dedicated to leadership development beyond her district, as a participant in a Bexar County superintendents group along with her involvement in TASA’s Future-Ready Superintendent Leadership Network, the Texas Council of Women School Executives and TASA’s Texas Public Accountability Consortium. Through these connections, she is able to give and receive support that has helped her develop as a leader. “Collaboration with these thoughtful leaders has been essential to building capacity in my own district, and has been critical to my own personal learning and growth as a new superintendent.” Dr. Frank Alfaro, who serves as assistant superintendent for administrative services in Alamo Heights ISD, says Bashara is an inspiration in the district and beyond. “Her energy, passion and inclusive approach to doing the work makes TASA a stronger organization,” he says. With more than two decades of service in Alamo Heights, Bashara is exceptionally proud of her district. She says that the commitment and service she’s seen from the entire AHISD team helps keep her motivated, even when the job gets tough. “I practice gratitude daily, and so when the challenges and stress come, I am rooted in all that is around me that is good, and right,” she says. “Yes, this career can be challenging, but it is in the challenge that great opportunity lies.”

Demetrus Liggins A little over three years ago, Dr. Demetrus Liggins stepped into the superintendency in Greenville ISD with a focus on the crucial role the school district plays in the community. A native of Longview, Liggins grew up poor in a single-parent household and says education was his saving grace. He was inspired by the teachers he had who helped him find his confidence and, in time, his success. Through his work, he now hopes to provide the same kind of support to students in Greenville. “As a young boy and student, I learned the powerful impact that educators have and how they can influence a child’s life and trajectory,” Liggins says. “Understanding this power is what ultimately led me to become an educator myself.” In Greenville ISD, Liggins is most proud of how the district helps students find their individual passions by giving them choices and encouraging them to seek out areas that interest them most. Through his efforts, he’s not only bettered the campus environment for the students, but also district staff. “Dr. Liggins has changed the culture and climate of GISD in a short period of time,” says Sharon Boothe, deputy superintendent of teaching and learning in the district. “He has the ability to share his passion in a way that enables others to feel passionate. In turn, his shared passion makes organizations soar in the accomplishment of their mission and vision.” When the work gets tough, Liggins says he takes comfort in knowing that the work he does is worth the struggle. Through education, he feels he has the power to change students’ futures — a responsibility he doesn’t take lightly. “I never forget that being an educator is something I get to do,” he says. “Remembering that keeps me going, even during the toughest times.” Mentorship is also an important part of Liggins’ work. From his 20 years in education, he’s developed experience that he is more than happy to share with his colleagues in any way he can. “My journey has included both hills and valleys,” he says. “To be able to mentor others allows me to share those ups and downs and lessons learned. It also allows me to learn from mentees and their valuable experiences and perspectives. For me, mentoring is reciprocal and another great way to continually learn and improve.”

SUMMER 2020

Eduardo Hernández Two years ago, Dr. Eduardo Hernández became superintendent in Edgewood ISD, taking the helm amidst a period of turmoil in the district, involving a TEA investigation and high turnover rates in leadership positions. Since then, the changes he has made in the district have been immense and successful. “We now have an amazing leader who supports us, grows us, pushes us and makes us think differently,” says Olga Moucoulis, executive director of industry and community partnerships in the district. “Personally, I have grown more in the last five months than I have in my entire career. That is what a true Inspiring Leader does.” A child of immigrant parents, Hernández knows what it means to struggle and to overcome people’s expectations. “My work is part of my personal ministry. I have been given a charge and a platform that I intend to use each day to fight inequity, a lack of education, and to combat any type of hate that may exist in our community,” he says. “My faith in people’s ability to rise out of their situation is the fountain that fuels my philosophy, as I grew up poor, too.” Edgewood ISD was the initial plaintiff in a historic court case that led to reforms in Texas’ public school funding that aimed to make funding more equal between school districts in rich and poor areas. For Hernández, the case serves as a defining moment in the district’s history. “What makes me proud of our district is the rich history of social justice that exists in our neighborhoods and in our schools that is still part of the pride that is talked about each day,” he says. “Our people are living embodiments of the hard fought neighborhood social movements for equity and access that are epitomized in the landmark court case around financial equity that Edgewood ISD lead here in Texas.” An inspiration in Edgewood and beyond, Hernández is proud to mentor other education leaders in the state. To him, it’s a way to thank his community, while helping to support its future. “Mentorship is an opportunity to help build the future, and I am a living testament to the many people who poured into me so that the fight for upward social mobility could continue now and in the future. I mentor because it is my way of giving back to my community and helping build the future of education leadership.”

Roosevelt Nivens The son of two educators, Dr. Roosevelt Nivens struggled in school as a young child. It took a dedicated sixth grade teacher to get through to him and help him realize his full potential. After getting his degree in education, Nivens played professional football for a few years before an injury changed his career plans. He began teaching in Dallas ISD and discovered how much he loves working with students. In 2015, Nivens was appointed superintendent of Community ISD, where he says he finds joy in positively impacting students in the district. “Education is a calling, a ministry for me,” Nivens says. “I have a passion to help young people realize and get closer to reaching their full potential. Seeing them become successful adults fuels me to keep pushing forward.” Always open and available to the community he serves, Nivens hands out his cellphone number to families in his district and refers to his students as his “babies.” In his district, he’s modeled a supportive environment that aims to provide the best opportunities to every student, no matter their circumstances. “Our school district is named Community and that is exactly what we are,” he says. “I love how we always come together to support our students in their endeavors and efforts. I am always blown away how we help one another to make certain families have their basic needs met.” For Nivens, communication with other leaders is key to having a successful career. “I have numerous mentors, and I have learned from their experiences, which allows me to make great decisions (the first time) for the young people I serve,” he says. “The job of the superintendent is very lonely and extremely stressful … It’s wonderful to have like-minded people who are in the same struggle as you to share ideas or simply vent frustrations.” Niven’s colleagues see him as an inspiring leader because of his dedication to making a better world for not only his students, but his entire community. In the wake of George Floyd’s death, Nivens released a video, calling on other leaders to present a cohesive front to fight racism in the community. It was a brave move that helped inspire others to action. “We live in a better world because of Roosevelt Nivens,” says Jill Siler, superintendent of Gunter ISD. “He ‘speaks life’ into those he leads and everyone else around him. He is resolved to help young people create a better future, and his impact goes far beyond Community ISD.”

SUMMER 2020

In response to recent events, including the deaths of George Floyd, Breonna Taylor and other Black Americans who have been killed by police violence, TASA is in the process of forming a standing committee to address race, equity and diversity issues. The following letter was originally sent to TASA members to inform them about this committee and TASA’s commitment to addressing issues of racism and inequality in our school districts. Look for more information on this committee and about TASA’s efforts in TASA communications. Dear TASA Members: As educational leaders, we have devoted ourselves to public education because we believe in the unlimited potential of every human being, in the promise of our democracy, and in the role that public education plays in preserving and strengthening that democracy. We love our country, and therefore we want it to fulfill the ideals of its foundation. The promise of America is articulated in the Declaration of Independence, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” We have seen our failure to live up to that promise play out in extreme ways in the deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and countless others. Such senseless and tragic deaths are heartbreaking; they make us feel sad for the families, angry at the injustice and its perpetrators, and concerned about the fear they instill in our fellow Americans. In addition to persistent racism in our country, this global pandemic has forced us to take a hard look at the inequities in our society. All children do not have the same support or resources at home; many lack internet access or computers to make 16

INSIGHT

at-home learning possible. While schools have done a remarkable job of providing meals for low-income children, children still go hungry in America every day. We, your TASA leadership, are sending this message to all TASA members because only discussion, self-reflection, and action – not silence – can begin to address these inequities and injustices. Education is supposed to be the great equalizer, giving everyone, regardless of background, the opportunity to pursue the American dream. Our nation will never reach its full potential until every child has the full benefits of an exceptional education. When every child achieves his or her full potential, it benefits our economy, our communities, our democracy, and our humanity. Sometimes, though, our own students are the victims of discrimination at school. We must confront those instances when they occur. We must teach our children to treat each other with love and respect, model civic discourse, and practice active engagement as ethical citizens. As the great Frederick Douglass once said, “It is easier to build strong children than to repair broken men.” In our own organization, we want every TASA member to feel that they belong. We want to have an inclusive, diverse membership that is representative of

the students we serve. We want every voice to matter. We recognize that we have fallen short of this at times, but we are committed to acknowledge and address inequities that exist in our own organization.

can make your organization more welcoming or supportive, we are listening. We want you to hold us accountable, so please don’t hesitate to speak up. TASA is our organization, and together we mold and shape it into what it needs to be.

We are working to ensure our committees have more diverse memberships, including our Executive Committee. We actively provide assistance and support to partner organizations such as the Texas Alliance of Black School Educators (TABSE), the Texas Association of Latino Administrators and Superintendents (TALAS), the Texas Council of Women School Executives (TCWSE), and the Texas Urban Council of Superintendents. We have worked to improve our Aspiring Superintendents Academy, First-Time Superintendents Academy, and our superintendent mentor program so that they support and encourage diversity among Texas’ school leadership ranks. And in all of our endeavors, we strive to ensure members from the various regions of our state are represented, whether rural, small town, suburban, or urban.

Although this is an incredibly challenging time for our nation as we grapple with continued acts of racism and violence, a global pandemic, a serious economic recession, widespread protests, and division among our people, we must remember our nation’s promise. Every American should feel safe and free in our society. Every child should have the opportunity to reach their full potential. And every member of TASA should feel welcomed and valued.

We want to end this message with gratitude and hope. Your leadership throughout this difficult time has been nothing short of remarkable. Thank you for the work you have done to serve the 5.4 million children in Texas during the worst of times. Although we face huge challenges, if we work together and remember our country’s ideals, we will emerge stronger as a more just, equitable, Additionally, we will soon name a stand- and unified nation because of exceptional ing committee on Race, Equity, and leaders like you. Diversity that will advise school districts and TASA about what actions we can Thank you for the role you play in helptake to proactively address these persis- ing to ensure a brighter future. tent issues of racism and inequity. If there are other ways that we, as TASA leaders,

Brian Woods

Greg Smith

TASA President Superintendent, Northside ISD

TASA Past President Superintendent, Clear Creek ISD

Doug Williams

Jodi Duron

TASA President-Elect Superintendent, Sunnyvale ISD

Legislative Chair Superintendent, Elgin ISD

Charles Dupre

Kevin Brown

TASA Vice President Superintendent, Fort Bend ISD

TASA Executive Director

SUMMER 2020

Texas school districts work to open safely during COVID-19

Texas school districts work to open safely during COVID-19 The COVID-19 pandemic continues to thwart even the bestlaid plans. All across Texas, school district superintendents have shuffled and reshuffled, planning ways to kick off the 2020-21 school year in the safest way possible that meets the needs of their individual communities. Many have had to scrap their work and start over as requirements from local and state agencies have changed only to have them change again. And again. In this issue of INSIGHT, we have detailed the opening solutions used by a handful of districts from across the state. Because there is no one-size-fits all solution, we hope this list of diverse plans offers a look into the beyond-the-box thinking administrators have used in the creation of each adapted schedule, each remote instruction plan, each socially distanced campus. Because things can, and will, change on a dime, all of these details were accurate as of press time; however, the particulars may have changed. We apologize for any inaccuracies and encourage you to check individual school district websites for the most up-to-date information. 18

INSIGHT

Angleton ISD In Brazoria County, Superintendent Phil Edwards serves more than 6,000 students in Angleton ISD. With a planned school year start date of Aug. 17, the district will kick things off with one week of remote instruction for all students and then gradually welcome students back to their campuses, if they choose to return to in-person learning. Using a five-level COVID-19 spread system, administrators will determine what type of instruction is safest for staff and students, though the district website notes that TEA requirements might render their level-four and level-five responses (all students working from home) impossible over the long-term.

When Angleton students are first invited back to campus, the district will use a blended learning model, with A and B groups alternating days between in-person and remote learning so that the two groups will never be on school grounds at the same time. The district will prioritize students who are transitioning to a new campus first as it reopens for in-person learning, inviting students in pre-K, kindergarten, sixth grade and ninth grade back to their classrooms first. Following that, the district will begin to invite other students to return to campus. Edwards says that the district’s online learning will be flexible enough that students will be able to transfer between remote and inperson instruction as they choose without waiting for the end of a grading period. “The plan was developed with the idea of keeping kids safe and then opening slowly with small amounts of students transitioning back into schools to allow us to do so,” Edwards says. “I think one of the things about the AISD plan is that we have released a lot of information to help our parents and our community make the best decisions they could.” Once on-campus, students and staff will have daily temperature checks and everyone over 10 years old will be required to wear a face mask, though the district urges that all students wear masks if possible. School start and end times will be staggered to control the flow of students. Social distancing methods and physical barriers will be in place on each campus. Extracurricular activities are currently on-hold in the district, and in the case of a COVID19 outbreak, all students will return to virtual learning. Before school begins, each student in the district will receive a device, which they can use for remote or in-person learning. “We are both nervous and excited about the upcoming school year,” Edwards says. “We are nervous because we understand

the amount of flexibility we will need to have during this pandemic and the changes that will be inevitable to keep our students safe. We are excited at the same time because we believe this provides us with opportunities for growth so we can continue to provide new educational experiences for our students and prepare them for the future ahead.”

Boerne ISD Northwest of San Antonio, Boerne ISD has an enrollment of more than 8,000 students and is led by Superintendent Thomas Price. Boerne had unique circumstances in deciding its in-person opening date, as two of its schools are located in

Bexar County, where an order from the San Antonio Metropolitan Health Department stated that schools were not permitted to open before Sept. 7. The district hoped to open all schools earlier than that, and based on guidance from the Texas attorney general, the district was allowed to open all of its schools on Aug. 12, in spite of the health department’s order. Students in the district have a choice between in-person and remote learning and will be able to make a change from one to the other at the end of each nine-week grading period. The district is emphasizing the community’s social and emotional needs during this time

BOERNE ISD LEARNING OPTIONS PK- 12

SELECTIONS MUST BE RECEIVED BY SUNDAY, JULY 26, 2020

IN-PERSON INSTRUCTION

BOERNE E-LEARNING

Five days per week

Standard BISD grading policy

Monitored daily attendance

Use of face coverings Physical, social distancing expected Enhanced safety protocols for arrival, transitions, dismissal, and visitors

Real time instruction with use of various forms of digital and online methods

Web camera, microphone, and electronic device required

Enhanced cleaning and sanitation of shared items Modified meal service allowing for distancing

Drive-through meal service available

Special Program services available (Special Education, 504, Bilingual/ESL)

Social and emotional support to promote student, staff, and family wellness

May participate in extracurricular activities, following guidelines and safety measures

Option to transition to E-learning at the end of the nine-week grading period

Option to transition to In-Person learning at the end of the nine-week grading period

Notice of transition must be received 2 weeks prior to end of grading period

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and has taken efforts to create learning environments where all students feel safe psychologically as well as physically. Through enhanced SEL lessons and the district’s Whole Child Counseling Team, Boerne ISD aims to support those in need. When offered a choice of how they’d like to begin school, 78% of Boerne ISD families chose in-person learning. The district is using enhanced sanitization methods on all of its campuses and will require all students and staff to wear face masks. Parents are asked to pre-screen their children for COVID-19 symptoms each day before school. Students who choose the Boerne e-Learning option will receive real-time instruction that includes synchronous and asynchronous lessons. During the spring and summer, teachers in the district attended professional development sessions to enhance their skills and knowledge in remote instruction. Students enrolled in e-learning will be able to participate in on-campus extracurricular activities. The district has Chromebooks available to remote learning students who meet certain requirements.

the district has an enrollment of nearly 3,000 students with Todd Lintzen in the superintendent’s office. BCISD created a three-level response protocol that administrators will use to determine if a campus needs to be shut down for cleaning, based on the number of COVID-19 cases that arise in any school. The district will follow CDC guidelines for contact tracing should any student or staff member receive a positive diagnosis. For students who have chosen in-person learning, the district is implementing social distancing as much as possible and adjusting schedules to reduce the number of students in the hallways between classes. Students over 10 are required to wear face masks and all students are encouraged to sanitize their hands throughout the day. The district has installed fever devices at each campus, which will be used to check students’ temperatures as they arrive each day. Between each class change, teachers spray disinfectant in their classrooms and custodial staff sanitize all entrances and exits to the school on an hourly basis. At night, campuses are sprayed with disinfectant foggers, including all classrooms, restrooms and hallways.

“As always, our top priority is the safety of our students, parents, teachers and staff,” says Bryan Benway, Boerne ISD’s director of communications. “We are proud to be able to give parents a choice to select which learning option is the best fit for their children, either in-person or e-learning. No matter which option parents choose, we know that they made the best decision for their family.”

Bridge City ISD employees received capes to recognize their commitment to safely opening schools.

INSIGHT

“Our district leaders created the reopening plan based on input from parent and staff surveys that addressed the needs of students and staff to provide the healthiest possible environment for our children to learn,” Lintzen says. “We focused on the needs of our students to create a positive experience during an uncertain time, and we experienced a great first day of school on Aug. 3, due to the dedication of our staff and cooperation by our students and parents.”

Denton ISD Nearly 30,000 students attend school in North Texas’ Denton ISD, where Jamie Wilson holds the superintendency. Students in the district will attend school remotely beginning Aug. 26 with plans to reopen campuses Sept. 8. Administrators decided to push their school start date back two weeks to better prepare for social distancing on campuses and offer more online learning training to teachers.

Bridge City Bridge City ISD was one of the first school districts in Texas to reopen, with in-person and virtual classes kicking off Aug. 3. Located in the Golden Triangle between Beaumont and Port Arthur,

One teacher at each grade level has been chosen to provide remote learning for students who opt to attend school from home. Instruction for elementary students will be asynchronous, while students at the intermediate, middle and high school levels will receive synchronous instruction. Students who choose at-home learning may not participate in extracurricular activities and will not be able to switch to in-person instruction until the end of a grading period. The district has some devices available for student use, but not enough to provide to everyone, so remote-learning students are encouraged to provide their own devices if possible.

Over the summer, the district was able to test out new protective measures for face-to-face instruction during the Jump Start program, which was designed to give students extra preparation for the school year. Masks were required on all

campuses, and hand sanitation stations were placed throughout the schools. While most families in the district have shown a preference for in-person instruction, Denton ISD will provide remote instruction for any students who choose that route through its Connected Learning program. The program will combine synchronous and asynchronous instruction. Students will be able to switch between remote and in-person learning at the end of any grading period. The Denton ISD Board of Trustees has created a COVID-19 Employee Emergency Relief Fund that is available to school district staff who find themselves in need because of a COVID-19 diagnosis. The fund is designed to help offset medical costs if a leave of absence is required due to illness. The district has also created an online portal for families that provides social and emotional wellness resources designed to support mental health.

Humble ISD Led by Superintendent Elizabeth Fagen, Humble ISD serves more than 40,000 students north of Houston. The district started the school year on Aug. 11 with one week of online learning for all students. Following that online kickoff, the district will welcome special education students to their respective campuses for in-person learning, in self-contained classrooms. A week later, elementary campuses will reopen to families who choose in-person learning. Middle and high school campuses in the district will also reopen for in-person learning at that time, but will use a staggered A/B schedule to promote distancing between students. The district plans to return middle schools to a regular non-grouped schedule on Oct. 12 for students who choose in-person learning.

Teachers in Humble ISD prepare for a safe school opening.

On all campuses, the district will follow the governorâ&#x20AC;&#x2122;s requirements of face masks for anyone over 10 and provide increased hand-washing and sanitizing stations. Teachers will reduce contact between students, and all campuses will be misted with sanitizer at the end of each day. Plexiglass dividers will be in place where distancing is a challenge, and there will be no singing in elementary music classes for the first six weeks of school. Staff will enforce distancing on playground equipment, and dismissal times will be staggered to further reduce contact between students. Staff will not perform on-campus temperature checks; instead the district requires that parents pre-screen their children for COVID19 symptoms before sending them to school each day. The district has also installed upgraded air filters and UV lights designed to kill bacteria and viruses through schoolsâ&#x20AC;&#x2122; HVAC systems. Humble ISD will provide devices to any students who need them, and remotelearning students are able to switch to in-person learning at any time during the school year. Over the summer, teachers in Humble received specialized training on remote instruction to better provide online lessons to students in the district. Using existing frameworks, teachers have

designed improved virtual instruction that includes a minimum of three hours at the elementary level and four hours at the secondary level in asynchronous learning daily and may include virtual one-on-one or group meetings and students working both individually and collaboratively.

Midland ISD Midland ISD serves more than 25,000 students in West Texas, with Superintendent Orlando Riddick at the helm. Its school year began Aug. 14 with four weeks of virtual learning for all students. The district has created a color-coded system, creating scenarios for what school will look like depending on the level of community spread COVID-19. When the spread is at a substantial level, all schooling will be remote. Students will have two choices for online instruction: short-term virtual learning until campuses reopen, or long-term remote learning through the Midland ISD Online Academy. Even if the COVID-19 spread level drops to moderate or low, students will have the option to remain enrolled in the online academy. If they choose to switch to a

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Level of COVID-19 Community Spread

Midland ISD Instructional Model Options

Characteristics

LOW/NO

MODERATE

SUBSTANTIAL

On-campus Instruction

Midland ISD Online Academy

On-campus Instruction

Blended Learning Instruction

At-home Instruction

Midland ISD Online Academy

At-home Instruction

Midland ISD Online Academy

School Buildings Open

Families grades PreK-12 who choose to enroll in 100% online school

M-F: PreK-2, Life Skills and Self-contained Autism

Limited and Staggered Use of School Buildings

Temporary Building Closure for Confirmed COVID-19 Case

Families grades PreK-12 who choose to enroll in 100% online school

School Buildings Closed Until Further Notice

Families grades PreK-12 who choose to enroll in 100% online school

Preventative protocols in place

M-Th: Dyslexia and Speech therapy

Learning occurs based on alternating schedules for students and includes remote learning

All students access instruction via Google Classroom

Midland ISD uses a three-stage system to determine its response to COVID-19 spread in the community.

different learning method, they may do so at the end of any six-week grading period.

If the spread level drops to low, campuses will reopen with preventative protocols in place.

The district will provide devices and Wi-Fi hotspots to students who participate in a virtual learning program, and teachers will guide lessons using Google Classroom. Instruction through the academy will be asynchronous, and students will be eligible to participate in extracurricular activities.

“Midland ISD has worked tirelessly this summer to craft options that support our MISD family no matter what the status of the COVID-19 pandemic in our community might be,” Riddick says. “It is absolutely critical that we keep learning going, so we are innovating in ways that are flexible, that give families greater choice, and that support students and teachers.”

If COVID-19 spread in the area reaches the moderate level, the district will reopen campuses using a blended learning model. This system will split students into A and B groups who attend in-person school on alternating days, switching to remote instruction on days they are not on campus. For instance, a student might go to campus Mondays and Wednesdays, then switch to virtual schooling on Tuesdays and Thursdays. All students will participate in remote learning on Fridays.

INSIGHT

Halfway between Amarillo and Lubbock, Plainview ISD is a district of more than 5,000 students, led by Superintendent H.R. Sanchez. The district began the school year Aug. 12, allowing families to choose between on-campus or remote instruction for their students.

anyone with a temperature over 100F is not allowed entry. Students in fourth grade and above are required to wear masks, while the district encourages younger students to wear masks as well. Students will be allowed to remove their face coverings when eating lunch and during P.E. class. Staff will wear masks or face shields and will sanitize high-traffic areas each night using a Clorox Total 360 machine. The district encourages social distancing whenever possible and is in the process of ordering plastic shields to use as dividers in the cafeteria. Hand sanitizing stations are also in place throughout each campus. If a student tests positive for COVID-19, she will be required to switch to remote learning and will not be allowed to return to campus until she has been symptom-free for 14 days. If a student on a campus tests positive, staff will deep clean the campus that night. The district website states that it will only close a campus in “extreme circumstances.”

Staff, students, and any visitors have their temperatures checked upon entering any school building, and

Plainview has a limited number of devices for students to check out and is ordering more, but the district recommends that

Plainview ISD

students who choose remote instruction provide their own devices for now. Remote learning will be asynchronous; teachers will post lessons, including prerecorded videos and assignments, to Google Classroom. Students who choose remote learning may not participate in extracurricular activities or some handson electives and CTE courses. Students who choose to return to the classroom after participating in remote learning will be able to do so at the end of each sixweek grading period. “Our online option is a secondary option,” Sanchez said at a recent virtual parent meeting. “We have committed quite a bit of human resources as well as material resources to ensure campuses will start clean and will continue to maintain those clean, sanitary procedures throughout the day. I believe we have the best plan that we can under the circumstances.”

Sunnyvale ISD

With just under 2,000 enrolled students, Sunnyvale ISD sits east of Dallas with Superintendent Doug Williams in the head office. The school year will begin with remote classes on Aug. 25, and starting on Sept. 8, students in the district will have three attendance choices: in-person learning, remote learning or a blended learning model. Nearly 70% of families in the district have chosen in-person or blended learning, with the remainder opting to learn from home. The four campuses in the district will implement sanitizing stations and sneeze guards and will promote social distancing. Face masks will be required for students in fourth grade and above, while the district suggests that younger students wear face shields and will provide them in each classroom. Parents are asked to complete a screening form on the district’s website each day their children attend school, noting if their students have any COVID19 symptoms or have been exposed to someone known to have COVID-19. The district has created a five-stage response

protocol that will determine whether any campus closures will be necessary. In-person learning will follow a more traditional full-day schedule, while the blended model will separate students into Blue and Gold groups. These students will attend in-person school in their groups at different times, with some students spending mornings on campus, and others coming in the afternoons. When their group isn’t on campus, these students will switch to remote learning. Using this design, the district aims to give as many students as possible in-person lessons while minimizing their potential exposure to COVID-19. Sunnyvale’s at-home learning program will utilize Google Classroom and will provide a combination of synchronous and asynchronous learning. Students will be able to transition between in-person, blended and online learning at the end of each grading period, although the district will be flexible if families want to make a

Parents of Sunnyvale ISD students fill out a screening app before sending their children to school.

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switch earlier in the school year. All students in the district will receive devices to use for in-person, blended or at-home learning. “We feel that Sunnyvale’s plan offers the most flexibility for our students and parents,” Williams says. “We always work to do what’s best for our community. Our plan provides something for everyone: at-home learning, an in-person option and even a blended plan, all of which will provide the best opportunity to socially distance our kids while providing in-person instruction.”

Weslaco ISD The Rio Grande Valley is a COVID-19 hot spot, and the Hidalgo County Local Health Authority recently announced that schools in the county cannot welcome students back to campus for in-person learning until Sept. 27 at the earliest. In Weslaco ISD, which serves more than 17,000 students and is led by Superintendent Priscilla Canales, the district is working with the CDC and the Texas Department of State Health Services to plan for as safe a reopening as possible. On Aug. 31, remote learning will begin in the district, with devices provided to all students. The district made the decision to push this start date back by a week to allow for more time to prepare for online-only instruction. This remote instruction will include synchronous and asynchronous methods. Weslaco is in a good position for implementing remote instruction, as the district has spent the last five years upgrading its technology systems and purchasing computers for all staff and students in the district. At the end of July, the Weslaco area was hit by hurricane Hanna, and in an effort to ease the burden the combination of a hurricane and a pandemic has caused on families, the district has relaxed its uniform requirements and will be providing some school supplies to its students. n

Connectivity and COVID Whether by choice or necessity, thousands of Texas school students are beginning the 2020-21 school year in a virtual setting. For many school districts, this presents multiple technical challenges, including a lack of available devices and limited internet access for some students. In response, many districts, government agencies and other organizations are working together to help provide internet access and equipment to students in need. In Dallas ISD, the district has partnered with Gov. Abbott and the TEA to create the Operation Connectivity program. Through this now statewide program, experts will research where the student need for support is greatest and help secure devices and internet access for these communities. Last month, the TEA sent surveys and bulk order forms to superintendents to gauge each district’s need for assistance. For more information on Operation Connectivity, visit the TEA website at tea. texas.gov/coronavirus. The state of Texas has allocated $200 million from the CARES act to help provide reliable internet access to students attending school from home. The TEA is looking closely at needs in the Rio Grande Valley, a COVID-19 hot spot where most schools will not be opening until late September at the earliest and where poor internet access is an issue for many. The USAA Foundation recently awarded a $325,000 grant to San Antonio ISD to help distribute Wi-Fi hot spots to students in need. The district estimates that 60% of its students do not have reliable internet access in their homes, making distance learning a challenge. So far, the district has distributed 4,000 hot spots thanks to the grant. School districts are also lending each other a hand. Canutillo ISD in El Paso is donating more than 1,500 laptops to other nearby school districts, including Fabens, San Elizario and Sierra Blanca ISDs. Earlier this year, the Canutillo ISD Board of Trustees approved a $4.8 million request to provide Apple devices to each student in the district. In Lockhart ISD, between Austin and San Antonio, the school board voted earlier this year to help the 40% of district students who lack home internet access. The board invested in the construction of four network towers and partnered with Particle Communications to gain access to three additional towers, providing reliable internet access to the entire district. For the first year, the total set-up costs will be $447,500, with an estimated maintenance cost of $60,000 per year plus additional service fees. In the Rio Grande Valley, the Donna ISD Board of Trustees has approved spending $3.7 million to provide wireless internet access to its students’ homes. The funds will be used for the construction of 12 communication towers by R-US Telecommunications Services in the areas most lacking Wi-Fi access. The district expects that construction on these towers will be completed by October.

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TASA’s 2020-21 officers Brian T. Woods, president Northside ISD Superintendent Brian T. Woods is serving as TASA president for the 2020-21 year. Woods received his bachelor’s degree in political science from the University of Texas at Austin and earned both master’s and doctoral degrees in educational leadership from the University of Texas at San Antonio. Woods began his career in San Antonio’s Northside ISD 28 years ago, originally serving as a social studies teacher. Since then, he has worked in the district as an assistant principal, vice principal, principal and assistant superintendent and deputy superintendent before stepping into the superintendent position in 2012. In 2018, Woods was named Texas Superintendent of the Year based in part on his commitment to advocacy for public schools. Woods has traveled to Austin numerous times to testify on behalf of public education in the state, advocating for legislation that would improve funding and assessment methods.

Doug Williams, president-elect Just east of Dallas, Sunnyvale ISD welcomed Doug Williams as its superintendent in 2007. Williams previously served as a high school principal and grew up not too far away, graduating from high school in Wolfe City ISD. He received a bachelor’s of science degree in engineering from East Texas State University and a master’s of science from Texas A&M University-Commerce. Williams began his career in education more than 30 years ago and has served as a teacher, assistant coach, athletic director, head football coach, and high school principal in a handful of Texas school districts. In Sunnyvale, Williams is committed to incorporating engaged/project-based learning in an effort to increase critical thinking skills and better prepare students for careers or further education. As part of this mission, Williams is a member of TASA’s Future-Ready Superintendents Leadership Network which aims to help create more meaningful assessment and accountability standards in the state. He strongly believes in advocating for his students in Sunnyvale and across the state and was honored to serve two years as the TASA Legislative Chair.

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Charles Dupre, vice president Since 2014, Charles Dupre has served as superintendent of Fort Bend ISD, southwest of Houston. Dupre received a bachelor’s of business administration from Harding University along with a master’s degree in educational administration from the University of Houston and a doctoral degree in educational leadership from Lamar University. A native of Casablanca, Morocco, Dupre was named Region 4 Superintendent of the Year in 2019. Under his leadership, Fort Bend ISD received the 2018 H-E-B Excellence in Education Award. As a TASA member, Dupre has served on several committees, including the TASA 2025 Task Force and the Legislative Committee. Through his work in Fort Bend, Dupre is focused on creating “Collaborative Communities” on the district’s campuses, inviting local organizations, families and businesses to partner with the district to provide more opportunities for its students.

Greg Smith, past president Clear Creek ISD Superintendent Greg Smith recently announced that he will be retiring from the position in December, after 13 years of service in that role, making him the longest serving superintendent in the district’s history. Smith began his career in education in 1981, teaching elementary school in Houston ISD. Since then he held several roles in Texas public schools, serving as a high school teacher, assistant principal and principal before becoming superintendent, first in Alvin ISD.

Texas School Public Relations Association EDUCATION NETWORKING CRISIS MANAGEMENT PROFESSIONAL DEVELOPMENT ANNUAL CONFERENCE SUPPORT RESOURCES

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During his time in Clear Creek, Smith helped create a communitybased accountability system, which he feels provides a more comprehensive view of how the district is performing compared to standardized testing. During his time as a TASA officer, Smith helped to develop the TASA Strategic Framework, which details the organization’s long-term goals and strategies in three areas: professional learning, advocacy and member engagement.

SUMMER 2020

HIGHER EDUCATION Opportunities to leverage university resources: SB 1882, consulting and more By Michael Donley

reative K-12 leaders regularly seek innovative approaches to adopt and fresh resources to draw upon. Universities are a fertile source for such approaches and resources. This article presents some of the opportunities, legal requirements and practical issues affecting collaborations with universities, including SB 1882 “University Partnerships,” consulting arrangements of various types, targeted dual credit, and some lesser-known university resources.

SB 1882 “Partnerships” In 2017, the Texas Legislature passed SB 1882 to incentivize districts to pursue partnerships with certain types of entities, including universities. As TEA has written, SB 1882 partnerships, “expand the diversity of school options, bring in targeted expertise for innovation and turnaround support, and empower school leaders and partners with greater autonomy.” With a SB 1882 partnership, the school district is eligible for increased funding and exemption from certain accountability interventions for two years. Districts can “authorize” a partner to manage one or more schools. The partner has authority over personnel, curriculum, calendar and assessment, as well as responsibility for student outcomes. When authorizing an 1882 partner to operate a school, the local board must still ensure: (1) high standards are maintained; (2) school autonomy is upheld; and (3) the public interest is protected. Partnership schools can be either a turnaround school or an innovation school. Currently TEA lists 76 1882 partnerships — 60 innovation schools and 16 turnaround schools. Since 1882 partnerships were created in 2017, they have had an uneven record. On the encouraging side, Fort Worth ISD’s partnership with Texas Wesleyan University (called the “Leadership Academy Network”) has seen all five partnership schools removed from the Improvement Required list. While other potential partnerships, Dallas for example, have been politically sensitive with little or no results.

Consulting engagements Four common types of consulting arrangements exist between universities and K-12 institutions: (1) technical assistance consulting; (2) professional development; (3) searches and recruiting; and (4) program or project evaluation. If the right expert is chosen, technical assistance consulting from university faculty can be very advantageous. Universities have faculty members with deep technical expertise in many areas, such as new legal requirements and special education law. Universities also have deep expertise in managerial and leadership disciplines. For example, university faculty may be able to provide extremely cost-effective leadership or strategic planning training.

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Similarly, university faculty are often engaged as outside grant or program evaluators. For example, if the legal requirements of a grant mandate that a particular type of pedagogy is used, university faculty can be engaged to have an independent verification that the requirements are being met. Finally, universities have broad professional networks that can be engaged for talent acquisition.

with university (or community college) advisors can reduce the number of wasted credits for those students who know their future degree path. All dual credit collaborations should limit courses less likely to transfer to common majors.

Some lesser known university resources to cosider

District leaders often take advantage of university conferences (such as the University of Texas at Tyler School Law Conference) where experts are brought together for professional development. Universities also have standing centers designed to provide resources to K-12 students. UT Tyler’s Center for Economic Education and Financial Literacy provides resource materials and conducts extensive workshops for K-12 teachers. Other programs help students and teachers develop personal brands and career plans. University pre-med and pre-law academies work with K-12 intuitions to ensure their students are on efficient paths for careers in health and law. University computer science departments administer grant-funded programs to help underrepresented populations gain access to the highly sought-after computer science industry.

“Targeted dual credit” Dual credit is an arrangement in which high school students enroll in college courses and receive credit for the courses from both the college and high school. Dual credit is often thought of as the purview of community colleges. However, universities can offer a particular type of dual credit that may be considered. University offerings are sometimes called “targeted dual credit.” District administrators are sometimes not aware that all courses labelled “core” are not equal. Depending upon the major the student ultimately choses, a course they believed was a “core” course may not be core in their major. Targeted dual credit is a program that has been thoughtfully designed to maximize the potential for students to use their dual credit hours toward actual earned degrees. Additionally, mechanisms must be put into place to comply with requirements, such as SB 25, which requires degree plans and certain resources be available. Targeted dual credit will also comply with the legal requirement that open educational resources (OER) be used when possible. Working

University conferences, centers and career resources

How to assess university resources So, who do you contact to engage a university? If you do not have a preexisting relationship with the university, often the best first contact is the dean over the college of education. He or she will be able to point you in the direction of the resources in their departments and other resources across campus. n

Michael Donley is the chief legal officer and a member of the President’s Cabinet for the University of Texas at Tyler. He has previous experience serving as Inspector General for the Texas Education Agency and representing a wide variety of education-industry clients in private practice.

References For more information see the Texas Education Agency’s SB 1882 information page at https://tea.texas.gov/texas-schools/districtinitiatives/texas-partnerships-sb-1882.

For the details related to current SB 1882 partnerships see https://txpartnerships.org/wp-content/uploads/2020/01/Current-TexasPartnerships-2019-2020.pdf. For more information on SB 25 see http://reportcenter.thecb.state.tx.us/training-materials/presentations/ board-legislation-2019-summary/.

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TSPRA VOICE Conquering the enemy from within By Monica Faulkenbery, APR

We need to focus on connection over perfection, and grace over pace!

chool districts are no strangers to crises. In many school districts, something unexpected goes awry almost every day. Superintendents and school public relations professionals deal with it and move on. We don’t like them, but we understand that they happen and have worked through enough scenarios to pretty much have a formula on how to deal with most of them. The pressure from those crises becomes almost second nature to some degree, and we’ve long learned how to shake them off and move on to the next one. Then enters COVID-19. Unlike 9/11, we saw this coming — kind of. We heard about a strange virus based in another country but never realized the impact that it would have as it came barreling our way. At my district, prior to spring break, we started having discussions about what we might need to do “if,” but none of us really thought that we would be closing campuses when we returned from break. By mid-spring break, it was all hands on deck, and the pressure was on for superintendents to come up with plans for distance learning, food distribution, working at home, paying employees even though they might not be working, modifying grading systems, sanitizing facilities, canceling traditional events, communicating with families and dozens of other things. What added to the stress was the rate of change and the information overload that came as a result of this virus. Superintendents and school public relations professionals are planners by the nature of the job. When a crisis arrives, our offices are the first to respond and offer plans and support. Our jobs are 24/7 most of the time, and that can take a toll on a person. We are the ones used to taking care of others, and not worrying about ourselves. “Like most who read this publication, I am here to help students be successful,” says Dr. Brian Woods, superintendent of Northside ISD in San Antonio. “One of the greatest perks of my job is to be able to, every day if I can, watch students do what they love. Like all of us, not having this connection adds to the stress.” Healthcare workers, preachers, counselors and even superintendents and school PR professionals can suffer from what is called “vicarious trauma,” which in simple terms means “when compassion overwhelms the helper.” One can suffer from compassion fatigue, which is emotional residue from exposure to working with those suffering from the consequences of traumatic events. This past year, both the National School Public Relations Association (NSPRA) and the Texas School Public Relations Association (TSPRA) have been focusing on “K12 PR Wellness,” something that superintendents should also consider. When Edna St. Vincent Millay said her famous quote, “I burned the candle at both ends and it often gave a lovely light,” she wasn’t thinking about the consequences when it came to working in the school business. Dr. Edward T. Creagan, a professor of oncology at the Mayo Clinic said, “It’s become a

INSIGHT

badge of honor in today’s driven society to push the envelope and burn the candles at both ends, but you can only do this so long before you flame out.” Stress can make one ill and prolonged periods of stress can also increase the risk of several diseases, including heart disease and cancer. Stress hormones affect respiratory and cardiovascular systems in addition to disturbing the mental state of mind. Some suggestions from Shawn McKillop and Kristin Magette, founders of the #k12prWell movement, list some helpful tips to start your wellness journey: •

Make the most of the Do Not Disturb setting on your phone.

•

Make regular, uninterrupted sleep a priority.

•

Invest in your well-being while you’re at work — breathe, take short breaks, get up, walk around and hydrate.

•

Practice simple deep breathing, do some gentle stretches, take a short walk or go for a quiet drive.

•

Get fresh air, enjoy nature and exposure to sunshine, engage in regular physical activity.

•

Treat leave benefits as compensation.

•

Prioritize personal relationships in your life when the evenings and weekends arrive.

•

Let email wait (if it’s an emergency, they will text or call you).

In Anne Grady’s book “Strong Enough,” the author says, “most of us are not intentionally taught resilience; rather, we gain it through life experience. Given that the average person experiences five to six traumas in his/her life, these seem like pretty necessary skills.” “Taking care of yourself is a non-negotiable, resilience-building strategy,” she says. “Part of treating yourself well is to identify what recharges you.” When asked what she does to help relieve stress during the time of COVID-19, Dr. Sherri Bayes, superintendent of Floresville ISD said, “A lot of prayer, practicing mindfulness, exercising, and getting outside.” “I have hired great people and I trust them to be the expert in their areas and keep me informed,” she said when asked what she would tell other superintendents when handling a crisis. “Don’t work in silos; collaborate and share. You can’t do this alone.” Dr. Woods stated that continuing to observe some rituals has helped him cope, like seeing his parents for dinner every Sunday evening. “And a silver lining is being able to see my family much more than in a typical school year.” “But regardless, as we transition from managing the crisis to working through the aftermath, districts will continue to do what is right for students,” he added. To quote a TSPRA member from Tyler ISD, “we need to focus on connection over perfection, and grace over pace!” n

Monica Faulkenbery has 41 years of experience in public relations and has worked as director of communications for public and private colleges and public school systems in three states. She has been a TSPRA member for 22 years, most recently completing a term as TSPRA President. She currently serves as assistant director of communications in Northside ISD.

SUMMER 2020

Get to know TASA’s member service representatives One of the many TASA member benefits is access to member service representatives. These former school leaders serve as an extension of the TASA staff, dedicating their time to support individual TASA members in their respective regions.

pulled him away from his work for TASA, Treadwell spent the better part of 20 years working as a member service representative, serving from 2001-07 and again from 2012-20. While he has retired from his TASA duties, Treadwell says he’s still available to districts, if any of them should need an interim superintendent. As a member service representative, Treadwell served superintendents in his regions by offering them his expert insight, informing them of available professional development and even lending an ear in times of need.

The roles of a TASA member service representative are many, from welcoming new administrators to supporting those who’ve been in their positions for an extended period of time and find themselves in need of a mentor. In each issue of INSIGHT, you can learn all about TASA’s member service representatives, the work they do and how they came to serve. For contact information for all five member service representatives at tasanet.org/about/ tasa-staff. We continue our series with Lloyd Treadwell, a long-time TASA member service representative who recently retired from the position.

loyd Treadwell was 27 credit hours away from a degree in accounting when he realized the last thing he wanted was a desk job. He wanted to work with people; he wanted to work with children. He changed gears, and graduated from the University of Texas at Austin in 1964 with bachelor’s degrees in science and education. A native Texan, Treadwell began his career in Austin ISD and was game to take any position where he was needed. He served as an attendance investigator, a teacher, a coach and the district’s first transportation director before moving into administration

INSIGHT

Lloyd Treadwell and working as an assistant principal and principal. He landed his first superintendent’s position in Salado ISD in 1978. From there, Treadwell’s career took him on a tour of the state, as he held the superintendency in Commerce ISD and Mansfield ISD before being asked to help create a new school district in the small town of Wimberley, outside of Austin. He helped build the district and served as its first superintendent before moving on to lead Huntington ISD for a few years and then relocating to Springtown ISD, a bedroom community of Fort Worth, where he worked as superintendent for 10 years before retiring in 2001. Treadwell’s retirement didn’t spell the end of his career in Texas schools, however. Since 2001, he has served as interim superintendent 10 times, even stepping in as permanent superintendent in DeSoto ISD for four years when the district needed help balancing its budget. Also in 2001, Treadwell began working part-time for TASA as member service representative for regions 11-14. While some of his interim assignments briefly

“A member service representative is a consultant and can even be a counselor,” Treadwell says. “We try to be available to our superintendents and assist them in any way that they need — even when they don’t know what they need.” To Treadwell, working with other superintendents has allowed him to connect with others who feel as passionate about helping Texas’ schoolchildren as he does. He says that more than anything, he’s enjoyed being able to visit and have personal contact with so many administrators. “You can go to any school district in the state and you will find good people who are interested in helping kids be all they can be,” he says. “How can you beat working with a bunch of people like that?” Between the four regions Treadwell represented as a TASA member service representative, he served more than 300 superintendents. He says TASA staff was essential in helping him support such a large group to the best of his abilities. “I have appreciated the leadership and the staff at TASA,” Treadwell says. “Johnny Veselka and Kevin Brown have always been very supportive, and I appreciate them.” “Lloyd is a class act in every way,” says TASA Executive Director Kevin Brown,

“He is a public education champion who exudes class, grace, professionalism, and goodness. Our family at TASA will miss him immensely but we know that he deserves a great retirement.” The 2020-21 school year is already shaping up to be a challenging one for superintendents. With a career in education that spans more than 50 years, Treadwell has a timeless piece of advice for his colleagues: “Hang in there. This too shall pass.” “Keep a positive attitude, stay flexible and be creative,” he says. “COVID-19 is going to make us build a new school system, but I think our people are creative enough and bright enough to meet that challenge.”

Texas public education is near and dear to Treadwell’s heart, and he says he finds it distressing to see people who don’t care if public schools make it or not. He has observed public schools struggling with limited resources, strained funding and competition from charter schools, but he believes there is a light at the end of the tunnel, and getting there starts with advocacy. “Some of the things that the Legislature, VoteTexas and education organizations are doing are encouraging,” he says. “It’s been some stressful times, but if we can elect enough legislators who care about Texas public schools, I think we can turn it around.” n

SUMMER 2020

TEACHER PERSPECTIVE We’re all in this together By Karen Sams

Over the last three months, I have been in awe of how quickly educators have problem-solved, adapted and even embraced major change.

It seems like just yesterday and also years ago since I was last in my classroom with my students. I still remember the beginning of that week in March. With one week remaining until our spring break began, we jokingly shared memes and laughed about how we could expect the trifecta of all teacher nightmares that week: daylight saving time, the Worm Moon supermoon, and Friday the 13th. That all seems so cute looking back now. Never in my wildest dreams would I have imagined that on Friday, March 13, with just hours remaining in the school day, I would receive an email that in response to recent developments in the fight against COVID-19, my district had made the difficult decision to close our physical doors and was exploring distance learning opportunities for students. Never in a million years would I have guessed that Friday afternoon would be our last day together. Usually, the feeling teachers get right before spring break is one of joy and excitement. That time of year can be challenging, when spring fever is in full swing and anxieties are high as we gear up to prepare our students for state standardized testing. But instead of elation, I felt serious anxiety as I scrambled to prepare my students for this news while frantically trying to anticipate in less than three hours what they might need to learn remotely from home for the next few weeks, or possibly longer. I prayed for each child in my class as I stuffed their backpacks with workbooks, activities and brand-new chapter books to read along with a smile and a hug to provide them comfort during the weirdest dismissal I’ve ever had in 16 years of teaching. As I watched my students walk out of my classroom door that day, knowing I would not see them for nearly a month or more, I felt it in the pit of my stomach. I worried about my most vulnerable students who don’t always have access to regular meals, a secure or loving home environment, or access to digital learning. No one knows better than educators just how much some of our children depend on the love and support that they receive at school. Teachers don’t just teach curriculum; we wear many hats in today’s ever-changing world. We are counselors, nurses, bonus parents, social workers, advocates, mentors and more to the kids we teach. Over these last months, I have been in awe of how quickly educators have problem-solved, adapted and even embraced major change. It never ceases to amaze me the lengths that teachers will go to reach their students, no matter the barrier. We have completely revolutionized the way that we care for students and deliver instruction, and we did this with almost no notice. From districts coordinating and distributing meals to students and their families, to schools passing out Wi-Fi hotspots and technology devices, from teachers becoming YouTubers overnight, learning to connect with their students in a digital world, to virtual proms and innovative graduation ceremonies, along with staff parades through neighborhoods with signs waving and horns honking, all to let our kids know how much we love and miss them. In 16 years in education, I can honestly say that I have never been more proud to call myself a teacher. continued on page 36

INSIGHT

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continued from page 34 I have always known that teachers are by nature innovators because we are used to doing a lot with a little, but during this uncertain time in our nation’s history, a giant spotlight has been focused on just how indispensable public schools really are. Unfortunately, over the last several years, public schools have gotten a bad rap. We have allowed others to change the narrative of what we do every day in our classrooms, schools and communities and many have been convinced that all public schools are failing. Teachers are constantly criticized for standardized test scores and are on the front lines of many of society’s problems. But as this time of national emergency has revealed, our schools are not “failing institutions” that need to be “reformed.” Public schools are essential to our American way of life.

Educators provide vital community services such as childcare, regular meals, counseling, social services and even healthcare in addition to providing each child with a high-quality education in a safe and nurturing environment. We do this in an underfunded education system and yet, we always find a way to make things work because that’s what teachers do. We are certainly living in unprecedented times, and I don’t envy our officials who are faced with making very hard calls while utilizing every available resource to do what’s best for the 5.4 million children who attend our Texas public schools. But when our school doors open again and we welcome students back into our arms and our classrooms, we must recognize how crucial public schools and teachers are to our communities. We can no longer judge them by standardized test scores alone, but instead we must value and support public education for the critical role it plays in safeguarding our nation’s well-being, safety and security. n

Karen Sams is 2020 Texas Teacher of the Year and teaches third grade at Crockett Elementary School in Weatherford ISD.

INSIGHT

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INSIGHT—Summer 2020

Articles inside

GET TO KNOW TASA’S MEMBER SERVICE REPRESENTATIVES

TSPRA VOICE

TEACHER PERSPECTIVE

Executive Director’s View

OPEN SAFELY DURING COVID

TEXAS SCHOOL DISTRICTS WORK TO

TOGETHER WE ARE STRONGER

MEET TASA’S INSPIRING LEADERS

President’s Message