January/February 2025 Texas School Business

Texas School Business

Kami

President Kristyn Cathey

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HFrom the editor

appy New Year! I hope you all had a restful winter break and are ready to tackle 2025 and all that it brings your way as a leader in Texas public education.

To help, we have a couple of new offerings for you in this issue of Texas School Business.

In each issue in 2025, we will be highlighting a different Texas school district that has made a turnaround, speaking with the superintendent who made the transformation possible. We kick off that series in this issue with Marlin ISD, where Superintendent Daryl Henson has worked to completely overhaul the district over the last several years. You can read about his work on page 14.

We also have a special column in this issue that we’re calling Supporting Students. This piece was written by a school psychologist, offering her insight into student mental health and behavior and offering her expertise and experience so that it might benefit others across the state. You’ll find that article on page 9.

Of course we have all of our regular columns, including an extra inspiring The Arts feature on page 26, focusing on a teacher in Dallas ISD who went above and beyond to create education materials when they weren’t readily available to her.

If you have any suggestions as to topics that would be helpful to read about in Texas School Business, or if you’d led a district turnaround you think would make a good feature, don’t hesitate to reach out to me at drivers@texasschoolbusiness.com.

Here’s hoping for the best possible 2025 for Texas schools and the children who attend them. Thank you for all that you do for all of us by dedicating yourselves to the education and wellbeing of Texas’ schoolchildren.

Dacia Rivers Editorial Director

Texas School Business

JANUARY/FEBRUARY 2025

Volume LXXII, Issue 1

406 East 11th Street

Austin, Texas 78701

Phone: 512-477-6361

www.texasschoolbusiness.com

EDITORIAL DIRECTOR

Dacia Rivers

DESIGN

Phaedra Strecher

COLUMNISTS

Steve Barnwell

Jenna Becker

Candice Goetsch

Riney Jordan

Courtney Thomas

Jim Walsh

ADVERTISING SALES

Jennifer Garrido

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS

EXECUTIVE DIRECTOR

Kevin Brown

DIRECTOR, COMMUNICATIONS & MARKETING

Amy Francisco

5 KEY BENEFITS TO RELIABLE JANITORIAL SERVICES

Dana Holladay Executive Vice President, Client Experience & Integration CCS Facility Services

In Texas, the foundation of educational success for students and teachers is deeply intertwined with the cleanliness and maintenance of school facilities. Effective janitorial services can significantly impact health, focus, and overall educational outcomes. Below are five key benefits to reliable, professional custodial services.

TECHNIQUES & PRODUCTS TO PROTECT HEALTH

Environmentally-friendly cleaning products reduce exposure to harmful chemicals, safeguarding the health of students and staff. By reducing the number of harmful chemicals in the air, green cleaning products can help decrease the incidence of allergies and respiratory issues as well. Additionally, techniques like electrostatic disinfection (such as foggers, sprayers, and vaporizers) have emerged as effective methods for ensuring maximum cleanliness: classrooms, cafeterias, and shared spaces.

IMPROVED INDOOR AIR QUALITY

Ventilation is another critical factor affecting health and learning. A landmark study from The Center for Green Schools revealed that many K-12 schools struggle with indoor air quality, often due to structural and budgetary limitations. Eco-friendly products like those mentioned above also help maintain better air quality, which can enhance concentration and reduce absenteeism. The EPA even has a dedicated resource about this important topic.

POSITIVE IMPACT ON ACADEMIC SUCCESS

A clean and healthy environment is linked to better student performance and overall well-being. The National School Boards Association reports that effective health policies lead to decreased absenteeism, improved concentration, and fewer behavioral issues.

RECOGNITION & REPUTATION

Schools that adopt green cleaning practices can enhance their reputation in the community, attracting families and fostering pride among staff and students. Additionally, adding green cleaning supports compliance with environmental certifications like LEED (Leadership in Energy and Environmental Design), which can reinforce a school’s environmental commitment and enhance sustainability credentials.

COST SAVINGS OVER TIME

According to the U.S. Department of Energy, there is an almost $8 billion energy spend by school districts annually. Investing in sustainable, strategic, and planned maintenance practices can lead to reduced costs in facility repairs due to less wear and tear on hard and soft surfaces and all across campus buildings.

AHiring, firing and what lies in between

by Jim Walsh

wise man once told me that the key to improving student performance was simple: It’s about who you hire and who you fire.

Hiring begins the employment relationship and firing is one way to end it. In between, there are many opportunities to nurture and support staff members and to encourage improvement in those who need it. With the vast array of federal and state laws that apply to public employment it may seem that you don’t have much control over these decisions, but you do. There are rules and timelines and landmines to be avoided, but separating your district from an unproductive or ineffective employee can be done. In fact, it’s a lot easier in Texas than it is in states with collective bargaining agreements, particularly in a contract nonrenewal.

A recent decision from the commissioner’s office reminds us that schools must give a teacher a “fair opportunity” to challenge the reasons for the nonrenewal of a contract. This starts with the board adopting a policy that lists all the possible reasons a contract might be nonrenewed. You probably have that list in your Policy DFBB (Local). Then the school must give written notice to the teacher of the proposed nonrenewal. How specific does that notice have to be? This is where the commissioner uses the term “fair opportunity”. In a previous case the commissioner told us what that means:

A fair opportunity for the parties to prove their case is not provided when the administration knows what claims will be made concerning a teacher’s nonrenewal and can bring witnesses and evidence to the hearing to support their claims, while the teacher does not know what claims will be asserted and can only guess at his or her defense. By

requiring that teachers be given a hearing if requested, the Legislature implicitly required that school districts inform teachers of the reasons for the proposed contract nonrenewal. Without such notice, the right to a hearing would only result in trial by ambush. Kelley v. Marlin ISD, Dkt. No. 041-R1-062022 (2022).

Based on that reasoning the commissioner held that “A district’s failure to provide a teacher with reasonable notice of the reasons for the proposed nonrenewal would violate Texas Education Code 21.207. Such a failure would make the school board’s decision arbitrary and capricious.”

The case involved an educator on a contract funded with ESSER funds. The contract employed Mr. Wagner as “Dean of Discipline (Grant Funded)” and included the standard paragraph saying that positions funded by grants were subject to termination or nonrenewal “if full funding becomes unavailable.” The notice to Mr. Wagner informed him that his contract was up for nonrenewal due to “program change necessitated by ending of grant funding.”

The commissioner held that Mr. Wagner received “fair notice” of the reasons for the proposed action. It’s Wagner v. Port Arthur ISD, Docket No. 075-R1-08-2024, decided on Oct. 1, 2024.

We are heading into uncharted territory in 2025 with new legislators in Austin and a new administration in Washington that hopes to eliminate the Department of Education. Yikes! There will be many changes at the federal and state levels, but the decisions about “who you hire and who you fire” remain a local matter. That wise man had it right. Getting the right people in your school and getting rid of the wrong people will make more difference than anything else you can do.

JIM WALSH is an attorney with Walsh Gallegos Treviño Russo & Kyle PC. He can be reached at jwalsh@wabsa.com. You can also follow him on X: @jwalshtxlawdawg.

DESIGNING SCHOOLS AND WORKING WITH TEXAS EDUCATORS SINCE 1984.

AP Seminar has created a broader context for reading informational texts, but more importantly, the performance tasks have pushed students to explore the world around them for a deeper understanding of how it all works. “ ”

JAMES WSZOLEK

ENGLISH TEACHER (AP SEMINAR) AND DEPARTMENT CO-CHAIR

AP® Seminar helps students build a strong foundation for critical and transferable research skills, including investigation, collaboration, writing, and presentation. Schools across the country are choosing AP Seminar as their English 10 course because it provides students with cross-curricular exposure through evidence-based reading, writing, and speaking. It also allows teachers flexibility to incorporate state English standards.

This course has no prerequisites and can serve a broad group of students by giving them the opportunity to pursue their own individual interests. Taking even one AP course can improve students’ first-year college GPA and on-time college graduation rates.

Build a Strong Foundation with English 10: AP Seminar Learn more at collegeboard.org/apcsp

AThe power of school psychology: supporting student success and well-being

by Jenna Becker

s the outgoing president of the Texas Association of School Psychologists (TASP) and a practicing school psychologist, I have the privilege of seeing firsthand the incredible impact school psychologists have on students’ well-being, safety, and mental health initiatives within our districts. While Texas faces challenges with access to mental healthcare for children, this only strengthens the importance of our role in schools. Every day, school psychologists in Texas are making a difference, offering critical support, building resilience, and helping students thrive — emotionally, socially, and academically. Together, we are creating a brighter future where every child has the opportunity to succeed and flourish.

Many of you may already know that one of my primary responsibilities is conducting special education evaluations. I spend many hours evaluating individual students to determine if they have a disability, collecting data about what the disability looks like in the school, and developing interventions to support the student at school. I also provide direct services to students, including psychoeducation about how their disability impacts them in school and counseling services to help students learn coping strategies.

I also teach deep breathing exercises to students who experience anxiety, use cognitive reframing to challenge negative self-talk, and help students identify their strengths and areas for growth. With teachers, I discuss why the student who has consistently been labeled “lazy” is actually depressed and barely able to get out of bed in the morning. With administrators, I talk about discipline and how to reduce disproportionate discipline practices.

Some of my favorite aspects of the job are analyzing data, listening to both student

and staff concerns, and developing tailored plans to support student learning. When I think of the crucial role of the school psychologist, I think of people who advocate for students with disabilities, those who ask the hard questions so that data is at the forefront of decision-making, and big picture thinkers who consider the whole child when making recommendations. Often, even small changes can spark significant progress in students. I attend many meetings where teachers discuss their students’ challenging behaviors and we brainstorm what kind of support the students need. Sometimes it takes a deeper dive into data to figure out how to support a particularly challenging behavior. Sometimes it takes trying out a few different behavioral strategies to find what works for both the teacher and student.

I worked with a student with multiple disabilities, including medical complications and significant behaviors. I worked alongside a team of other professionals trying to figure out how best to support this student. I spoke with the student’s parents, provided direct counseling to the student, and listened as the teachers described daily behavioral concerns in their classroom. By the end of the school year, the student was able to communicate her emotions and needs more effectively, rather than resorting to disruptive behaviors. Success!

Let me describe the work and training of a school psychologist. School psychologists are trained in both psychology and education, completing a graduate degree program that includes a minimum of 60 graduate semester hours and a yearlong, 1,200-hour supervised internship. This training emphasizes preparation in mental health, curriculum and instruction, assessment, consultation, educational law and collaboration.

JENNA BECKER

Every day, school psychologists in Texas are making a difference, offering critical support, building resilience, and helping students thrive — emotionally, socially, and academically.

School psychologists:

• respond to crises by providing leadership, direct services and coordination with needed community resources.

• design, implement and garner support for comprehensive school mental health programming.

• work with teams in the school setting to identify students who have disabilities and provide appropriate educational support for them.

• provide counseling, instruction and mentoring for those struggling with academic, social, emotional, and behavioral problems.

• increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning.

▶ See Supporting Students, page 10

is president of the Texas Association of School Psychologists.

• promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, selfdetermination and optimism.

• enhance understanding and acceptance of diverse cultures and backgrounds.

• identify and resolve academic barriers to learning, identify and address learning and behavior problems that interfere with school success, support students’ social, emotional and behavioral health.

My role involves analyzing data to better understand the underlying factors contributing to a student’s behavior and identifying the most effective strategies for supporting their growth and development. Is the student who is angry and defies their teacher actually depressed? Is the student who doesn’t speak to their peers selectively mute and communicates just fine at home? Is there a pattern to a student’s behavior that we can intervene on before they get into a fight?

I worked with a student who used to threaten her peers with violence. Beneath that outwardly scary behavior was a lack of understanding of social cues, an inability to appropriately express her emotions, and a desire to have friendships. I had multiple conversations with this student about ways she could develop friendships and outlined why threatening others would not gain her friends. At the end of the two years that I worked with her, she ate lunch in the school cafeteria with a group of friends.

Understanding the psychological factors that influence student behavior and mental health is essential for creating a supportive and effective learning environment. As educators, parents and school staff, it is our collective responsibility to prioritize mental well-being and ensure that every child has the support they need to succeed. Together, we can foster an environment where all students feel valued, heard and empowered to thrive academically and emotionally.

Understanding the psychological factors that influence student behavior and mental health is essential for creating a supportive and effective learning environment.

MTexas Legislature defines the relationship between students and digital devices

by Steve Barnwell

any districts across Texas have now adopted policy CQC from Legislative Update 123. This policy designates the person or persons at each LEA with the responsibility of recommending digital device use guidelines and, as written, that person is the superintendent. CQC specifically calls out a reference document developed by TEA and the Health and Human Services Commission. In this reference, the following areas are specified as recommended for district-written guidelines: intentional instructional integration of devices, screen time recommendations, scaffolded device access by grade level, social media and content restriction, as well as professional development support.

What many districts may choose to do, as Schertz-Cibolo-Universal City ISD did, is to update the verbiage to adopt a modified policy so that the superintendent can designate a responsible party, allowing this adopted policy to grow or change with the staffing and needs of each district. With each of these five areas falling under the responsibility of a different leadership position at many midsize to larger districts, a change to the adopted policy is the best way to provide collaborative voice in the development of guidelines.

Reading the legislative policy, as well as the reference documents from TEA, gives the impression that districts are provided fairly open agency to define the use of digital devices with students. There are, however, other legislative requirements to consider when developing district guidelines. One such requirement is compliance with House Bill 3489, which aims to limit the use of digital devices to situations where prior evidence suggests academic benefit. The bill also references student health and safety with regard to screen time,

making the overlap between these legislative elements even more obvious and intentional. As each district navigates their guidelines for policy CQC, they need to be aware that the first four areas — instructional intentionality, screen time, device types, and social media access — should all align with HB 3489 simultaneously.

Working backwards on the list of recommended areas of guidelines, there are well established methods for delivering professional development that addresses student engagement on digital devices. In this case, the guidelines include considerations for compliance with the other new guidelines, in addition to andragogical best practices.

Next, the systems minimizing student access to social media have been in place for many years, from the basics of age restriction enforced by the Children’s Online Privacy Protection Rule (COPPA) to the actual content restrictions for many social media platforms resulting from the Children’s Internet Protection Act (CIPA). Additional restrictions have now been put in place for TikTok in Senate Bill 1893.

Beyond the basics of access restriction, however, TEA’s reference document includes citations of the negative impacts of screen time, which only account for excessive social media use. Because of this information, the screen time guidelines adopted should extend to home use recommendations that take into account at-home social media restrictions and/or possibly extend into limited digital device work time required at home.

The further these guidelines are carried out in relation to other legislation, the clearer the picture becomes of Texas’ legislators’

▶ See Digital Frontier, page 12

Reading the legislative policy, as well as the reference documents from TEA, gives the impression that districts are provided fairly open agency to define the use of digital devices with students. There are, however, other legislative requirements to consider when developing district guidelines.

STEVE BARNWELL is director of technology in Schertz-Cibolo-Universal City ISD.

opinions about the relationship between students and devices. The intention appears to be to limit students’ digital interactions in order to ensure that the use of digital devices in classrooms will not contribute to the negative physical and mental health impacts of excessive social media use. Districts should craft their guidelines with this goal in mind so that student benefit is not also diminished.

The further these guidelines are carried out in relation to other legislation, the clearer the picture becomes of Texas’ legislators’ opinions about the relationship between students and devices.

In particular, the need to balance these competing factors becomes especially apparent when reviewing the final two recommended areas: intentional integration and matching device type needs to student grade bands. The merit of these recommendations is easy to identify as public education endeavors to take students from where they are and help them progress. Intentional instructional integration of digital devices, specifically those backed by evidence of academic benefit, will help students. The limitation that districts need to work around, however, is the opportunity to generate new evidence based on new methods, device types, or integration models, which could prove to positively impact student success even more than currently established practices.

In recognizing the benefits that may come from Texas school districts adopting CQC and adhering to HB 3489, it is important that each district continues to innovate. New technologies, new methods, and even new benchmarks released by the state, may require tweaks and changes, and Texas schools must be able to adapt. As each district moves from adoption, to guideline creation, and ultimately implementation of those guidelines, be sure that the voice of innovation is still heard among the legislative requirements for student relationships to digital devices. ◄ Continued from page 11

Who’s News

Abilene ISD

Recently appointed director of transportation Tina Jones is taking on new responsibilities after serving the past 34 years as a teacher, principal and instructional coordinator in the district. Principal of Bowie Elementary School since 2008, she earned her bachelor’s degree from HardinSimmons University and her master’s degree from Abilene Christian University.

Aldine ISD

Aldine ISD has announced the following administrative appointments:

• Keshia LaVergne, director of leadership development;

• Timothy Momanyi, assistant superintendent of finance;

• Pablo Siboldi, principal, Worsham Elementary School;

• Andrea Soliz, executive director of digital learning.

Bastrop ISD

New chief academic officer

Jennifer Eberly joined Bastrop ISD in 2022 as director of teaching and learning. She has 22 years of experience in public education at both the district and campus levels, working in Del Valle ISD before coming to Bastrop. She received her bachelor’s degree from Texas State University and her master’s degree in education from Lamar University.

Brock ISD

The district’s new superintendent, Shannon Luis, has been an educator for almost three decades, most recently leading Era ISD. She previously worked as a teacher and administrator in San Antonio’s Judson ISD and in Somerset and Elgin ISDs. She received her bachelor’s and master’s degrees from the University of Texas at San Antonio and her doctorate in school improvement from Texas State University.

Brownsville ISD

Adrian Dorsett has accepted the position of interim director of career and technical education. His 36-year career includes

11 years as a director. In Brownsville ISD, he was a teacher, career placement officer and, most recently, coordinator of the career and technical education department.

Now leading Perez Elementary School as principal is Maricela Guerra, a 22-year educator. She previously was assistant principal of Victoria Heights and Cromack elementaries.

Pullam Elementary School has welcomed Michael Moreno as its principal. His career in Brownsville ISD began in 2001 as principal of Villa Nueva Elementary School, followed by nine years leading Victoria Heights Elementary. He most recently was principal of Perez Elementary.

Now serving as interim principal of Lopez Early College High School is Benita Villarreal, who was the district’s career and technical education director. An educator for more than two decades, she also has worked in Brownsville ISD as a teacher and assistant principal.

Bryan ISD

Desiree Caperton has been chosen to serve as principal of Bryan Collegiate High School. With more than two decades of experience in education, she has been a teacher, coach, high school counselor, compliance coordinator and principal. She holds a doctorate in educational leadership from Prairie View A&M University.

Hugo Ibarra, former director of employee and community relations, is now executive director of community affairs. He has spent 12 of his 20 years as an educator with the district. He earned his bachelor’s degree from Universidad Iberoamericana in addition to two master’s degrees, from the University of Texas at Tyler and Texas A&M University. His doctorate was awarded from Stephen F. Austin State University.

Now serving as deputy superintendent is Brian Merrell, who has been with the district since 2018, when he took the position of executive director of school leadership. Prior to that, he spent 13 years as a principal in Waller ISD. He received his bachelor’s, master’s and doctoral degrees from Texas A&M University.

Former Bryan Collegiate High School principal

Tommy Roberts has been promoted to the position of executive director of human resources. He joined the district in 2005. He holds bachelor’s and master’s degrees from Texas A&M University.

New executive director of athletics Dereck Rush spent the past five years as director of athletics. He came to Bryan from Conroe ISD, where he was assistant athletic director. Prior to that, he coached in Tyler ISD.

College Station ISD

The College Station ISD board of trustees has announced the appointment of Blaire Grande as executive director of special services. Most recently the district’s assistant director of special services and 504, she has spent 12 of her 18 years in public education with the district. She holds a bachelor’s degree from Texas A&M University and a master’s degree in administration and leadership from Sam Houston State University.

Corsicana ISD

Now serving as director of child nutrition is Kim Prowell, who comes to Corsicana from Arizona, where she held a state management service provider position. She received her bachelor’s and master’s degrees from the University of Phoenix.

Cypress-Fairbanks ISD

Former Bryan ISD director of transportation

Warren Lanphier has returned to Bryan from Sioux Falls, SD, where he was director of operations of the Sioux Falls School District. He now serves as Bryan ISD’s executive director of operations. A graduate of Lewis and Clark College, he earned a master’s degree from Texas A&M University.

Former Goodson Middle School principal Richard Dixon now leads Bridgeland High School. He has spent his 24-year career in Cypress-Fairbanks ISD, working as a teacher, assistant principal and dean of instruction before taking his most recent position in 2018. He received his bachelor’s degree from the State University of New York at Buffalo and

Leading

A 180-degree pivot in Marlin ISD

by Dacia Rivers

Since 2020, Marlin ISD has seen tremendous growth in student achievement, thanks to a complete district turnaround.

When Darryl Henson became superintendent of Marlin ISD in the spring of 2020, he had his work cut out for him. The district of just under 1,000 students had lost its TEA accreditation and was under a conservatorship and a board of managers. It’s a situation many administrators might shy away from. The district had experienced a decade of academic failure and more than 25% of the local student population transferred out to other districts.

“The community had lost local control of its district,” Henson says. “The children were not performing.”

Stepping into the superintendency, Henson knew he had big changes to make, starting with overhauling the mindset that the entire community had about Marlin.

“I told everyone we had to take off with jet fuel,” he says. “Hitting the ground running was not going to be fast enough.”

With a goal of “180 in 180,” meaning a 180-degree turnaround in 180 days, Henson established a five-prong approach to bring about change in Marlin. Number one, he set his sights on improving the quality of instruction in the district. Second, he wanted everyone in the district to focus on student achievement in all areas, including not just academics but athletics, fine arts, FFA and anything else students were involved in.

Third was culture building. Henson wanted to bring pride back to the district, looking to district traditions to remind everyone what it once meant to be a Marlin Bulldog. The fourth element was for him and everyone on his team to exemplify extreme

clarity in their expectations. Finally, and perhaps most importantly, Henson aimed to shift the mindset in Marlin.

“We had to become allergic to average,” he says. “If it’s average, it should make you itch. If it’s mediocre, it’s unacceptable.”

Henson knew that if he could get everyone in the district focused on those five pillars, they could close the gap in Marlin and help students in the district perform at their full potential.

In the name of clarity, he worked to create a board-approved strategic plan with a clear roadmap for everyone and a focus on transparency and accountability. Henson says the path to school improvement isn’t a secret formula. It’s about making a clear plan and sticking to it.

“It’s not about any particular thing we

► See Love, page 16

◀ Continued from page 15

picked,” he says. “It was sticking to our core values of communication, accountability, doing everything with excellence, and our guiding statements.”

Staff in the district went back to basics and focused on improving education in two important areas first: childhood literacy and middle math. Teachers worked to get all MISD students on their gradeappropriate reading levels by the end of second grade. To prepare students for Algebra, fifth through eighth grade math became a priority. The district also focused on ensuring all graduates were career, college and military ready, and worked to improve extracurricular offerings. With these areas at the core, students in Marlin would receive high-quality education in the most crucial fields, have engaging extracurriculars to keep them wanting to attend school, and walk across the stage at the end of senior year ready for whatever lay ahead.

Henson makes leading a complete district turnaround sound relatively simple, but the process comes with challenges. He walked into a school district where teacher morale

was about as low as it gets. But Henson’s enthusiasm is infectious, and by creating a cohesive team in the district, he was able to inspire teachers to buy into the new plan, asking them to believe in what Marlin could look like. He improved professional development and training offerings. He united school staff with a shared purpose, and once educators started seeing their students’ outcomes improve, they were all on board. Henson says Marlin now has one of the lowest teacher turnover rates in the state.

One challenge when coming into a district as a new superintendent is moving past systems that have outlived their usefulness. Many school employees have a strong “well, this is how we’ve always done it” attitude, and Henson found this in Marlin when he tried to take the school libraries from physical to digital platforms.

“We cannot allow tradition to stand in the way of vision,” Henson says. “Sometimes you have to try and shift the mindset of people who want to keep things the way they are.”

At first, getting the school community on board with an online library was a challenge, but now reading scores are increasing in the district, and MISD students spend time on their school devices enjoying a love of reading with access to materials once beyond their reach.

Nearly five years after taking the helm in Marlin, Henson is proud of the improvement he’s seen in the district. Students in the district have outpaced the state in academic growth. The district’s rating has improved and is still on the incline. Beyond the classroom, extracurriculars in the district are growing. Marlin High School has an enrollment of 229 students, and the school band has more than 100 members.

“Half the school population is in the band,” Henson says. “You hear them on a Friday night. Our children walk around with a level of confidence that has been instilled in them.”

For the past four years, Marlin has had a 100% graduation rate. Henson says 100% of those students have graduated meeting CCMR status, but adds that despite these

▲ Marlin ISD Superintendent Darryl Henson came to the post in May 2020 and has been on a personal mission to turn the district around ever since.

successes, no one in Marlin is getting comfortable. Staff, students, and families in the district are ready for more.

“They are hungry for greatness,” Henson says.

For Henson, improvement in Marlin is a constant pursuit. The district passed a bond in 2022, and facilities are being updated to prepare students for 21st century learning, and a new high school and football stadium are in the works.

To any administrators who find themselves walking into a similar situation, Henson advises encompassing two tools when the going gets tough: teamwork and confidence.

“As a superintendent, make sure you have a strong enough support system inside the organization. At times, your confidence has to precede your competence. As a leader, you have to believe in yourself, believe in your vision and believe in the people who are going to help you accomplish that vision for the children you serve.”

Henson relies on his faith to keep him going, seeing his servant role as a privilege

even when things get challenging. Marlin ISD has been the subject of many negative headlines, but believing in the importance of his work helps the negativity slide off his back.

“You can either produce excellence or you can avoid criticism, but you cannot do both,” he says. “Everyone may not agree with the why or the how, but I know the students of Marlin ISD have always benefited from how we instruct, how we teach, how we coach and how we love.”

With a goal of greatness, Henson looks forward to continuing his work in Marlin, and says he is all in, giving his time, his energy and his love to his role.

“They say all the time, ‘You can love your job, but don’t fall in love with it.’ Well, I fell in love with Marlin. I’m in love with it. But I believe it is that level of authentic love that has led to its turnaround. It’s not just me. I believe that our educators, our students, our parents and our community — we are all in love with Marlin.”

DACIA RIVERS is editorial director of Texas School Business.

Nearly five years after taking the helm in Marlin, Henson is proud of the improvement he’s seen in the district. Students in the district have outpaced the state in academic growth. The district’s rating has improved and is still on the incline.

▲ At Marlin High School, about half of the enrolled students are also members of the school band.

▲ Teachers in Marlin ISD are engaged and determined, working to improve student outcomes in the district.

TEXAS ASCD HOSTS ANNUAL CONFERENCE IN IRVING

The Texas Association for Supervision and Curriculum Development held its annual conference in the fall with a theme of Saddle Up for Success: Trailblazing the New Frontier. Attendees gathered for two and a half days of professional learning, networking, receptions and more.

▲ Dr. Wes Cunningham, president of Texas ASCD and associate deputy superintendent of Frisco ISD, welcomes conference participants before delivering his opening remarks to begin the general session.

▲ Terica Hammond from Channelview ISD wins one of four $450 grand prize checks, sponsored by Curriculum Associates and Learning List.

▲ Dr. Kim Lawson from Fort Bend ISD receives Texas ASCD’s highest honor, the Transformative Leadership Award, presented by Board President Dr. Wes Cunningham, Frisco ISD. Dr. Lawson was also honored with the Texas ASCD Board Past President Award.

▲ At the President’s Reception, Loreta Mapu Atoio, Talosia Uperesa, and Laborday Atonoa posed in front of the bucking bull after traveling from Samoa to attend the conference.

▲ Phillip Gustafson from Katy ISD reflects on receiving the secondary T.E.A.C.H. recognition, while Lydia Buffington from Richardson ISD was honored with the elementary T.E.A.C.H. award. The T.E.A.C.H. award recognizes teachers with fewer than five years of experience who are making an outstanding impact in the classroom.

▲ During the general session, conference participants engage in a fun activity.

▲ Allison Rodman of Learning Loop and keynote presenter LaVonna Roth roast s’mores at the President’s Reception.

▲ Kylene Beers, recognized for her impactful work with struggling readers and her well-known book, “When Kids Can’t Read/What Teachers Can Do,” delivers a keynote speech sponsored by Heinemann.

▼ Damon West, author of “Be A Coffee Bean,” encourages attendees to transform challenges into opportunities during his keynote presentation.

▲ From left to right: Tasha Waters-Barker, board member, Lake Travis ISD; Laura Stubbins, managing director, Texas ASCD; Jaimie Smith, Texas ASCD presenter; Vonita White, Texas ASCD presenter and facilitator; Gena Gardiner, Texas ASCD presenter; and Dr. Janis Jordan, Texas ASCD presenter and board member from Northsid ISD, pose for a group photo at the President’s Reception.

▲ Frisco ISD Superintendent Mike Waldrip welcomes attendees to the conference. Other superintendents who provided welcoming remarks included Dr. Holly Ferguson from Prosper ISD, Matt Kimball from Sunnyvale ISD, and Dr. Brad Schnautz from Grapevine-Colleyville ISD.

◄ Jill Siler, the deputy executive director for professional learning at the Texas Association of School Administrators, provides the closing keynote for the conference.

PRESIDENT PROFILE

Texas

Council of Administrators of Special Education

Now in her 25th year working in Texas public education, Kami Finger recently stepped into the president’s position at TCASE, the Texas Council of Administrators of Special Education. Spending her entire education career in Lubbock, Finger got her start in the district as a special education teacher in a Title I school. She was happy in her role as a teacher, with a special fondness for working with students who have behavior challenges or significant barriers to overcome.

After six years teaching, Finger was asked to interview for a behavioral specialist position in LISD, a position she held for a while until the district asked her to move into a special education coordinator position. As coordinator, Finger oversaw feeder patterns in the district.

Clearly seeing excellence in the work Finger was doing, LISD next asked her to apply for executive director of special education in the district. In that position, she really came to understand the big systems at work within a local education agency.

“Something I found in Lubbock ISD, is we had a lot of silos in our LEA that were preventing services from being expedited for students across the district,” Finger says. “Looking at some of those systems, at teams of people across central office, we realized we needed to come together and unify a little bit more than where we were.”

The district, with Finger’s help, created a new special services

Kami Finger leads TCASE with purpose and conviction

“I’ve been able to take what I’ve learned from TCASE, bring it back to my district, and either change something or improve it. It has been a guiding framework I’ve been able to use in all my years of service.”

department, which combined special education with 504, migrant education and the bilingual education behavior support team. By combining resources, the restructuring helped make things more efficient and more collaborative in the district, Finger says.

“All of our team structures were developed and designed around making sure there was representation from each of those divisions at the table in leadership, and we had commonality in our professional development,” she says.

Finger points out that a student may not just be a special education student, but might be a bilingual ed student receiving special education services while also having behavioral challenges that could require more support from the behavior department.

“Putting everything under special services allowed us to break down some pretty significant barriers in intervention and referral processes.”

Time showed that discipline and behavior support is highly connected, and so when the assistant superintendent of student services in LISD retired, the district created a new assistant superintendent position over student services and school support — Finger has stepped into the roll and now discipline in LISD is under the same umbrella as behavior, special education and bilingual ed.

“Now all of us, when we look at a kid, we look at everything about that kid and process all of the variables that are playing into the

student’s successes or challenges,” Finger says. “And we work together to solve those problems more quickly.”

Finger joined TCASE in 2008, and credits the organization in helping to grow her leadership skills through conferences, professional development and volunteer opportunities such as the legislative task force, where she witnessed firsthand how educators could influence special education discussions made at the local and state levels.

“Watching the leaders of TCASE have impact on real-life policy and seeing that come to fruition in an actual LEA is something that is challenging, but it’s something TCASE has effectively been able to accomplish,” she says. “I’ve been able to take what I’ve learned from TCASE, bring it back to my district, and either change something or improve it. It has been a guiding framework I’ve been able to use in all my years of service.”

The state of public education in Texas is fragile right now, and as Finger steps into the presidency, she hopes to use her position to remind those in power of the importance of funding education — including special education costs.

“The educational savings account, voucher conversation is one we’ve all attempted

to not have happen, but if it is going to happen, we want it to be in such a way that we are able to give guidance, use our expertise and ensure that our students who need a full continuum of services are still able to receive those, which we are legally obligated to provide,” she says. “Even in that conversation, TCASE is attempting to be a part of it so that we don’t become victims to the work.”

Using her position as TCASE president, especially during a legislative year, is important to Finger, and she hopes to do her best to advocate for the students she and her peers serve. LISD has been part of a special education funding pilot, and she hopes to also be a part of state-level conversations around SHARS and SHARS funding.

Above all, her goal is to help Texas school districts continue to provide the intensive, necessary support systems students require, despite growing funding deficits. It’s no easy task, but an important one. A mother of three, Finger has seen one of her children receive special services for a disability, and one thrive in an intensive dyslexia program. She knows firsthand the importance of special services, and she is committed to helping maintain them for students across the state.

Texas Council of Administrators of Special Education

Membership: TCASE membership is open to special education administrators as well as certified individuals working in special education-related jobs.

Mission: TCASE’s mission is to inspire and empower special education professionals and to work on behalf of their members to help them achieve in their profession.

Year founded: 1960

Website: tcase.org

She is also quick to share the recognition with her colleagues in LISD.

“Kudos to my team in Lubbock ISD, who are absolute game changers, innovators and servant leaders,” Finger says.

PRESIDENT PROFILE

Texas School Public Relations Association

The Texas School Public Relations Association (TSPRA) recently welcomed new president Kristyn Cathey. Cathey currently serves as chief of communications and public relations in Alief ISD, a position she didn’t originally see herself taking.

After graduating from Southern A&M University with a bachelor’s degree in mass communications, Cathey, a Port Arthur native, planned to work in broadcast journalism, with her sights set on working for CNN someday. She got an offer to return to her hometown and work for KFDM channel 6 news, but the pay was so low, it wasn’t sustainable.

With her parents’ support, Cathey decided to go to graduate school, and received her master’s degree in mass communications and journalism from the University of Georgia. After completing the program, Cathey found herself unable to find a job in communications, due in part to 9/11 and a poor job industry. Cathey’s mother worked at Lamar University, and urged her daughter to come back home and apply for a job at the school. Cathey wound up at age 24 becoming a professor of public speaking and journalism, but knew that to move up at the university, a doctorate would be in her future.

Cathey wasn’t sure about her path, and wasn’t interested in doctoral school, so she reached out to one of her mentors, Dr. Melvin Getwood. Getwood had been Cathey’s high school principal and currently serves as assistant superintendent of programs and post-secondary education in Port Arthur ISD. The district had an open position for a public speaking teacher, but Getwood discouraged Cathey from applying. “He said, ‘Wait a minute. Don’t give up. I think something’s

Kristyn Cathey leads TSPRA with hometown pride

“I think about what it may mean for somebody in the audience to see me. If you’re coming from a one-person department and you’ve been holding it down for a long time, or if you’re coming from a small town like mine, if you’re a person of color, or you’re a woman … I hope that I’m representative of what the possibilities are.”

going to come up. Just give it a second,’” Cathey recalls.

At the time, PAISD was in the process of creating its first true PR position. Previously, the district secretary had put out newsletters and such, but the district wanted to create a full-time communications position. Cathey applied and became a one-person PR department for the district, a position she held for 11 years.

Being new to the field, and alone in her department, Cathey quickly joined TSPRA and credits the group with providing the knowledge and expertise she needed to build and run a PR department of one.

“From the moment I got there, I said, ‘This organization is one I want to get involved with,’” Cathey says. “I wanted to get knee-deep in the waters of TSPRA so I can figure out how to make this work in my area.”

Through TSPRA and her work in Port Arthur, Cathey found her calling in school communications. During Hurricane Harvey, she worked tirelessly to support others in her community, even as the devastation hit Cathey personally. She lost her childhood home in the storm, and remembers nursing her infant son in the back of her husband’s truck as they evacuated, simultaneously on the phone with the weather channel and her superintendent, working to post updates on social media for the community.

“You could see all the positive comments, and people saying, ‘Thank you. We appreciate you,’” Cathey says. “That’s when I realized this is my ‘why.’ This is why I want to do what I want to do.”

In 2021, Cathey became director of communications in Goose Creek

CISD, commuting from Beaumont to Baytown daily with her 4-year-old son. After moving to the area, she was diagnosed with Stage 0 and then Stage 1 breast cancer, and credits her TSPRA and GCCISD families for helping her during that time.

“Without them I don’t know how we would have gotten through that,” she says. “When I say TSPRA is a family, I really mean that.”

Always looking to give back to TSPRA as much as the group has given her, Cathey agreed to become TSPRA president, then moved into a new position at work, the one she currently holds in Alief. She has a lot on her plate, but says she is happy to lead the group and hopes to serve as an inspiration to others. She thinks of her own inspiration growing up, her favorite teacher Marty Lathen, who taught Cathey’s 11th grade AP English class.

As the first African-American TSPRA president, Cathey hopes there are others who will see her leading the organization and realize that if she can do it, so can they.

“I think about what it may mean for somebody in the audience to see me. If you’re coming from a one-person department and you’ve been holding it down for a long time, or if you’re coming from a small town like mine, if you’re a person of color, or you’re a woman … I

hope that I’m representative of what the possibilities are.”

To Cathey, the most beneficial aspect of TSPRA membership are the networking opportunities, not just for job opportunities, but to have access to people who are working in communications in districts large and small across the state.

“You never get an opportunity to be in a room and pick the brains of these people in any other place than TSPRA,” she says. “The great thing about it is that you really aren’t alone.”

During her time as TSPRA president, Cathey hopes to shine a light on the important work school PR and communications professionals do, while supporting them as they share the message about the importance of Texas public schools. She credits her success to the working relationships she’s had with every superintendent she’s worked with, Mark Porterie in Port Arthur, Randal O’Brien in Goose Creek and Anthony Mays in Alief. She is a proud graduate of Texas public schools, and works tirelessly in Alief and in TSPRA to support Texas’ public schools every day so other students can experience the same educational success she received.

“I am thankful and grateful for the education I received in Port Arthur,” she says. “I hope I make everybody proud when I ascend to this position.”

Texas School Public Relations Association (TSPRA)

Mission: The Texas School Public Relations Association (TSPRA) is a professional organization whose members are dedicated to improving public education in Texas by: Promoting effective public relations practices

Providing professional development for its members

Improving communication between Texans and their public schools.

Membership: TSPRA members include public school personnel, foundation staff and boards, education associations, and businesses that serve schools and foundations.

Year Founded: 1962

Website: tspra.org

REGIONAL VIEW

Education service center programs & practices

Meeting the needs of McKinney-Vento students with responsive resources

by Courtney Thomas

While many were focused on home and togetherness during the holiday season, many McKinney-Vento families faced a season of change — new places to stay, new schools to navigate, and new challenges to overcome. As educators, we are charged with lessening those challenges for our students experiencing homelessness and easing their transitions into our schools. Although the term “McKinney-Vento” might sound familiar to many school staff members, its practical implications and the critical resources it provides often remain unclear.

How can we support this vulnerable and highly mobile population? The first steps include raising awareness, removing barriers to education, and providing resources. The McKinney-Vento Homeless Assistance Act covers children and youths who do not have a fixed, regular and adequate nighttime residence. They could be staying in an overcrowded RV, in their vehicle, or in a tent or portable building without electricity or running water. They may have a physical roof over their heads because they are staying in a motel, hotel or shelter. Or, they may temporarily stay with friends or family.

However, these living arrangements are not stable. From front office secretaries to teachers to bus drivers, we must ensure that all staff members can identify these students and work collaboratively to remove barriers that may prevent a McKinney-Vento student from immediate enrollment and full participation in school activities.

Based on technical assistance questions, conversations, and a needs assessment, our team recognized the need to provide short, virtual, monthly training open to all employees in our 101 districts and charters. Nacogdoches ISD’s lead social worker and homeless liaison, Ruby Ramon, states, “The monthly Coffee Chats offer an opportunity to be trained on different topics and services available to homeless students, as well as it being a networking opportunity to connect with other school districts working with homeless children and youth.” As a result of these targeted topical trainings, identification numbers have risen, and more students are receiving the needed services.

Overwhelmingly, districts expressed that supporting the day-to-day physical needs of this highly mobile student population is a high priority. Our team approached this need from multiple angles. If students lack basic necessities, their energy and attention may be focused elsewhere, leaving them unable to engage and be fully present at school.

We provided hygiene kits to all Region 7 campuses. These discreet kits, containing items such as toothpaste, toothbrushes, deodorant and hair brushes, were made available to students who needed them.

Dolly Soule, Longview ISD McKinneyVento liaison, says, “The items I received for our McKinney-Vento students made a significant impact, giving me a strong jumpstart on providing essential resources. These items allowed me to support our McKinney-Vento students in ways I had not been able to before. I was able to meet many of our families’ needs without worrying about running out of resources. This also eliminated the delays often associated with waiting for purchase orders.”

Many of our districts are small and rural. There are no hotels or shelters nearby. The McKinney-Vento students in these schools are typically “doubled up” with relatives or friends. Sleep hygiene items — air

mattresses and blankets — were supplied to each district.

One week after receiving these items, Gina Jones, special services director for Shelbyville ISD, contacted us. She shares, “We had a family lose their home to a house fire. Because Region 7 gave me the following materials: blankets, hygiene kits, and an air mattress, I was able to pass them along to this family who has three kids in our district. Their family of five was in a hotel room with only two queen beds so the air mattress was a huge help for them.” Having these items readily available allowed her to respond to the urgent needs of her students without hesitation.

Additionally, social-emotional resources were reported as a critical component for assisting students experiencing homelessness. “Empathy in Pages,” an intentionally curated, leveled book set, was supplied to every campus in Region 7, followed by a detailed training opportunity outlining how this tool could be used with students. Book selections contain storylines that are inclusive of students experiencing homelessness, food insecurity, and family separation. Students can relate to the characters and may be inspired to overcome the uncertainties they face. We shared a list of the books in each leveled set, along with a summary, appropriate age level, extension activities, and any topics in the book that could be triggering for students.

Ore City Elementary counselor Rachel Lacy shares stories with her small groups. She says, “In our school district, we have several families who have lost their homes for various reasons. Most are living with relatives, friends or in a motel. Sharing a story is a good way to help other students understand that there are those around us with hardships that we do not understand.”

Dolly Soule also remarks, “The book sets provided were another invaluable resource for our counselors. Each counselor expressed their gratitude and excitement about the sets, with many raving about their effectiveness. Several even requested additional items to complement the sets. These truly enhanced our ability to address the unique needs of our McKinney-Vento students and their families.”

As we processed the usefulness of these stories with students, we realized that the same titles would also be beneficial

Overwhelmingly, districts expressed that supporting the day-to-day physical needs of this highly mobile student population is a high priority. Our team approached this need from multiple angles. If students lack basic necessities, their energy and attention may be focused elsewhere, leaving them unable to engage and be fully present at school.

to staff. Highlighting powerful excerpts, many based on autobiographical accounts, would allow staff to see school experiences through the eyes of authors who were once McKinney-Vento students. We encouraged liaisons to use “Empathy in Pages” to equip staff — particularly those who have no “lived experience” with homelessness — to recognize barriers, foster student compassion, build relationships and encourage resilience.

Increasing staff awareness, providing needed resources and addressing the socialemotional well-being of McKinney-Vento students will assist in removing barriers and positively impact the success of this highly mobile population. We are thankful for all of our Region 7 districts and charters as they work to meet the needs of our McKinney-Vento students.

COURTNEY THOMAS is ESSA and McKinney-Vento specialist in the Federal Programs Department at Region 7 ESC.

THE ARTS News in fine arts education

Who is Bridget Riley?

by Candice Goetsch

Candice Goetsch, art teacher in Dallas ISD, poses with some of her students.

Who is Bridget Riley? I’ve heard that phrase many times since I first asked myself the same question two and half years ago. I was developing an op art unit for my elementary art students when I first saw her name. As usual, I had searched for the work of a real artist to use as a visual aid while I introduced a new topic, but this time was different. This time I had found Bridget Riley. And in the weeks that followed, I realized her name would stick with me forever.

While there’s much to teach about the ubiquitous Van Gogh, Picasso and da Vinci, I take special delight in uncovering underrepresented artists to introduce to my students. My preferred method of introduction is through picture book biographies. Having chosen Riley’s work as my op art exemplar, I expected to find a book to order quickly — but to my dismay, there were none. Since my students were already captivated by her piece “Untitled [Fragment 5/8],” I chose not to move on. Instead, I set out to learn Bridget

DIAMOND

Written & Illustrated by Candice Goetsch

Riley’s story and tell it to them myself. In my research, I discovered that a young Bridget had a transformative experience on the coast of Cornwall, where she felt as though she were “swimming through a diamond.” That phrase caught my attention, and I included it in my artist summary. Leading with the imagery of that moment underwater immediately captured my students’ imaginations. The more I shared about her life, the more baffling it became that no children’s book about this world-renowned artist had yet been published. At some point, a student said, as if it wasn’t absurd, that I should just write one.

That childlike faith in the magic of Bridget Riley’s story rekindled my long-forgotten dream of writing and illustrating children’s books. Our art club, the Art Room Lunch Bunch, quickly evolved into the Bridget Riley Hothouse, as many fourth and fifth grade students became invested in the idea. I spent my free time researching, writing and sketching, sharing my progress with them at our meetings.

◀ When Goetsch couldn't find the instructional materials she wanted for her class, she created her own.

The week I was working on the Escape to Cornwall pages, I absentmindedly thought aloud, “I need to research the flora and fauna of Cornwall,” and within days, I received a flurry of well-worn notebook paper filled with sketches — labeled with names like Sea Campion, Frog Orchid and Cornish Heath. As I dove deeper into her history, it became increasingly difficult to distill the essence of Bridget Riley into just 1,000 words. But the Lunch Bunch took it for granted that I could do it — and I couldn’t prove them wrong.

One year later, the first draft of “Through a Diamond: The Looking Life of Bridget Riley” was finally finished. Though the original fifth graders had already moved on to middle school, they had passed the torch of belief in the book. There was great anticipation as I prepared to read it aloud to my new class. I’ll never forget the moment when I finished reading and a student broke the silence by asking, “When was she born?” I realized right then that it was Bridget Riley’s 93rd birthday that very day, and we celebrated by making and emailing birthday cards to her on the other side of the world.

As the following year passed, countless revisions and the challenges of learning how to self-publish tested my faith in the project. The original student contributors, my inspiration, were gone. At the start of the new school year, I had nearly forgotten about the book cover I’d taped to the minifridge in my classroom — until one day,

a group of students gathered around it, talking excitedly about the book.

Their questions and comments reminded me of the first believers in the project. The torch had been passed once more. They wanted to know when the book would be published, and that was all the encouragement I needed for the final push. This fall, Kramer Elementary celebrated the final draft with a book launch party and first reading in the auditorium, which caught the attention of the local news.

When a reporter came to my classroom last month to interview me and the current fifth grade class about the book, I believe it was a message of encouragement echoing forward from the original Lunch Bunch. Getting our book through official publication this spring still still seems daunting, but I am accountable now. The news anchor said it would happen.

What I love about using picture book biographies to introduce new artists to my students is that the best ones always highlight the catalyst that set that person on their artistic path — often an event from childhood. For Frida Kahlo, it was a bus accident that left her bedridden for months; for Yayoi Kusama, it was the beautiful pumpkins in her family’s garden; for Louise Bourgeois, it was repairing tapestries with her mother. For Bridget Riley, it was the pleasure she found in the close observation of nature — and what makes hers extra special, I hope, is that the backstory credits three years’ worth of fourth and fifth grade students at Kramer Elementary as the catalysts for its creation.

Who is Bridget Riley? She is much more than an artist to them now. She is an inspiration, a teacher, and a reason to go the extra mile, to not give up — and perhaps the most exciting experience of their elementary school years. I hope “Through a Diamond: The Looking Life of Bridget Riley” not only answers that question, but inspires children to engage more deeply with their surroundings, form a unique perception of the world for themselves, and share it with the world — whether through paintings or books of their own.

CANDICE GOETSCH teaches art at Arthur Kramer Elementary School in Dallas ISD. Learn more about Goetsch and her book at cgbooknook.com. (Photos courtesy of Dallas ISD.)

Who’s

◄ Continued from page 13

his master’s degree in education from the University of Houston.

The district has welcomed Charles Franklin to the position of assistant superintendent of technology services as he assumes new duties after serving as director of device imaging and inventory. He has more than 25 years of experience in IT leadership, five of those with Cypress-Fairbanks ISD. He is a graduate of American Continental University with a master’s degree in management of information systems from Western Illinois University.

Del Valle ISD

The district’s new superintendent, Matthew Gutierrez, previously served as Leander ISD’s deputy superintendent. Prior to that, he held the top position in Seguin ISD and worked as an assistant superintendent in Plano ISD. He is a graduate of Angelo State University with a master’s degree from Schreiner University and a doctorate from Texas Tech University.

Dickinson ISD

Rebecca Brown, newly appointed superintendent of Dickinson ISD, is a 28-year educator. Initially an ESL teacher in Aldine ISD, she moved to Houston ISD, where she served as a school support officer and chief of schools before taking on the role of executive director of curriculum and instruction in Spring Branch ISD. Most recently, she was deputy superintendent of academics in La Porte ISD. She earned her bachelor’s degree from the University of Houston and her master’s and doctoral degrees from Prairie View A&M University.

El Paso ISD

Monica Chavez is the district’s new director of school transformation, having received a promotion from her most recent assignment as coordinator of accountability and assessment.

El Paso ISD has announced the appointment of Melissa Estrada as principal of Charles Middle School. Most recently assistant principal of Chapin High School, she is a graduate of the University of Texas at El Paso with a master’s degree in education administration from Sul Ross State University.

Clendenin Elementary School now has Claudia Nuñez as principal. Formerly assistant principal of Mission Valley Elementary, she has two decades of experience in public education. She earned her master’s degree in reading instruction from the University of Texas at El Paso.

Jacqueline Solosabal, former assistant principal of Hornedo Middle School, is now campus principal. She has been an educator in Texas and Arizona for 16 years. She has a master’s degree in educational administration from Texas A&M International University.

Joel Valencia now holds the position of director of operations services. He brings more than two decades of experience to his new job, having previously served as a facilitator in the elementary division of the district’s school leadership department. He holds a master’s degree in education administration and is at work on his doctorate in organizational leadership.

Fabens ISD

Rogelio Segovia has accepted the position of superintendent of Fabens ISD after most recently serving as assistant superintendent of curriculum and instruction.

Gladewater ISD

Rae Ann Patty has been selected to serve as superintendent of Gladewater ISD, coming to her new job from Waskom ISD, where she also held the top position. She has been an educator for almost 30 years, serving as a teacher, assistant principal, principal, curriculum coordinator and assistant superintendent.

Granbury ISD

Granbury ISD announces the hiring of Hailey Veron as director of facilities and maintenance. She has been the district’s federal programs coordinator since 2022. Now in her 20th year as an educator, she spent 15 years in Crowley ISD. In addition, she is an adjunct professor at the University of Texas at Arlington.

Katy ISD

current post as assistant principal of Morton Ranch Junior High.

The new principal of Faldyn Elementary School, Kathryn Leeper, has two decades of experience as a classroom teacher and campus and district administrator. Most recently an assistant principal at the district’s Raines Academy, she holds a bachelor’s degree from the University of Houston and a master’s degree from LeTourneau University.

Grant Smith is Beckendorff Junior High School’s new principal. He has been a teacher and campus administrator for more than a decade, all of that time spent in Katy. Most recently, he was assistant principal of curriculum and instruction at Taylor High. He holds a bachelor’s degree from the University of Texas and a master’s degree from the University of St. Thomas.

Keller ISD

Keller ISD’s Early Learning Center South has welcomed Annah Bradshaw as its principal. Most recently, she was assistant principal of Keller-Harvel Elementary School after assignments in Oklahoma and, in Texas, in Northwest and Eagle Mountain-Saginaw ISDs. She is a graduate of Oklahoma Christian University with a master’s degree in curriculum and instruction from the University of Texas at Arlington.

The newly appointed director of special education, Traci Kraeszig, comes to her new position from the district’s Early Learning Center South, where she was principal since 2021. She began her career in Louisiana, joining Keller ISD in 2002. She earned her bachelor’s and master’s degrees from Louisiana Tech University.

Klein ISD

Felicia Ashabranner has been named principal of one of the district’s newest schools, currently designated Elementary #47. Until the start of the 2025-26 school year, she will remain principal of Mayde Creek Elementary. Tamika Holdman has been appointed principal of another new school, Elementary #48, which she will transition to from her

The Texas Educational Theatre Association (TxETA) has recognized Klein ISD fine arts director Frank Chuter as their 2024 Fine Arts Administrator of the Year. A theatre educator for 20 years, he came to Klein ISD in 2023.

Lake Travis ISD

Jennifer Garrigan has been selected to serve as director of counseling and health services. She joins the district from Comal ISD, where she was director of counseling

and student support. She is a graduate of California State University with a master’s degree in counseling psychology from the University of San Francisco.

Leander ISD

The district has welcomed Casey O’Pry to the role of chief human resources officer. Before coming to Leander, he spent 19 years in Clear Creek ISD, where he was a teacher and campus administrator, most recently serving as assistant superintendent of human resources. He earned his bachelor’s and master’s degrees from McNeese State University.

Longview ISD

Now serving as deputy superintendent of school innovation and student performance is

Kettisha Jones, who most recently was managing director of the Ensemble Learning Center. She holds a doctorate in education from Mary Hardin Baylor University and previously served as an assistant superintendent and instructional leadership developer.

Samuel Kington has been named the district’s chief of facilities and operations. He comes to Longview from Indianapolis, In., where he was director of grounds and custodial services for the MSD Wayne Township Schools.

Matthew Prosser, formerly the district’s director of communications, now holds the position of chief of strategic Initiatives. He joined Longview ISD in 2016 after a career in journalism.

Manor ISD’s new athletic director is Lanny Williams, who comes to Manor from Killeen ISD, where he was assistant director of athletics. Prior to that, he taught and coached in Brenham and Cedar Park ISDs.

Martinsville ISD

The district’s new principal and director of curriculum and instruction is Jim Torrence. He has more than a decade of experience in educational administration, financial management, instructional leadership and community engagement. He is a graduate of Stephen F.

Austin State University, where he earned his bachelor’s, master’s and doctoral degrees.

Mathis ISD

Mathis ISD has announced the appointment of Todd White as district superintendent. Most recently superintendent of Santa Anna ISD, he began his career in Douglas County ISD and served as a principal and assistant superintendent in Odem-Elroy and Perryton ISDs.

McKinney ISD

The district has announced the appointment of longtime McKinney ISD educator

Judy Mercer as director of professional learning. She has spent 24 of her 27 years as an educator in the district, working at both the elementary and secondary levels. For the past eight years she was Cockrill Middle School’s reading and language arts department chair. She is a graduate of Texas A&M University at Commerce.

Northside ISD (San Antonio)

Northside ISD has made the following administrative appointments:

• Diane Alaniz, associate principal, Scobee Elementary School;

• Theresa Diaz, director, Northside Education Foundation;

• Amanda Fraser, principal, Thornton Elementary School;

• Carrie Gray, associate principal, Glass Elementary School;

• Aaron Logan, academic dean, Jones Middle School;

• Dina Martinez, associate principal, Hoffmann Elementary School;

• Michael Nunnery, assistant principal, Taft High School;

• Norma Rabago, director of partnerships;

• Kurt Wunderli, assistant principal, Brennan High School.

Onalaska ISD

Boyd ISD, where he was assistant superintendent since 2020. Prior to that, he was a teacher, instructional coach and associate principal and principal in Burleson ISD.

Rockport-Fulton ISD

New superintendent Lesley Austin brings more than two decades of experience to her new job. Initially an employee of Dallas ISD, she transferred to Maypearl ISD, where she worked as a teacher, coach and principal of the district’s junior high and high school. Most recently, she served as deputy superintendent of Trinity Basin Preparatory School in Dallas. She is a graduate of Texas A&M University with master’s and doctoral degrees from Lamar University.

Victoria ISD

The Victoria ISD board of trustees has announced the appointment of Sheila Collazo as superintendent. She comes to Victoria from Somerset ISD, where she spent the past eight years as deputy superintendent. A former teacher at the elementary and secondary levels, she also worked for the Texas Education Agency. She received her bachelor’s and master’s degrees from Texas A&M University at Kingsville.

Waco ISD

University High School has welcomed its new principal, Qunisha Johnson, a veteran educator who spent 12 years as a school counselor. She is a graduate of the University of Texas with a master’s degree from Texas State University and a doctorate in educational leadership from Tarleton State University.

Waskom ISD

The district has selected Nichole Smith as its interim superintendent. She has served as assistant director of curriculum and instruction since 2019.

Ysleta ISD

Kenneth Fraga assumed the duties of district superintendent in October after a promotion from his previous position as assistant superintendent. He is an 18year educator.

Rio Vista ISD

The district’s new superintendent, Chris Chappotin, comes to Rio Vista from

Ysleta ISD has named Diana Mooy associate superintendent of technology information services. She has more than 17 years of experience in education and has been with the district since 2020, beginning as a coordinator in the office of student services. ◀

Manor ISD

JANUARY

January 13

TASB Webinar: Community Advocacy: The Tools You Need to Amplify Community Support Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Do What Matters Most

Galena Park ISD, Galena Park

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

TASBO Workshop: The Six-Step Process

ESC 14, Abilene

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

January 14

TASB Webinar: Policy 101 for Board Members Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: Asbestos Designated Person Training

TASB offices, Austin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Best Practices for Special Diets in NSLP Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $85; nonmembers, $160.

TASBO Workshop: Financial Coding for Texas Schools

Harris Co. Dept. of Education, Houston

For more into, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Purchasing Overview for Management

ESC Region 7, Kilgore

For more info, (512) 462-1711. www.tasbo.org

Professional development & events Calendar

Cost: Members, $210; nonmembers, $285.

January 15

TASB Workshop: Integrated Pest Management

TASB offices, Austin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: SHARS Matters Series: Preparing Your SHARS Cost Report Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Compensation Management

Aledo ISD, Aledo

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

Texas ASCD Curriculum Leadership Academy 48 (session 1 of 3)

Dripping Springs ISD, Dripping Springs

For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org

January 15-16

TSPRA Regional Meeting, Central Texas area

ESC Region 13, Austin

For more info, (512) 474-9107. www.tspra.org

January 16

TASA/N2 Learning Assistant Principal Leadership Academy, Austin area cohort (session 4 of 6) Georgetown ISD, Georgetown

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Workshop: Implementing an Intervention Plan Online

For more into, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: Indoor Air Quality Person Training

TASB offices, Austin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Business Ethics

ESC 1, Edinburg

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Developing Travel Procedures for Federal, State and Local Funds

Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $110; nonmembers, $185.

January 17

TASBO Workshop: Financial Accounting for Texas Schools

ESC 7, Kilgore

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

ESC Region 20, San Antonio

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

January 21

TASA/N2 Learning Assistant Principal Leadership Academy, North Houston cohort (session 4 of 6)

Cypress-Fairbanks ISD, Cypress For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, Wichita Falls area cohort (session 4 of 6)

Wichita Falls ISD, Wichita Falls For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASBO Workshop: Budget and Financial Planning

Pflugerville ISD, Pflugerville For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Smart Energy and Budget Strategy for LEAs Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $85; nonmembers, $160.

TASBO Workshop: Weathering the Storm: Effective Preparation and Response Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, no charge; nonmembers, $75.

January 22

TASA/N2 Learning Assistant Principal Leadership Academy, East Texas area cohort (session 4 of 6) Tyler ISD, Tyler For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, San Antonio area cohort (session 4 of 6) North East ISD, San Antonio For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Workshop: Policy 101 for Board Members Online

For more into, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Personnel Fundamentals

Harris Co. Dept. of Education, Houston For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $235; nonmembers, $310.

TASBO Workshop: State and Federal Grants Manual

Marriott Westchase, Houston For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $235; nonmembers, $310.

TASBO Workshop: The Six-Step Process

ESC Region 3, Victoria For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

January 23

TASA/N2 Learning Assistant Principal Leadership Academy, Corpus Christi area cohort (session 4 of 6)

Corpus Christi ISD, Corpus Christi For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, North Dallas area cohort (session 4 of 6)

McKinney ISD, McKinney For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASBO Workshop: Economic Outlook and GLIP Update Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, no charge; nonmembers, $75.

TSPRA Regional Meeting, Houston/Beaumont area

Goose Creek CISD, Baytown For more info, (512) 474-9107. www.tspra.org

January 23-24

TASBO Personnel Academy Marriott Westchase, Houston For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $335; nonmembers, $410.

January 24-26

TCWSE Annual Conference Convention Center, Austin For more info, (512) 477-6361. www.tcwse.org

January 26

TASA School Finance Template Boot Camp (during the TASA Midwinter Conference) Convention Center, Austin For more info, (512) 477-6361. www.tasanet.org

Cost: Through January 15, $200; on-site, $250.

January 26-29

TASA Aspiring Superintendents Academy (in conjunction with TASA Midwinter Conference) Convention Center, Austin For more info, (512) 477-6361. www.tasanet.org

Cost: Through January 15, $225; on-site, $275.

TASA Midwinter Conference Convention Center, Austin For more info, (512) 477-6361. www.tasanet.org

Cost: Regular registration (Dec. 6-Jan. 15): Members affiliated

with an educational entity, $515; nonmembers affiliated with an educational entity, $615; members not affiliated with an educational entity, $615; nonmembers not affiliated with an educational entity, $915; student members, $240. On-site registration: Members affiliated with an educational entity, $585; nonmembers affiliated with an educational entity, $685; members not affiliated with an educational entity, $685; nonmembers not affiliated with an educational entity, $985; student members, $240.

January 27

TASA Budget Cohort for Texas District Leaders (session 5 of 9) Convention Center, Austin (during the TASA Midwinter Conference) For more info, (512) 477-6361. www.tasanet.org

Cost: $3,750 for a team of up to four people from one district; two additional participants may attend at the rate of $500 each.

January 27-28

TASA/N2 Learning Principals’ Institute (session 4 of 6) Convention Center, Austin For more info, (972) 515-2268. www.n2learning.org

Cost: $6,000 for all six sessions.

TASB Texas Federal Advocacy Conference

Willard Intercontinental Hotel, Washington, D.C.

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

January 28

TASA Small Schools Network Inspiring Leaders Luncheon (session 2 of 4) Convention Center, Austin (during the TASA Midwinter Conference) For more info, (512) 477-6361. www.tasanet.org

January 29

TSPRA Regional Meeting, Far West Texas area

Location TBA

For more info, (512) 474-9107. www.tspra.org

TSPRA Regional Meeting, West Central Texas area

Waco ISD, Waco

For more info, (512) 474-9107. www.tspra.org

January 30

TASBO Workshop: Managing for Performance Excellence ESC Region 18, Midland For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

January 31-February 1

TCTA Convention and Capitol Visit AT&T Hotel and Conference Center, Austin

For more info, (512) 477-9415 or (888) 879-8282. www.tcta.org

January 31-February 2

TAHPERD Leadership Conference Lake Granbury Conference Center, Granbury

For more info, (512) 459-1299. www.tahperd.org

FEBRUARY

February 1

TRTA Retirement Seminar ESC Region10, Richardson

For more info, (512) 476-1622 or (800) 880-1650. www.trta.org

February 2-4

TASSP Assistant /Aspiring Principal Workshop

Hilton Airport, Austin

For more info, (512) 443-2100. www.tassp.org

Cost: Until Jan. 15, $285; after Jan. 15, $335.

TXCA Professional School Counselor Conference Convention Center, Galveston For more info, (512) 472-3403. www.txca.org

February 3

TASBO Workshop: Approaches to Management and Leadership ESC Region 1, Edinburg For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

February 3-5

TCASE Great Ideas Convention Marriott Hotel, Austin For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org

Cost: Members, $485; nonmembers, $560.

February 4

TASA/N2 Learning Assistant Principal Leadership Academy, South Dallas area cohort (session 4 of 6)

Duncanville ISD, Duncanville For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, South Houston area cohort (session 4 of 6)

Clear Creek ISD, League City For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASBO Workshop: USDA Policies and Initiatives: Enhancing Agricultural Insights Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $85; nonmembers, $160.

February 5

TASA/N2 Learning Assistant Principal Leadership Academy, virtual cohort (session 4 of 6) Virtual event

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASBO Workshop: Business Ethics

ESC Region 10, Richardson

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

ESC Region 12, Waco

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

February 5-6

TASB Workshop: Recruiting and Retaining School Employees Online

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

Texas ASCD Curriculum Leadership Academy #48 (session 2 of 3)

Dripping Springs ISD, Dripping Springs

For more info, (512) 477-8200 or (800) 717-2723. www.txascd.org

Texas ASCD Curriculum Leadership Academy #49 (session 1 of 3)

Willis ISD, Willis

For more info, (512) 477-8200 or (800) 717-2723.

www.txascd.org

February 6

TASBO Workshop: The Six-Step Process

ESC Region 10, Richardson

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

February 7

TASBO Workshop: Effective Communications

Harris Co. Dept. of Education, Houston

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Intro to TRS: Collaboration of HR and Payroll Harris Co. Dept. of Education, Houston

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Purchasing Standards and Specifications

Dallas ISD, Dallas

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

February 8

TRTA Retirement Seminar

ESC Region 18, Midland

For more info, (512) 476-1622 or (800) 880-1650. www.trta.org

February 10

TASBO Workshop: Managing Federal Grant Funds

ESC Region 6, Huntsville For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

ESC Region 2, Corpus Christi For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

February 11

TASA School Transformation Network (session 4 of 6)

Virtual event

For more info, (512) 477-6361. www.tasanet.org

Cost: Participants from districts with fewer than 500 students, $150; 500 to 1,499 students, $225; 1,500 to 4,999 students, $300; 5,000 to 9,999 students,

$375; 10,000 to 49,999 students, $450; 50,000+ students, $500; regional ESCs, $225.

TASA Small Schools Network (session 2 of 3)

Virtual event

For more info, (512) 477-6361. www.tasanet.org

Cost: Free.

TASBO Workshop: Embracing Technology: Improving Your Team’s Effectiveness

Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, no charge; nonmembers, $75.

TASBO Workshop: Purchasing Compliance: Federal Funds and Expenditures

ESC Region 6, Huntsville

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Unraveling SHARS, RMTs and Their Impact on Schools

Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, no charge; nonmembers, $75.

TASPA Certification Fundamentals Workshop

Dayton ISD, Dayton

For more info, (512) 494-9353. www.taspa.org

February 12-16

TABSE State Conference

Moody Gardens, Galveston No phone number provided. www.tabse.net

February 13

TASB Webinar: Student Solutions Webinar Series: Discipline of Students with Disabilities Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Classification of Independent Contractors Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, no charge; nonmembers, $75.

TASBO Workshop: Leading with Technology: Executive Insights Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $85; nonmembers, $160.

February 17

TASPA Certification Fundamentals Workshop

Chapel Hill ISD, Chapel Hill For more info, (512) 494-9353. www.taspa.org

February 18

TASA/N2 Learning Assistant Principal Leadership Academy, North Houston area cohort (session 5 of 6)

Cypress-Fairbanks ISD, Cypress For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, Wichita Falls area cohort (session 5 of 6)

Wichita Falls ISD, Wichita Falls For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/TASBLegislative Conference Downright Austin Renaissance Hotel, Austin For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: Asbestos Designated Person Training

ESC Region 3, Victoria For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

February 18-19

FGSC Annual Conference Convention Center, Austin For more info, (512) 536-1206. www.fastgrowthtexas.org

Cost: Members, $200; nonmembers, $300.

February 19

TASA/N2 Learning Assistant Principal Leadership Academy, East Texas area cohort (session 5 of 6)

Tyler ISD, Tyler For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, San Antonio area cohort (session 5 of 6)

North East ISD, San Antonio

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Webinar: SHARS Matters Webinar Series: Speech Referrals/ SLP Provider Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: Integrated Pest Management

ESC Region 3, Victoria For more info, (512) 467-0222 or (800) 580-8272.

www.tasb.org

TEPSA Region 7 Meeting

Location TBA, Kilgore For more info, (512) 478-5268, (800) 252-3621. www.tepsa.org

February 19-20

TASA First-Time Superintendents Academy (session 3 of 4)

Austin Marriott North, Round Rock For more info, (512) 477-6361. www.tasanet.org

Cost: Members, $245 per session; nonmembers, $295 per session.

February 19-22

Leadership TASB Class of 2025 (session 3)

Location TBA, Austin For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

February 20

TASA/N2 Learning Assistant Principal Leadership Academy, Corpus Christi area cohort (session 5 of 6)

Corpus Christi ISD, Corpus Christi For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, North Dallas area cohort (session 5 of 6)

McKinney ISD, McKinney For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Connect and Ignite Conference

Otis Hotel, Austin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

February 20-21

TASB Conference for Administrative Professionals

TASB offices, Austin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

February 24

THSCA Leadership Summit

Esports Stadium, Arlington

For more info, (512) 392-3741. www.thsca.com

February 24-28

TASBO Engage Annual Conference Convention Center, Austin

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $495; nonmembers, $620; associate members, $950; associate nonmembers, $1,200.

February 25

TASA Budget Cohort for Texas District Leaders (session 6 of 9) Convention Center, Austin (during the TASBO Engage Conference) For more info, (512) 477-6361. www.tasanet.org

Cost: $3,750 for a team of up to four people from one district; two additional participants may attend at the rate of $500 each.

TASPA Fingerprinting and Do Not Hire Registry Overview Workshop Manor ISD, Manor

For more info, (512) 494-9353. www.taspa.org

February 25-26

TASA/N2 Learning Executive Leadership Institute (session 3 of 4)

Hilton Post Oak, Houston

For more info, (972) 515-2268. www.n2learning.org

Cost: $4,500 for all four sessions.

TASA/N2 Learning Principals’ Institute (session 5 of 6)

Hilton Post Oak, Houston

For more info, (972) 515-2268. www.n2learning.org

Cost: $6,000 for all six sessions.

February 25-27

TASA Level 1 CMAT

TASA offices, Austin

For more info, (512) 477-6361. www.tasanet.org

Cost: Members, $800; nonmembers, $900.

February 26-27

TASA Future-Ready Superintendents Leadership Network (session 3 of 3)

Bellville and Royal ISDs, Bellville and Pattison

For more info, (512) 477-6361. www.tasanet.org

TASB Workshop: Understanding Compensation in Schools

Virtual and online

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

February 27

TASA/N2 Learning Assistant Principal Leadership Academy, Austin area cohort (session 5 of 6)

Georgetown ISD, Georgetown

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

MARCH

March 2-4

TASSP Making Middle School Matter Symposium

Hilton Airport, Austin

For more info, (512) 443-2100. www.tassp.org

March 3-4

THSADA Annual Athletic Administrators Spring Sponsor Showcase

Margaritaville Park, Montgomery For more info, (832) 240-6550. www.thsada.com

March 4

TASA/N2 Learning Assistant Principal Leadership Academy, South Dallas area cohort (session 5 of 6)

Duncanville ISD, Duncanville For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant

Principal Leadership Academy, South Houston area cohort (session 5 of 6)

Clear Creek ISD, League City

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA School Transformation Network (session 5 of 6)

Virtual event

For more info, (512) 477-6361. www.tasanet.org

Cost: Participants from districts with fewer than 500 students, $150; 500 to 1,499 students, $225; 1,500 to 4,999 students, $300; 5,000 to 9,999 students, $375; 10,000 to 49,999 students, $450; 50,000+ students, $500; regional ESCs, $225.

March 5

TASA/N2 Learning Assistant Principal Leadership Academy, virtual cohort (session 5 of 6)

Virtual event

For more info, (972) 515-2268. www.tasanet.org

Cost: $1,000 for all six sessions.

March 5-8

TASB Governance Camp, Powered by Student Voice Convention Center, Galveston

For more info, (512) 467-0222 or (800) 580-8272, www.tasb.org

March 7

TETL Spring Summit Plano ISD, Plano For more info, (855) 458-9286. www.tetl.org

March 18

TASB Workshop: Asbestos Designated Person Training ESC Region 12, Waco

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

March 19

TASB Workshop: Integrated Pest Management

ESC Region 12, Waco For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

March 24

TASBO Workshop: School Nutrition Financial Management ESC Region 14, Abilene For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

March 25

TASA Small Schools Network (session 3 of 3)

Keene ISD, Keene For more info, (512) 477-6361. www.tasanet.org

Cost: Superintendent only, $500; superintendent plus one, $1,000; superintendent plus two, ($1,500; superintendent plus three, $2,000.

TASBO Workshop: Budget and Financial Planning

ESC Region 2, Corpus Christi

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Leadership Fundamentals

ESC Region 16, Amarillo

For more info, (512) 462-1711. www.tasbo.org

TASBO Workshop: Purchasing Compliance in Federal Funds and Expenditures

Kilgore ISD, Kilgore For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Synergy Express

Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members and nonmembers, $100.

TASBO Workshop: The Six-Step Process

New Caney ISD, New Caney For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

TEPSA Region 17 Meeting

Location TBA, Lubbock

For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org

March 26

TASB Spring Workshop

ESC Region 17, Lubbock For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: State and Federal Grants Manual

ESC Region 2, Corpus Christi For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $235; nonmembers, $310.

TEPSA Region 9 Meeting

Location TBA, Wichita Falls For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org

March 26-27

TASB Workshop: Administering Pay Plans Online

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

March 27

TASB Spring Workshop

ESC Region 9, Wichita Falls For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Construction Purchasing Law

ESC Region18, Midland For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

► See Calendar, page 34

TASBO Workshop: Developing a Payroll Procedures Manual (part 1 of 3)

Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $255; nonmembers, $485. Cost is for all three sessions.

TASBO Workshop: HR Guide: Unique Hiring and EB-1 Immigration Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $85; nonmembers, $160.

March 28

TASBO Workshop: School Nutrition Procurement

Dallas ISD, Dallas

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

March 30-April 1

TAGT Leadership Conference Kalahari Resort and Conference Center, Round Rock

For more info, (512) 499-8248. www.txgifted.org

APRIL

April 1

TASA/N2 Learning Assistant Principal Leadership Academy, North Houston area cohort (session 6 of 6)

Cypress-Fairbanks ISD, Cypress For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, Wichita Falls area cohort (session 6 of 6)

Wichita Falls ISD, Wichita Falls For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA School Transformation Network (session 6 of 6)

Virtual event

For more info, (512) 477-6361. www.tasanet.org

Cost: Participants from districts with fewer than 500 students, $150; 500 to 1,499 students, $225; 1,500 to 4,999 students, $300; 5,000 to 9,999 students, $375; 10,000 to 49,999 students, $450; 50,000+ students, $500; regional ESCs, $225.

TASB Spring Workshop

Dublin High School, Dublin

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Managing Federal Grant Funds

ESC Region 3, Pittsburg

For more info, (512) 462-1711. www.tasbo.org

TASBO Workshop: Overview of PEIMS for All Stakeholders

ESC Region 7, Kilgore For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TCASE/ED 311 Spring Conference on Special Education Law

Embassy Suites, San Marcos

For more info, (512) 474-4492 or (888) 433-4492. www.tcase.org

April 2

TASA/N2 Learning Assistant Principal Leadership Academy, East Texas area cohort (session 6 of 6)

Tyler ISD, Tyler For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant

Principal Leadership Academy, San Antonio area cohort (session 6 of 6)

North East ISD, San Antonio For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

April 3

TASA/N2 Learning Assistant Principal Leadership Academy, Austin area cohort (session 6 of 6)

Georgetown ISD, Georgetown For more info, (972) 515-2268. www.tasanet.org

Cost: $1,000 for all six sessions.

TASA/N2 Learning Assistant Principal Leadership Academy, Corpus Christi area cohort (session 6 of 6)

Corpus Christi ISD, Corpus Christi For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Spring Workshop

Texas A&M University, Kingsville

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Purchasing Overview for Management

Ysleta ISD, El Paso

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

ESC Region 8, Pittsburg For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

TACS Annual East Texas Spring Conference

Tyler ISD, Tyler

For more info, (512) 440-8227. www.tacsnet.org

TASPA Fingerprinting and Do Not Hire Registry Overview Workshop

Fort Worth ISD, Fort Worth

For more info, (512) 494-9353. www.taspa.org

April 4

TASBO Workshop: Business Ethics

Ysleta ISD, El Paso

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

Lubbock ISD, Lubbock

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

April 8

TASA/N2 Learning Assistant Principal Leadership Academy, South Houston area cohort (session 6 of 6)

Clear Creek ISD, League City

For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASA Budget Cohort for Texas District Leaders (session 7 of 9) Webinar

For more info, (512) 477-6361. www.tasanet.org

Cost: $3,750 for a team of up to four people from one district; two additional participants may attend at the rate of $500 each.

TASA/N2 Learning Assistant Principal Leadership Academy, South Dallas area cohort (session 6 of 6)

Duncanville ISD, Duncanville For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASBO Workshop: Developing a Payroll Procedures Manual (part 2 of 3)

Online For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $255; nonmembers, $485. Cost is for all three sessions.

TASBO Workshop: Introduction to Purchasing

ESC Region 1, Edinburg

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Purchasing Contracts

Dallas ISD, Dallas For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Purchasing Overview for Management

ESC Region 14, Abilene For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

April 8-10

TASA Level 2 CMAT

TASA offices, Austin For more info, (512) 477-6361. www.tasanet.org

April 9

TASA/N2 Learning Assistant Principal Leadership Academy, virtual cohort (session 6 of 6) Virtual event For more info, (972) 515-2268. www.n2learning.org

Cost: $1,000 for all six sessions.

TASB Spring Workshop

ESC Region 4, Houston For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Approaches to Leadership and Management

ESC Region 5, Beaumont For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Purchasing Compliance in Federal Funds and Expenditures

ESC Region 5, Beaumont For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Six-Step Process

ESC Region 11, White Settlement

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

April 9-12

Leadership TASB Class of 2025, session 4

Location and city TBA

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

April 10

TASB Spring Workshop

San Angelo ISD, San Angelo

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Student Solutions Series: Improving the IEP Through Systematic Folder Reviews Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Auditing Without an Auditor

ESC Region 2, Corpus Christi

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Leadership Fundamentals

ESC Region 20, San Antonio

For more info, (512) 462-1711. www.tasbo.org

TASBO Workshop: The Six-Step Process

ESC Region 16, Amarillo

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

TEPSA Region 19 Meeting

Location and city TBA

For more info, (512) 478-5268 or (800) 252-3621. www.tepsa.org

April 11

TASBO Workshop: Basic Governmental Accounting

Harris Co. Dept. of Education, Houston

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: Long-Range Planning

Aledo ISD, Aledo

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

TASBO Workshop: The Purchase of Insurance and Related Services

ESC Region 1, Edinburg

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

April 15

TASB Workshop: Asbestos Designated Person Training

ESC Region 16, Amarillo

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Business Ethics

Azle ISD, Azle

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

April 16

TASB Shars Matters Webinar

Series: Parental Consent Webinar

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASB Workshop: Integrated Pest Management

ESC Region 16, Amarillo

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASO Workshop: The Six-Step Process

ESC Region 18, Midland

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

April 17

TASB Spring Workshop

Gonzales High School, Gonzales

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Activity Fund accounting

ESC Region 10, Richardson

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $210; nonmembers, $285.

April 21

TASBO Workshop: The Six-Step Process

ESC Region 9, Wichita Falls

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $325; nonmembers, $400.

April 22

TASB Spring Workshop

Stephen F. Austin State University, Nacogdoches

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Leadership Fundamentals (part 1 of 4) Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $550; nonmembers, $625. Cost is for all four sessions.

April 23

TASBO Workshop: Leadership Fundamentals (part 2 of 4) Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $550; nonmembers, $625. Cost is for all four sessions.

April 23-24

TASB Workshop: Managing Personnel Records Online

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

April 24

TASB Spring Workshop

ESC Region 6, Huntsville

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: State and Federal Grants Manual

ESC Region 19, El Paso

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $235; nonmembers, $310.

April 29

TASB Spring Workshop

Uvalde High School, Uvalde

For more info, (512) 467-0222 or (800) 580-8272. www.tasb.org

TASBO Workshop: Leadership Fundamentals (session 3 of 4) Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $550; nonmembers, $625. Cost is for all four sessions.

April 29-30

TASA Texas Public Accountability Consortium (session 2 of 2)

Holdsworth Center, Austin

For more into, (512) 477-6361. www.tasanet.org

April 29-May 1

TASA CMSi Curriculum Writing Workshop

TASA offices, Austin

For more info, (512) 477-6361. www.tasanet.org

Cost: Members, $800; nonmembers, $900.

April 30

TASBO Workshop: Leadership Fundamentals (session 4 of 4) Online

For more info, (512) 462-1711. www.tasbo.org

Cost: Members, $550; nonmembers, $625. Cost is for all four sessions. ◀ I found it in Texas School Business ! Discover upcoming conferences and continuing education opportunities in the calendar section of each issue of Texas School Business and on our website.

Where did you find that great conference?

TexasSchoolBusiness.com

IStop micromanaging: a great way to improve

by Riney Jordan

think one of my greatest joys is either reading or hearing about the comments that children make. I love the genuineness, the sincerity, and the honesty of their memorable little remarks.

My neighbor and I were discussing this recently and he told me about a conversation that he and his young boy had experienced.

To fully understand the story, you need to know that the boy’s older brother and sister often frustrate him by telling him what to do, when to do it, and how to do it. I prefer to think that they are just showing brotherly and/or sisterly love, but, as a result, the father is routinely telling the older kids to stop “micromanaging” him.

Now “micromanaging” is a big word for a little boy, but as you will discover, he understood perfectly what it meant.

So, after the child attended the first week of his local elementary school, his dad found him sitting at the bottom of the stairs and, apparently, deep in thought.

“Hey, son, what are you thinking so hard about?”

“Well, Dad, I’ll tell you. What do you call those people who are always telling you every move to make. They tell you when to stand, when to sit, when to walk, when to eat, when to talk? They will drive you crazy with all that micromanaging!”

“Son, are you talking about … teachers?”

Excitedly, the boy jumped up from the stairs, threw his arms in the air, and shouted, “Yes! That’s it! TEACHERS! I can’t figure out how to make them stop micromanaging me!”

Now, we may laugh at this, but I sincerely hope that children do not perceive directions from teachers as micromanaging their lives.

The experts have some specific things teachers can do to avoid micromanaging. They suggest that you encourage students to frequently make choices of their own, allow them the privilege of being involved in decisions that affect the classroom, and trust your students by showing them that you have confidence in their ability to make the right choices.

I, for one, cannot disagree with any of their suggestions. But here are a few that I think are absolutely critical for teachers to possess to avoid micromanaging students.

1. Just be kind! If only we knew all the unkind things that are said to students either at home by their parents or at school by other students, our hearts would break.   2. Care about your students as if they were your own. The law states that teachers are in loco parentis, which simply means “in the place of the parent.”

3. Never, ever, give up on a child. I hope that no matter how old that child becomes, they will always remember that you were always there for them and never gave up on them.

4. Try to encourage every student at least once a day. Encouragement is medicine to every one of us. Thinking back over my lifetime, it was the encouraging words of others that kept me going even when things got rough.

5. Make your classroom an enjoyable place to be. There is never anything wrong with having a little fun during the day. Learn to live with the children and appreciate their beautiful sense of humor.

Let me close with this wonderful quote from Ann Lieberman: “Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon.“

I

agree more!

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