INSIGHT—Winter 2002

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS QUARTERLY PUBLICATION WINTER 2002

INSIGHT

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TASA Annual Report 2001–2002

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NCLB Implementation Update: Responding to the Challenge

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Highlights the association’s activities and services during 2001–2002

sm All teacher if ual “Highly Q f Sch the end o : 7 67 67789

by Karen Soehnge and Mima Gonzalez Provides a cursory overview of key components of the NCLB statute, focusing on the definitions and criteria for highly qualified teachers and paraprofessionals, accountability, assessment, and adequate yearly progress

Successful Migrant Education Programs Honored Recognizes the number of school districts and campuses honored in 2002 by the Texas Education Agency’s Division of Migrant Education, and outlines the selection criteria used for the three categorical awards

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Parade? Prance? No, PACE to the Head of the Class: How One School District Keeps At-Risk Students from Falling through the Cracks

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TASA General Counsel Neal W. Adams Named Best in Field

by Janet Penner Describes the Pearland Academic Center for Excellence (PACE), an academic alternative school designed for junior high level students who have fallen behind in their studies

Offers a tribute to Neal W. Adams through an article reprinted from the Go-To Guide, a special magazine from Texas Lawyer that lists the Lone Star State’s top attorneys in 27 practice areas, including education

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President’s Message

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Moses named 2003 finalist for National Superintendent of the Year; special briefings offered for 78th Legislative Session; TASA creates Legislative Response Team; TASA’s Communications Department receives awards

Educational excellence

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Executive Director’s View TASA thanks its corporate partners

The Leader Systemic technology integration in schools; review of Standing at the Crossroads: New Steps for High-Achieving Women

INSIGHT Officers

At-Large Members

Don Gibson, President, Wall ISD Dawson R. Orr, President-Elect, Wichita Falls ISD Michael Hinojosa, Vice-President, Spring ISD Leonard E. Merrell, Past President, Katy ISD

Dana S. Marable, Longview ISD Hector Montenegro, Ysleta ISD Debra K. Nelson, Frisco ISD Ronald Peace, Victoria ISD

Executive Committee

Editorial Advisory Committee

Eliseo Ruiz, Jr. , Los Fresnos, 1 Henry D. Herrera, Alice ISD, 2 Tom R. Jones, Jr., Tidehaven ISD, 3 Rick Berry, Cypress-Fairbanks ISD, 4 Gail Krohn, Nederland ISD, 5 Steve R. Johnson, College Station ISD, 6 Dee W. Hartt, Tatum ISD, 7 R. Lynn Marshall, Pittsburg ISD, 8 Randel R. Beaver, Archer City ISD, 9 Kay Waggoner, Red Oak ISD, 10 Vernon N. Newsom, Mansfield ISD, 11 George Kazanas, China Spring ISD, 12 Ron Reaves, New Braunfels ISD, 13 Rick Howard, Comanche ISD, 14 Billy Jack Rankin, Bangs ISD, 15 Danny R. Cochran, Boys Ranch, 16 Ken McCraw, Lamesa ISD, 17 David Kennedy, Terrell County ISD, 18 Paul Vranish, Tornillo ISD, 19 Alton J. Fields, Pleasanton ISD, 20

Don Gibson, Wall ISD, chair Alton J. Fields, Pleasanton ISD Michael Hinojosa, Spring ISD Rick Howard, Comanche ISD John R. Hoyle, Texas A&M University Debra K. Nelson, Frisco ISD Vernon N. Newsom, Mansfield ISD Dawson R. Orr, Wichita Falls ISD

TASA Headquarters Staff Johnny L. Veselka, Executive Director Ellen V. Bell, Associate Executive Director, Professional Development Karen Soehnge, Associate Executive Director, Governmental Relations Paul Whitton, Jr., Associate Executive Director, Administrative Services Amy T. Beneski, Assistant Executive Director, Governmental Relations Dian Cooper, Assistant Executive Director, Professional Development Ann M. Halstead, Assistant Executive Director, Communications & Information Systems Gina Friedman, Director, Communications Pat Johnston, Director, Special Services Emily Starr, Design/Production Karen Limb, Editorial Coordinator Neal W. Adams, TASA General Counsel, Adams, Lynch, & Loftin—Bedford

Advertising For information on advertising in INSIGHT, contact Ann Halstead, TASA, 512-477-6361.

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617.

Subscription is included in TASA membership dues. © 2003 by TASA. All rights reserved. TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators.

INSIGHT is printed by Thomas Graphics, Austin, Texas.

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NEWS WIRE

Moses Named 2003 Finalist for National Superintendent of the Year Mike Moses, superintendent, Dallas ISD, has been selected as one of four finalists in the American Association of School Administrators’ (AASA) 2003 National Superintendent of the Year program, which recognizes school leaders for their outstanding leadership in the nation’s public schools. Other finalists include Kenneth Dragseth (Edina, Minnesota); William Mathis (Brandon, Vermont); and W. Randolph Nichols (Chesapeake,

Virginia). The four national finalists attended an AASA news conference at the National Press Club in Washington, D.C., on Tuesday, January 28, and discussed some of today’s most pressing educational issues.

The name of the 2003 National Superintendent of the Year will be announced at the first general session of AASA’s National Conference on Education on February 21, 2003, in New Orleans.

Special Briefings Offered for 78th Legislative Session Get involved and stay informed by marking your calendar to attend special events in conjunction with the 78th Legislative Session, where TASA’s experts will give you the latest information on how your schools will be affected. Two special briefing sessions for TASA members will be held at 10:30 a.m. on March 4 (Austin Marriott at the Capitol) and May 1 (Hyatt Regency Hotel). There is no registration fee for either session. Also, on April 2–4, during TASA’s Spring Conference, extensive program time will be

devoted to legislative issues. Watch for the program announcement and registration form in February. This year, Spring Conference registration is complimentary for superintendents in districts that subscribe to TASA’s Administrative Services Resource Center. Finally, during the Summer Conference, June 22–24, the focus will be on either a post-session wrap-up or discussion of special session issues, depending on legislative developments in the coming months.

TASA Creates Legislative Response Team TASA’s Governmental Relations Department has organized a Legislative Response Team (LRT) comprised of TASA Executive and Legislative Committee members to create a process for gathering critical information for responding to questions from legislators and legislative staff and for gathering feedback on bills that are being heard before committee.

Often, TASA receives requests for information regarding the impact of

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legislation. These requests are often the only opportunity for administrators to articulate the potential impact of legislation. When information is needed, an e-mail is sent to the designated contact person. The e-mail contains the nature of the request with a link to a Web site where the data is gathered. The team has 48 hours to respond to the request— the site is then closed and a report is generated.

TASA Communications Department Receives Five Awards for Excellence TASA’s Communications Department received four Gold Star Awards—including one Best of Category—and one Silver Star Award for excellence in school communications at the Texas School Public Relations Association (TSPRA) Star Awards Banquet on February 19 during the organization’s annual conference in San Antonio.

Each year TSPRA, with more than 500 members, recognizes school communicators for outstanding work in both print and electronic media. Professional communicators from the Austin area judged more than 800 entries in this year’s contest.

Winning entries are ranked as Gold Star and Silver Star. From those receiving a Gold Star, the Best of Category is selected, which represents the best in the state. This year, the TASA Communications Department received a Best of Category Award for its Education Expo Exhibitor Prospectus. The department also received awards for distinguished achievement in the category of advertisement, magazines, Web site, image/identity packages, and brochures.

When choosing an engineering firm, it’s best to go by the numbers.

Director of Communications Gina Friedman said, “We are especially proud of our Best of Category award for our exhibitor prospectus, which was rated excellent in every category—overall quality of product, clarity of information presented, visual appeal, creativity of product, and accomplishment of objectives.”

• 575 Texas school districts served • 29 years of service to the education community • 47 colleges, universities and other public schools throughout the country served When you need quality air-conditioning, mechanical, electrical or technology design/engineering services, just do the math. You’ll find our experience adds up. Whether you’re building a new facility or updating an existing one, replacing old air-conditioning, initiating an energy management program or wiring your school to connect classrooms to the Internet, our expertise can benefit you. For further information, contact James McClure, P.E. in our Tyler office. When you go by the numbers, it all adds up to Estes, McClure & Associates, Inc.

The awards listed below were presented to Ann Halstead, assistant executive director; Gina Friedman, director of communications; Emmy Starr, graphics coordinator; and Karen Limb, editorial coordinator.

Best of Category Education Expo Exhibitor Prospectus Gold Star INSIGHT Technology Leadership Academy Web site Technology Leadership Academy Advertisement

Celebrating 29 Years

Silver Star Membership and Member Services Packet 3608 West Way, Tyler, TX 75703 phone 903-581-2677 w fax 581-2721 visit our web site at estesmcclure.com

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President’s

MESSAGE

Educational Excellence Vision! Inspiration! Collaboration! Participation! These are the words that come to mind when I think of TASA. The mission of TASA is to promote, provide, and develop leadership that champions educational excellence.

Since it’s inception, our association has actively pursued its goal of promoting excellence and developing leadership at the elementary and secondary levels throughout the state.

As with any organization, it’s the active participation of the members that brings TASA to life. It is the members who make the difference in the lives of others. By being involved in our association—whether by serving on a committee, participating in workshops, or taking advantage of other TASA programs and services—you will grow professionally and personally, and the lives of the children in your care will be enhanced.

Please take time to review the numerous professional services and opportunities that TASA membership provides—the benefits are limitless.

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Executive Director’s VIEW

TASA Thanks Its Corporate Partners In the midst of the 78th Texas Legislature, I know you are concerned about the various proposals to reduce funding for public education in the coming biennium. Legislative leaders have requested that each state agency submit revised appropriations requests that reflect a 12.5 percent reduction from their original request for the two-year period beginning September 1, 2003. For TEA, this amounts to a $2.8 billion reduction from its original legislative appropriations request. Such reductions would have a perilous impact on Texas public schools—forcing the elimination of programs and a reduction in personnel. TASA staff is working diligently on behalf of association members as the legislative deliberations continue. We remain hopeful that legislative leaders and state officials will realize the adverse impact of such drastic reductions on the educational programs that have been implemented in recent years and take steps to provide the revenue that is so desperately needed in order to continue the educational progress across Texas.

While TASA relies heavily on member support to sustain the association’s mission of promoting, providing, and developing leadership that champions educational excellence, the association has a diversified revenue base to support TASA programs and services. For a number of years, TASA, like many professional associations, has endorsed various products and services, generating royalties through license agreements that authorize the use of TASA’s name in the marketing of these products. Last year, the Executive Committee approved a Corporate Partner program to further enhance TASA’s relationship with private-sector providers of school-related products and services. In this issue of INSIGHT, we recognize the 21 companies that committed their support to TASA during the past year by participating in this important program.

TASA’s Corporate Partner program furthers TASA’s mission and is intended to mutually benefit the association and these corporate partners. Through a variety of advertising, sponsorship, and exhibit opportunities, the program offers a planned opportunity for these companies to participate in a broad-based program with ongoing recognition and visibility at TASA functions throughout the year. I hope you will review the list of TASA’s current corporate partners and express your appreciation for their support. If you would like to recommend other companies that should be added to this list, please let us know. Their support is critical to the success of our association and we greatly value their commitment. And, when school budgets are tight, this collaboration is even more important. We deeply appreciate your support and the support of these companies.

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Texas Association of School Administrators

Mission, Goals, and Objectives Mission The mission of the Texas Association of School Administrators is to promote, provide, and develop leadership that champions educational excellence.

Vision TASA provides support for school leaders through: • Fostering programs and activities that focus on leadership development • Impacting laws, policies, and practices that will improve education • Supporting and promoting research-based decision making • Developing, retaining, and supporting highly qualified educational leaders • Cultivating positive school climates in which quality education can thrive • Enhancing the influence of and respect for educational leaders • Recognizing diversity and building on commonalties • Serving as a catalyst for cooperative efforts

General Goals and Objectives Quality Student Learning To promote and provide leadership for the advancement of education in order to attain programs that result in high levels of student achievement Positive School Climates To engage in activities that foster positive climates for learning and to advocate as a high priority of our society a public understanding of and support for quality education Systemic School Improvement To promote ongoing, proactive leadership that recognizes and utilizes a systemic approach to improvement and restructuring in education Ongoing Professional Development To offer high-quality, professional development opportunities for educational leaders in order to promote effective organizational management and leadership

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Proactive Governmental Relations To impact laws, regulations, and decisions to improve the quality and effectiveness of education, and to elevate the status of educational leaders in the governmental decision-making process Advanced Educational Technology To promote the development and effective utilization of advanced educational and administrative approaches and technologies Synergistic Organizational Relationships To recognize and respect diversity and to build upon commonalties between educational organizations in efforts to achieve mutual goals for the benefit of Texas schoolchildren Effective Member Assistance To provide educational leaders and their systems of education with well-managed, innovative services that assist in the orderly and effective discharge of professional responsibilities for quality education programs and student achievement

Membership The membership of the Texas Association of School Administrators is a diverse group of education leaders—ranging from superintendents and deputy superintendents to curriculum and personnel directors to business managers. Our members are, generally, an involved, concerned group, and meeting their professional needs and goals is of primary importance to the association. With many different categories of administrators, it is our challenge to offer professional development opportunities and services that will meet the unique needs of the largest possible percentage of our membership.

There are four categories of dues-paying members: Active Members are those who (1) meet the requirements for a professional administrator’s certificate as determined by the State Board of Education; (2) have equivalent professional training; (3) serve in administrative positions; and/or (4) teach persons preparing for education or educational administration.

Associate Members are individuals who are interested in any phase of school administration and who are not eligible for active membership. TASA’s associate members include school architects, attorneys specializing in school law, representatives of educationrelated businesses and associations, and school suppliers. TASA’s associate members are valuable supporters of our programs, services, and purpose. They receive all TASA publications, but are not eligible to vote.

College/University/State Agency Members are professors who are employed full-time in a college or university department of educational administration and persons who are employed by Texas state agencies. These members are eligible for active membership in the association upon payment of one-half the minimum annual membership for active members who are not superintendents.

Student Members are individuals currently enrolled in a college or university department of educational administration who are not employed in a full-time administrative position other than at the campus-level. Student members receive all TASA mailings and publications, but are not eligible to vote. Our student members are an enthusiastic, dedicated group, and we look forward to welcoming them as active members once they attain full-time administrative positions.

Honorary Life Members are an important non-dues paying segment of our membership. These retired administrators serve as the cornerstone of our association. Without their dedication and involvement, both past and present, TASA would not be the strong, viable association it is today.

We promote and encourage their involvement in the association’s activities.

If you have questions about your membership, would like to recommend individuals in your district for membership, or need additional information about becoming a member, please contact Barbara Schlosser, membership and data services coordinator, 512-477-6361 or 800-725-8272.

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Texas Association of School Administrators

Membership Comparisons 1997–98 through 2001–02 Category Superintendent Central Office Education Service Center University/College Association/Agency Miscellaneous Paid Life Retired Total Active Members Associate Student Total All Members

1997–98 1008 586 57 52 18 30 15 1766

1998–99 987 629 61 51 17 34 14 1793

1999–2000 992 660 58 54 15 32 14 1825

2000–2001 991 673 54 49 15 38 15 1820

2001–2002 988 712 48 34 13 31 22 1848

92 79 1937

105 24 1922

161 47 2033

157 60 2052

141 53 2042

Investing in Progress Any strong, viable organization requires a continuing source of revenue to fulfill its goals and objectives, and TASA is no exception to that rule. In order to drive the development and delivery of association programs and services, TASA relies on diversified revenue sources, including membership support, the TASA/TASB Annual Convention, seminars and training, corporate sponsorships, program endorsements, and building operations.

The chart below illustrates TASA’s revenue sources for 2001–2002.

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Governmental Relations With the active assistance of its members, TASA’s Governmental Relations Department plays a vital role in the legislative process. TASA is dedicated to supporting legislative policy that embraces the concepts of local control, state responsibility, and federal concern. The core business of education organizations is to ensure learning for all students. In keeping with this tenet, school leaders must work to prepare students to meet and exceed rising academic standards, recruit and retain qualified personnel, and educate a growing population of students with diverse and special needs. In addition, school officials must focus on building and maintaining adequate facilities; paying the escalating costs of employee compensation and benefits, utilities, fuel, insurance, and supplies; and complying with state and federal regulations and judicial mandates. The combined impact of these factors places a tremendous burden and responsibility on the public schools of this state.

During each legislative session, the Governmental Relations Department monitors all bills filed that relate to education matters. Legislation must be tracked with a watchful eye, as not all bills dealing with education are assigned to the House Education or Senate Education Committees. It is the staff ’s responsibility to monitor all bills from filing to final passage, keeping TASA members informed as to the status of each bill.

When a bill of particular significance is introduced in committee, testimony is prepared and presented on behalf of the association. Staff prepare amendments to modify legislation and recruit sponsors for those amendments.

When in legislative session, TASA provides continuous updates on legislative developments on the association’s Web site, TASAnet. The Governmental Relations Department publishes Capitol Watch, TASA’s online legislative news bulletin, as well as a listing of bills being tracked by TASA, along with summaries prepared by TASA staff.

The full bill text is posted daily in a searchable format on the Texas EduPortal. In addition, TASA XPress News is faxed weekly to subscribers.

If you have questions for TASA’s Governmental Relations Department, please contact Associate Executive Director Karen Soehnge, 512-477-6361 or 800-725-8272.

Legislative/Governmental Consultant Services Legislative advocacy is considered by TASA members to be one of the most important benefits of association membership. We devote significant time, energy, and resources to legislative and state policy matters. For that reason, TASA initiated Legislative/Governmental Consultant Services (LCS) during the 1997 legislative session.

Today, more than 274 members provide monetary support to these services.

LCS enables TASA to obtain legal counsel on legislative issues, legislative bill analysis, and related training. With the help of David Thompson, attorney, Bracewell & Patterson, L.L.P., and other consultants, these services have strengthened and unified the association’s legislative efforts and helped us achieve a number of important goals.

As we proceed through the 78th Legislative Session, we will be counting on external support from a team of experts, including Thompson, TASA General Counsel Neal Adams, and legislative consultants Beamon Floyd and Louann Martinez.

If you have questions about TASA’s Legislative/Governmental Consultant Services, please contact Associate Executive Director Karen Soehnge, 512-477-6361 or 800-725-8272.

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Legal Support Program TASA’s Legal Support Program is an important benefit for all active members of the association—enhancing the quality of education administration by providing financial assistance to active members who may become involved in legal proceedings relating to their professional duties, responsibilities, and/or employment.

“During the past year alone, more than 100 members have taken advantage of this service on issues ranging from the superintendent’s contract to superintendent/board relations and other legal matters.”

The program is designed to provide legal assistance to individuals through consultation with the general counsel of TASA. Consultation assistance up to $350 is available to each active member. The Executive Committee annually reviews the total amount designated for legal consultation and the total amount of consultation per active member.

Criteria for the Legal Support Program An individual requesting assistance through TASA’s Legal Support Program must be an active member of TASA at the time of: (a) the occurrence of the action for which legal remedy is sought; (b) the actual taking of the legal action; and (c) the submission of the request for support.

The Legal Support Program does not apply to activities of a member not carried on in his/her professional capacity. Under this program, all legal support shall be provided through the general counsel of TASA.

For More Information Procedures to be followed when requesting legal assistance through the Legal Support Program will be mailed to any interested TASA member upon request. Permission for consultation with the general counsel of TASA under the Legal Support Program must be secured in advance from the TASA office. If you would like to request assistance or have questions about any aspect of this program, please contact Paul Whitton, Jr., associate executive director, Administrative Services, 512-477-6361 or 800-725-8272.

Communications and Information Systems Enlightened, informed members have made TASA the viable, dynamic organization it is today. The success of the association’s Mission and Goals Statement depends upon keeping our membership abreast of the latest issues and trends in the profession and up to date on where the association is heading. To that end, TASA makes every effort to maintain a strong and active communications program—providing information that can help members command respect, spur activity, and win public support in their districts. The following highlights just a few of the many TASA publications and communications services.

The Communications and Information Systems Department manages the association’s Web site, TASAnet. TASA recognizes that its members have become more technically savvy, not only comfortable with using the Internet but adept at using the Web as a daily tool to find and deliver information. With that in mind, TASA is redesigning TASAnet to fit the new demands of association members and staff— more user-friendly, tightly integrated with members’ real-life needs, and packed with the latest administrative information and tools.

“During 2001–2002, TASAnet had an average of 2.5 million hits per month.”

XPress News is a public policy/legislative fax for subscribers. Published weekly, XPress News lets TASA members know what is happening at the Capitol, who said what and why, and what it all means for school administrators. Written by TASA’s talented Governmental Relations staff, XPress News is informative reading for our members.

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Capitol Watch is TASA’s online legislative news bulletin. Updated regularly during each regular session of the Texas Legislature, Capitol Watch provides up-to-the-minute legislative news, including a list of bills being tracked by TASA. The full bill text is posted daily in a searchable format on the Texas EduPortal.

TASA offers a wide selection of workshops and academies on topics designed to meet the needs of our diverse membership. Each summer a catalog of upcoming professional development opportunities is distributed to the TASA membership so that they can plan their calendars around these exciting workshops, conferences, and seminars. In addition, TASA has started sending e-mail announcements of upcoming professional development opportunities to its members.

Another communications service offered to members is the Educator Job Bank. This service is the most comprehensive, easy-to-use educator job vacancy service in Texas today! This site is an interactive, searchable resource for school districts that are posting jobs as well as for educators who are seeking employment in Texas schools. Positions are grouped into two sections—administrator jobs and teacher/professional support staff positions.

NEW! In January 2003, TASA launched Interchange, TASA’s news bul-

Each year the association publishes its annual TASA Membership Directory.

This directory, sent out to members in late fall, lists current TASA members, officers and Executive Committee members, all other committee members, past presidents, honorary life members, and the association’s constitution and bylaws.

In an effort to provide a guideline for superintendents contemplating or conducting a revision of their contract, TASA, in cooperation with General Counsel Neal W. Adams, developed The Texas Superintendent’s Contract, a reference manual and drafting guide. This informative guide covers the importance of the contract, the elements of the contract, optional clauses, benefit options, and sample contracts. Copies are available for a nominal fee from the TASA office.

letin—replacing the Texas School Administrator. TASA is linking its printed monthly bulletin to additional and/or related information

TASA invites your input on any publication the association produces. If you have suggestions, comments, or concerns that you would like to express, please contact Gina Friedman, director of communications, 512-477-6361 or 800-725-8272.

on TASAnet and also posts Interchange online when it goes to press each month. The news bulletin is the primary vehicle by

TASA’s Employment Central

which “housekeeping” information and announcements (deadlines for workshop registrations, notices of elections) are passed along to the membership. Legislative information, both state and federal, is an important component of the news bulletin as is information on TASA Executive Committee meetings, AASA activities, and professional development opportunities.

The most comprehensive, easy-to-use educator job vacancy service in Texas, plus Texas REAP, an interactive searchable employment resource for educators Texas EduPortal™ An online document-sharing network featuring critical state and federal documents, bestpractice resources, and bill text from the 78th Legislative Session Translation Library of Educational Forms™–Texas Edition An online library featuring more than 60 communication letters, forms, and notices translated into 23 languages, PLUS the new No Child Left Behind Parent Communication resources

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Professional Development

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ASA’s Mission, Goals, and Objectives Statements clearly address the important benefits of participating in professional development activities. A great portion of time, energy, and talent on the part of TASA’s professional development and special services staff, as well as the advisory committees that assist them, are devoted to planning and executing effective programs and workshops.

TASA’s professional development calendar is chock-full of workshops and conferences designed to meet the needs of today’s education leader. These programs are offered in Austin and other major cities in Texas on a scheduled basis. They also are offered upon request in individual school districts and regional education service centers.

TASA’s professional development program offers intentional, continuous learning opportunities for members and other interested educational leaders in a timely, cost-effective manner.

2001–2002 Professional Development Events • • • •

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41st Annual TASA/TASB Convention TASA 10th Annual Spring Conference for School Executives TASA 54th Annual Summer Conference on Education Cosponsor of 16th Annual Texas Assessment Conference and 13th Annual Texas Association of Collegiate Testing Personnel Conference TASA Education Expo in conjunction with the Administrators’ Midwinter Conference on Education TASA/Texas A&M University Administrative Leadership Institute TASA 10th Annual First-time Superintendents’ Academy TASA/AASA 13th Annual National School Facilities Workshop Central Office Academy TASA CEU/Sports Turf Workshops and Maintenance and Operations Workshops

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Conducting Walk-Through Supervision with Reflective Feedback to Maximize Student Achievement Leadership Development Process Two-Day Training of Trainers Action Research: Staff Development Making a Difference Developing User-Friendly Curriculum Guides A Practical Model for Program Evaluation Legal Issues: Open Records, Open Meetings, and Documentation for Nonrenewal Learning Accountability: How Well Are Students Learning the TEKS? Curriculum Alignment for Math and Science, and Language Arts and Social Studies Maximizing Student Achievement through Curriculum and Assessment Design and Delivery Strategic Planning Institute

Texas Leadership Center The Texas Leadership Center (TLC) is a 501(c)(3) nonprofit organization that provides services and seminars to strengthen the leadership of Texas schools. TLC is exceptional in its collaboration with local districts, the Texas Education Agency, education service centers, universities, and representatives from the private sector.

Photo of Technology Leadership Academy

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Through TLC, TASA offers the Technology Leadership Academy—a multi-session academy in which administrators learn to compare the use of technology in their district or on their campus to national standards, plan for technology, provide technology professional development, and lead the district in systems change. In addition, staffing for technology, integrating technology into the curriculum, and total cost of ownership are included.

The academy emphasizes exemplary practices in technology along with research on the effects of technology in the classroom. In between academy sessions, administrators complete online assignments and a personal action plan. Administrators pay an academy registration fee that includes a laptop computer.

Off-Site Professional Development Events D.E.C.I.D.E.: Six Steps in Conflict Resolution Brownsville ISD Building Vertical Teams Fort Bend ISD Transitioning From TAAS to TAKS Orange Grove ISD Leadership Development Process, Participant Level Brownsville ISD

In addition, TLC offers:

Leadership Development Process The Leadership Development Process (formerly known as DuPont Training) provides specific tools and frameworks that involve all participants in the decision-making process.

D.E.C.I.D.E.: Six Steps in Conflict Resolution This training-of-trainers seminar offers an awareness of the constructive nature of conflict, the mind-set and skills of a collaborative negotiator, the problem-solving approach to conflict resolution, and practical approaches for encouraging constructive dialogue among parties with differing opinions.

Building Vertical Teams Vertical teaming is a vehicle used by school districts to promote a coherent system of instruction for students grades PreK–12. This training of trainers seminar is for vertical team developers who have responsibility for guiding the implementation, development, and maintenance of vertical teams on campuses and in districts.

Texas Curriculum Management Audit Center Offered in cooperation with Curriculum Management Systems, Inc., the Texas Curriculum Management Audit Center (TCMAC) is one of the most powerful services offered by the Texas Association of School Administrators. Curriculum auditing offers a focused approach to increasing student productivity.

It is an all-encompassing management tool that gives administrators the impetus and means to improve their entire system for designing and delivering the curriculum.

The curriculum management audit, developed by nationally recognized curriculum expert Fenwick English, offers the most comprehensive examination available of a school district’s curriculum management system. Based on effective schools research and governed by the same principles and standards as a financial audit, the curriculum audit determines how effectively the school district designs and delivers its curriculum.

School administrators across the country who are serious about school reform and restructuring know the tangible results of this proven process, including improved productivity; clear and valid objectives for students; increased control of resources, programs, and personnel; more effective design and delivery practices; and the transformation of curriculum guides into usable management tools. In addition to its proven ability to function as a catalyst for change, the curriculum audit is compatible with other reform efforts, including strategic planning, another service offered by TASA.

For additional information on training opportunities or other services provided by TCMAC, please contact Dian Cooper, assistant executive director, Professional Development, 512-477-6361 or 800-725- 8272.

For additional information on training opportunities or other services provided by the Texas Leadership Center, please contact Ellen Bell, director, 512-477-6361 or 800-725-8272.

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Strategic Planning The public schools of Texas find themselves in the midst of precarious times. From the largest to the very smallest, school districts are facing unprecedented change, complexity, and competition. TASA members are the school leaders of today and tomorrow, and they recognize that they must be prepared to create and manage their district’s future.

and its community—concentrating the district’s resources on objectives that have been mutually agreed upon by everyone concerned.

TASA is committed to helping district leaders plan for the future.

Through its affiliation with The Cambridge Group, TASA offers a strategic planning system—a stellar vehicle designed to help education leaders achieve the goals they have set for their districts. This system is a practical, results-oriented model that has been successfully implemented in school districts of all sizes in Texas and throughout the United States. It is the one system specifically developed within and for the education community.

TASA’s Strategic Planning Institute is designed for the internal facilitator of the strategic plan and/or the district coordinator of an externally facilitated plan. TASA’s Strategic Planning External Facilitation is geared for districts with fewer than 10,000 students that want a complete, turn-key approach to developing a long-range strategic plan. (For districts having more than 10,000 students, external facilitation of the district’s strategic plan is provided directly by The Cambridge Group.)

More than mere long-range forecasting, strategic planning creates the future by concentrating a district’s energy and activity on present results within the context of a three- to five-year comprehensive and unified plan. It is based on a top-down, bottom-up approach that involves every component of both the school district

For more information about Strategic Planning Institutes or External Facilitation Planning, contact Dian Cooper, assistant executive director, Professional Development, 512-477-6361 or 800-725-8272.

Photo of Strategic Planning Institute

Facility Planning Services The Texas Association of School Administrators offers comprehensive facility planning services designed to assist school districts in addressing requirements related to space, educational programming, and long-range planning. TASA’s facility planning services consist of two primary offerings: Comprehensive School Facility Studies and Demographic Analysis & Enrollment Forecasts. The Facilities and Projected Needs study provides the board and administrative staff with important information, including enrollment projections; school capacities; master-plan recommendations; and thorough analysis of each district-owned facility, including the ability to respond to the needs of the district’s instructional program.

Comprehensive School Facility Studies TASA offers Comprehensive School Facility Studies for those districts that require a thorough study of existing facilities and future building needs. The most popular of TASA’s planning services, this study includes the Demographic Analysis & Enrollment Forecast described below, as well as the following: • An extensive evaluation of the condition and educational functionality of existing buildings and sites • A capacity analysis of all district education facilities, reflecting the district’s instructional program • An evaluation of each campus and facility to determine its best use, in light of local programs and state staffing and space requirements • A determination of technology capabilities within existing facilities • Information relative to school facility conformance to state and federal mandates • A series of recommendations and options available to the district to meet current and projected facility needs 22

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Demographic Analysis & Enrollment Forecasts Demographic Analysis & Enrollment Forecasts, a component of TASA’s facility planning services, offers school districts the detailed forecast information needed to proactively plan for the future. This service can include specific population characteristics such as age, sex, and ethnicity.

Components of the Forecast • A 10-year enrollment forecast by grade, by campus, for the entire district • Historic school enrollment for the previous 10 years • Complete data interpretation • Enrollment data clearly spelled out in an easy-to-read chart and table format • Ethnic group enrollment forecasts for each year and school (optional)

TASA facility planning consultants utilize their expertise to synthesize data from a wide variety of regional, state, and federal sources, including (but not limited to) U.S. Census Bureau, State Comptroller and Texas Water Development Board reports, Texas State Data Center, regional councils of government, local utilities, PEIMS data from the Texas Education Agency, and U.S. Department of Commerce reports.

For more information or to obtain a cost estimate for a study in your district, contact Paul Whitton, Jr., associate executive director, Administrative Services, 512-477-6361 or 800-725-8272; or Jerry Gideon, project coordinator, 915-223-1113.

ASRC

ERS

Administrative Services Resource Center (ASRC) offers quality technical and professional solutions essential to running an effective, efficient school district. Subscribers benefit from indepth professional development workshops, extensive resources, and sample documents that pertain to administrative and operational procedures. ASRC assists districts in structuring their school calendar, conducting efficient board meetings, and more. Subscribers also receive special discounts on most TASA workshops, and on valuable research and information resources.

The following are some of the more prominent ASRC services and benefits.

ASRC was created in partnership with the Educational Research Service (ERS), the nationally recognized, independent, nonprofit information resource for school management. An ASRC Basic Subscription provides a wealth of ERS services at either no additional charge or discounted rates. Designed to keep the school district’s leadership team alert and highly informed, the basic package includes the following:

Superintendent’s Briefing Book, 2002–2003 edition. Specific examples and practical ideas to help build and maintain a quality school district. The briefing book was developed by ERS in cooperation with AASA. Workshop Discounts. An average discount of $25 on TASA-sponsored* workshops, including professional development and leadership training. In addition, superintendents of subscribing districts receive complimentary registration to TASA’s Annual Spring Conference for School Executives. *ASRC discounts do not apply to events cosponsored by TASA and TASB (including the TASA/TASB Annual Convention) or by TASA and other organizations.

School Planning Calendars. A personalized district planning calendar at no charge.

Discounted Publications. Special discounted rates on select publications offered through TASA’s Marketplace.

ERS Spectrum. A highly respected quarterly journal of school research containing useful studies and reports prepared by administrators in school districts across the country.

Successful School Practices. An online resource of successful school practices available three times a year.

The Informed Educator Series. A monthly (September–June) in-depth series, summarizing the latest research available at the forefront of K–12 education.

Planning Calendar for Texas Schools. A TASA/ERS publication that provides information on dates of special observances and holidays of interest in planning Texas school activities.

ERS Studies & Reports. Major publications containing valuable data and information essential for decision making and basic operations (available to ASRC Basic Subscriber districts at a 25 percent discount).

On the Same Page. A quarterly, two-page summary of prominent or critical issues based on detailed reviews of research.

Low-Cost Access to ERS Custom Information Response Service. Customized packets of research and information on any K–12 educational issue provided on a pay-per-use basis.

ERS Info-Files. A helpful and easy-to-use collection of the latest research and information on more than 150 topics and issues in education (available to ASRC Basic Subscriber districts at a 25 percent discount).

In addition to the ERS services described above, ASRC subscribers opting for the Comprehensive Subscription level receive a full ERS school district subscription at a special discount of $100 OFF the regular ERS rate. Enhanced services include the following: Access to ERS Custom Information Response Service. Customized packets of research and information on K–12 educational issues. With a Comprehensive Subscription, each district is entitled to a number of free responses based on district size.

Copies of New ERS Studies and Reports. Initial copies of new ERS studies and reports automatically sent to you as soon as they are published (10 to 12 per year).

Substantial Discount on Additional Copies of ERS Publications. A 50 percent discount on additional copies of ERS studies, reports, audiovisuals, CD-ROMs, and other information resources.

For additional information, contact Paul Whitton, Jr., associate executive director, Administrative Services, 512-477-6361 or 800-725- 8272.

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Awards & Scholarships Honorary Life Honorary life membership is extended to individual members, upon approval of the Executive Committee, who are in good standing at the time of retirement, have 10 or more years of TASA membership, and have completed 25 years of active service in the education profession. Nominations for honorary life membership are accepted and reviewed annually. Sixty-six educators were given honorary life memberships in January 2002. (Seventy-three educators received honorary life memberships in January 2003.)

National Superintendent of the Year Established in 1988 and cosponsored by the American Association of School Administrators (AASA) and ARAMARK ServiceMaster Facility Services, this award is bestowed on a superintendent who has demonstrated all-around outstanding leadership. The National Superintendent of the Year has the opportunity to personally present a $10,000 scholarship to a deserving student from his or her high school alma mater. Thomas Tocco, superintendent, Fort Worth ISD, was selected as the Texas nominee for the 2002 program. (Mike Moses, superintendent, Dallas ISD, is one of four finalists for the 2003 award.)

Texas School Board Awards TASA named the Beaumont ISD Board of Trustees as the Outstanding School Board of Texas for 2001. (Cypress-Fairbanks ISD won the award for 2002.) TASA created the School Board Awards competition in 1971 to recognize those school boards that demonstrate outstanding service to the children of Texas.

Discover Card Tribute Award Scholarships TASA is proud to be part of the AASA State and National Discover Card Tribute Award scholarship program. Nine scholarships are awarded annually to applicants in each state who maintain at least a 2.75 cumulative grade point average and who are judged to be the best all-around students based on their outstanding accomplishments in three of the four following criteria areas: special talents,

leadership, community service, and obstacles overcome. TASA coordinates a state-level judging panel composed of representatives from the education, business, and nonprofit sectors.

2002 TEXAS DISCOVER CARD SCHOLARSHIP RECIPIENTS Trade & Technical Studies Saul Arvizu, Memorial High School, San Antonio Rayven D. Bell, Winston Churchill High School, San Antonio Joshua B. Brackin, Little Elm High School, Little Elm Arts & Humanities Studies Kristyn N. Reinders, C.H. Yoe High School, Cameron Garlyn R. Schwarzlose, Blanco High School, Blanco Trinity R. Tibe, Flour Bluff High School, Corpus Christi Science, Business & Technology Heather M. Zidow, Plano West Senior High School, Plano Arjun Vasan, Paul Laurence Dunbar High School, Fort Worth Rohit Singh, Mary Carroll High School, Corpus Christi

Membership Awards Based on the prior year’s membership, TASA recognizes study group chairs whose region achieves 100 percent membership among superintendents, as well as the state membership chair. The award is presented at the Annual TASA/TASB Convention. At the 2002 Convention, six membership chairs were recipients of the Top Cat Award for 2001–2002:

C. Glen Conner Superintendent, Chester ISD Region 5

Mike Motheral Superintendent, Sundown ISD Region 17

Rick Reedy Superintendent, Frisco ISD Region 10

Billy D. Kingston Superintendent, Coahoma ISD Region 18

Max Gordon Superintendent, Brady ISD Region 15

L. Curtis Culwell TASA State Membership Chair

—Honorary Life Members— Truett Absher Superintendent Eagle Mt.-Saginaw ISD 5/31/2002 38

Robert E. Barrett Superintendent Anahuac ISD 5/30/2002 33

Donald E. Bryan Superintendent Sands CISD 5/25/2002 40

Alfred Chance Superintendent Center ISD 6/1/2002

Doug Arnold Superintendent Orange Grove ISD 6/13/2002

David R. Brewer Associate Superintendent for Finance Birdville ISD 6/30/2002 37

Peter C. Cameron Superintendent Lytle ISD 12/20/2002 40

Clead A. Cheek Superintendent Brock ISD 6/30/2002

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Jerry W. Church Superintendent Hermleigh ISD 12/2/2002

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John P. Connolly Superintendent Highland Park ISD (ESC 10) 6/30/2001 40

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James M. Cook Assistant Superintendent Lumberton ISD 8/1/2001 32

Guy G. Gorden Superintendent El Campo ISD 5/30/2002

Harold Cowley Superintendent Talco-Bogata CISD (now Rivercrest ISD) 6/30/1990 35 John H. Craft Assistant Superintendent for Business and Financial Operations Carroll ISD 6/30/2002 30 Anthony Ray Daugherty Superintendent Pottsboro ISD 6/14/2002 30 Dale Dixon Superintendent Huntsville ISD 6/30/1997

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James E. Dunlap Superintendent Hallsville ISD 6/1/2002 34 Nelson Franklin Eichman Superintendent Lipan ISD 11/15/2001 35 Nolan Estes L.D. Haskew Centennial Professor of Public School Administration The University of Texas at Austin 9/30/2002 52 Kerry Garmon Superintendent Saltillo ISD 6/30/2002

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Roger D. Gee Professor, Department of Educational Administration Abilene Christian University 8/31/2002 45 Ronnie Gilliland Assistant Superintendent Troy ISD 6/28/2002 29 Ted Gillum Superintendent Carroll ISD 6/30/2002

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J. Weldon Koepf Superintendent Robert Lee ISD 6/1/2002 32

Ronald E. Rowell Superintendent Clint ISD 6/1/1999 29

Larry E. Stinson Superintendent Colmesneil ISD 6/30/2002 36

Kenneth W. Greene Superintendent Plainview ISD 11/30/2002 29

Ray Bryan LaBeff, Jr. Executive Director ESC Region XVIII 8/30/2001 28

William H. Rushing Superintendent Prosper ISD 11/30/2002 33

Bob E. Griggs Superintendent Birdville ISD 6/14/2002

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Eddie J. Little Executive Director ESC Region VII 6/30/2002

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Charles Lynn Russell Superintendent Hempstead ISD 7/1/2001 34

Martha J. Stone Assistant Superintendent for Curriculum and Instruction Irving ISD 6/27/2002 35

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Gayle F. Lomax Superintendent Snyder ISD 7/31/2002

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Eddie F. Scheer Superintendent Throckmorton ISD 5/30/2002 32

Johnnie Hauerland Superintendent Venus ISD 6/30/2002 39

James A. Monaco Superintendent Aubrey ISD 6/30/2001 30

Steve Schneider Superintendent Valley View ISD (ESC 11) 6/30/2000 30

Ronnie R. Hemann Assistant Superintendent Navasota ISD 6/30/2002 31

Robert A. Montagne Superintendent Orangefield ISD 6/21/2002 43

Gene Shackelford Superintendent Gorman ISD 6/15/2001 30

Barbara A. Herrington Assistant Superintendent of Schools Granbury ISD 6/30/2002 33

Douglas E. Moore Superintendent Liberty ISD 5/31/2002 35

Julian Shaddix Superintendent Dripping Springs ISD 12/31/1989 42

J. Brian Nichols Superintendent Marshall ISD 7/1/2002 29

Dale Smiley Superintendent Joshua ISD 6/30/2002

Curt Parsons Superintendent Hamlin ISD 6/30/2001

Charles R. Hall Superintendent Richards ISD 6/30/2002

Don W. Hooper Superintendent Bend ISD 5/30/2002

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Harold R. Johnson Superintendent Scurry-Rosser ISD 12/19/2001 37 N. Dean Johnson Superintendent Nazareth ISD 2/1/2002 37 Kay F. Karr Superintendent Willis ISD 2/1/2001

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Harold D. King Superintendent Runge ISD 5/30/2002 40 W. Ford King, Jr. Superintendent Woden ISD 7/1/2002 40

Larry J. Taylor Superintendent Crockett County CCSD 5/31/2002 35 Ray Thompson Superintendent Caddo Mills ISD 5/31/2002

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James C. Thompson Superintendent Grapevine-Colleyville ISD 12/31/2000 39 M. R. (Bob) Tilley Superintendent Kirbyville CISD 8/31/2002 36 James Warren Assistant Superintendent, Business Friona ISD 12/31/2001

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J. Herman Smith Superintendent Angleton ISD 6/30/2002 40

Pepper Wells Superintendent Avalon ISD 5/28/2002

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Jim Payne Superintendent Bruceville-Eddy ISD 6/30/2002 43

Randall L. Smith Superintendent Tom Bean ISD 5/31/2002 30

Fred G. Wilkerson Superintendent Cooper ISD 12/1/2001 35

Don R. Posey Superintendent Fairfield ISD 6/30/2002

Byron P. Steele, Jr. Superintendent Schertz-CiboloUniversal City ISD 8/31/2002 37

Wayne T. Wise Superintendent Weimar ISD 1/31/2001

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Dannah M. Procter Superintendent Lingleville ISD 12/19/2002 33 David Ramsey Associate Superintendent Eagle Mt.-Saginaw ISD 5/31/2002 37 Arvel Rotan Superintendent Valley Mills ISD 6/30/2002

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Douglas Steger Superintendent La Poynor ISD 5/31/2002 38

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Charles H. Zepeda Superintendent Odem-Edroy ISD 5/31/2002 34

William E. Stidham Superintendent Bartlett ISD 12/30/2002 33

WINTER 2002 25

TASA Corporate Partner Program For many years, TASA has benefited from corporate support for various association programs. This support has included sponsorship of various activities, receptions, and program development. In recent years, TASA also has created a variety of advertising, sponsorship, and exhibit opportunities for businesses that are interested in the competitive Texas education market. The Corporate Partner Program offers a planned opportunity to participate in a broad-based program with ongoing recognition and visibility at TASA functions throughout the year. Each package offers excellent opportunities for Corporate Partners to experience quality, face-to-face time with school leaders. A sample package includes: • • • • •

Preferred advertising opportunities Logo linked to Web site from the association site Priority exhibit space at two of TASA’s conferences Exclusive sponsorship of TASA’s President’s Receptions Exclusive sponsorship of TASA’s Annual Past Presidents Golf Tournament (beginning 2003) • Association mailing labels (4 sets)

TASA Committees Even the busiest associations often have relatively small staffs assigned to a vast array of responsibilities. To accomplish everything that needs to be done, and get input from as many members as possible, the Texas Association of School Administrators depends on an active network of volunteers to serve on association committees.

TASA committees serve two important purposes. First, they allow TASA to engage in a host of activities and address a vast array of important issues. Through its committees, TASA successfully interacts with other state and national education-related professions, and takes care of association business with maximum member representation. Second, and equally important, by inviting individuals to serve who represent a complete cross-section of the membership, the association ensures that diverse needs are met and opinions are heard.

Executive Committee members and study group chairs are chosen to serve by association members from within their region. Representatives of TASA’s Membership Committee are nominated by their respective Executive Committee member. Members of remaining committees are appointed by the current TASA president and serve a one-year term, with the exception of the Legislative Committee. Members of this committee serve a two-year term, enabling the committee to maintain continuity as it determines the course of TASA’s legislative program.

President’s Circle Corporate Partner Dan McCormack of Apple with TASA Executive Director Johnny Veselka

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INSIGHT

The Executive Committee is the focal committee of the association. The twenty regional members, four at-large members, and four officers work closely with TASA’s executive director and staff to conduct the business of the association. Executive Committee members not only represent the association with outside organizations, but serve as liaisons between TASA and regional members—promoting and explaining the activities and policies of the association.

2002–03 TASA Executive Committee OFFICERS President Don Gibson Superintendent Wall ISD (15) P.O. Box 259 Wall, TX 76957-0259 Phone: 915-651-7790 Fax: 915-651-5081 Email: don.gibson@netxv.net President-Elect Dawson R. Orr Superintendent Wichita Falls ISD (9) P.O. Box 97533 Wichita Falls, TX 76307-7533 Phone: 940-720-3273 Fax: 940-720-3228 Email: dorr@wfisd.net Vice-President and Legislative Chair Michael Hinojosa Superintendent Spring ISD (4) 16717 Ella Boulevard Houston, TX 77090-4299 Phone: 281-586-1100, ext. 6050 Fax: 281-586-1134 Email: mhinojosa@springisd.org Past President Leonard E. Merrell Superintendent Katy ISD (4) P.O. Box 159 Katy, TX 77492-0159 Phone: 281-396-6040 Fax: 281-396-6124 Email: leonardmerrell@katyisd.org

EXECUTIVE COMMITTEE Eliseo Ruiz, Jr. Los Fresnos (1) P.O. Box 710 Los Fresnos, TX 78566 Phone: 956-233-5908 Fax: 956-233-9355 Email: eruiz42@aol.com

Henry D. Herrera Superintendent Alice ISD (2) 1801 E. Main Alice, TX 78332-4140 Phone: 361-664-0981 Fax: 361-660-2113 Email: hherrera@aliceisd.esc2.net

Tom R. Jones, Jr. Superintendent Tidehaven ISD (3) P.O. Box 129 El Maton, TX 77440 Phone: 361-588-6321 Fax: 361-588-7109 Email: tom@tidehavenisd.com

Richard E. Berry Superintendent Cypress-Fairbanks ISD (4) P.O. Box 692003 Houston, TX 77269-2003 Phone: 281-897-4000 Fax: 281-897-4125 Email: richard.berry@cfisd.net

Gail Krohn Superintendent Nederland ISD (5) 220 North 17th Street Nederland, TX 77627-5029 Phone: 409-724-2391 Fax: 409-724-4280 Email: gkrohn@nederland.k12.tx.us WINTER 2002 27

Dorman Jackson Superintendent Crockett ISD (6) 704 Burnet Street Crockett, TX 75835-3145 Phone: 936-544-2125 Fax: 936-544-5727 Email: djackson@esc6.net

Dee W. Hartt Superintendent Tatum ISD (7) P.O. Box 808 Tatum, TX 75691-0808 Phone: 903-947-6482 Fax: 903-947-3295 Email: harttd@tatum.esc7.net

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Vernon N. Newsom Superintendent Mansfield ISD (11) 605 East Broad Street Mansfield, TX 76063-1794 Phone: 817-473-5600 Fax: 817-473-5611 Email: vnnewsom@hotmail.com

George Kazanas Superintendent China Spring ISD (12) P.O. Box 250 China Spring, TX 76633 Phone: 254-836-1115 Fax: 254-836-0559 Email: gkazanas@chinaspring-isd.net

R. Lynn Marshall Superintendent Pittsburg ISD (8) P.O. Box 1189 Pittsburg, TX 75686 Phone: 903-855-3300 Fax: 903-856-0269 Email: rmarshal@pitt.esc8.net

Ron Reaves Superintendent New Braunfels ISD (13) 430 West Mill Street New Braunfels, TX 78130-7993 Phone: 830-643-5700 Fax: 830-643-5701 Email: rreaves@newbraunfels.txed.net

Randel R. Beaver Superintendent Archer City ISD (9) P.O. Box 926 Archer City, TX 76351-0926 Phone: 940-574-4536 Fax: 940-574-4051 Email: randel.beaver@esc9.net

Rick Howard Superintendent Comanche ISD (14) 405 North Lane Street Comanche, TX 76442-2328 Phone: 915-356-2727 Fax: 915-356-2312 Email: rhoward@comancheisd.net

Kay E. Waggoner Superintendent Red Oak ISD (10) P.O. Box 9000 Red Oak, TX 75154-9000 Phone: 972-617-2941 Fax: 972-617-4333 Email: kaywag@swbell.net

Billy Jack Rankin Superintendent Bangs ISD (15) P.O. Box 969 Bangs, TX 76823-0969 Phone: 915-752-6612 Fax: 915-752-6253 Email: billy.rankin@netxv.net

INSIGHT

Danny R. Cochran Superintendent Boys Ranch (16) P.O. Box 219 Boys Ranch, TX 79010-9999 Phone: 806-534-2221 Fax: 806-534-2384 Email: dcochran@boysranch.isd.tenet.edu

Ken McCraw Superintendent Lamesa ISD (17) P.O. Box 261 Lamesa, TX 79331-0261 Phone: 806-872-5461 Fax: 806-872-6220 Email: kmccraw@lamesa.esc17.net

M. David Kennedy Superintendent Terrell County ISD (18) 315 North First Sanderson, TX 79848 Phone: 915-345-2515 Fax: 915-345-2670 Email: dkennedy@esc18.net

Paul L. Vranish Superintendent Tornillo ISD (19) P.O. Box 170 Tornillo, TX 79853-0170 Phone: 915-764-2366 Fax: 915-764-2120 Email: vranishpl@tornilloisd.net

Alton J. Fields Superintendent Pleasanton ISD (20) 831 Stadium Drive Pleasanton, TX 78064-2499 Phone: 830-569-1200 Fax: 830-569-1249 Email: altonfields@mac.com

AT-LARGE MEMBERS Dana S. Marable Superintendent Longview ISD (7) P.O. Box 3268 Longview, TX 75606-3268 Phone: 903-381-2200 Fax: 903-753-5389 Email: dmarable@lisd.org

Hector Montenegro Superintendent Ysleta ISD (19) 9600 Sims Drive El Paso, TX 79925-7225 Phone: 915-434-0000 Fax: 915-591-4144 Email: hmontenegro@ysleta.isd.tenet.edu

Debra K. Nelson Assistant Superintendent for Curriculum and Instruction Frisco ISD (10) P.O. Box 910 Frisco, TX 75034-0910 Phone: 469-633-6000 Fax: 469-633-6050 Email: nelsond@friscoisd.org Ronald Peace Superintendent Victoria ISD (3) 102 Profit Drive Victoria, TX 77901 Phone: 361-576-3131 Fax: 361-788-9643 Email: ron.peace@visd.com

EXECUTIVE DIRECTOR Johnny L. Veselka TASA 406 East 11th Street Austin, TX 78701-2617 Phone: 512-477-6361 Fax: 512-482-8658 Email: jveselka@tasanet.org

WINTER 2002 29

Study Group/Membership Chairs TASA Study Group/Membership chairs play a vital role in the business of the association—serving as a vehicle for communication, providing programs for professional development, and conducting regional study group meetings at various times throughout the year. Some study groups meet monthly, others as often as distance permits. Study group meetings are held to conduct association business, hold regional elections as needed, and to discuss relevant issues confronting the profession. Study group meetings are open to all TASA members, who are encouraged to bring potential members from their districts.

The committees listed on the previous pages are those having the most visible contact with the regional membership; all committees and committee members, however, play a vital role in the success of the association. We salute our 2002–2003 committee members and thank them for their generous donation of time, effort, and energy to this important TASA function. Our members keep TASA thriving—only through their participation and leadership can we continue to actively respond to our mission. If there is a committee on which you would like to serve, please contact TASA Executive Director Johnny Veselka, 512-477-6361 or 800-725-8272.

Study Group/Membership Chairs James E. Wilcox, state membership chair Superintendent Hooks ISD (8)

John B. Booth Superintendent Beckville ISD (7)

William G. Ash Superintendent Breckenridge ISD (14)

Beverly Felts Superintendent Fannindel ISD (8)

Johnny W. Clawson Superintendent San Saba ISD (15)

Danny W. Taylor Superintendent Burkburnett ISD (9)

John C. Wilson Superintendent Childress ISD (16)

David Barbosa Superintendent Grand Prairie ISD (10)

Steve R. Burleson Superintendent Spur ISD (17)

Ray Eldon Braswell, Jr. Superintendent Denton ISD (11)

Billy D. Kingston Superintendent Coahoma ISD (18)

Gus Martin Hollomon Superintendent Lumberton ISD (5)

Susan Luce Assistant Superintendent for Curriculum Groesbeck ISD (12)

Paul L. Vranish Superintendent Tornillo ISD (19)

Gary Adams Superintendent Normangee ISD (6)

Dean Andrews Superintendent Liberty Hill ISD (13)

Lisandro Ramon Superintendent Lyford CISD (1) Martha Salazar-Zamora Superintendent Kingsville ISD (2) Edgar Schubert Superintendent Woodsboro ISD (3) Billy Bob Parker Superintendent Devers ISD (4)

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John P. Kelly Superintendent Boerne ISD (20)

2002–2003 TASA Committee Members AASA Advisory Council Leonard E. Merrell Superintendent Katy ISD (4)

Dawson R. Orr Superintendent Wichita Falls ISD (9)

Don Gibson Superintendent Wall ISD (15)

Administrative Services Committee Rick Howard, chair Superintendent Comanche ISD (14) Sylvia R. Hatton Executive Director ESC Region I (1) Paul Edward Czerwinski Superintendent Agua Dulce ISD (2) Steve Lackey Superintendent George West ISD (2) Joseph T. Patek III Superintendent Hallettsville ISD (3)

Gary W. Rotan Superintendent Stafford Municipal School District (4) Larry Dickerson Superintendent Kountze ISD (5) Randall James Berryhill Superintendent Caldwell ISD (6) Willis R. Mackey Superintendent Navasota ISD (6) Eddie Dunn Superintendent Troup ISD (7)

Thomas Earl Randle Superintendent Lamar CISD (4)

Mary Lookadoo Superintendent Mineola ISD (7)

Michael T. Smith Superintendent Forney ISD (10)

Sue Jones Superintendent Brownwood ISD (15)

David E. Simmons Superintendent Tyler ISD (7)

Jerry W. Roy Superintendent Lewisville ISD (11)

Steve R. Burleson Superintendent Spur ISD (17)

J. D. Cox Superintendent Atlanta ISD (8)

Stephen F. Waddell Superintendent Birdville ISD (11)

Berhl L. Robertson, Jr. Superintendent Roosevelt ISD (17)

Danny W. Taylor Superintendent Burkburnett ISD (9)

Carol Ann Bonds Superintendent Rogers ISD (12)

Bobby D. McCall Superintendent Iraan-Sheffield ISD (18)

Anthony Ray Daugherty Superintendent Tioga ISD (10)

Libby Gardner Superintendent Pflugerville ISD (13)

Fred E. Calhoun Associate Superintendent of Operations North East ISD (20)

Michael R. Harper Superintendent Ennis ISD (10)

Johnny W. Clawson Superintendent San Saba ISD (15)

Audit Committee Billy Jack Rankin, chair Superintendent Bangs ISD (15)

Dee W. Hartt Superintendent Tatum ISD (7)

Lu Anna Stephens Professor Texas Woman’s University (11)

Budget Committee Don Gibson, chair Superintendent Wall ISD (15)

Michael Hinojosa Superintendent Spring ISD (4)

Leonard E. Merrell Superintendent Katy ISD (4)

Dawson R. Orr Superintendent Wichita Falls ISD (9)

WINTER 2002 31

Building and Development Committee Leonard E. Merrell, chair Superintendent Katy ISD (4) Robert P. Brezina County Superintendent Harris Co. Depart. of Education (4)

Don W. Hooper AASA Past President Fort Bend ISD (4)

J. D. Cox Superintendent Atlanta ISD (8)

Virginia L. Collier Senior Lecturer Texas A&M University (6)

James E. Wilcox Superintendent Hooks ISD (8)

Quentin S. Burnett Associate Superintendent for Finance Birdville ISD (11)

Terry A. Harlow Executive Director ESC Region XIV (14)

Harold D. Ramm Executive Director Texas Association of Community Schools (12)

Canvassing Committee Ron McMichael, chair Deputy Commissioner for Accountability and Finance Texas Education Agency (13)

Dean Andrews Superintendent Liberty Hill ISD (13)

Bernard Blanchard Superintendent Del Valle ISD (13)

Central Office Advisory Committee Debra K. Nelson, chair Assistant Superintendent for Curriculum and Instruction Frisco ISD (10) Janice Wiley Deputy Superintendent Weslaco ISD (1) Laura G. Lewis Director of Curriculum & Instruction Bay City ISD (3) Linda Harper Pitre Associate Superintendent for Instruction La Porte ISD (4) Mae E. Jones-Clark Chief of Staff & Academic Affairs Beaumont ISD (5)

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Lisa A. Cowart Director of Human Resources Huntsville ISD (6) Charlotte Parramore Deputy Superintendent Hallsville ISD (7) Randy Reed Assistant Superintendent for Administration Sulphur Springs ISD (8) Shelley Schmitz Sweatt Executive Director for Curriculum & Instruction Burkburnett ISD (9) Debra J. Crosby Assistant Superintendent of General Business/Personnel Quinlan ISD (10)

Cathy Rideout Assistant Superintendent for Instructional Services Mesquite ISD (10) Patricia A. Linares Deputy Superintendent of School Management and Instruction Fort Worth ISD (11) Susan P. Holley Assistant Superintendent for Education Services, Area I Killeen ISD (12) Ben Saage Associate Superintendent for Business and Support Services Connally ISD (12)

Philip McBride Assistant Superintendent, Instruction and Operations Lockhart ISD (13) Melissa W. Jones Assistant Superintendent Snyder ISD (14) Leigh Ann Hogg Assistant Superintendent San Saba ISD (15) Brenda E. Butler Director for Elementary Curriculum Borger ISD (16) Keith Bryant Assistant Superintendent Lamesa ISD (17)

Mark W. Holcomb Deputy Superintendent Levelland ISD (17) P. Jeff Bright Business Manager Iraan-Sheffield ISD (18) Olivia Campos Assistant Superintendent for Research, Evaluation, Accountability, and Administration Clint ISD (19) Alicia H. Thomas Associate Superintendent for Instruction North East ISD (20)

Communications & Technology Committee Alton J. Fields, chair Superintendent Pleasanton ISD (20)

Barbara A. Sultis Superintendent Goose Creek CISD (4)

James E. Wilcox Superintendent Hooks ISD (8)

Michael G. Killian Deputy Superintendent Lewisville ISD (11)

Clyde D. Warren Executive Director ESC Region XV (15)

Roberto Zamora Superintendent La Joya ISD (1)

Jimmy R. Creel Superintendent Port Neches-Groves ISD (5)

Russ F. Perry Superintendent Harrold ISD (9)

Linda Monaco Superintendent Little Elm ISD (11)

Gene Sheets Superintendent Muleshoe ISD (17)

Joe T. Farmer Executive Director ESC Region X (10)

Larry G. Devitt Superintendent Mexia ISD (12)

Robert E. Nicks Superintendent Midland ISD (18)

Molly J. Helmlinger Superintendent Midlothian ISD (10)

Paul C. Smithson Superintendent Johnson City ISD (13)

Elizabeth C. Saenz Superintendent Balmorhea ISD (18)

Bobby E. Parker, Jr. Superintendent Waxahachie ISD (10)

Steve Maikell Superintendent Sweetwater ISD (14)

Paul Clore Superintendent Gregory-Portland ISD (2)

Herman L. Smith Superintendent Bryan ISD (6)

Gary L. Crowell Area III Superintendent Fort Bend ISD (4)

Marshall J. McMillan Superintendent San Augustine ISD (7)

Greg Smith Superintendent Alvin ISD (4)

Robert Mark Pool Superintendent Van ISD (7)

Commissioner’s TASA Cabinet of Superintendents Rolando M. Peùa, chair Superintendent Rio Hondo ISD (1)

Kaye Stripling Superintendent Houston ISD (4)

Richard Kitchens Superintendent Pewitt CISD (8)

Erwin A. Sladek, Jr. Superintendent La Grange ISD (13)

Murray L. Murphy Superintendent Big Spring ISD (18)

Jesus H. Chavez Superintendent Corpus Christi ISD (2)

Jimmy R. Creel Superintendent Port Neches-Groves ISD (5)

Russ F. Perry Superintendent Harrold ISD (9)

Rick Howard Superintendent Comanche ISD (14)

VACANT (19)

Jim Hawkins Superintendent DeSoto ISD (10)

Don Gibson Superintendent Wall ISD (15)

Jenny Preston Superintendent Allen ISD (10)

Bill G. Graves Superintendent Paint Rock ISD (15)

Ray Braswell, Jr. Superintendent Denton ISD (11)

James R. Veitenheimer Superintendent Canyon ISD (16)

Randy P. Albers Superintendent Midway ISD (12)

Berhl L. Robertson, Jr. Superintendent Roosevelt ISD (17)

Henry D. Herrera Superintendent Alice ISD (2) Donald T. Egg Superintendent Ganado ISD (3) Leonard E. Merrell Superintendent Katy ISD (4) Thomas Earl Randle Superintendent Lamar CISD (4)

Carrol A. Thomas, Jr. Superintendent Beaumont ISD (5) John Conley II Superintendent Bellville ISD (6) Jerry B. Roberts Superintendent Kilgore ISD (7)

Richard A. Middleton Superintendent North East ISD (20)

WINTER 2002 33

Corporate Partnerships Committee Michael Hinojosa, chair Superintendent Spring ISD (4)

Dee W. Hartt Superintendent Tatum ISD (7)

Vernon N. Newsom Superintendent Mansfield ISD (11)

George Kazanas Superintendent China Spring ISD (12)

Ron Reaves Superintendent New Braunfels ISD (13)

Dawson R. Orr Superintendent Wichita Falls ISD (9)

Vernon N. Newsom Superintendent Mansfield ISD (11)

Alton J. Fields Superintendent Pleasanton ISD (20)

Debra K. Nelson Assistant Superintendent for Curriculum and Instruction Frisco ISD (10)

Rick Howard Superintendent Comanche ISD (14)

Anita M. Pankake Professor, Department of Educational Administration Texas A&M University— Commerce (10)

Diane Patrick Assistant Professor School of Education The University of Texas at Arlington (11)

Richard E. Berry Superintendent Cypress-Fairbanks ISD (4)

Editorial Advisory Committee Don Gibson, chair Superintendent Wall ISD (15) Michael Hinojosa Superintendent Spring ISD (4)

John R. Hoyle Professor of Educational Administration Texas A&M University (6)

Higher Education Committee John R. Hoyle, chair Professor of Educational Administration Texas A&M University (6) Bob Thompson Executive Director, Center for Executive Leadership Lamar University (5)

Alice Fisher Assistant Professor Department of Educational Leadership and Counseling Sam Houston State University (6)

Michael P. Stevens Interim Superintendent Hereford ISD (16)

Fred Hartmeister Associate Professor Texas Tech University (17) Kip Sullivan Professor of Education Sul Ross State University (18)

Sandra Lowery Professor Stephen F. Austin State University (7)

Leadership Development Committee Vernon N. Newsom, chair Superintendent Mansfield ISD (11)

Charlotte A. Baker Deputy Director of Programs & Services ESC Region III (3)

Marla M. Guerra Superintendent South Texas ISD (1)

Betty F. Baitland Superintendent Fort Bend ISD (4)

Charley C. McMath Superintendent London ISD (2)

Elizabeth A. Clark Deputy Superintendent for Curriculum and Instruction Katy ISD (4)

Karen Rue Superintendent Tuloso-Midway ISD (2)

34

INSIGHT

Frederick Schneider Superintendent Pasadena ISD (4)

Guy M. Sconzo Superintendent Humble ISD (4)

Greg Gibson Superintendent Graham ISD (9)

Elizabeth Treadway Superintendent Hardin-Jefferson ISD (5)

L. Curtis Culwell Superintendent Garland ISD (10)

Gary Adams Superintendent Normangee ISD (6) Mark Henry Superintendent Sulphur Springs ISD (8)

Larry Johnson Superintendent Quinlan ISD (10) Rick Reedy Superintendent Frisco ISD (10)

Jose Marcelo Cavazos Associate Superintendent for Instruction Arlington ISD (11) Deborah Cron Superintendent Weatherford ISD (11) Glenn R. Acker Superintendent Copperas Cove ISD (12) Leslie U. Bennett Director of Staff Development and Human Resources ESC Region XII (12)

Vickie Phelps Superintendent Taylor ISD (13)

Lacy A. Hogue Superintendent Baird ISD (14)

James R. Veitenheimer Superintendent Canyon ISD (16)

Harold D. Ramm Executive Director Texas Association of Community Schools (13)

John R. Keys Superintendent Sterling City ISD (15)

Joseph Gallegos Superintendent Sierra Blanca ISD (19)

Ramon Abarca Superintendent Uvalde CISD (20)

Mary L. Zeigler Assistant Superintendent for Curriculum and Instruction Alamo Heights ISD (20)

Legislative Committee Michael Hinojosa, chair Superintendent Spring ISD (4)

David L. Lusk Superintendent Conroe ISD (6)

Cathy E. Bryce Superintendent Highland Park ISD (10)

Sylvester Perez Superintendent San Marcos CISD (13)

Kenneth W. Greene Superintendent Plainview ISD (17)

Rolando M. PeĂąa Superintendent Rio Hondo ISD (1)

James D. Vinson Superintendent Madisonville CISD (6)

Mike A. Moses Superintendent Dallas ISD (10)

Pat Pringle Executive Director ESC Region XIII (13)

Mike Motheral Superintendent Sundown ISD (17)

Mike D. Roberts Superintendent Sinton ISD (2)

James E. Dunlap Retired superintendent (7)

Rick Reedy Superintendent Frisco ISD (10)

Larry R. Throm Deputy Superintendent, Finance Austin ISD (13)

Leonard Kent Superintendent Fort Stockton ISD (18)

Ronald Peace Superintendent Victoria ISD (3)

Dee W. Hartt Superintendent Tatum ISD (7)

Vernon Keith Sockwell Superintendent Northwest ISD (11)

Adrain B. Johnson Superintendent La Marque ISD (4)

Judy Pollan Superintendent Daingerfield-Lone Star ISD (8)

Jim Boyle Superintendent Temple ISD (12)

Leonard E. Merrell Superintendent Katy ISD (4) John E. Wilson Superintendent Clear Creek ISD (4) Pauline Hargrove Superintendent Little CypressMauriceville CISD (5)

James E. Wilcox Superintendent Hooks ISD (8) Greg Gibson Superintendent Graham ISD (9) Dawson R. Orr Superintendent Wichita Falls ISD (9)

Johnny C. Giebler Superintendent Troy ISD (12) Libby Gardner Superintendent Pflugerville ISD (13) Ernie W. Laurence Superintendent Hutto ISD (13)

Marc Williamson Superintendent Fredericksburg ISD (13) Franklin Don Harrison Superintendent Wylie ISD (14) Don Gibson Superintendent Wall ISD (15) Alan Richey Superintendent Bronte ISD (15)

Charles F. Hart, Jr. Superintendent Canutillo ISD (19) Alton J. Fields Superintendent Pleasanton ISD (20) John Folks Superintendent Northside ISD (20) Richard A. Middleton Superintendent North East ISD (20)

Mike Lee Superintendent Booker ISD (16)

President’s Cabinet Don Gibson Superintendent Wall ISD (15)

Leonard E. Merrell Superintendent Katy ISD (4)

James E. Wilcox Superintendent Hooks ISD (8)

Michael Hinojosa Superintendent Spring ISD (4)

Virginia L. Collier Senior Lecturer Texas A&M University (6)

Dawson R. Orr Superintendent Wichita Falls ISD (9) WINTER 2002 35

School Board Awards Committee

Carrol A. Thomas, Jr., chair Superintendent Beaumont ISD (5) Marla M. Guerra Superintendent South Texas ISD (1)

Carol Ann Moffett Superintendent Flour Bluff ISD (2)

Rudy F. Okruhlik Superintendent Brazosport ISD (4)

Robin D. Adkins Superintendent Perryton ISD (16)

Nadine Kujawa Superintendent Aldine ISD (4)

Bruce Wood Superintendent Kaufman ISD (10)

Jerry D. Christian Superintendent Alamo Heights ISD (20)

TASA edPAC Candidate Coordinating Committee Don Gibson Superintendent Wall ISD (15)

Michael Hinojosa Superintendent Spring ISD (4)

Dawson R. Orr Superintendent Wichita Falls ISD (9)

Texas A&M Administrative Leadership Institute Planning Committee Herman L. Smith, chair Superintendent Bryan ISD (6) Arturo Almendarez Assistant Superintendent for School Services in Secondary Instruction Corpus Christi ISD (2) Yvonne Katz Superintendent Spring Branch ISD (4) Leonard E. Merrell Superintendent Katy ISD (4) Barbara Sultis Superintendent Goose Creek CISD (4) John E. Wilson Superintendent Clear Creek ISD (4)

36

INSIGHT

Thomas A. Poe Executive Director ESC Region VI (6)

Michael G. Killian Deputy Superintendent Lewisville ISD (11)

Jack D. Clemmons Superintendent Lubbock ISD (17)

Virginia L. Collier Senior Lecturer Texas A&M University (6)

Linda E. Skrla Assistant Professor, Dept. of Educational Administration Texas A&M University (6)

James M. Boyle Superintendent Temple ISD (12)

Roy C. Benavides Superintendent Ector County ISD (18)

John R. Hoyle Professor of Educational Administration Texas A&M University (6)

Robert E. Nicks Superintendent Midland ISD (18)

James E. Wilcox Superintendent Hooks ISD (8)

Harold D. Ramm Executive Director Texas Association of Community Schools (13)

Elizabeth Treadway Superintendent Hardin-Jefferson ISD (5)

Steve R. Johnson Superintendent College Station ISD (6) Willis R. Mackey Superintendent Navasota ISD (6)

H. John Fuller Superintendent Wylie ISD (10) Jim V. Scales Deputy Superintendent Administrative Services Dallas ISD (10)

Ron Reaves Superintendent New Braunfels ISD (13) Johnny L. Veselka Executive Director TASA (13) Danny R. Cochran Boys Ranch (16)

Ramon Abarca Superintendent Uvalde CISD (20)

NCLB Implementation Update: Responding to the Challenge

by Karen Soehnge and Mima Gonzalez

The No Child Left Behind Act (NCLB) was signed into law on January 8, 2002.

The new law, which authorizes appropriations through fiscal year 2007 (school year 2007–2008), represents perhaps the most sweeping reforms in education since the original Elementary and Secondary Education Act of 1965. In fact, Susan Neuman, assistant secretary, Office of Elementary and Secondary Education, USDE, stated that NCLB (HR 1) is an “audacious plan for educational reform” that is based upon four guiding principles: research, choice, accountability, and flexibility.

TASA has been studying the issues associated with the implementation of all components of the NCLB. We have identified a number of issues that we believe will have significant impact on school districts as this legislation is fully implemented. Some of these key issues relate to the expectations for all teachers and paraprofessionals to be highly qualified by 2005–2006; the definition of highly qualified; the standards for accountability systems, including the definition of annual yearly progress (AYP); and the guidelines for providing choice and supplemental services.

The purpose of this article is to provide our members with a cursory overview of the key components of this federal statute. It is important to note that this complex statute has not yet been fully defined and the Texas Education Agency continues to work with the USDE to clarify the Act and to create rules for statewide implementation. Consequently, the following information is what is known or being discussed at this point in time, and changes are anticipated as the negotiations between TEA and the USDE continue. TASA continues to work with TEA and other state leaders to encourage statewide responses to NCLB that provide flexibility to local districts.

According to the USDE, the overall purpose of the NCLB Act is to ensure that all children have the opportunity to obtain a

high-quality education and reach proficiency on challenging state academic standards and assessments. The specific goals of the law, as delineated by the Federal Register issued on December 2, 2002, are: • By 2013–2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/ language arts and mathematics.

• All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

• By 2005–2006, all students will be taught by highly qualified teachers.

• All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

• All students will graduate from high school.

The Texas Education Agency will identify and submit these performance targets to the U.S. Department of Education during the 2002–2003 school year to be effective beginning July 1, 2003, for the 2003–2004 school year.

Key Elements of NCLB The NCLB Act embodies four key principles—stronger accountability for results; greater flexibility for states, school districts, and schools in the use of federal funds; more choices for parents of children from disadvantaged backgrounds; and an emphasis on teaching methods that have been demonstrated to work. The act also places an increased emphasis on reading, especially for young children; enhancing the quality of our teachers; and ensuring that all children in American schools learn English. In keeping with these principles, the NCLB Act affects virtually every program authorized under the Elementary and

Secondary Education Act—ranging from Title I and efforts to improve teacher quality to initiatives for limited English proficient (LEP) students and safe and drug-free schools.

Highly Qualified Teachers The NCLB Act defines “highly qualified” (HQ) differently based upon whether a teacher is a new teacher or an existing teacher, and the criteria also is different for elementary and secondary teachers. The definition of new is still undecided in terms of the date when this fully goes into effect. The first step for determining if a teacher is HQ begins with establishing whether the teacher has met ALL three of the following criteria.

Step I: ALL Teachers • Bachelor’s degree (or higher) • Full State certification • Demonstrated competency in assigned teaching field The process for determining HQ is different for new and existing teachers. For new elementary teachers, they must pass the appropriate ExCET or TExES exams for all content or grade levels taught. The state content-based exams, ExCET or TExES, are used to enable a new teacher in meeting the third criterion in step I—demonstrating competency. The ExCET and the new TExES have been approved by USDE as meeting the standard for demonstrating competency. The TECAT exam, which was administered to all teachers certified prior to 1986, was not approved by the USDE as having the appropriate rigor to be approved as a qualifying assessment; therefore, it cannot be used to demonstrate competency.

For existing elementary teachers, they must pass the appropriate ExCET or TExES or demonstrate competency through another means. The state agency, like all other states, must develop a uniform state standard evaluation (USSE) that can be used to establish HQ when a teacher has not taken the ExCET or TExES. WINTER 2002 37

QUESTIONS: Step II: Elementary Teachers New Pass the appropriate ExCET or TExES

Existing Pass the appropriate ExCET or TExES Or Meet USSE

New secondary teachers meet the third standard in Step I through passing the appropriate ExCET or TExES exams or demonstrating competency by having an academic major, graduate degree, or coursework equivalent to an undergraduate major in the subject area taught.

For existing secondary teachers, competency may be demonstrated by passing the appropriate ExCET or TexES; or by having an academic major, a graduate degree, or coursework equivalent to an undergraduate major in the subject area taught. NCLB also allows for a third option to existing middle school and high school teachers to show competency and this is through meeting USSE.

hours, coursework in the content area or a related area, and scores on the appraisal system to create a formula that would enable teachers to demonstrate competency. It is anticipated that the state agency will have the USSE for Texas developed later this spring.

Please refer to the chart on p. 40, NCLB Highly Qualified Teacher. This flowchart has been developed by the Texas Education Agency to demonstrate the requirements for meeting the provisions of NCLB and the standards to be considered highly qualified.

All teachers must demonstrate competence in every subject area they teach. It is anticipated that once a teacher meets all the standards to be considered HQ, then he/she would not have to again demonstrate competence unless the teaching assignment were to change.

The NCLB definition of “highly qualified” does not completely align to current State Board for Educator Certification (SBEC) rules. Teachers who are allowed Step II: Secondary Teachers to teach certain courses under the SBEC structure or assignment rules may not meet the definition of “highly Existing New qualified.” Also, teachers who do Pass the appropriate Pass the appropriate meet the definition of “highly qualiExCET or TExES ExCET or TExES fied” may require an SBEC permit under the state certification strucOR OR ture.

Further, it should be noted Hold an academic Hold an academic that the NCLB does not allow for major, a graduate major, a graduate the certification requirement to be degree, or coursework degree, or coursework waived on an emergency, temporary, equivalent to an equivalent to an or provisional basis. undergraduate major undergraduate major in the courses taught

in the courses taught

OR Meet USSE

OR Meet USSE

The state is in the process of developing a uniform state standard of evaluation (USSE) that can be used to assist existing teachers in demonstrating competency.

The USDE has guidelines for the development of this evaluation, yet this evaluation does not require approval from the federal government. Currently, a variety of models for USSE are being discussed. One model being considered combines years of experience, professional development 38 INSIGHT

Current SBEC rules require the candidate to pass certification exams in both pedagogy and the appropriate content area. Teachers certified under current state rules and teaching in their area of certification meet the NCLB definition of “highly qualified.”

TASA has identified several areas of particular concern related to implementation of the requirements for meeting the highly qualified components of NCLB. Following are just a few questions related to concerns about the impact of this comprehensive piece of federal legislation on our state.

What is the cut-off date for identifying teachers as “new” or “existing”?

The law went into effect in July of 2002, so new could be defined as any teacher entering the field after this date. TASA has encouraged TEA to explore with the USDE the possibility of using August 2006, since the cut-off date for the law states that all teachers must be highly qualified by the end of the 2005–2006 school year.

Consequently, August of 2006 is the final date in the federal statute.

What about teachers who hold a state certificate issued prior to 1986?

The NCLB requires that teachers be certified based upon passing a rigorous content and pedagogical exam. The ExCET and the new TExES meet the standards in NCLB and they are considered qualifying exams.

However, the TECAT is not a qualifying exam, so teachers certified prior to 1986 will have to demonstrate competency through a USSE. What systems or processes will the state employ to have teachers demonstrate competence if they were certified prior to 1986 when the ExCET was implemented?

The state must develop a uniform state standard of evaluation (USSE) that would be employed to establish whether a teacher is highly qualified in every course he or she teaches.

What about teachers of students in special education programs or teachers serving students assigned to Alternative Education Programs (AEPs)?

At present, the USDE says that teachers must meet the “highly qualified” standard in every subject they teach. Because of the unique nature of these positions and the wide variety of subjects that these teachers are often expected to teach, it will be very difficult to comply with this expectation. We are encouraging the state agency to explore with the USDE options that would provide flexibility for these kinds of positions.

What about individuals participating in Alternative Certification Programs (ACPs)?

Currently, the USDE is interpreting the NCLB statute as requiring the demonstration of competency before one can teach.

So, individuals participating in ACPs or other alternative routes to certification will have to first pass the appropriate content ExCET or TExES exam prior to entering the classroom.

Highly Qualified Paraprofessionals NCLB requires that paraprofessionals hired after January 8, 2002, and working in a program supported by Title I, Part A funds, must have a high school diploma or a General Educational Development (GED) high school equivalency certificate and meet one of the following qualifications: • have completed at least two years of study at an institution of higher education; or • have obtained an associate’s (or higher) degree; or • have met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment ✓ knowledge of, and the ability to assist in instruction, reading, writing, and mathematics; or ✓ knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

could be used to assist paraprofessionals in meeting the requirements of NCLB. Local school districts may create their own academic assessments to document a paraprofessional’s knowledge and ability as described in statute.

The State Board for Educator Certification has three levels of Paraprofessional Certificates; however, these are not based on academic criteria.

The SBEC Paraprofessional or Instructional Aide certificates do not match the requirements of the NCLB definition of “highly qualified” paraprofessional.

Accountability States must develop and implement a single, statewide accountability system designed to ensure that all districts and

“…the law mandates the fundamental restructuring

Please refer to the chart on p. 41, Title I, Part A Paraprofessionals Who Have Instructional Duties. This flowchart has been developed by the Texas Education Agency to demonstrate the requirements for meeting the provisions of NCLB and the standards to be considered highly qualified.

period of time.”

Preliminary guidance from the USDE indicates that these requirements apply on a Title I, Part A schoolwide campus to any paraprofessional who is providing instruction.

Texas currently has no state academic assessments for paraprofessionals. There has been some discussion at the state level about creating a statewide assessment that

TEA is working on the development of a new statewide accountability system to comply with the requirements of NCLB.

Assessment Subjects and Grades Tested NCLB requires states to implement at a minimum the following annual assessments –

Existing paraprofessionals hired before January 8, 2002, and working in a Title I, Part A program, must meet one of the three alternatives listed above for qualifying new paraprofessionals by January 8, 2006.

The qualification requirements for new and existing paraprofessionals do not apply to those whose primary responsibility is to serve as a translator or whose duties consist solely of conducting parental involvement activities in Title I, Part A programs.

create annual assessments that measure what children know and can do in reading and mathematics in grades 3 through 8.

These tests, based on challenging state standards, will allow parents, educators, administrators, policymakers, and the general public to track the performance of every school in the nation. Annual “report cards” will provide comparative information on the quality of schools and will allow parents the opportunity to make informed choices about their children’s education.

of any school that fails to improve over an extended

Through the 2004–2005 school year, the state must administer assessments in reading/language arts and mathematics at least once in – • grades 3–5 • grades 6–9 • grades 10–12 Beginning in the 2005–2006 school year, the state must administer assessments in reading/language arts and mathematics – • in each of grades 3–8 and • at least once in grades 10–12

schools make adequate yearly progress (AYP) and to hold those districts and schools not meeting AYP accountable.

Schools that do not make AYP will be identified and held to increasingly more rigorous sanctions designed to bring about meaningful change in instruction and performance. Furthermore, students in lowperforming schools will have the option to transfer to other public schools or to obtain supplemental education services. Finally, the law mandates the fundamental restructuring of any school that fails to improve over an extended period of time.

According to the USDE, the NCLB Act is designed to help all students meet high academic standards by requiring that states

Beginning in the 2007–2008 school year, the state must administer assessments in science at least once in – • grades 3–5 • grades 6–9 • grades 10–12 The state meets the current assessment requirement under NCLB in all areas except science. Our state assessment program must be expanded to include a science assessment in the middle grades beginning in the 2007–2008 school year in order to comply with NCLB. continued on page 42 WINTER 2002 39

NCLB HIGHLY QUALIFIED TEACHER HIGHLY QUALIFIED

All teachers must be “Highly Qualified” by the end of School Year 67789677:

Title I0 Part A teachers must be “Highly Qualified” when hired;

Bachelor’s Degree Full State Certification Demonstrates Subject Competency

Secondary

Elementary New

Existing

Pass ExCET or TExES

Pass ExCET or TExES OR

New

Existing

Pass Pass ExCET or TExES ExCET or TExES OR

OR

Meet USSE

Meet USSE FOR ACADEMIC SUBJECT TAUGHT:

OR

• Academic Major0 OR • Graduate Degree0 OR • Coursework Equivalent to an undergraduate magor

FOR ACADEMIC SUBJECT TAUGHT: • Academic Major0 OR • Graduate Degree0 OR • Coursework Equivalent to an undergraduate magor

40

INSIGHT

TITLE I, PART A PARAPROFESSIONALS WHO HAVE INSTRUCTIONAL DUTIES Campus Receives Title I, Part A funds?

YES NO Are you a Targeted Assistance Campus or a Schoolwide Campus?

Paraprofessional Qualifications Not Applicable

Targeted Assistance campus: ONLY a paraprofessional with instructional duties whose salary is paid from Title I, Part A funds are impacted.

Schoolwide campus: ALL paraprofessional with instructional duties are impacted without regard to the source of funds of the position.

Paraprofessionals hired after January 8, 2002, must meet ONE of these three options when hired.

Paraprofessionals hired on or before January 8, 2002, must meet ONE of these three options by January 8, 2006.

Completed at least 2 years of study at an institution of higher education.

Obtained an associate’s (or higher) degree.

Met a rigorous standard of quality and can demostrate, through a formal academic assessment, knowledge of, and the ability to assist in instructing, reading (or reading readiness), writing (or writing readiness), and mathematics (or mathematics readiness), as appropriate.

WINTER 2002 41

Adequate Yearly Progress NCLB requires the state to implement a single accountability system to ensure that all students make adequate yearly progress toward meeting the state’s student academic achievement standards. Adequate yearly progress (AYP) must include the following components: • a timeline for making AYP that

•

•

•

•

ensures that all students in all student groups will meet or exceed the state’s proficient level of achievement no later than 2013–2014. separate starting points based on 2001–2002 data in reading/language arts and mathematics for measuring the percentage of students meeting or exceeding the state’s proficient level of academic achievement. intermediate goals that increase in equal increments over the period covered by the timeline, with the first incremental increase to take effect not later than the 2004–2005 school year. annual measurable objectives that identify a minimum percentage of students that must meet or exceed the proficient level of academic achievement and ensure that all students meet or exceed this level within the established timeline. other academic indicators, one of which must be graduation rate for public high schools and at least one academic indicator for elementary schools and at least one academic indicator for middle schools. These may include, but are not limited to—

✓ grade-to-grade retention rates ✓ attendance rates ✓ percentage of students completing gifted and talented, advanced placement, and college preparatory courses

In order for the Local Education Agency (LEA) or school district, campus, and state to make AYP, each of the following student 42

INSIGHT

groups must have 95 percent participation on the state’s academic assessment and meet the targets set on the timeline: • economically disadvantaged students • major racial and ethnic groups • students with disabilities • students with limited English proficiency NCLB requires that students with disabilities and students with limited English proficiency be included as student groups for determining AYP for campuses, districts, and the state. Although data are available, the state does not currently treat these as separate student groups in the determination of campus and district ratings. NCLB requires that 95 percent of each student group participate in the state’s academic assessment in order for a campus, LEA, or the state to make AYP. The state does not have a participation requirement although current investigations are triggered through analyses that identify campuses and districts where too few students are tested. NCLB requires the state to develop a 12-year timeline, using the 2002–2003 school year test results for determining the starting points, the intermediate goals, and the annual measurable objectives to ensure that all students achieve proficiency by the 2013–2014 school year.

Starting points must be set using data from the 2001–2002 school year.

The state is currently examining the impact of alternative methods for computing AYP and for computing participation requirements that meet the requirements of NCLB. Various options for submitting AYP starting points based on the 2001–2002 data also are currently under review because the 2001–2002 school year is the last year that TAAS was given. The Texas Assessment of Knowledge and Skills (TAKS) assessment program replaced the TAAS beginning with the 2002–2003 school year.

Beginning in 2003–2004, the state’s measure of adequate yearly progress will change to be in alignment with the AYP requirement under the NCLB Act and the implementation of the TAKS, the new state assessment that will be given for the first time in the spring of 2003.

The state will develop processes to identify schools and districts for school improvement based on two consecutive years of failing to meet AYP, defined as schools receiving a low-performing rating two years in a row or districts rated as academically unacceptable two years in a row.

Schools that do not make AYP must develop an improvement plan to be approved at the district level. The schools will be eligible to receive district or state technical assistance designed to improve teaching and learning. The school and district will be required to undergo stricter sanctions for each year that a school does not achieve AYP and remains in school-improvement status. Schools or districts identified as in school improvement must make AYP for two consecutive years to exit schoolimprovement status.

Final Comments The NCLB Act of 2001 is a comprehensive reform effort. This article addresses just a few of the major requirements or issues associated with this federal statute. Other key components include requirements for school choice, including identifying schools as “persistently dangerous;” provisions for providing supplemental services; and new requirements for providing for homeless children. More information regarding the aforementioned issues and other information of NCLB will be forthcoming to TASA members.

TASA continues to work with the Texas Education Agency as it continues its dialogue with the USDE in the development of our state response to the NCLB Act of 2001. As more is known about this sweeping legislation, TASA will provide this information to its members through organizational newsletters such as Capitol Watch, our online legislative newsletter available at TASAnet.org, and through training events and annual conferences.

Karen Soehnge is associate executive director of governmental relations at TASA, and Mima Gonzalez is executive assistant for special projects at TASA and a fellow in The University of Texas Cooperative Superintendency Program.

©Comstock Images

Successful Migrant Education Programs Honored

S

ome 111 school districts and 280 campuses were recognized for successfully educating migrant students by the Texas Education Agency’s Division of Migrant Education at the 2002 Texas Migrant Education Conference in South Padre Island on November 13–15.

The conference provides an excellent forum to recognize school districts and campuses that strive to meet the unique needs of migrant children and their families, and that assist migrant students in meeting high academic standards. There are an estimated 132,000 migrant students in Texas.

District award recipients were honored with a plaque at the conference during an awards luncheon, which took place at the South Padre Island Convention Center on November 15.

Campus award recipients were listed in the conference program, and a certificate of recognition was mailed to each recognized campus prior to the conference.

In order to receive individual campus recognition, a school had to achieve a migrant student passing rate of at least 80 percent in each subject area (reading, writing, and mathematics) on the spring 2002 Texas Assessment of Academic Skills (TAAS), and have a 2000–01 migrant student dropout rate of 2.5 percent or less.

Campuses that administered the social studies portion of the TAAS also had to have a passing rate of 80 percent or greater for all students in order to be recognized.

District winners were awarded in the two categories of Exceptional and Excelling, based upon migrant students’ performance on the TAAS, migrant students’ dropout rate, and allstudent performance in TAAS social studies.

Some 30 districts received an Exceptional District award, while 81 districts received the Excelling District award.

Each year the Migrant State Conference Planning Committee discusses and selects the criteria for district and campus awards based on the accountability rating system used for Texas public schools and school districts. The committee includes state, regional, and district migrant educators.

Following is the selection criteria used this year.

Exceptional District Award • A migrant student passing rate of at least 90 percent in each subject area (reading, writing, and mathematics) on spring 2002 TAAS • An “all-student” passing rate in social studies of at least 90 percent on spring 2002 TAAS • A 2000–01 migrant student dropout rate of 1.0 percent or less Excelling District Award • A migrant student passing rate of at least 80 percent in each subject area (reading, writing, and mathematics) on spring 2002 TAAS • An “all-student” passing rate in social studies of at least 80 percent on spring 2002 TAAS • A 2000–01 migrant student dropout rate of 2.5 percent or less Recognized Campus for Outstanding Migrant Student Performance • 10 or more migrant students taking at least one TAAS test (reading, writing, and mathematics)

“Some 30 districts received an Exceptional District award, while 81 districts received the Excelling District award.”

• A migrant student passing rate of at least 80 percent in each subject area (reading, writing, and mathematics) on spring 2002 TAAS • An “all-student” passing rate in social studies of at least 80 percent on spring 2002 TAAS (if applicable) • A 2000–01 migrant student dropout rate of 2.5 percent or less Categorical lists of this year’s honored schools and districts are available at www.tea.state.tx.us/press/02migrant.html.

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Anne Jenkins

Parade? Prance? No, PACE to the Head of the Class: How One School District Keeps At-Risk Students from Falling through the Cracks

by Janet Penner n the back lot of Junior High West, in an almost forgotten corner of Pearland ISD’s universe, lies an important piece of the Pearland puzzle. It is the piece that answers the question “What do we do with students who fall through the cracks?” Pearland’s answer to this question is the PACE program.

PACE (Pearland Academic Center for Excellence) is a new program in Pearland, a suburban school district of 12,000 students southeast of Houston. PACE is an academic alternative school designed to keep students at the junior high level from “falling through the cracks.” Enthusiastically endorsed by the school board to the tune of a $4 million new facility, PACE is currently housed in old portable buildings while the district waits on the ever-slow process of new building construction. However, the less than glamorous facilities have not dampened the enthusiasm of the PACE staff or students.

As you enter one of the classrooms at PACE, you are sure to be greeted professionally by one of the students, “Hi, I’m Jim. Welcome to our class.” In fact, when I entered the classroom on the third day of school, I was hit with a deluge of students introducing themselves to me.

Instead of the sullen, half-asleep, head on the desk visage often portrayed by these at-risk students, they were energetically involved in classroom activities and tuned in to all that was going on around them.

Our first board meeting of the school year occurred on the fourth day of school. At the entrance to the board room stood several PACE students with flyers in their hands, politely introducing themselves and inviting one and all to attend their open house on the following Thursday. Junior high students inviting the public to their open house? Unheard of in Pearland until PACE came on the scene, and the students barnstormed the board meeting!

The Academic Alternative What exactly is PACE? PACE is an academic

©Comstock Images

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“…at PACE, you are sure to be greeted professionally by one of the students, ‘Hi, I’m Jim. Welcome to our class.’” alternative school not a behavioral alternative school. PACE was designed for students who have fallen behind in their studies. Because they are behind, many of these students have stopped trying, thinking, “It’s no use. I’ll never catch up.” These students are prime candidates for dropping out of school, which makes them “at-risk” students. These students often “fall through the cracks” in a traditional secondary school. PACE is designed to get these students motivated, to believe in themselves, and then to accelerate their learning so they can catch up and graduate with their peers. As part of the acceleration, junior high students are given the opportunity to earn high school credits while they are at PACE. Students must apply for admission to PACE and are then rigorously screened for admittance. Applicants are interviewed and scored on a matrix with points for most recent TAAS (Texas Assessment of Academic Skills), most current grades, school attendance, previous retention in grade, current discipline record, teacher recommendation, and interview score, before an invitation to participate in PACE is WINTER 2002

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issued. Parents and students must sign a twoyear commitment to participate in the program (see below) before the door to PACE swings open for that student.

see if they had what it takes to be successful in this unique academic alternative school. After structured interviews, reference checks, and much soul searching, the winning teachers were offered teaching positions at PACE.

PACE Institute Contract Student Name______________________________________ Parent/Guardian____________________________________ This agreement is the PACE Institute contract. As you and your child read each statement below, please have your child sign his or her initials next to the statements to indicate that he or she understands the expectations and goals at PACE. When you and your child have finished reading this contract, please sign in the appropriate places below.

I agree to attend PACE and understand that I will be required to abide by all of the rules and expectations in the Pearland Independent School District Student Code of Conduct in addition to specific rules and expectations established by PACE.__________ I agree to have good school attendance and apply myself in a positive manner in all of my classes.__________ I understand that my commitment to PACE is for two consecutive years.__________ I agree to actively and positively participate in the following: Skills for Social Development__________ Experiential Based Counseling__________ Date____________________ Student Signature____________________________________ I understand the terms of this contract and am in support of my child attending PACE.

Students also comment on the acceptance from other students in this unique learning environment. As one student reported, “When I walked into the PACE class the first day, other students weren’t looking at me with the stare that says ‘Here comes the bad kid.’” The boy sitting next to him quickly agreed. Peer pressure is a very real issue in education for adolescents. Labels are hard to remove once they are stuck on.

PACE gives students a fresh start.

Classes are small at PACE with 13–15 students in a class. This first year each class has two adults in it, making a student-to-teacher ratio of 7:1, which will increase to a 15:1 student-toteacher ratio when the school reaches its capacity of 120 students next year.

At that time the elective teachers will be full-time in their own classes and not able to co-teach with the core academic teachers. Computer classes occur every day, which students love.

Date____________________

Of course there is a downside. There is no band at PACE, which students commented on by saying “I had to give up my horn to join PACE.” Athletics also are not part of the curriculum as they are in the other junior highs. In place of athletics is adventure-based counseling and a ROPES course that creates unique opportunities for team building and problem solving as students attempt to complete physically challenging tasks as a team. The ROPES course will be built as part of the new PACE campus opening in the spring of 2003.

Parent/Guardian Signature_____________________________

Ask the students what they think of PACE and they’ll reply, “It’s a good school.” “It’s a perfect school.” When asked to specify what makes it good, the first answer is the teachers.

“They answer your questions.” “They don’t make you feel dumb.” “If you don’t get something the first time and you ask a question, they don’t say, ‘I already explained that.’”

Students view the teachers as the magical ingredient at PACE, and when you talk to the teachers you understand why. These are no ordinary teachers.

Crazy?

A little.

Unorthodox? Definitely. Dedicated? No doubt. One teacher commented about the freedom that they have to teach differently.

Another teacher praised the peer support they give each other. They work hard and they laugh hard, too.

Where did PACE find these extraordinary teachers? Ask the PACE coordinator and she’ll talk about how openings were posted and how applicants were carefully screened to 46

INSIGHT

PACE is not all a bed of roses for the teachers or the students. Students are expected to put forth effort and work, not “zone out.” As the third week of school rolled around, there was some testing of the boundaries and an attempt on a few students’ part to try and hide—sink into the desk and disappear. This might work in a regular school, but not in PACE. There were a tense couple of days, but after students found out there was no way to “disappear,” and with parents backing the teachers up, the students buckled down and started to produce again.

A Promising Start At Pearland ISD we are on a new adventure with PACE. The beginning is promising, very promising. This school is different, and different is good for students who are not being reached in the traditional school. As one student said, “I knew this school was different when the P.E. teacher threw a rubber chicken at me the first day.” The teacher’s comment to the student was, “What, no one’s ever thrown a rubber chicken at you before?”

The grades for the first six weeks produce optimism as students who were failing are now earning C’s, B’s, and even A’s. One student glimmered with pride as she said, “I’m making all A’s.

I’ve never done that before.” And this from a student whose parents said, “You don’t want her in PACE, she’ll ruin your school.” This school does not become “ruined” by the hard to reach. This school is resilient. I predict long-term success for this school. Students will PACE to the head of the class and on to college and successful adult lives.

Janet Penner is in her third year as the assistant superintendent for instruction at Pearland ISD. She has had a total of 17 years of administrative experience in Texas public schools, and has served as an adjunct professor of educational leadership at the University of Houston—Clear Lake.

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INSIGHT

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TASA General Counsel Neal W. Adams Named Best in Field The Go-To Guide, a special magazine from Texas Lawyer that lists the Lone Star State’s top attorneys in 27 practice areas, has named TASA General Counsel Neal W. Adams as the one to go to if you’ve got education-related problems. The following profile is taken from the Texas Lawyer Go-To Guide, October 15, 2002, Volume 18, Number 33.

Seven years after earning his degree from Baylor Law School and practicing in the area of real estate, Neal Adams found his calling.

“I don’t believe there is a section like school law,” Adams says.

“We truly represent families.”

He was asked to fill out the term of an empty seat on the Hurst-Euless-Bedford ISD Board of Trustees. With children in the district, Adams accepted, saying it would give him a chance to “have his say” on how the schools were run. He served on the board from 1979 to 1986, sitting as board president during four of those years.

And in the final two years, Adams also served as member of the board of trustees for the Texas Association of School Boards, representing the interests of more than 1,100 school districts.

In 1987, his firm landed a client that it still represents as general counsel: the Texas Association of School Administrators.

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INSIGHT

In that role, Adams and his firm represent the needs of superintendents and top administrators, typically when they have problems with their school boards. A case in point is Lee Vargas, a former school superintendent for Ysleta ISD in El Paso. Suspended in 2000 for allegedly misusing district funds and breaking some state and district policies, an investigation by outside counsel found that the allegations could not be proven, and, over an attempt by a board faction to obtain an injunction, Adams helped Vargas win back his job the following year. Vargas also came away with “a sizable amount of money in his pocket,” Adams says.

“A lot of these things have a political basis to them,” Adams says. He says on average, one or two of his clients ends up in a highly contentious situation each year, while 75 to 100 superintendents per year have some lesser difficulty with their boards.

Superintendents and their schools face a host of difficulties with legal overtones, Adams says.

Discipline, privacy, and First Amendment disagreements are common in schools, and parents, teachers, and everyone involved often have strong feelings on how matters should be handled. But Adams says positives outweigh negatives in our schools, as he sees young people grow up and mature.

“I don’t believe there is a section like school law,” Adams says. “We truly represent families.”

Neal W. Adams, TASA General Counsel, is shareholder and chairman of the board, Adams, Lynch & Loftin—Bedford.

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Systemic Technology Integration in Schools

by David Wallace and Kay Abernathy Texas has invested heavily to integrate technology into schools to improve education across the state. Much of the required infrastructure is in place because school district investment has been augmented by resources provided from the Telecommunications Infrastructure Fund (TIF) Board and the Texas Education Agency (TEA). Yet, for Texas schools to meet Internet-age challenges, the entire educational technology system needs to be strengthened to make a significant contribution to improve student achievement and foster educational access and success beyond high school.

Fostering systemic integration of technology, instructional delivery, content development, and technical support is a huge challenge for Texas school districts. Educators in both urban and rural districts are confronted with a number of obstacles and limitations—insufficient resources, limited technology knowledge and skills, and lack of sophistication and support required to develop, implement, and evaluate actions that lead to systemic technology integration in curriculum, teaching, learning, and school leadership.

Addressing the Challenges: The Brazos-Sabine Connection Experience The Brazos-Sabine Connection (BSC) is a consortium of 20 school districts located in central and east Texas. The consortium provides technology-focused professional development activities to teachers and administrators. The primary aim is widespread technology integration in schools and classrooms.

Last year, consortium districts began tackling schoolwide technology integration for the purpose of improving learning for all students in their schools. Consortium members have worked together for five years to address school technology integration challenges, issues, and demands.

Isolation and Disparity of Resources Teachers and students in many communities are isolated from classrooms similar to theirs.

Seldom are teachers and principals given opportunities to meet and confer with their counterparts in other districts. The Brazos-

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Sabine Connection is helping to reduce isolation by building virtual communities of educators using a combination of strategies, including faceto-face meetings, e-mail, Web-based conferencing, videoconferencing, and participation in state and national conferences. A leadership team representing key district stakeholders is the turnkey strategy for sustaining the collaborative work of the consortium.

Many urban, rural, and small-town school districts operate without adequate educational resources—up-to-date classrooms, facilities, textbooks, and technology infrastructure. Some schools face shortages of teachers in critical subject areas and have not developed strategies to address and support teacher certification.

Moreover, the digital divide is a growing reality.

Income-based disparity of technology and Internet access is expanding. Communities that are characterized by low-income families and high unemployment suffer the greatest effects of this divide.

The Brazos-Sabine Connection endeavors to provide equivalent technology resources and connectivity to consortium districts. The 20 districts in the Brazos-Sabine Connection (ESC Regions 4, 5, and 6) have provided laptop computers to more than 1,800 teachers and administrators participating in professional development programs over the past four years. These same educators now possess skills, knowledge, and experiences for technology integration in schools and classrooms. Yet, greater student connectivity is needed to achieve in-depth schoolwide technology integration. Consortium schools are far from the 3:1 student to computer ratio recommended in the Long Range Plan for Technology, 1996–2010 (TEA, 1996).

Professional Development and Technology Integration Educator development is an ongoing challenge.

Most teachers and school administrators have insufficient understanding about ways to use technology in schools and support technology integration in classrooms. Technology professional development programs focus primarily

on skills and fail to address complex technology integration in the teaching and learning process. Sadly, many rural and small-town school districts are isolated from professional communities of teachers and school leaders.

The Brazos-Sabine Connection has planned and implemented a two-level developmental approach to help teachers broaden and deepen their knowledge and skills of technology integration. Level one, the Foundation Program, is a yearlong program to build core technology skills. The consortium has validated core technology modules.

Level two, the Integration Institute, is an 18-month advanced integration program. This two-level professional development approach aligns teacher technology competencies with the Texas Essential Knowledge and Skills (TEKS).

Technology training for administrators is a high priority in Texas. The Brazos-Sabine Connection engages consortium principals and other administrators in sustained training to support teachers and technology integration in classrooms. The consortium’s yearlong Administrator Academy offers schoollevel administrators opportunities to build technology competencies that align with the state’s administrator SBEC Standards and technology applications.

Schoolwide Technology Integration Few school districts have developed systemic, schoolwide programs designed to integrate technology, curriculum, and instruction to improve learning. Moreover, there is insufficient connectivity and tools to support comprehensive integration of technology in schools and classrooms. In Texas, district technology plans are written to address the Long Range Plan for Technology, 1996–2010, by giving attention to four areas: teaching and learning, educator preparation and development, administration and support services, and infrastructure for technology. These plans are submitted for review by professional peers in education service centers. The plans are then sent to the Texas

continued on page 54

theLeader Book Review

News from the Texas Leadership Center

Standing at the Crossroads: New Steps for High-Achieving Women

by Marian N. Ruderman and Patricia J. Ohlott Joint publication of the Center for Creative Leadership and Jossey-Bass, 2002 Reviewed by Ellen V. Bell, associate executive director, Professional Development, TASA, and director, Texas Leadership Center Standing at the Crossroads is a “must read” for women managers who want to understand the patterns of life they may be experiencing, obstacles they almost surely will encounter, and strategies for overcoming the obstacles.

The research study that is the basis for Crossroads consisted of face-to-face interviews with 61 women managers, and a mailed questionnaire completed by an additional 276 women managers. All were participants in the Center for Creative Leadership’s Women’s Leadership Program, a five-day intensive leadership development course. All were women managers with salaries in the $80,000–$205,000 range. The Center for Creative Leadership is a premier leadership development organization with more than 20 years of corporate and public sector leadership development offerings.

Crossroads is divided into two parts. Part One explains five themes in women managers’ lives, why the theme matters, what it looks like, its dimensions, how to develop it, and obstacles to developing it. Each theme includes a “developmental thumbnail” that summarizes the

major areas to develop and helpful exercises for women managers to consider. Part Two looks at the themes from two overall perspectives that suggest how the individual and the organization can apply an understanding of the themes to enhance their effectiveness.

Although the book is based on interviews with corporate women, it is equally relevant to women in educational administration. The thesis of the book is that, given the increasing demand for leadership talent today, organizations cannot afford to misunderstand or underestimate the developmental issues facing women in leadership roles.

OVERVIEW OF THEMES The five themes of the book are authenticity, connection, agency (controlling one’s destiny), wholeness, and self-clarity.

• Theme One: Authenticity Acting authentically—feeling that daily actions are in concert with deeply-held values and beliefs—builds energy and promotes learning, while the reverse creates inner conflict and turmoil. For organizations, having people feel authentic means they can be engaged and give their best in an enthusiastic manner.

One of the thumbnail developmental tasks for acting authentically is to visualize oneself five years from now and write down what that would look like. Another is to get support, such as having a mentor or mentoring someone. Crossroads points out that life offers many possible priorities, and choosing among them means choosing among highly attractive forces. When a woman manager acts authentically at work and at home, she is intentional about her choices.

• Theme Two: Connection Connecting with other people is one of two basic human needs, in addition to agency.

Developing the self in relation to others is a central task of both men and women.

Relationships can provide a buffer zone when the work is difficult, especially since a leadership role limits what people can say to the leader and what the leader can reveal. One

developmental suggestion is to slow down and make a conscious effort to connect with staff every day.

• Theme Three: Agency Agency, or controlling one’s own destiny, consists of being aware of and using all of one’s own resources. What matters most for people is that they feel they are moving, making something happen. It doesn’t mean they can resolve everything, but also means not being stuck and lost in hopelessness and despair.

Agency can work in tandem with connection. The old theory was that people were either “connecting/relationship people” or those who exhibited more control or agency.

That theory has changed as more people have exhibited both the ability to connect and be agentic.

One of the development exercises to strengthen agency is to write a letter to oneself detailing future plans. When the letter is ready, the manager can talk it over with a friend and commit to checking in with the friend to discuss progress.

• Theme Four: Wholeness Achieving wholeness, which is the integration of all parts of the self into a sense of identity, is the most common area for developmental growth chosen by the women in the study. Variety is the spice of life, and people with a whole life feel better about themselves. They have a multiplicity of roles, which provide resources such as social support, buffering from life’s demands, and multiple opportunities for success.

In addition to a higher general satisfaction in life, wholeness has another benefit, which is that having multiple roles helps women bring perspective and objectivity to problems.

Warm friendships and close family ties help turn off the tension of the workday and help managers to see that work is just one aspect of life—not life itself. Alternatively, work provides solace to personal stress. It is the “broaden and build” theory that positive emotions broaden people’s mind-sets and build enduring psychological resources related to well-being.

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Systemic Technology... continued from page 52

Book Review

Education Agency for final approval. Approval is necessary for districts to receive federal E-Rate funds and TIF funds.

• Theme Five: Self-Clarity Gaining self-clarity is knowing oneself and the fit with the world. A strong sense of self-clarity enables one to navigate effectively through life.

Although technology plans usually are thorough and comprehensive, they are separate documents from district school improvement plans and are largely written by technology staff in collaboration with campus and district technology task force committees. Often, these plans lack clear alignment and integration with campus improvement plans. One of the barriers to integration of technology and school improvement plans is that, in many cases, the technology staff does not have the skills to support curriculum. Another barrier is that administrators and teachers do not have the skills to support the technology.

The Brazos-Sabine Connection initiated a design school concept aimed at addressing the fragmentation issue associated with school improvement, technology, curriculum, teaching, and learning. Eleven design schools (with 5,251 students and 497 professional and paraprofessional staff ) are the consortium’s key sites for implementing and evaluating systemic schoolwide technology integration. Key strategies are: • Data-Based Planning: Each design school has completed formative evaluation activities, including benchmarking and school self-study data collection. Each school study examines ways technology is integrated in classrooms; assesses the instructional climate of the school; and determines the level and kinds of connectivity needed for student learning.

• Connectivity: A total of 319 wireless laptop computers (29 computers and 2 mobile lab carts per school) have been provided to the 11 design schools to support student learning.

• Professional Development: Training and technical support have been provided to 11 “school design teams” that are guiding the work of the design schools. In addition, 33 teachers are participating in the BSC Integration Institute to deepen their competencies to engage students in using technology in their learning. After the training, they will become part of a cadre of teachers and administrators who are helping their schools move toward systemic, schoolwide integration. Several design schools include parents and community members in their training.

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Evaluation: Technology Use and Effectiveness in Classrooms and Schools Most school districts fail to evaluate the implementation and effectiveness of technology in schools, particularly the use of technology in the teaching and learning process. Most rural school districts do not have the resources or the expertise to engage in evaluation of technology and instructional programs. Yet, evaluation is a priority identified by the Technology to Improve Texas Education study. It is recommended that “Texas put in place an educational technology evaluation process that evaluates the effectiveness of its use of information technology on a continuing basis.”

The Brazos-Sabine Connection has developed an evaluation framework that guides the assessment of consortium work. The consortium has conducted several evaluation studies aimed at assessing consortium products, program implementation activities, and learner impact.

Following are key findings gathered from our evaluation activities: • Impact: A matched-control classroom study found that students in consortium classrooms of teachers completing both the Foundation Program and the Integration Institute were more technology competent and were engaged in deeper levels of academic learning than students in non-consortium classrooms.

• Innovation: A product validation study of electronic training materials used in the Foundation Program found that the materials met national and state standards and also were effective resources for teachers to learn foundation technology skills.

• Implementation: A management study assessing consortium program implementation found consortium leaders have been effective in guiding consortium programs and activities.

While the consortium’s evaluation activities are moving forward, a priority goal is to design and implement a systemic evaluation process to assess the effects of technologyrelated professional development in schools and classrooms. A long-term, sustained evaluation (three-to-five years) is required to examine these effects, particularly with respect to student achievement.

Kay Abernathy is director of capacity building, and David Wallace is principal investigator, for the Brazos-Sabine Connection.

Women can write down what is learned and how it was learned. They can travel, meet new people, share stories, and discuss things with people whose view is different from their own.

SUMMARY The authors of Crossroads suggest that women managers look for patterns in their lives. Once the woman knows what she tends to do and what situations are hardest, she can take preventive action before running into major problems.

What else can organizations do to support women managers and gain the benefits of fully engaged professional women?

Women tend to define issues they face at work as their personal responsibility.

Organizations can help them see joint responsibility. One practice organizations can use is offering multiple ways to advance in the career. Organizations also can encourage participation in several roles, such as community involvement; this seems to contribute to wholeness.

Encouragement to participate in networks gives women a chance to speak publicly, to gain visibility, and to support and be supported by others.

Women need feedback to help gain selfclarity, both informally and formally. To get these practices institutionalized, organizations have to make a business case for them, using good data, such as turnover rates, promotion rates, and utilization of flexible work arrangements; and representation of women in succession plans, high-visibility jobs, mentoring programs, career planning systems, and formal training activities.

REFERENCES Technology Improvement in Texas Education (CORD and The Concord Consortium, 2001) Long Range Plan for Technology, 1996–2010 (TEA, 1996)

TASA CORPORATE PARTNERS

President’s Circle Apple Classwell Learning Group Platinum CompassLearning, Inc. PLATO Learning, Inc. SHW Group, Inc. Gold ARAMARK/ARAMARK-ServiceMaster Microsoft Silver Assured Indoor Air Quality, LLP Scantron Corporation Palm, Inc. Taylor/Balfour TIAA-CREF Bronze Academic Systems, Inc. 3D/International, Inc. Brainchild Corporation Cole Marketing First Southwest Company Gateway Computers Scientific Learning Sodexho School Services TCG Consulting, Inc.

Please note: This list is current at the date of publication: 2/20/2003

WINTER 2002 55

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