Volume V, Issue 13 (April 17, 2020)

“No one can make you feel inferior without your consent.” ― Eleanor Roosevelt

Vol. V April 17, 2020

Sharing the good news about Longview Independent School District

ONLINE LEARNING

Judson launches new webpage with fun and learning activities

J

udson STEAM Academy has launched a new temporary home page on its website to guide parents and students in the distance learning initiative during the COVID-19 pandemic.

On the new landing page, families can easily locate helpful information regarding the distance learning initiative, including the most recent LISD response to the pandemic. Information like food delivery, packet Judson|Continued to page 6

REINTS

Trustees expand Wilcox’s authority during Coronavirus Longview Independent School District trustees voted Monday, April 13, to delegate additional authority to Superintendent Dr. James Wilcox during the Coronavirus pandemic.

The resolution expands Dr. Wilcox’s authority to pursue any necessary and available waivers from the Texas Education Agency without further action of the Board; and, in the event other waivers are needed, the superintendent is authorized to submit other waivers in accordance with guidance from national, state, or local authorities or agencies.

Board members will be able to ratify any waiver requests made by Dr. Wilcox WILCOX under this authority Board|Continued to page 15

District meal program continues growth DOZIER

THE

As the school year gets further into the COVID-19 pandemic, LISD continues to see an increase of delivered meals. Two meals a day are given to every student that receives a meal from LISD. The meals will continue to be available until the pandemic is over.

LISD’s deliveries are delivered straight to the door in order to prevent

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ongview oice

Opinion Math

a congregation of people.

The district is making 338 delivery stops everyday, which can include multiple families. Approximately 200 curbside families are being served daily.

Around 9,000 meals are being served weekly, with the number growing each day, according to Director for

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Seniors Washiington

Child Nutrition Phyllis Dozier. Making this many meals requires roughly 21 Child Nutrition employees to work daily.

“Our employees love their students and they continue to love them as they prepare the meals for them daily,” Dozier said. “It is truly a team effort within the district.”

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Obituaries Social

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THE LONGVIEW VOICE — April 17, 2020

OPINION

After pandemic, education needs recalibrating different challenges,

By Dr. Andrew Myers Johns Hopkins University and it’s all complicated

to stay in contact. But this is a challenge in a by socioeconomic difsystem where barriers The closure of schools midseferences,” Balfanz says. have been erected intenmester and the transition to onPerhaps not surprisingtionally and specifically line learning have forced a great ly, districts with more to prevent communicareckoning in American educaresources and capacity tion between teachers tion. As with the health care sec- for aiding students will and counselors and tor, the education system stands perform better than distheir students outside to be profoundly transformed by tricts that have less caschool property. In the MYERS the COVID-19 pandemic. pacity. This can amplify case of social distancing, “It’s exposing gaps across the disparities along racial, social, those barriers must be removed country,” says Bob Balfanz, a and economic lines. or transcended. professor at the Johns Hopkins At the micro-level, Balfanz A similar relationship exists School of Education and direcsays the big open question is among student peer groups tor of the Everyone Graduates how to keep students connected within the context of the school Center. “My hope is that people to their schools despite social community, Balfanz says. see this as an opportunity to fill distancing and remote learning. Schools must not lose sight of those gaps.”

In times of stress, kids become the value of social efforts, such Balfanz says the gaps fall into less engaged with their remote as clubs and extracurricular actwo categories: Macro-level chal- learning if they don’t stay contivities, in strengthening a stulenges that exist at the school nected to their schools and peer dent’s sense of connectedness district level and micro-level groups. He recommends using to their school. He encourages challenges that affect individual a concept he calls “connectedschools to do everything they school experiences. ness,” in which the school is can to maintain some sense of At the district level, decisions more than a place of education business-as-usual, including must be made about how to but rather a focal point for an using remote learning tools and respond to mandatory closures, entire community to combat social media to keep the social Balfanz says. If the response in- this challenge. fabric of the school intact. volves a move to remote learnBeyond mere instruction, “A drama club might put on ing, then students must have which is hard enough, Balfanz old-fashioned radio plays via access to laptops and internet says the goal is to keep kids Zoom, or the Math Club could access. Otherwise long-standing engaged, to let them know meet online to solve problems disparities grow wider. there are still adults out there together,” Balfanz says.

“Districts have wildly difwho know them by name, who Balfanz says the nation has ferent capacities and wildly care about them, and who want a once-in-a-lifetime opportunity

to strengthen the capacity of schools across the board after the COVID-19 pandemic is contained. A surge of resources for the education sector would do more than just improve schools in poorly performing areas; it would provide a much-needed morale boost and an economic shot in the arm to the nation. The U.S. might consider commissioning a nationwide reserve of laptops for future crises, much the same way ventilators and health equipment are stockpiled now, Balfanz says.

“With such a surge, school districts would not be stuck in place, but would get the extra help they need to make lasting and meaningful improvements,” Balfanz says. A nationwide effort to recalibrate the educational system would speed the economic recovery and potentially reach into every neighborhood in the country.

“These are big, structural changes that are more about the thinking for next time,” Balfanz says. “It’s not too farfetched and now is the time to do it.”

— Dr. Andrew Myers is an Orthopaedic Surgeon in California.

COVID-19 could revive the ‘Unschooling Movement’

By Jay Mathews The Washington Post

The Unschooling Movement was inspired by a Phillips Exeter graduate, World War II submariner and unhappy elementary school teacher named John Holt. In the 1970s, he decided that reforming the American school system was hopeless. He recommended keeping children at home and letting them decide what to learn and when.

I thought Holt, although a fascinating man, was divorced from reality. Now I wish he were still alive to see his idea being tested across America, as the traditional school system shutters in response to the Coronavirus pandemic.

Most parents are not greeting this experiment with the excitement Holt would have.

Holt and his disciples understood there would be pain.

Unschooling advocate Pat Farenga defined the movement

“as allowing children as 1950s when my parents much freedom to learn weren’t home. Some in the world as their of the updated Looney parents can comfortably Tunes, with the exbear.” citing addition of the I’ve witnessed a kind Kristen Wiig-voiced of unschooling in my character Lola Bunny, own home. Until three were terrific. weeks ago, my three I am comforted by grandsons attended the fact that the boys MATHEWS a public elementary also read books and school a 10-minute love being read to. drive from the house where I have seen them clumped their grandmother and I live. around their mother as she Whenever they visited us begives them big doses of J.K. fore the pandemic, they folRowling. lowed the Holt model of doing But unlike Holt, I have pretty much what they wantalways thought most children ed. That meant online games, needed a classroom and a most of them on websites perteacher. And while some edumitted by their school district, cation writers like me obsess and cartoon videos. over what is being taught by Some of their activities at that teacher — which schools our house were marginally are now trying to approximate educational. The videos they online, with mixed success — watched seemed more literate that is not what children miss and engaging than the blackmost about school. And it’s not and-white television cartoons what will make them happy lampooning 1930s movie stars when they go back.

I watched for hours in the The truth is, most children

are addicted to the compelling drama of interacting with other children. My most vivid memories of that time in my life include competing with my nerdy friends for grades and breaking my arm in the 11th grade when the tennis team decided to show what men we were by playing a game of tackle football.

Holt told an interviewer in 1980 that “the human animal is a learning animal; we like to learn; we need to learn; we are good at it; we don’t need to be shown how or made to do it.”

There is some truth to that, but my grandsons will welcome the end of their unschooling adventure. They will resume griping about homework, but that will be just a device to disguise their relief at being back in class with their friends and their teachers.

— Jay Mathews is an education columnist for The Washington Post, his employer for nearly 50 years.

THE LONGVIEW VOICE — April 17, 2020

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Johnston-McQueen students show off their medical prowess On Friday, March 6, the fourth graders at Johnston-McQueen gloved up, and scrubbed up for reconstructive surgery. Three patients entered an operating room with different injuries and students had to use their knowledge of conversions to fix their patient’s injuries.

First the students were given information about their patient, such as their age in days, and had to convert that to the patient’s age in years.

Then the students had to convert the patient’s weight, height, and so fourth.

Although conversions were the primary focus of this activity, other TEKS were involved as well; comparing fractions, measuring items and relating decimals to fractions were also involved in the operation classroom.

After the students completed a few conversion problems, they began surgery on their patients!

The different surgical procedures included bone replacements, heart and brain reconstructionwhere students solved more conversion riddles similar to STAAR problems they will solve in May on their state assessment.

Overall, the outcome of this classroom transformation was a complete success!

Students wanted to know if their patient’s surgery was successful or if the transplant was a failure. They were so engaged that students hardly recognized they were being assessed for understanding the tested TEKS.

Afterwards, students enhanced their writing skills by completing a “doctor’s report” and wrote a short summary about their patient and their success in the operation room.

Students truly enjoyed their time serving as surgeons and failed to notice they were relating math problems to everyday life situations, communicating mathematical ideas with one another, using problem solving strategies to analyze given information and justifying an answer, organizing, communicating and recording mathematical ideas and so much more standards they are expected to learn by May!

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THE LONGVIEW VOICE — April 17, 2020

Student art contest underway, Lobo Stadium hours limited Longview ISD will continue to update our website with new information as we receive it.

You can find updates on all our social media sites and here: LISD.org/coronavirus.

Keep in mind that Longview ISD is reviewing and evaluating daily. Anything is subject to change on a daily basis. We will be sure to keep you informed on the LISD website, social media, and all call/emails.

ART CONTEST

The Arts!Longview Cultural District is launching a student art contest to wrap utility boxes around the arts district. Students in grades 1-12 are encouraged to enter and artwork is due June 1.

STADIUM HOURS

Lobo Stadium is open from 5:00 a.m. until 7:00 p.m. during the Shelter in Place Order. It

will be locked each evening and it will be policed for large groups.

MEAL DELIVERIES

LISD Child Nutrition and Transportation Department

are working together to offer more delivery days to our families. Starting Monday, April 6, Transportation begin to make deliveries Monday Friday from 10 a.m. - noon. If you are already on the deliv-

ery list, you do not have to make an additional request.

Please send all meal delivery requests to ask@lisd.org with your student’s name, student ID, home campus, and delivery address.

If you are new to the meal deliveries and make a request for them, it will take 48 hours to process and allow the addition to the daily route. If for some reason a meal has not been delivered to you by 11:45 a.m. please contact transportation or nhawkins@lisd.org and we will be able to get a meal to you before the cafeterias close.

Curbside meals will still be available for pick up at the following campuses: Longview High School, Forest Park Middle School, South Ward, Ware, Update|Continued to page 5

Trustees approve new charter partners Longview Independent School District board members agreed to enter a charter partnership with two non-profit organizations, during a virtual meeting Monday, April 13th.

Trustees authorized Superintendent Dr. James Wilcox to negotiate and sign performance contracts with Texas Council for International Studies (TCIS), and Longview Educates and Prospers (LEAP).

Dr. Wilcox praised the board members for their diligence and dialogue throughout this process.

“Our trustees have done such an excellent job of communicating to

[district staff] their thoughts, concerns, and questions at every step of the way,” he said. “We appreciate their service and leadership to the entire Longview community.”

LISD Chief Innovation Officer Dr. Craig Coleman said the Texas Education Agency must still approve the application for benefits of the proposed contracts between the partners.

“If approved, TCIS will operate the Hudson PEP, Ned E. Williams, South Ward, Foster, Judson, and Longview High School campuses,” Charter|Continued to page 17

JMQ continues with IB implementation School is not in session within the school building, but Johnston-McQueen continues working towards their IB implementation. Team leads worked with their IB Coordinator, Christy Scott, to collaborate and roll out the next two months of IB work.

THE LONGVIEW VOICE — April 17, 2020

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2020 SENIORS

Recognizing choir and band students for their accomplishments

UPDATE |Continued from page 4 Foster Middle School, Bramlette STEAM Academy, J.L. Everhart and Judson STEAM Academy.

MORE RESOURCES

Judson STEAM Academy has launched a new temporary home page on its website to guide parents and students in the distance learning initiative during the COVID-19 pandemic. On the new landing page, families can easily locate helpful information regarding the distance learning initiative, including the most recent LISD response to the pandemic. Information like food delivery, packet pick up and drop off, and even teacher office hours can be found on the website. You can access the site here: sites.google.com/lisd.org/jms/.

There are also three fun school-wide activiUPDATE|Continued to page 7

The Arts!Longview Cultural District is launching a student art contest to wrap utility boxes around the arts district. Students in grades 1-12 are encouraged to enter and artwork is due June 1.

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THE LONGVIEW VOICE — April 17, 2020

Peery has dedicated nearly three decades to LISD Sheri Peery, the school counselor at Judson STEAM Academy, has worked with LISD for 28 years. Growing up mostly in Longview, she is a 1980 grad of Longview High School.

Peery started her career in education later in life after her son, Trey, was born. Her first position was as a fifth grade teacher at Ware Elementary. She taught in a self-contained classroom for 8 years.

While teaching at Ware, she concurrently returned to the University of Texas at Tyler to obtain her Master’s degree in Curriculum and Instruction.

At that time, she aspired to be an educational consultant and possibly work at a regional center. Peery is a two-time recipient of the LISD Foundation Lamplighter Award. Little did she know, she would touch so many lives in Longview ISD throughout her long career with the district.

In 2001, Peery moved to Judson Middle School. She had always aspired to work with middle school students. When her elementary principal retired, she fulfilled that dream and moved on to teaching at the

middle school level. Peery taught 7th and 8th grade ELA from 2001 to 2010, and during that time won the Wal-Mart teacher of the PEERY year for the East Texas region. Peery felt she could relate to common struggles of middle schoolers, since she had experienced growing up in a divorced home and had endured unexpected deaths and illnesses in her family. She felt empathy toward middle school students and felt led to guide and counsel them. She found herself wanting to build relationships and become a mentor for her students, thus began her vision to become a school counselor at Judson.

Peery participated in an opportunity at SFA in a counseling cohort in 2008. This was a dream come true and she jumped at the chance to continue her education with other like-minded professionals.

Peery believes she was blessed

with face to face, blended, and online classes as options to continue her education, making it the ideal program for her.

In 2010, she became the JMS counselor after the sitting counselor retired. Meanwhile, she continued her education further by simultaneously pursuing her LPC (Licensed Professional Counselor), which she subsequently obtained in 2012. While counselor at Judson she also held the roles of 504 Coordinator, RTI Coordinator, and Campus Testing Coordinator. In addition, she wrote the district Self Harm Form, held a role as a Mental Health First Aid Instructor, and acted as Intern Supervisor to three counselors.

Peery is a member of Gregg County Suicide Coalition, she is on the Advisory Board for East Texas Council of Drug and Alcohol Abuse, and she acts as an LISD District Improvement Team member. She has also taken part in lobbying for School Counselors in Austin for more emphasis on counseling at all levels.

During the 2019 school year, Peery took part in a campus initiative, under Melanie Pondant,

to shift to more focus on campus mental health needs of students. Through this initiative, and through the partnership of the Judson Administrative Leadership Team, she now participates in counseling students 88% of time in small groups, through classroom guidance, and in individual counseling. In addition, she trains teachers on different mental health issues by modeling mini-lessons in each homeroom classroom.

Peery recently built a Google Classroom for students during the COVID-19 pandemic. She places priority on her effort to call all counseling students during the pandemic. She strives to maintain relationships and address socio-emotional needs through outreach to Judson staff, students, and families during this especially challenging and unprecedented time.

Peery also proudly serves as an active member at Mobberly Baptist Church, works as the one-year-old Sunday School Teacher, and sings in the church choir. She is a member Spot|Continued to page 9

JUDSON |Continued from page 1 pick up and drop off, and even teacher office hours can be found on the website.

There are also three fun school-wide activities that invite Judson students to exercise creativity. The first is an Invention Fair. Judson has challenged students to create an invention that could help during the pandemic, take a video or create sketches, and share them. Judson has also challenged students to look for the helpers, taken from a famous quote from Fred Rogers, or “Mister Rogers.”

Look for the Helpers activity, on Flipgrid, challenges students to look for those who are helping others during this challenging time and give them a shout out.

They may also discuss how they themselves have helped others during the pandemic. Another fun activity challenges students to create a Rube Goldberg machine out of common household items and share a link to the video. Rube Goldberg machines require problem solving and creativity. They also support STEAM and IB learning philosophies.

Recently, a teacher on the 8th-grade math team, Cathy Reints received a shoutout from a parent. The parent spoke with a Judson administrator and explained she heard laughing and conversation in the other room when her child should have been working on schoolwork. To her surprise, upon entering, her son was on a

teleconference call with his classmates and math teacher. They were discussing math, but they were also enjoying each other’s company!

This is just one example of how important it is to connect with others during this time. We need connection. We need fellowship. Reints and her team have done a fabulous job of staying connected and supporting her students. This is just one example of the amazing work Judson teachers have put in!

“I believe that Robert Harris and I are adapting as well as possible. We are enjoying learning new platforms to help the kids with,” said Judson 6th grade science teacher Wesla Richardson. One of the kids... mentioned how much they liked Zoom.,” I know we all need human interaction and we are all grieving socially in respect to the covid-19 epidemic, with online teaching where we can see and hear each other it helps us mentally.

“I have my hours on the Judson website and I am extremely proud to be a member of Judson Steam Academy and the website that has been put together, it encourages the students to maintain some sense of normalcy while giving them a platform to showcase their STEAM aptitude.”

Judson would like to emphasize they understand this is a challenging time for families. They encourage parents and

students to reach out if they need help.

Judson administrators explained they have held Google Meets sessions to discuss the physical needs, emotional needs, and academic needs of Judson families.

Please do not hesitate to call Judson STEAM Academy or contact any of the administrative leadership team by email if you or your family are struggling. All admin emails are located on the distance learning landing page, and teacher emails can be found in the staff directory. For more information, visit the LISD.org home page, click on schools, and in the drop-down menu, click on Judson.

“All of us at LISD are glad to help you in any way we can. And if we can’t help you, we will find someone to provide the resources you need,” said Judson’s IB Coordinator Bonnye Nance. “And finally, please know we stand with you in the education of your children. Parents, we see you. We see your efforts. We so appreciate your support and the work you are putting in with your children to continue distance learning.

“We at LISD are not just about academics. We care about all our families’ needs in Longview ISD. Please know our teachers truly miss our students. We have faith that once this challenging time passes, we will all be together again and sharing our pandemic stories of perseverance.

THE LONGVIEW VOICE — April 17, 2020

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THANK A TEACHER Honoring teachers for their hard work for the students Some Teachers of the Year for LISD campuses have been announced and we would just like to wish them congratulations! It is well deserved by them all!

ANIBAL COLÓN

Anibal Colón is a fifth grade teacher at Bramlette.

“He has a great rapport with students and staff,” said a fellow coworker of his. Another said, “He is a hard worker, kind, and patient with his students.”

SHERI FINN

Sheri Finn is a first grade teacher at Hudson PEP. “So deserving! Mrs. Finn has gone above and beyond during this shelter in place!” said a parent on Facebook. “She created a FB page for her class where she does short lessons, reads the kids stories, and keeps us all encouraged.”

CRISTINA MAURAS

Cristina Mauras is a fourth grade teacher at Ware ETMA. “I am fortunate to be surrounded by exemplary teachers and staff who help us do our best to educate children’s minds and hearts,” she said. “But overall, I am truly blessed to get to know so many wonderful students who make us the teachers we are.”

Judson holding virtual job fair for teachers Judson STEAM Academy is holding a virtual job fair and has already experienced good feedback and found a few valuable teaching candidates.

Although Judson will not need to fill many spots, since turnover is low, finding candidates has been challenging since the COVID-19 pandemic. For this reason, Judson is encouraging teaching candidates to access the Google Form located here.

Within the form, the candidates will answer questions and include a resume. Candidates then will be scheduled for a virtual interview via Google Meets or Zoom. Please pass this on to anyone interested in teaching at Judson STEAM Academy!

UPDATE |Continued from page 5 ties that invite Judson students to exercise creativity. The first is an Invention Fair. Judson has challenged students to create an invention that could help during the pandemic, take a video or create sketches, and share them. Judson has also challenged students to look for the helpers, taken from a famous quote from Fred Rogers, or “Mister Rogers.” Look for the Helpers activity, on Flipgrid, challenges students to look for those

who are helping others during this challenging time and give them a shout out. They may also discuss how they themselves have helped others during the pandemic. Another fun activity challenges students to create a Rube Goldberg machine out of common household items and share a link to the video. Rube Goldberg machines require problem solving and creativity.

They also support STEAM and IB learning philosophies.

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• LISD schools earned 40 total distinctions on state accountability ratings, an increase from 34 earned last year, and the highest in the region.

• Each year HUNDREDS of out-of-district students transfer INTO into Longview Independent School District, citing “education opportunities” as their reason.

• International Baccalaureate project partners with “We Help Two” and sells “funky socks” to help supply legs and feet to amputees all over the world.

• Brand new partnership for innovation with East Texas Advanced Academies which will bring new funding and ideas to public education.

• Three campuses with national STEM certifications (Judson STEAM Academy, Bramlette STEAM Academy, and Ned E. Williams).

• Largest FREE public Montessori school (for 3-to-5 year-olds) in the Nation. Provided free of charge to Longview area children.

• Partnership with Longview Chamber of Commerce to help foster community partnerships and mentors for Ware students.

• Went totally ‘green’ on all building projects resulting in a $200,000 award from SWEPCO for energy conservation • Graduates matriculating to EMT, Cosmetology, welding, Culinary Arts, Meat and Butchering programs nationally.

• Eight-week Montessori training for other districts in Texas hosted by East Texas Montessori Prep Academy • Award-winning Theater Arts program with a director who has been with the district for more than 50 years.

• Raising Highly Capable Kids parenting class in partnership with Longview Chamber of Commerce.

• Horticulture Program harvests own bee hives to sell honey, wax, and wax products at FFA shows.

• LIFT program annually paying out close to $1 million in staff bonuses for improved testing scores.

THE LONGVIEW VOICE — April 17, 2020

• Hosted Adjunct Fair for SFA to help employ Adjunct staff in Longview and through Longview ISD. • Purchased multiple pieces of strategic real estate, without increased debt, for future expansion.

• Every year of Superintendent Dr. James Wilcox tenure the LISD budget has been “in the black.”

• Local corporate partnerships with Eastman and Komatsu and Longview Manufacturing Academy.

• Hosted “Axe”epted East Texas meet and greet for area students attending SFA in Fall 2019.

• Lobo Band continuing their string of 69 consecutive first-level honors at State Sweepstakes.

• Bramlette STEAM Academy as National Capturing Kids’ Hearts national recognition/award.

• Partnerships in education with UT, SMU, Texas Tech, SFA, KC, Letourneau, and UT-Tyler.

• “Playing for Keeps” childcare program for students with children, as well as LISD staffers.

• May 2019 hosted first LHS CTE Signing Day for students going to college or workforce.

• More than 100 teachers earned Project Based Learning certifications in Spring 2019.

• Multiple graduates with offers to Ivy League and other prestigious universities.

• Lobo University to help prepare students and parents for life after high school.

• 36 students graduate with Associates Degrees (50 projected in class of 2020).

• Longview ISD middle school students earn “Duke Scholar” honors every year • LISD farm-to-table program, partnering with local farmers for cafeteria produce.

• Award-winning elementary, middle school, and high school choir programs • Perfect scores on PSAT as middle schoolers from Foster Middle School.

• Only free public K-12 International Baccalaureate program in the world.

• Fall 2018 LHS donated more than 400 coats to KLTV’s Coats for Kids.

• Summer backpack program to make sure kids get fed year-round.

• Signing Santa to help deaf ed students communicate with “Santa.”

• Culinary Arts CTE student-led catering program began Fall 2018.

• Only International Baccalaureate program east of Interstate 45.

• More than 500 LHS students were taking dual-credit last year.

• 116 incoming Freshman applying for dual credit courses.

• State and National Technical Student Association winners.

• Orchestra offered at elementary, middle and high school.

• Named 2018 School Board of the Year from Region VIII. • More than 30 teachers with national STEM certifications.

• Wall of Honor honors Veteran alumni and their families.

• LHS music students annually perform at Carnegie Hall.

• Privatized custodial services to save taxpayer dollars.

• Gold Standard Award yearly for financial transparency.

• Less than 2 percent dropout rate at Longview High.

• Class of 2019 earned $8.5 million in scholarships.

• 236 unduplicated seniors with dual credit hours.

• Over 6500 hours of college by 2019 graduates.

• 6,531 semester credit hours for dual credit.

• Award-winning high school art program.

• 2018 UIL Academic District Champions.

• Class 6A State Football Champion.

• 2,601 Workforce hours earned.

• National Welding Champions.

THE LONGVIEW VOICE — April 17, 2020

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Researchers to schools: Plan for ‘COVID slide’

By Andrew Ujifusa Education Week

Even with $13.5 billion in coronavirus relief aid provided to schools by Congress last month, an across-the-board 8 percent cut to states’ school funding would lead to a decline in per-pupil spending in all 50 states, a new analysis shows.

In addition, the analysis

by Michael Griffith, a veteran school finance consultant, finds that the K-12 relief package signed by President Donald Trump on March 27 as part of the Coronavirus Aid, Relief, and Economic Security Act amounts to less than 2 percent of all spending on public schools.

As a souring economy eats into states’ resources this year,

the emergency airlift of federal money could help mitigate the damage to the nation as a whole and states in particular.

Yet already, states are seeing their economies start to slide and are slashing their spending. For

the state could have a $15 billion shortfall in tax revenue. And the education community has put Congress and the White House on notice that the current round of federal aid won’t be enough to keep school budgets from a sharp decline.

Some observers already anxiously foresee a round of cuts similar to the impact on school budgets triggered by the Great Recession of 2007 to 2009, which some evidence indicates hurt students’ performance and their odds of going to college, particexample, Idaho Gov. Brad Little, ularly for students of color. The extent to which per-pupil spenda Republican, has already ordered the state education depart- ing has rebounded since the ment and other agencies to shave Great Recession varies significantly between states.

1 percent off their budgets. And last month, New York Gov. AnPlan|Continued to page 11 drew Cuomo, a Democrat, said

Lion’s Club. Upon retirement from education, Peery’s goal is to work in her own private counseling practice addressing the needs of children.

Judson STEAM Academy prides itself on all its stellar

team members, especially Peery.

Peery exemplifies dedication, lifelong learning, and collaboration as the school counselor. Often you will see Peery’s car, hours after school

SPOT |Continued from page 6 of ASCA: American School Counseling Association, LSSCA: Lone Star School Counseling Association, and PWCA: Piney Woods Counseling Association. In addition, she is a member of the Judson

releases. She exhibits unparalleled devotion to her job as school counselor. Judson STEAM Academy, as well as the community as a whole, is a better place with Ms. Peery in it!

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THE LONGVIEW VOICE — April 17, 2020

Survey: Online schooling dampens morale

By Holly Kurtz Education Week The disruption in K-12 education due to the Coronavirus is way more than anyone could have imagined just a couple of months ago. A system that has relied primarily on face-to-face interactions in school buildings for generations is now operating almost entirely virtual. That big, rapid shift has dampened morale among both teachers and students, and it has exposed huge equity problems in K-12 schools.

At the same time, it has forced educators to learn how to use new technologies, such as video conferencing, very quickly. That rush to use new technologies, though, opened the doors for a wave of data privacy and security problems, especially with the wildly popular Zoom videoconferencing platform.

The EdWeek Research Center, the research arm of Education Week, is also pivoting quickly in this environment, conducting twice-monthly national surveys of teachers and district leaders to help the K-12 system navigate these unprecedented times. The surveys provide an evolving view of how schools are addressing challenges around communication, equity, attendance, and academic performance as well as the eventual reopening of school buildings.

Following are 10 key insights from our most recent survey, a nationally representative, online poll of 1,720 educators administered April 7 and 8. Stay tuned for future survey results: Our next poll is scheduled to launch April 22nd.

Student and teacher morale are down.

Maybe it’s the loneliness or disconnection from colleagues and friends caused by stay-home orders and school closures. Or the frustration with the limitations and technical glitches of online learning. Or maybe the constant drumbeat of news about the rising coronavirus death toll, skyrocketing unemployment rates, and the uncertainty of what’s ahead is just too much to handle.

Whatever it is, the reality is that student and teacher morale is suffering (as reported by teachers and district leaders), declining considerably between March 25 and April 8. In March, the teachers and district leaders we surveyed reported that morale was lower than prior to the pandemic for 61 percent of students and 56 percent of teachers.

This week, educators told us that

76 percent of students and 66 percent of teachers are in lower spirits than they were before the crisis. Teacher and student morale are especially low in the western United States. Compared to district leaders, teachers report lower morale rates both for themselves and for their students.

Teachers say they’re spending more time on instruction and communication. But equity problems persist.

More teachers are engaging in instruction now than in March. In fact, nearly all teachers (90 percent) say they are engaging in instruction now,

compared with 74 percent in late March. Teachers are also engaging in more communication with students. The percentage of teachers who had had no contact with most students declined while those engaging in weekly contact nearly doubled during that time period.

That said, some students are having more contact than others.

More than half of teachers (56 percent) in lower poverty districts (with poverty rates under 25 percent) are interacting with their students at least once a day, compared with about 1 in 3 in districts in which three quarters or more students come from low-income families.

Science teachers and elementary educators who teach all subjects report the highest levels of daily contact. Special education and arts teachers report the lowest.

IT TAKES ALL OF US TO SAVE LIVES!

If we work together, fewer of our friends and family will be affected by the coronavirus. Hospitals won’t be overloaded, and lives will be saved.

Learn more at www.texas.gov/covid19

DO YOUR PART TO KEEP FELLOW TEXANS SAFE! 6 Feet

PRACTICE SOCIAL DISTANCING If you must go out, avoid public spaces and keep your distance.

KEEP HANDS CLEAN

Use soap and water for 20 seconds or use 60% alcohol hand sanitizer.

CLEAN & DISINFECT

Disinfect frequently touched objects and surfaces often.

STAY HOME WHEN SICK

Call your doctor if you have fever, cough or shortness of breath.

DON’T SPREAD GERMS

Don’t touch your eyes, nose or mouth. Cover a cough or sneeze using your elbow.

SYMPTOMS OF COVID-19

WHY IT’S DANGEROUS

Symptoms may appear any time between 2-14 days after exposure.

Most of us will be fine. But, if we allow the virus to spread, many people who don’t have to could die.

30% 56% 10% No Symptoms

FEVER

DRY COUGH

Moderate Symptoms

Hospitalization

SHORTNESS OF BREATH

BY STAYING APART NOW, WE CAN ALL BE TOGETHER AGAIN FASTER!

4%

Hospitalization + ICU

THE LONGVIEW VOICE — April 17, 2020

Page 11

Report: Lobo alum met ‘virtually’ with Texans

By Mark Lane Texans Wire The Houston Texans continue their due diligence to find help along the defensive line in the 2020 NFL Draft.

According to Aaron Wilson of the Houston Chronicle, the Texans had a virtual meeting with WASHINGTON former Texas Tech defensive tackle Broderick Washington.

The 6-2, 305-pound interior defensive lineman had a chance to showcase his talents until the COVID-19 derailed the typical NFL offseason. The Longview High School product had was selected to the NFLPA Collegiate Bowl, was added to the Senior Bowl roster, and had an impressive showing at the NFL Scouting Combine with 23 reps, even though he partially tore his pectoral on the seventh rep.

The Texans aren’t the only team interested in the threetime honorable All-Big 12 selection. Washington has meetings setup with the Cincinnati Bengals, New Orleans Saints, Philadelphia Eagles, Tampa Bay Buccaneers, Baltimore Ravens, Kansas City Chiefs, New York Jets, Los Angeles Rams, New York Giants, Tennessee Titans, and Washington.

If the Texans were to add Washington, he would help retool a defensive tackle position that lost D.J. Reader in free agency and is counting on returning Brandon Dunn and free agent Timmy Jernigan to fill the void.

PLAN |Continued from page 9 The CARES Act, signed by President Donald Trump on March 27, includes billions earmarked for public schools.

There’s a $13.5 billion pot for school districts, which will go out to districts under an existing federal formula focused on disadvantaged students, and a $3 billion fund for governors to distribute to both K-12 and higher education.

Using figures from the Congressional Research Service, Griffith’s analysis looks at not just how much each state would get from the CARES Act, but how much would reach K-12 PLAN|Continued to page 17

¡SALVAR VIDAS ES UNA TAREA QUE REQUIERE DE TODOS!

Si trabajamos juntos, habrá menos de nuestros amigos y familiares afectados por el coronavirus. Los hospitales no estarán llenos, y se salvarán más vidas.

Aprenda más en www.texas.gov/covid19

¡CUMPLA CON SU PARTE PARA PROTEGER A SUS COMPATRIOTAS TEXANOS! 6 Pies

MANTENGA MANTENGA LAS DISTANCIA SOCIAL MANOS LIMPIAS Si tiene que salir, evite lugares públicos y mantenga su distancia.

Use jabón y agua por 20 segundos o un desinfectante de manos con 60% de alcohol.

LIMPIE Y DESINFECTE

QUÉDESE EN CASA SI ESTÁ ENFERMO

Desinfecte a menudo objetos y superficies que se tocan frecuentemente.

SÍNTOMAS DEL COVID-19 Los síntomas pueden aparecer en cualqier momento 2 a 14 días después de haber estado.

NO PROPAGUE GÉRMENES

Llame a su médico si tiene No se toque los ojos, la nariz ni la fiebre, tos o dificultad para boca. Si tose o estornuda cúbrase respirar. con la parte interna del codo.

¿POR QUÉ ES PELIGROSO? La mayoría de nosotros vamos a estar bien. Pero, si permitimos que el virus se extienda, morirá mucha gente que no debería morir.

30% 56% 10% Ningún síntomas

FIEBRE

TOS SECA

Síntomas moderados

Hospitalización

DIFICULTAD PARA RESPIRAR

¡SI NOS SEPARAMOS AHORA, PODREMOS ESTAR JUNTOS MÁS PRONTO!

4%

Hospitalización + UCI

Page 12

THE LONGVIEW VOICE — April 17, 2020

10

FACTS about the Coronavirus Disease and how to be better prepared at your school

The Coronavirus is being discussed every time you turn on the radio or the television. Getting the right information and knowing the FACTS will help all of us care for our students and our school system.

1

2

The Coronaviruses are a large family of viruses causing illness ranging from the common cold to more severe diseases.

The COVID-19 is caused by a novel coronavirus; meaning it is a new strain that has not been previously identified.

The Coronavirus is a respiratory disease that is mainly spread person to person.

When someone with the virus coughs or sneezes, the virus is spread.

Could the teacher shortage worsen due to COVID-19?

By Olivia Krauth USA Today LOUISVILLE, Ky. – When Abby Woods started student teaching earlier this year, she didn’t expect lengthy, statewide school closures.

A senior education major at the University of Louisville, Woods’ semester as a student teacher is one of her last requirements to becoming a certified educator.

But when her Oldham County elementary closed because of Coronavirus, she had to rapidly pivot to virtual lessons to earn her certification.

Instead of working with kindergartners in person, she is now recording herself reading books aloud and preparing virtual phonics lessons for her kids at home.

“It has been a huge adjustment since the school closings,” Woods said.

Sudden, lengthy closures across the country could capsize student teachers’ efforts to become certified and start teaching in their own classrooms. Educators and professors are concerned the switch to remote learning – increasingly, for the rest of the school year – will limit student teachers’ exposure to leading lessons and managing a classroom.

The stakes are high: This year’s class of new teachers is much-needed amid a national teacher shortage.

By 2025, the United States is expected to be short around 200,000 teachers, according to research by the Economic Policy Institute. Without enough teachers, classrooms – particularly those in high-needs schools – may go without a

long-term leader.

But education officials and colleges say they are working to ensure widespread school closures don’t prevent the next crop of educators from joining the full-time teaching force this fall.

Amy Kirk, 23, a master’s student studying elementary education at the University of Florida, is in her final semester of a yearlong student teaching internship at Limestone Creek Elementary in Jupiter, Florida.

She taught fourth grade in the fall, and this semester, fifth. Her mentor let her oversee the class most of the time, she said, so she could get as much experience as possible before becoming a full-time teacher.

Virtual learning, though, has been less engaging.

“Being an intern and not a full-time employee for the district, I don’t have a lot of access to online resources,” Kirk said. “Coming from being in charge 95% of the time to not having access is a strange transition where I feel helpless.”

How teachers decide to handle virtual learning could affect how much face time or lesson-planning experience a student teacher receives.

Some might get a standard teacher certification but less experience than intended.

An upside is that student teachers are racking up experience in distance learning.

“We are emphasizing that this is an opportunity for student teachers to develop important skills for their future classrooms, such as flexibility and creativity, along with skills in adapting instruction Short|Continued to page 13

3

4

5

At this time, children are NOT as affected by COVID-19 as adults are. Kids typically have a better immune system to fight against the disease.

However, children with preexisting illnesses may be more vulnerable.

To reduce the spread of the virus, a variety of approaches are recommended.

It is important to keep your child at home if they are feeling sick.

AND Taking your child to see a doctor to rule out the COVID19. It will prevent the uneasiness of not knowing and will also start treatment if necessary. Addressing the problem early is the key to a quick recovery.

Knowing what to do in case of an outbreak in your areas is the key to protecting your family.

Was

h tho

6

se b

What can parents do at home to prevent the spread of the Coronavirus?

Hold a family discussion about the virus to ease any uncertainties. *Explain how it is contracted *Protective steps to prevent it *Recommend kids to tell you when they start feeling bad

ackp

WASH THOSE HANDS REGULARLY

KEEP KIDS HOME WHEN THEY ARE ILL

Reminding your child to wash their hands for 20 seconds with soap and water or use hand sanitizer with 60% alcohol

Staying home is very important to contain the spread of viruses.

acks

Even if your family is quarantined, realize this will only be temporary.

7 What can schools do to prevent the spread of the Coronavirus?

Practice Preventive Behaviors.

Regularly washing hands for 20 seconds with soap and water (sing the ABC song) or use alcohol-based hand sanitizer that contains at least 60% alcohol.

Remind students to cover their mouth and nose with a tissue or with the bend/crook of their arm when coughing or sneezing.

Send students home who are feeling ill.

A child who is sick, regardless of the cause should not be in contact with other students if not feeling well.

Avoiding close contact.

Students love their friends and their teachers however hugging, touching, shaking hands, high-fives and whispering should be kept to a minimum.

8

9

10

Keep updated about what is happening in your community.

Turn to credible media outlets, local public health authorities and updates from public health websites (ie.CDC)

Minimize exposure to media outlets or social media that promote fear or panic. Be particularly aware of/limit how much media coverage your child is exposed to about an outbreak.

Focus on supporting children during this time *Talk to them about their feelings and validate them *Help them express their feelings by drawing and other activities *Provide comfort and patience *Check back with them on a regular basis to see how they are doing

Well-being Safety Assessments, LLC - www.well-beingsafetyassessments.com 573.451.2151

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THE LONGVIEW VOICE — April 17, 2020 SHORT |Continued from page 12 to individual students or how to incorporate technology to enhance teaching within the classroom,” said Zora Wolfe, an education leadership professor at Widener University in Pennsylvania.

Nationally, not all education majors are in the same situation.

Some soon-to-be educators do their student teaching in the fall or participate in yearlong programs. Many of those students are relatively untouched by current K-12 school closures.

At the University of Arkansas, students complete yearlong internships that go above the state’s student teaching requirements, education pro-

fessor Marcia Imbeau said.

While those students are finishing up coursework online, “their time for working with children is obviously over,” Imbeau said. They’ve already completed the 16 weeks of student teaching Arkansas law requires, which was “fortunate,” she said.

To become a certified teacher in Kentucky, students need

Page 13 to spend 70 days teaching under the purview of a current educator. Typically, those days are spent in a classroom, in front of students. Occasionally, a university administrator observes.

But with schools across Kentucky shuttered, teachers and soon-to-be teachers are moving online or doing other forms of distance learning.

What do I tell my kids about the Coronavirus?

The importance of good communication

Talking to Children and Teens is Necessary Whether you realize it or not, your children and teenagers are taking in a lot of information about this new virus. Unlike adults, they do not have the ability to sift through the information and determine what is correct and what is incorrect to develop an appropriate course of action. They are relying on you to do this for them.

The top 5 things to discuss with your kids about COVID-19

1 3 5

What is it?

Kids can clearly see this situation is making adults worry and because of this it can be very scary to them.

A parent should adjust the amount and type of information they give to their child based on the child's age level.

Follow the Guidelines: COVID-19 is spread through contact with someone who is infected. Remind your child to wash their hands properly on a regular basis and not to touch their face or mouth area. If they cough due it in the crook of their arm.

2

Reassure them: The fear of the unknown can be greater than the known. Let kids know that yes, this is a problem right now but there are many adults working together to make everyone safe.

4

Monitor Media Information: Our televisions, radios and social media feeds are being inundated with information about this virus.

Hearing other talk repeatedly about this scary topic can be overwhelming for kids. Adult supervision is necessary.

Leave the Lines of Communication OPEN: Due to the situation, parents should check in on their kids often. Let them know you are available if they have any new questions or just want to talk about this topic. And remember they are looking to you to be a role model during this challenging time.

Well-being Safety Assessments, LLC 573.451.2151

www.well-beingsafetyassessments.com

Page 14

THE LONGVIEW VOICE — April 17, 2020

COVID-19 SPREADS THROUGHOUT THE U.S. Pandemic causes widespread school closures Education Week The Coronavirus pandemic has forced widespread school closures in the United States in an unprecedented disruption of K-12 schooling.

School closures refer to the shutdown of physical buildings and traditional, in-person instruction.

For more information see our detailed coverage of each state’s closures and our full coverage of the novel Coronavirus and its impact on schools.

21 states and 3 U.S. territories have ordered or recommended school building closures for the rest of the academic year.

School closures due to Coronavirus have impacted at least 124,000 U.S. public and private schools and affected at least 55.1 million students.

There are at least 98,000 public schools and at least

34,000 private schools in the U.S., according to the National Center for Education Statistics. Those schools educate almost 50.8 million public school students and 5.8 million private school students.

Austin ISD deploys buses with Wi-Fi to assist students

By Heather Osbourne Austin American Statesman Austin school district officials on Friday deployed more than 100 Wi-Fiequipped buses to apartments and neighborhoods across Austin to help students with online learning during the coronavirus pandemic.

Officials on Friday said the 110 buses were funded by a $600,000 grant through Kajeet, a wireless provider operating on the Verizon and Sprint LTE wireless networks.

The buses were placed in areas of Travis County where students have no internet access, officials said. A total of 500 buses were equipped with routers through the grant, according to the district.

Students who live at the locations listed below can access the free Wi-Fi on their school computers weekdays from 8 a.m. until 2 p.m., officials said.

THE LONGVIEW VOICE — April 17, 2020

Page 15

Texas charter operators receive $130M grants

By Jacob Carpenter Houston Chronicle Three of Texas’ largest charter school operators have won federal grants totaling more than $130 million, some of which will fund their expansion in the Houston area over the next several years.

The U.S. Department of Education awarded the five-year grants to IDEA Public Schools, Responsive Education Solutions and YES Prep Public Schools, a trio that combines to enroll about 80,000 students throughout the state and 15,000 in Greater Houston. The federal agency

has allocated nearly $1.2 billion over the past decade for charter expansion through the grant, known as the Charter School Program.

For the second straight year,

the largest Charter School Program grant went to IDEA, which netted about $72 million to support its rapid growth throughout Texas, Florida and Ohio. The charter network enrolls about

and flexibility for the instructional staff during this interim time,” he said.

Williams told trustees that districts are required to annually certify to the State Board of Education and the commissioner that, for each subject in the required curriculum other than physical education, students have access to instructional materials that cover all of the Texas Essential Knowledge and Skills (TEKS).

“Districts will be unable to order 2020-2021 instructional materials through Educational Materials System (EMAT) until certification has been received by the Texas Education Agency,” he said, explaining that

50,000 students at 91 campuses throughout Texas, with plans to open its first Houston-area schools in August.

Responsive Education Solutions, which operates 12 of its 71 campuses in the Houston area, netted $41 million. YES Prep, one of Houston’s oldest and highest-regarded charter organizations, scored about $21 million to assist the addition of elementary schools to its portfolio.

IDEA Chief Advancement Officer Sam Goessling said the network’s leaders still are discussing how grant funds will be Grant|Continued to page 19

BOARD |Continued from page 1 at future board meetings.

Dr. Wilcox said this additional authority would remain in effect “only until the district resumes regular operations, or the board takes other action.”

“This resolution is only a matter of expediency to help us better respond to rapidly changing developments [in the COVID-19 crisis],” he said. “Of course, I will continue to keep our board members up to date on any and all changes that might be made, as will our Community Relations department in keeping our community informed.”

‘PASS OR FAIL’

Later, board members approved a resolution modifying student progress reporting requirements to reflect a “pass or fail” designation for all subjects in grades 1-8 during the duration of the Coronavirus (COVID-19) pandemic.

Melanie Pondant, Director of Secondary Curriculum, and John York, Director of Elementary Curriculum, explained the ongoing international crisis requires a change in the methods of instructional delivery systems to LISD families.

“As we strive to address this ‘new normal,’ our goal is to provide a continuum of high-quality services to meet the needs of all our students,” said Pondant.

“Teachers are currently providing a combination of online instructional services along with more traditional paper learning packets while maintaining communication with both students and parents.”

York agreed that these changes will enable the district to accommodate the difficulties of this time, while also providing a means for academic accountability.

“Modifying our grade reporting procedures will allow additional fairness for our students

SAFETY REPORT

LISD Assistant Superintendent of Administrative and Pupil Services Dennis Williams said, as of 2:00 p.m. April 13th, Gregg County has increased to 47 cases, and “local health officials do not feel like we have flattened the curve quite yet.”

Williams informed trustees that AEP-Southwestern Electric Power Co. estimates that WILLIAMS approximately 22,000 people are without electricity in the area, as of Monday morning.

“It is not known exactly when all power will be restored,” Williams told board members, adding that straight-line winds did minimal damage to district facilities.

“A greenhouse was destroyed at Ware Elementary School, ceiling tiles were blown off an overhang at Longview High School, and Playing for Keeps is operating on one-third of its normal power,” he said.

Williams said staff is currently completing the district safety audit information to present during the May regular meeting.

“In this information will be recommendations to help establish our safety plans for the next three years,” he said. We are also working on our Multi-hazard Emergency Operations Plans that must be presented to the board of trustees for approval.”

IN OTHER BUSINESS

Trustees approved a request for Instructional Materials Allotment and TEKS Certification for 2020-2021 from Williams.

districts request State Board of Education-adopted materials and Commissioner-adopted materials through EMAT, and the allotment is reduced by the value of requested materials.

FOR MORE INFO

Trustees usually meet in the boardroom of the LISD Education Support Center, but often set special-called meetings at various locations around the district. The next regular meeting is tentatively scheduled for 6 p.m. May 11th.

For more information about the Longview ISD Board of Trustees go to LISD.org.

Page 16

THE LONGVIEW VOICE — April 17, 2020

OBITUARIES Longview ISD offers our most sincere condolences to our extended Lobo family ALICE REED HENDERSON FURRH MARSHALL — Alice was born in Bonham at the home of her maternal grandparents Finis and Texie Keeton, to Alice Keeton Henderson and William Reed Henderson, both of whom were born in Bonham.

The family lived in Arkansas, then settled in Longview.

HENDERSON She was a proud 1949 graduFURRH ate of Longview High School, and an avid member of the ‘49 Lunch Bunch, which met monthly for many years, at various spots around East Texas, until the members gradually passed on or became too old to attend.

Alice attended several colleges, in search of a degree that at that time did not exist: Elementary Education with a specialty in Early Childhood Development and Nursery Education. These colleges did their best to provide her the coursework she needed to accomplish this specialty; as she completed coursework at one, she would move on to another, and did earn the degree: Texas State College for Women (now TWU), then Southwestern University, and finally, The University of Texas in Austin. She was a member of the Delta Delta Delta Sorority and stayed lifelong friends with her sorority sisters.

After graduation, she taught in Corpus Christi, then Gladewater. While teaching in Gladewater, she went on a blind date with Lou Bates, and double dated with Lou’s friend Pat Furrh and his date. She and Lou would remain friends for many years, but she married the other guy.

Alice married William Kirkpatrick “Pat” Furrh, Jr. on March 17, 1957 in Longview. They settled in Marshall and started their family: daughter Keeton Ann Furrh Forbes, Patricia Louise Furrh Agnor, and William Kirkpatrick Furrh III. She was a wonderful mother, and grandmother, to Albert Stuart Agnor III (Al) and Andee Brownrigg Agnor. Alice loved to cook and was an avid gardener. She was the ultimate homemaker. She never quite mastered swimming, but loved her home on Fern Lake, and entertaining family and friends there for the

past 37 years.

Alice and Pat loved to travel, and visited many countries in the course of their 63 years together. They loved meeting new people on their travels and would often keep in touch with special couples for many years after. They loved to entertain, and treasured their times with the Wine Club friends, the Supper Club(s) friends, Church friends, the list goes on. One of their favorite traveling groups included a friend who was a pilot and the four couples had many wonderful adventures exploring places in the U.S. Alice, along with Pat, was a devoted member of Trinity Episcopal Church of Marshall. She was one of the dedicated members of Martha’s Kitchen at Trinity, as well as a member of the Women of Trinity. She was a member of Club 25 since 1960, and a long-time member of the Forum 50 Club. She was a founding member of the Bondage to Freedom House. These are just a few of the ways Alice helped others, always ready to volunteer or help a worthy cause. In her later years, she taught adult students of the Literacy Council, and was a volunteer at the Marshall Depot, meeting train arrivals at night. She truly loved people and learning about their lives and families.

Alice is survived by her husband, Pat Furrh; daughter, Kee and son-in-law, Bruce Forbes of Longview; daughter, Patti and son-in-law, Stuart Agnor of Marshall; son, Kirk Furrh of Marshall; and her beloved grandchildren, Al Agnor and his fiancee, Kallie Maddox of Longview, and granddaughter, Andee Agnor of Houston; step-grandchildren, Cally Agnor Nicholson and family, Alex Agnor Garza and husband Jeff, Robert and Jordan Forbes, and step-greatgrandson Liam Forbes; and her special nieces and nephews, Les and Angie Rhoades and family, Mary and Roy Price and family, as well as Karen Henderson Stubbs and family, and Darrick Henderson and family.

Internment will be in the Columbarium at Trinity Episcopal Church of Marshall. A service to celebrate the life of Alice will be held at a later date. Memorials can be made in honor of Alice to The Literacy Council of Marshall, Trinity Episcopal Church, or the charity of your choice.

PUBLIC NOTICES LISD Board meeting set May 11

Trustees usually meet in the boardroom of the LISD Education Support Center, but often set special-called meetings at various locations around the district. The next regular meeting is tentatively scheduled for 6 p.m. May 11th.

For more information about the Longview ISD Board of Trustees go to LISD.org.

LISD accepting competitive requests for proposals for Contracted Educational Services

Longview Independent School District (LISD) is accepting competitive requests for proposals for Contracted Educational Services for the 2019-20 school year and under the guidance of EDGAR and approval of funding made available for services to be rendered. Awards will be considered NON-EXCLUSIVE, ones by which multiple vendors may be designated as suppliers for the goods and/or services covered under the terms of the contract for the duration of said contract. Contracted Educational Service providers will be used on an as-needed basis throughout the District to provide services to students and staff. Please contact Sheri Broadwater at 903-381-2260 to obtain a proposal packet, or download one from below. Proposals must be addressed as follows: Attn: Sheri Broadwater, and clearly marked “#2001 CS-RFP-CONTRACTED EDUCATIONAL SERVICES.” Proposals will be accepted throughout the school year on an ongoing basis until 4:00 p.m. on Thursday, July 30, 2020, at the LISD Education Support Center, 1301 East Young Street, Longview, Texas, or mailed to P. O. Box 3268, Longview, TX 75606. Longview ISD reserves the right to accept or reject any or all of the bids submitted in the best interest of the District. For more information, go to LISD.org.

FLOR ESTELA MANCHA

For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.

It is with a sad heart that we announce that Flor Estela Mancha, mothMANCHA er of Nelda Mancha and grandmother of David Mancha, passed away, age 88, on April 22, 2020, in Longview. Nelda Mancha is a long-time Spanish teacher at Longview High School, and David Mancha teaches at Judson Middle School. There will be a private graveside service at Rosewood Cemetery under the direction of Rader Funeral Home.

Please keep the Mancha family in your thoughts and prayers.

Estela is survived by her son Jesus Mancha and wife Marisol Mancha of Longview, Texas, daughter Nelda Mancha of Longview Texas, daughter Juana Campos and husband Mauricio Campos of Longview, Texas; daughter Rose McKenrick and husband James McKenrick of Katy, Texas; daughter Maria Rivera and husband Lorenzo Rivera of Arlington, Texas;12 Grandchildren: Joe Ramirez, Jaime Ramirez, Cristina Dalley, Richard Campos, Carina Garcia, Jessica Mancha, David Mancha, Daniel Mancha, Erik Rivera, Marissa Rivera, Ariana McKenrick, Alexa McKenrick, and 6 great grandchildren.

She is preceded in death by her husband Ricardo ‘Lupe’ Mancha and her daughter Mirna Ramirez, both of Longview, and 3 siblings.

Estela was born on July 15, 1931 in a small ranch El Tecomate in Montemorelos, Nuevo Leon, to parents Juvencio Roel and Guadalupe De Leon. She began teaching at the age of 18 and graduated from the Escuela Normal Profesor Serafin Peña in 1956. She moved to the United States in 1957 where she was a stay at home mom for several years. Beginning in 1981, she worked with her husband to build a successful restaurant chain, Lupe’s Mexican Restaurant which they owned and operated for over 35 years.

A private family graveside service was held on Tuesday, April 14, under the direction of Rader Funeral Home with Deacon Manuel Villalobos officiating.

THE LONGVIEW VOICE — April 17, 2020 CHARTER |Continued from page 4 he said. “LEAP will operate Longview Early Graduation High School, Longview High School’s Career and Technical Education (CATE) program, and East Texas Advanced Manufacturing Academy.”

This stands to be the second time Longview ISD has moved in this direction since the passage of Senate Bill 1882 in as many years — the first being the partnership with East Texas Advanced Academies prior to the 2019-2020 school year.

LISD schools currently in the ETAA network include East Texas Montessori Prep Academy, as well as the Bramlette, Everhart, Johnston-McQueen, Ware, and Forest Park campuses.

THE PARTNERS

Texas Council for International Studies (TCIS) With a strong emphasis on

Page 17

International Baccalaureate education and elite academic excellence, TCIS’s mission is to partner with Texas school districts to shape the future of IB World Schools in Texas through program development, professional training, curriculum planning, marketing support, and scholarship programs.

The IB Diploma Programme is an academically challenging and balanced programme of education that prepares students for success at university and in life beyond. The programme has gained recognition and respect from the world’s leading universities.

Local board members for TCIS include Karen Phillips, Walter Sorenson, Dolph Briscoe, Bill Thomas, and Margaret Davis, with LHS Dean of Instruction Linda Buie expected to serve as district liaison for the board.

Longview Educates and Prospers (LEAP) A partnership to provide

a collaborative program that prepares students in real-world learning experiences for high-demand careers in our region, LEAP campuses will assist students with skills for employment and working collaboratively.

LEAP hopes to represent the next generation of alternative learning environments.

Rather than merely offering “high school light” or a narrow vocation experience, under the guidance of LEAP each campus will continue curating the learning experienced that are best-suited to the interests and objectives of their student population.

Board members for LEAP include Wayne Mansfield, Shawn Hara, and Keith Bonds, with a leadership team that includes district Longview High CATE Director Gary Kreuger, Academy Director Jody Sanders, and Early Grad H.S. Principal Kristi Means.

The partnerships are gov-

erned by a 2017 state law called Senate Bill 1882 that provides extra funding to traditional public school districts that contract with outside entities such as charter networks, non-profits, and universities to run their schools as an in-district charter.

In accordance with TEA policy, by having LISD be the authorizer of charter campuses, the district maintains the authority to set the ground rules the partners have to follow.

However, Dr. Coleman said students and staff will likely not notice any significant changes in day-to-day operations as a result of the proposed partnerships, as any of the shifts that COLEMAN may occur

National Association of State Budget Officers. He also assumed a 3.6 percent increase in state and local K-12 spending above 2018-19 per-student spending figures compiled by the National Education Association.

Under his analysis, a universal 7 percent cut in state aid would leave three states (Louisiana, Mississippi, and South Dakota) spending more per pupil when CARES Act aid is accounted for. But if all 50 states cut their education funding by 8 percent, all of them would end up spending less per pupil, even after factoring in the CARES Act money.

How much states spend per pupil—separate from federal and local spending—can vary significantly, so the impact of percentage cuts to that spending differs accordingly.

In general, though, ”the number that’s in your state budget now is not going to be the number that will be there” for schools when states start planning their next budgets this fall, said Griffith, who used to study K-12 finance at the Education Commission of the States.

There has been tension about

how schools should be approaching the next several months as the majority of students have shifted to online learning at home (if their schools haven’t shut down altogether).

Some have focused on the urgent need to expand internet access and provide more online devices to students as the academic year enters the home stretch. But others say schools should save what money they have in reserve to help them weather the economic hard

times ahead.

Partisan control of states will also play a factor in states’ decisions about things like school funding. In 2010, for example, Democrats controlled 27 state legislatures compared to 14 for Republicans; this year, Republicans control 29 state legislatures compared to 19 run by Democrats.

“We’ll have a better understanding in three months,” Griffith said. “But that seems like an eternity from now.”

Charter|Continued to page 19

PLAN |Continued from page 11 districts according to the federal formula. He also looks at how the aid would or would not offset anticipated state funding cuts.

Some important caveats about this analysis: Griffith’s results assume that 90 percent of the $13.5 billion pot specifically for school districts ends up going to districts.

The CARES Act says that at least 90 percent of that money must end up with districts, so the amount that actually reaches districts could be higher.

In addition, his analysis assumes that half the money in the governor’s fund will end up with K-12 schools, meaning the other half would go to colleges and universities. Statistically that’s an equal distribution, but of course, the share that goes to K-12 versus higher education in each state will vary depending on needs, politics, and other factors.

Each state, of course, will take its own approach in deciding whether to cut its education budget in response to the pandemic’s impact, and if so, by how much.

For the 2019-20 state and local funding statistics, Griffith relied on an estimate from the

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THE LONGVIEW VOICE — April 17, 2020

SPOTTED ON SOCI AL

THE LONGVIEW VOICE — April 17, 2020 CHARTER |Continued from page 17 will involve details behind the scenes, “mostly on an administrative level.”

“But what teachers and students will notice, is resources that have been desired in the past will actually be in the hands of teachers and students to improve the engagement of the instruction in the classroom,” he said, adding that individual campuses may also notice more freedom to make decisions in the best interest of their students.

“One of the goals of the non-profit partnerships is to provide those who deal most

directly with the students more autonomy to make decisions that are most beneficial for the students in their care,” said Dr. Coleman.

Passed in 2017 by the 85th Texas Legislature, under the leadership of Gov. Greg Abbott, Senate Bill 1882 creates new incentives for traditional public schools to partner with outside entities to improve student outcomes.

Page 19

Longview ISD will work together in partnership to develop and maintain continuity of services for all district campuses, but Senate Bill 1882 will allow additional

innovation and training for educators.

“We will collaborate with the various executive directors in order to continue the mission of providing the best JONES services for all students in the greater Longview area,” said district Chief Financial Officer Joey Jones.

Earlier this year Longview ISD began negotiations with four applicants: International Center for Academics & Tech-

nology (iCAT) and Lions Pride (Texas A&M-Commerce), in addition to LEAP and TCIS. Dr. Coleman and LISD administrative staff have been evaluating the applicants since that time and brought a recommendation to the board on April 13th based on which partners “provided the right fit for our students, staff, and community.”

For more information about the Longview ISD public school charter program please visit LISD.org/charters, call the LISD Department of Innovation at 903-381-2200, or visit the TEA website: TxPartnerships.org.

known as career and technology education or CTE courses, across all campuses under its Premier High School brand.

Responsive Education Solutions enrolls about 17,600 students in Texas at schools bearing brands such as Classical Academy and iSchool.

“We’ve had an initiative for a while now to provide CTE offerings at all of our Premier campuses, but what we plan to do is align the community needs for burgeoning careers in those communities with the CTE offerings we can now provide,” Responsive Edu-

cation Solutions Director of Communications Jake Kurz said.

Kurz said he did not know how many new campuses will be built in Houston. Available documents do not specify the local investment.

For YES Prep, the grant will help fund the addition of 10 elementary campuses across Houston, as the network makes its first foray into serving the city’s youngest students. YES Prep currently serves about 12,000 students in grades 6 through 12.

“The driving need for it

was communities, essentially, calling out and saying, ‘We don’t want to wait until our kids are middle school-age to get a YES Prep education,’” said the charter’s CEO, Mark DiBella. “What we’re hoping it will do is provide earlier opportunities for intervention, so when our kids get to us in middle school, they’ll be better prepared.”

YES Prep plans to open two elementary campuses on the city’s north-central and southeast sides in August, and add two schools annually over the next four years.

MOVING FORWARD

GRANT |Continued from page 15 spent with federal officials, who have offered tremendous support for the organization. The network now has received three of the four largest Charter School Program grants, with $67 million awarded in 2017 and $117 million in 2019.

IDEA aims to double its enrollment to 100,000 by 2022, with the long-term goal of becoming the nation’s largest school system.

“We’re really proud of this grant as an organization because all these teams across IDEA contribute, particularly the teachers and school leaders,” Goessling said. “This certainly helps us achieve our growth campaign goals, but we still have remaining fundraising to do.”

Many education advocates and philanthropists have lavished praise on IDEA, which primarily serves lower-income and Hispanic students in the Rio Grande Valley, San Antonio and Austin. Nearly 90 percent of graduates have enrolled in a Texas college or university in recent years, about 30 percentage points higher than the state average. IDEA students also score well above-average compared to their peers on state standardized tests.

IDEA’s critics contend the organization’s performance mandates — nearly all students must receive acceptance to a four-year college or university to graduate from high school — scare off families of children needing greater academic and behavioral support. IDEA’s spending practices, including a since-canceled plan to lease a private jet, also drew scrutiny in the past several months, prompting an apology from the network’s co-founder and CEO. With help from its $41-million grant, Responsive Education Solutions plans to open 14 new high schools and expand vocational offerings, commonly

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THE LONGVIEW VOICE — April 17, 2020

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