17th Annual Bragging Rights Issue of Texas School Business Magazine

VAN VLECK ISD

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PORT ARANSAS ISD

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LOCKHART ISD

KARNES CITY ISD

GALENA PARK ISD

CALDWELL ISD

BELTON ISD

AZLE ISD

ALAMO HEIGHTS ISD

BRAGGING RIGHTS

Seventeenth Annual

2023-2024

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From the editor

I

t’s my favorite time of the year — the time when we get to brag on you. In this, our 17th annual Bragging Rights edition, we highlight 12 innovative programs going on in Texas’ public schools.

As I look at the list of this year’s list of winners, the word that jumps to my mind is community. In each of these initiatives, the goal is the same — to support a community. In some cases, this means celebrating school staff or providing students with hands-on lessons that will prepare them for future careers. In others, districts are making pathways that will help hiring shortages across the state or reaching out to support some of the most vulnerable members of society.

Regardless, this issue of Bragging Rights highlights the importance of public schools, and I hope that you will share it with everyone, perhaps starting with those who might need a reminder of why the work you do is essential.

If you’re interested in learning more about any of the programs in this issue, don’t hesitate to reach out to the districts. Another great thing about public education is that it’s very much a one-for-all system.

I hope you enjoy the issue. Thank you for all you do for our communities.

DACIA RIVERS Editorial Director

Texas School Business BRAGGING RIGHTS 2023-2024

Volume LXX, Issue 7 406 East 11th Street Austin, Texas 78701 Phone: 512-477-6361 www.texasschoolbusiness.com EDITORIAL DIRECTOR Dacia Rivers DESIGN Phaedra Strecher ADVERTISING SALES Jennifer Garrido TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS EXECUTIVE DIRECTOR Kevin Brown DIRECTOR, COMMUNICATIONS & MARKETING Amy Francisco

BRAGGING RIGHTS 2023-2024 Texas School Business

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BRAGGING RIGHTS 2023-2024 2023-2024

Alamo Heights ISD

Lockhart ISD

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29

Paint Rock ISD

32

Azle ISD

13

Port Aransas ISD

35

Belton ISD

17

Richardson ISD

38

Caldwell ISD

20

Tyler ISD

41

Galena Park ISD

23

Van Vleck ISD

Karnes City ISD

43

26 Visit texasschoolbusiness.com to download this issue to share and view the entire archive of Bragging Rights issues.

BRAGGING RIGHTS 2023-2024 Texas School Business

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Alamo Heights ISD County: Bexar Region: 20 Superintendent: Dana Bashara 2022 enrollment: 4,788 Number of schools: 5

ALAMO HEIGHTS ISD

Alamo Heights finds district support in its most senior residents

by Bobby Hawthorne

Grand Mules include Claudia Malitz (left), mother to three alumni and grandmother of four current AHISD students, and Lynn Loring (right), mother of two alumni and grandmother of two current AHISD students.

aintaining a positive public perception is important for any school district. But it can be challenging to spread the good news about what’s going on in public schools when good news so often gets buried for something more exciting.

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attended Alamo Heights themselves. Some of their children did, too, some grandchildren do now, and yet, these seniors have been overlooked and ignored as a constituency.

In Alamo Heights ISD, Superintendent Dana Bashara decided to ask some seniors to help the district with the task. But the seniors she recruited aren’t high school seniors. They’re senior citizens.

During the worst of the pandemic, schools mostly shut down because of health protocols. This impeded the spread of one type of virus, but it emboldened another.

COVID-19 changed this.

Retired. Curious. Civic-minded. Seniors have time on their hands and tend to want to give back, so when Bashara reached out, they signed up.

Nationwide, school staff witnessed an endless drumbeat of disinformation about public education. And Texas schools were no exception.

Collectively, they’re known as “Grand Mules,” as in “Grand” parent and “Mules,” which is the district’s mascot. In some cases, they

Political pundits and opportunists made outlandish claims about public schools. Rumors often spread like wildfire, especially since

BRAGGING RIGHTS 2023-2024 Texas School Business

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▲ Alamo Heights ISD staff and students welcome senior community members to visit their schools to learn more about the district’s successes.

“In the end, we want to nurture these relationships and form a network of school ambassadors.”

— Alamo Heights ISD Superintendent Dana Bashara

the advent of social media. In this case, they left school districts scrambling to counter the false information.

In other words, she wanted a bunch of seasoned social media influencers.

But school folks had few ways to respond, given that they weren’t invited to the meetings where such claims were spouted, and that’s where Bashara’s senior citizens come in.

One of the program’s chief architects, Dr. Yadira Taboada-Palacios, says the students’ stories were her favorite aspect of the two-hour event.

Last year, grandparents and other senior citizens — the Senior and Grand Mules — were invited to witness for themselves what was happening in Alamo Heights’ public schools.

“Because we believe in authentic student voices, we told the kids, ‘Here’s the learner profile. This is what the community has said are their hopes, dreams and aspirations for kids. Now, talk to us about how this came to fruition in your journey in Alamo Heights.’ And they did. The sharing and exchange between seniors was really powerful.”

The district hosted three 90-minute events in which approximately 20 to 30 Senior and Grand Mules volunteered to attend. The program was structured to first encourage conversations with district leaders about academic and character education initiatives, followed by tours of classrooms, labs and other facilities. High school students were on hand to share their stories and talk about what they love about learning in Alamo Heights.

“We wanted to pull the curtain back and let them see what’s going on,” Bashara says. “We wanted to get into the classrooms, let them see what teachers were doing and how our students were learning.

In the end, we want to nurture these relationships and form a network of school ambassadors. We want people who could engage in conversations with their neighbors from a position of experience and knowledge.”

One talked about his kitchen experiences in the culinary arts department. Another about learning to play five musical instruments.

Others talked about sporting events, theater productions, student publications, Spanish immersion, and how they took over the responsibility for operating the football stadium’s jumbotron.

One senior mentioned that she’ll graduate this spring fluent in five languages.

“I can work anywhere in the world. I can go anywhere and do anything,” she told the Senior and Grand Mules, one of whom was Pam Bryant.

BRAGGING RIGHTS 2023-2024 Texas School Business

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▲ Top left: Kay Bashara, mother to three AHISD alumni and Grand Mule to eight grandchildren who are currently AHISD students or graduates, poses with her daughter-in-law, Superintendent Dana Bashara.

“I was most fascinated with the students,” Linda says. “They talked about their journey, what they have learned through their journey, and where they hope to go because of that journey.”

A retired educator, Linda said she was impressed that Alamo Heights educates the whole child.

“It wasn’t just academics or sports or extracurriculars,” Linda says.

“It was everything. I was particularly impressed with the emphasis on social-emotional learning.”

She said she also came away feeling connected to the school in a way that she wasn’t before.

“I was so enamored with all of it, but I was especially impressed with this young woman,” Bryant says. “Fluent in five languages!

Imagine that, and she’s 18 years old. I was like, ‘Be still my heart.’”

Pam’s big take-away from the event?

“I think it’s absolutely a genius marketing tool,” she says. “So often, older citizens no longer have children in the schools, and they can be very negative about what’s happening in the schools. There’s a lot of, ‘Well, we didn’t have all this or that back then,’ and so forth.

This alleviates much of that.”

At the heart of it all, she added, is love.

“There is a genuine interest in putting healthy, happy citizens into the world,” Pam said. “I’m no longer worried about my own grandchildren as long as they attend school in Alamo Heights.”

Asked if she feels comfortable contacting Bashara or another AHISD administrator if she has a question or concern, Pam says, “Absolutely. In fact, I already have.”

Linda Cornwell says she’s just as impressed, possibly more. She moved into the district from Indianapolis a year ago. She and Pam met last year when Linda’s nephew married Pam’s niece, and they’ve since become dear friends.

“Dr. Bashara welcomed people to come in, chat, ask questions and exchange viewpoints,” Linda says. “I felt very, very comfortable.

The program inspires people to rethink what they thought they might have known coming in. That’s no small thing.”

The real rock stars, Bashara says, were the kids.

“They engaged with their special guests. They sat on the panels and told their remarkable stories. I walked away each time so incredibly proud of them.”

The first of the three events for 2023-24 took place in November, with one important change from last year.

“After one of the three events last year, we asked for feedback,” Taboada-Palacios says, “and a grandmother came forward and told us how much she enjoyed it, but then added, ‘I just have one suggestion. We’re all old and retired, and we’re not used to getting up and getting going by 8:30 a.m., so if you could just bump it back to 10, we’d greatly appreciate it.”

“No problem,” Dana says. “Done and done.”

BOBBY HAWTHORNE is the author of “Longhorn Football” and “Home Field,” published by UT Press. In 2005, he retired as director of academics for the University Interscholastic League.

BRAGGING RIGHTS 2023-2024 Texas School Business

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Azle ISD County: Tarrant Region: 11 Superintendent: Todd Smith 2022 enrollment: 6,864 Number of schools: 12

AZLE ISD

Your district needs “More Cowbell”

by Autumn Rhea Carpenter

W

hen Azle ISD’s Human Resource Coordinator Jessica Hanson approached Superintendent Todd Smith with the More Cowbell awards idea in 2022, he wasn’t sure how ringing a cowbell was going to raise morale. But Hanson’s out-of-the-box thinking and enthusiasm convinced Smith that he should give the concept a chance. Who knew that a “Saturday Night Live” skit starring Christopher Walken in the 2000s could influence an entire school district?

The idea sparked when Hanson attended a Texas Elementary Principals and Supervisors Association (TEPSA) session, and a school administrator shared that they had implemented the More Cowbell awards at the campus level, where coworkers nominated each other when they saw outstanding professionalism and positive energy, making engagement contagious.

“I remember how funny the SNL skit was in the 2000s and

Students celebrate as their teacher receives a More Cowbell award from Azle ISD staff.

realized it could be an opportunity to bring that ‘extra’ to our entire district,” Hanson says. “The ‘extra’ for us means going above and beyond for our students and each other.”

During the first nine weeks of school, school staff nominated 40 people for the award via a Google form, then every nine weeks after, interest grew. For each remaining nine-week grading period, between 80 and 100 nominations came in. Employees from every area of the district are eligible to participate, including the prekindergarten center, elementary, middle schools, high schools, administration, maintenance and transportation departments, and substitute teachers. Nominations must be made by peers within the district and the nominator’s name is not revealed. A selection committee determines the winners for each campus.

Jose Rodriguez has been a bus driver for the past nine years and served in the Air Force for 27 years. He was awarded the More BRAGGING RIGHTS 2023-2024 Texas School Business

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Alamo Heights ISD Azle ISD Belton ISD Caldwell ISD Galena Park ISD Karnes City ISD

Lockhart ISD Paint Rock ISD Port Aransas ISD Richardson ISD Tyler ISD Van Vleck ISD

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BRAGGING RIGHTS 2023-2024 Texas School Business

“Being nominated for this award by a fellow employee made me feel good about myself and showed me that there are always eyes out there watching and wanting to recognize people doing a good job.”

— Jose Rodriguez ▲ Since the program’s inception, Azle ISD staff members have handed out numerous More Cowbell awards, recognizing hard work in the district.

Cowbell award last year for his positive, encouraging attitude and always sharing a kind word with the bus duty personnel.

“I thoroughly enjoy my job, the department I work for, and watching the kiddos growing up to become young adults,” Rodriguez says. “Being nominated for this award by a fellow employee made me feel good about myself and showed me that there are always eyes out there watching and wanting to recognize people doing a good job.”

When an employee wins the More Cowbell award, the district recognizes them with a loud cowbell, cheers, a certificate, a green More Cowbell T-shirt (which they may wear on Mondays with jeans), a mini cowbell featuring a Buzzy the Hornet (Azle ISD’s mascot), and, of course, bragging rights.

“We have had recipients burst into tears of joy when being recognized. I’m not sure how we would measure the success in just one year, but I know for certain there is a lot of pride and joy on the days we are out recognizing individuals,” Smith says.

He continues: “In reviewing various data regarding the current statewide struggles in retaining and recruiting public school employees, being appreciated and recognized is always ranked at the top. We felt like this initiative was just one of many ways to help show recognition and appreciation to all employee groups.”

If other school districts want to launch their own More Cowbell award program, determining the right organizer is key.

“A lot of energy goes into gathering and reviewing the submissions and coordinating the recognitions. It’s a time-consuming task

BRAGGING RIGHTS 2023-2024 Texas School Business

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“I think you will be surprised how many people catch the fever for More Cowbell. Sometimes noticing each other can be the best morale booster on the planet.”

— Jessica Hanson

and must be well organized, but it’s well worth the work,” Smith says. “There’s some expense involved with the cost of the T-shirts, cowbells, and printing the certificates, as well.”

“The More Cowbell Minute,” and distributes it with the district’s email and newsletter. Every nine weeks, she also promotes the winners’ stories on Azle ISD’s social media channels.

Hanson encourages other districts interested in starting their own More Cowbell program to jump on in.

Anjolee Roberts, who teaches second grade at Hilltop Elementary, was awarded the More Cowbell award in the first nine weeks of 2022.

“The best thing to do is just start. When we launched it, I was hopeful that five people would be nominated each nine weeks.

Suddenly, we received hundreds of nominations, and I was blown away. So, order lots of T-shirts and hope for the best. I think you will be surprised how many people catch the fever for More Cowbell. Sometimes noticing each other can be the best morale booster on the planet.”

Promoting the initiative is also an important aspect of ensuring success. Hanson uses a Smore newsletter to create a page called

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BRAGGING RIGHTS 2023-2024 Texas School Business

“It felt good to be nominated. I was recognized for being a good teammate and team lead. I always hope I’m impacting others in a positive way and helping to make my teammates’ lives easier,” Roberts says. “The More Cowbell award has been impactful in our district as it celebrates positivity and encourages us to cheer each other on. I’m proud to work with people that build each other up.”

AUTUMN RHEA CARPENTER is a freelance writer based in Portland, Oregon.

Belton ISD County: Bell Region: 12 Superintendent: Matt Smith 2022 enrollment: 19,298 Number of schools: 15

BELTON ISD

Belton ISD’s Recharge Conference: inclusive programming to empower all staff

by Stacy Alexander Evans

A high school teacher and athletic coach in Belton ISD learn the value of play in the classroom at the district’s Recharge Conference.

n the 70 years since Brown v. The Board of Education, we have come to deeply appreciate the unparalleled value of diversity in our public schools. Today’s educators proudly share the joy of witnessing student communion across lines that may have separated them in the previous century: race, religion, family income and education level. Yet, one question remains: How well are we modeling that commitment to diversity and inclusion as adults within our school communities?

I

between employees in the district who may not have had previous opportunities to work together directly.

In the summer of 2022, as they ruminated on professional development for the coming school year, Belton ISD’s Assistant Superintendent of Teaching and Learning Gabi Niño and Director of Professional Learning Vickie Dean wanted to create something extraordinary. They set a goal to reimagine the typical educational conference, with an eye toward building bridges

Niño elaborates, “Our transportation team runs the first classrooms students experience every day. The first interaction so many of our students have is that ‘good morning’ they get from the bus driver, and it’s also the last experience they have before they leave us.”

As the two began to brainstorm ideas for their Recharge 2023 conference, front and center was the notion that all employees — paraprofessionals across grade levels, art teachers and athletic coaches, bus drivers and AP physics teachers — should be working side by side as true partners with the common goal of supporting the students they serve.

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“This conference is a time for us to recharge for the remainder of the school year, so that we can continue to be the best version of ourselves for each and every learner in our system.” — Gabi Niño ▲ District staff build community while discussing BISD World Class Employee Competencies.

Niño doesn’t mince words, implying the district would be remiss if they did not acknowledge the critical role played by auxiliary staff in enhancing student learning.

while others had broad appeal, such as “Pitfalls of Social Media” or “Movement and Meditation for the Soul.”

“Some of our drivers have phenomenal classroom management skills. We need them to see themselves as leaders,” Niño emphasizes, saying she knew these team members would soar when given a platform to share their student relationship building success stories with teachers. Indeed, she knew this conference had the potential to be powerful for all involved, and Dean agreed.

“With Recharge,” Dean says, “we really wanted people to come together, learn together, and collaborate together.”

“We had a session on balancing being a new mom with working, so that’s important,” she notes. Then, her face lights up. “We had another session for people to learn about the benefits of emotional support animals, and then they actually got to interact with the therapy dogs.”

After months of planning and incremental email releases to prepare employees for the event, on Feb. 20, conference-goers descended upon Belton High School, guided by a mobile app created to help walk them through 350 sessions and workshops in three categories: Inspiring Instruction, Self-Care and World Class Employee.

Offerings were as diverse as the attendees themselves, with some clearly targeted to specific populations, such as “Paraprofessionals Seeking a Bachelor’s Degree” or “Campus/Department Budgeting,”

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BRAGGING RIGHTS 2023-2024 Texas School Business

Dean recalls some of her personal favorites.

The director of professional learning says she’s already looking forward to round two, and as she and Niño plan for Recharge 2024, they’re revisiting all of the valuable lessons they learned as pioneers.

Last year, prospective presenters had lots of questions as they put together their session proposals, and no wonder — none of them have ever done anything quite like this before.

“Sometimes,” muses Dean, “you have to experience it once to really know what it will be like, right?” She says this year presenters are wasting no time, and one art teacher in particular has already submitted ideas that she believes will be especially attractive to Belton’s much treasured transportation and custodial staff.

▲ Belton ISD launched its first ever Recharge Conference on Feb. 20, 2023. Plans are underway to do it again in 2024.

“We also talked about how to code our sessions” chimes in Niño, “and make sure they’re aligned to what we’re trying to achieve in our district, and in particular our instructional vision.”

moments, flexibility and optimism are key. Dean admits she had a moment like that during the 2023 conference, when she felt a little discombobulated after a few things didn’t go as planned.

At the end of the day, the assistant superintendent says their mission is all in the name.

Although Niño certainly understood her colleague’s frustration at the time, she also admired Dean’s ambition and tenacity. As they looked together at the crowd of 300 people gathered in the auditorium for a talk by national thought leader Jamie Meade on the value of hope in the classroom, Niño remembered the name they’d given to the conference: Recharge.

“This conference is a time for us to recharge for the remainder of the school year, so that we can continue to be the best version of ourselves for each and every learner in our system.”

Dean says that last time, her favorite part of the entire experience was getting all the positive feedback after the conference ended.

“People were feeling valued because they were learning alongside each other, no matter what role they were in. There were no levels on that day,” Dean proudly declares. “I hope one of the things that people walked away with was that it doesn’t matter where you are in the organizational chart, your learning is just as important as anyone else’s. We are all the same.”

Like most people in education, Dean and Niño both started their careers as teachers, and they remember all too well those unpredictable days in the classroom, when even the best designed lessons would sometimes veer into uncharted territory. In those

“I said, ‘OK, stop for just a second. This wouldn’t have happened if it wasn’t for us taking a risk and doing something big for each and every employee.’”

Niño reminded Dean that in the end, given the scope, what they’d accomplished was incredible.

She continued, “‘We are going to have a missing sign, or a presentation that isn’t set up on time. Those are challenges, but look at what has come to life for our team at Belton ISD.’” STACY ALEXANDER EVANS is a freelance writer based in Austin. She is a state-certified secondary teacher who spent four years working with students throughout the state of Texas.

BRAGGING RIGHTS 2023-2024 Texas School Business

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Caldwell ISD County: Burleson Region: 6 Superintendent: James Barton 2022 enrollment: 1,833 Number of schools: 4

CALDWELL ISD

CAP Fleet trains Caldwell ISD students for future automotive careers

Caldwell ISD students work to upfit cars for local first responders.

by Autumn Rhea Carpenter

W

hen CAP Fleet Upfitters, one of the nation’s largest upfitters of law enforcement, fire, highway safety, school districts and first responder vehicles, began building their 100,000 square-foot assembly facilities in Caldwell, the company approached the local school district about forming a partnership.

In 2022, CAP Fleet began training 34 high school students with the necessary upfitting and auto skills that could land them a job at the company after graduation. CAP Fleet employees presented the two-year program to the Agriculture Mechanics classes.

“We felt that these students were the most interested in the type of hands-on work that CAP Fleet requires,” says Chief Operating Officer at Caldwell ISD Heather Escalante. “They also presented to all students at grade-level meetings so that they knew about the opportunity. CAP Fleet employees described the upfitting process

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BRAGGING RIGHTS 2023-2024 Texas School Business

(a build process that takes an original equipment manufactured vehicle and installs aftermarket equipment) and they outlined the hours, pay and benefits for a CAP Fleet employee, and the potential to work their way up with more training and knowledge.”

CAP Fleet brought a demonstration car to Caldwell High School and described the careers available in the automotive industry.

“As a junior, I interviewed for a spot in the class and was accepted into the program,” says James Hessler, a senior at Caldwell High School. “Mechanics and the automotive industry intrigued me as a child when I worked with my grandpa on his backyard car projects.”

Hessler takes an upfitting class during eighth period in the automotive shop at the high school, which also offers an

“When I graduate, I hope to become an installer, assembling the vehicles and working with my hands.” — James Hessler

▲ The CAP Fleet program prepares students for careers in upfitting and other automotive fields.

introduction to automotive course. Arts instructor at CAP Fleet instructor Russell Meadows teaches both courses.

technical automotive training. Students can later branch off into the automotive mechanic field or decide to specialize in upfitting.”

“Many of the students in the class are hands-on learners. We have a curriculum, and most students struggle with the book portion of the class. We mix it up to keep their focus on the tasks for the class,” Meadows says. “Most of the students have a fair sense of the industry and are excited to work on cars. Building and working on first responder vehicles is a great honor, and I try to share that passion with the students.”

Since the program began last year, eight students applied for positions at CAP Fleet, which is poised to be one of the largest employers in Burleson County, and four students accepted positions at the company.

Meadows teaches upperclassmen to upfit a sample vehicle on campus, one component at a time.

“It requires careful attention to detail, teamwork, and quality control,” Escalante says. “Meadows’ class starts with automotive basics like changing spark plugs and tires to more specialized

“When I graduate, I hope to become an installer, assembling the vehicles and working with my hands,” Hessler says. “I’m willing to work wherever they need me though; since I’m a senior, it won’t be much longer until I’m putting in my work application.”

In addition to hard skills, the program has also instilled an understanding of professionalism into the students.

“We wear collared shirts on Fridays and are expected to obey all school rules,” Hessler says. “Mr. Meadows told us on the first BRAGGING RIGHTS 2023-2024 Texas School Business

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“My goal is to not only provide the students with the ability to successfully join this industry and earn a good living, it’s also to teach them to be proud of themselves and help guide them to ensure that they are successful adults within the community.”

— Russell Meadows ▲ Through a partnership with CAP Fleet, Caldwell ISD students graduate with a new and valuable skill set.

day of class that our education comes first. He’s very passionate about us treating our school time like a job and reminds us that we represent any up-and-coming class. This class has given me direction and guides me with a solid career path ahead if I have the determination to continue after high school.”

The courses are structured so that every student works with each other, creating a strong bond.

“They learn to communicate effectively and work as a team,” Meadows says. “My goal is to not only provide the students with the ability to successfully join this industry and earn a good living, it’s also to teach them to be proud of themselves and help guide them to ensure that they are successful adults within the community. I have a great group of students and I love working with Caldwell ISD to enhance their minds.”

Much of the program’s success is due to Meadows’ dedication to the students.

“Caldwell High School couldn’t ask for a better instructor in Mr. Meadows. He has fully embraced being a Caldwell Hornet, even though he is only here for two periods each afternoon,” Escalante says. “He attends his students’ games and activities and was present at our graduation. A big success of this program has been

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BRAGGING RIGHTS 2023-2024 Texas School Business

because Mr. Meadows truly cares for these students and builds a strong relationship with each young man and woman from the beginning. In turn, our students want to be a part of CAP Fleet and are fully committed to the program.”

CAP Fleet’s partnership with the school district is an example of the private sector working with schools to build a qualified workforce, something valued by local businesses.

“Our partnership with CAP Fleet is successful because it combines the potential job opportunities in Caldwell and Burleson County with the authentic interests of our students,” says Superintendent James Barton.

“I can’t say enough positive things about the investment CAP Fleet made in this vision. They have remained fully committed to helping students realize their potential in the automotive industry, providing their expertise and equipment to students without reservation. Any school partnership must reflect the community. Once there is a relationship with the growing business and industrial leaders, developing programs that fit their needs is natural and truly collaborative.”

AUTUMN RHEA CARPENTER is a freelance writer based in Portland, Oregon.

Galena Park ISD County: Harris Region: 4 Superintendent: John C. Moore, Jr. 2022 enrollment: 21,400 Number of schools: 25

GALENA PARK ISD

A day “without limits” for special needs students

by Merri Rosenberg

T

he students wearing colorful T-shirts entered the Galena Park football field last March, met by smiling high school students eager to help them enjoy the array of activities set up for them.

Some children happily crawled through a tunnel, others focused their energies on pitching bean bags into a cornhole or trying their skills at a putting green. Still others savored face painting, playing with a multicolored parachute, or kicking a soccer ball.

These are all ordinary activities that children participate in all the time — so what’s the big deal?

For these special needs students, being able to participate in physical activities that are routine for other children was a very big deal indeed. Galena Park ISD’s first Super Star Buddy Relay was designed to bring together special needs students with high school

Special needs students in Galena Park ISD team up with their buddies for a day of relay fun.

volunteer buddies for a memorable and meaningful experience.

“In Galena Park, we offer lots of different things for our special needs students,” says Mechelle Epps, assistant superintendent for student support services. “When our superintendent came to us last year, he shared the concept of a program that would be a Special Olympics with a Fifth Grade Olympiad — a ‘field day on steroids.’”

And that’s what Epps and her team, along with members of the district’s staff and community volunteers, delivered.

“We were going full out,” she says, in designing a field day with events, activities and high school student buddies, as an “inclusive opportunity that was ‘going big.’”

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“It was such an eye-opening event and so inspiring, to see how much the high school students cared for the special needs students, and how much patience they had.”

— Sarah Miller ▲ Galena Park students come together to enjoy a day of relay races, obstacle courses and other fun, outdoor activities.

teachers, 68 administrators, a dozen board members and event sponsors, as well as 20 cases of Gatorade, 210 pizzas for the high school buddies, and 2,800 bottles of water.

students,” Miller says. “It was such an eye-opening event and so inspiring, to see how much the high school students cared for the special needs students, and how much patience they had.”

The high school buddies received community service hours for the event and were excused from their classes. They watched a training video prior to the event that emphasized, as Stephani Garza, an instructional specialist, says, “You’re their biggest fan, cheer them on and keep them motivated. Keep it safe, keep it fun, never leave their side. Entertain and get to know your athlete.”

The district provided color coded T-shirts for the student athletes and their buddies, as well as the teachers, administrators and volunteers. The football field’s jumbotron was used to display photos of the student athletes and their buddies; the photos were visible to community members who drove by the site.

Epps enlisted the assistance of the district’s different campuses, especially the physical education departments and facilities, to acquire loans of equipment and transport all of those items to the football field. For students who might be overstimulated by all the activity, there was a calming, quiet space on the field.

“My students are very young,” says Tina Nichols, a special needs teacher for pre-K through third graders in the community that lies about 12 miles from Houston and has an enrollment of more than 21,000 students. “They don’t get a chance to do these activities. My children don’t get to go on field trips. It’s hard for parents. [For these children] to be able to run and play in a safe environment is huge. The high school buddies were loving these kids. Kids get to experience just being kids.”

Beyond the people power within the district that contributed to the event, Epps also had some district funds as well as money from the district’s education foundation and a local church to underwrite some of the expenses.

Sarah Miller, community relations branch manager at the United Community Credit Union in Galena Park, whose group provided lunches for the teachers and helped distribute lunch sacks for the student athletes, was touched by the event.

“It was nice for parents to see the students, and see how many high school volunteers were there to help the special needs

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The experience was powerful for participants.

For Patricia Moreno, the mother of a 17-year-old daughter who has mobility issues and uses either a walker or wheelchair, “There are not many options for her. I try to get her involved. I’m always looking for things for her.”

The morning at the football field allowed her daughter to do face painting, enjoy bubbles and participate in parachute play.

“She really liked it,” says Moreno.

That was the goal, says Epps.

“When you see our big old football players and student council members and cheerleaders picking up the babies and watching them throw a ball — and for the parents to be there in the stands to see their children actively participating … the impact on the buddies was just as great if not greater than it was for students and their parents.”

North Shore High School senior Bryan Sanders, a football player, was the buddy for a student who “wanted to play football. He was highly active, and every 30 seconds he’d take off running. I enjoyed helping them have fun and enjoy their day. It was a good experience and I would sign up to do it again. Being able to see all the kids and to see their smiles — I feel good about myself.”

Galena Park High School junior and student council vice president Denneshae Jones says, “It was a great opportunity to interact for the day with these students.”

She was the buddy for a first grader, who was quite active.

“I realized that I had to adapt and follow his lead,” she says. “I needed to make sure he was having fun no matter what the activity was.” She was gratified that the student enjoyed the car wash station and bubbles as much as he did.

“It was a great experience for my life skills students,” adds Marissa

Anderson, a special education teacher for ninth through 12th graders at Galena Park High School, and the advisor for the student council. It was also important, she says, for the high school student buddies to realize that “not all special needs students are the same.”

One student buddy, North Shore High School cheerleader Kimora Jenkins, was delighted to encourage and help her student athlete maneuver through the obstacle course and car wash activities.

Although her student wasn’t verbal, Kimora says, “I was talking her through, and reassuring her.” Kimora was gratified that the student enjoyed a temporary tattoo and had fun.

“I really enjoyed my experience,” says Kimora. “Lots of people think they [special needs students] can’t do anything. They had fun and were outgoing.”

As Superintendent Dr. John Moore says, “The Super Star Buddy Relay personified Galena Park ISD’s vision of Excellence in All, For All, By All. It was wonderful to see all of our students come together to compete and support one another. The sportsmanship and enthusiasm were contagious and made for an exciting and memorable event. The spirit of inclusion and acceptance are hallmarks of the GPISD community.”

MERRI ROSENBERG is a freelance writer specializing in educational issues, based in Westchester County, New York.

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Karnes City ISD County: Karnes Region: 20 Superintendent: Katherine Kuentsler 2022 enrollment: 1,048 Number of schools: 4

KARNES CITY ISD

Karnes City ISD hosts a student leadership summit for students in nearby rural schools.

Changing the world from Karnes City ISD

by Bobby Hawthorne

W goal?”

hen Dr. Katherine Kuentsler was interviewed for the job as superintendent of Karnes City ISD, she was asked, “If you were selected, what would be your main

Without a moment’s worth of hesitation, she replied, “My goal is, has been and always will be to change the world. That’s the reason I got into education.”

She wasn’t kidding. She wasn’t exaggerating. She meant every word.

“Our generation had its chance,” she says. “Now, it’s time to hand it over to the kids.”

The kids, Kuentsler says, will change the world if taught the lessons needed to tackle the intractable challenges they’re inheriting.

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And the first lesson? Leadership.

To that end, Kuenstler orchestrated what she calls a “student leadership summit.” The district invited seven local rural schools to participate. Everyone knew the event would deal with leadership. Few, if any, not even the hosts, fully understood what that meant.

They’d soon find out.

Dr. Yvette Buehring is one of the chief architects of this leadership consortium. She was there from the very beginning, working on the philosophy, logic and logistics of the one-day event.

She asked, “How do we make sure kids are high performance?” and research generally pointed to the roles of parents and family, financial stability, positive character traits such as enthusiasm, curiosity, self-motivation, responsibility and diligence.

“It’s a crazy ambitious effort, but once kids feel confident that they are a critical piece of the puzzle, now you have the tools to go back and make a difference in your community.”

— Karnes City ISD Superintendent Katherine Kuentsler ▲ Through the summit, KCISD staff aims to develop and support student leaders from small and rural school districts.

What can schools control? Not family. Not finances. Not even the positive personality traits. Kids tend to cart those to school with them. Schools just reinforce them.

It wasn’t what the students expected to hear, and there was some grousing.

Schools do control what takes place in the classrooms, and so the ultimate goal is to get students to buy into the idea that education matters and being a leader in school will benefit them now and later.

“I know,” Buehring replied.

“The entire community needs to be invested,” Buehring says. “It’s a crazy ambitious effort, but once kids feel confident that they are a critical piece of the puzzle, now you have the tools to go back and make a difference in your community.”

Fourth graders answer the call Buehring wasn’t kidding when she told a group of students, “The future of our country depends on you.”

At first, they thought she was.

“I’m serious,” she told them. “You can’t always just expect adults to take control. It’s up to you and your generation. You must make the difference.”

Finally, a little boy said, “But we’re only in the fourth grade.”

“I’m only 10,” the boy added.

“We’ll help you,” she promised them, and that settled things for the time being. “We won’t let you fail.”

And so, the 10-year-old fourth graders began taking it upon themselves to make a difference.

Was Buehring kidding, just a little?

No. She was not.

“In this day and age, kids are more about making a change in their environment because they see what’s happening in the world,” she says. “They see that change is so necessary. Without being empowered to change, they can lose hope. If they lose hope ...”

She doesn’t finish her sentence. She doesn’t need to.

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Speaking of fourth graders “I’m not gonna lie,” says Tori Whitaker, a Karnes City High School grad and current KCISD athletic trainer. “My daughter has a very strong personality. You might say she’s a natural-born leader.”

Not surprisingly, her daughter was elected as a fourth grade student leader.

Among other things, it’s taught her how to speak up properly and correctly, how to harness her energy and passion, and how to use them in a positive manner.

“In this day and age, kids are more about making a change in their environment because they see what’s happening in the world.” — Yvette Buehring

Here’s the plan: “She’s going to ask Ms. K.K. (Superintendent Kuentsler) if she can hold a few fundraisers, and if Ms. K.K. approves, then she’s going to hold a few fundraisers and use the money to buy benches and plant flowers,” Whitaker says. “It’s going to be beautiful.”

A time to lead When Dr. Katie Atkins took the reins of nearby Pettus ISD about a year ago, she began searching for ways to build platforms for students to use their voices.

When the summit came around in May, it seemed like a perfect opportunity to move in that direction, even though she didn’t really know what to expect. She knew she was taking some student leaders along with her. She knew some of her other students possessed leadership qualities that needed to be more fully identified and developed.

What she found at the end of the school day was her students’ ability to problem-solve and work together in delightfully surprising ways.

“In small schools, some kids tend to be leaders in multiple activities,” Atkins says. “What the kids learned as a result of the summit is that not everyone is going to lead all the time. There is a time to lead, and there is a time to support.”

Students as superintendency interns Alex Kotara is a supporter. He’s president of the Karnes City ISD school board, and it often comes as a surprise to his three daughters that he’s not the king of Karnes City.

“A couple of years ago, the girls might come to me and say, ‘Dad. We don’t like the dress code,’ and they’d expect me to institute some change,” Kotara says. “I’d have to explain to them that that’s really not my job. Eventually, they figured it out. They’d say, jokingly, ‘Don’t bother to tell dad. He can’t do anything about it.’”

While he wasn’t in control of the summit, Kotara was a big supporter.

“As it unfolded over the course of the day, I was impressed by the way it was facilitated and what it intended to do,” he says. “This year, we’re rolling some of the students into what we’re calling ‘superintendency interns.’”

His youngest daughter is one of them.

“My daughter has frequently mentioned that students come to her with a school matter rather than to the student council,” he says.

“The kids in this program have it in them. They have the drive and the interest. This is where we’re finally giving them an outlet where they can do it without coming across as nerds.”

Katharine Porter and Abigale Ingle are far from being nerds. Both hold multiple officerships at the high school, and both are relative

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newcomers to Karnes City. Katharine’s family moved from the Killeen area. Abigale’s family moved from Austin.

Not surprisingly, they’ve become good friends, and both were chosen as “superintendency interns,” of which they are taking full advantage.

After the summit last spring, the girls kicked around all kinds of issues and finally decided to address poverty.

“It’s a really big problem, and it gets swept under the rug sometimes because people just do not talk about it,” Abigale says. “I very much have an outsider’s perspective, and one thing that’s interesting about this community is there’s such a wide gap between people with money and people without.”

So, they decided to look for a way to help those in need.

“There are a lot of low-income families in our school,” Katharine says. “Among other things, they don’t have money to spend on clothes. They end up wearing things they get bullied and judged for.”

The school has a care pantry, but there’s a stigma to it.

“Basically, they realized that there was a lot of friction between kids over what to wear,” Kotara says. “Fashion becomes a big thing. In a small town, everybody sort of knows what everyone else wears. If I had this shirt, and it winds up in the clothing closet, it’s visible. Everyone would know where it came from.”

Also, Katharine says, the clothes are rarely in style, so they wanted something that never goes out of style. The answer? Spirit gear — Karnes City T-shirts, shorts, sweatshirts and so forth. Everyone wears spirit gear.

At first, they thought they’d need to get school board approval, then remembered, “We’re superintendency interns. We’ll do this under the umbrella of the Leadership Initiative.”

It was a stroke of genius. All they asked for was some storage space at the high school.

“It was a homegrown solution,” Kotara says. “They took it from an abstract problem and pared it down to ‘How can we solve this problem?’ They didn’t ask ‘How can the district, the community, the nation, society solve the problem?’ They asked, ‘How can we?’”

And that’s how Kuenstler’s leadership summit is already changing the world.

BOBBY HAWTHORNE is the author of “Longhorn Football” and “Home Field,” published by UT Press. In 2005, he retired as director of academics for the University Interscholastic League.

Lockhart ISD County: Caldwell Region: 13 Superintendent: Mark Estrada 2022 enrollment: 6,117 Number of schools: 9

LOCKHART ISD

An entrepreneurial LEAP in Lockhart ISD

by Dacia Rivers

Zoe Seaver, a senior at Lockhart High School and the first Lockhart L.E.A.P. recipient, works in the beekeeping business she started with her father.

ometimes kids say the darndest things. And sometimes, they’re right on the money. Anyone who works closely with children knows this to be true, including Lockhart ISD Superintendent Mark Estrada. In Lockhart, a conversation Estrada had with a student has turned into a unique entrepreneurial opportunity for students and the community.

S

the district called the Lockhart Lion Entrepreneur Access Partnership, or L.E.A.P.

In that conversation, the student voiced their frustration that at 18 years old, they could easily be handed massive student loans, but if they wanted to start a business, no bank would touch them. In Lockhart ISD, 75% of students qualify for free and reduced lunch, and getting their hands on the type of capital required to start a business is a pipe dream. Or, at least it used to be.

Estrada says he went to First Lockhart National Bank to gauge interest in a partnership, and received immediate, positive results.

Fortified, he also partnered with the Lockhart Chamber of Commerce and the Greater Caldwell County Hispanic Chamber of Commerce to get L.E.A.P. off the ground.

As a result of the conversation, Estrada created a new program in

“I wanted to do something to help students be able to start a business,” Estrada says. “Lockhart is a growing community with a growing business community, so I approached the bank first and foremost.”

The bank and both chambers agreed to contribute financially to an entrepreneurial grant for students. Estrada put in some of his BRAGGING RIGHTS 2023-2024 Texas School Business

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▲ Funding for the Lockhart L.E.A.P. program comes from First Lockhart National Bank, the Lockhart Chamber of Commerce, the Greater Caldwell County Hispanic Chamber of Commerce and Superintendent Mark Estrada.

own money as well. In the end, the district had $15,000 to give to a student as start-up money in the program’s inaugural year, the 2022-23 school year.

“Once I explained it to them, everyone was very excited,” Estrada says. “I think people understand that not every kid is going to go to college and that there are real opportunities right now to start a business and capitalize on being in a growing community, especially in Central Texas.”

The competition for the L.E.A.P. money was originally open to students enrolled in a business class at Lockhart High. At the end of the year, students would complete their capstone projects, but last year introduced a new element. These students could compete Shark Tank-style for seed money by pitching their business plans to community members and business leaders, including representatives from the bank and the chambers of commerce, as well as Estrada. These professionals would then choose one winner.

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The first recipient of the L.E.A.P. grant was Zoe Seaver, a senior at Lockhart High who is using the funds to expand the beekeeping business she began with her late father. Zoe received the $11,000 she requested for her business plan, which includes expanding her business to help other Lockhart residents get agricultural exemptions by beekeeping on their properties.

“It’s a really smart business model that made sense for our community, so that’s why she won,” Estrada says. “She gets access to customers and their land, which helps them, but then she’s also making money off the bees she puts there.”

The L.E.A.P. team surprised Zoe with the announcement of her win, presenting her with an oversized check and inviting her friends and family to join in the celebration. In addition to the grant money, the program also paired her with a local business mentor who will help guide her as she grows her business.

It’s no surprise that witnessing Zoe’s success has inspired her peers

“We are responsible for giving and providing opportunities for all students, and if college is not their passion, being an entrepreneur should be celebrated and encouraged.”

— Lockhart ISD Superintendent Mark Estrada

at Lockhart High. This year, the L.E.A.P. program is accepting business proposals from any LHS senior, not just those enrolled in the business class.

“I was recently on the high school campus and the kids are already asking about it,” Estrada says. “There’s a lot of interest, now that they know it’s real.”

The benefits Estrada sees for the L.E.A.P. program are many. Not only does the grant help a student launch a business they might not be able to otherwise, preparing for the pitch session helps students learn to create a business plan and sell it to a group of potential investors. And when a young student starts up a new business in the Lockhart area, the entire community benefits.

“It requires and encourages a lot of maturity for young adults, along with perseverance, strategic thinking and risk-taking,” Estrada says. “To me, one of the biggest pieces is wanting to solve a problem in your local community. Sure, it’s a business, but

they’re not looking at it just to capitalize. They’re trying to solve a problem, and they’re trying to help their community. I think the more young people we can get to be service-minded in that manner, the better.”

In Lockhart, the L.E.A.P. program shows no signs of a slump. The initial investors have committed to putting $15,000 into the fund annually, and Estrada says he’s been approached by other local businesses that want to pitch in. He feels confident that over time, the district will have enough money to award to multiple students each year. His goal? To be able to provide L.E.A.P. grants to five Lockhart seniors each spring.

“We are responsible for giving and providing opportunities for all students,” Estrada says. “And if college is not their passion, being an entrepreneur should be celebrated and encouraged.”

DACIA RIVERS is editorial director of Texas School Business.

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Paint Rock ISD County: Concho ESC region: 15 Superintendent: Kristi Mickelson 2022 enrollment: 225 Number of schools: 5

PAINT ROCK ISD

Paint Rock ISD reaches students beyond the district’s footprint

by Dacia Rivers

R

ight in the center of the state sits Paint Rock ISD, a small, rural district where administrators are always looking to increase enrollment in a pocket-sized area with a limited population. Through an external campus initiative, the district has been able to grow its enrollment while providing much-needed educational services to students who need them most.

Through the initiative, PRISD operates three external campuses, two in residential treatment facilities in Fort Worth and Wichita Falls, and one in a juvenile center in Post. CPS operates the residential treatment facilities, which have a maximum capacity of about 21 students each. The juvenile center is a federal facility, one of very few that houses incarcerated youth.

The district employs dedicated staff at each external campus along with supplemental staff members who visit in-person about once per month and are otherwise available remotely. That

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Paint Rock ISD’s external campus initiative allows the district to reach students in residential treatment centers and juvenile facilities.

supplemental staff includes assessment professionals, counselors and behavior specialists who support students at each of the three campuses and are available online at any time they’re needed.

While the external campuses are spread across the state, staff members work together as a unified whole to address the needs of enrolled students, no matter which campus they attend. Each year, PRISD has a staff development gathering, bringing the local staff together with external staff to help them get to know each other and feel part of the district community.

While the external campus initiative has thrived in Paint Rock, the idea didn’t start there. The initiative was the brainchild of Steve Mickelson when he was superintendent in nearby Mullin ISD. Steve Mickelson moved on to Brookesmith ISD, and his wife, Kristi Mickelson, became superintendent in Paint Rock ISD, both taking the initiative along with them to their new districts.

Students at the external campuses receive a traditional curriculum, with a goal of graduation, some with endorsements or dual credit options. Teachers and counselors also include relationcentered learning, or trauma-informed care.

Two Mullin ISD administrators made the move to Paint Rock along with Mickelson: Deanna Burt, who serves as deputy superintendent of teaching and learning, and Sarah McDowell, executive director of counseling and social leadership.

All of the students enrolled in the external campuses come from traumatic backgrounds. Most in the residential facilities are in CPS care and have been bounced around from school to school.

With all that entails, it’s easy for these students’ special needs to go unaddressed. One of the first moves by PRISD staff on these campuses is to evaluate each new student’s needs as fast as possible, because many of these students will only be at the centers for six- to nine-month placements.

“For us, this is a way to bring public education to these students who might not be successful in a traditional setting,” McDowell says.

“Reunification is generally the goal, trying to get students back with family, or with a foster family, or into a less restrictive type of group home setting,” Burt says. “We want them to then have the services they need that can travel with them when they leave us.”

Students at the external campuses receive a traditional curriculum, with a goal of graduation, some with endorsements or dual credit options. Teachers and counselors also include relation-centered learning, or trauma-informed care. This includes trauma-based relationship intervention and restorative practices, with the understanding that building positive relationships with these students is the first step to being able to teach them.

The efforts aren’t going unnoticed. The feedback PRISD staff have gotten from administrators at the external campuses has been overwhelmingly positive.

“The first time we meet with new facilities, you can see their frustration,” Burt says. “They’re constantly having to go back to the school and pick kids up. Kids run, get kicked out, get suspended. They’re in a constant battle. Being able to serve them at their location is a huge benefit to them. It puts them in a smaller setting and allows more specialized staff to work with the kids.”

Burt says that staff at the juvenile center has told her how much happier the children are when enrolled in the PRISD program.

She’s heard that the students feel like their needs are heard, and like they’re treated more as people than as an afterthought.

Superintendent Mickelson says her district has a passion for these students. And while the external campus initiative has benefitted not only the students and their facilities, the school district has also experienced its own positive benefits.

“Our external campus endeavor is phenomenal for several reasons,” Superintendent Mickelson says. “It allows us to help a population of students that often find themselves overlooked or burdensome. This endeavor also allows us to generate additional funding for our main campus. The additional funding to the school will help us complete a few construction projects, improve security, and add to our technology. When students and teachers feel safe, valued, and connected with the tools they need, the learning potential is unlimited.”

Looking forward, McDowell and Burt say they hope to expand the program, but slowly, perhaps adding one or two campuses per year as they’re able. Having watched the initiative grow since its infancy, they’ve both seen the numerous positive benefits these external campuses can bring to a community.

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Paint Rock is one of few districts in the state offering services to incarcerated students and students in residential homes.

For Mickelson, Burt and McDowell, the program is a labor of love. They say the task can be risky, and while they still encounter bumps in the road, they believe the benefits outweigh any risks. ▲ Paint Rock’s external campus initiative benefits not only the students enrolled, but the district itself by bringing in additional funding.

services to those who have been overlooked,” Burt says. “And for the district, we’re able to sustain and invest in the future of small schools.”

Paint Rock is one of few districts in the state offering services to incarcerated students and students in residential homes. For Mickelson, Burt and McDowell, the program is a labor of love.

They say the task can be risky, and while they still encounter bumps in the road, they believe the benefits outweigh any risks.

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“Sarah and I both come from a traditional setting, and we have lots of years and experience in terms of teaching, counseling and assessment,” Burt says. “I think I can say for both of us that we would never, ever want to go back. It’s a calling. And every single day, even days that are really, really hard, we walk away knowing that we’re making a difference.”

DACIA RIVERS is editorial director of Texas School Business.

Port Aransas ISD County: Nueces Region: 3 Superintendent: Sharon McKinney 2022 enrollment: 524 Number of schools: 3

PORT ARANSAS ISD

The Marlin Innovation Lab: shop class reimagined

by Stacy Alexander Evans

E

leven years ago, a headline at Forbes.com echoed a rising chorus of concerned voices in the media: “The Death of Shop Class and America’s Skilled Workforce.” In the decade since, however, with an alarming percentage of college graduates chronically underemployed, more and more school districts are beginning to reassess their secondary school programming. Could it be that maybe, just maybe, the pursuit of a bachelor’s degree is not the right path for everyone?

As attitudes began to shift, so did the headlines. This past summer, CNBC’s Rebecca Picciotto rejoiced that “High school shop class is back — and it’s showing students alternatives to ‘traditional college.’” Yet, just as fashion trends always return with a fresh twist, the new “shop class” is more sophisticated and dynamic than ever. It has to be — we are living in a greatly transformed world.

Answering the call, Port Aransas ISD unveiled their spectacular

Students in Port Aransas ISD’s Marlin Innovation Lab built a nautical-themed play structure for the district’s educational foundation.

Marlin Innovation Lab last year on their high school campus.

The ambitious project started with Ryan Piwetz, a popular physics teacher with a strong commitment to hands-on, project-based learning. Enrollment in his classes spiked, and once his students started spilling into the hallway with their laptops, the district’s Capital Improvement Committee took notice.

Joining forces with the community at large, they determined to build a more appropriate, state of the art facility. After a successful campaign and school bond election in November 2020, the project broke ground on the campus of Port Aransas High School in February 2022. Last fall, they opened their doors to students.

The new facility is a 5,000-square-foot wonderland outfitted with a CAD computer lab and 3D printers, welding and wood construction shops, and of course, classrooms. The space also BRAGGING RIGHTS 2023-2024 Texas School Business

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▲ The Marlin Innovation Lab is a 5,000-square-foot workshop, complete with a CAD computer lab, 3D printers and more.

“Our hope is to expose them, not just to engineering and technology, but also to welding, carpentry and plumbing. I try to have parts of these disciplines in each of their projects.”

— Ryan Piwetz

“I decided to make a go at it,” he says, with an air of deep satisfaction, “and I’ve really found my niche.”

PAISD Superintendent Sharon McKinney agrees, and says she’s so grateful that Piwetz and his students can finally hope to reach their full potential.

“He’s a fantastic teacher, and the kids were clamoring to get into his classes,” McKinney enthuses.

Sadly, the old welding shop Piwetz originally inherited was cramped and insufficient to handle the demands of 21st century design and construction.

“That space should have been nothing more than storage,” McKinney exclaims, “but he made it work!”

McKinney knew that if given the right space and tools, the sky would be the limit for this rock star teacher and his students.

In the Marlin Innovation Lab, students begin their freshman year with Diversified Manufacturing I, a survey course designed to expose them to as many different facets of the field as possible.

Piwetz elaborates: “Our hope is to expose them, not just to engineering and technology, but also to welding, carpentry and plumbing. I try to have parts of these disciplines in each of their projects.”

features a colorful aquarium corridor that Pitwetz says is a holdover from his days as a teacher of AP Environmental Science.

A graduate of Texas A&M’s prestigious engineering program, Piwetz spent nine years working in the field of offshore fabrication. In 2005, he made the leap to teaching.

“My wife is actually a lifelong educator,” beams Piwetz. “At the time, we had a young son, and my workload just wasn’t allowing me to spend enough time with my family. I was never home.”

When his wife’s then-superintendent challenged him to try teaching, he took the bull by the horns, and held on tight.

Today, Piwetz, the son of a welder and mechanic, says he couldn’t be more grateful for the opportunity to mentor the next generation of makers in the lab.

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This course of study is followed by Diversified Manufacturing II in their sophomore year, and from there, advanced students have the option to move on to practicum courses during their final two years of high school.

Piwetz says when these promising students express an interest in alternatives to a four-year degree, he is more than happy to put them in touch with entities such as the Craft Training Center of the Coastal Bend in Corpus Christi.

“When a young person has that interest,” he says thoughtfully, “we want to help them gain more knowledge about their options.”

With that said, Piwetz is clearly proud to report that some of his former students have gone on to pursue degrees in engineering.

Asked about his fondest memory of working with students in this new space, Piwetz recalls a fundraiser they did for the Port

▲ Piwetz supervises as students work in the Marlin Innovation Lab.

Aransas Educational Foundation. Students were tasked with building a climb-on playset for a playground.

him and say, ‘OK, these are our dreams. Here’s how we can make that a reality.’”

“Of course in my mind,” quips Piwetz, “I’m thinking of a simple, four-walled castle with a sandbox and swings. They came back to me with the idea of building a pirate ship 16 feet long, 9 feet wide, and about 10 feet tall! I said ‘OK, go design it!’”

Today, that key position is held by Dr. David Swartwout. The principal says he knows their hard work has paid off every time a visitor arrives at the lab.

When pressed for advice she’d give to other superintendents considering secondary school projects of this magnitude, McKinney points to the importance of having a supportive principal who is not afraid to tackle the challenge of creative scheduling — a must in a high school that enrolls fewer than 200 students.

“Mr. Piwetz demonstrated his commitment to innovation and excellence for years before this facility was built,” says the superintendent, “but you also need a principal that can work with

“They’re over the moon. When you walk into that space, it’s hard not to be excited.”

Swartwout points out that with more people working remotely these days, they’ve seen an uptick in visitors from bigger cities.

“They tour our high school, and they are absolutely floored by what our students are able to access in terms of learning.”

STACY ALEXANDER EVANS is a freelance writer based in Austin. She is a state-certified secondary teacher who spent four years working with students throughout the state of Texas.

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Richardson ISD County: Dallas Region: 10 Superintendent: Tabitha Branum 2022 enrollment: 37,358 Number of schools: 55

RICHARDSON ISD

Refugee services program helps RISD support every child, every day

by Dacia Rivers

E

Richardson ISD’s refugee services team includes Maria Seid, Bushra Haq, Hanae Jbilou and Anila Shah.

very day across the state, Texas school districts welcome new students with open doors. It doesn’t matter where they came from, or what their previous schooling looked like, public schools invite all students in with the same goal — to teach.

In a state as diverse as Texas, student populations are as varied as they come, and some students walk in those open doors needing extra support.

services program that would go above and beyond traditional new student services.

In Richardson ISD, the sixth most diverse district in the state, administrators have created a new program aimed to reach students and families who have come to the district from faraway places, often fleeing unlivable circumstances.

Tenaciously, and with the help of Joe Miniscalo, senior executive director of student services, and the federal grants department at RISD, Haq was able to secure a USCCB Refugee School Impact Grant, and the program quickly became a reality. More than 40 community partnerships with various local organizations have also helped to get the program off the ground.

In any given year, RISD serves between 500 and 2,000 refugee and asylee students. Understanding that these students and their families have unique needs, the district set out to create a refugee

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The program was a dream of RISD’s Bushra Haq, who serves as program administrator. She approached Superintendent Tabitha Branum with the idea last year. Branum says that while the district has been struggling financially, she encouraged Haq to seek resources that might help get the program off the ground.

The overall goal of the program is to ensure educational equity for refugee and asylee students and their families, including supporting students’ social and cultural acclimation to the U.S. while enhancing their academic performance. ▲ Richardson ISD welcomes new refugee families to the district with a special orientation event.

This year, the program serves 866 refugee students in the district, along with 1,300 refugee family members. About 70% of those families came to Texas from Afghanistan, with others coming from Syria, Eritrea, El Salvador, the Central African Republic and Rwanda.

“We don’t look at our refugee and asylee students as a challenge, more as an opportunity,” Branum says. “It’s an opportunity for us to love and support students who need us most. We are about every child every day, and our refugee services bring that more from a slogan to an action.”

The overall goal of the program is to ensure educational equity for refugee and asylee students and their families, including supporting students’ social and cultural acclimation to the U.S. while enhancing their academic performance. The district uses many tools to achieve this goal.

For starters, all district personnel are offered specialty training that helps them understand the unique situations refugee families might find themselves in and help them better support this special population. Refugee students also receive personalized mentoring and specialized tutoring opportunities.

Haq created a handbook titled “Navigating the American School System: A Guide for Newcomer Families,” which the district distributes to all refugee families when they register for school.

The intake and orientation program for these families has been updated in detail, with Hanae Jbilou serving as intake specialist.

Once the families register, the district hosts special parent education workshops. At a recent workshop, the district offered insight and tools for new families’ acclimation and handed out hundreds of jackets and shoes to those in need.

Last year the district hosted its first summer school program for refugee students, with more than 130 kids in pre-K through 8th grade attending. The summer session aimed to address these students’ unique social and linguistic needs and honor both their new and old cultures.

RISD added a refugee specialist, Rusul Algburi, to its HIPPY program (Home Instruction for Parents and Preschool Youngsters), to visit new families in their homes and educate parents on adjusting to the new culture and serving as their child’s first teacher. Program specialist Anila Shah works as a mentor and campus point-of-contact for the team.

Maria Seid, refugee learning program administrator, says that communication is a key component of reaching these families, who sometimes struggle with transportation. Each new refugee family receives a hot spot for Wi-Fi access, and the district will soon provide about 200 refugee families with iPads loaded with educational software that will help with everything from

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▲ The refugee services program serves more than 1, 300 refugee family members in the district.

navigating the school system to learning English as a second language and more.

there is patience and all these new, different strategies they use to greet those families.”

“We want to meet them where they’re at,” Seid says.

“Everything we communicate to our parents is translated into the top six languages. We continue to make sure that we are equitable and inclusive in our communication.”

The refugee services program in Richardson has been an early success and shows no signs of stopping. Reid says next year’s summer school will include students up to grade 12, and Haq adds that the parent seminars will only continue and grow. Everyone involved in the program says the success comes down to the dedication and support poured into the refugee services by everyone in the district.

That includes using on-demand interpretation services, so that any teacher or staff member in RISD can communicate with parents during conferences, open houses, or any campus-wide event. Other support systems include those designed to address psychological trauma these students may have experienced, including the ability to connect families with bilingual mental health therapists from outside the district.

“Our department aims to ensure that our refugee and asylee students are prepared to succeed in the classroom, and that they’re cultivating this cultural awareness,” Haq says. “We’re promoting civic engagement, enhancing their language skills and aiding in the social adjustment of our students and our families.”

Though the program is still relatively new, the district is already seeing the benefits. Branum says the staff training alone has changed the culture in the district, something she realized after speaking to a few executive assistants, often the first people new families see when they walk into a school.

“Imagine what it means to have someone in your face, asking you a million questions, speaking a completely different language, and the pressure and anxiety that must cause,” Branum says. “Now when they have someone come in speaking a different language,

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“We’re just so grateful that our RISD leadership, our superintendent, and our board of trustees are so supportive of our vision,” Haq says. “It’s given us an opportunity to develop a department that’s going to continue to ensure educational equity for all students.”

Having watched the program go from zero to 60 just nine months after she wasn’t sure it was an immediate financial possibility for the district, Branum urges other district leaders to always leave their doors open and listen with an open mind.

“I would encourage all district leadership to make sure that we can all be that support. It shouldn’t be us coming down and giving the ideas, it should be us figuring out how to support the ideas that are happening right where the students are. They’re the closest, they know what’s needed, and they know where the gaps are. So, let’s follow their lead. And once you find leaders like Maria and Bushra, who have a vision and deep commitment and passion, it’s more of a, ‘Tell us how I can help you?’ and then get out of their way.”

DACIA RIVERS is editorial director of Texas School Business.

Tyler ISD County: Smith Region: 7 Superintendent: Marty Crawford 2022 enrollment: 18,126 Number of schools: 26

TYLER ISD

Prepping students for careers in law enforcement is a win-win

by Dacia Rivers

J

Justice Taylor, left, graduated from the Tyler ISD jail academy and is now working for the Smith County Sheriff’s Office while attending college.

essica Brown has been spending a lot of time in the sheriff ’s office over the past couple of years, but don’t get the wrong idea. As the CTE work-based learning coordinator in Tyler ISD, Brown’s work involves providing hands-on learning and certification opportunities that will prepare Tyler’s high schoolers for post-graduate careers.

One of the groups offering these internships to students is the Smith County Sheriff ’s Office. Tyler ISD has long had a practicum in law enforcement program for students interested in future careers in the field. About two years ago, Brown reached out to the sheriff ’s office to ask if a representative could come speak to students in the law enforcement program.

When they reach 8th grade, Tyler ISD students pick a program of study, then spend their time in high school working through applicable courses to wind up in a practicum level course for their senior year. For many students, this turns into an internship or an opportunity to work with a business to earn licensing and certifications necessary in their chosen field.

Chief Deputy Jimmy Jackson visited the students, and while he was on campus, he got to talking to Brown about his department’s desperate need for jailers. It’s a statewide issue, as the Texas Commission on Jail Standards requires one jailer for every 48 inmates. It’s a steadfast requirement, with no exceptions or alternatives. And there was Tyler ISD, with its plentiful students,

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The program is a perfect example of the mutually beneficial partnership a school district can have with its local community.

And with the jailer academy, what started as a conversation between two public servants in an East Texas high school has the potential to spur positive change across the state.

▲ Representatives from the sheriff’s department work one-onone with students enrolled in the jail academy program.

many looking for in-demand careers after graduation. To Jackson, it seemed like there might be a possible solution.

reimbursement for students who want to go to college to pursue a future career in law enforcement.

“It’s always cool when something organically happens like that,” Brown says. “We just wanted them to come talk to our law enforcement students about career opportunities and what they do day to day, and he was like, ‘You know what? We have a huge problem.’”

“You can’t go to the police academy until you’re 21,” Brown says, “so this gives them some experience and something to put on their résumé from 18 to 21. Plus they’ll also sponsor them to go through the academy and pay for that as well.”

From there, Brown and Jackson started brainstorming, trying to see if the school district and sheriff ’s office could team up to help with the jailer shortage. The pair met with several people at the sheriff ’s office, they chatted with folks at the TEA and spoke to members of the Texas Commision on Law Enforcement (TCOLE).

After much planning and consideration, TCOLE gave the green light for Tyler ISD and the Smith County Sheriff ’s Office to begin a pilot jail academy program — a new CTE offering that is the first of its kind in Texas and could eventually spread throughout the state.

The program had a soft opening of sorts over the summer, when the sheriff ’s office sponsored a handful of recent graduates to attend a special summer session and receive their jailer licenses.

A small group completed the program, and Brown says the sheriff ’s department immediately hired some of them. One of the graduates has even returned this year to speak to current students in the program.

This year’s initial cohort has 10 high school seniors in it, as both the sheriff ’s department and the district wanted to start small.

These students are grouped together in a practicum class and will be working hands-on with the sheriff ’s office, going through training to get their jailer licenses at the end of the school year.

Brown says the benefits of the program are twofold. Graduating more licensed jailers could help reduce the state shortage, while also offering another lucrative opportunity to new graduates. In Smith County, the sheriff ’s office is prepared to hire these licensed jailers, straight out of high school, at a salary of more than $43,000 per year, plus benefits. The department also offers tuition

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Smith County Sheriff Larry Smith has told the district that some of his best patrol deputies start out working as jailers. For many, working closely with inmates allows those interested in becoming officers or detectives a controlled environment where they can familiarize themselves with the role of law enforcement.

Brown says the sheriff ’s office has been an excellent partner to the district. The department plans to send in representatives to help students prepare for the jailer exam and will invite students to visit the jail to get to know the environment.

“It’s a win-win on both sides,” Brown says. “But they are truly committed to helping our kids.”

With the program only in its infancy, Brown says other districts have already started to reach out to her to ask how they might start a jailer academy for their own students. Her hope is that the pilot program goes well so that TCOLE will approve expanding it to other areas. So far, she says the interest from Tyler ISD students has been positive.

“I see it growing in popularity because we have several kids who want to be in law enforcement and be a police officer,” she says.

“This is a really good opportunity for them to earn a living right away while they’re waiting to go into the police academy.”

In the end, the program is a perfect example of the mutually beneficial partnership a school district can have with its local community. And with the jailer academy, what started as a conversation between two public servants in an East Texas high school has the potential to spur positive change across the state.

DACIA RIVERS is editorial director of Texas School Business.

Van Vleck ISD County: Matagorda Region: 3 Superintendent: Christie Dement 2022 enrollment: 1,077 Number of schools: 4

VAN VLECK ISD Van Vleck ISD students work in the district’s new greenhouse.

Greenhouse Project feeds mouths and minds

by Leila Kalmbach

I

t’s not uncommon to see rows of crops growing in the fields near the community of Van Vleck in unincorporated Matagorda County. A whole hydroponic and aquaponic greenhouse, however? That’s a bit more unusual.

that,” says Gayle Blackmon, the district’s chief financial officer and a board member of the Matagorda Episcopal Health Outreach Program (MEHOP), which started the greenhouse project in partnership with the district.

Especially if it happens to be located at a public high school.

The project has grown considerably since its inception: For several years, to combat food insecurity in the area, MEHOP had been offering free produce to its patients from a garden behind one of its buildings. Over time, the organization could devote fewer staff hours to gardening, but the need remained. When MEHOP got a grant opportunity for community programs from Methodist Healthcare Ministries, they wondered whether Van Vleck ISD might want a small garden at its high school instead.

Van Vleck ISD, located 70 miles southwest of Houston, is a rural district of just 1,030 students, but yes — they have their very own greenhouse. Van Vleck High School’s greenhouse was built this past summer, and is soon to be impacting everything from school lunches to students’ future careers to how chemistry is taught in the district.

“It’s pretty cool for a small school to have a big greenhouse like

And did they ever.

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▲ The Van Vleck greenhouse contains a hydroponic/aquaponic feature for growing flowers and vegetables.

“They thought they were just bringing, you know, a community garden to us,” Blackmon says. “They didn’t realize that we had (career and technical education) programs.”

Blackmon and now-Superintendent Christie Dement, who at the time was the district’s director of curriculum and federal programs, quickly realized the possibilities. What if agriculture and food science students could get regular hands-on training?

What if culinary students could cook with fresh-picked vegetables? What if students of all ages could learn about where their food comes from and how to produce it sustainably?

“Our kids will get to have a lot of hands-on application, and that sure beats a worksheet,” says Dement.

Then reality hit.

“We were like, ‘Oh my gosh, we’re going to have to learn how to do a garden!’” Blackmon recalls. “We were so afraid.”

Luckily, MEHOP’s grant proposal included funding to hire a farmer to oversee the garden. Once Jason Coleman, a farmer and former chef with a passion for food security and sustainable agriculture, came on board, he proposed a shift in direction to make the project even more useful for the district’s CTE programs.

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Now, just a year and a half after the project started, the small row garden has turned into a sophisticated hydroponic/aquaponic greenhouse for both vegetables and flowers, plus a butterfly garden that sits on a 26-acre lot adjacent to the high school.

As of fall 2023, the 22 students in the district’s new floral design program have had the most involvement with the greenhouse, but others will soon follow. Starting in the spring semester, agricultural, food science and culinary students will spend up to 25% of their class time at the greenhouse.

But it’s not just CTE students who are benefiting. Soon, the greenhouse will be woven throughout the Van Vleck ISD curriculum.

“Biology students can investigate plants and the conditions required for healthy plant growth and development,” says Shannon Garcia, the high school’s assistant principal, who supports the implementation of the greenhouse on campus. “Math students can calculate yields of harvest or water needs. Chemistry can learn about light properties and manipulations, oxidation reductions, reactions, pH, plants and nutrients. And even history can learn about the industrial side of [agriculture], the development.”

Ultimately, the district aims for the greenhouse to provide a full farm-to-table experience, where students will have the option of being involved in every aspect of growing, harvesting, and preparing the food it produces as part of class lessons, as well as eating that food when, for example, they get a salad with their school lunch.

▲ The Greenhouse Project serves to connect students with the source of the foods they eat.

And the district has not forgotten the project’s original purpose.

The greenhouse will both provide needed food to the community and promote healthy eating by connecting students with the source of their food. Kids as young as pre-K are already taking field trips to the greenhouse to learn how food is grown. For some students, it’s the first time they’ve tasted a particular vegetable or seen what their food looks and feels like before it goes to the store.

“They might not like vegetables — they think — but when they watch them grow, they take ownership over it,” says Superintendent Dement.

Celeste Gutowski is a senior at Van Vleck High School who has been in the culinary arts program for three years. She says that already, the greenhouse has changed how she thinks about food.

“I strongly believe that it’s so much better to be self-sufficient and be able to provide for yourself and just to go outside, grab your food, bring it inside, and cook,” she says.

She’s proud of her school for having a greenhouse, and for the impact it’s having on teaching her fellow students about selfreliance and health.

Floral design student Chloe Thomas, a sophomore, has used flowers grown in the greenhouse to make homecoming mums,

table centerpieces, and Día de los Muertos decorations. The experience is making her think about the future.

“It does help change how I think about my future career, and it makes me think that I want to do floral design projects or make floral arrangements when I get older,” she says.

Ultimately, the district aims for the greenhouse to provide a full farm-to-table experience, where students will have the option of being involved in every aspect of growing, harvesting, and preparing the food it produces as part of class lessons, as well as eating that food when, for example, they get a salad with their school lunch.

The greatest benefit of the greenhouse project, however, may be what students take with them after they graduate: an understanding of how easy it is to be sustainable.

“I think the overall impact will be about awareness,” Garcia says.

“Awareness about our waste, our ability to thrive, and how manageable it is to do something that will positively impact others.”

LEILA KALMBACH is a freelance writer and self-employment coach for freelancers.

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