INSIGHT—Winter 2012

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

WINTER 2012

INSIGHT McAllen ISD Board of Trustees

2012 Outstanding School Board page 22

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winter 2012 Volume 27

No. 4 Featured Articles Leadership Focus

Standardized Testing Stands in the Way of Student Choice

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by Dawson Orr Emphasizes that the state’s strategy of standardization over customization isn’t needed, nor does it do justice to the multiple pathways Texas students follow in pursuit of postsecondary options

Getting Control of Testing through a Comprehensive Assessment Plan

15

by John Cronin and Holly Rasche Offers the first in a series of articles that is intended to help administrators in planning for and implementing assessment systems to improve the evaluation and learning of students

How Exciting Are Your Schools for Adults?

19

by Timothy B. Jones Maintains that if we want learners to be excited about being in the classroom, then adults had better be excited about being there too

McAllen ISD: TASA’s 2012 Outstanding School Board

22

by Suzanne Marchman Recognizes McAllen ISD as TASA’s 2012 Outstanding School Board, acknowledging its commitment to the TLC3 initiative; and encourages districts to begin planning now for next year’s nominations

Snapshot of a Leader: Dr. Daniel P. King, Texas’ 2013 NSOTY Nominee

24

by Suzanne Marchman Recognizes Dr. Daniel King as Texas’ representative in AASA’s National Superintendent of the Year program, highlighting some of his major achievements at Pharr-San Juan-Alamo ISD

TSPRA Voice

Embrace School Choice by Selling Service, Options to Your Parents

25

by Corey Ryan Provides administrators with tips for improving service in schools, focusing on communication, attitude, and empowerment as a means for retaining and recruiting students

Also of Interest…

TASA 2013 Grassroots Campaign: Facts about STAAR™ 28 Provides talking points about the State of Texas Assessments of Academic Readiness to share with local lawmakers, as well as parents, teachers, and community leaders

TASA Annual Report

31

Highlights the association’s activities and services during 2011–12

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Officers

Departments TASA Winter Calendar President’s Message Executive Director’s View

5 7 9

Jeff N. Turner, President, Coppell ISD Darrell G. Floyd, President-Elect, Stephenville ISD Alton L. Frailey, Vice-President, Katy ISD Rod Townsend, Past President, Decatur ISD

Executive Committee Nabor Cortez, La Feria ISD, 1 Paul Clore, Gregory-Portland ISD, 2 Robert Mark Pool, El Campo ISD, 3 Trish Hanks, Friendswood ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Eddie Coulson, College Station ISD, 6 J. Glenn Hambrick, Carthage ISD, 7 Diane Stegall, Chisum ISD, 8 Tom Woody, Vernon ISD, 9

TASA Headquarters Staff

Executive Director Associate Executive Director, Administrative Services

Assistant Executive Director, Communications & Information Systems

Johnny L. Veselka Paul L. Whitton, Jr.

Todd Williams, Kaufman ISD, 10 Wayne Rotan, Glen Rose ISD, 11 John Craft, Killeen ISD, 12 David Shanley, Johnson City ISD, 13 Shane Fields, Albany ISD, 14

Ann M. Halstead

Leigh Ann Glaze, San Saba ISD, 15 Robert McLain, Channing ISD, 16

Director of Communications Suzanne Marchman and Media Relations

Deanna Logan, ESC 17 Kevin Allen, Iraan-Sheffield ISD, 18

Design/Production

Anne Harpe

Edward Gabaldon, Clint ISD, 19

Editorial Coordinator

Karen Limb

Kevin Brown, Alamo Heights ISD, 20

INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2012 by TASA. All rights reserved.

TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators. INSIGHT is printed by 360 Press Solutions, Cedar Park, Texas.

Mary Ann Whiteker, Hudson ISD, Legislative Committee Chair

At-Large Members Karen G. Rue, Northwest ISD, At-Large Martha Salazar-Zamora, Round Rock ISD, At-Large Sharon Shields, La Vega ISD, At-Large Nola Wellman, Eanes ISD, At-Large

Editorial Advisory Committee Jeff N. Turner, Coppell ISD, Chair Kevin Brown, Alamo Heights ISD John Craft, Killeen ISD Deanna Logan, Ralls ISD Karen G. Rue, Northwest ISD Martha Salazar-Zamora, Houston ISD Mary Ann Whiteker, Hudson ISD

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INSIGHT

TASA Winter Calendarr January 9

Digital Age Learning: From Vision to Reality

TASA/Apple

10

North Star Process and Performance Management to Improve Low Performing Schools

APQC Education

10–11

TASA Future-Ready Superintendents’ Leadership Institute (Session 2 of 5)

Marriott Plaza San Antonio, San Antonio

15

Budget Boot Camp—ESC Region 11

Region 11 Lecture Hall, Fort Worth

17–18

Academy for Transformational Leadership (Session 2 of 4) Schlechty Center

22–23

Academy for Transformational Leadership, Region Six (Session 2 of 4)

26–27

TCWSE Annual Conference

Hilton Austin Hotel, Austin

27

Budget Boot Camp

Austin Convention Center, Room 11AB, Austin

27–30

TASA Midwinter Conference and Education Expo

Austin Convention Center, Austin

29–30

Aspiring Superintendents’ Academy

Austin Convention Center, Austin

31–Feb. 1 Texas S.M.A.R.T. School Transformation

Academy (Session 2 of 4)

Schlechty Center

QLD

Marriott Plaza San Antonio, San Antonio Webinar

DoubleTree by Hilton Hotel Austin– University Area, Austin ESC Region Six, Huntsville

TASA Headquarters, Austin

February 11

Leadership in the Digital Learning Age, Region One (Session 2 of 3)

November Learning

11–12

Academy for Transformational Leadership, Region Five (Session 2 of 4)

Schlechty Center

12

Leadership in the Digital Learning Age (Session 2 of 3)

November Learning

13–14

First-time Superintendents’ Academy (Session 3)

13–14

Academy for Transformational Leadership, Region Six (Session 3 of 4)

Schlechty Center

ESC Region Six, Huntsville

19

North Star Process and Performance Management (PPM): One-Day Strategic Overview

APQC Education

TASA Headquarters, Austin

21–23

AASA National Conference on Education

28

Digitial Age Learning: From Vision to Reality

TASA/Apple

28–Mar. 1 Academy for Transformational Leadership

(Session 3 of 4) Schlechty Center

ESC Region One, Edinburg ESC Region Five, Beaumont Austin Marriott North, Austin Austin Marriott North, Austin

Los Angeles Sheraton Houston Brookhollow, Houston DoubleTree by Hilton Hotel Austin– University Area, Austin

March 6–7

Texas S.M.A.R.T. School Transformation Academy (Session 3 of 4)

27

TASA/TASB Legislative Conference

QLD

TASA Headquarters, Austin Hilton Austin Hotel, Austin

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I President’s Message If your district is among the 85 percent of school districts in Texas that have already passed the high-stakes testing resolution, I applaud you! That number is commendable; however, our organization’s goal is to achieve 100 percent participation by the time the legislature convenes in January so there will be no question about the message we want our elected officials to hear.

A United Front think you will agree that the 2012 TASA/TASB Convention knocked it out of the park!

From the informative best-practice sessions presented by educational leaders—including international school reform guru Phillip Schlechty to networking opportunities and general session keynoters such as educational policy analyst and former assistant secretary of education Diane Ravitch—this conference truly ranked at the top in terms of impact and relevance.

My leadership role in TASA offered a rare opportunity to view this year’s convention through a different lens and look critically at its creation from start to finish. I was always aware that it took planning, but this time my perspective was unique. Behind the scenes, I observed the commitment, creativity, and collaboration required for quality results: an important reminder of the critical components necessary to reach our desired goal of transformation.

The promise of a new educational system is poised to begin with the naming (through SB 1557) of the Texas High Performance Schools Consortium. Twenty-three school districts have accepted the challenge of working together to create a pilot for transforming the standards, assessments, and accountability systems currently in place.We will need a united front from everyone, not just the selected districts, as we all have a stake in the outcome.

If your district is among the 85 percent of school districts in Texas that have already passed the high-stakes testing resolution, I applaud you! That number is commendable; however, our organization’s goal is to achieve 100 percent participation by the time the legislature convenes in January so there will be no question about the message we want our elected officials to hear.You can also help to expand our outreach efforts by asking your city officials or local chambers of commerce and parent teacher organizations to pass a resolution of their own. More information and sample resolutions may be found on the TASA website at www.tasanet.org.

The convention’s first general session speaker, General William “Bill” Looney, paralleled our work with his and described it as “…creating America’s tomorrows today,” while the third general session speaker, Diane Ravitch, applauded our “incredible courage” for saying “no” to high-stakes testing. All our speakers brought powerful and pertinent messages. As the momentum for change continues to build, my wish is that this convention has left you reflecting on what inspires and motivates you as an educator. I also hope that it serves to reaffirm your commitment to transformation—the dream to help all students be successful for their future!

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MAP® (Measures of Academic Progress)

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Today, over five million students take NWEA assessments each year.

NWEA MAP assessments are state-aligned, computer adaptive assessment tools that accurately reflect the instructional level of each student.

Districts use MAP to monitor student academic growth accurately and consistently over time.

NWEA offers MAP assessments in the following categories: Reading

Student Growth

Mathematics Language Usage General science and science concepts Reading and mathematics in primary grades (K–2nd grades)

NWEA currently partners with more than 5,200 school districts and education agencies around the globe.

Founded by educators, NWEA has been a leading research and testing organization helping kids learn for over 35 years.

Texas Representatives Tim Blaine Texas Region Manager tim.blaine@nwea.org 971-404-9678

Child-friendly adaptive assessment & powerful instant reports Developmentally appropriate for PK–3 Literacy & Mathematics Aligned to TEKS TEA Approved*

–North Texas–

Dave Irby Sr. Account Executive 817-471-5619 dave.irby@nwea.org –South Texas–

Pete Gonzales Sr. Account Executive 210-416-1886 pete.gonzales@nwea.org 406 East 11th Street Suite 303 Austin, Texas 78701

K-8 Skills-based Computer Adaptive Vertical Assessment Uncover prerequisite skills students are missing Tutorials and practice activities aligned to state and local standards Detailed reporting functions for teachers and administrators * TEA’s 2011–2012 Commissioner’s List of Approved Reading Instruments

New and Innovative Paths

Executive director’s VIEW

f late, there has been a buzz in Austin and across the state about the need to make changes to the current assessment system. Both lawmakers and the governor have expressed a desire to revise the cumbersome and heavy-handed STAAR requirements.

At the urging of Governor Rick Perry, Education Commissioner Michael L.Williams recently agreed to defer until the 2013–14 school year the requirement that an end-ofcourse assessment count as 15 percent of a student’s final course grade, although local districts could implement the requirement if they so choose.

Despite this and any other changes that are likely to occur during the upcoming 83rd Legislative Session, it is important to support the work of the Texas High Performance Schools Consortium.

As more and more school leaders engage in school transformation, it will require a never-before-seen era of collaboration, cooperation, and learning to accomplish our mission.

Even though schools, teachers, and parents may receive some temporary relief from changes made to the testing and accountability system this session, it is imperative to keep our eyes focused on the long-term goal of creating a next-generation assessment and accountability system for Texas. And we need your help.

Providing feedback from Regional Consortia and the School Transformation Network will help inform the work of the consortium and TASA as we continue to chart a new path towards an assessment and accountability system that is responsive to local communities, focuses on student-centered learning occurring in schools that are empowered to innovate and create, and results in students who are prepared for life and work competencies essential to thriving in the 21st century.

As more and more school leaders engage in school transformation, it will require a never-before-seen era of collaboration, cooperation, and learning to accomplish our mission.

TASA’s Midwinter Conference, January 27–30 in Austin, is the perfect venue for all of us to continue to expand upon the important work that has been taking place since TASA’s MISSION: School Transformation was launched at the 2012 Midwinter Conference. While offering critical sessions addressing the issues that school leaders face every day, the 2013 Midwinter Conference raises the bar with a host of General, Thought Leader, and Concurrent Sessions that will challenge all of us to think in ways we never have and provide direction as we forge our way down new and innovative paths. This is the can’t-miss education conference of the year, focusing on the most important goal we have ever set for our state. I hope you and your leadership team will join us!

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Standardized Testing Stands in the Way of Student Choice

by Dawson Orr

Texans ready themselves for a tumultuous legislative session, there is spirited dialogue Asacross the state over how best to prepare students for the future.

Testing dramatically increased this year with the introduction of the State of Texas Assessments of Academic Readiness (STAAR), and parents are concerned about the unintended consequences of the state’s cumbersome bureaucratic approach to student and school accountability. Parents are bewildered by the complexity of a high school graduation plan that requires endless state testing starting in the freshman year and continuing until at least the junior year. In the end, the student receives a cumulative score. It’s not sufficient to demonstrate proficiency in Algebra II. In the state’s eyes, it’s not whether you cross the goal line; it’s how many yards you gained on the plays before reaching the goal line.You can’t be a late bloomer in the state’s version of accountability.

Besides the artificial hurdles, parents are concerned over state end-of-course (EOC) tests that students in Advanced Placement (AP) and International Baccalaureate (IB) classes are required to take in addition to the existing tests associated with those curricula. Here’s an example: A student challenges himself by enrolling in English III AP instead of the standard English III class.The curriculum for the AP course meets or exceeds the academic rigor of a comparable college course, and it covers different material than the English III course.Yet the student must take two tests: the AP test AND the English III EOC test, which covers material from a completely different class with a different curriculum.

In the meantime, the state is designing its own college readiness benchmark, which will be based on test scores from the Algebra II and English III EOC exams.Why does Texas need its own measure when established, reliable national measures such as the ACT and SAT already exist? While it is not uncommon for states to set higher standards for out-of-state students, it is unusual for a state to erect greater hurdles for its own citizens.This is why we’re seeing some of our top high school students leave Texas for college.The top 10-percent admissions rule produces one hurdle, and it is possible that the state-designed readiness benchmark will result in yet another requirement, this one based on STAAR test results.

This state-created maze, which actually works against our students, exemplifies the diminished voice of local communities in the education of their children and youth.

Why the divergence in the state’s interest and those of local communities? While not an easy question to answer, I offer the following for consideration.

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Customization Versus Standardization Texas state government has pursued a strategy of bureaucratic standardization to govern and improve K–12 education.

It’s evident in the over-specification of thousands of discrete curricular standards; a one-size-fits-all 4 x 4 high school graduation plan; and a data collection, testing, and accountability regimen designed for regulatory compliance.

Parents, teachers, and communities want customization, and they successfully create it, despite state obstacles. They know that all children are not alike, and they favor multiple pathways for students to develop their unique talents, skills, and competencies.

They recognize that college is a great choice for many, but not all. They know that all children do not learn at the same rate or in the same way. They value some testing, but also value examples of their children’s work, such as a well-written paper, a project report, and a conference with their child’s teacher to review academic progress.

Texas high school today, and you will find some juniors taking the state’s version of English III. Other students may be enrolled in a dual-credit English III course for which they can receive both high school and university credit. Other students are in AP English III. AP courses are developed in cooperation with the College Board and are designed to be the equivalent of a first-year college English course. Students sit for a national Advanced Placement exam to receive college credit. Other students may be in an IB English course designed to prepare them academically for universities in America and across the world. IB students, too, sit for externally developed and scored exams that lead to college credit. These courses all address the domain of English, but there are differences in the specific fluencies, competencies, and skills that are emphasized. The English III EOC exam is a standardized, high-stakes test that can’t be responsive to the customized pathways that students choose in their pursuit of learning.

This focus on standardization will drive out choice, which, ironically, will have the effect of reducing academic rigor.

activities, and leadership skills. The only standardized tests they strongly consider are the ACT and SAT college entrance exams.

So if the ACT and SAT exams are the standardized measures that colleges use, how well does the Texas English III EOC standard match those of the ACT and SAT? Not very well! TEA’s external validity studies highlight the significant differences between English III EOC and the existing, broadly accepted measures used by universities. Let’s compare English III EOC and the ACT on two key concepts: content overlap and score correlation. Each of these concepts requires explanation.

Content is key, and the ACT and English III EOC have less than 50 percent overlap.

Why do they differ? The ACT is based on a long history of periodically surveying high schools and colleges about the academic knowledge students need to be successful in college. The ACT distills its vast amount of information gleaned from years of work into the core power standards needed in college.

The ACT tests address these standards.

Why does the state EOC test measure While there are many examples of the more than twice the content as the ACT? tension between state standardization and A Texas Hurdle for a World of Simply stated, the English III EOC tests community customization, let’s return to Choices the much-discussed English III EOC exam. Let’s go deeper into the notion of Texas many more curricular standards because it It is a high-stakes accountability measure developing its own measure for college measures student performance on a broad attached to the individual student and the readiness based on standardized test scores. state curriculum designed to serve purposes school. Under present law, it represents a Let’s also acknowledge that the state’s college in addition to college readiness. The ACT triple jeopardy for students: 15 percent of the readiness benchmark, when implemented, is a relatively well-honed instrument that final grade of a required course (waived for will become a de facto minimum admission assesses a consensus set of learning standards one more year), a passing score to graduate, requirement for Texas universities. If Texas related to college academic readiness. The and a yet-to-be-determined “higher-than- were self-contained in the sense that all its EOC is a broad-brush assessment of the passing” score that will be combined with high school graduates only attended Texas state’s extensive collection of readiness and an Algebra II EOC score to determine colleges and universities, it might be logical supporting standards, and it covers a much eligibility to attend a four-year college that Texas would need to give its seal of broader set of standards.The state curriculum or university in Texas. It assumes that all approval to college-bound students. As we is categorized into learning standards that are students study the same curricular standards. know, that is not the case. Texas students either “readiness” or “supporting.”The state English III is English III is English III. compete for admission to colleges and testing blueprints call for 60 to 70 percent universities across this great nation and the of items to address the readiness standards, How does this standardized state test fit world. It is doubtful that those institutions which are considered the grade curricular with the customized reality of what teachers look at STAAR test results. Universities standards of greatest importance.That leaves teach to students during the junior year tell us that they consider students’ course 30 to 40 percent to address supporting of high school? Not very well! Go into a selections, grades, essays, extracurricular standards, which are those standards that

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INSIGHT

contribute to understanding. Supporting standards may have been emphasized in the previous year’s instruction or may become a readiness standard in a future year. At the end of the day, the state test will address 22 standards with as few as 25 multiplechoice questions. Some standards will be assessed with a single question. The issue is not whether the state curriculum should be assessed, but how it is assessed and for what purpose.

It logically follows that two tests with great variation in content would also differ in what their scores represent.We would hope to find a very high correlation between the EOC and ACT, but there is only a moderate positive relationship (.59) between the two scores. The magnitude of that correlation is sadly lacking for something as critical to our students as college admission. The content

overlap for Algebra II EOC is even weaker with the same moderate level of correlation.

The ironic reality is that state English III EOC and Algebra II EOC college readiness scores that are only moderately related to the ACT and SAT could stand in the way of a student going to a Texas college.

tests. Parents, educators, and business leaders recognize the need to restore balance to the assessment of children.

We need to thoughtfully design a system that helps our children succeed instead of endlessly adding more tests and measures.

That’s where the newly appointed Texas In summary, the state’s strategy of High Performance Schools Consortium standardization over customization isn’t will play a strategic role.This pilot program, needed, nor does it do justice to the multiple made possible by Senate Bill 1557 during pathways Texas students follow in pursuit the last legislative session, provides a unique of postsecondary options. As this legislative opportunity for Texas to develop a worldsession approaches, our state leaders have a class public education system that customizes great opportunity to embrace customization, curriculum, instruction, assessment, and which will provide the best possible accountability as the primary strategies for education for the children of Texas. It is school improvement. only by reinvigorating the state-community partnership that we will accomplish this Dawson Orr is superintendent at Highland goal. In the short run, legislative action is Park ISD (ESC 10) and a member of TASA’s needed to limit the role and scope of EOC School Transformation Network Design Team.

TASA’s First-time Superintendents’ Academy Session Three: February 13-14, 2013

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INSIGHT

Getting Control of Testing through a Comprehensive Assessment Plan

by John Cronin and Holly Rasche This article is the first in a series intended to help administrators plan for and implement assessment systems to improve the evaluation and learning of students.

What gets measured gets done.

—Peter Drucker In many school systems, whatever is measured by the state assessment largely drives what gets done in the schools.Why? Because in too many school systems, the required state assessments comprise the entire assessment program.This is unfortunate. Public schools are responsible to the state, but they are charged to serve the parents and children of their own communities.Thus, while state testing is a reality we probably have to accept, schools should design their assessment system to collect and deliver whatever educational data is needed to best support the children and families within their community. To help our partners address this challenge, the Northwest Evaluation Association (NWEA) has developed workshops in which district personnel come together to develop a comprehensive assessment plan to ensure that all assessments used in their schools are responsive to student needs, and not merely driven by compliance with state mandates.

There are three compelling reasons to have such a plan. First, if the key to improving schools is better use of data, then it is critical to have stable, reliable sources for the data that are used. In Texas, schools that have relied on state assessments to provide that stability haven’t had much luck. Since 1979, the state has gone through no fewer than five iterations of its state assessment program. Each test has been a political “upgrade” to address proficiencies in the previous assessment regimen: the Texas Assessment of Basic Skills (TABS) and Texas Educational Assessment of Minimum Skills (TEAMS) were intended to measure basic skills; the Texas Assessment of Academic Skills (TAAS) and Texas Assessment of Knowledge and Skills (TAKS) were supposed to raise the bar by measuring proficiency; and the State of Texas Assessments of Academic Readiness (STAAR) is intended to address the perception that the state’s proficiency standards were too low. Each of these tests was reported on different scales, which meant results among them could not be compared longitudinally. As a result, districts that relied on the state assessment for summative data could not offer a single meaningful evaluation of their performance across time to their stakeholders.

School systems with a comprehensive assessment plan comply with state testing requirements, but they design their program to assure assessment responds to the needs of their particular community and provide data to educators that will lead to better learning in the classroom.While this may ultimately mean that these schools may do more testing than the state requires, assessments are purposeful and meet the specific needs of their schools.

Second, a good plan assures that your assessment program is efficient and purposeful. There is a tendency for assessments to accumulate in schools and develop a life of their own, much like the junk that accumulates in our garages. For example, a new principal may introduce a reading assessment in one school that’s not used anywhere else, or each high school in a district might introduce its own test for Algebra I placement. Schools may also introduce their own assessments to meet new requirements, such as an assessment implemented for Response

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to Intervention (RTI), when an existing assessment could have been adapted to this purpose. And in many districts, assessments may be required that produce data that is no longer useful to schools or their central office. The result can be an assessment program that is duplicative and inefficient.

Third, a good assessment plan becomes the model from which a useful data infrastructure is built. After all, the purpose of assessing students is to get data that will help us make better decisions on their behalf. If that’s the case, the assessment plan provides a good start, by providing the foundation for building a data infrastructure that not only stores assessment data but also assures that results are delivered to the right audience, at the right time, in a useful and compelling format. Some school systems spend hundreds of thousands of dollars on data warehouses without really thinking and planning about the data they want housed in them and their intended uses. It seems somewhat akin to building a warehouse to store groceries and then deciding, once truckloads of frozen foods are delivered, that it might have been good to build one with refrigeration.

So a comprehensive assessment plan assures that decisions about the student data needed for your schools are governed by your community’s particular needs and that you are not simply parroting the data requirements of the state.While most school systems will continue to do the mandated

state testing, a good plan assures that all assessment in the district is purposeful, quality data is delivered to the right audiences at the right time, and assessment is efficient.

impossible to explain how the system ultimately works.

Step 2—Come to consensus on the purposes for assessments and prioritize those purposes.

Once a common vocabulary is in place, Typically, a school system will establish attention turns to defining the purposes a standing committee that includes for the assessment program. Planning teams educators, administrators, and key rarely come to the table with a common stakeholders to develop the plan and understanding of what the purposes are, and oversee its implementation.The committee this is natural.Teachers are mainly interested in how assessments help instruction in implements a simple four-step process: the classroom; a principal might want Step 1—Develop a common vocabulary for an assessment to show whether the new reading program she introduced is working; understanding and discussing assessment.

Step 2—Come to consensus on the purposes and parents may want assessments to assure for assessments and prioritize those purposes. them that their child is on track to be ready Step 3—Inventory the current assessment for college. For that reason, it’s important for program and evaluate it relative to prioritized the committee to come to consensus on the purposes that will drive decision making purposes. around assessment. Table 1 (below) shows Step 4—Design an action plan. an excerpt from an instrument NWEA uses to help committees with this process.

Step 1—Develop a common vocabulary for understanding and discussing Each member of the committee rates the assessment. importance of the purpose in their work and Developing a common vocabulary is how frequently they believe that purpose is more important than one might think. assessed.

Educators don’t necessarily have a common understanding of terms such as “progress This table creates a useful dialogue within monitoring” or “interim assessment,” and the committee. While the media tends to parents may find such terms to be entirely emphasize the importance of accountability foreign. Without a common vocabulary, it in its reporting on assessments, committees is difficult to develop a plan that is coherent; typically see assessment from a broader, after all, if educators don’t have a shared richer perspective. NWEA commissioned understanding of the what the assessments a survey this past year by Grunwald and are and the function they serve, then it is Associates (2012) in which parents were

How is a Plan Developed?

Table 1—Survey of Assessment Purposes Importance

Purposes of Assessments

0 = Not important 5 = Critical

16

How Frequently Assessed 0= Never 5= Often

0 1 2 3 4 5

Student readiness to learn

0 1 2 3 4 5

0 1 2 3 4 5

Identify students for special programs

0 1 2 3 4 5

0 1 2 3 4 5

Student self-assessment for reflection, planning and continuous improvement

0 1 2 3 4 5

INSIGHT

What Kind of Data Do Parents Want?

Providing activities for home

77%

Adjust content to student needs

79%

Helping my child with homework

84%

Measuring high quality teaching

88%

Communicating with teacher/admin

90%

Monitoring standards

91%

Knowing if I need to seek extra help

92%

Determining readiness for next grade

93%

in grades 3 through 8 through the state assessment, but not be acquiring much data that can be used to adapt instruction in the classroom.

• Where do we have gaps in communication?

It is common for assessments to be 95% Knowing when to be concerned administered without reporting the results 95% Monitoring general progress to all audiences that need them. For 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% example, the high school may administer Source: Northwest Evaluation Association—NWEA Assessment Perceptions Study. a mathematics placement test but not Survey conducted by Grunwald Associates LLC. communicate the results back to middle school math teachers who could use this information to better prepare their polled on the importance of various it is used, the purpose for the assessment, students for the high school program. kinds of assessment data. The chart above and educators or stakeholders that use the summarizes that data and, while monitoring data. For example, a district that administers standards and measuring high-quality ACT’s assessment series might inventory • Where do we have gaps in our data system?

This analysis often reveals that important teaching were important to parents, they that series of assessments as follows: data is being collected but not captured. were more interested in data that would For example, first grade teachers may be help them know when to be concerned Once the inventory is complete, the next conducting regular assessments of reading about their student’s progress, show when step is to evaluate the current assessments by fluency that would be useful at the school their child needed extra help, and facilitate asking these kinds of questions: or district level, but that data may not be communication with the teacher. captured in the district’s data warehouse.

• Where do we have gaps in assessment? A Step 3—Inventory the current assessment school system might find, for example, program and evaluate it relative to that it collects a lot of data around students’ • Where do we have duplication of assessments? prioritized purposes. improvement in reading and literacy in Next, the committee develops an inventory the primary grades, but no information • Where do we have assessments without of the current assessments, as illustrated in purpose? Many committees find that there that would show progress in mathematics.

Table 2 (below). The inventory should are assessments required by the school Or a school system might collect data identify the assessment, grades in which system that are not used. on summative achievement information

Table 2–Excerpt from an Assessment Inventory Worksheet Assessment

Grades Used

Purpose of the Assessment

Audiences for the Assessment

EXPLORE, PLAN, ACT

8—EXPLORE 10—PLAN 11–12—ACT

To evaluate the status of students and progress of students toward college readiness

Parents—reports progress toward college readiness and colleges for which their child will qualify for admission Educators—Informs recruiting of students for AP and identifies promising students who are not enrolled in programs.

Counselors—Informs college counseling for students.

Board—Reports progress toward district’s college readiness goals

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These questions often lead to important discoveries. The committee may find that students are given assessments that are rarely or never used. They may find assessments that duplicate each other. They will often find grades or subjects in which data would be useful but isn’t collected, and they may find that assessment results aren’t communicated to the right audiences.

Addressing these kinds of issues assures that your assessment system becomes more efficient and purposeful.

Step 4—Design an action plan.

A good action plan will eliminate outdated or duplicative assessments, identify areas in which there are gaps, and recommend strategies to address them. Some gaps may need to be addressed by introducing new

assessments, but in other cases it may be more productive to help teachers improve their own assessment practices in the classroom.

This approach might help teachers design better tests, and also help them do a better job of assessing students in the moment as they deliver lessons.

Identifying the assessments to be used is helpful but not sufficient; it is equally important to have an infrastructure that ensures assessment data gets to the right audiences in a useful form. Thus, for each assessment, the district needs to identify the audiences that will get results, metrics that will be reported, and timing of reports to assure the data is useful. Table 3 (below) provides an excerpt from an Assessment Action Plan that shows how one might

do this with data from NWEA’s MAP assessment.

Finally, reporting the data is not helpful if it can’t be properly interpreted and used.

For parents this means that the district may need to develop online resources to help them understand report cards, assessments, and other student achievement data that’s communicated.

Many school systems also hold one or two parent meetings a year for this purpose.

For board members, administrators, and educators, professional development that is focused on assessment literacy may be important, and all school systems should implement processes to assure data is used to inform and drive decisions at all levels.

Table 3 – Excerpt from Assessment Action Plan NWEA – MAP Assessment Primary Purpose – Report student growth and measure progress toward important learning benchmarks.

Audience

Metrics Reported

Teachers

Students’ predicted progress toward state proficiency benchmarks October and February in reading, math, and science (classroom report)

Parents

Principal

Board of Education

Students’ growth in reading and math (classroom report)

October (baseline), February and May

Students’ longitudinal progress toward state proficiency and a college readiness benchmark (longitudinal report)

May

Students’ growth relative to national norms (individual report)

May

List of students showing low growth

August (from prior spring testing), February

Report of students’ growth by quartile (grade level report)

February and May

Report of annual growth by school

May

Report of annual growth by subgroup

May

Will a Comprehensive Assessment Plan reduce testing in my district?

To be frank, it may not.The goal of a good plan is to assure that educators and other stakeholders have assessments that provide high-quality data to meet the various purposes for assessments in their school systems. In some cases, that may require the introduction of new assessments to fill gaps

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in the program. What a good assessment plan will do, however, is assure that each assessment has a well-defined purpose, results from these assessments reach the right audience at the right time, and educators will know how to implement good classroom assessment and make the best use of results from the district assessment program. A comprehensive assessment plan may result

in district administrators never again hearing the question, “Why are we giving another test?”

John Cronin is director of the Kingsbury Center at Northwest Evaluation Association, and Holly Rasche is a partner relations representative.

How Exciting Are Your Schools for Adults?

by Timothy B. Jones ecently I had the opportunity to deliver “Back-to-School” keynote addresses at a couple of school district convocations.

It really struck me that after 29 years in education I still feel butterflies and nervous energy in my stomach during the nights leading up to the first day of school. It is not a bad feeling, rather that same nervous excitement about school opening that I experienced as a first-year teacher. It is the excitement that comes from the combination of reuniting with colleagues and students for the new school year coupled with all the unknowns that lie ahead for that school year.This phenomenon highlights, at least in my mind, a bigger point about the school we put on for kids every day or at least the school we should put on for kids every day. How exciting are your schools…specifically for the adults?

Teachers are the pilot of learning and activity in the classroom, and if we want learners to be excited in that classroom the teacher had better be excited about being there too.

Adults? Surely I must really mean how exciting are your schools for students or kids? Right?

Wrong! As an administrator, but not necessarily as a teacher, I always believed that school would never be an exciting place for kids unless it was first an exciting place for adults. In fact, it seems obviously logical that schools will never be an exciting place for students unless they are exciting places for adults.To argue the opposite would be the same as suggesting that the local comedy club is the best in town although none of the comedians will make you laugh.

For those of you who remember the first Texas Teacher Appraisal System (TTAS), education in Texas seemed to apply the same concept. In the early implementation of TTAS, the teacher observation was all about teacher behavior and very little about learner behavior.

So much so, a teacher (and I was one of them at the time) could learn to execute the perfect lesson regardless of whether or not students were in the room.The appraisal model suggested that you could have quality teaching without any learning. I wonder if down at the local appliance store they embrace quality selling with the same standard. If they did, they would not be in business very long as it would suggest you could have quality selling without anyone actually buying anything. Obviously, the notion of selling without buying is ludicrous, and fortunately we learned this lesson and improved the appraisal system a few years later with the Professional Development and Appraisal System (PDAS). The PDAS primarily exams and assesses learner behavior and outcomes instead of teacher behavior and outcomes. Hence, a more learner-centered classroom was forged.

Taking the argument one step further would ask: If learners are focused on teachers, then how learner-centered is the classroom? The term “learner-centered” is so much part of the education vernacular today, whereby it was not heard of or talked about 30 years ago. Can school be active and engaging on the part of the student yet still have the student focused on the activity of the teacher? Truth is that school, while certainly more active than the early days of TTAS, is still generally teacher-centered, whereby students are too often passive in class while engaging in the activity under the direction of the teacher. Either way, it seems school had better be exciting for adults if we want school to be exciting for students.

The advances in the neurosciences have taught education a great deal about attention, engagement, memory, and such. Neuroscience has proven that every thought of a human being involves the emotions (Pert, 1997; Damasio, 1999; and Pesoa, 2008). The emotions are the filtering system of thinking and, thus, the filtering system of authentic learning.We remember what we experience, and emotional experiences take a nonstop trip to our long-

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term memory. Brain research further tells us that pleasure can “hijack” the attention of the brain (Jenson, 2005). When the brain is hijacked, all of its massive resources are focused seemingly on that single task (subconsciously it multitasks). Imagine the Algebra classroom if everyone’s brain (students and teachers) were hijacked for learning algebra.Wouldn’t that be exciting?

Administrators have a lot to do with how exciting school is for everyone. So much so, in fact, that schools will struggle being exciting for teachers if they are not exciting for administrators. A principal, for example, who walks the hall expecting to see and hear teachers teaching and learners passively learning (being passive is not too exciting) will most likely be getting that from the teachers in the building. Research has long demonstrated that teachers generally deliver to their principal what they perceive their principal is wanting or expecting. Thus, how much excitement in school is wanted or expected by administrators; and how much excitement is fostered or nurtured by administrators?

Educators have always resisted the idea that students are our customer and even more so that educators have to entertain to some extent to be effective. While the purpose of this article is not to argue either of those points, perhaps we can agree that (1) students and their parents have an expectation of the service the school provides the community and that they (the community) pay for that service; and (2) the definition of entertain, according to dictionary.com, is “to hold the attention of pleasantly or agreeably.” The same source defines excite as “to arouse or stir up emotions or feelings.”

The bottom line is that we engage the things that excite us, and we remain engaged when it’s pleasant and relevant. There are many benefits of students being excited about learning and excited when information is novel and feeds their curiosity. Teachers

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are the pilot of learning and activity in the classroom, and if we want learners to be excited in that classroom the teacher had better be excited about being there too.

How exciting are schools for adults in your district? Ask that question at your next staff or faculty meeting and see the richness of dialogue that follows. It takes everyone to make school an exciting place for students… starting with excitement for the adults!

Timothy B. Jones, Ed.D. is an associate professor of educational leadership at Sam Houston State University in Huntsville. He writes and speaks on school improvement through developing natural learning and brain compatible instruction in schools. He can be reached at tbj004@shsu.edu.

References Damasio, A. R. (2005). Descartes’ Error: Emotion, Reason and the Human Brain. New York:Avon Books.

Jenson, Eric (2005). Teacher With the Brain in Mind Revised (2nd Edition). Reston, VA: Association for Supervision and Curriculum Development.

Pert, C. B. (1997). Molecules of Emotion. New York: Scribner Pesoa, L. (2008, February). Opinion: On the Relationship Between Emotion and Cognition. Nature Reviews Neuroscience, 9.

148–158.

In the spirit of Davy Crockett:

You may go where you wish, I will go to UT… for the AP Summer Institutes.

2013 Advanced Placement* Summer Institutes at The University of Texas at Austin AP and Pre-AP teachers: Attend four-day, subject specific training workshops on the university campus. Registration opens in January 2013.

Visit our website or call the Thompson Conference Center for more information at 512-471-3121. www.utapsi.org

* Trademark Notice: College Board, AP, Advanced Placement Program, AP Vertical Teams, Pre-AP, and the acorn logo are registered trademarks of the College Board. Used with permission.

Prepare ALL students for college and career success…without remediation.

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To learn more about SpringBoard, go to collegeboard.org/springboard or call toll-free 877-999-7723.

©2012 The College Board. College Board, AP, Pre-AP, SpringBoard and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board.

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10/24/12 11:13 AM

McAllen ISD TASA’s 2012 Outstanding School Board

by Suzanne Marchman The McAllen ISD board of trustees was named TASA’s 2012 Outstanding School Board at the 52nd annual TASA/TASB Convention. The awards program recognizes outstanding Texas school boards for their commitment to schoolchildren and their communities.This is the first time McAllen’s school board has won this prestigious honor.

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The selection committee’s decision is based on several criteria, including the board’s support for educational performance, support for educational improvement projects, commitment to a code of ethics, and maintenance of harmonious and supportive relationships among board members.

McAllen was selected from among five school board finalists, including Cedar Hill, Klein, Longview, and Northwest ISDs. Each finalist was interviewed by a committee of Texas school superintendents chaired by Karen Garza of Lubbock ISD, last year’s Outstanding School Board.

Superintendent James Ponce said he believes the innovative and high-profile project that put iPads in the hands of students was part of the reason why McAllen was selected for the honor. Ponce said the board was recognized for its commitment to the TLC3 initiative, a framework known as Transforming Learning in the Classroom, Campus, and Community.

“The McAllen board is an excellent model of board effectiveness, demonstrating a commitment to serving students through innovative practices that prepare students for success in life,” said Garza.

The TLC3 initiative is an innovative teaching and learning framework that leverages powerful new technologies and merges them with an advanced concept known as challengebased learning, where learning is collaborative, interactive, and

INSIGHT

TASA Honor Boards 2012 TASA/TASB Convention in Austin

McAllen ISD Board of Trustees 2012 Outstanding School Board customized. Students are using iPad applications to test for vocabulary, make presentations, and compile class notes.

McAllen ISD may be the largest school district in the nation to begin issuing mobile-learning devices to all students in kindergarten through 12th grade (approximately 25,000 students).

“The iPad has been a real game changer in education. No technology has impacted the way teachers teach and students learn more quickly and more profoundly.With iPad, the possibilities are endless,” said Ponce.

Board President Hilda Garza-DeShazo said the TLC3 initiative’s work to “close the digital divide” and the expansion of the district’s international baccalaureate program has pushed the district ahead of its peers.

“On behalf of the McAllen Independent School District Board of Trustees, I just want to say thank you. Thank you very much.

Our strength is in our people and our people are our strength. It is our people that make it easy for us. It is our staff and our great, inspirational, and phenomenal superintendent that make it so easy for us to do the work that we do,” she said.

Since 1971, this prestigious program has honored school boards that have demonstrated dedication to student achievement and that make every effort to put students first.

It’s not too early to begin the process of nominating an outstanding school board for this esteemed award. Any Texas superintendent who is a member of TASA and who has been serving in his/her current position since at least July 1, 2011, may nominate his/her board of trustees by collecting and submitting data supportive of the criteria. School boards nominated for the awards program must have served during the school year immediately preceding the awards program. For 2013, only those school boards serving during the 2012–2013 school year are eligible to be nominated.

The nomination and supportive documentation should be submitted to the executive director of your regional education service center by June 28, 2013. Recent (2008–2012) Outstanding and Honor Boards are ineligible for the 2013 awards program. Full details and selection criteria are available on TASA’s website at www.tasanet.org/recognitionawards/school-board-awards.

Suzanne Marchman is director of communications and media relations at TASA.

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Snapshot of a Leader: Dr. Daniel P. King Texas’ 2013 NSOTY Nominee

by Suzanne Marchman Dr. Daniel P. King, superintendent of Pharr-San Juan-Alamo (PSJA) ISD, will represent Texas in the American Association of School Administrators’ National Superintendent of theYear Program. King has led Pharr-San Juan-Alamo, a district of about 32,000 students, since 2007.

PSJA serves a student population that is primarily Hispanic, low income, and whose first language is not English. Five years ago, the district had a dropout rate almost double the state average. Now, King has reduced the number of annual dropouts by almost 90 percent and nearly doubled the four-year graduation rate in just four years.To combat the dropout problem, King called upon community leaders, parents, and citizens from the tri-city area to work together with school district officials to implement a program called “Countdown to Zero.” This initiative brings together literally hundreds of community and district volunteers who go door-to-door every Saturday in September, encouraging dropouts to come back to school.

But King has higher expectations than just keeping students in school. King is currently creating early college pathways within every high school so that every single student­—including former dropouts—graduates ready for college and career.

Under his leadership, the district has launched a new initiative called College3, a program intended to lead all high school graduates to be College Ready, College Connected, and College Complete.With a network of Early College High Schools, concurrent and dual enrollment courses, and college- and career-connected pathways, PSJA’s goal is to offer every single student the opportunity to earn at least 12 college hours by high school graduation.

Last May, 60 students graduated with an associate degree in areas such as biology, chemistry, engineering, math, computer science, and interdisciplinary studies, with seven more students earning 60 or more college hours. Almost 2,000 of the district’s high school students are enrolled in college courses every semester, a number projected to rise to 3,500 once early college pathways are fully implemented at every high school.

John Fitzpatrick, executive director of Educate Texas, said the reforms that have been initiated by King have placed PSJA in the state and national spotlight.

“PSJA ISD, under the dynamic leadership of Dr. Daniel King, is poised to become a national model for increasing collegegoing rates and access for young people in deep South Texas.The transformation of PSJA College for All model, where every student has the opportunity to earn up to 60 college credits or an associate degree while still in high school, is a bold and powerful systemic reform that will have a significant impact on students and the community as a whole,” said Fitzpatrick.

A national blue-ribbon panel of judges will select four finalists for AASA National Superintendent of the Year from among the 49 eligible state Superintendent of the Year nominees. The four finalists will be interviewed in Washington, D.C. in January.The 2013 National Superintendent of the Year will be announced and the state Superintendents of the Year will be honored at the National Conference on Education in Los Angeles on February 21.

Suzanne Marchman is director of communications and media relations at TASA.

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TSPRA VOICE TASA joins TSPRA in supporting the critical role of public information and communications professionals in Texas public schools.

Embrace School Choice

by Selling Service, Options to Your Parents

by Corey Ryan nrique has attended four school systems in nine years, and his parents are considering trying one more.

They worry about sending their son to the right high school.Tests and schoolwork come easy for Enrique, who is an exceptional student, but his parents worry he is not being challenged in school.

They have been considering a nearby magnet school that serves the Rio Grande Valley with a science high school.

In the Rio Grande Valley, like most parts of Texas and the country, Enrique’s parents have options when it comes to public education; and school choice appears ready to be a hot issue this legislative session, potentially creating even more choices for parents.

I have been interested in the topic of consumer behavior, especially when it comes to parents choosing schools, since being named Harlingen Consolidated ISD’s marketing coordinator last July. Part of my job responsibilities include developing and implementing marketing strategies for student retainment and recruitment, so I followed up my conversation with Enrique’s parents with a question: what was their favorite school that he has attended and why?

They described a school in Las Cruces, New Mexico, where Enrique attended fifth grade. The bus driver was friendly and knew their son by his name. The school was clean and inviting without a barbed wire fence. Teachers regularly communicated with parents, calling home for good performance as well as behavioral issues.The school hosted parent nights where the emphasis was on showcasing action from the classroom.The cafeteria food was good and easy to purchase. His teacher provided detailed reports as to their son’s progress in each of his subjects.

Enrique’s parents could not reference the test scores at this elementary school because they never bothered to look.They knew their son had high quality teachers; the school was trustworthy and felt safe; and they felt empowered being parents.

They told me they felt like he was getting a private school experience.

I explained some of the new schools and programs HCISD offers families, giving them more choices within our district.

Based on that information, and Enrique’s desire to stay where he is, they have decided to keep him in our district, for now.

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No matter what is decided in Austin this year, testing will continue to matter for Texas public schools, serving as a measuring stick for state and federal accountability; however, when it comes to winning over families like Enrique’s, school administrators should look at parents’ needs and formulate comprehensive customer service programs that serve those needs.

based on the Gómez and Gómez Dual Language Enrichment model, to serve our elementary school families. We have an elementary school with a leadership curriculum, making the school a Leadership Academy.

Sem Vargas, HCISD

At the secondary level, we will open our Ninth Grade Academy in 2013, which will give students and their parents the choice HCISD Focused on Creating School of a professional school of study, aligning Choice curriculum on a career path in grade nine so We are working to create schools and they are on track to graduate on time, ready programs of choice for parents in HCISD, for college, a technical school, a certification leveraging our assets (our size, athletic and program, or the military. art program traditions, established school brands, etc.) in our marketing strategies for Our newest project for school choice is a retaining and recruiting students.

School of Health Professions scheduled to open in 2014, serving about 500 students For the choice component of our marketing, in grades 8–12. This program is under our movement as a district started in 2008 development and will be paid for through when we opened our Early College High the Qualified School Construction Bonds School, allowing parents the choice for their program. child to earn college credit, and is continuing through 2014 when we open our school of Our school district leadership decided on health professions. building a school geared towards the health professions based on a variety of factors.

We have an open enrollment program in The city of Harlingen markets itself as the our elementary schools that allows parents medical hub for the Rio Grande Valley. We to choose their elementary school (priority have two hospitals—the second and ninth goes to families living in the school’s zone). largest employers in our city—that employ We are building a Dual Language Academy, 2,476 people (1,930 and 546 employees,

respectively).We have a new veterans hospital and a University of Texas San Antonio Regional Academic Health Center, which is a medical school program for UTSA where third- and fourth-year medical students come to finish their degrees.

There is movement towards this becoming a four-year medical school, which will be monumental to one of the most medically underserved regions in the nation.

Between 2001 and 2010, the education and health industries grew by 11,400 jobs, 55 percent, in the Harlingen-Brownsville Municipal Statistical Area, according to the 2011 Labor Market Report by Tech Prep RGV1. With 32,000 total jobs, education and health are also the largest industries in the MSA. Based on that information, as well as data we get from the Kuder Career Assessment— which students take in middle school to determine their interests and show them various career pathways—our district is taking shape as a place for school choice.

Tips for Improving Service in Schools Enrique’s parents are interested in our Early College High School because they know how expensive college can be and think he can get an advantage over his peers by earning college credits. But a high school education isn’t like buying a new iPod. Picking a school is something that will be ongoing for this family for four years.

They can leave at any time in a competitive marketplace, so it falls upon the school to provide an optimal experience in order to retain students.

In HCISD, we are working to develop the brands of new schools and programs, as well as strengthen our pre-existing brands.

Developing a brand involves issues of style (logo, colors, tagline, etc.), but it also involves the formation of an overall culture and

Students from HCISD’s Vernon Middle School pose for a photo shoot to market the district’s Ninth Grade Academy and School of Health Professions, two new facility projects the district has implemented as part of its efforts to provide choices for parents.

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INSIGHT

1 “Targeting the Future: 2011 Labor Market Information Report.” Tech Prep of the Rio Grande Valley, Inc.

identity. For our schools and programs, we want our identity to be service, which is exponentially more important than a logo, website, or brochure.

For attitude, schools can learn from examples in the private sector. Businesses like Chickfil-A have implemented standard practices for employees in the workplace. When you walk into the fast food chicken restaurant, In the private sector, companies can boost a cashier greets you with the question, profits by 25 and 125 percent simply by “How can I serve you?” If you call the retaining 5 percent of its existing customers, location, you get asked the same question. according to a research study by Bain & Businesses like Quicken Loans set standard Company. It costs between five and six practices for answering the phone, requiring times more to attract new customers versus employees to always answer with a greeting, keeping existing customers, and happy an introduction, and a call to service. customers are more likely to tell four to five others of their positive experience. Finally, stellar customer service involves the Despite all of this research, only one-third empowerment of staff to solve problems. of customers feel valued by those who are In the private industry, the best examples serving them, according to a study by social involve service industries, such as hotels, scientist DanielYankelovich.2 allowing employees to solve problems with gifts (free cookies) or savings (a percentage At a school, service means communication, off your purchase). In a school, empowering attitude, and empowerment. Teachers employees is as simple as giving teachers and staff need to be able to effectively and staff knowledge of what’s happening communicate what happens at their school in the school and district so they can and in their classrooms to parents, in person properly answer questions from parents; and remotely (telephone, email, website). and giving them the power, within reason, With regards to retainment purposes, to accommodate the needs and desires of teacher-to-parent communication cannot parents. For example, if a school splits its be limited to problem issues because, more parent/teacher conference night between often than not, schools are losing students last names (A–M one day and N–Z the next), empowering a staff member would who perform well. be giving the authority for a staff member to allow Mrs. Rodriguez to come on day one because she has to work late on day two.

2 “Exceptional Customer Service.” Second Edition.

Lisa Ford, David McNair and William Perry.Avon, Massachusetts. 2001.

about TSPRA The Texas School Public Relations Association (TSPRA) is a nonprofit, professional organization dedicated to promoting public schools through effective communications. TSPRA, an award winning chapter of the National School Public Relations Association (NSPRA), was chartered in 1962 and incorporated in 1977.With more than 800 members,TSPRA is comprised primarily of public information and communications professionals who serve the public school districts and education organizations of Texas. In 2004,TSPRA opened its membership to education foundation staff and boards that support our public schools.The membership also includes superintendents, school administrators, principals, executive directors, web/technology/electronic media and graphic professionals, school consultants, vendors, and others who support public education in the state.

The best advice for implementing effective service in a school is to bring the issue to the attention of staff. We are all consumers.

Most staff members are parents with children in school, so the staff at our schools are a great resource for developing service strategies. Because of the day-to-day grind in providing quality instruction, the other elements of a quality school can be an afterthought.Administrators can bring these ideas to the forefront by starting meetings with stories, positive or negative, of service in your school or program. For example, team leaders can start a meeting with a teacher or principal discussing a recent encounter with a parent, describe the parent’s issue or conflict, and detail how the problem was handled. Meetings can also include role-play where one staff member plays the part of a parent and another plays the part of a school staff member. In the scenario, the parent has a problem (his or her child had an incident on a school bus) and it’s the responsibility of the staff member to diffuse the situation and direct the parent to the location where he or she can have a resolution to their issue.

Taking on a new set of tasks can be daunting in the life of a public school or district; however, service is an issue that we can all control. There are so many variables in operating a school that cannot be controlled, so I would implore any administrator to make a commitment to customer service this year and for the years to come.

As HCISD moves forward into this new era of school competition, I feel that service is our number one asset in keeping our enrollments where they need to be.

Personally, I’m looking forward to seeing Enrique graduate in 2017 in a HCISD cap and gown.

Corey Ryan is a marketing coordinator at Harlingen CISD. He has worked in school public relations and marketing since 2010.

Prior to that, he worked as a newspaper reporter in Texas and Ohio. He can be reached at corey.ryan@hcisd.org.

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Facts about STAAR™ A New State Testing System n

Texas has a new testing system called the State of Texas Assessments of Academic Readiness (STAAR)

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STAAR replaces the Texas Assessment of Knowledge and Skills (TAKS)

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STAAR tests were first administered to students in spring 2012

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STAAR tests are more rigorous and complex

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STAAR tests are available in additional formats for students receiving special education services, or who are English language learners

STAAR Increases the Number of Testing Days n

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n

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Individual students will spend no more than five days taking STAAR tests, unless they retake a test; however STAAR dramatically increases the total number of testing days The total number of testing days is important because the entire campus is involved as decisions are made about master test schedules, testing locations, test administration, etc.

At high school campuses, there may be up to 45 designated state testing days out of a 180-day school year (15 End-of-Course exams x 3 test administrations = 45 days) The 45 state testing days are not inclusive of other tests such as classroom, benchmark, AP/IB, and college entrance exams like the SAT

STAAR Tests for Students in Grades 3–8

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Tests will be timed (for the first time) with a 4-hour maximum time limit per test

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Promotion requirements for fifth and eighth grade students taking the STAAR reading and mathematics tests are suspended for the school year 2011–12, but will resume in 2012–13

STAAR End-of-Course (EOC) Exams for High School Graduation Requirements n

STAAR tests for students earning graduation credit are called EOC exams

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In order to graduate, students must take EOC exams

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EOC exam content is based solely on what is taught in the specific course

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Students taking core high school courses in English language arts, mathematics, science, and social studies must take the corresponding EOC exams

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Students in grades 3–8 who take a course for graduation credit must take the corresponding EOC exam

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Students first enrolled in grade 9 or below in the 2011–12 school year were the first cohort to take EOC exams in late spring 2012

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Students who began ninth grade under the TAKS system will continue under that system

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EOC exams will be offered three times a year

EOC Scores Could Affect Students’ Course Grades, Grade Point Average, and Class Rank

n

Students began taking grades 3–8 STAAR tests in spring 2012

n

Tested subject areas are the same as those tested under the TAKS system and vary by grade level (reading, writing, mathematics, social studies and science)

n

EOC exam scores are required to count as 15% of a student’s final course grade

n

Districts were give the option to “defer” the 15% requirement only for 2011–12

STAAR will have more questions per test, measure a higher level of thinking, and have more questions that require a student’s written response (vs. multiple choice questions)

n

Districts that notified the TEA Commissioner of their intent to defer for 2011–12 will have to implement the 15% requirement in 2012–13

n

n

The 15% requirement applies to students taking the general education EOC exams

n

STAAR students under the Minimum graduation program must pass 11 tests at a minimum score level

n

The 15% requirement applies to students who are taking courses for high school graduation credit, regardless of enrolled grade

n

STAAR students must achieve a cumulative score across each of the four core content areas

n

n

The 15% requirement applies to students enrolled in advanced courses (e.g. dual credit, AP/IB), correspondence courses, and online courses

A student must achieve a minimum score on each EOC exam for the score to count toward the cumulative score

n

n

The 15% requirement does not apply to students taking STAAR Modified or STAAR Alternate

n

The 15% requirement is counter to state law that authorizes districts to adopt local grading policy

Cumulative score calculations will differ depending on a student’s graduation plan, credit earned prior to 2012, and credit earned outside Texas public schools

n

The cumulative score requirement does not apply to students taking STAAR Modified or STAAR Alternate

n

Unless the 15% requirement is repealed by the 2013 Texas Legislature, local authority over course grades, class rank, and GPA will be diminished by the state-imposed requirement

STAAR Performance Standards n

Students will receive a score indicating their performance on each STAAR test

n

Three performance categories will be established for the general STAAR tests: Level I – Unsatisfactory Academic Performance; Level II – Satisfactory Academic Performance; and Level III – Advanced Academic Performance

n

Performance standards for EOC exams were set in March 2012

n

Performance standards for grades 3–8 tests will be set in December 2012

n

Performance standards for the Algebra II and English III EOC exams must also be established to measure college readiness

n

College readiness refers to a student’s readiness to enroll and succeed in entry level math or English college courses without remediation

n

A phase-in schedule of the standards is in place until 2016

STAAR Graduation Requirements n n

TAKS students had to pass 4 exit-level tests to graduate STAAR students under the Recommended and Distinguished graduation programs must pass 15 tests at a minimum score level (to be determined) to graduate

STAAR Graduation Requirements: Minimum High School Program n

Must take the EOC exam for each course in which they are enrolled and for which there is an EOC exam (at least 11 exams)

n

Must achieve a minimum score on each required exam

n

Must meet the cumulative score requirement

STAAR Graduation Requirements: Recommended High School Program (Default Program) n

Must take 15 EOC exams

n

Must achieve a minimum score on each required exam

n

Must meet the cumulative score requirement

n

Must achieve Level II: Satisfactory Academic Performance on the Algebra II and English III EOC exams

STAAR Graduation Requirements: Distinguished Achievement Program (Advanced Program) n

Must take 15 EOC exams

n

Must achieve a minimum score on each required exam

n

Must meet the cumulative score requirement

n

Must achieve Level III: Advanced Academic Performance on the Algebra II and English III EOC exams Texas Association of School Administrators www.tasanet.org

TA S A

Download the Midwinter Conference app here!

Texas Association of School Administrators

Midwinter Conference & Education EXPO Austin Convention Center • Austin, TX • January 27–30, 2013 Student-Centered Schools • Future-Ready Students

n Networking & Team Events n General Sessions Jamie Vollmer Author and Champion for America’s Public Schools Building “The Great Conversation”—Playing Defense Is Not Enough!

Dylan Wiliam Formative Assessment Expert and Consultant Preparing Students for a World We Cannot Imagine Michael L. Williams Texas Commissioner of Education The State of Education

n Thought Leader Sessions Fenwick English • Michael L. Coats • Richard Erdmann • Michael Corso • Jack Grayson • Fred Bentsen • Doug Christensen • Hall Davidson • Todd Whitthorne • Jason Barger • Raymund Paredes

n Concurrent Sessions Highlighting topics consistent with TASA’s MISSION: School Transformation, including current and emerging topics vital to 21st century learning and the “new vision” for Texas schools, as well as sessions addressing the critical administrative issues that face school leaders every day

n Conference Mobile App Create a personalized schedule • Interactively locate vendors on the Exhibit Floor • Navigate to and from sessions and meetings in the Convention Center and Hilton Hotel • Receive instant conference alerts • Communicate and schedule meetings with colleagues and vendors • Find restaurants and places of interest in Austin • Review and research post conference

n Related Activities & Events Welcome Reception • Regional Breakfasts • Partner Association Events • Aspiring Superintendents Academy • Cyber Café • Awards Ceremonies • Exhibit of School Architecture

www.tasanet.org 30

INSIGHT

Texas Association of School Administrators

ANNUAL REPORT 2011–12 The Texas Association of School Administrators was formed in 1925.The purpose of the organization is to promote the progress of education in the state of T   exas. In pursuit of this objective, the association works for the improvement of instruction and administrative practices in the schools of the state. The association also works in close cooperation with the Texas Association of School Boards and the American Association of School Administrators in all areas of common interest.

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

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

Goals and Objectives Quality Student Learning To promote and provide leadership for the advancement of education in order to attain programs that result in high levels of student achievement Positive School Climates To engage in activities that foster positive climates for learning and to advocate as a high priority of our society a public understanding of and support for quality education Systemic School Improvement To promote ongoing, proactive leadership that recognizes and utilizes a systemic approach to improvement and restructuring in education Ongoing Professional Development To offer high-quality, professional development opportunities for educational leaders in order to promote effective organizational management and leadership Proactive Governmental Relations To impact laws, regulations, and decisions to improve the quality and effectiveness of education, and to elevate the status of educational leaders in the governmental decision-making process Advanced Educational Technology To promote the development and effective utilization of advanced educational and administrative approaches and technologies Synergistic Organizational Relationships To recognize and respect diversity and to build upon commonalities between educational organizations in efforts to achieve mutual goals for the benefit of Texas schoolchildren Effective Member Assistance To provide educational leaders and their systems of education with well-managed, innovative services that assist in the orderly and effective discharge of professional responsibilities for quality education programs and student achievement

32

TASA Annual Report 2011–12

Revenue Making an Investment in Progress Any strong, viable organization requires a continuing source of revenue to fulfill its goals and objectives, and TASA is no exception to that rule. In order to drive the development and delivery of association programs and services,TASA relies on diversified revenue sources, including: n n n n n n

membership support TASA/TASB Convention seminars and training corporate sponsorships program endorsements building operations

The chart below illustrates TASA’s revenue sources for 2011–12.

2% 10%

37%

14%

Professional Development/Services Royalties/Sponsorships Membership Dues Miscellaneous Convention Building Operations

16%

37% 21% 16% 14% 10% 2%

21%

2011 –12 ol Administrators Texas Association of Scho fits Member Services and Bene

Creating a New Vision for Public Education

TASA Annual Report 2011–12

33

Governmental Relations

Texas Association of School Administrators

With the active assistance of its members,TASA’s Governmental Relations Department has a vital role in keeping superintendents and other administrators informed of state legislative and policy decisions and pending actions.

2011–12 Highlights n

n n n n n

n

n

n n

Developed a Grassroots 2013 initiative with talking points for superintendents and other school leaders to share with parents, teachers, community leaders, and locally elected officials on education issues that impact Texas public schools, including school finance, increased standards, and changing student demographics.

Devoted significant time, energy, and resources to legislative and state policy matters.

Prepared a sample board resolution to build support for the needed transformation in Texas public schools and for opposing the over-reliance on high-stakes testing, Focused on numerous legislative issues that arose following the 2011 (82nd) Legislative Session.

Updated TASA’s Legislative Program for the 83rd Legislative Session.

Hosted special TASA Accountability Forum events for subscribers, including a fall seminar (Accountability in 2011–12: A Tale of Two Systems) and summer seminar (Texas Public Education Accountability: How the Legacy Informs Development of the HB 3-Compliant System in 2013), to help educators prepare for higher standards, limited resources, and the potential for changes in still-to-be-implemented requirements as a function of the 83rd Texas Legislature.

Engaged legislators and policymakers during the interim by providing information and testimony to boards and agencies, including the State Board of Education, Texas Higher Education Coordinating Board, State Board for Educator Certification, Teacher Retirement System of Texas, and Texas Education Agency.

Continued efforts to address school funding and equity issues while simultaneously dealing with the changes to our accountability system and other issues that evolved from the session.After last year’s $5.4 billion in budget cuts, six lawsuits have been filed on behalf of more than 600 school districts that educate about three-quarters of Texas’ more than 5 million students. All contend that the way Texas funds its public schools is inefficient and unfair and violates the state Constitution’s promise to provide “a general diffusion of knowledge.”

Briefed members on new accountability requirements for school districts.

Offered support for the Texas High Performance Schools Consortium, a major step toward accomplishing the goals of TASA’s School Transformation Network. n n

n

n

What You Can Do Now The 82nd Legislative Session was one of the most brutal in recent history, ultimately resulting in a $5.4 billion cut to public education funding.

But at the same time, we witnessed a groundswell of support for public education. More than 13,000 people rallied on the Capitol steps in March 2011, demanding that lawmakers make education a priority.

School districts are reeling from the cuts of 2011, but now is not the time to rest. It is time for action. It’s critically important for administrators to talk with parents, teachers, community leaders and locally elected officials on issues that impact Texas public schools.

Those audiences need to understand the implications of decisions made at the state level, and how those decisions are impacting students.

We’d like to see every legislator be contacted by TASA members on crucial education issues prior to the next legislative session. To help, TASA has developed materials with statewide information regarding school finance, accountability, state budget matters and other issues.

You’ll find those materials here and we’ll continue to update them as issues arise, offering ammunition to fend off the frequent attacks from those who seem focused on dismantling public education.

Please contact TASA staff Amy Beneski, Ramiro Canales, Casey McCreary or Suzanne Marchman if you have any questions about the materials or need additional information to prepare for meetings with legislators and other interested stakeholders.

Package Contents Talk to your Legislators! Six Talking Points State Budget and Finance Data Facts about STAAR™ Challenges in Shifting Demographics Explaining School Finance Any way you slice it, schools are losing funding Debunking the myth that Texas public schools employ too many people Misperceptions about 1:1 Reasons to Oppose Voucher Programs Sample Voucher Programs in the U.S. Texas Public School Statistics Facts about TRS Education Service Centers Charter Schools Taxpayer Savings Grants

Texas Association of School Administrators www.tasanet.org

Provided continuous updates on legislative developments on the association’s website,TASAnet.

Identified unfunded mandates impacting school districts that were a result of legislation passed during the 2011 legislative session.

Supported the “Save Texas Schools” March & Rally held at the Texas Capitol, protesting the underfunding and over-testing of our students.

Implemented “Your Voice, Your Vote” campaign, providing ideas and materials to help districts make sure eligible students, staff, and community members had the information they needed to register to vote in the primary election.

If you have questions for TASA’s Governmental Relations Department, please contact Associate Executive Director Amy Beneski (abeneski@tasanet.org).

34

TASA Annual Report 2011–12

Communications and Information Systems TASA makes every effort to maintain a strong and active communications program, providing information to help members command respect, spur activity, and win public support for their districts.

2011–12 Highlights n n n

n

n

Redesigned TASAnet, the association’s website, providing an overall new look and easier-to-navigate interface.

Implemented a new TASA Member Services Center, open for event registration as well as membership and subscription activity.

Created a new TASA logo that combines fresh, modern typography with a visual reference to a united front in the great state of T exas as we promote, provide, and develop leadership that champions educational excellence.

Launched MISSION: School Transformation—“Student-Centered Schools, Future-Ready Students”—formally announced at the 2012 TASA Midwinter Conference during the First General Session, offering news, online tools, and resources about the new phase of TASA’s Visioning Network (School Transformation Network) on a new website, transformtexas.org.

Posted select videos from keynote speakers:

2012 TASA Midwinter Conference: Turnaround Principles for Low-Performing Schools; Preparing Students for the 21st Century; The Brain, the 21st Century, and Sacred Cows; What Lies Beneath: Uncovering Waste in District Operations; Moving Learning…

Beyond the Book; Generation Texas: How Schools, Colleges, and Universities Can Work Together to Create a Greater Texas; Introduction to “A New Vision for Public Education in Texas”; Realizing the Vision by Forming Regional Consortia; A New Vision for ALL Schools—Is It Possible?; Transforming Your School District into a Learning Organization; Leadership: Managing the Transition; and Learning in Exponential Times 2012 UT/TASA Summer Conference: MISSION: School Transformation Sessions—(1) Realizing the Vision by Forming Regional Consortia, (2) Sharing Local Initiatives through Regional Consortia, (3) Campus/District Improvement Plans, and (4) For What Purpose?; and Digital Literacy and Citizenship: Best Practices for Districts n

n

n

n

transformtexas.org

Provided Hot Off the Bench—a bimonthly publication that summarizes significant court cases affecting Texas superintendents and schools; case summaries are written by David Thompson, professor of educational leadership and policy studies at The University of Texas at San Antonio, and Fred Hartmeister, professor of education and law,Texas Tech University.

Continued partnership with School Leadership Briefing, providing our members monthly interviews conducted with nationally known speakers, bestselling authors, and leading-edge consultants.

Continued SyfrSpace “Read to Lead” Book Study Series, an affordable professional development solution that offered staff development with Read to Lead book studies and webinars.

Continued our presence on social networking sites Twitter and Facebook, providing information on several different platforms to get information out faster and to a wider group of people, allowing our members to use whatever tool works best for them. continues on page 36

TASA Annual Report 2011–12

35

Communications and Information Systems, continued

n

n

n

n n

n

Launched our first-ever Bloggers’ Lounge at the TASA Midwinter Conference, with the help of BlogathonATX and gannection.com, providing a unique venue for attendees to hang out, charge up, and discuss social networking tools and how to use them.

Won the Texas School Public Relations Association (TSPRA) Platinum Award, along with TASB, honoring excellence in a total public relations program for raising awareness of the “Make Education a Priority” campaign through a strategic plan that included a statewide editorial board tour, press conference, and rally at the state Capitol.

Supported/promoted SXSWedu in conjunction with the Texas Education Agency; provided background information on how the document “Creating a New Vision for Public Education in Texas” came to be and how the vision has morphed into MISSION: School Transformation.

Published TASA Daily, the association’s daily news bulletin, packed with newsclips, updates from state/education organizations, TASA and AASA news, and more; e-mailed to all members and posted on TASAnet.

Published Interchange, TASA’s bimonthly newsletter; e-mailed to all members and posted on TASAnet.

Published INSIGHT, TASA’s professional quarterly journal, now available in an interactive online version posted on TASAnet, as well as a hard copy mailed to all members.

Published Who’s Who in Texas Public Schools, TASA’s popular annual Membership Directory, with distribution to all TASA members.

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

INSIGHT

SUMMER 2012

n

Alamo Heights ISD Puts Focus on Engagement page 17

If you have questions for TASA’s Communications and Information Systems Department, please contact Assistant Executive Director Ann Halstead (ahalstead@tasanet.org).

36

TASA Annual Report 2011–12

Professional Development A great portion of time, energy, and talent on the part of TASA’s professional development and special services staff, as well as the advisory committees that assist them, are devoted to planning and executing effective programs designed to meet the needs of today’s education leader.

2011–12 Highlights Initiatives n Expanded the work of the original Visioning Institute (2006–2008) through the TASA Visioning Network, which is now the newly created School Transformation Network (STN); the network focuses on the development of innovative, next-generation learning standards and assessment and accountability systems for Texas public schools. n Targeted professional development to the needs of superintendents and central office administrators by offering quality seminars and institutes through the Texas Leadership Center and the Texas Curriculum Management Audit Center, aligned to TASA’s mission and goals, featuring noted experts in curriculum, assessment, and instructional improvement. n Conducted curriculum management audits to support alignment of curriculum, instruction, and assessment in Texas schools. n Continued partnership with the Schlechty Center to provide support in identified Texas school districts, including a customized Standard-Bearer School District Network and The Schlechty Center Texas Engagement Consortia (consortia of five or more districts). n Continued the Public School Research Scholars Program in partnership with the Center for Research, Evaluation and Advancement of Teacher Education (CREATE) in an effort to encourage practicing teachers and administrators within the Texas Public Schools Research Network (TPSRN) districts to develop doctoral research in areas of teacher quality and effectiveness and to support their implementation of successful dissertation research in the field.

Audit Center® iculum Management TASA’s Texas Curr

TCMAC Seminars

r services and audito ulum Management Audit™ ration with Curric array of Curriculum e seminars, in coope In addition to an the following on-sit training, TCMAC offers Inc. (CMSi), with licensed trainers: s, ment AudiManagement System a Curriculum Manage

Becoming a half-day program tor is explained during candipotential auditor required for all g the final morndates conducted followin II Level I and Level ing session of both reI and Level II are trainings. Both Level manum curricul e as a quired for licensur third program, focusing agement auditor. A ed must also be complet writing, report on is by This level of training ds for certification.

Work for Standar g submission of appliExamining Student invitation only, followin ment Real-World/Test-Item to Curriculum Manage Alignment and ad- cation materials d for school-based designe is Formats to Systems, Inc. (CMSi). teacher participants ministrators and artifacts of student tive examine classroom Mentoring the Reflec those artifacts with work, and calibrate pal tested objectives. The Princi state standards and been specifically s educators This eight-day series has provide process calibration supervise or mentor g the grade level of designed to those who regardin k feedbac with trators. Four two-day school-based adminis prostudent work. present one or two seminar segments using protocols focus on in the tocols each; all six principals and Training Seminars ative dialogue with ss collabor Proce imCurriculum Audit ls for reflection and assistant principa Design goal ent lum Assessm with the ultimate n Level I: Curricu proved performance, proto3½ day training proachievement. The and Deliver y is a of higher student prepare participants ional strategies in gram designed to cols incorporate motivat trators, evaluate deep alignschool-based adminis with to examine and working to improve student ment issues in order as well. achievement.

Out of Tests and Textn Taking the Mystery es teaches eduWalk-Through training book Alignment Strategi h to supervision high-stakes tests is an exclusive approac cators how to analyze for l content being asleader responsible for any educational to identify the essentia who ing teachers also provides parmentoring and supervis sessed. The seminar collaba to es needed to ion principl desires to move supervis ticipants with the l ional can have a powerfu and other instruct orative level, which analyze textbooks nt to the tests in use. achievement. impact on student resources for alignme

inute n The Three-M

Walk-Through Followhad n districts that have Up is designed for in Downey Walkadministrators trained be The follow-up can Through training. the administrators’ customized to meet

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needs. iew: n Protocol (SchoolV n School Visitatio on Curricular

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TASA’s Texas Curr

Test Scores: A Baker’s n Raising Student to teachers, school-

iculum Management

Audit Center®

nce, Dozen Ways presents Factors: Governa and other instruc- n Level II: Systems Services is a 3½ based administrators, s to Leadership, and Support powerful strategie tional leaders 13 d to prepare particThe seminar foday training designe raise student test scores. and evaluate systemipants to examine with low-performing e the decuses on working optimiz to order based issues in approaches to imand learning. students with effective livery of effective teaching ent. prove student achievem

Curriculum Audit Services

www.tasanet.org t system: reading/ selected by the school

unities, contac training opport customizablelum ment AuditDevelopment, atics, science, soManage ation on any of these Texas CurricuSuppor t and Leadership language arts, mathem tional For additional inform in cooperation education, and vocaoffered(8272). ive Director, Instruc (TCMAC),5.TASA cial studies, special Center or Associate Execut ment Systems, n. This audit re7.6361 800.72 Susan Holley, TASA 512.47with Curriculum Manage tional-technical educatio sholley@tasanet.org, ser-

®

TCMAC is focused specifically on optimizing audit services for Texas

of the most valuable Inc. (CMSi), is one to its members. Devices offered by TASA complement the work signed to support and lly on is focused specifica of CMSi, TCMAC school services for Texas optimizing audit folctive manner. The districts in a cost-effe available: lowing services are

school districts in a cost-effective manner.

d as a blueprint from port is often describe can plan the imwhich a school system and learning in the provement of teaching system.

tic Audit is a diagnos n Individual School extent to

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™

to reveal the process designed ontrators and professi which the adminis in conjunction with al staff of a school, developed and imdistrict officials, have nvalid, and operatio plemented a sound, student achievement al approach for high of audit is a key piece performance. This , didesiring a detailed data for any school on those factors agnostic report focused student achievement. shown to improve

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e to provide research This service is availabl onal development based, dynamic professi to s or services tailored training program meet individual needs help school districts Audits . lum Curricu their delineated in coninclude face-to-face This service might ascurriculum design, sulting, training in ment and/or plansistance in policy develop ent e in closing achievem ning, and guidanc curriccertified includes gaps. The cadre auditors and licensed ment manage ulum training programs Audit is based upon rs of many CMSi n Program-Specific provide ng expertise in principles pertaini e experience and generally accepted de- with extensiv proion and curricular management and to effective instruct leading curriculum .

Each program-specific assistance to districts sign and delivery. viding professional content area or areas audit focuses on a is designed especial with enrollments ly for school districts students, and is based of less than 2,500 and approach of the on the methodology ment Audit . The Curriculum Manage Schools Audit is to purpose of the Small , in an affordcomprehensively evaluate quality of the system’s able manner, the ment processes. curriculum manage

Audit n Small Schools

™

www.tasanet.org

™

TASA Midwinter Conference & Education Expo n Provided sessions, exhibits, showcases for more than 4,100 attendees. n Facilitated interaction with other practitioners and presenters who tackle the issues head-on, offering real-world solutions for everyday challenges. n Exhibited products and services from more than 300 vendors from across Texas and the nation to help districts make the right choices. n Partnered with Core-Apps to present Midwinter Conference attendees and exhibitors an exciting smartphone mobile application called “Follow Me,” for use before, during, and after the conference to enhance the conference experience. n Recognized TASA Honorary Life Members, Superintendent of the Year, Administrator of the Year, Principals of the Year, Teachers of the Year and United States Department of Education Blue Ribbon Schools (programs coordinated by TASA in conjunction with TEA), H-E-B Excellence in Education Award Texas Recipients, and Texas Business and Education Teacher of the Year Coalition Honor Roll Schools for their dedication and 2012 Awards Ceremo commitment to the schoolchildren of Texas. ny Other General Events (see page 39)

October 14, 2011 AT&T Executive Educa tion and Conference Center Austin, Texas

t opportunities, contac customizable training pment, Leadership Develo ation on any of these tional Support and For additional inform ive Director, Instruc Associate Execut 5.TASA(8272).

512.477.6361 or 800.72 sholley@tasanet.org,

Susan Holley, TASA

TASA Annual Report 2011–12

37

Professional Development, continued

Executive Development n TASA First-time Superintendents’Academy n Aspiring Superintendents’Academy n Academy for Transformational Leadership n Leadership for the Digital Learning Age n Learning for Leadership:A Mentoring Program for Texas Superintendents n Budget Boot Camps

TASA’s First-time Superintendents’ Academy

Institutes and Seminars n Levels I and II Curriculum Management Audit Training n Leadership Development Process (Training of Trainers) n 50 Ways to Close the Achievement Gap Texas Curriculum Management Audit Center Offered in cooperation with Curriculum Management Systems, Inc., focused specifically in optimizing audit services for Texas school districts in a cost-effective manner; and offered customized Downey Walk-Through seminars and other trainings for districts, thus saving the high costs of travel for district leaders and developing leadership capacity within districts.

Customized Services n The Downey Three-Minute Walk-Through n Levels I and II Curriculum Management Audit Training n 50 Ways to Close the Achievement Gap Texas Leadership Center A 501(c)(3) nonprofit organization supported by TASA that provides grant services and conducts seminars to strengthen the leadership of Texas schools.

Texas Association of School

Administrators

TASA

2011–12

Professional Learning Opportunities Do you need to equip yourse lf with the skills and concepts necess ary to objectively evaluate the curriculum management system in your district?

Do you need to make better decisions about the issues and factors that impact student learning?

Do you want to understand what is required to build district capacity for change?

Do you want new unders tandings and strategies for sustaining the direction of your district through design, reflection, and innovation?

Join us for Curriculum Manag ement Audit TrainingTM, Levels I and II. (May be attended in either order.)

Level I—designed to prepar e you to examine and evalua te curriculum and assessment alignment issues in order to improve studen t achievement.

Level I dates in Austin October 18–21, 2011 May 8–11, 2012 Level II—designed to prepar e you to examine and evalua te systems-based issues in order to optimi ze the delivery of effectiv e teaching and learning.

Level II dates in Austin March 13–16, 2012 Curriculum Management AuditTM Training can be customized for your district and offered on-site .

The TASA Academy for Transfo rmational Leadership is open to any superintendent, district, or campu s leader who wants to learn more about transforming school district s so that all staff, students, and the entire community realize the benefit s of a healthy and vital public education system.

In four, two-day session s, participants will probe four interrelated themes (Key Concepts and Resour ces) tied to transformatio nal leadership by readin deepening their thinkin g, g throug exchanging ideas with invited h structured discussions and activities, speakers, and applying new workplaces. ideas in their TASA Academy for Transfo

rmational Leadership Doubletree by Hilton Hotel, October 13–14, 2011 Austin December 1–2, 2011 January 19–20, 2012 April 5–6, 2012

Visit tasanet.org for inform ation on: n n

First-Time Superintenden ts’ Academy Midwinter Conference and Aspiring Superintendents’ Academy

Four sessions throughout

2011–12 January 29–February 1, 2012

If you have questions regarding activities of the Texas Curriculum Audit Center, Texas Leadership Center, or Professional Learning, please contact TASA Associate Executive Director Susan Holley (sholley@tasanet.org).

38

TASA Annual Report 2011–12

Administrative Services

The Administrative Services Department monitors current research, trends, and developments in education and provides professional assistance and support to TASA members on matters related to school leadership and management.

2011–12 Highlights n

n

n n n

n

Planned and coordinated or co-directed major statewide conferences and executive development programs.

• TASA Midwinter Conference • TASA/TASB Convention • Cosponsor of Texas Assessment Conference and Texas Association of Collegiate Testing Personnel Conference • TASA/Texas A&M University Administrative Leadership Institute • TASA Spring Leadership Conference • UT/TASA Summer Conference on Education Administered TASA’s Legal Support Program, which offers two hours of legal consultation related to the superintendent’s employment contract, superintendent/board relations, and other topics related to professional duties and employment rights, provided through TASA by General Counsel Neal W.Adams,Adams, Lynch & Loftin, P.C.; more than 157 members took advantage of this service.

Provided superintendent mentoring services to 65 new superintendents.

Offered field services to statewide membership through a team of member services representatives.

Assisted in liaison activities with the American Association of School Administrators, the Texas Association of School Boards, and other professional associations and state agencies.

Represented the association at national, state, regional, and local meetings.

Austin Convention Center Austin, Texas January 29–February 1, 2012

Texas Association of School Administrators

Welcome to Austin Live Music Capital of the World!

TASA/TASB Convention

2011

Texas Association of School Administrators Texas Association of School Boards September 30–October 2, 2011 • Austin Convention Center • Austin, Texas tasa.tasb.org

64th Annual UT/TASA Summer Conference on Education June 24-26, 2012 • Renaissance Austin Hotel

2011

Inspiring Visionary Leaders

26th Annual

Texas Assessment Conference 23rd Annual

Texas Association of Collegiate Testing Personnel Conference

Future-Ready Students

Sponsored by : Texas Association of School Administrators and The University of Texas at Austin–College of Education

P ROG R A M

Student-Centered Schools

Conference Sponsors: Texas Association for Assessment in Counseling and Education (TAACE) Texas Association of Collegiate Testing Personnel (TACTP) Texas Association of School Administrators (TASA) Texas Statewide Network of Assessment Professionals (TSNAP)

Sunday, December 4—Wednesday, December 7, 2011 Hilton Austin Hotel and Austin Convention Center

If you have questions regarding activities of the Administrative Services Department, please contact Associate Executive Director Paul L. Whitton, Jr. (pwhitton@tasanet.org).

TASA Annual Report 2011–12

39

TASA Headquarters Staff—2012–13 Johnny L. Veselka

Executive Director (8/5/74)

Amy Beneski

Associate Executive Director, Governmental Relations (5/6/02)

Susan Holley

Associate Executive Director, Instructional Support and Leadership Development (5/1/07)

Paul L. Whitton, Jr.

Associate Executive Director,Administrative Services (2/1/01)

nnn Ramiro Canales

Assistant Executive Director, Governmental Relations (1/10/05)

Ann M. Halstead

Assistant Executive Director, Communications and Information Systems (11/17/86)

Casey McCreary

Assistant Executive Director, Education Policy and Leadership Development (4/16/07)

Pat Johnston

Director, Special Services (1/4/70)

Member Services Representatives

Suzanne Marchman Director, Communications and Media Relations (8/30/12)

Larry Coffman

Regions 16, 17

Stephanie Cravens

Regions 3, 4, 5, 6

Roy Dodds

Regions 14, 15, 18

Terry Harlow

Regions 7, 8, 10, 13

M. Roel Peña

Regions 1, 2, 19, 20

Lloyd Treadwell

Regions 9, 11, 12

nnn Executive Assistant, Executive Director’s Office (6/9/08)

Denise Burns Maria Cruz

Administrative Secretary II,Administrative Services (9/26/07)

Jennifer Garrido

Administrative Secretary II, Governmental Relations (12/1/10)

Anne Harpe

Graphics Coordinator (5/29/07)

Karen Limb

Editorial Coordinator (3/13/91)

Mark Pyeatt

Accountant, Registration Services (3/1/00)

Yessenia Quintero

Accounting Clerk (5/1/12)

Albert Rivas

Webmaster (1/1/01)

Marita Rogers

Receptionist (9/1/88)

Laura Tweedie

Controller (6/4/12)

Brettany Zirkle

Manager, Membership & Data Services (1/1/01)

✸

40

Dates in parentheses indicate employment date

TASA Annual Report 2011–12

16

Lloyd Treadwell

Larry Coffman

9

17 19

Roel Peña

Roy Dodds 18

10

11

14

7

12 15

8

Terry Harlow

6

Terry Harlow 13

20

Roel Peña

2 1

5 4

3 Stephanie Cravens

Corporate Partners 2011–12 TASA Corporate Partner Program In 2011–12,TASA received support from 41 corporate partners, mutually benefiting the association and the corporate partner. TASA’s Corporate Partner Program offers a wide array of advertising, sponsorship, and exhibitor opportunities for businesses interested in supporting the association and expanding their recognition and visibility in Texas. Each level of the program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle and Platinum levels also have the option of customizing special events and opportunities. A listing of the various levels and opportunities for Corporate Partners is available online at www.tasanet.org.

PRESIDENT’S CIRCLE Apple CHEVRON Houghton Mifflin Harcourt/SkillsTutor Northwest Evaluation Association–NWEA Pearson SHW Group SkillsTutor SMART Technologies The College Board PLATINUM CompassLearning Indeco Sales, Inc. Milliken Design, Inc. Scholastic SchoolCity, Inc. Scientific Learning GOLD Cisco Creating & Managing Wealth, LLC Discovery Education Health Matters Huckabee K12 Insight PBK The JASON Project The Learning Together Company

SILVER Balfour Linebarger Goggan Blair & Sampson, LLP Reasoning Mind Renaissance Learning TCG Consulting Wireless Generation BRONZE Education2020 eduGRANT Services eInstruction FirstSouthwest National Math and Science Initiative NextEra Energy Solutions Promethean Psychological Software Solutions, Inc. School Innovations and Advocacy Sodexo SureScore

http://tasa.cms.memberfuse.com/become-a-tasa-corporate-partner

If you have questions regarding the association’s Corporate Partner Program, please contact TASA Executive Director Johnny Veselka (jveselka@tasanet.org) or Director of Special Services Pat Johnston (pjohnston@tasanet.org).

TASA Annual Report 2011–12

41

Texas Association of School Administrators 406 East 11th Street • Austin, TX 78701-2617 512.477.6361 (local) • 800.725.8272 (toll-free) 512.482.8658 (fax) www.tasanet.org

42

TASA Annual Report 2011–12

Corporate Partners

PRESIDENT’S CIRCLE Apple CHEVRON College Board Common Sense Media Dell Northwest Evaluation Association–NWEA Pearson SHW Group SMART Technologies PLATINUM Catapult Learning CompassLearning Houghton Mifflin Harcourt Indeco Sales, Inc. K12 Insight Organizational Health Scholastic Scientific Learning

TASA is grateful to our corporate partners for their support.

Each level of the Corporate Partner Program is designed to offer our partners quality exposure to association members. Partners at the President’s Circle, Platinum, and Gold levels may customize special events and opportunities.

GOLD Creating & Managing Wealth, LLC Discovery Education Health Matters Huckabee Learning Together Company Milliken Design, Inc. PBK Think Through Math SILVER Balfour Cisco LTS Educational Systems MindMixer Reasoning Mind Renaissance Learning TCG Consulting BRONZE

http://tasa.cms.memberfuse.com/become-a-tasa-corporate-partner

Education2020 eInstruction FirstSouthwest Linebarger Groggan Blair & Sampson, LLP National Math and Science Initiative NextEra Energy Solutions Psychological Software Solutions, Inc. Southern Management ABM SureScore Wireless Generation

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Texas Association of School Administrators 406 East 11th Street Austin, TX 78701-2617

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