INSIGHT—Winter 2014

TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL

WINTER 2014

INSIGHT Arlington ISD Board of Trustees TASA’S 2014 Outstanding School Board

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WINTER 2014 Volume 29

Arlington ISD Board of Trustees

No. 4

TASA’S 2014 Outstanding School Board

Featured Articles Leadership Focus

TASA 2015 Legislative Priorities

10

TASA will support or initiate legislation during the 84th Legislative Session that aligns with the association’s priorities.

Educating Texans

12

Governor-elect Greg Abbott’s recently released education platform focuses on three key areas affecting Texas public schools.

TASA 2014 School Board Award Winners

16

Arlington ISD was named the 2014 Outstanding School board in Texas; finalists included Clear Creek, Culberson County-Allamoore, Midway (ESC 12), and Plano ISDs

Creating an Ethical Workplace Culture

By Elvis Arterbury, Robert Nicks, and Bob Thompson

21

Creating an ethical workplace culture is more involved than drafting a values statement and creating a set of rules to follow.

School Based Clinic Partnership Garners EEE Award

By Allen Sanders

24

Rockdale ISD and Little River Healthcare joined together to implement school based clinics at all its campuses, creating a unique and exceptional partnership.

TSPRA Voice

The Formula for Telling Your Story: Humanize, Plan, and Revise

By Carol E. Vaughn

27

Telling your story can be a tricky task, but it’s made easier once you realize who your audience is and what they need.

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INSIGHT

OFFICERS Alton L. Frailey, President, Katy ISD Karen G. Rue, President-Elect, Northwest ISD Kevin Brown, Vice-President, Alamo Heights ISD

DEPARTMENTS

Darrell G. Floyd, Past President

TASA Professional Learning Calendar

5

President’s Message

7

Executive Director’s View

9

EXECUTIVE COMMITTEE Daniel Treviño, Jr., Mercedes ISD, 1 Troy Mircovich, Ingleside ISD, 2 Vicki Adams, Palacios ISD, 3 Trish Hanks, Friendswood ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Morris Lyon, North Zulch ISD, 6 Fred Hayes, Nacogdoches ISD, 7 Rex Burks, Simms ISD, 8 Louis Baty, Knox City-O’Brien CISD, 9 Alfred Ray, Duncanville ISD, 10

TASA HEADQUARTERS STAFF

Executive Director Associate Executive Director, Administrative Services

Assistant Executive Director, Services and Systems Administration

Johnny L. Veselka Paul L. Whitton, Jr.

G. Wayne Rotan, Glen Rose ISD, 11 John Craft, Killeen ISD, 12 Douglas Killian, Hutto ISD, 13 Jay Baccus, Anson ISD, 14 Leigh Ann Glaze, San Saba ISD, 15

Ann M. Halstead

Design/Production Anne Harpe 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. © 2014 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.

Robert McLain, Channing ISD, 16 Kevin Spiller, Seagraves ISD, 17 Andrew Peters, Marfa ISD, 18 Jose G. Franco, Fort Hancock ISD, 19 Brian T. Woods, Northside ISD, 20 Buck Gilcrease, Hillsboro ISD, Legislative Chair

AT-LARGE MEMBERS Jodi Duron, Elgin ISD Gena Gardiner, Highland Park ISD (ESC 10) LaTonya Goffney, Lufkin ISD Al Hambrick, Sherman ISD

EDITORIAL ADVISORY COMMITTEE Karen Rue, Northwest ISD, Chair Vicki Adams, Palacios ISD John Brooks, University of North Texas John Craft, Killeen ISD Buck Gilcrease, Hillsboro ISD Doug Killian, Hutto ISD Robert McLain, Channing ISD Alfred Ray, Duncanville ISD 4

INSIGHT

TASA Professional Learning Calendar, January–March 2015 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.TASA’s 2015 calendar of professional learning opportunities is designed with that responsibility in mind.We strive to offer a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education. Upcoming conferences and workshops are listed below; for details on our complete 2015 calendar, please visit us online at www.tasanet. org or call the TASA office at 512.477.6361 or 800.725.TASA (8272).

Date Event

Presenter

Location

January 7–8

Academy for Transformational Leadership, ESC Region 20 (Session 2 of 4)

Schlechty Center

ESC Region 20, San Antonio

13–14

Academy for Transformational Leadership, ESC Region 11 (Session 3 of 4)

Schlechty Center

ESC Region 11, White Settlement

15–16

Academy for Transformational Leadership, Klein ISD (Session 3 of 4)

Schlechty Center

Klein ISD Instructional Center

25–28

TASA Midwinter Conference

Austin Convention Center

February 2–3

Academy for Transformational Leadership, Austin (Session 3 of 4)

Schlechty Center

15–18 Texas Assessment Conference

24–25

Academy for Transformational Leadership, ESC Region 11 (Session 4 of 4)

26–28

AASA National Conference on Education

Schlechty Center

DoubleTree North by Hilton Hilton Austin Hotel/ Austin Convention Center ESC Region 11, White Settlement San Diego

March 3-4

Academy for Transformational Leadership, ESC Region 20 (Session 3 of 4)

4–5

First-time Superintendents’ Academy (Session 3 of 4)

25–26

Academy for Transformational Leadership, Klein ISD (Session 4 of 4)

Schlechty Center

Schlechty Center

ESC Region 20, San Antonio Austin Marriott North Klein ISD Multipurpose Center

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RESULTS.

Texas requires, parents want, and students deserve them.

T2K delivers them.

2012 No T2K

2013 1st yr.

T2K

2014 2nd yr.

T2K

All Students

Hispanic Students

Economically Disadvantaged

STARR Math Comparison | 2012-2014 Results show a progression of the same group of students at Glen Rose Intermediate School in Glen Rose, Texas.

2012 No T2K

2013 1st yr.

T2K

All Students

Hispanic Students

Economically Disadvantaged

STARR Reading Comparison | 2012-2014 Results show a progression of the same group of students at Glen Rose Intermediate School in Glen Rose, Texas.

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2014 2nd yr.

T2K

Which Gaps Must We Close? here’s a lyric from an old blues song that comes to mind when I think about one of the most challenging issues facing public education— ‘I’ve been down so long gettin’ up never crossed my mind.’

PRESIDENT’S MESSAGE

We know that students can

We hear so much about “closing the achievement gap.” It’s mentioned so often it’s almost a cliché, more so than perhaps a real commitment or understanding of how to address it. This is not a criticism. The way we understand and respond to it must be far more analytical, hope-filled, and strategic than just talking about or setting an expectation of ‘closing’ it. When children have been perpetually debilitated by factors beyond their control or immediate fix, it’s nearly unimaginable for them to envision anything different than their current circumstances. Often times, the seemingly impossible circumstance is poverty or ethnic background—two factors associated with the “gap.” Neither, however, is a determining factor. If they were, the whole premise behind public education would be a fallacy.We have all seen far too many examples of children from poverty—and those for whom poverty is combined with being an ethnic minority—who have carved hope out of “a mountain of despair” and indeed created a life of success by any measure.The key is understanding what makes that possible.

overcome their circumstances and we must be diligent in providing interventions and support mechanisms and developing personal competencies proven to be effective in helping them to live in pursuit of a positive vision.

When it comes to young people performing well in school and being happy and productive members of society, I am a strong believer in what I have learned about Search Institute’s findings concerning common “developmental assets” recognizable among successful youth from all walks of life. Another organization engaging in parallel work is the International Institute for Student Support, which has identified a “full spectrum approach” to enveloping children among family and community to foster their success.We know that students can overcome their circumstances and we must be diligent in providing interventions and support mechanisms and developing personal competencies proven to be effective in helping them to live in pursuit of a positive vision.

That has been the main purpose of public education.We take all children and commit to improving their lives.

I recall a recent New York Times article by Vicki Madden entitled “Why Poor Students Struggle.” In this article, Madden speaks to the obstacles posed by poverty and cultural background, and “...the unspoken transaction: exchanging your old world for a new world, one that doesn’t seem to value where you came from.” 1 By understanding the gaps some of our children face as a result of their circumstances, we can be better equipped to help them focus on a future where “gettin’ up” truly crosses their mind every day. n

1

Madden,Vicki.“Why Poor Students Struggle.” www.nytimes.com. N.p., 21 Sept. 2014.

Web. 26 Oct. 2014.

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Achieving Transformation through Leadership Development and Legislation hen the 84th Legislature convenes on January 13, 2015,TASA is prepared to support and initiate legislation aligned with the association’s legislative priorities related to school funding, specific programs, graduation requirements, assessment and accountability, and governance. These priorities are detailed in TASA’s legislative agenda beginning on page 10 of this issue.

EXECUTIVE DIRECTOR’S VIEW

We are pleased to acknowledge and affirm the flexibility provided

by House Bill 5, passed by the Texas Legislature in 2013. HB 5 made substantial changes to the state’s curriculum and graduation requirements, assessments, and accountability system, and we look forward to building upon those changes in the upcoming session.

During an early-December news conference, Governor-elect Greg Abbott announced that education would be his top policy priority. Beginning on page 12, we have reprinted the recommendations included in his legislative platform relating to three key areas affecting Texas public schools: Pre-K–Third Grade, Governance, and High Quality Digital Learning.

Many of the recommendations outlined in his platform, along with the growing concern throughout the state about the validity of our current assessment and accountability system, suggest the possibility for legislative action to transform our public education system during the 84th Legislative Session consistent with the principles advocated by TASA and reflected in the work of the Texas High Performance Schools Consortium.

To that end, the consortium filed its biennial report with the governor, legislature, and commissioner of education in December, detailing recommendations related to digital learning, high-priority learning standards, multiple assessments, and local responsibility—enabling communities and parents to be involved in the important decisions regarding the education of their children and allowing them to determine the success of their schools. We are pleased to acknowledge and affirm the flexibility provided by House Bill 5, passed by the Texas Legislature in 2013. HB 5 made substantial changes to the state’s curriculum and graduation requirements, assessments, and accountability system, and we look forward to building upon those changes in the upcoming session.

For the latest information on these and other legislative initiatives, we look forward to welcoming all TASA members and your leadership teams to Austin for the TASA Midwinter Conference, January 25-28. Once again, the conference offers the highest quality leadership development opportunities of any comparable event. Special keynotes, thought leader sessions, and a wide array of concurrent sessions await conference participants. We hope to see you at TASA Midwinter and throughout the upcoming legislative session as we continue our efforts to create and sustain student-centered schools and develop future-ready students. n

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Texas Association of School Administrators

2015Legislative Priorities The Texas Association of School Administrators (TASA) will support or initiate legislation during the 84th Legislative Session that aligns with the association’s priorities. TASA will work with other associations and groups in advocating for the following priorities.

Education & School Funding Foundation School Program (FSP):

Facilities Funding:

Advocate for adequate and equitable funding and oppose any cuts to the FSP. Support an updated and adequately funded formula-based school finance system, which takes student and district characteristics into account when determining appropriate levels of funding to meet state and local standards.

Advocate for additional funding for the Instructional Facilities Allotment (IFA), and Existing Debt Allotment (EDA).

Restore funding appropriations for the New Instructional Facilities Allotment (NIFA). Advocate against additional funding for charter school facilities unless adequate facilities funding is provided to traditional public schools.

Education Programs Outside the FSP:

Charter Schools:

Advocate for the restoration of cuts to programs outside the FSP that occurred during the 2011 session. Of the $1.4 billion in cuts, only $292 million was restored in 2013. Advocate for increased funding for programs such as the Student Success Initiative, Pre-K grant programs, and Communities in Schools.

Advocate against the further expansion of charter schools unless they are subject to the same accountability and transparency rules as traditional public schools, including but not limited to: public notices, transportation, bilingual programs, policy notices, employment contract policies, special education requirements, lunch programs, and nepotism statutes.

Student Success Initiative (SSI):

Vouchers, Taxpayer Savings Grants, Virtual Vouchers:

Advocate for additional funding for the SSI in grades 3–8 for all grades and subjects that require remediation. Allocate additional SSI funding for end-of-course exam (EOC) remediation. Advocate for local flexibility in how districts can utilize SSI funds and oppose any carve outs for special programs.

Advocate against any state voucher plan, tax credits, tuition reimbursements, or any program that diverts public tax dollars to private entities with little or no academic or financial accountability to the state, taxpayers, or local communities.

Education Service Centers (ESCs): Advocate for the restoration of cuts to ESCs from the 2011 legislative session. Funding was reduced from $40.7 million to $25 million for the biennium.

Instructional Materials Allotment (IMA): Advocate for increased funding for the IMA to ensure districts are able to provide adequate instructional materials and technology to meet increased standards for students.

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INSIGHT

Teacher Retirement System of Texas (TRS): Advocate for the continuation of the current defined benefit pension program for TRS members.

Advocate for increased state funding to assist with increased health care costs associated with TRS–ActiveCare and TRS– Care. Advocate for state funding to continue to pay transition aid to school districts for retirement contributions to TRS. Pre–K Funding: Advocate for full funding of Pre–K for all students meeting state eligibility requirements.

Graduation Requirements Foundation High School Program & Endorsements: Advocate for maintaining the current Foundation High School Program statutory requirements. Support maintaining the current statutory requirements for the endorsements and oppose any measure that adds Algebra II for an endorsement other than STEM. Advocate for allowing school districts sufficient time to implement changes associated with HB 5.

Assessment & Accountability Support reducing the length of tests and further limiting field test items.

Advocate for an accountability system that ensures ratings are reflective of overall student performance at campus and district levels and not limited to the lowest performing students.

Advocate that the transfer policy traditional public schools must follow (TEC 25.036) also apply to charters who are seeking to remove/expel a student.

Advocate for the establishment of a new comprehensive accountability system that looks beyond high stakes multiple-choice exams to meaningful assessments that have value for students, parents, and teachers and measures what each community holds important in promoting college and career readiness.

Advocate against measures to increase the number of EOC exams required for graduation purposes.

Local Control/Governance

Advocate for limiting the grades 3–8 student assessment program to include only those assessments necessary to meet NCLB requirements. n Reading in grades 3–8 n Math in grades 3–8 n Science in grades 5 and 8

Teacher and Principal Evaluations:

Advocate for restructuring of the grades 3–8 and EOC exams to assess only high priority learning standards (readiness standards could be used on an interim basis).

Advocate for the development of high priority learning standards by the State Board of Education.

Advocate for eliminating the requirement that students enrolled in dual credit courses must take and pass comparable EOCs. Advocate for excluding ELL scores for students who first enroll as unschooled asylees and refugees from the state accountability system unless those students are enrolled for at least 120 consecutive days during a school year (current law is 60 consecutive days).

Advocate for removing grade advancement requirements in grades 5 and 8 in reading and math and the corresponding retests.

Advocate for creating an alternative method that would allow students to graduate when they are unable to pass one or more EOCs after multiple attempts.

Advocate against state required teacher and principal evaluations being tied to high stakes testing. Any decision to require evaluations based on state assessments should be a local decision.

Achievement School Districts: Oppose the creation of Achievement School Districts. Such interventions should not be considered until the state has an assessment system that is valid and can correctly identify a “failing school,” and an accountability system that is based on those valid assessments.

Parent Trigger: Oppose any parent trigger or other similar legislation that removes authority from locally elected school board members who are directly accountable to all students, parents, local taxpayers, and local businesses.

Local Debt (ballot language): Oppose any legislation that expands ballot language, which does not provide accurate information or seeks to confuse voters and is inconsistent with ballot language required of other local subdivisions and the state. School districts communicate, seek input, and educate local communities on bond information extensively prior to elections.

TASA Contacts: Amy Beneski, abeneski@tasanet.org • Casey McCreary, cmccreary@tasanet.org • Ramiro Canales, rcanales@tasanet.org Legislative advertising paid for by the Texas Association of School Administrators

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Educating Texans: Pre-K–Third Grade, Governance, and High-Quality Digital Learning— Governor-elect Abbott Speaks Out Governor-elect Greg Abbott’s recently released education platform focuses on three key areas affecting Texas public schools: Pre-K– Third Grade, Governance, and High-Quality Digital Learning. These recommendations are outlined in his Bicentennial Blueprint, Greg Abbott’s Educating Texans Plans. To inform TASA members of the details related to these recommendations, we are reprinting excerpts from the report, including background information and the specific recommendations in each area. The complete report, including the endnotes referenced [*] throughout the report and details related to each recommendation, may be found on TASA’s website (TASAnet. org>Advocacy>Resources).

Several of Governor-elect Abbott’s recommendations reflect the work of TASA’s Public Education Visioning Institute, as stated in Creating a New Vision for Public Education in Texas, (TASA, 2008). “[The types of schools we need] are free of bureaucratic structures that inhibit multiple paths to reaching goals. Reliance on compliance is minimized,

and generating engagement through commitment is the primary means to achieving excellence. Leadership at all levels is honored and developed.”

The report is further cited, “[e]ducating our youth is a state responsibility but a local function. Attempts to run the schools from Austin and Washington will result in a further decline in the local sense of ownership and responsibility at the very time when local involvement is most needed.”

Many of the recommendations outlined in this document, along with the growing concern throughout the state about the validity of our current assessment and accountability system, suggest the possibility for legislative action to transform our public education system during the 84th Legislative Session consistent with the principles advocated

by TASA and reflected in the work of the Texas High Performance Schools Consortium.

Pre-K–Third Grade Background of Recommendations A child’s early learning years lay the foundation for all that is to come.

Prekindergarten (pre-k) and elementary grades K–3 play a critical role in a child’s educational development; this is the period during which gaps that develop prior to a child starting kindergarten are either solidified or eliminated.[*] Education policy and practices must strengthen the emphasis placed on this pivotal stage of a child’s development in a way that recognizes needs in order to optimize academic learning.

Family background has the most decisive effect on student achievement, contributing to a large performance gap between children from economically disadvantaged families and those from middle-class homes.[*] Pre-k programs that target at-risk children have increasingly been looked to as a means of closing this gap. While there is some evidence to suggest that high quality pre-k increases a child’s chances of succeeding, the general understanding concerning what constitutes “high quality” is far from universal. Studies argue that children who attend high quality programs are less likely to be held back or require special education and are more likely to graduate.[*] Many of the studies promoting the long-term benefits of pre-k are either outdated or suffer from low internal or external validity. Others focus on small programs, which are difficult, if not impossible, to scale to a large

12

INSIGHT

population of children. Here in Texas, the quality of state-funded pre-k programs is largely unknown, as information regarding pre-k is seldom collected. If Texas is serious about implementing high quality pre-k, there is a need for greater transparency of pre-k programs. This will increase districts’ ability to share information and facilitate the diffusion of classroom best practices. Transparency will also enable policymakers to assess the return on taxpayers’ investment in statefunded pre-k by providing the necessary information to hold school districts and private providers accountable for the quality of their pre-k programs. This type of transparency and accountability is sorely lacking under the current model.

Rather than thinking of pre-k and elementary education as discrete elements of the educational continuum, pre-k through third grade must be considered as an integrated and comprehensive educational program. At a policy level, this means that until improvements are made in grades K–3, any returns on the state’s investment in prekindergarten will fail to realize its potential impact. Accordingly, the state must also invest in professional development for teachers in grades K–3 to ensure that children are building strong foundational skills in literacy and mathematics.

By the year 2025, Texas should see the number of students scoring satisfactory or better on statewide third grade assessments double over current levels. At the same time, the state’s fourth grade NAEP reading and math scores should continue to improve until Texas ranks among the top ten states nationally. To accomplish these goals, Texas must commit to a plan for improving student achievement starting in the 2016-2017 school year. After five years, when the plan’s initial year’s kindergarteners reach the fourth grade, the state will be able to evaluate the results from statewide third grade assessments and fourth grade NAEP reading and math scores and compare them with current scores.

This will enable policymakers and education practitioners to reevaluate the plan and make improvements as necessary to ensure Texas remains on track to meeting its goals.

List of Recommendations Elevate and Advance Effective Programs Targeted at Grades K–3 n

Literacy and Numeracy Professional Development Recommendation: To improve teacher skills and student learning in critical early years, establish a pilot program to create Reading Excellence Teams which will be made available on an optional basis to schools with low third grade reading scores.

Recommendation: Create Math Achievement Academies modeled on the Texas Reading Initiative’s Reading Academies that will train K–3 teachers in numeracy instruction and technology. n

Effective Pre-K Programs Recommendation: Provide funding to districts that opt to implement a gold standard, high quality, accountable prekindergarten program with the goal of demonstrating long-term prekindergarten success.

Recommendation: Require prekindergarten providers that receive state funding to set benchmarks and evaluate improvement and to report this data to TEA. Recommendation: Develop research-based professional development for prekindergarten teachers that incorporate the Texas Prekindergarten Guidelines and standards to promote classroom best practices.

Recommendation: Given the established deficiencies in the Head Start program, develop a strategic plan to encourage parents of eligible four-year-old children to enroll their children in state-based prekindergarten programs, rather than Head Start.

Recommendation: Create Literacy Achievement Academies with a curriculum focused on reading, writing, and incorporating technology, designed to improve the professional development of teachers in the critical area of literacy.

Governance Background of Recommendations Governance is about who decides how schools operate and where children go to school. Much of this decision-making ought to be done at the local level by parents, teachers, and school officials. However, in recent decades, Texas’ public education system has become highly centralized. Local school districts are subjected to numerous state mandates and dozens of regulatory impediments enshrined in 31 chapters of the Texas Education Code. Although the Education Code allows for open enrollment in public schools, as a practical matter, parents are required to send their kids to certain public schools chosen by school administrators.[*] Students, parents, teachers, and principals must come first when making policies that affect our public education system. The improvements necessary for making the Texas public education system number one in the nation will only come about if trust is placed squarely with parents, teachers, and principals to do what is best for students. Succinctly stated in a study for the Texas Association of School Administrators (TASA), “[e]ducating our youth is a state responsibility but a local function.

Attempts to run the schools from Austin and Washington will result

in a further decline in the local sense of ownership and responsibility at the very time when local involvement is most needed.”[*] There are 31 chapters in the Texas Education Code that govern the public education system through a plethora of regulations and mandates. As a result of this seemingly endless array of regulations and mandates, there is very little leeway for meaningful decision-making at the school district level, much less the family level.

Efforts to bring more efficiency to public education are hampered because the current system is not structured to measure its own efficiency. However, recent studies by the Office of the Comptroller and by other experts have begun to shed light on the vastly disparate performance of school districts across the state, demonstrating the disconnect between expenditures on public education and the outcomes.

The Office of the Comptroller’s investigation of public school resource allocation found that some districts were spending much more than others to achieve the same outcomes. These results have been borne out by independent analyses.[*]

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List of Recommendations n

Governance

Encourage parental engagement through transparency Recommendation: Establish genuine local control by giving school districts operational flexibility over their schools and empowering families to make meaningful educational choices.

Recommendation: To encourage parental engagement, require campuses to publish a campus report card, which includes the campus A through F rating, financial efficiency rating, and parental campus preferences on their website homepages.

Recommendation: To obtain greater parental involvement and to provide helpful information to districts about parental perceptions, public school enrollment forms should allow parents to express their campus preference and publish those preferences.

Recommendation: Create a transparency system in which all school districts and campuses must make capacity of their facilities and their current student enrollment publicly available.

Recommendation: Establish the A through F school district rating system at the campus level.

Recommendation: Require school campuses to publish their FAST financial efficiency results.

Recommendation: Strengthen parents’ ability to petition the Commissioner of Education to change campus management.

Recommendation: Create a Texas Achievement School District as a method by which failing elementary school campuses can be improved. n

Classroom and Campus Leadership

Encourage effective teaching Recommendation: Ensure that bonuses paid to school districts for passing scores on AP and IB exams are transferred directly to teachers.

Recommendation: Support UTeach and similar programs that endeavor to recruit and prepare STEM majors for the teaching profession.

Recommendation: Increase appropriations to TEA that support the Teach for America program.

Recommendation: Create Reading-to-Learn Academies for professional educators in the fourth and fifth grades with a curriculum-focused teaching strategy to improve comprehension across all subjects.

Recommendation: Provide for a public education campus leadership program to train principals and other campus leadership staff.

High-Quality Digital Learning Background of Recommendations Digital learning has the potential to drastically improve student outcomes by enabling schools—located anywhere in Texas—to provide their students with a wide variety of highly personalized learning tools and courses that can help them advance farther, and further, help students catch up if they have fallen behind. Digital learning will also help students learn at a pace appropriate for them and give them greater options to choose courses and platforms that will fit best with their unique learning style.

Many students—especially those in rural areas—stand to benefit from online courses because they give them the option to take courses that are not available in the schools that they currently attend. These courses can include rigorous, college preparatory, dual enrollment, and advanced placement courses. Students may also access a broad array of foreign languages, electives, and career and industry course options.

Other students—those who are at risk of dropping out—may benefit from online courses because of the scheduling flexibility these courses provide.

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INSIGHT

Digital learning can offer students the ability to work at their own pace, provide students and teachers with real-time information on student performance, and free up teachers’ time so their focus can be on meeting each student’s individual needs. Digital learning will propel a transition toward an education system based on personalized education plans that focus on the individual needs of each student rather than seat-time requirements.

Utilizing technology, students can enroll in courses and work on them via a device from any place with an Internet connection. Teachers and administrators can now incorporate more digital learning models into traditional brick-and-mortar instruction as supplemental learning tools, or students may pursue online education independently at their own pace. According to the Committee for Economic Development: Today’s students are often called “digital-age learners”— reflecting their technological savvy and free-agent approach to learning…and are much more self-reliant, exercising their internet-based skills to aggregate data and information.[*]

As stated by the Public Education Visioning Institute and Texas Asso- List of Recommendations ciation of School Administrators (TASA), “[t]he virtual social-network connected and tech-savvy generation will not tolerate the one-size- n Technology fits-all mass production structures that limit learning to particular Recommendation: Create a technology grant program in order to times and places and conventions.”[*] Learning may occur anytime, expand access to technologies that are necessary to improve access anyplace, simply with access to the Internet. to high-quality digital learning at campuses rated D or F. The challenge for Texas is to continue to implement online and blended learning (online learning paired with traditional in-class learning) models in a transparent and accountable way (see the Digital Report Card).[*] Parents must be permitted to view the online instruction and content their children are receiving. Parental access and transparency is key to individualized online learning.

Further, online courses offered for credit in public schools must adhere to State Board of Education (SBOE) curriculum standard requirements in the same way as traditional courses.

Texas public school students deserve access to high-quality online courses anywhere and at anytime. This is a long-term objective toward which some progress has already been made. The proposals described here are intended to build on that progress and lay the foundation for continued growth of the state’s online and blended learning options.

Save the date

n

Texas Virtual School Network Recommendation: Improve student access to courses provided through the Texas Virtual School Network in order to propel Texas to the top tier among the states for digital learning.

Recommendation: Provide online tutoring services for students preparing for mandatory end-of-course exams to increase passage rates on state assessments.

n

Innovation Grants Recommendation: Create “innovation grants” to encourage school districts to develop or implement blended online education models that have proven effective in the classroom.

n

Professional Development Recommendation: Fund professional development for teachers at schools wishing to implement individualized, blended learning classes so that they can effectively engage students in a digital learning environment.

2015 TASA/TASB Legislative Conference

Wednesday, March 25, 2015 • Austin, Texas Registration is now open.

See gr.tasb.org for details.

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Arlington ISD TASA’s 2014 Outstanding School Board The Arlington ISD board of trustees was named the 2014 Outstanding School Board at the 54th annual TASA/TASB Convention in Dallas. Since 1971, the Texas Association of School Administrators’ annual School Board Awards Program has recognized outstanding Texas school boards for their commitment to their students and their communities.

Arlington ISD was selected from among five school board finalists, including Clear Creek, Culberson County-Allamoore, Midway (ESC 12), and Plano. Each finalist was interviewed by a committee of Texas school superintendents, chaired by the superintendent of last year’s Outstanding School Board winner, René Gutiérrez of Edinburg CISD.The selection committee’s decision is based on several criteria, including the board’s support for academic performance and educational improvement projects, commitment to a code of ethics, and maintenance of harmonious and supportive relationships among board members.

“The Arlington school board exhibits a unity among the trustees and the superintendent, truly exemplifying a Team of Eight,” said Gutiérrez.“This board has faced tremendous challenges and has had to make some bold decisions, but has clearly transformed its governance and restored public trust, making Arlington a model for all other boards across the state.”

Arlington school board trustees stood motionless for several moments before a domino of grins crept across their faces when it was announced at the annual TASA/TASB Convention that they were the 2014 Outstanding Board. The AISD trustees include: Bowie Hogg (President), Jamie Sullins (Vice President), Dr.Aaron D. Reich (Secretary), Gloria Peña (Assistant Secretary), Peter Baron, John Hibbs, and Tony Pompa.

“Our board is passionate about ensuring that all Arlington ISD students are successful, and this recognition validates that focus and their work to achieve that belief,” said Arlington superintendent Marcelo Cavazos. “The Board truly exemplifies governance through transformation. They are committed to our mission to empower and engage all students to be contributing, responsible citizens reaching their maximum potential through relevant, innovative and rigorous learning experiences.”

Two of the board’s most critical achievements included designing and implementing a far-reaching 2012-2015 strategic plan, which included a curriculum audit and a facilities master plan, and the passage of a board-endorsed $663.1 million bond package, the largest ever in the district.

“We are honored to have been named the 2014 Outstanding School Board of Texas for our work supporting the education of our nearly 64,000 students,” said Board President Bowie Hogg. “The Board is committed to strong educational performance and improvement, and is made up of dedicated public servants.”

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Arlington ISD Front: Aaron Reich, Secretary; Bowie Hogg, President; Jamie Sullins, Vice President Back: Gloria Pe単a, Assistant Secretary; John Hibbs; Dr. Marcelo Cavazos, Superintendent; Peter Baron; Tony Pompa

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2014 Honor School Boards TASA created the School Board Awards program in 1971 to recognize school boards that demonstrate dedication to student achievement and make every effort to put students first. This year’s nominees represent large and small districts with diverse populations and varied needs, yet the trustees of each board are united in their efforts to do what’s best for their schools, students and community.

The five Honor Boards for 2014 are Arlington ISD, Clear Creek ISD, Culberson County-Allamoore ISD, Midway ISD, and Plano ISD. During the 2014 TASA/TASB Convention held in Dallas, a committee of superintendents interviewed each of the five Honor Boards, and from those named Arlington ISD the 2014 Outstanding School Board. See related article and photos, page 16–17.

2015 School Board Awards Program. 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, 2013, may nominate his or her board. School boards nominated must have served during the school year immediately preceding the awards program. Detailed information about the School Board Awards Program and selection criteria is available on TASA’s website at www.tasanet.org.

Clear Creek ISD Front: Win Weber, President; Greg Smith, Superintendent; Ann Hammond Back: Charles Pond; Dee Scott; Page Rander; Dr. Laura DuPont, Vice President; Ken Baliker, Secretary

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Culberson County-Allamoore ISD Front: Paul Uranga, President; Marc A. Puig, Superintendent Back: Romelia Ramirez, Vice President; Alexandria Urias; Leticia Hernandez; Rocio Onate, Secretary; Angelica Gonzalez; Lisa Cottrell

Midway ISD Front: George Kazanas, Superintendent; Susan Vick; Pete Rusek, President; Ivan Green Back: Tom Pagel, Vice President; Bobby Deaton; Rick Tullis; Robbie Jones, Secretary

Plano ISD Front: Nancy Humphrey, President; David Stolle, Vice President; Michael Friedman, Secretary Back: Marilyn Hinton; Tammy Richards; Richard K. Matkin, Superintendent; Carrolyn Moebius; Missy Bender

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Creating an Ethical Workplace Culture

By Elvis Arterbury, Robert Nicks, and Bob Thompson Cheating on test scores, sexual misconduct, theft, and falsifying public documents are but a few examples of a growing frequency of misconduct by school employees. In years past, these incidences were so rare that they were dealt with informally and on a case-by-case basis, but no more! Now every district needs a strategy to help prevent such behavior and tools to deal with problems if/when they occur. If you have not adopted a Code of Ethics with appropriate punishments for misconduct, it is past time to do so.And if you do have a Code of Ethics, it is probably time to evaluate its effectiveness.

From our observations, the Code of Ethics utilized in many districts is limited to reporting violations of the law and little else.And to compound the problem, some of the lawbreakers are allowed to slip quietly away with little or no consequences for their misconduct. Not only is that wrong, it sends the message to the rest of the employees that inappropriate behavior will not be punished.Whatever behaviors you allow, you encourage. If I allow someone to arrive late for work, misuse their personal days, harass others, etc., I am encouraging more of that behavior.

As a side note, collateral damage from bad employee behavior can tarnish the reputation of the district and those who lead it. If the public does not trust us, they will not support district initiatives such as bond votes and some may even abandon our schools and take their children elsewhere.

Creating an ethical workplace culture, however, is more involved than drafting a values statement, creating a set of rules to follow, and meting out discipline.What you must have is a culture where employees always do the right thing. Ethical workplace cultures are ones that make it far easier to do the right thing and much harder to do the wrong thing.And it begins with strong leadership at the top and a comprehensive Code of Ethics.

Your Code of Ethics should tell everyone that: n This is the way we will operate. n This will be our guide and reference for all decision-making in the district. n This is our covenant with the public; we value the confidence and trust the parents and community have placed in us and will do everything in our power to keep that trust. n This is our commitment to those who do business with us; we will always do the right thing.

Your Code of Ethics should address a wide range of topics including diversity, harassment, use of district property, fair treatment of other employees, illegal drugs and alcohol, relationships (with parents, colleagues, community, etc.), and confidentiality.

What follows are suggested steps for developing a comprehensive district Code of Ethics and for creating a culture of ethical behavior.

Draft a Statement of Purpose The first section of the code typically provides an abbreviated mission statement. It describes what we do and why we exist. It is followed by the list of your core values; e.g., diversity, integrity, obey the law, etc.

Identify Your Core Values Do a self-assessment of employee core values—We suggest you use the Educators’ Code of Ethics (located on the Texas Education Agency website) to create a district self-assessment instrument. Have district employees

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anonymously rate each item using a five-point scale; e.g., 5 = Always Practiced, 4 = Usually Practiced, 3 = Sometimes Practiced, 2 = Rarely Practiced, and 1 = Never Practiced. The results should give you guidance in developing your district Code of Ethics.

Spread the Word Post your values and your Code of Ethics everywhere including on your district and campus websites, in your offices, and in classrooms for everyone to see.

Analyze the district culture—Conduct a critical in-depth review of the ethical problems that have arisen in recent years and how the district responded.This in-depth review provides a detailed snapshot of what the district values really are.

Conduct employee-training sessions to raise awareness, address employee questions, and reinforce the district’s requirement for ethical behavior.Your goal is to ensure that all employees are familiar with the code and know how to apply it to their day-to-day work. In the training emphasize: Agree on the values—Talk to your board and get agreement n Employees are expected to uphold these values at all times on the values that you, the board, and the employees agree are and every employee’s conduct will be judged and evaluated non-negotiable. according to these standards n The framework for your ethical values, e.g. “We are an ethical Develop Your Code of Ethics school district.We will follow the law, we will protect the rights Your Code of Ethics describes the standard of behavior you expect. of adults and students alike, and we will not tolerate unethical It should include: behavior.” n A statement of your core values n When it comes to upholding the values of the district, no one n Written standards of ethical workplace conduct can be neutral. If you are not part of the solution you are part of n A process for reporting violations that guarantees confidentiality the problem. If you see someone behaving unethically, illegally, and freedom from reprisal or inappropriately, stop it and/or report it. Otherwise you are n A system for disciplining violators just as guilty as the perpetrator.

Get board approval.

Embed the Code of Ethics in the district and campus action plans.

Make adherence to the district Code of Ethics part of your employee evaluation process.

Adopt a catchy mantra, e.g.,“We do what is right”!

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Create a “Noticing” Organization Max Bazerman in his book, The Power of Noticing, observed that “As a leader it’s not enough to work on your own noticing skills; you must also help others overcome the obstacles to seeing and rooting out bad behavior.” n Encourage speaking up. n Make it safe and easy to report inappropriate behavior. n Train every supervisor to look for inappropriate activity.

Enforce the Rules n

n

n

your district must have; e.g., honesty, enthusiasm, and especially a set of ethical values and behaviors.As Michael Josephson, founder of the Josephson Institute of Ethics, likes to say,“Hire for character, train for skills.”

Assess District Progress n

Continually look inward to analyze previous mistakes and make corrections. In a situation that went sour, were there questions that could have been asked or actions that could have been taken to prevent those mistakes?

Adjust the district plan based on findings of the internal review.

n Don’t tolerate “small” ethical misbehaviors:What you allow you encourage! If you overlook tardiness, rude behavior, sexist jokes, etc. you will get more of that behavior. Overlooking minor Summary n It starts at the top! It’s on your shoulders and you must set the infractions sends the message that you will look the other way. tone.

Fix responsibility: There’s rarely just one bad employee… n Doing nothing is doing something.What you allow is what you there’s almost always at least two: the poor employee and the encourage. The consequences of no action are just as real and supervisor who fails to fix the problem. potent as the consequences of an action you do take.

There must be consequences! There must be bad consequences n A strong plan averts a lot of grief—for you and your employees. for bad behavior. If such sanctions are absent, the code is just a n Do what is right! list of pieties.

Hire Ethical People It is difficult to teach ethical behavior to an unethical person. First and foremost hire for those characteristics that every employee in

Elvis Arterbury is a professor, Robert Nicks is an associate professor, and Bob Thompson is executive director, Center for Creative Leadership, at Lamar University.

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School Based Clinic Partnership Garners EEE Award

The Employers for Education Excellence award, established by the Texas Legislature in 2007 and awarded by the State Board of Education, honors employers who implement a policy or procedure that encourages and supports the active participation of its employees in Texas public schools.

by Allen Sanders Little River Healthcare (LRHC), a general medical and surgical hospital in Rockdale, was recently awarded the 2014 Bronze Employers for Education Excellence Award for its School Based Clinics operated in partnership with Rockdale ISD. The Rockdale ISD board approved the partnership with LRHC in May 2013. Since then, district administration and the LRHC staff have worked together to implement the School Based Clinics. First steps included making renovations to the clinics themselves, such as installing sinks, an air-conditioner, and a door, all at the expense of LRHC. The School Based Clinics became operational in February 2014, initially serving only Rockdale ISD staff members during the first month. Services were made available to students at all four district campuses in March 2014 following spring break.This allowed time for the district to share informational brochures with parents and to distribute and collect consent forms. Parents who chose to participate were required to sign and return the forms prior to service. Our school nurses continued their student and staff member services as in the past, but the separate medical services provided by our nurse practitioner—a Rockdale High School graduate—became an option for students and staff members only.

Services provided by the School Based Clinics are much the same, in most cases, as services provided at the downtown clinic.The clinics are open on a half-day, rotating basis (morning and afternoon) on each campus. Staff and students are able to make appointments and be treated on campus, thus keeping missed classroom instruction time to a minimum. Patients who are served must provide health insurance information and make copayments when using the facility. One of the services the clinic provides is free school physicals, including echocardiograms for all student athletes. In November, LRHC also sponsored a flu-shot clinic for all Rockdale ISD students and staff.

In addition to clinic services, LRHC and its staff are valuable supporters of the district’s band, athletic booster clubs, and school health advisory council. Needless to say, the partnership has been a unique and exceptional experience.We are extremely fortunate to have the LRHC clinics on our campuses and we look forward to working with LRHC in the future.

Allen Sanders is director of community relations for Rockdale ISD.

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School Based Clinics FAQ Who can use the clinics?

All enrolled students at Rockdale ISD; all faculty and staff employed by Rockdale ISD. Why are there school based clinics?

The clinics are being placed at the school campuses as part of Little River Healthcare’s plan to increase availability of healthcare in the community.The clinics will be a convenience for the parents, faculty, and staff, and will also reduce the number of hours/days that a student is taken out of class to visit an off-site clinic.

When are the clinics open?

Mon-Fri, 8 a.m. to 5 p.m. (see each campus for times that the provider is on that specific campus).The provider will always be available by phone to the school nurse should she be needed at a campus during a non-scheduled time.

Will my insurance be billed?

For those students with insurance, the insurance plan will be billed for the office visit and any procedures performed. Parental authorization will be needed before the provider sees the patient.

How do you get in to see the provider?

Students must first visit the school nurse who will determine if they need to see the provider. Faculty and staff can walk in during times the provider is on campus or call to make an appointment ahead of time.

Will the parents be informed before the student sees the provider?

Students will continue to report to the school nurse for any medical issue during school hours. The school nurse will notify the parents and offer the opportunity to utilize the clinic. The provider in the clinic will also contact the parent to verify they have authorized the visit to the clinic.

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The Formula for Telling Your Story: Humanize, Plan, and Revise

by Carol E. Vaughn As a former reporter, I thought I knew how to tell a good story. My skills were tested as a fledgling school communicator when Hurricane Katrina hit New Orleans on August 28, 2005.The Houston Astrodome overflowed with distressed families needing homes and schools, and chaos came to Houston.

Dr. Shirley Neeley, former Texas Education Agency commissioner, asked Harris County Department of Education to help coordinate Katrina’s education relief for an estimated 8,000 students.

Our technology employees gathered to answer calls from around the country in a 24-hour emergency call center.We connected families to area school districts. Calls to donate school supplies and money flooded our switchboard.We gathered tons of school supplies and 4,000 backpacks in two weeks from donors throughout the country. By October, greater Houston school districts fostered 22,000 of the 44,000 students coming into Texas.

New to school public relations and eager to assist, I went to the emergency communications center at the Dome and took photos. Later, I documented the tons of supplies arriving into our district’s warehouses.

The next year, someone asked me to write an article about lessons learned through Katrina for a leadership magazine. Intimidated by technology and security jargon and overwhelmed by best practices, I told the story the way I thought most impressive. Looking back, I realize I did a miserable job of it.

Telling your story can be a tricky task, and everyone is trying to do a better job of it. It’s made easier once you realize who your audience is and what they need.Your readers like to hear the story through human experience. Storylines can’t be muddled by jargon and alphabet soup. People prefer simple, concise sentences. Get to the point and stay organized along the way.Your story should have a personal, deliberate and concise approach.

Build it, and your audience will follow.

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The ABCs of the Storyline Tom Brokaw once said: “It’s all storytelling, you know.

That’s what journalism is all about.”

n Use of funds or grants you received: Write the story of an

after-school grant through the community that uses it. Maybe a child gets the chance to learn to play tennis or golf. Write the news feature through a personal story about how the money is being used.Weave in the facts and don’t forget to include your call to action at the end: Parents, enroll your children in this program.

Businesses, get involved by sponsoring a team.

Your students, staff, and community are the fabric of your district.

Finding ways to weave your messages through human experience makes a lot of sense. If you don’t consider yourself a storyteller, become one. If you record the conversations you hear throughout the course of your workday, you can tell some great stories. Stories help readers connect to the message and humanize it. Here are some examples of how to create a need, make the sale, drive the message, or win the award, depending on the desire.

Making your point through a story may take more time, but it’s a winning formula that humanizes your district. Listen to your employees, your parents, and your staff. Keep a notebook handy and write down your ideas.

n Passing a bond election: Share the facts, but use a parent, stu-

Build your story with blueprints

dent, or teacher to tell the story. Identify subjects who are willing to share their day-to-day struggles with overcrowding. If you can’t write the story yourself, offer the interviews to local reporters. n Support for pre-K: Everyone knows the benefits of early childhood education. Plenty of statistics can be supplied.Tell the story about the little boy who is behind on his first day in kindergarten because he can’t identify his letters and their sounds. That story tugs at the heartstrings.

Always have a plan. The great Yogi Berra said: “If you don’t know where you are going, you’ll end up someplace else.” Writing involves creativity but also planning.Whether your plan involves lists, outlines, diagrams, or notecards, take time to plan your message.

CHALLENGE YOUR STUDENTS.

You establish that you want to tell your story through your blueprint.

Yet how do you humanize the information while also sharing facts and prompting your reader to action? Here’s one way to craft your message: n Start with your story being told through someone or something. n Journey the reader through that person or thing. n Introduce the conflict or struggle and how that person or thing found their way “out of the forest.” n Throughout the story, your message is told and acted upon.

CREATE LIFELONG LEARNERS.

Through our Special Schools division, we serve a select group of students with disabilities through low student-to-teacher ratios. Our Academic and Behavior Centers are like small sanctuaries for children with special needs and their families. Districts recognize the need for this when contracting services for select populations of students with extreme disabilities. It takes a special breed of teachers, staff, and volunteers to work with our special-needs students, ages 5-21. Passion is required along with a daily dose of patience and compassion.

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Enter Bobbye Burke, a 70-plus-year-old volunteer. She works with our life-skills students each week.To tell the story about our schools, we use Bobbye’s experiences. A witty, positive energy force, she finds purpose in working with these children. Yet she withstands the occasional bite, scratch, or push in exchange for a hug and smile.

Bobbye lives for the satisfaction of an autistic student shaking hands and making eye contact. We tell her story, share the facts about our school and its special population, and make the appeal for Bobbye’s volunteerism.To that end, she gets a state award and is recognized as an everyday hero.

Tell it up front Don’t miss the opportunity to tell it up front if you really want your reader to get your message. Journalists use the pyramid plan to build a news story. In our harried education world, you’ll want to place the facts up front.

Tell your reader your five “W” words first. The who, what, where, when, and why matter.When telling your story, weave these into the first few paragraphs. If the reader only takes two minutes with your story, they get the gist fast. Here’s an example:

Teacher Alternative Certification features flexibility, personal instruction, grant reimbursement New teacher Annette Reyes acknowledges a love for the “ah-ha” moments in her elementary classroom.These are instances when her students “get it” or work together successfully as a team on a project.

reading level. Consider this list of tips professional writers try to follow when editing their work: n Use active sentences on the whole (subject, verb, object). Example: The parents were urged to monitor their children’s social media accounts by the superintendent. Instead, say this: The superintendent urged parents to monitor their children’s social media accounts. n Introduce one idea per sentence versus multiple. Make yourself start and stop a sentence with “the period.” n Use your computer’s word counter. Repeat to yourself: short is better. n Reduce long sentences by cutting or revising the who, that, and which clauses. n Write sentences filled with jargon and simplify them.Think firsttime reader. n Erase the fluff. Follow Mark Twain’s suggestion:“Substitute ‘damn’ every time you’re inclined to write ‘very’; your editor will delete it and the writing will be just as it should be.”

“Working with kids in education is where I want to be,” said Reyes, a certified teacher who completed the Teacher Alternative Certification program at Harris County Department of Education. She currently works at Garden Oaks Elementary in the Houston Independent School District.

If you’re really interested in writing short and exercises to make it happen, consider reading several books.The first is Roy Peter Clark’s book: How to Write Short. The second is a longstanding favorite of writing teachers: The Elements of Style by William Strunk, Jr. and E.B. White. Another is The Yahoo! Style Guide:The Ultimate Sourcebook for Writing, Editing, and Creating Content for the Digital World. All these The educator preparation program at Harris County Department books make good nightstand companions. of Education provides a personalized training experience for aspiring teachers. Qualified college graduates enter the program and On being personal, deliberate, and concise spend 7 to 10 months in pre-service training taking teacher preparaAs an education professional, it’s more meaningful to write conversation courses. The next 12 months are spent teaching. However, as a tionally than “jargonistically.” Make your writing positive and relevant recipient of a grant, Reyes will be provided support with professional by writing to the first-time reader. Pretend your audience has no clue development and advisory sessions for two additional years after what terms like “mainstreaming,” “IDEA,” or “TEKS” mean—at being certified.This additional support is provided through a federal the least, spell acronyms and unfamiliar terms on first reference. As grant secured by the program.The grant, which covers 20 teacher-inGeorge Orwell wrote in his 1946 essay “Politics and the English training positions, refunds $3,600 in tuition over the three years Reyes Language,”“Never use a foreign phrase, a scientific word, or a jargon commits to teaching in a Title 1 school in a high-need school district. word if you can think of an everyday English equivalent.”

While you’re telling your story, don’t forget that important call-to- Telling your story by being humanistic, deliberate, and concise make action. Say it up front. Need volunteers? Tell the reader that in the first your messages more meaningful. Humanize, plan, and revise. It’s what paragraph. If you think about it, planning your story only takes about we ask our students to deliver, so shouldn’t we do the same? n 15 minutes. Planning saves you time over the long haul.

Carol E.Vaughn, M.S., is communications and media relations manager Write short and say it simple at Harris County Department of Education (HCDE) and is a longtime One of my favorite quotes about writing short comes from Mark member of Texas School Public Relations Association. HCDE provides Twain: “I didn’t have time to write a short letter, so I wrote a long services and programs for the education public and the 25 school districts one instead.” in Harris County, which serve approximately a million students. Services include adult education, afterschool, educator certification and professional It’s true.Writing short is difficult. Choosing the placement of words development, grants, Head Start, leadership support, evaluation/research, is an art and takes time through revision. A conscious writer sits on a purchasing co-op, records imaging, school business support, school safety, his words, edits, and edits again. “Saying it simple” is something we special schools, technology and therapy services. View the department’s all need to ponder, given the average reader tests at an eighth-grade newly launched website at www.hcde-texas.org.

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Congratulations to the 12 districts selected for the 2014-15 Bragging Rights issue of Texas School Business.

Districts are listed here with their superintendents.

Bastrop ISD (Steve Murray) Coppell ISD (Mike Waldrip) Cypress-Fairbanks ISD (Mark Henry) Deer Park ISD (Arnold Adair) Garland ISD (Bob Morrison) Kaufman ISD (Lori Blaylock) Keller ISD (Randy Reid) Lamar CISD (Thomas Randle) Marfa ISD (Andrew Peters) Prosper ISD (Drew Watkins) Splendora ISD (Genese Bell) Wills Point ISD (Suzanne Blasingame)

Building better COMMUNITIES through

QUALITY, HONESTY, and INTEGRITY. Allen ISD Performing Arts Center

McKinney Boyd High School

Mesquite Horn High School Administr ation building

Prosper High School

John & Judy Gay Library

Anna High School

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Corporate Partners TASA is grateful to our corporate partners for their support.

Learn more about TASA’s Corporate Partner Program:

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.

http://www.tasanet.org/Page/233

PRESIDENT’S CIRCLE Apple Chevron Common Sense Media Dell K12 Insight Northwest Evaluation Association–NWEA Pearson Scholastic Schoolwires SMART Technologies Stantec PLATINUM Amplify CollegeBoard CompassLearning Discovery Education Edgenuity eSpark Hobsons Houghton Mifflin Harcourt Huckabee Indeco Sales, Inc. McGraw-Hill Education Organizational Health Page Schoology Scientific Learning Schneider Electric WIN Learning

GOLD Creating & Managing Wealth, LLC DocuSign High STEPS Learning Together Company Milliken Design, Inc. PBK Truenorthlogic SILVER Cisco Health Matters JASON Learning Living Tree SchoolDude TCG Consulting BRONZE Balfour BloomBoard FirstSouthwest GCA Services Group Generation Ready Linebarger Goggan Blair & Sampson, LLP NextEra Energy Solutions Odysseyware Renaissance Learning Silverback Learning Solutions Southern Management ABM Teachscape

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

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