August/September 2026

A Publication of the Texas Association of School Boards | Volume 44, Number 4 | August/September 2026

REGIONAL CONNECTIONS

Strengthening school board leadership across Texas

MEMBER VOICE IN ACTION Changes ahead at annual Delegate Assembly

Calendar

Featured Event

SEPTEMBER

9 • TASB Risk Management Fund: Workers’ Compensation 101: Reporting Timelines, Regulations, and Claim Basics — Virtual Event 30-Oct. 1 • TASB HR Services: Understanding Compensation in Schools — Virtual Event

OCTOBER

6-7 • TASB Facility Services: M+O Foundations Training — Austin

7-8 • TASB HR Services: Managing Personnel Records — Virtual Event

Houston, TX Oct. 8-11

8-11 • txEDCON 2026 — Houston

9 • TASB Delegate Assembly — Houston

19-20 • TASB HR Services: HR Academy 2026 — Austin 27 • TASB Fall Regional Workshop — Dripping Springs 29 • TASB Fall Regional Workshop — Uvalde

NOVEMBER

4-6 • TASB Conference for Administrative Professionals and BoardBook® Training — Austin

9-10 • TASB HR Services: Advanced HR Academy 2026 — Austin TASB Officers 2025-26 Tony Hopkins, President, Friendswood ISD Mary Jane Hetrick, President-Elect, Dripping Springs ISD Dan Micciche, First Vice President, Dallas ISD, Region 10C Sylvia Sánchez Garza, Second Vice President, South Texas ISD, Region 1B Justin Chapa, Secretary-Treasurer, Arlington ISD, Region 11C Rolinda Schmidt, Immediate Past President, Kerrville ISD TASB Board of Directors 2025-26 Carlos Bentancourt, Slaton ISD, Region 17 Lynn Boswell, Austin ISD, Region 13A Darlene Breaux, Alief ISD, Region 4B Steve Brown, Ector County ISD, Region 18 Marlene Bullard, Tornillo ISD, Region 19 Kevin A. Carbó, Mesquite ISD, Region 10D Crystal Carbone, Pearland ISD, Region 4C Julie Cole, Hurst-Euless-Bedford ISD, Region 11A Thomas Darden, Cooper ISD, Region 8 Dynette Davis, Frisco ISD, Region 10E Rebecca Fox, Katy ISD, Region 4E Ginger Friesenhahn, East Central ISD, Region 20A Angie Hanan, Fort Bend ISD, Region 4G Carol Harle, Northside ISD-Bexar County, Region 20B Regina Harris, Richardson ISD, Region 10B Marques Holmes, Humble ISD, Region 4A Bryan Holubec, Thrall ISD, Region 13C Elizabeth Ivey, Montgomery ISD, Region 6A Todd LeCompte, Cypress-Fairbanks ISD, Region 4F Angela Lemond Flowers, Houston ISD, Region 4D Kristi Littleton, Port Aransas ISD, Region 2 Mark Lukert, Wichita Falls ISD, Region 9 Stephen Mackey, Blanco ISD, Region 13B James Morton, ESC 8, ESC Representative Steven Newcom, Eagle Mountain-Saginaw ISD, Region 11D Nicholas Phillips, Nederland ISD, Region 5 Quinton “Q” Phillips, Fort Worth ISD, Region 11B Margaret Pruett, Victoria ISD, Region 3 Tony Raymond, Sabine ISD, Region 7 Keri Roberts, Goldthwaite CISD, Region 12 Alison Savage, Lyford CISD, Region 1A Robert Selders Jr., Garland ISD, Region 10A Rich Sena, Boerne ISD, Region 20D Cindy Spanel, Highland Park ISD-Potter County, Region 16 Greg Welch, Clyde CISD, Region 14

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10 • TASB Fall Regional Workshop — Abilene

14 • TASB Fall Regional Workshop — South Padre Island 17 • TASB Fall Regional Workshop — Tyler

18 • TASB Fall Regional Workshop — Waco

18-19 • TASB HR Services: Spending Wisely: The Intersection of Staffing and Pay — Virtual Event

DECEMBER

2-3 • TASB HR Services: HR Bootcamp for Community Colleges — Virtual Event 8 • TASB Fall Regional Workshop — Fabens

9 • TASB HR Services: Implementing Intervention Plans — Virtual Event

For more information about these events or deadlines, visit the TASB website at tasb.org or call TASB at 512-467-0222 or 800-580-8272.

| August/September 2026 | issuu.com/tasb-org

Contents | August/September 2026

Departments

Features

2 20 22 24 28

8 Protecting

Calendar Legal News Capitol Watch Student Success News & Events

Columns

What Matters

Why more districts are creating police departments

5 7 38

From the Top Editor’s Note A Final Note

Texas Lone Star • Volume 44, Number 4 Texas Association of School Boards P.O. Box 400 • Austin, Texas • 78767-0400 512-467-0222 • 800-580-8272 Laura Tolley • Managing Editor Vanessa Harrison • Graphic Designer Lalo Garcia • Photographer Prisma • Printer Contributors: Mike Eddleman, Beth Griesmer, Denise Schulz, Mary Ann Lopez, Denise Carter, Dax González, Sylvia Wood, Sara Butler, Theresa Gage-Dieringer, Chris Ramirez, Vanessa Diamos, John Pyle, Tobi Bello

12 Regional Connections

Cover design: Vanessa Harrison

Strengthening school board leadership across Texas

Texas Lone Star (ISSN 0749-9310) is published six times a year by the Texas Association of School Boards.

Copyright© 2026 by the Texas Association of School Boards (TASB). All rights reserved. Reproduction, adaptation, distribution, and exhibition in whole or in part are prohibited under penalty of law without the written license or permission of TASB. Copies of Texas Lone Star are mailed to trustees of TASB member school boards and their superintendents as part of their membership.

Subscriptions are available to nonmembers for $36 (1 year), $69 (2 years), and $99 (3 years). Single copies are $5.

Address changes should be sent to Michael Pennant, TASB, P.O. Box 400, Austin, Texas 78767-0400.

14 Member Voice in Action

Changes ahead at annual Delegate Assembly

Articles in Texas Lone Star are expressions of the author or interviewee and do not represent the views or policies of TASB. Permission to reprint should be emailed to communications@tasb.org or addressed to the Managing Editor, P.O. Box 400, Austin, Texas 78767-0400.

Texas Lone Star does not guarantee publication of unsolicited manuscripts.

Postmaster: Send address changes to TASB, P.O. Box 400, Austin, Texas 78767-0400.

Follow us:

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The Value of Fund Membership Protect what matters with trusted expertise and resources for safer schools: • Comprehensive coverage • Expert support • No-cost training • Exclusive events That’s the value of TASB Risk Management Fund membership.

Learn more about the benefits of Fund membership.

tasbrmf.org

From the Top

A Privilege to Serve

New school year emphasizes our collective ‘why’

by Tony Hopkins

A

s another school year begins across Texas, I am reminded why serving in public education is such a privilege.

Familiar traditions are once again bringing communities together. “Meetthe-Teacher” nights have welcomed families into classrooms, students are settling into new schedules, and employees have gathered for convocations filled with anticipation for the year ahead.

Soon, communities will gather under the Friday night lights — a tradition especially meaningful to me as I begin my 33rd year as a Texas high school football announcer.

There is something special about the beginning of a school year. Students arrive eager to make new friends, embrace new experiences, and pursue new opportunities. Teachers and staff return energized by the chance to make a difference in the lives of students. It is a season filled with hope, optimism, and possibility.

As trustees, we share in that excitement because our communities have entrusted us with something incredibly important — the education of their children. Every decision we make helps shape opportunities for students who will one day become the leaders, workers, parents, and citizens of our great state and nation.

As we continue this important journey, I hope you will join me in Houston this October for txEDCON 2026 as we celebrate another year of learning, collaboration, and leadership. This year’s Delegate Assembly will be held on Friday morning, providing more districts the opportunity to participate and help shape the future direction of TASB.

Tony Hopkins

Reflecting on the past year, I am proud of the many ways TASB has continued to serve its members. From Governance Camp in Galveston to Summer Leadership Institute in San Antonio and Fort Worth, trustees and administrators have come together to learn, grow, and share ideas.

Those conversations and relationships strengthen school governance across Texas.

A highlight of my year was visiting with trustees from small, rural school districts during SLI in Fort Worth.

Listening to their stories reminded me that while every district is unique, our commitment to students is universal.

Districts serving fewer than 1,500 students often face challenges that larger districts may not experience. Despite these challenges, I was inspired by their creativity, resilience, and unwavering commitment to their students and communities.

Responding to change This year also brought significant legislative changes following the 89th Texas Legislature. TASB Policy Service responded with the largest policy update in its history, helping districts navigate new requirements with confidence. Our products and services continue to help districts operate efficiently, allowing valuable resources to remain focused on educating students.

Whether through governance training, advocacy, policy guidance, or operational services, TASB helps school boards govern effectively and efficiently.

Every service we provide is designed with one purpose in mind: helping local boards create the best possible opportunities for the students they serve.

Words to govern by As my year as TASB President comes to a close, I would like to leave you with the best advice I have ever received about serving on a school board.

Nearly 18 years ago, shortly after I was first elected to the Friendswood ISD board, I was invited to an event at the Houston home of former President George H. W. Bush and his wife, Barbara.

When Barbara Bush learned I was a newly elected school board member, her face lit up. We spent what felt like 30 minutes talking about education. As I was leaving, she gave me a hug, pulled me aside, and offered words that have guided every decision I have made as a trustee.

She said, “Tony, there will be tough times as a school board member when adults are fighting. Put the children first, and the rest will fall into place.”

Those words have never left me.

No matter the challenge — budgets, policy decisions, curriculum discussions, or changing state requirements — our focus must always remain on the students.

When we keep children at the center of every decision, we honor the trust our communities have placed in us and fulfill the true purpose of school board service.

Thank you for allowing me the privilege of serving as your TASB President. I wish each of you continued success as you lead your districts, support your communities, and work to ensure that every Texas student has the opportunity to succeed.H

Tony Hopkins, Friendswood ISD’s board president, is the 2025-26 president of TASB.

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Charting Your Trustee Learning Journey

Navigate effectively and pave the way for trustee and board effectiveness with Board Development Services’ engaging and insightful learning opportunities.

Map It Out

In-depth trainings that support the trustee journey from newly elected to board officer and beyond, including uniquely designed programming to meet trustee and board needs.

Become a Beacon

Leadership TASB: For proactive, visionary leaders seeking to expand their depth of knowledge in support of public school students.

Follow the Guideposts

Training opportunities designed to meet trustees and board goals and needs.

• In-District Consulting • Board Self-Assessment • Superintendent Review/Transition

• Team Building • Online Learning Center: onlinelearning.tasb.org

To learn more about how TASB Board Development Services can support you and your board, contact board.dev@tasb.org.

Editor’s Note

Building Safety and Trust TASB helps districts on security and other issues

by Laura Tolley

A

t Del Norte High School in Albuquerque many decades ago, we all knew the campus security officer, even though he never dressed in uniform or carried a weapon.

Like many aspects of campus life back then, campus security looked very different. I can recall a young guy with longish blond hair and a mustache who looked like he could be in 21 Jump Street, the popular 1980-90s series about a group of young, rookie police officers who often worked undercover in high schools.

You might see him walking around the high school’s sprawling parking lot in the mornings as we arrived, patrolling around the temporary classrooms on the east side, or occasionally talking to the principal. If you caught his eye, he’d smile and wave, even if my friends and I were running late to class. I didn’t know his name and never struck up a conversation with him, but I certainly believed I could seek his help if needed.

Campus security today, out of necessity, is a far more organized, transparent, and engaged effort as district leaders face risks and threats that require a more complex response of safety and security measures to protect students and staff.

Back-to-school priorities Safety is always a priority for school leaders, and it’s certainly top of mind as students and staff start the new year.

It’s an important issue for TASB as well.

This month’s cover story, which begins on page 8, focuses on how some Texas school districts have established their own police departments to meet security needs. These districts are discovering that on-campus law enforcement depart-

Laura Tolley

ments yield other benefits, particularly in the area of enhanced relationships between officers and students, staff, and the community.

It’s Mike Eddleman’s first article for the magazine, and he has taken on a major topic that affects every district in Texas. A senior communication specialist at TASB, Eddleman also writes about how TASB Risk Management Services can help Fund Members address questions about costs and other issues involved in deciding whether to establish a police department in a district.

Always ready to serve TASB staff members are constantly working to help trustees and their districts address needs and challenges, and the magazine seeks to highlight those many efforts.

For example, this issue also includes valuable information about enrolling students in school, providing special education services to students, and other public education topics.

Additionally, TASB is always focused on providing expert training to trustees. In June, Summer Leadership Institute, the Association’s flagship training conference, met in Fort Worth and San Antonio. Nearly 3,000 trustees and other school leaders attended SLI to take advantage of the wide range of educational sessions and other activities offered at the conferences. The program was designed to support board service, leadership, and school leaders’ efforts to provide the best education possible to the state’s 5.5 million students. Read more about SLI on page 28.

TASB also is invested in bringing training to locations across Texas —

places where trustees live and work.

The Association has established a new Regional Connections initiative that provides learning, collaboration, and support closer to trustees’ districts. As part of this initiative, seven Regional Workshops are planned this fall at locations across Texas, from Fabens in far West Texas to one on South Padre Island.

The overall goal is to make training more accessible across the state and focus on regional priorities. Read about how TASB is working to offer trustees greater accessibility to training in a story that begins on page 12.

txEDCON in Houston And I can’t forget to mention txEDCON, which will be held Oct. 8-11 in Houston. This issue includes a nifty pullout brochure offering important dates and other information about the annual convention hosted by TASB and the Texas Association of School Administrators.

We hope this brochure will give you a jump on planning for this important conference. As usual, txEDCON also will be the site for TASB’s Delegate Assembly, the Association’s annual meeting. There are some important changes to the meeting that you can read about on page 14.

I hope your new school year is off to a great start! H

Laura Tolley is managing editor of Texas Lone Star.

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by Mike Eddleman

C

reating a district police department was not an easy sell for Lake Dallas ISD Board President Lance Stacy. But what he sees on campuses today is all the evidence he needs to know the district’s school board ultimately made the right decision.

“I’ve got a granddaughter who was enrolled in pre-K this year for the first time,” said Stacy, whose North Texas district serves about 3,900 students. “Occasionally I would go up for a function at the school for her and I would see the officer and his interaction there, and it’s really cool to see how he takes ownership of that campus and kind of adopts these kids as his own.”

At a time when budgets are stretched, making difficult decisions on how to meet security needs is not easy. But school districts are learning that while the security and safety of Texas’ students and staff is the primary focus of on-campus law enforcement, there are other considerations.

The enhanced relationships between officers and students, staff, and the community are validating district decisions to create their own police department in ways that go beyond security.

“We’re here to support our children. We’re invested in our community, and we’re invested in our student population,” said Beeville ISD Police Chief Art Gamez. “Kids know they can come to us anytime they want. Some of the success stories we see because students know that we’re here for them are really special.”

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| August/September 2026 | issuu.com/tasb-org

Photo courtesy of Lake Dallas ISD

Photo courtesy of Lake Dalla

s ISD

Photo courtesy of Lake

Dallas ISD

cer Dave Contreras Lake Dallas Police Offi High School Falcon las Dal e Lak joins the Band for a tune.

at Lake Dallas ISD’s Police Sgt. Gordon Blair fun ways to connect ys enjo ry nta Corinth Eleme with students.

Lake Dallas Police Officer Dave Contreras smiles for a selfie with Lake Dallas students at Buc-ee’s.

High Sch

ool

Making the big decision Beeville ISD dove into the school security discussion soon after the tragic 2018 shooting at Santa Fe High School in Southeast Texas, taking what Gamez called a very proactive approach.

“A lot of school districts were looking at what to do to better protect our children,” Gamez said. “Our school board asked if it was possible for us to create our own police department. What are the benefits and what are the pros and what are the cons of doing that? And then of course, what is the financial burden behind it?”

The Beeville ISD board ultimately voted to move forward and create a police department for the district, which is located about 60 miles north of Corpus Christi and serves nearly 3,000 students.

Gamez, who previously worked for the Beeville police department, was hired to head the district’s new initiative in 2018.

Eight years later, Gamez is leading an 11-officer department and helping other districts through the same decision-making process. Earlier this year, Beeville ISD was among five member school districts selected by the TASB Risk Management Fund as recipients of the prestigious Excellence Award for 2026. Beeville ISD was chosen for a communitywide emergency drill simulation program that positioned the district to better respond to emergencies and strengthened trust with the community.

The first thing Gamez asks a district exploring its options is what it wants from its on-campus security. There are

many options for meeting the state’s legislative requirements, but what a district wants beyond that is where the evaluation of a police department versus other solutions is made.

Weighing the options When districts are deciding between establishing their own department or using school resource officers, that debate often focuses on the existing relationship with public safety officials providing the resource officers, availability of officers, and reliability of the program.

Another issue is control. With school-based law enforcement partnerships, training and policies are determined by the agency contracted by the district, though school leaders naturally will discuss goals and concerns with the agency. Establishing a police department, however, does give the district full control.

“If you have your officers in house, you write the policies,” said Andy Michael, the school safety and security consultant with TASB Risk Management Services whose long career in law enforcement includes serving as chief of police and director of security at Lake Travis ISD. “Everybody is working under policies that align with the district’s policies and goals.”

With SRO programs, school districts may have more limited resources to deploy outside of the regular school day for after-school events and through the summer months. Regardless, whichever direction a district decides to go, strong

relationships and processes turn a law enforcement presence into a trusted school safety partner.

The geography of a school district can also be an important factor. Lake Dallas ISD had a contract for SROs, and great working relationships with their outside agencies, but the district boundaries fell within four municipal jurisdictions, with campuses in three of those cities. When the legislative mandate for armed security on every campus took effect in 2023, Lake Dallas ISD and its partner agencies felt the strain.

“The local governments were exceptional,” said Kristin Brown, Lake Dallas ISD superintendent. “They really tried their best to fill vacancies to make sure that we had the SROs at each campus. But there’s a shortage of police officers in the state of Texas. They were struggling to keep their vacancies filled and fill SRO positions that we had.”

As Lake Dallas ISD evaluated the situation in terms of logistics and goals, the discussion turned to considering its own department.

“We wanted the person that was there every day to have a strong relationship with kids,” Brown said. “We wanted kids to know who that person was, that they were there for their safety.

[We wanted] kids to be able to call the officer and know where the officer was.”

Stacy, the board president, continued to have reservations. He was concerned about the additional liability the district would assume and the challenge of hiring the right people.

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Photo courtesy of Lake Dallas ISD

Photo by TASB Media Services

Photo courtesy of

conducts ef Art Gamez (in hat) Beeville ISD Police Chi exercise. table-top safety training

a

“School-based law enforcement is a different animal than regular policing. It takes a very special kind of person to want to do that job. It’s different when you’re in a school because you’re dealing with kids and you’re dealing with things that are way different than you normally do out on the street,” he said. “You have to be able to work with kids and then all of a sudden something goes really bad and you have to be able to flip that switch and go into that other mode that a lot of officers from a municipal standpoint are in all the time.”

Departments of all sizes Texas school district populations and geography vary greatly, creating a wide variety of challenges for addressing security needs and requirements. The 397 Texas districts with police departments range in size from small districts such as Sulphur Bluff ISD, with 195 students, to Cypress-Fairbanks ISD, with 114,697 students.

In the five years after the Santa Fe High School shooting, 139 new departments came online. Then in 2023, the Texas Legislature passed significant legislation making numerous changes to school safety laws. The changes include a requirement that at least one armed officer be present on each school district campus during regular school hours. For school districts unable to fully comply with this requirement due to a lack of funding or available personnel, the district’s board may annually claim a good cause exception that lays out an 10

Lake Dallas ISD

Lake Dallas ISD Police Officer Melinda Zehetn er shares a moment with a student.

Chief Chadd Springer had Lake Dallas ISD Police bration. kies during a holiday cele students grinning with coo

alternative standard with which that the district is able to comply.

The new law prompted more discussions by districts about establishing their own police departments. Since then, 39 more districts have elected to create their own department.

“I really think it’s about the district’s commitment to making whatever program that they use the most successful they can,” Michael said. “If it’s an SRO program, you know, that starts with the superintendent and whoever on the school board is making those relationships with the police chief or the sheriff in that community. It’s a lot of factors, and I think a district really needs to look at everything.”

ins and outs of the law enforcement side, knows all the ins and outs of the educational side, and can be that bridge between law enforcement and education,” Stacy said. “And Chief (Chadd) Springer is. It was just about being confident and being patient and just taking our time.”

Those skills are critical when a new chief needs to blend the law enforcement and education missions.

“This is a specialized type of policing, and you have to understand that,” Gamez said. “You have to understand how you bridge what a police department does traditionally to how a school functions and then service both areas while keeping the student at heart. That’s our main focus.”

The critical hire

Relationships matter

The recipe for success in building a police department seems to begin with one key ingredient. “To me, it’s hiring the right person to lead that department,” Brown said.

When Lake Dallas ISD began searching for someone to lead its new department, the process was slow, something Stacy and Brown both admitted wasn’t easy. But finding the right mix of law enforcement background, an understanding of school policing, leadership, and administrative skills was something they wouldn’t compromise on.

And there was one more critical skill they insisted on.

“It’s got to be somebody who knows how to communicate, knows all the

School district police departments train to be prepared for the worst-case scenario. They have the same duties as officers with other agencies. But they also carry an increased responsibility to build relationships, and successful school district departments prioritize and cherish this role.

Those relationships can extend beyond the district.

“The community has really adopted us because we’ve been deliberate in getting out in the community and doing events and things that really don’t have anything to do with the school district,” said Springer, the police chief at Lake Dallas ISD. “We’re out there working with the municipal police departments.”

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Springer noted that staff members participate in community events such as "Coffee with the Cops" and "Cones with the Cops". Being part of these activities, he said, “puts us out there in the public and develops those relationships with the entire community.”

Within the district, student advisory committees in Lake Dallas ISD help shed light on how students connect with officers, something Brown said is very insightful.

“These kids know their officer’s name,” she said.

Connecting with students is Springer’s favorite part of the job.

“I’ve been working in the schools since 1999, and it’s just wonderful to see kids flourish,” he said. “They may have had some hiccups a few times while they’re there, but to see them understand that doesn’t define who they are is very rewarding.”

Officers’ daily contact with growing students is a shift from traditional policing roles.

“We work with these kids every single day, and there may be times we have to arrest a student because they’ve done something wrong,” Springer said.

“But they’re coming back to school, and we get to continue to interact with them and help them develop and make them understand that, yes, they made a mistake, there are consequences for that, but that does not define who they are or define what kind of life they’re going to have. We have that ability to continue to work with that student, help that student, and work with the parents as well.”

Building relationships that include high-fives, laughs, and casual conversations serves officers in the core function of providing safety and security well before a potential tragedy even develops.

“We train so hard for that one day because that one moment, that one situation, can change the face of our school district forever, right?” Gamez said. “But just as important are all these other relationships we’re building. If I can prevent a tragedy before it gets to that point, I’d rather do that 10 times more. So, I think they’re equally important.” H Mike Eddlemen is a staff writer for Texas Lone Star.

Establishing a School District Police Department Thinking about establishing a district police department? There are a number of considerations to weigh in making that decision. Chief among them is cost — from building a police department to maintaining it for the long term.

Following are some cost issues to calculate: • Staffing needs for the department: This includes salaries and benefits, which can vary widely across the state.

• Training and resources: There are certification and training costs, as well as equipment and vehicle costs.

• Maintaining a police department: This includes maintenance and replacement of resources, as well as expenses associated with growth.

Challenges and opportunities A district police department can be a valuable asset in meeting security and safety needs, but it can also pose challenges, including: • Recruitment and retention • Defining officer expectations • Balancing security and school climate • Avoiding “mission creep” into discipline matters • Addressing community perception concerns

Effective school safety programs share these characteristics • Strong leadership support • Clear communication • Frequent training • Multiagency coordination • Active prevention efforts • Continuous assessment • Shared responsibility culture

Need help?

Does your district have questions about cost or other issues about establishing a police department? Andy Michael, the school safety and security consultant with TASB Risk Management Services, can help Fund Members determine estimated costs and customize staffing needs and equipment, including considerations for continued funding. Contact him at andy.michael@tasb.org.

Additionally, the Texas School Safety Center is tasked by the state with key school safety initiatives and mandates.

TxSSC serves as a clearinghouse for the dissemination of safety and security information through research, training, and technical assistance for K-12 schools and junior colleges across Texas. It has a range of online resources regarding school safety and emergency preparedness.

Scan to view a TxSSC toolkit on school safety standards. issuu.com/tasb-org | August/September 2026 |

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Regional Connections

Strengthening school board leadership across Texas

by Beth Griesmer

R

icardo ISD trustees showed up to the TASB Regional Workshop in Kingsville this spring sporting their Yellowjacket pride in matching blue sweaters. The small South Texas district in Region 2 ESC is a short drive up U.S. Highway 77 to Texas A&M University-Kingsville, where more than 40 trustees and superintendents from across the area received training on legal, HR, and accountability topics.

While the 20 ESC Regions across Texas are connected by more than highways, they are also distinctly unique: different landscapes, traditions, and communities. Recognizing that the needs of school boards can vary widely from region to region, TASB is embarking on a new Regional Connections initiative to bring learning, collaboration, and support closer to the trustees and the districts they serve.

“We’ve heard from our members that they want learning opportunities closer to home, and this effort is really designed to make training more convenient and relevant to each community,” said Tiffany Dunne-Oldfield, TASB acting executive director. “The feedback we’ve gotten is that when school board members connect locally, they grow together. The goal is to provide meaningful opportunities for trustees to connect, learn, and collaborate without having to travel as far.”

Learning close to home

A cornerstone of the Regional Connections initiative is the evolution of TASB’s Regional Workshops. Fall Legal Seminars and Spring Workshops now fall under the Regional Workshops umbrella, with these events being strategically planned to ensure greater accessibility and participation across the state.

“Texas is such a large state that has varying needs in different areas,” said Tony Hopkins, TASB president and Friendswood ISD board president. “The TASB Board of Directors is committed to meeting our members where they are and meeting the specific, unique needs of our members. We can best do this by spending time meeting with both individual districts and groups of districts in their region by bringing TASB to the forefront of the action that takes place each day across the state.”

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TASB is evaluating workshop locations with a comprehensive view of Texas, balancing longstanding relationships with host communities while exploring new locations that can serve more members. Factors such as driving distances, ease of access, and regional partnerships are helping guide decisions about where workshops are held.

By bringing training closer to home, TASB hopes to strengthen governance capacity while making high-quality professional development more accessible to trustees across Texas. The goal is to reach more trustees while creating opportunities for a broader range of districts to host and showcase their communities, particularly smaller and rural districts. This collaborative approach ensures programming reflects regional priorities and maximizes participation.

TASB’s statewide signature events — Governance Camp, Summer Leadership Institute, and txEDCON — offer trustees comprehensive training opportunities on important governance topics from TASB experts and educational leaders for shared learning experiences that foster connections across the state. The Regional Workshops are designed to deepen that learning journey while building relationships with colleagues closer to home.

Regional Connections also will host a booth at txEDCON in October to help attendees meet other trustees, both statewide and regionally. The booth will feature regional treats and activities that highlight the vast diversity of cultures and landscapes across Texas.

The goal is to foster networking opportunities while celebrating all the ways Texas public school students are connected from the Panhandle to the Gulf Coast and from Big Bend Country to the Piney Woods.

Three principles drive initiative

Regional Connections is guided by three key principles: connect, collaborate, and thrive. The initiative seeks to strengthen relationships and engagement among neighboring districts and educational partners such as ESCs, regional higher education institutions, and area associations.

Hopkins noted that local engagement also helps TASB better understand district needs and adapt services accordingly.

“By connecting within local districts, TASB can best adapt its services to meet the needs of districts and help school boards understand the value that TASB brings by providing efficient, effective services that save districts money on a daily basis,” he said.

Area associations also play an important role in supporting trustees and strengthening governance at the regional level.

These organizations provide valuable opportunities for networking, professional development, and relationship-building among school leaders.

Through ongoing engagement with area associations, such as Bexar County School Board Coalition, Central Texas School Board Association, Gulf Coast Area Association of School Boards, North Texas Area Association of School Boards, and the new South Texas Tip of Tex School Board Alliance, TASB gains important insights into the challenges, successes, and priorities facing districts throughout Texas.

Supporting these organizations aligns directly with TASB’s mission to serve and strengthen school board members by providing meaningful services, resources, training, and connections closer to home.

A: Culinary students from Hutto ISD prepared and served dinner to trustees attending the Regional Workshop in Hutto in May.

Photo by TASB Media Services

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A

Collaboration builds capacity

“We can use the North Texas Area Association [of School Boards] certainly as a way to get our credit hours,” said Julie Cole, TASB Director and president for the Hurst-Euless-Bedford ISD board. “But more importantly, we can use it as a way to come together and just network. Just getting to know each other in our areas so that we can bounce ideas off each other and connect with each other when we need to is so valuable.”

Together, Regional Workshops, area associations, and local engagement efforts create a stronger network of support for school board members.

For example, TASB Connect, a community platform and member benefit, is a dedicated space for regional conversations to foster stronger support networks for board work.

By investing in regional connections, TASB is helping trustees access meaningful learning opportunities, strengthen governance practices, and work together more effectively on behalf of the 5.5 million Texas public schoolchildren.

“Regional connections are so important to our work,” said Gina Garza, superintendent of Ricardo ISD. “Our district is small and it’s so important to have conversations with other South Texas districts — large and small, rural and urban — to better serve our students and strengthen our communities.”

Contact bethena.griesmer@tasb.org for questions about Regional Connections. H Beth Griesmer is manager of TASB Regional Connections and Programming.

B: Ricardo ISD board members and Superintendent Gina Garza (far right) attended the Regional Workshop in Kingsville in April.

C

C: It was all smiles at the Regional Workshop in San Elizario in far West Texas in April.

Photos courtesy of TASB staff

JOIN US THIS FALL FOR LEGAL TRAINING AND MORE! Oct. 27 | Dripping Springs Oct. 29 | Uvalde Nov. 10 | Abilene Nov. 14 | South Padre Nov. 17 | Tyler Nov. 18 | Waco

Find more information on Regional Connections.

Dec. 8 | Fabens

issuu.com/tasb-org | August/September 2026 |

13

BY Denise Schulz

very year, trustees from school boards around the state come together to discuss and vote on TASB’s Advocacy Agenda, elect the directors and officers of the Association, and conduct other business. This gathering — called Delegate Assembly — is the official membership meeting of TASB. “Delegate Assembly is one of the clearest examples of grassroots governance in action,” said Nicholas Phillips, Nederland ISD’s board president and a TASB Director. “It reminds us that TASB belongs to its members and that local voices become more powerful when trustees come together around the shared goal of providing the best possible education for all 5.5 million Texas public school students.”

As a member of TASB, local school boards can send a Delegate to be their voice and their vote at the Assembly.

“This meeting is where TASB members have a say in the business and governance of TASB as an organization,” said Julie Cole, board president at Hurst-Euless-Bedford ISD and a TASB Director. “I think attendance at Delegate Assembly is the best way for school districts to stay informed on what is happening within TASB and the best way to influence what TASB does and doesn’t focus on in the coming year.”

DELEGATE ASSEMBLY IS ONE OF THE CLEAREST EXAMPLES OF GRASSROOTS GOVERNANCE IN ACTION NICHOLAS PHILLIPS

Nederland ISD's board president and a TASB Director

For trustees who have never attended an Assembly, what can they expect?

Q:

PHILLIPS We begin with the regional caucus meetings, where you can ask questions and learn more about the business items for this year’s Assembly. Then we head to the Assembly. That’s when the action begins. We follow parliamentary procedures just like at our local board meetings, so things are orderly. Of course, TASB staff and your fellow trustees are there to help answer any questions you have.

COLE For first timers, the Assembly can feel a little overwhelming.

However, if you take the time to read the materials sent in advance, attend the caucus meeting for your region prior to Delegate Assembly, and take full advantage of networking with other district representatives, then you will be prepared for your job.

Q: What do you feel is the most valuable part of the Assembly?

COLE Boards that attend Delegate

Assembly have the highest level of understanding about TASB and what its mission and vision are, as well as having input into how TASB advocates for public education with Texas lawmakers.

PHILLIPS Besides having a direct voice in decisions that affect public education statewide, the most valuable part is hearing the perspectives of trustees from districts of different sizes and regions and recognizing the challenges and priorities we all share.

I THINK ATTENDANCE AT DELEGATE ASSEMBLY IS THE BEST WAY FOR SCHOOL DISTRICTS TO STAY INFORMED ON WHAT IS HAPPENING WITHIN TASB AND THE BEST WAY TO INFLUENCE WHAT TASB DOES AND DOESN T FOCUS ON IN THE COMING YEAR JULIE COLE

Hurst-Euless-Bedford ISD's board president and a TASB Director

This year’s Delegate Assembly is being reimagined to offer members a more engaging and valuable experience that will also feature a new schedule and creditable training. The changes to TASB’s annual member meeting follow intensive work by the TASB Board of Directors on the Association’s strategic plan, which includes a focus on increasing member participation, especially in grassroots advocacy.

With the 2026 Assembly set for Friday, Oct. 9, in Houston in conjunction with txEDCON, Texas Lone Star asked Phillips and Cole to discuss the meeting’s importance to encourage more members to participate.

DELEGATES AND ALTERNATES CHECK IN AND GET THEIR ASSEMBLY MATERIALS AT THE BEGINNING OF THE 2025 DELEGATE ASSEMBLY. P H O T O S B Y T A SB M E DIA SERVIC ES

issuu.com/tasb-org | August/September 2026 |

15

DELEGATES VOTE ON AN ISSUE AT THE 2025 DELEGATE ASSEMBLY. FOR THE 2026 ASSEMBLY, FRISBEE VOTING IS BEING RETIRED, AND ALL VOTING WILL BE BY ELECTRONIC KEYPAD.

Last year, there was no training credit. What about this year?

Q: Q: There are changes planned for this year’s Assembly, including moving the meeting to Friday. Why the move?

COLE The TASB Board has been looking for ways to increase attendance at Delegate Assembly so that more members can participate.

After surveying TASB members, the Board decided to move the Assembly to Friday in hopes of increasing participation and making it easier for people to attend. Everything will be held Friday, beginning with the caucus meetings at 10 a.m. and the Assembly starting at 11:30 a.m.

PHILLIPS We know how frustrating

it was to not get continuing education credit last year, so this year’s agenda has been restructured to include 45 minutes of continuing education credit.

The training will feature several TASB member boards that will share their local legislative priority documents.

This should be a great way for the attendees to get ideas on how to create local legislative priorities as well as how to use them in your communities and when visiting with lawmakers.

What other changes do Delegates need to know about?

Q:

PHILLIPS For the first time, your

board’s Delegate and Alternate, if you name both, will be able to sit together on the Assembly floor. This allows them to learn the process and support one another — though each member board will still have only one vote.

COLE Yes, this change is something that

KAREN FREEMAN, A NORTHSIDE ISD TRUSTEE IN SAN ANTONIO, ASKS A QUESTION DURING THE 2025 DELEGATE ASSEMBLY IN HOUSTON.

16

AT REGIONAL CAUCUS MEETINGS, ATTENDEES CAN LEARN MORE ABOUT THE BUSINESS ITEMS THAT WILL BE DISCUSSED AT DELEGATE ASSEMBLY. TASB DIRECTOR BRYAN HOLUBEC (STANDING), BOARD PRESIDENT AT THRALL ISD, JOINED THE OTHER REGION 13 DIRECTORS IN LEADING THEIR CAUCUS MEETING PRIOR TO THE 2025 ASSEMBLY.

many members requested. Having both the Delegate and Alternate together on the floor allows for collaboration between the two attendees and enables Alternates to gain valuable experience to be prepared for future Delegate Assemblies.

| August/September 2026 | issuu.com/tasb-org

Q:

Why should boards send a Delegate?

COLE If for no other reason than “you don’t know what you don’t know.” You should want someone there to speak for your board and community.

PHILLIPS Exactly! Decisions are made by the boards that participate. If you don’t send a Delegate, you are giving up your vote.

For more information on how to name your Delegate, visit tasb.org/delegate.H Denise Schulz is a staff writer for Texas Lone Star.

TASB OFFICERS REFLECT ON THE VALUE OF ATTENDING DELEGATE ASSEMBLY My ‘why’ for attending Delegate Assembly: Whether from a large urban or small rural district, we each have equal voice in the work of the Association. ... I encourage everyone to come experience the reimagined 2026 Delegate Assembly that focuses on member engagement.

My first Delegate Assembly was in 2018, after watching in 2017 during my first year on the Arlington ISD Board. I knew I wanted to be a part of policy advocacy at the state level. A big 'why' for me is helping advocate for public education with local leaders from all across Texas, in a place where every district has the same voice and vote regardless of size.

My favorite moments from Delegate Assembly have been when our region (ESC Region 4) has worked together to suggest changes to the TASB Advocacy Agenda that ended up being passed by the Assembly with overwhelming margins.

My favorite parts of Delegate Assembly are the opportunities to bond with other ESC Region 13 trustees and the feeling of collective pride that we were drawn to serve in this way.

I remember being overwhelmed at my first Delegate Assembly. I was overwhelmed being around so many people who were deeply knowledgeable and committed to improving public education.

And I was overwhelmed by how much I had to learn about how TASB supports its member districts and how much I could learn from other trustees. I was overwhelmed but in a good way that made me interested in becoming more involved.

The first TASB Delegate Assembly I attended left a memorable impact on me. Texas school board members passionately using their voices to advocate for the future of our children was and always will be powerful.

SYLVIA SANCHEZ GARZA TASB Second Vice President and vice president of South Texas ISD

Plan Your 2026-2027 HIGHLIGHTED EVENT

2026 Fall Regional Workshops Join TASB Legal Services for an informative training on timely legal topics. With Fall Regional Workshops at seven locations across the state, you’ll get the latest legal updates and 5 hours of TEA-approved training credit!

Registration opens in September at tasb.org/regional-workshops

18

Region

Location

Date

Region 13

Dripping Springs ISD

Oct. 27

Region 20

Uvalde CISD

Oct. 29

Region 14

Abilene

Nov. 10

Region 1

South Padre Island

Nov. 14

Region 7

Tyler ISD

Nov. 17

Region 12

Waco ISD

Nov. 18

Region 19

Fabens ISD

Dec. 8

| August/September 2026 | issuu.com/tasb-org

Learning Journey Plan Ahead for 2027 March

3-6

June

16-19 23-26

Governance Camp Texas education leaders unite to connect, collaborate, and advance student success.

Galveston

Summer Leadership Institute TASB’s signature conference builds trustee skills and connections for effective governance. Especially valuable for new board members.

San Antonio Grapevine (New Location!)

See full learning calendar at tasb.org/training-events

Timely courses in TASB’s Online Learning Center • Understanding School Finance • Child Abuse Prevention: What Board Members Need to Know • Emergency Management: What Board Members Need to Know

Looking for online learning opportunities?

TASB’s Online Learning Center is your anytime, anywhere resource for school board trustee development.

Visit onlinelearning.tasb.org issuu.com/tasb-org | August/September 2026 |

19

Legal News

Enrolling in School

Review eligibility rules and enrollment requirements

by TASB Legal Services

A

s a new school year begins, it is a good time to review who is eligible to enroll in public schools, what documentation is required, and other key enrollment requirements. District administrators and trustees often face questions about when and how students can enroll in the district. Below are answers to some of the most frequently asked questions regarding student enrollment.

Q: Who can enroll in the district?

Students who are at least 5 years old and younger than 21 on Sept. 1 of the school year in which they are seeking to attend can be enrolled in a Texas school district if the student satisfies at least one of the conditions for enrollment in Texas Education Code section 25.001.

Many of the conditions for enrollment are discussed in this column, but a school district should review the law in TASB Policy FD(LEGAL) for a full list.

Q: What documents are required for enrollment?

The Texas Education Code requires documentation verifying a child’s identity within 30 days of enrollment. Tex. Educ.

Code § 25.002(a-1). If the child is under age 11, the person enrolling the child must provide a certified copy of the child’s birth certificate or other reliable proof of the child’s identity and age and a signed statement explaining the person’s inability to produce a copy of the birth certificate.

If the person fails to provide this information by the applicable deadline, the school must notify appropriate law enforcement before the 31st day after the person fails to comply. Tex. Code Crim.

Proc. art. 63.019.

Q: What if a parent or legal guardian can’t provide proof of the child’s identity?

While the law specifies the required proof of identity for enrollment, the Texas Education Agency clarifies in its Student Attendance Accounting Handbook that a district should not deny enrollment solely because of a failure to provide documentation verifying a student’s identity or prior school records. However, if a parent or legal guardian does not submit the required information within 30 days of enrollment, the district must notify local law enforcement and request a determination as to whether the child has been reported missing. Tex. Educ. Code § 25.002(c).

Q: Are parents required to provide the district with their contact information upon enrollment?

Yes, parents are required to provide in writing their address, phone number, and email address upon enrollment of a

20

| August/September 2026 | issuu.com/tasb-org

student and within the first two weeks of each school year. If the parent’s contact information changes during the school year, the parent must update their contact information within two weeks of the change. Tex. Educ. Code § 26.0125.

Q: Can the district ask for proof of residency?

Yes. According to Texas Education Code section 25.001(c), the school board or its designee may require evidence that a person is eligible to attend school within the district at the time of application for admission, and the board may establish the minimum proof of residency acceptable to the district and allow reasonable inquiries to verify eligibility for admission. The board’s local standards for proof of residency are found in Policy FD(LOCAL).

Q: What should the district do if a nonparent enrolls a child?

The district must record the name, address, and date of birth of the person enrolling the child. Tex. Educ. Code § 25.002(f). While a court order granting legal control is preferred, it is not required for a nonparent to enroll a child. A child cannot be denied enrollment solely because the enrolling adult lacks a court order. Ideally, a nonparent should provide a notarized power of attorney from the parent, allowing the district to communicate with them about school matters. This document grants specific parental rights without limiting the parent’s authority and can be revoked at any time. TASB Policy Service provides a sample power of attorney form in the TASB Regulations Resource Manual (TASB RRM) at FD(EXHIBIT).

Q: Where should the child of divorced parents enroll?

A district must enroll if the child and either parent resides in the district or, even if the child does not reside in the district, a parent who is a joint managing conservator, sole managing conservator, or possessory conservator of the student resides in the district. Tex. Educ. Code § 25.001(b)(1), (2). Keep in mind that the right to admission might be altered by provisions in the divorce decree, which may specifically state which parent has the right to enroll the child or make educational decisions. District

administrators should insist that the parent provide the district with copies of all relevant orders issued by the court related to custody of the child.

Q: What should a district do when a minor who lives separate and apart from their parent enrolls?

State law requires school districts to admit a minor who has established a residence separate and apart from their parents or legal guardian, with exceptions for applicants with certain disciplinary histories. Tex. Educ. Code § 25.001(b)(4), (d). TASB Policy Service provides forms in the TASB RRM to assist districts with these enrollments. TASB RRM at FD(EXHIBIT) contains an Affidavit of Student Admission Information (For Student Living Separate and Apart from Parent or Guardian) requiring the person enrolling the minor to attest to the child’s age, current residence, names and addresses of the child’s legal guardians, and information allowing the district to determine whether the disciplinary history disqualifies the minor from admission.

Q: Can the district enroll a person whose grandparent lives in the district and provides after-school care?

Yes. A district must admit a person who does not reside in the district if the person’s grandparent lives in the district and provides a substantial amount of after-school care, as determined by the board. Tex. Educ. Code § 25.001(b)(9). The amount of care required for admission purposes varies from district to district and should be defined in writing. TASB Policy Service offers a sample resolution districts can use when determining what constitutes substantial care by a grandparent in the TASB RRM at FD(EXHIBIT).

Q: Where should students experiencing homelessness be enrolled?

A student experiencing homelessness is entitled to admission in any school district. Tex. Educ. Code § 25.001(b) (5). Under the federal McKinney-Vento Act, the term homeless children or youth means individuals who lack a fixed, regular, and adequate nighttime residence. 42 U.S.C. § 11434a(2). Whether a student meets the definition of homeless is a case-specific inquiry depending on the individual’s living situation

and circumstances. Each district must designate a liaison for students who are homeless. 42 U.S.C. § 11432(g)(1)(J)(ii), (g) (6)(A). The contact information for each district’s liaison is located at TASB Policy FFC(EXHIBIT).

Q: Where should students in foster care or Texas Department of Family and Protective Services conservatorship be enrolled?

State law provides significant flexibility for students in foster care or the conservatorship of DFPS to promote educational stability. A child in foster care may attend school in the district where the child’s foster parents reside without paying tuition and may fully participate in any district-sponsored activity regardless of how long the child has lived in the district.

Tex. Educ. Code § 25.001(f).

Further, if a student is enrolled in a public school at the time the student enters DFPS conservatorship and is later placed outside that school’s attendance zone or district, or is already in DFPS conservatorship at the time the student enrolls in a public school, the student is entitled to remain enrolled in that school without paying tuition through completion of the highest grade level offered. The student retains this right regardless of whether the student remains in DFPS conservatorship for the duration of enrollment. Tex. Educ. Code § 25.001(g), (g-1).

Federal law likewise promotes educational stability for children in foster care. Under the Every Student Succeeds Act, a school district must presume it is in the student's best interest to remain in the student's school of origin, which federal guidance describes as the school in which the student was enrolled when the student entered foster care. If a determination is made that remaining in the school of origin is not in the student's best interest, the student must be immediately enrolled in a new school, even if the student is unable to produce records normally required for enrollment. The enrolling school must immediately contact the student's previous school to obtain relevant academic and other records. 20 U.S.C. § 6311(g)(1)(E).

Q: Are immunization records required for enrollment?

Yes. A district can deny admission to an applicant who is not fully immunized

and has not begun the required immunizations. Tex. Educ. Code § 38.001(a). Exceptions to this general rule apply for special populations, such as homeless students and students in foster care. Additionally, a parent may provide a physician’s affidavit of medical risk, or an affidavit signed by the parent declining a vaccination for reasons of conscience in lieu of vaccination. Tex. Educ. Code § 38.001(c).

The Texas Department of State Health Services annually prepares a list of required immunizations, including those mandated by the Texas Education Code, which includes diphtheria, rubeola (measles), rubella, mumps, tetanus, and poliomyelitis. Schools are required by law to keep a student’s immunization record on file during the student’s enrollment.

These records are subject to review by DSHS, TEA, and local health departments.

In addition, all Texas public school districts must complete the Annual Report of Immunization Status, a statewide survey required by DSHS. In limited circumstances, a student may be provisionally enrolled while obtaining required immunizations or while awaiting the transfer of an immunization record. To qualify, the student must have received at least one dose of each age-appropriate vaccine as specified by DSHS. To remain enrolled, the student must receive the remaining required immunizations as rapidly as is medically feasible and provide acceptable evidence of continued vaccination. A school nurse or administrator must review the student’s immunization status every 30 days to ensure continued compliance.

If you have questions about these issues, consult your district’s attorney or call TASB Legal Services at 800-580-5345.H This article is provided for educational purposes and contains information to facilitate a general understanding of the law. References to judicial or other official proceedings are intended to be a fair and impartial account of public records, which may contain allegations that are not true.

This article is not an exhaustive treatment of the law, nor is it intended to substitute for the advice of an attorney. Consult your own attorney to apply these legal principles to specific fact situations.

issuu.com/tasb-org | August/September 2026 |

21

Capitol Watch

Working on Priorities

Trustees take next step in forming Advocacy Agenda

by Dax González

I

t’s been a busy few months for Texas school board members as they work on their districts’ budgets and other planning efforts for the year ahead.

Despite all the responsibilities and challenges of getting ready for the 202627 school year, some trustees this summer also went above and beyond to help shape the TASB Advocacy Agenda priorities that will serve as TASB’s legislative program through the upcoming legislative session.

On June 11, about 60 members of TASB’s Legislative Advisory Council gathered in San Antonio at Summer Leadership Institute to finalize their draft priority statements. They spent about two hours considering important education issues such as school funding, teacher retention, school safety, and local governance of schools.

LAC also met back in April to develop an initial list of priority statements and spent their second meeting reviewing those preliminary statements and voting on a draft to send first to the TASB Board for review and then to the Delegate Assembly for ultimate adoption in October. The Delegate Assembly will have an opportunity to review, amend, and adopt the statements that will become TASB’s priorities in the 2026-28 Advocacy Agenda.

LAC also elected four members who will sit on the Legislative Committee to ensure that LAC’s voice is conveyed throughout this process. The representatives are:

Changes to Delegate Assembly It is important to note that every school board that is a member of TASB is invited, and strongly encouraged, to send a Delegate to serve as its voice at Delegate Assembly. This is your opportunity to have a say in the direction of TASB’s advocacy efforts and to elect the leadership of the Association.

Directions for selecting delegates are posted at delegate.tasb.org.

I want to note that the 2026 Delegate Assembly will be held Friday, Oct. 9, during txEDCON in Houston.

Alex Kotara, Karnes City ISD Harvey Oaxaca, McKinney ISD Bill Parker, Allen ISD Daniella Lopez Valdez, Brownsville ISD 22

| August/September 2026 | issuu.com/tasb-org

This is a day earlier than usual. Caucus meetings will be at 10 a.m., and the Assembly starts at 11:30 a.m. Also, all events will be at the George R. Brown Convention Center in downtown Houston.

Another change this year is that both Delegates and Alternates will be permitted on the Assembly floor. While each Active Member board present will continue to have only one vote, the Delegate and Alternate can sit together.

Attendees also will be able to learn about creating and elevating local

SAVE THE DATE!

SAVE THE DATE!

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Nov. 4-6, 2026

Registration opens Aug. 24 at tasb.org.

legislative priorities, and that session will be worth 45 minutes of continuing education credit. A new agenda item will be focused on supporting members.

New GR resources TASB Governmental Relations has been working to create several new tools to assist trustees in their advocacy efforts: Staff members have established and are maintaining a GR-specific X (formerly known as Twitter) account to share timely news, such as legislative committee hearing postings, TASB GR comments submitted to legislators or regulators, and important education news. Find us @tasb_gr.

While not an official blog, TASB has launched a new Governmental Relations Updates website that will house legislative news and information. This will allow those members who want more timely information to receive it as it happens, without having to wait for the Friday Legislative Report that is emailed to members. The site will also house content that runs in the Legislative Report emails.

GR staff members are working to develop a bill summary dashboard for members that will allow them to search for education bills being considered by the Texas Legislature and read summaries of what the bills would do. Expect this new tool to be available in November.

District Data Overviews Recent sessions at TASB’s SLI conferences have illustrated that many trustees still aren’t aware of the District Data Overviews that TASB has created to help school leaders communicate essential data points about their districts to egislators, members of the community, and other stakeholders. These preformatted documents are available in members’ TASB Scan the code dashboards under Leadership. to learn more If you have questions about any of about TASB’s these issues, please contact Dax González at Delegate Assembly.

800-580-4885 or dax.gonzalez@tasb.org. H Dax González is division director of TASB Governmental Relations.

issuu.com/tasb-org | August/September 2026 |

23

Student Success

Special Education in Texas Strengthening board understanding

by Denise Carter, Ed.D.

S

pecial education constitutes a complex, high-stakes area of governance for Texas public school boards. Trustees maintain oversight responsibility for ensuring districts follow stringent federal and state legal requirements, and provide high-quality instructional services, while also demonstrating efficient and effective stewardship of public resources.

At this year’s Summer Leadership Institute, I presented a session on current trends, program requirements, and services available to address the needs of students with disabilities in our state.

My goals for the session were to help attendees differentiate between board policy and program operating procedures; understand the impact of governance decisions on student outcomes, services, and compliance; and identify strategies to support strong systems.

Attendees had thoughtful questions, and many stayed long after the session ended to better understand this complicated area. Their interest highlighted the need to provide continued training and information specific to programs and services for students with disabilities. As the 202627 school year begins, I’d like to share some of the key takeaways from that discussion about board oversight and responsibilities in special education.

rationale for boards to pay close attention to special education in their districts.

Board actions help shape student outcomes, impact compliance, and build community trust. Effective governance relative to special education requires strengthening trustees’ understanding of this complicated area. Boards set the vision, adopt policy, approve budgets, and monitor performance. Key responsibilities in these areas related to supporting students in special education include:

Monitoring change and needs Population changes, performance gaps between students with and without disabilities, ramifications of noncompliance, and increased complaint and due process hearing filings provide

• Policy: Ensure alignment between local policies and federal and state requirements.

• Resources: Approve budgets that adequately support staffing, training, and services.

1,000,000

Special Education Enrollment in Texas

900,000 800,000 700,000 600,000

635,097

702,785

774,489

856,651

911,342

500,000 400,000 300,000 200,000 100,000 0

11.7%

12.7%

14%

21-22

22-23

23-24

Special Education

15.5%

16.7%

24-25

25-26

% of Overall Enrollment

• Outcomes: Set clear expectations for improving achievement, graduation rates, and postsecondary readiness.

• Risk oversight: Monitor compliance indicators and support initiatives to improve service quality and equity.

Special education enrollment A key topic for trustees to monitor is enrollment growth. The numbers and percentages of students eligible for special education in Texas continue to grow, which directly impacts budgets, staffing, and program needs. Factors that contribute to this growth include changes in dyslexia evaluation and service requirements, heightened attention on compliance and monitoring, and increased focus on parental rights. continued on page 27

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| August/September 2026 | issuu.com/tasb-org

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| August/September 2026 | issuu.com/tasb-org

When board members take the time to learn about special education requirements, ask thoughtful questions, and use data to guide decisions, they can positively impact student success and help ensure that students with disabilities receive proper support and opportunities.

Data as a governance tool Strengthening board understanding of special education demands commitment to ongoing learning and engagement. Well-informed boards possess the knowledge to ask meaningful questions, interpret data accurately, and avoid overstepping into operational decisions, allowing professionals to manage day-to-day functions.

Trustees should consistently ask data-driven questions, monitor changes, and develop goals for students with disabilities. Senate Bill 568 passed during the 89th legislative session requires annual discussion during a public meeting about the performance of students receiving special education services. TEA will provide further guidance, including performance indicators to measure and evaluate learning quality and achievement, which must include college, career, or military readiness outcomes.

Identification and Services • How do special education and overall enrollment compare over time?

• Does identification of students with disabilities align with overall district demographics?

• Do evaluations and Admissions, Review, and Dismissal Committee meetings occur within required timelines?

• Do parents report meaningful participation in the ARD Committee process?

• What continuum of services and programs do we provide?

Student Outcomes • What percentage of students with disabilities meet grade-level standards compared to the general population?

• How do graduation and dropout rates for students with disabilities compare to the general population?

• What do postsecondary outcomes (college enrollment, employment, military service) for students with disabilities indicate?

Staffing and Capacity • Does the district employ enough certified special education teachers and service providers to meet student needs?

• What training does the district offer to support general and special education staff to understand and serve students with disabilities?

Discipline and Climate • Do discipline removals of students with disabilities align with removals of the overall population?

• What supports proactively address behavior?

Continuing board oversight When I presented this information to trustees at SLI, I appreciated the genuine interest in understanding special education more deeply and the commitment to serving all students.

When board members take the time to learn about special education requirements, ask thoughtful questions, and use data to guide decisions, they can positively impact student success and help ensure that students with disabilities receive proper support and opportunities.

If you have additional questions about special education services and requirements, please contact studentsolutions@tasb.org. H Denise Carter, Ed.D., is manager of TASB Student Solutions.

Proactive engagement To promote effective board oversight, conversations about special education should occur frequently.

Deliberate, consistent review of data can help boards monitor trends, ask strategic questions, reduce compliance risks, and determine training needs. Trustees can use the following questions to guide conversations and identify relevant data sources: issuu.com/tasb-org | August/September 2026 |

27

News & Events

Summer Leadership Institute Trustees learn, network at annual training

by Mary Ann Lopez and Laura Tolley

S

tudent outcomes, teacher retention, school board governance, campus facilities, and cybersecurity were a few of the public education topics on tap at Summer Leadership Institute in San Antonio and Fort Worth. Trustees, many proudly dressed in their district colors, joined other public school leaders from across Texas to learn and network.

As TASB’s flagship training conference, SLI each year offers a wide range of educational sessions and other activities designed to support board service and leadership and trustees’ efforts to provide a great public education to the state’s 5.5 million students.

“Every time I come back here, I’m learning something new and I can take that back to my district, and [it] supports my growth,” said Afshi Charania, a Fort Bend ISD trustee who attended the San Antonio conference. Fort Bend ISD, located in the Houston metropolitan area, is a large district serving some 78,000 students.

SLI was held June 10-13 in San Antonio, while the Fort Worth session was June 17-20. Across the two locations, nearly 3,000 attendees chose from a wide range of educational experiences, including more than 110 unique breakout sessions, a legislative panel, special required training, in-depth institutes for new trustees and board officers, and two dynamic keynote presentations.

“We’re learning from other peers but we’re learning also from phenomenal professionals — TASB presenters, consultants, other school districts,” said Minga Vela, an Edinburg CISD trustee.

Vela said it’s important for trustees to come together and share best practices.

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Many learning opportunities SLI kicked off with an inspiring general session keynote from Colette Carlson, an authority on human behavior. Carlson shared with attendees how the strongest boards live their vision, but the challenge is to stay focused when there are so many daily distractions.

“Boards, they don’t let their vision sit on the shelf; they live it, the staff know it, and the community feels it,” she said.

Using humor and thoughtful examples, Carlson’s message of connection resonated with the crowd.

“The real challenge with leadership today isn’t knowing what to do; it is doing it consistently in the everyday chaos,” Carlson said.

Many breakout sessions, meanwhile, filled up early and were standing room only. The wide range of topics covered included school finance, legislative issues, AI, community outreach, building strong leadership teams, career and technical education, special education, and more.

“What I love is that it felt like the program was created for me,” Banquete ISD Superintendent Adriana Tagle said after attending a session at San Antonio SLI called Expectation, Reality, and Meaning: A Leadership Framework for Facilities.

Led by Mike Brooks, executive director of bond projects at Round Rock ISD, and Jeff Clemmons, division director of TASB Facilities Services, the session discussed topics concerning governance and school facilities. It was one of several sessions on school facilities that drew lots of attention from SLI attendees.

Tagle just finished her first year as superintendent of Banquete ISD,

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a district of 740 students and three campuses located about 26 miles west of Corpus Christi in a town of the same name. And while student education is her primary focus, she frequently has to address facilities issues, including Wi-Fi outages and cooling issues, which can affect student learning. She also attended other SLI sessions.

Some trustees attended indepth trainings that were presented by consultants with TASB’s Board Development Services. Texas Trustee Institute and Board Officer Institute were offered at both SLI in San Antonio and Fort Worth.

TTI was a two-day training program designed to give new board members, in their first year, an overview of key topics that will be critical to their service. Some trustees attending the Fort Worth session had barely been on their boards for a week and were diving right into training.

For board officers and more experienced trustees, BOI was a day-long session that provided scenarios and best practices for effectively facilitating board meetings and fostering collaborative board-superintendent relationships.

In addition, the members of the Leadership TASB Class of 2026 met during the event, with members of the cohort presenting foundational sessions on board-superintendent relationships during TTI sessions in San Antonio and Fort Worth. The yearlong LTASB program came to an end in Fort Worth, with the 32 members of the class celebrating their graduation after

A: Former Pflugerville ISD Trustee Vernagene Mott receives TASB’s James B. Crow Innovation in Governance Award at SLI. In Fort Worth, from left, TASB Director Quinton “Q” Phillips; James B. Crow, former TASB executive director; and TASB Director Kevin A. Carbó, a Mesquite ISD trustee, joined Mott on stage for the ceremony. Phillips chairs the TASB Member Services Committee, and Carbó is the vice chair.

B: Breakout sessions are an important part of the SLI experience. The two SLI locations offered more than 110 unique breakout sessions for attendees.

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C: Both SLI locations included a legislative panel discussion moderated by Kelly Rasti (left), associate executive director of TASB Governmental Relations. In San Antonio, the panelists were (starting from left after Rasti) retiring state Rep. Gary VanDeaver (R-New Boston), and state Reps. Mary E. González (D-San Elizario) and Diego Bernal (D-San Antonio).

D: SLI in Fort Worth kicked off with an inspiring general session keynote by Colette Carlson, an authority on human behavior.

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Photos by TASB Media Services

SEE YOU NEXT YEAR! San Antonio June 16-19

Grapevine (new location) June 23-26

tasb.org/sli issuu.com/tasb-org | August/September 2026 |

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E: TASB President Tony Hopkins, who is also board president at Friendswood ISD, greets the crowd at SLI in San Antonio.

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F: La Porte ISD’s school board and superintendent sport matching shirts at SLI in Fort Worth.

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successfully earning the title Master Trustee.

Legislators address attendees With the 2027 Texas Legislature convening early next year, legislative issues also were an important SLI topic.

Morning sessions featured several Texas House members. In San Antonio, attendees heard from state Reps. Diego Bernal (D-San Antonio) and Mary E. González (D-San Elizario), and retiring Rep. Gary VanDeaver (R-New Boston).

While in Fort Worth, state Reps. David Spiller (R-Jacksboro) and Cassandra Garcia Hernandez (D-Farmers Branch) shared their thoughts with the crowd.

At both events, the legislators discussed funding challenges and other public education issues.

“I truly believe that in our public schools, we find our greatest hope [for] the next generation to experience the American dream,” VanDeaver told the crowd. “I believe our public schools offer that, uniquely.”

Training helps governing Debbie Villagomez, a trustee at Kennedale ISD, which has about 2,600 students and is located on the southeast edge of Fort Worth, has been on the board for six years and has attended SLI 30

G: TASB staff were on hand at information booths to answer trustees’ questions about the Association’s services.

Photos by TASB Media Services

each summer. Her board usually goes to SLI in San Antonio, but trustees opted for Fort Worth this year for budgetary reasons.

“Our board loves it for all of the training and the great opportunity to network and connect with other board members from across the state. We all really enjoy it. We typically do try and have every board member and our superintendent attend.”

“We try to split up,” Villagomez said. “We try to get good coverage for most of the sessions. And then once the conference is over, we take a portion of our board meeting, and everyone types up a one pager to share a recap.”

Shawn Strey, a La Vernia ISD board member, has attended SLI in previous years. He finds his interests can vary, depending on changing needs and challenges in his district, which serves about 3,400 students in La Vernia, a small town located about 28 miles east of San Antonio.

At SLI in San Antonio this summer, Strey was interested in several subjects, including sessions about improving engagement and communication with parents and other community stakeholders. Building and reinforcing community trust is important to the district and board.

| August/September 2026 | issuu.com/tasb-org

“People move to La Vernia because of the schools,” Strey said, adding that trustees understand the need to continue to provide a great education to students.

“For the most part, we have people who want to be engaged — in a positive way,” Strey said. At SLI, he was looking for good ideas on community engagement to take back to his district.

While official sessions offered important information for board members to use, there also were countless private conversations taking place at both conferences between trustees and other school leaders. Each moment offered an opportunity to learn.

“I’ve been coming to the SLI conference for eight years now,” said Vela, the Edinburg CISD trustee whose district serves more than 33,000 students in the Rio Grande Valley. “And every single year, I learn something different. At the end of the day, it’s to increase student outcomes and student success.” H Mary Ann Lopez is a staff writer for Texas Lone Star. Laura Tolley is managing editor of Texas Lone Star.

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Register by Sept. 15 at tasa.tasb.org for the best rates and discounted leadership team registration.

Oct. 8-11 • Houston George R. Brown Convention Center issuu.com/tasb-org | August/September 2026 |

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News & Events

Coming Full Circle

Leadership TASB Class of 2026 Graduates

by Mary Ann Lopez

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Editor’s note: Leadership TASB is a unique board development program designed to take experienced board members to a new level of service and leadership.

After a year spent traveling the state to visit districts, meet students, and grow their leadership and advocacy skills, the Leadership TASB Class of 2026 celebrated the completion of the program in June during Summer Leadership Institute in Fort Worth.

The leadership training program launched in October 2025 with the 32 class members kicking off their journey during txEDCON in Houston, and making inaugural visits to Lamar CISD and Royal ISD, both located in the Houston Metro area.

At the time, Ron Franklin, a trustee at Eagle Mountain-Saginaw ISD, said that his first trip was beyond his expectations, and his biggest takeaway was how engaging the students were.

As he prepared to graduate, Franklin reflected on his experience, explaining that visiting with students was still the highlight of the program.

"If anybody asked me what my favorite thing was, I think everybody in this cohort would say that was my favorite thing,” Franklin said. “The biggest surprise for me was how meaningful the master classes were. From the very first session in Houston, through Harlingen, Amarillo, and Texarkana, the opportunity to have people come to us with those master classes was just tremendously valuable.”

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Learning about public relations, teamwork, and effective communication among the many sessions was exceedingly helpful, he said.

“I guess the big surprise for me, I just wasn’t expecting to get to spend so much time in those master classes with brilliant people teaching us what we needed to know,” he said. “I loved it. I loved that part of it.”

Connecting to their purpose LTASB is the premier trustee leadership training program of its kind in Texas. It connects school board leaders to their purpose in serving Texas’ 5.5 million public school students. More than 1,000 trustees have completed the yearlong program since its founding in 1990.

Each year, a cohort of experienced board members is selected based on demonstrated leadership in their local school district and communities. These trustees represent districts from across the state that vary in size and the student populations they serve.

Throughout the yearlong program, trustees travel to districts, observe students, connect with education leaders, all while expanding their knowledge of best practices in board governance, advocacy, and leadership.

For Mansfield ISD Trustee Benita Reed, her time as a LTASB class member helped her become an even more effective school board trustee, she said.

Using information gained through one of the master classes, Reed was able to work with her board and superintendent to implement processes to support effective communication at the district.

“Leadership TASB is a family of trustees who are devoted and determined to do the work necessary for all 5.5

| August/September 2026 | issuu.com/tasb-org

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million school-age children in Texas, ensuring they have an excellent overall educational experience that prepares them for what they desire to do next in life: college, career, military. Life ready, overall,” Reed said.

After the inaugural trip to Houston, the class headed in November to the Rio Grande Valley, where they explored schools in Lyford CISD and Brownsville ISD. At the halfway point of the program in February, the class traveled to Amarillo, where they visited Amarillo and Highland Park (Potter County) ISDs. The last trip, prior to graduation, was to Texarkana, where the cohort made in-district visits to Pleasant Grove and Texarkana ISDs.

Completing the learning journey The members completed their yearlong journey at SLI, meeting for the final time and presenting their capstone projects. As part of their coursework, they also presented sessions on school board-superintendent relationships at Texas Trustee Institute in San Antonio and Fort Worth.

The graduation event had celebratory energy, with class members mingling, taking photos, and preparing to bring their journey to a close. But the class members know a trustee’s work is never done.

Shelli Conway, a member of the LTASB alumni association, welcomed the members and their guests. “Tonight,

A: Chasiti McKissic, a DeSoto ISD trustee, celebrates with members of her board during the Leadership TASB Class of 2026 graduation.

B: Robert Long III, LTASB program manager and Board Development Services division director, congratulates Ginger Friesenhahn, a TASB Director and East Central ISD trustee.

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C: The LTASB Class of 2026 gathered to celebrate completing the yearlong program during a ceremony held in Fort Worth in conjunction with Summer Leadership Institute.

D: Bastrop ISD Trustee Priscilla Ruiz was among the 32 Leadership TASB Class of 2026 members who were recognized as Master Trustees during a graduation ceremony.

E: Denishea Williams, a Cedar Hill ISD trustee, triumphantly takes to the stage to collect her Master Trustee certificate.

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we celebrate not simply what has been accomplished, but what comes next,” she said. “This evening marks the culmination of a yearlong leadership journey and the beginning of a lifetime commitment to governance excellence, advocacy, and service on behalf of Texas public school students.”

The event included a dinner and a keynote speaker, but the highlight for attendees was the moment each member of the Class of 2026 was recognized for completing all of the requirements to earn the Master Trustee designation.

“One year ago, this class entered Leadership TASB as accomplished trustees,” said Robert Long III, Board Development Services division director and LTASB program manager. “They came from districts large and small.

Urban, suburban, and rural. Yet, they shared one common belief: that leadership matters, that governance matters, and that students deserve leaders committed to lifelong learning.” H Mary Ann Lopez is a staff writer for Texas Lone Star.

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F: James Matlock (center), a Hutto ISD trustee, poses for a photo with members of his board during the graduation celebration.

Photos by TASB Media Services

Congratulations LTASB Class of 2026!

• Matthew Aguilar, Pearsall ISD

• Kristi Littleton, Port Aransas ISD

• Lynn Boswell, Austin ISD

• Lorenzo Luevano, San Elizario ISD

• Ester Cardoza-Wade, Monte Alto ISD

• James Matlock, Hutto ISD

• Jason Choate, Cooper ISD

• Chasiti McKissic, DeSoto ISD

• Ariel Cruz, San Benito CISD

• Amber Moffitt, Grand Prairie ISD

• Ron Franklin, Eagle Mountain-Saginaw ISD

• Alex Payson, Marble Falls ISD

• Ginger Friesenhahn, East Central ISD

• Benita Reed, Mansfield ISD • Mary Richarte, Irving ISD

• Becky Gonzales, Pecos-Barstow-Toyah ISD

• Priscilla Ruiz, Bastrop ISD • Monica Ryan, Judson ISD

• Katherine Goodwin, Plano ISD

• Meagan Sullivan, Sharyland ISD

• Diane Hern, Eanes ISD

• Anji Taylor, Greenville ISD

• James Hernandez, Edgewood ISD-Bexar County

• Clinton Temple, Little Cypress-Mauriceville CISD

• Jacqueline Jean-Baptiste, Stafford Municipal School District

• Dolly Trolley, Corpus Christi ISD

• Jose Jimenez, Galena Park ISD

• Denishea Williams, Cedar Hill ISD

• Albert Johnson III, Alvin ISD • Kathryn Knotts, North Zulch ISD

• Jessica Ward, Midlothian ISD • Tommy Wilson, West Orange-Cove CISD

issuu.com/tasb-org | August/September 2026 |

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News & Events

SOTY Regional Winners TASB announces 17 leaders as award finalists

by Sylvia Wood

program. We could not honor these superintendents without their efforts,” Dunne-Oldfield said.

Among the eligibility requirements, nominated candidates must have served in their position with their current board for at least three years. Other criteria include accomplishments in the areas of public education leadership, management, school climate, board and community relations, fiscal management, school improvement, and instructional leadership.

This year’s regional SOTY winners will advance to the next phase of the competition, when a committee of the TASB Board of Directors holds interviews to select five state finalists. Those finalists then undergo another round of interviews before the Superintendent of the Year is announced at txEDCON, scheduled this year for Oct. 8-11 in Houston.

“The Superintendent of the Year Award ceremony is always one of the highlights of txEDCON,” said TASB President and Friendswood ISD Board President Tony Hopkins. “These district leaders take on real challenges every day to make sure students in their public schools have strong educational opportunities. It’s rewarding to see them recognized for the commitment they bring to their students, staff, and communities.”

Photo by TASB Media Services

TASB is pleased to announce the 17 district leaders from across Texas who have been selected as regional winners in the annual Superintendent of the Year competition, which has been recognizing outstanding school administrators since 1984.

The regional winners were selected by committees at each participating Education Service Center in the state.

Those committees meet each spring to consider the nominees put forward by school boards in their respective regions.

“TASB wants to congratulate these regional winners and thank all the member school boards that nominated their superintendents for this prestigious award,” said Tiffany Dunne-Oldfield, TASB’s acting executive director.

“This award has honored excellence in Texas public education for more than three decades, and these winners are outstanding examples of the skilled leadership we have in our school districts.”

Each nominating board participates in a thoughtful process that includes a lengthy application and a formal vote by trustees. In addition, participating ESC regions screened and interviewed nominees to select a regional winner.

“The work of the regional committees is essential to the success of this awards

This year’s regional superintendents of the year, in order of ESC, are the following: • Region 1: Carlos M. Gonzalez Jr., Roma ISD • Region 2: Roland Hernandez, Corpus Christi ISD • Region 3: Calvin Bowers*, Kenedy ISD • Region 4: Tory C. Hill, Channelview ISD • Region 5: Dwaine Augustine**, Hamshire-Fannett ISD • Region 6: Ginger Carrabine, Bryan ISD • Region 7: Keri Hampton, Brownsboro ISD • Region 8: Bobby Rice, Harts Bluff ISD • Region 9: Casey Adams, Woodson ISD • Region 10: Ángel Rivera, Mesquite ISD • Region 11: Ricky Stephens, Keene ISD • Region 12: John Bullion, Morgan ISD • Region 13: Holly Morris-Kuentz, Dripping Springs ISD • Region 16: Monty Hysinger, Dumas ISD • Region 17: Chris Wade, Smyer ISD • Region 18: Michelle Rinehart, Alpine ISD • Region 20: Roland Toscano, East Central ISD *Kenedy ISD was the nominating district.

Bowers is currently superintendent of Fredericksburg ISD. **Currently ineligible to move on to the next phase of the SOTY interview and selection process as he is no longer an active superintendent as of June 30, 2026.

Lamar CISD Superintendent Roosevelt Nivens (center front) was named the 2025 Superintendent of the Year at txEDCON in Houston.

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| August/September 2026 | issuu.com/tasb-org

Sylvia Wood is a staff writer for Texas Lone Star.

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Bulletin Board TASA Selects Regional Honor Board Nominees

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he Texas Association of School Administrators has selected 12 Texas school district boards of trustees as regional nominees for the 2026 Texas School Board Awards. The regional nominees for 2026 Outstanding School Board of the Year are: • Alice ISD Board of Trustees, Region 2 • Tomball ISD Board of Trustees, Region 4 • Bridge City ISD Board of Trustees, Region 5 • Goodrich ISD Board of Trustees, Region 6 • Alba-Golden ISD Board of Trustees, Region 7 • Henrietta ISD Board of Trustees, Region 9 • Lovejoy ISD Board of Trustees, Region 10 • Alvarado ISD Board of Trustees, Region 11 • Jarrell ISD Board of Trustees, Region 13 • Dumas ISD Board of Trustees, Region 16 • Denver City ISD Board of Trustees, Region 17 • Boerne ISD Board of Trustees, Region 20

TASB’s Executive Search Services currently has open searches in the following districts:

Photo by TASB Media Services

▄ Balmorhea ISD Superintendent

The Colorado ISD Board of Trustees celebrates after being named TASA’s 2025 Outstanding School Board at txEDCON in Houston.

TASA’s School Board Awards Committee selects up to five of the nominated boards to be recognized as Honor Boards. Those finalists will be interviewed Oct. 9 in Houston at txEDCON, and the 2026 Outstanding School Board will be announced during the general session later that afternoon.

The TASA School Board Awards Program was established in 1971 to recognize the dedication and service of school boards that make a positive impact on the schoolchildren of Texas.

Editor’s Note: Finalists were announced after Texas Lone Star’s press time.

Please visit tasanet.org for updates.

▄ Bartlett ISD Superintendent ▄ Crystal City ISD Superintendent ▄ Elgin ISD Superintendent ▄ San Diego ISD Superintendent ▄ Southwest Public Schools Superintendent

Aldine ISD Superintendent New AASA President

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aTonya Goffney, past president of the Texas Association of School Administrators and superintendent of Aldine ISD, has been sworn in as the new president of AASA, The School Superintendents Association. The installation ceremony took place in conjunction with the AASA Legislative Advocacy Conference, which was held in July in Washington, D.C. “Last night, I had the incredible honor of being installed as president of AASA, representing more than 10,000 superintendents across the United States and Canada,” Goffney said on social media. “To be only the 10th woman, the fifth Texan, and the first African American woman to serve in this role in the organization’s 161-year history is a responsibility I do not take lightly. I recognize those whose leadership and sacrifices made this moment possible, and I am grateful for the opportunity to serve. This honor is bigger than me. It is about championing public education, lifting up the voices of our students, and leading with hope! I’m grateful for this opportunity and excited for the journey ahead.”

At the same event, Walter Jackson, TASA vice president and La Porte ISD superintendent, was elected to serve on AASA’s 23-member executive committee.

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| August/September 2026 | issuu.com/tasb-org

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A Final Note

Telling Your Story

New year is a great time to talk about your district

by Tiffany Dunne-Oldfield

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Tiffany Dunne-Oldfield

he start of a new school year always brings a renewed sense of optimism and possibility.

Classrooms are ready, students are returning, and families are looking ahead with hope for what the year will bring. This time of year reminds us of what public education makes possible — a fresh start, a shared commitment, and another opportunity to help every student learn, grow, and succeed.

It is also one of the best times of the year to begin telling your district’s story. Parents, staff, students, and community members are already paying attention. They are watching how the year begins, listening for what leaders are prioritizing, and looking for signs of where the district is headed.

For trustees, that attention creates an opportunity to help people see the full picture of their schools — the progress being made, the challenges being addressed, and the people working every day on behalf of students.

That kind of storytelling is not spin, nor is it a collection of talking points. It is the ongoing work of explaining what is happening, why it matters, what is going well, and where the district is still working to improve.

TASB introduces new toolkit At Summer Leadership Institute in San Antonio and Fort Worth, I visited with trustees about TASB’s newest publication, A Toolkit to Champion Public Education: How to Share Your District’s Story and Build Community Support.

Many of those conversations came back to the same question: How do we help our communities better understand our schools so we can start changing the narrative around public education?

Having worked in communications and public relations for many years, I have seen how easily people fill in the blanks when they do not have enough information. A parent may hear a sweeping statement about public schools that does not reflect what is happening on their child’s campus. A community member may know the district is facing a challenge but not know what is being done to address it. A student success story may be meaningful, but only to those with firsthand knowledge.

Trustees are uniquely positioned to help close those communication gaps because you are local, trusted voices.

After all, you are not speaking about schools as outsiders. You live in your communities. You know the history, the

This time of year reminds us of what public education makes possible — a fresh start, a shared commitment, and another opportunity to help every student learn, grow, and succeed.

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| August/September 2026 | issuu.com/tasb-org

points of pride, and the concerns that do not always show up in a headline or a report. You also see the work that happens every day — in classrooms, cafeterias, buses, offices, gyms, libraries, and boardrooms.

That’s why TASB published this latest toolkit. It offers practical ways trustees can champion public education now and throughout the year, whether speaking to a civic group, posting about a campus visit, answering a neighbor’s question, thanking an educator, or working with district administrators to add helpful context.

Communicating clearly It also recognizes that telling your district’s story does not mean pretending everything is perfect. People often know when their district is facing budget pressures, staffing challenges, facility needs, concerns about student outcomes, or other difficult issues. They do not need those realities softened or avoided.

They need leaders who will explain the issue, talk about the work underway, and invite the community to be part of the solution.

Clear communication will not solve every problem. But it can keep misinformation from doing more harm.

It can help people understand decisions before they form opinions based on incomplete or misleading information. It can remind a community that its schools are made up of real students, educators, families, and staff members, not just test scores, budget reports, or social media posts.

As the school year begins, my suggestion is to start small. Choose one

A Toolkit to Champion Public Education Scan to Learn How to Share Your District’s Story and Build Community Support

idea from the toolkit and put it into practice. Share a story that helps people better understand a program, a student achievement, or a challenge your district is addressing. Ask your superintendent or communications team where a trustee voice could add context. Look for the places where your perspective can help connect district work to community values and priorities.

The year ahead will bring both good news and hard questions, and each deserves honest communication. As the school year begins, trustees have a powerful opportunity to help shape how their communities understand and value

their schools. Start now. Tell the stories that show what public education makes possible. Add context when challenges arise.

Celebrate the people doing the work. And use your voice, consistently and credibly, to champion public education in your district and across Texas.H Tiffany Dunne-Oldfield is TASB’s acting executive director.

issuu.com/tasb-org | August/September 2026 |

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