Volume VI, Issue 6 (February 21, 2021)

“Tears shed for another person are not a sign of weakness. They are a sign of a pure heart.” ― José N. Harris

Vol. VI February 21, 2021

Sharing the good news about Longview Independent School District

A COACH TO REMEMBER Longview ISD will miss coach Cheryl Bell

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obo Nation is heartbroken with the news of the passing of coach Cheryl Bell.

Coach Bell was a leader in the community, a pillar in East Texas athletics, a wonderful teacher to our youngest students, a mother, and a friend to anyone she met.

She loved her athletes and her littles at ETMPA. She loved her co-workers and was someone who always went above and beyond for anyone. Words cannot express the impact losing coach Bell has on our Longview community.

Longview library, sanitation back to normal schedules After an unprecedented snow storm in Longview, public services are tentatively planned to resume their normal schedules on Monday, Feb. 22.

BELL

LIBRARY

The Longview Public Library, which served as a warming center for several days last week is set to return to their normal hours and services on Monday, Feb. 22. Their current hours are: Mon, Wed, Fri, Sat: 10 a.m.-6 p.m.

Tue, Thur: 10 a.m.-7 p.m.

Sun: 1 p.m.-5 p.m.

Computer lab service stop 30 minutes before closing time each day, except on Sunday.

The lab is closed on Sunday, but wifi services are available on personal devices.

SANITATION

Sanitation is set to return to regular collection schedule Monda, Feb. 22. However, due to the large volume expected this week, yard waste will not be accepted curbside.

Customers should hold all yard waste until the week of March 1 or bring it to the Compost Site. The Compost Site will reopen as usual on Tuesday, Feb. 23.

Extra trash outside cart will be collected, but please keep everything in the cart if possible.

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THE LONGVIEW VOICE — February 21, 2021

OPINION

Some actually like teaching on Zoom

By Viet Thanh Nguyen The New York Times Here’s an unpopular opinion: I like teaching on Zoom.

Many accounts of teaching on Zoom or other online platforms recount its horrors. And much is horrible: teachers and students without stable internet connections or adequate technology; too much intimacy, with overcrowded homes that teachers or students might find embarrassing for others to see; and not enough intimacy, with the human connection attenuated online.

As a college professor, I, too, miss some of the elements of teaching in a classroom, including the intellectual energy that can flow around a seminar table, the performative aspect of lecturing to a large audience and the little chats that take place by happenstance during breaks or after class with students.

What I don’t miss is my 10mile drive to campus and back.

I don’t miss pondering my wardrobe choices in the morning. The relative informality of the Zoom

era means that I would pensive and environmenfeel overdressed if I wore tally wasteful to convene a blazer to teach. And if in the live era. Now it’s I don’t wear a blazer, I customary to have a don’t have to wear slacks. visitor call in from across Or put on shoes. Why the country or an ocean would I wear shoes inside and to conduct seminars my house, anyway? with colleagues from More important, with around the world. Less my smaller graduate human warmth, but MACK classes of 10 to 20 stumore human connection. dents, I have noticed I am now teaching little falloff in intellectual qualabout a hundred undergraduate ity. Looking at 10 or 20 faces on students in a class on the Amera screen is manageable, and the ican war in Vietnam. If a lecture experience is a pretty faithful is only someone talking for an replication of a real-world semihour, that can indeed be stultinar. Breakout rooms for smaller fying on video — but that would discussions are simple to aralso be true in a classroom. Back range, and they lack the cacoph- in the live era, I did my best to ony of overheard conversations animate my lectures by roaming in live settings. My teaching the lecture hall, memorizing the evaluations have been positive if students’ names so I could call on a little less effusive than usual, them, encouraging questions and perhaps because of the lack of using PowerPoint slides replete human warmth that being face with photos, historical quotations to face makes possible. and clips of movies and docuVideoconferencing also almentaries. Teachers who haven’t lows for meetings with far-flung done multimedia lectures might participants elsewhere in the reasonably experience an extra country — or in other countries burden of work preparing them — that would have been too exfor Zoom.

But multimedia lectures work easily and even better on Zoom.

I no longer have to memorize students’ names — their names are listed underneath their faces.

And on Zoom, the students get a close-up of the photos and video clips, and with the lectures automatically recorded, they can review them or, if they miss a lecture, listen to them later.

Surprisingly, the discussions in my video classes have been better than those in the live era.

I don’t need to look out at a sea of a hundred stone faces or a hundred blank boxes. Instead, I ask a half-dozen students to participate in a student panel for each lecture; I call on them and ask them questions throughout the lecture, which means the class doesn’t have to listen to just me all the time. It turns out that the students are much less shy speaking on video than they might be before a live audience.

Less human warmth, but less stage fright.

— Viet Thanh Nguyen is a professor of English, American studies and comparative literature at the University of Southern California.

Learning means changing your mind

By Katherine Burd Education Week We can and should teach, evaluate, and model changing one’s mind in classrooms.

Most adults and educators understand that the process of learning matters more enduringly than the product it produces. Psychologists Carol Dweck and Angela Duckworth have popularized this idea; it’s become so deeply ingrained in teacher-training programs that lessons on growth mindsets and grit appear in elementary school curricula. Theoretical lessons about the value of the process can’t work, though, if the facts of assessment undermine them: Though the process of learning requires a student to change her mind, our classrooms still mostly assess a student based on her ability to demonstrate a single concrete view.

I’m a writer as well as a teacher, and I frequently interview other classroom teachers and professors. The question, “What’s your favorite moment in a class discussion?,” often gets

the same answer: I love that we view issues as when a student states we learn more about an opinion, listens to her them. Anti-racist work classmates, and then, requires teachers and based on that informaschool leaders themtion, changes or shifts selves to acknowledge her opinion in some way. shortcomings and Changing one’s view in pursue evolving underthat fashion shows that standings of the world the student has listened around them. If we BURD carefully and with an mostly value student open mind to others around work that demonstrates cerher. It challenges her to articutainty alone, then we reinforce late two different positions (the the dangerous, unproductive before and the after) and what idea that certainty is what separates them. It incorporates matters. an authentic human process into If changing one’s mind is a the classroom space, the process critical skill for the workplace of responding to stimuli with and for democratic society, then adjustment and change. it falls to educators and eduThis skill of changing one’s cational systems to teach stumind endures to benefit learn- dents how. What we evaluate, ers, workplaces, and society even more than what we teach, as a whole. Developing and reflects what we value. Many articulating an informed opinschools and school systems are ion, then considering new working now, belatedly, to overinformation seriously enough haul curricula to pursue more to change that opinion can accurate depictions of history stimulate new creativity in and to more fully represent the adult workplaces. This same backgrounds of all students. At process is also vital to democthe same time, schools need to racy, where we must always focus as much or more on the be ready to change the way ways that course design and

student assessment is also a curriculum, one that teaches students what matters through the shape and scope of the skills that it includes.

Both familiar and less-familiar student tasks can make a significant difference.

Well-structured classroom discussions, which teach and assess students’ ability to consider one another’s perspectives, can help us shift the focus from argumentation to idea evolution.

Templates for thinking about one’s own thinking already exist: structured “process-writing” assignments and problem sets and lab reports that ask students to submit, alongside final drafts, logic maps and thinking narratives that flag moments of idea development.

— Katherine Burd is a writer and English teacher at the Chapin School in New York City.

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THE LONGVIEW VOICE — February 21, 2021

THANK YOU THE LONGVIEW VOICE — February 21, 2021

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During this difficult time for our community, we are so thankful for the many local restaurants who are offering delivery, drive-thru, and carry-out service for the convenience and safety of our families. Longview ISD is glad to say ‘Thank You’ for being such wonderful community partners!

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Did we miss your restaurant? Send your business name, address and phone number to ask@LISD.org.

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Bodacious BAR-B-Q

904 N 6th St 903-753-2714

1300 W Loop 281 903-759-3914

2227 S Mobberly Ave 903-753-8409

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Bubba’s 33

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The Butcher Shop

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The Cace Kitchen

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Cafe Barron’s

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Carter’s Bar-B-Que

200 E Loop 281 903-232-1606

102 Lehigh St 903-758-6066

415 N High St 903-212-7720

405 W Loop 281 F 903-663-4737

519 S Eastman 903-236-3271

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Casa Ole’

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The Catch

410 W Loop 281 903-236-3491

3312 N Fourth St 903-663-2940

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Chiangmai Thai Kitchen

103 W Loop 281 #430 903-663-6622

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Chick-fil-A

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Chipotle

507 E Loop 281 1740 W Loop 281 3500 McCann Rd

415 E Loop 281 903-663-7664 12 Chili’s Grill & Bar

2800 Judson Rd 903-663-2221 13 Cotton Patch

1228 McCann Rd 903-236-4009 14 Cowboy Chicken

3080 Eastman Ste 100 903-663-0777 15 Edible Art

504 W. South Street

903-234-2114 16 Fat Boyzzz

607 North Access Road 903-619-3301 17 Flying Burger & Seafood

322 E Hawkins Parkway 903-475-1537

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Fuji

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Fuzzy’s Taco Shop

3098 N Eastman 903-663-9888

310 E Hawkins Pkwy 903-663-7545

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COMMUNITY PARTNERS

Goung Zhou

2002 Judson Rd 903-247-8000 21 Hot Dog Express

106 E Marshall Ave 903-753-8081 22 Jason’s Deli

103 W Loop 281 903-663-5161 23 Jucy’s Hamburgers

2701 N Eastman

3356 Gilmer Rd

816 W Marshall Ave

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Little Mexico

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Menchie’s Frozen Yogurt

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Mi Casita

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Papacita’s

3495 McCann Rd 903-758-2194 25 Lizzy’s Diner

2900 Tuttle Blvd 903-663-1154

310 E Hawkins Ste 100 430-625-8053

324 N Spur 63 903-758-8226 28 Newk’s Eatery

110 E Loop 281 903-753-7000

305 W Loop 281 903-663-1700

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Pizza King

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Posados

1100 E Marshall 903-753-0912

110 Triple Creek Cir 903-234-9115 32 Raising Cane’s

212 E Loop 281 903-238-8800 33 Roma’s Italian Kitchen

102 E Tyler St 403-625-7240 34 Rotolo’s Pizzeria

3407 N Fourth St 101 903-212-7448 35 Saltgrass Steak House

411 E Loop 281 903-232-1513 36 Schlotzsky’s

1429 W Loop 281 903-297-8030 37 Slim Chickens

204 E Loop 281 903-824-1735 38 Tuscan Pig Italian Kitchen

401 S High St 903-651-1833 39 Whataburger

105 TX-63 Spur

3123 Eastman

3308 Fourth St

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THE LONGVIEW VOICE — February 21, 2021

Celebrating

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THE LONGVIEW VOICE — February 21, 2021

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THE LONGVIEW VOICE — February 21, 2021

Family Owned for 103 Years

A part of your past.

A partner for your future.

Southside has provided the people and businesses of Texas

Sales • Parts • Service

exceptional service since 1960. Let’s grow together.

© 2019 Southside Bank.

All rights reserved. C0319P

We are proud to support the Longview Independent School District and their continued growth in the community!

200 Spur 63, Longview, TX • (903) 758-6211 pegueshurstford.com

southside.com

LONGVIEW ISD Employee Process Map for COVID-19 Employee has symptoms of COVID-19

Employee reports while at work Employee reports to supervisor from home

Employee reports to supervisor and leaves to get medical care or calls 9-1-1 if life threatening symptoms. Isolate if unable to immediately leave building

Employee notifies supervisor

Employee tests positive but has no symptoms

Supervisor notifies COVID-Facilitator Employee fills out a COVID-19 Reporting Form Facilitator notifies DHS Employee notifies supervisor

Employee tests positive and has symptoms

Supervisor notifies COVID-Facilitator Employee fills out a COVID-19 Reporting Form Facilitator notifies DHS

Employee has had “close contact”* or prolonged exposure to someone who has tested positive

Notice is provided to campus/ staff/ community of positive test COVIDFacilitator will provide guidance of when the employee can return to work

Employee notifies supervisor Supervisor notifies COVID-Facilitator Employee fills out a COVID-19 Reporting Form

Employee reports someone in his/her home or workplace was exposed to someone who tested positive or has symptoms

Supervisor notifies COVIDFacilitator Employee/Supervisor fills out a COVID-19 Reporting Form Facilitator notifies DHS

Notice is provided to campus/staff/ community if test returned positive

Employee eligible for EPSL if remote work not viable. Employee should contact his/her primary care physician, self-isolate and avoid public spaces for 10 days after testing positive. Since the district provides free testing to its employees, it is strongly recommended that the employee provide a negative test before returning to work.

Employee can return to work after 10 days of self-isolation if no symptoms develop. **If the employee has tested positive and believes the test was a false positive, and wants to return to work before completing the above criteria, the employee must either (a) obtain a medical professional’s note clearing the employee based on an alternative diagnosis or (b) obtain 2 PCR acute infection tests at least 24 hours apart that come back negative.

Emergency Paid Sick Leave = EPSL Department of Health = DHS Primary Care Physician = PCP Employee eligible for EPSL with documentation confirming seeking medical attention or lab confirmed positive test. If employee is not evaluated by a medical professional or tested for COVID-19, employee may return to work after 10 days have passed from symptom onset and at least 24 hours with no fever, without the use of feverreducing medication and individual has improvement with all other symptoms. If employee wants to return before completing criteria above, employee must either (a) obtain a medical professional’s note clearing employee for return based on alternative diagnosis or (b) obtain an acute infection test that comes back negative.

Employee eligible for EPSL if remote work not viable. Since the district provides free testing to its employees, it is strongly recommended that the employee provide a negative test before returning to work. However, the Employee may return to work after 10 days have passed from symptom onset and at least 24 hours with no fever, without the use of fever-reducing medication and individual has improvement with all other symptoms. **If the employee has tested positive and believes the test was a false positive, and wants to return to work before completing the above criteria, the employee must either (a) obtain a medical professional’s note clearing the employee based on an alternative diagnosis or (b) obtain 2 PCR acute infection tests at least 24 hours apart that come back negative.

COVID-Facilitator will provide guidance of when the employee can return to work

If the someone at home or workplace is just “exposed,” continue working (no need to self-isolate). If someone at home or workplace tests positive, employee may be determined to be close contact.

Employee eligible for EPSL if seeking medical care or advised by physician to self-isolate and remote work not viable. Employee should contact his/her primary care physician, self-isolate and avoid public spaces for 14 days. Employee should monitor for symptoms and contact PCP and supervisor if they develop

*Close contact includes being within 6 feet of an individual test-confirmed to have COVID-19 for a total of 15 minutes throughout the course of a day, without the use of a face covering, or being in direct contact with secretions from the test-confirmed individual. **If an individual in the employee’s home tests positive for COVID-19, the employee is presumed to be in close contact with the individual who tested positive.

CONFIRM WITH YOUR LOCAL DHS

The COVID-Facilitator for Longview ISD is Mae Johnson, Task Manager and makes all decisions in conjunction with DHS

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THE LONGVIEW VOICE — February 21, 2021

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