2015 TEPSA March/April News

Serving Texas School Leaders March/April 2015 Vol. 72, No. 2 www.tepsa.org

Texas Elementary Principals & Supervisors Association

Inside

TEPSA News

Best Practices with Tom W. Manypage 8

TEPSANs Advocate at the Capitol

Tech Lab with Trae Kendrickpage 16

Legal Ease with Kevin Lungwitzpage 12

Vote for State Officers by March 5

Association leaders shared TEPSA’s education priorities with state lawmakers during visits to the Capitol in January and February.

“Advocacy Day was a wonderful opportunity for us to make connections and lay the groundwork for the crucial conversations that will be taking place with senators, representatives and their staffers during the legislative session. TEPSA is more than 5,000 strong and we have a moral imperative to lead educators and parents to advocate on behalf of every child in this state,” said Pam Mitchell, Advocacy Committee Chair.

Sharing your stories with your legislators is a power-ful way to advocate on behalf of your learning com-munity. Lawmakers need to hear how their decisions impact your students and teachers. There are many

ways to stay informed and becomed involved. See page 16 for a list of tools and visit the Advocacy sec-tion at www.tepsa.org to learn more!

Special thanks to Lifetouch for Advocacy Day photos. Visit TEPSA’s Facebook page for more photos.

Please take a few minutes to cast your evote for TEPSA state officers by March 5. This year, two candidates are vying for the Secretary position.View complete candi-date profiles at www.tepsa.org or turn to pages 10-11. The ballot will also include proposed bylaws changes to align the document with current nonprofit law and update terminology to include commonly used terms in Texas education. An email with voting link, instruc-tions, user names and passwords was sent to active members in February. If you did not receive it, email [email protected].

Eight Texas Schools Named 2015 Schools of CharacterThis year, TEPSA is proud to announce that a record number of Texas schools have received the State Schools of Character (SSOC) award. Besides the eight schools named SSOC, two additional schools received Honorable Mention. Congratulations to: • Cottonwood Creek Elementary, Coppell ISD Principal Andra Penny, PhD• Fort Settlement Middle School, Fort Bend ISD Principal Julie Diaz

Mistakes School Leaders Make with Grant Simpsonpage 7

► page 5

STAAR is coming –

bridge learning gaps NOW!

Proven content in two easy-to-use formats: print and online.

Call Today!800.585.5258

mentoringminds.com

718 01162015 TEPSA Spring Ad.indd 1 1/16/15 3:40 PM

TEPSA News www.tepsa.org 3

TEPSA President/Belinda Neal, EdD

Region Presidents Dianabel Gómez-Villarreal La Joya (1) Annette Sanchez Beeville (2) Laura Longoria Victoria (3) Christina Hopkins Fort Bend (4) Paul Shipman, EdD Beaumont (5) Leah Russell Navasota (6) Tana Herring Elkhart (7) Missy Walley Chapel Hill (8) Stacey Darnall Burkburnett (9) Pam Mitchell Coppell (10) Ronnita Carridine Fort Worth (11) Wendy Haider Killeen (12) Martha Werner Round Rock (13) Kim Jones Clyde (14) Lynn Schniers San Angelo (15) Reagan Oles Claude (16) Ann Callaway Meadow (17) Tanya Bell Midland (18) Michael Mackeben Clint (19) Graciela Martinez Edgewood (20)TEPSA regions coincide with regional education service center boundaries.

Staff Harley Eckhart Executive Director Joni Carlson Director of Meetings Cecilia Cortez de Magallanes Marketing & Communications Manager Ann Hopkins Membership/Standing Committees Coor. Kirsten Hund Associate Executive Director for Instruction Anita Jiles Associate Executive Director for Marketing & Communications Ken Jones Controller Trae Kendrick, EdD Chief InformationOfficer Elizabeth Kernan OfficeManager Kristina Mora Student Council & Exhibits Coordinator Lori Sanchez Membership & Communications Assistant Louis Silvas Webmaster Karen Terry Governance Coordinator Mark Terry Deputy Executive Director

TEPSA NewsPublished six times a year by Texas Elementary Principals and Supervisors

Association. Subscription is included in TEPSA membership dues. Postage paid at Austin, Texas.

Articles may be reproduced by TEPSA members without written request, providedthatduplicationisforaneducationalpurposeatanonprofit

institution; copies are available without charge; and each copy includes full citation of the source.

Copyright © 2015 by the Texas Elementary Principals and Supervisors Association.

ContactTEPSA 501 East 10th Street Austin, TX 78701

512-478-5268 800-252-3621 Fax: 512-478-1502 www.tepsa.org

Executive Committee Belinda Neal, EdD President, Lindale Eddie Damian President-Elect, Fort Bend Nancy Tovar First Vice President, El Paso Manuel Gonzales Second Vice President, Frisco Yolanda Delaney Secretary, Canyon Victorius Eugenio NAESPRepresentative,Mansfield Harley Eckhart TEPSA Executive Director

Standing Committee Chairs and Vice Chairs Pam Mitchell Advocacy Chair, Coppell Lisa McLaughlin Advocacy Vice Chair, Deer Park Stacy Davis Membership, Marketing & PR Chair, Frenship Nayeli Carriaga Membership, Marketing & PR Vice Chair, Sharyland Lauri Schroeder Programs & Services Chair, Elgin Sue Wilson Programs & Services Vice Chair, Longview Dianne Timberlake Special Committee on Elections, Hardin-Jefferson Sharon Wright Nominating Committee Chair, Plainview Scot Clayton Nominating Committee Vice Chair, Henrietta

Texas Elementary Principals & Supervisors Association Happy Spring!

This is such a beautiful time of year when the world around us just looks brighter and happier! The weather has been cold, rainy, snowy, and windy. As a result, most of us have been forced to spend too much time indoors. On days like this, I remind students during morn-ing announcements that it’s our job to “make our own sunshine in the building by using kind words and big smiles.” One particular rainy day, I began with my usual announcement. At the end of the day when I opened the gym door to prepare our students to load the buses, one student excitedly exclaimed, “Dr. Neal, we did it!” I quickly turned around, curious as to what “we did.” I realized he was pointing outside to the sunshine he believed we had created at school that day.

I love thinking about that story because it is such a reminder of the influence we have. In his five-year-old mind, we made that sunshine by smiling and being kind all day. As school leaders, we create our own sunshine each and every day in our schools. It may be beautiful outside right now, but we’ve worked hard to build a positive climate all year long.

Haim Ginott once said, “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

Every day we get to influence the mood of those around us. As the world brightens up this spring, let’s not let the testing season cloud our days. Standardized tests are used by the state to score and rank our campuses and districts, but we know our children mean so much more than just one number on one day. No single test can assess what makes each student unique and special.

Ginott also said, “If you want your children to improve, let them overhear the nice things you say about them to others.” Let’s keep

telling our lawmakers all the great things about our schools during the 84th Texas Legislative Session. I am grateful for the work you do and for creating sunshine amidst the challenges. Thank you for making the world a brighter place for kids, regardless of the weather.

Keep making sunshine, and keep cheering for children!

4 www.tepsa.org March/April 2015

News BriefsNew Federal Guidance on ELLs IssuedWith nearly 5 million English Language Learners (ELLs) in the country, the U.S. Departments of Education and Justice have released new guidance regarding the rights of ELLs in order to ensure they have equal access to a high-quality education. Under the new guidance, public schools must:• identify English-learner students in a timely, valid and reliable

manner; offer all English-learner students an educationally sound language-assistance program;

• provide qualified staff and sufficient resources for instructing English-learner students; ensure English-learner students have eq-uitable access to school programs and activities; avoid unnecessary segregation of English-learner students from other students;

• move students out of language-assistance programs when they are proficient in English and monitor those students to ensure they were not prematurely removed;

• evaluate the effectiveness of English-learner programs; and pro-vide parents with limited English proficiency with information about school programs, services, and activities in a language they understand.

Additional resources provided by the departments:• Tools And Resources For Identifying All English Learners -

http://bit.ly/ELLtoolkit• Information for Limited English Proficient (LEP) Parents and

Guardians and for Schools and School Districts that Commu-nicate with Them - http://bit.ly/ELLfactsheet

Source: Mitchell, C. (2015, January 7). “Federal civil rights officials release guidance on English Language Learners.” Education Week Blog: Learning the Language. Available at http://blogs.edweek.org/edweek/learning-the-language/2015/01/education_justice_departments_.html.

In the fall, Houston ISD will open the Arabic Language Im-mersion Magnet School, the first school in the country to offfer an immersion program in Arabic and English. The school will launch with two PreK and two kindergarten classes, and add a grade level each year as students advance to grade 5.

Arabic is the second-most common language spoken at home for families in Houston ISD. The district also has two Spanish language schools, as well as the Mandarin Chinese Language Im-mersion Magnet School. Eventually, the hope is to offer a dual-language program in every elementary school.

Source: DeNisco, A. (2015, January). “Nation’s first Arabic dual-lan-guage school to open in Houston.” District Administration. Available at http://www.districtadministration.com/article/nation’s-first-arabic-dual-language-school-open-houston.

Houston to Open Arabic Dual Language School

Texas Education Agency UpdatesSpring Testing for STAAR Grades 5 and 8Commissioner Williams has notified Tex-as school districts and charters that the spring testing date for STAAR® grades 5 and 8 mathematics has shifted for the 2014–2015 school year from March 30, 2015, to April 20, 2015. TEA has posted a draft testing calendar for the 2015–2016 school year that reflects a proposed change to the testing dates for STAAR grades 5 and 8 science and grade 8 social studies from late April to mid-May beginning in 2016.

SBEC Meetings Now Available OnlineThe State Board for Educator Certifica-tion (SBEC) has begun live-streaming its proceedings. View meetings as they happen online or view archived record-ings at http://www.texasadmin.com/teaec.shtml. Created by the Texas Legislature in 1995, SBEC oversees all aspects of the preparation, certification and standards of conduct of public school educators.

Source: Texas Education Agency

2014-2015 Student Council Excellence Award Application Due March 23This past fall, TEPSA’s Leaders ‘R’ Us Stu-dent Council Program trained 2,664 stu-dents and 804 advisors. Recognize your student council for outstanding participa-tion in the following areas: community service, student leadership, citizenship, and school spirit. Apply for the 2014-2015 Student Council Excellence Award by March 23. Award recipients will be recognized at the TEPSA Awards Recep-tion Wednesday, June 10. Learn more at www.naesp.org/content/student-council-excellence-award-application-form.


► SSOC continued from page 1• HL Brockett Elementary, Aubrey ISD Principal Connie Lott• Marshall Leadership Academy, Grand Prairie ISD Principal Whitney Carlisle• Northgate Crossing Elementary, Spring ISD Principal Kristi Brown• Simon Middle School, Hays CISD

Principal Matt Pope• T.E. Baxter Elementary, Midlothian ISD Principal Courtney Carpenter• Zwink Elementary, Klein ISD Principal Jenny McGown

Honorable Mention• Indian Springs Elementary, Comal ISD Principal Marisa Wulfsberg• Bagdad Elementary, Leander ISD Principal Cathy White

SSOC recognizes PreK-8 schools and districts that demonstrate out-standing character education initiatives based on the 11 Principles of Character Education that yield positive results in student behavior, school climate and academic performance. State winners advance to compete in the National Schools of Character (NSOC).

Special thanks to Kirsten Hund, TEPSA’s State Level Coordinator, and the reading committee which included current SSOC recog-nized campuses and districts: • Pam Mitchell, Coppell ISD • Kimmie Etheredge, Northwest ISD• Kelly Mooney, Clear Creek ISD• Lina Ramirez, Angleton ISD• Joffee Tremain, Northwest ISD

Learn more about TEPSA’s Awards Program at www.tepsa.org.

TE X A S S C H O O

L

O F C H A R A C T E R

If you’re in your first or second year as a principal (or if you know someone), visit NAESP’s Center for New Principals at http://www.newprincipal.org to join the national panel and access valuable re-sources and opportunities to connect with your colleagues.

Participating in the panel is completely free, requires a very small time commitment and provides you with valuable rewards! Who Qualifies: Elementary and middle-level principals in their first or second year as a principal (Note: Refers to the number of years in the principalship, not the number of years at a specific school). The panel is open to NAESP members and nonmembers.

What Panelists Do: Panelists participate in six online surveys each year on a relevant topic. Each survey takes less than 10 min-utes to complete.

What Panelists Get: Helpful information and rewards! After every survey, panelists receive the survey results and resource recommendations from their peers. AND, for each survey completed, panelists also receive a $10 credit for the National Prin-cipals Resource Center online store ormerchandise from national sponsors such as Scholastic.

Visit http://www.newprincipal.org to learn more. Additional resources available at http://www.newprincipal.org/resources-for-new-principals/.

News Briefs

NAESP’s Center for New Principals

Webinar Recordings on Math and Writing Available for Purchase - Perfect for Staff Training! Visit www.tepsa.org.


Current ResearchScholastic Report Finds Reading Aloud to Children Has Lasting ImpactRecent findings from Scholastic’s “Kids and Family Reading ReportTM” shows that reading aloud to chil-dren through elementary school has lasting benefits. According to the report, 41 percent of frequent readers ages 6-10 were read aloud to at home, while only 13 percent of infrequent readers were being read to. Other results showed that:• For children ages 6–11, additional factors that

predict reading frequency involve reading aloud, specific characteristics kids want in books and spending less time online using a computer.

• Nine in 10 parents (91 percent) say their children are read books aloud at home before age 6, primarily to develop vocabulary and language skills and to foster reading enjoyment.

• Nearly one in four parents of children ages 6–17 (23 percent) stopped reading aloud to their children before age 9, most often citing reasons related to their child reading independently.

• Six in 10 parents with children ages 0–5 (60 per-cent) received advice that children should be read aloud to from birth; however, just under half of

parents in the lowest-income households (47 percent) received this advice vs 74 percent in the highest income households.

Read the full report at http://www.scholastic.com/readingreport/.

Additional ResourcesScholastic - Multiple resources for educators, parents and kids: http://www.scholastic.com.

For Instructional Leader subscribers: Marie Carbo’s Powerful Best Reading Practices for Struggling Readers, login to http://www.tepsa.org/Login.aspx.

Colorín Colorado’s one page Reading Tip Sheets offer easy ways for parents to help kids become suc-cessful readers. Tip sheets for parents of children in Preschool-Grade 3 are available in 11 languages.Access at http://www.colorincolorado.org/guides/readingtips/.

Source: Scholastic. (2015). “Kids and Family Reading Re-portTM.” Available at http://www.scholastic.com/readingreport/.

K-2 Learning Conference: Give them WingsApril 8 or 9, 2015 (Choose one day)|8:30am – 3:15pm|Irving Convention Center $195 Registration Fee|Register at http://lead4ward.com/k-2conference/

Inspiring independent learners starts with you. While kids want to learn and teachers want to teach, some content is just plain tough. Add in the process standards, and things get crazy. Bring your teachers and join lead4ward and TEPSA in exploring fresh ideas to teach kids important but complex things. Inspire yourself; give them wings!

Learn ways to:• Design engaging units and activities• Integrate reading and writing in all content areas• Map student progress with different data inputs• Get all kids to think and participate at higher levels• Evaluate instructional resources

Note: Leaders are invited to attend, but like teachers, will need to sign up for a specific grade level and at-tend the sessions associated with that grade level.


Mistakes School Leaders Make/Grant Simpson, PhD

Every good teacher learns that when students struggle, they may require a work modification. Depending on the severity of the problem, this can range from a little extra time to breaking the task at hand into bite-size chunks. I worked for a special interven-tion program in a large district and was videotaped daily teaching students who had a huge range of abilities and only one thing in common...they wouldn’t do their work. I did diagnostic test-ing and inventories that allowed me to individualize their work. Each day began with a gimmick that led to their work contract. For example, each student might find an anagram card on their desk that was a clue to finding something posted in the room. A sixth-grader who read at the primer level had the card with “HSIF” and was able to decode “FISH” rather quickly. He found the fish taped on the bookshelf. It had four tasks for him to complete, all within his capabilities. For the next three hours, he sat with his hands over his head and refused to respond to my prompting, cajoling, redirecting. Super frustrated I appealed to my partner who taped the lesson, “What is wrong with him? I know he can do that work.” She nodded and said simply, “Maybe four things are too much for him to handle. Break it up!” Duh! I was embarrassed by the simplicity right in front of my face. The next day, he solved his puzzle, finding the “FROG” contract labeled “#1,” completed the task, then found and finished numbers 2, 3, and 4. The assignments were the same as the day before. By making the steps smaller, we wound up with a tape showing him on-task for three hours, which proved mighty persuasive to his homeroom teacher.

After working several years helping schools find ways to structure success for “hard case” students, principals began to call our program wanting similar assistance with struggling teachers. This was chal-lenging and delicate, but with advice from HR, we agreed to consult given the stipulation that the

teacher requested the service. This service delivery involved both teacher and administrator in determin-ing the nature of the problem and a subsequent action plan. These were very memorable cases that I could thoroughly detail many years later. However, the palpable trends from this work are more important to convey. First, the teachers were invariably “hang-ing by a thread” emotionally, expressing frustration, confusion, and even defeat. However, they were not adept at pinpointing their problem areas. Second, principals had documented the deficiencies well and even drafted extensive growth plans, but rarely had prioritized their concerns. Key to helping in these situations was identifying what to tackle first. And while individual teachers had varying ability and will to change, they all needed small, structured steps that showed improvement. More often than not, they had been presented with an overwhelming list, instead of a focused action plan that built on each day. A novice who is drowning in a storm of student misconduct does not profit from generating lists of critical think-ing questions for tomorrow’s lesson. What may be needed is behavior rehearsal of one or two specific strategies in responding to challenging behaviors coupled with an introductory talk to the class by the principal, supporting the plan and promising swift, consistent consequences. If control is established, then refining the instruction little by little can happen. This requires time, expertise and patience.

Too Much, Too Soon

► page 17


Best Practices/Tom Many, EdD

collaborative teams. Once that initial question is asked and answered, a structure(s) can be designed to maxi-mize the positive effect of a resource(s) on collaboration.

Second, structure reflects a school’s priorities. The fastest way to identify what is important to a faculty is to look at the structures that a school employs. The structures that a school designs and supports make a statement about what that faculty values.

Third, structure evolves as a school’s practice evolves. We must be able to articulate why a structure exists but structures can fall victim to the precedent of past prac-tice. Too many schools continue to embrace outdated structures that do not support what we know is best practice simply because, “that’s the way it’s always been.”

Fourth, schools control the structures in their school. Similar to the previous category, some may feel powerless to make changes and thus continue using outdated and ineffective structures or dismiss newer and more effective structures because, “that is out of our control.” In many cases, putting the right struc-tures in place simply requires a little creativity or fresh perspective.

And finally, the presence or absence of structure im-pacts collaboration. The right structure can encour-age, facilitate and encourage collaboration. Likewise, the wrong structure will certainly discourage, inhibit, or derail a team’s efforts to collaborate.

“As odd it sounds, simple, well-known strate-gies and structures drive improvement in any organization.” -Pfeffer and Sutton, 2000

Structures maximize a school’s resources. Schools that are most successful develop a structure(s) after understanding how a resource(s) will support collaboration.

Consider the many templates for meeting agendas. One of the most effective examples utilizes the four critical questions of learning to create a graphic

Structures: The Building Blocks of Collaboration

“Professional Learning Communities require organizational structures and supports to be successful.” -Supovitz & Christman, 2003

According to Lewis and Kruse (1995), certain “struc-tural conditions are necessary to build a frame that allows PLCs to operate effectively,” thus, it’s useful to understand how the right structures can promote collaboration in schools.

The most effective principals embrace structures such as a master schedule that provides time for teams to meet during the regular school day. Other struc-tures found in highly collaborative schools include the regular and routine use of protocols to promote richer conversations about instructional strategies, team norms to manage people’s behavior resulting in more effective team meetings, and common assess-ments to generate data about teaching and learning. To understand how structure impacts collaboration, there are five key points to remember about structure.

First, structure should maximize a school’s resources. The best way to understand how structure promotes collaboration is to focus first on how a resource might enhance or inhibit the effectiveness of


Dr. Tom Many is an author and consultant. His career in education spans more than 30 years.

Read more from Dr. Many in the Resources section at www.tepsa.org.

organizer teams use when creating meeting agendas. (See agenda template at http://bit.ly/agendatemp). As potential topics for the meeting are suggested, an effort is made to categorize each topic under one of the four questions. If the topic does not fit in any of the four quadrants, it is not a topic for the collabora-tive team meeting. This type of agenda was specifi-cally designed after understanding that helping teams focus on the four critical questions of learning would promote more effective team meetings.

Structures reflect a school’s priorities. It doesn’t take long; a quick review of the structures a school supports and implements illustrates what is valued at that school.

For example, if designated and protected time during the regular school day is not clearly evident on the master schedule, it cannot be argued that collabora-tion is a priority. On the other hand, when a school creates pyramids of intervention that allow students access to additional time and support without miss-ing direct instruction in another core subject, they are demonstrating the importance they place on the belief that all students can learn given enough opportunities and the right instructional strategies. This same school might emphasize the routine use of protocols as a way to promote dialogue. On these teams, teachers value feedback from their peers around teaching and learn-ing as a powerful way to improve their instructional practice. The use of protocols reflects the priority they place on the kind of conversations and dialogue that leads to openly sharing best practice.

Structures evolve as a school’s practice evolves. Just as our understanding of what constitutes best practice continues to evolve, so too must a school’s structures.

During the 1980s and 1990s many districts imple-mented the middle school concept. A conscious effort was made to create interdisciplinary teams by assigning one teacher from each subject area to a classroom in the same hallway. To this day, despite the fact that the benefits of the middle school model never fully ma-terialized, teachers across the country are assigned to classrooms that reflect the structure of interdisciplinary teams. In contrast, the more effective schools organize teachers into content-alike teams and assign them to classrooms in close physical proximity to one another in order to facilitate collaboration. Clearly, the classroom to which a teacher is assigned can enhance or inhibit a team’s efforts to collaborate and being cognizant of that illustrates how important it is for structure to evolve along with what we know is best practice.

The school controls the structures. Bob Eaker describes a visit to a comprehensive high school where the staff explained there simply wasn’t time for collaboration inside the regular school day; he was told point blank that, “The schedule just wouldn’t allow it.”

Eaker asked if the school ever created alternative schedules to accommodate special circumstances such as assemblies, testing or sporting events. When given an entire notebook of alternative schedules Eaker asked, “What would happen if we changed the name of this schedule from ‘Assembly Schedule’ to ‘Collaboration Schedule’ or looked at repurposing the advisory period, or exploring a late start model as possibilities to sup-port increased opportunities for teacher collaboration?” Obviously, the design of the school’s master schedule was influencing the way, and for what purpose, time was allocated and just as a teacher’s room assignment was within the control of the school, so too was the design of the master schedule.

Finally, the presence or absence of structure im-pacts collaboration. The absence of the right kinds of structure prevents schools from developing more collaborative cultures.

Most would agree that designated and protected time for teams during the regular school day enhances the effectiveness of team meetings. Likewise, there is little argument that reflecting on data from common assess-ments improves a teacher’s instructional practice or that access to more time and support helps improve student learning. But, if the right structural conditions are miss-ing or ineffective, teachers cannot leverage these power-ful resources in ways that promote collaboration.

“Collaborative teams must carefully design the format of their work.”- Mike Schmoker, 2001

Structure alone is insufficient but expecting teachers to collaborate without providing the necessary struc-tures is a recipe for failure. According to Rick Du-Four (2004), “Educators who are building a profes-sional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.”


Election Information - TEPSA State OfficeVotes must be cast electronically at www.tepsa.org by 5 pm (Central) March 5.

Candidates for state office must: have served on a TEPSA Standing Committee or as a regional president; have been a TEPSA member in good standing for at least three years; and be supported by his or her TEPSA District Executive Committee and superintendent.

Eddie Damian Nancy Tovar Manuel Gonzales Fort Bend ISD, Region 4 El Paso ISD, Region 19 Frisco ISD, Region 10 President President-Elect First Vice President Continued Term Uncontested Uncontested

Office of Secretary - Contested

Yolanda Delaney Belinda Neal Vic Eugenio Canyon ISD, Region 16 Lindale ISD, Region 7 Mansfield ISD, Region 11 Second Vice President Past President NAESP Representative Uncontested Continued Term Continued Term

Ivonna GonzalesPresent Position:Principal, Harmony Hills Elementary, PK-5 grade, North East ISD, San Antonio, TX, Region 20

Formal Education: Ed.D., Educational Leadership, UTSA M.A., Educational Leadership, UTSA

•B.S., Secondary Education, Baylor University, Waco•Superintendent Certification, UTSA•Mid-Management Administrator Certification, UTSA•Secondary Earth Science and German 6-12 Certifications, Baylor

University, Waco

Educational Leadership:•Foster leadership in teachers and students through PLCs and

Leader in Me framework•Trainer, Covey’s Seven Habits of Highly Effective People•Southwest ISD: District Representative for UTSA/TEA Steer-

ing Committee for Integrated Science Curriculum•North East ISD Attendance Committee, 2008-2009•UTSA Adjunct Professor, 2008, 2009 and 2012•UTSA Center for Educational Leadership Policy and Profes-

sional Development, Advisory Council, 2013-present•TEPSA Advocacy Day, 2013•Harvard Graduate School of Education

o National Institute for Urban School Leaders, 2013o Transformative Power of Teacher Teams, 2014

Stacy DavisPresent Position: Principal, Crestview Elementary K-5, Frenship ISD, Wolfforth, TX, Region 17

Formal Education: M.Ed., Educational Administration, Lubbock Christian University, Lubbock, TX B.S., Interdisciplinary Studies, Texas

Tech University, Lubbock, TX•Elementary Self-Contained (Grades 1-8)•Elementary Health Education (Grades 1-8)

Educational Leadership:•Create a learning environment that fosters curiosity and the love

of learning as well as resources necessary to be successful •District Response to Intervention Team member, 2013-present•District and Campus Emergency Response Team, 2008-present•Texas Behavior Support Initiative TBSI: PBS, 2007-2008•Accelerated Reading/Reading Renaissance committee member

and facilitator, 2006-2008 •Facilitator for staff development on data analysis, 2006-2007•Accelerated Reading/Reading Renaissance coordinator, 2001-2005•Professional Development A.R. presenter, 2000-2005•Supervising Students from LCU doing field work 1998, 1999, 2000•Supervising teacher for student teachers 1999, 2000, 2001,

2002, 2010, 2014•Student of the Month coordinator, 2000 and 2001•Reading Renaissance Model Classroom, 1998-2000


TEPSA Leadership/Involvement/Awards:•Member, 1992-Present•Summer Conference Presenter, 2005-2009•Membership, Marketing & PR Committee Member 2006-2010•Membership, Marketing & PR Committee Chairperson, 2007-2008•Board of Directors, 2007-2008•Technology Ad Hoc Committee, 2010

School Honors/Accomplishments:•National Schools of Character Promising Practices Citation,

Bob Hope Elementary, 2002•TEA Exemplary School: 2009, 2011•Gold Performance Acknowledgements: Commended on Read-

ing/ELA, Mathematics, and Science, 2009 and 2011•Distinction Designations: Reading/ELA, Mathematics, Top

25% Student Progress, 2013

Community Involvement:•PTA Life Member•Relay for Life Participant•Habitat for Humanity Volunteer

Professional Networks:•NAESP Member, 2006-present•ASCD Member, 2010-present•TASA/TASB Conference Presenter, 2002•Basic School National Conference Presenter, 2005•University Council for Educational Administration Conference

Presenter, 2007•American Educational Research Association Conference

Presenter, 2008•Council of Educational Facility Planners International Confer-

ence Presenter, Sustainable Learning Environments, 2011

Personal Information:•Green Principal Award from Project Green Schools, 2011•Texas Music Educators Association Distinguished Administra-

tor Award, 2013

Platform:With the continued focus on accountability and school choice,

coupled with the ever-changing needs of our students today, the role of the school leader in public education is critical. As leaders, we are faced with numerous challenges, but what matters most is feeling confident that we have made a difference in the lives of our students. Through TEPSA, I am blessed with the opportunity to network with many incredible educators. Additionally, TEPSA has given me valuable resources that support me in my continued growth as a leader.

In my daily work, I live by the quote. “If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.” As your secretary, I promise to support the mission of our organization, always lead by example, and work collaboratively with fellow educators to positively influence the future of education in Texas. Our children deserve the best, and together we will continue to build a strong future for them.

In the spirit of Daniel Pink’s challenge to write one sentence that describes our life’s work, my commitment to you can be summed up as, “I am a relentless learner who finds purpose in inspiring oth-ers to try new things and am dedicated to creating the very best for the students I support.” As your TEPSA State Secretary, I will never lose sight of this goal. Thank you for your vote.

Ivonna Gonzales continued Stacy Davis continued•Professional Development presenter for Science, 2000-2001

TEPSA Leadership/Involvement/Awards:•TEPSA member, 2006-present•TEPSA, Board of Directors, 2014-2015•TEPSA Membership, Marketing & PR Chair, 2014•TEPSA Membership, Marketing & PR Vice Chair, 2013•TEPSA Membership, Marketing & PR member, 2010-present•TEPSA Assistant Principal Nominating Committee, 2012-2013•TEPSA Tour presenter, Lubbock 2012

School Honors/Accomplishments:•TEA Met Standard School, 2013, 2014•TEA Distinction Earned, Top 25 Percent Student Progress, 2014•TEA Distinction Earned, Acad. Achievement in Reading/ELA, 2013•TEA Exemplary School, 2008, 2010, 2011•TEA Recognized School, 2009

Community Involvement:•Organizer of Crestview Readers Volunteers from Monterey

Church of Christ, 2012-2014•Mission Lubbock Food Drive, 2013-present•Children’s Miracle Pennies participant, 2009-2014•Chains For Change Director, 2008-2014•The Giving Tree Director, 2012-2014•Diabetes Walk, 2011-2013•Make-A-Wish Gala Dancer to sponsor a child, 2012•Relay for Life and American Heart Walk participant, 2008-2011•U Can Share Food Drive participant, 2008-2012•Recycling Program at Bayless, 2001, 2002, and 2003•American State Bank Run for the Team, Showing excellence in

learning for third grade Coordinator, 2001•Coordinator for Taco Villa’s Hungry for Knowledge, 2000-2001

Other Professional Networks:•West Texas Council for Woman School Executives, 2012-2014•ASCD member, 2007-2011•WTASCD member, 2006-2008

Platform:My leadership philosophy comes from the idea of dreaming

to want more than what you have and not to be content with our successes, but to always strive for the best for all, and to inspire others to dream. Without dreams, what would one have? My dream is to represent TEPSA by continuing to help others find ways to reach out and make a difference in the lives of our students across the state of Texas. Working together we can help students reach their full potential and, by doing so, it creates a ripple effect like a pebble thrown into the water. The ripples don’t go in one direction, but the movement moves all around in continuous circles affecting all in its path. This is what it means to me to be a part of the TEPSA family: To touch people in a way that inspires them to want more and strive to do their best, to become those pebbles in the water and a positive wave creating an ever-changing environment. I want to do my part to ensure that students have every opportunity to have the very best educational opportunities and to want to become life-long learners.

I would be honored to serve as your TEPSA state officer and appreciate your vote, so together we can continue the TEPSA traditions of being an ambassador for all students! Together we can continue to make a difference for all 21st century learners.

Proposed Bylaws ChangesTEPSA’s Board of Directors is recommending changes to the Bylaws in order to bring them up to date with current nonprofit law and align association and Texas education terminology. Read proposed Bylaws at http://bit.ly/bylawschanges.


Legal Ease/Kevin Lungwitz

Section 11.202 of the Texas Education Code says that a campus principal is the instructional leader of the campus and shall, among other duties, “assign [and] evaluate...personnel assigned to the campus.” Further, that same section of the code says the campus principal shall “recommend to the superintendent the termination or suspension of an employee assigned to the campus or the nonrenewal of the term contract of an employee assigned to the campus.” Suffice it to say, central office will look to campus administration for recommendations about the general competency of assigned staff. It might be argued that staff oversight is the most important job of a campus administrator. When everyone is competently on task, the campus should approach its maximum potential.

Why Evaluate Staff?It has been written here before, and it is worth saying again: Evaluating staff is not an end unto itself. Evaluating staff is not about firing employees. Evaluations are almost exclusively about the professional development of your staff. When you document staff according to the rules and regulations, you provide important feedback which should give

staff the opportunity to continue their good practices and elevate their game in other areas. When the incompetent or marginal employee fails to improve, the walkthrough notes, evaluations, and intervention plan—in some cases—will note this fact, and the rest will take care of itself. You will have dropped the breadcrumbs that will support personnel action without the evaluation—or any of the cumulative data—becoming a punitive document whose sole purpose is adverse employment action. The same treatment should be expected from your supervisor on your evaluation.

PDAS Being Phased OutThe teacher Professional Development and Appraisal System has been in effect since 1997. TEA is developing a new teacher evaluation system that is currently being piloted in about 75 school districts, and up to about 200 districts in 2015-2016. The new Texas Teacher Evaluation and Support System (T-TESS) is scheduled to be made available to all districts in 2016-2017, and use of the new instrument will be decided locally. According to TEA, “Eighty percent of the new Teacher Evaluation and Support System is weighted on...planning, instruction, the learning environment, [other] professional responsibilities...[and] a teacher self-assessment...The remaining twenty percent will be reflected in a student growth measure...”1

PDAS PointersStill the big kid on the block, PDAS continues to be used in the majority of districts. Here are some basic pointers:

• Teacher evaluations must have at least one, uninterrupted, 45-minute, formal classroom observation, unless this has been waived or modified under local policy.

• The teacher must be given a copy of the classroom observation within 10 workdays.

• The summative evaluation must include cumulative documentation. These are the very important breadcrumbs, both good and bad if needed, that you have dropped throughout the year, which leaves no teacher surprised by the formal evaluation. Cumulative documentation should consist of walkthrough notes and other pieces of information

What You Need To Know About Employee Appraisals—Including Yours


legal easeWebinars with Kevin Lungwitz

Free for members! Join Kevin Lungwitz for cur-rent education law updates and information on legal hot topics. Archived recordings are available 24/7 to all TEPSA members. Visit www.tepsa.org.}

Two Webinars Left!March 12: The Principal’s Part in the Legislative ProcessAs a principal, you know your role in student disci-pline, parent relations, teacher appraisal, curriculum, and campus budgeting, but did you know principals also play a very important part in the legislative process? Learn how you can greatly influence the law making process and shape the laws that follow.

April 9: School Law Case UpdateStaying abreast of court decisions impacting schools is challenging even for full-time attorneys. Don’t miss the important legal update!

related to teacher performance gathered and shared throughout the year.

• You must share cumulative documentation with the teacher and the teacher’s principal within 10 workdays of receipt or creation of it by you, or it cannot be used on the teacher’s evaluation.

• A written, summative annual appraisal report shall be shared with the teacher no later than five working days before the summative conference, which shall be held no later than 15 working days before the last day of instruction for students. The written summative annual appraisal report shall be placed in the teacher’s personnel file by the end of the appraisal period.2

• The process is important. Teachers will have a hard time arguing about the merits of the evaluation, but if the process is compromised, a teacher will have an easy grievance or appeal to TEA.

You should definitely review your school’s policy DNA (legal) and (local) for more legal information and specific local rules regarding teacher appraisals.

Different Rules Apply to a Principal’s EvaluationPrincipal evaluations have never fallen under PDAS guidelines, so there are fewer technical components to manage and challenge. TEA and the Commissioner developed some relatively loose guidelines under which a principal (and presumably an assistant principal) shall be evaluated. Formal observations and cumulative documentation do not apply. The administrator appraisal instrument can vary widely from district to district. There are some restrictions: More than one principal has been negatively evaluated for flunking the campus climate survey. However, state regulations prohibit the use of

anonymous information on a principal’s evaluation.3 Consult policy DNB (legal) and (local) to learn more about the technical evaluation.

A New Principal Evaluation Instrument on the HorizonThe Texas Principal Evaluation and Support System (T-PESS) is almost upon us. Like the T-TESS, the T-PESS is being piloted this school year in about 60 school districts, will be “refined” in some 200 districts in 2015-2016, and has a projected, statewide rollout in 2016-2017.4 As is the case now, a district may use the T-PESS system or develop its own. There are seven steps in the T-PESS:5

1. Orientation: Appraisers will meet annually with principals in a group orientation.

2. Self-Assessment: Principals will complete a self-assessment.

3. Pre-Evaluation Conference: The self-assessment and the appraiser’s ratings will be discussed and performance goals will be established. Data that will measure performance will be agreed upon.

4. Mid-Year Evaluation Discussion: This discussion will be about attaining the goals and making mid-year adjustments, if needed.

5. Consolidated Performance Assessment: The principal will synthesize data and summarize performance and provide this information to the appraiser.

6. End-of-Year Performance Discussion: The principal and appraiser will meet to discuss the summary evaluation of the principal, among other items.

7. Final Evaluation and Goal Setting: The principal and superintendent/designee will meet to discuss goals and recommendations for the Professional Development Plan. ► page 17


Spark New Strategies with Featured SpeakersPresenters include Dave Burgess, Eric Sheninger, Barbara Blackburn, Erin Klein, Ervin Knezek, Homa Tavangar, Sean Cain, Marcia Tate and more!

Plus:• More than 100 topic sessions from leading educators• New session formats including Ignite presentations,

TEPSA Talks and tabble discussions• Scholastic Book Fair Store• Legislative Update

SPARK!June 10-12, 2015

Austin Renaissance Hotel

Play and Fuel Pride in the Profession!Tuesday, June 9, 1:30 pmForest Creek Golf Club, www.forestcreek.comTee off with fellow educators at the Annual Golf Tournament:• $46 - Fee includes green fee, shared cart rental, range

balls, two drinks of your choice and tournament services

• Four-person scramble, register a team (or if a single we will assign you to a team)

Contact: Keith Smith, 936-348-0778

Wednesday, June 10, 5:30 pmCelebrate excellence in school leadership at the Awards Reception - admission is included in conference registration.

Don’t miss:• The latest educational products and services from

exhibitors!• Play the Passports to Prizes Game in the Exhibit

Hall for a chance to win a 2016 Summer Confer-ence registration and two-night stay at the Austin Renaissance Hotel.

2,000 Principals Under One Roof?!! Watch Those Sparks Fly!Ready to fill up on instructional strategies and best practices, and learn from your favorite presenters and peers? Don’t miss the annual gathering of the year for Texas school leaders!

TEPSA Summer Conference

Ignite New Vision with KeynotersMaking A DifferenceSteve Gilliland, Author and SpeakerEach of us has the potential to transform the culture of an or-ganization through our actions and attitude. Centered on three empowering dynamics: Purpose, Passion and Pride - you will be

inspired to continue Making a Difference!Sponsored by Mentoring Minds

Unleashing Genius#choose2matterAngela Maiers, Educator and AuthorFuel innovation, creativity and the ability to impact our learn-ing and the world! There is genius within; let’s unleash it and #choose2matter.

Leadership BrillianceSimon Bailey, Author and SpeakerConnection begins when lead-ers make a commitment to bring out the best in themselves and then do the same for everyone around them. Learn how making connections will help you create a

high-performing team that exceeds expectations.


Special Thanks to TEPSA partners:

Horace Mann finds another way to partner with youNo one loves to form partnerships with educators more than Horace Mann. It’s why so many school districts welcome our agents into their buildings and why so many teachers take advantage of our insurance and retirement planning expertise.

A new partnership with DonorsChoose.org helps donors find teachers who need financial assistance for classroom projects big and small. Teachers post their projects, donors choose projects to support, and teachers and kids benefit with materials

delivered right to their schools. Now that’s a partnership that can help everyone.

Contact your local agent today or visit horacemann.com

Fire Up New Ideas with Master ClassesSeparate fee applies. Fee includes a book which you will receive at the conference. Member - $189 (Register by May 11- $139)Nonmember - $249 (Register by May 11 - $199)

A. Sit and Get Won’t Grow DendritesMarcia Tate, Developing MindsDiscover how adults learn best and gain professional development strategies that work.Book: Sit and Get Won’t Grow Dendrites by Marcia Tate B. Creating a Culture of ReadingDonalyn Miller, Author of The Book Whisperer, and Sandi NovakFrom motivating struggling readers to guidelines for setting up a high quality classroom library, gain strat-egies and insight to ensure all teachers implement the best literacy practices. Book: Independent Reading Toolkit includes Creat-ing Lifelong Readers through Independent Reading by Moss & Young C. Technology Tools for K-8Erin Klein, Teacher and Blogger at KleinspirationLearn how one elementary teacher is leveraging tech-nology to maximize teaching time, while differentiat-ing instruction for all students.Book: Blended: Using Disruptive Innovation to Im-prove Schools by Michael Horn and Heather Staker D. How to Improve Instruction in Three Simple StepsSean Cain, Lead Your SchoolProvide teachers with the practical skills to signifi-cantly increase instructional rigor and relevance and learn the foundation on which the continuous improvement of campus performance is built.Book: Fundamental Five by Sean Cain

E. Teach Like a PirateDave Burgess, Author of Teach Like a PirateDramatically increase student engagement, design wildly creative lessons, and build a course that is a life-changing experience for your students. Book: Teach Like a Pirate by Dave Burgess F. Motivating Struggling StudentsBarbara Blackburn, Blackburn Consulting Group, IncDiscover specific strategies that increase student engagement and learning.Book: Classroom Motivation from A-Z by Barbara Blackburn G. Leading Learning 3Di: Instruction to ActionErvin Knezek, lead4wardLearn new ways to create engaged learning environ-ments, connect professional learning to daily instruction and respond to demands of the accountability system.Book: A Simpler Way by Margaret Wheatley

Register By May 11 and Save!Fee includes:• Access to 50 hours of recorded sessions via the Live-

Learning Center. Download sessions for portable learning and staff development!

• Admission to the Awards Reception

Member: $389 (Register by May 11- $339)Nonmember: $628 (Register by May 11 - $578)

Hotel Block InformationReserve your room. Space fills fast! The Renaissance Hotel block is full. Visit www.tepsa.org for additional hotels in the TEPSA block.

Parking at the Renaissance is limited. Complimentary round-trip shuttle service is provided from all hotels in the TEPSA block to the Renaissance Hotel.

Learn more and register at www.tepsa.org.


Tech Lab/Trae Kendrick, Ed.D.

Dr. Trae Kendrick is TEPSA’s Chief Information Officer.Read more tech tips in the Resources section at www.tepsa.org.

TEPSA Weekly Legislative Update WebinarHear the latest news from the Capitol in a short 15-20 minute webinar each Wednesday at 1pm (Central). Watch your email for details.

TEPSA Legislative EmailDon’t have time for a webinar? Join the legisla-tive email list. See a sample at http://www.tepsa.org/?LegislativeEmail or contact [email protected] for information.

Apps and Mobile Sites• TexLege app: Free at https://itunes.apple.com/us/

app/texlege/id326478866?mt=8• Texas Tribune mobile site:

https://www.texastribune.org/mobile/

Websites• TEPSA legislative news and updates:

http://www.tepsa.org/?LegislativeHome• Texas Legislature Online: http://www.legis.state.

tx.us/mytlo/mobile/default.aspx• Who Represents Me? Who Represents Me? http://

gis1.tlc.state.tx.us/wrmmobile.html

Live Video Broadcasts• Texas House of Representatives: http://www.

house.state.tx.us/video-audio/• Texas Senate: http://www.senate.state.tx.us/bin/live.php

Laws• Texas Constitution and Statutes: http://www.stat-

utes.legis.state.tx.us/ • Texas Education Code - http://www.statutes.legis.

state.tx.us/?link=ED • Texas Administrative Code: http://info.sos.state.

tx.us/pls/pub/readtac$ext.ViewTAC

Advocacy Groups• Texans Advocating for Meaningful Student

Assessment: http://www.tamsatx.org• Raise Your Hand Texas:

http://www.raiseyourhandtexas.org• Coalition for Public Schools:

http://www.coalition4publicschools.org/Home.aspx• Texas Parent PAC: http://www.txparentpac.com• Pastors for Texas Children:

http://pastorsfortexaschildren.com

Find Your Voice This Legislative Session

The 84th Texas Legislative Session which began January 15, will continue strong until sine die, the last day of the session on June 1. During that time, hundreds of bills will be crafted, written, debated, discussed, and voted upon. And, when all is said and done, a few will be signed into law, impacting the lives of all Texans.

As school leaders, we have a responsibility far greater than just knowing and following the laws, we have the responsibility to make our voices heard on those issues that will shape public education in our state. As ominous as that may sound, there are numerous tech tools to help you stay informed and to find your voice.


andLearnLunch Grab your lunch and join us for on-

line learning on timely topics. Free for current members! All webinars will be held from 11-11:45am Central. No registration required. Visit www.tepsa.org.

March 4: Digital Leadership presented by Eric SheningerDigital leadership is a strategic mindset and set of behaviors that leverages resources to create a mean-ingful, transparent and engaging school culture. Leading in education becomes exponentially power-ful when using technology to your advantage.

April 1: No Box Thinking #nbtchat presented by Jonathan KeglerThe most dangerous phrase in the English language is, “We’ve always done it that way!” Don’t just get out of the box, destroy it! Learn how No Box Think-ing can enhance your leadership and generate real educational change!

Upcoming Webinars

Visit the website listed in footnote 5 for much more information about the T-PESS system. You can even look at the new appraisal rubric that is being piloted. Stay tuned for more information about the T-PESS.

Don’t Forget to Evaluate At-Will EmployeesWhile procedurally less rigorous, it is important to give regular evaluations to all of your staff. While you may recommend the dismissal of an at-will employee at any time, proper documentation is still important. Not only will it give an employee an opportunity to improve where practical, it will serve to establish a record of performance should adverse employment action be challenged. Look at policy DN (local) for your district’s rules about at-will employee evaluations.

Kevin Lungwitz is TEPSA’s Outside General Counsel.

Note: Information from Legal Ease is believed to be correct upon publication, but is not warranted and should not be considered legal advice. Please contact TEPSA or your school district attorney before taking any legal action, as specific facts or circumstances may cause a different legal outcome. Archives of past columns are available to members in Legal Resources at www.tepsa.org.

Endnotes1 TEA News Release, May 5, 2014. http://tea.texas.gov/

index4.aspx?id=25769811000.219 Tex. Admin. Code Sec. 150.1003 (h)319 Tex. Admin. Code Sec. 150.1022 (a)4TEPSA has ensured that its members have been

represented in the development of the T-PESS. 5http://txcc.sedl.org/our_work/tx_educator_evaluation/

principals/principal_user_guide.php

► Appraisals continued from page 13We’ve all helped kids take baby steps toward the goal and record daily progress that shows the arrow moving up, no matter how slowly. So why don’t we automatically do the same for adults under our su-pervision? Clearly our fixation on accountability that determines contracts for administrators weighs heav-ily. Likewise, when students are at risk for any reason, the timeline and prescriptions are more intense. But when a bright, shiny face once filled with enthusiasm now has glazed eyes, we have to know that too much too soon won’t help. We have to break it up and see if that facilitates growth. We won’t always have happy endings, but we’ll sleep better knowing that we struc-tured opportunities for progress.

► Too Much continued from page 7

Read more from Dr. Simpson in the Resources section at www.tepsa.org.

Dr. Grant W. Simpson is Dean of the School of Edu-cation at St. Edward’s University. He also serves on the State Board of Educator Certification with a term expiring February 2017.

Know a new principal or assistant principal? Encourage

them to join TEPSA - special spring promo for first-time members ends

May 29! Visit www.tepsa.org.


TEPSA Regional Meetings

March18 Region 14 Meeting: 11:30am-12:30pm @ Abilene Country Club Information: Kim Jones, [email protected]

26 Region 11 Meeting: TBD @ TBD Information: Ronnita Carridine, [email protected]

April01 Region 16 Meeting: 9am-NooN @ Region 16 ESC, Amarillo Information: Reagan Oles, [email protected]

15 Region 08 Meeting: 11am-NooN @ Mount Pleasant Country Club Information: Missy Walley, [email protected]

16 Region 10 Meeting: 11am-1:30pm @ Hackberry Creek Country Club, Irving Information: Pam Mitchell, [email protected]

30 Region 17 Meeting: 11:30am-1pm @ Lakeridge Country Club, Lubbock Information: Sylvia Suarez, [email protected]

Stay Connected. Links at www.tepsa.org

May07 Region 03 Meeting: 11:30am-12:30pm @ The Pumphouse, Victoria Information: Lynn Guerra, [email protected]

Scenes from Advocacy Day at the Capitol. Photo top left: A staff member from Representative Joe Pickett’s office with Nancy Tovar and Cynthia Sanchez.

Photo top right: Yolanda Delaney and Mike Manchee with Representative John Smithee (center).

Photo at left: Scot Clayton and Audrey Ash with Former Representative Rick Hardcastle (center).

Great pairs stick togetherJust like educators and Horace Mann

Stick with Horace Mann, and we’ll work together to make sure your insurance and retirement plan continues to provide everything you need.

To learn more contact your local agent or visit horacemann.com

501 East 10th StAustin, TX 78701800-252-3621www.tepsa.org

PRSRT STDU.S. Postage

PAIDAustin, TX

Permit No. 127

Please vote for State Officers and

Bylaws Revisions by March 5!

See pages 10-11.

Texas Receives C- on Annual Report CardAdditional information available at www.tepsa.org or 800-252-3621.

Calendar/Deadlines• TEPSAState Officer and Bylaws Election ends March 5. See pages 10-11. Please vote!

• K-2 Learning Conference: Inspiring Independent Learners - April 8 or 9, Irving Convention Center. See page 6.

• Summer Conference Hotel Block fillsfast-reserveyourroomearly!Visit the Summer Conference page at www.tepsa.org for a list of hotels.

• Recognizeoutstanding school leaders in your TEPSA Region. Plan to attend the Awards Reception, Wednes-day, June 10. Admission included with Summer Conference registration.

• Schedule a Student Council Workshop this fall in your area. Email [email protected].

• Assistant Principals Conference is October 4-6 at the Austin Omni South-park Hotel.

• Writing and Math Webinar Series’ Recordings available for purchase at www.tepsa.org. Perfect for staff training!

TEPSA Highlights

State Ranks 39th in “Quality Counts 2015” Report

Please recycle your TEPSA News copy.

Texas earned a C- on Education Week’s annual report card which grades states on education. While the report looked at several indicators including students’ chance for success, school finance and K-12 achievement, its focus was early childhood education across the country. Ranked 39th among the states, high-lights of Texas findings show that:• 52 percent of 3- and 4-year-olds in the state are not in school.• Hispanic/Latinos had the lowest rate of 4-year-olds enrolled in preschool at

39 percent. About half of black, white and Asian 4-year-olds were enrolled.• 64 percent of 3- and 4-year-olds in households earning at least $100,000

or more attend preschool compared to 40 percent of those living in house-holds earning less than $20,000.

• About 44 percent of Texas children enrolled in preschool attended a private school.

Nationally, only 35 percent of 3-year-olds participate in preschool and just three states enroll the majority of their children this age. By the age of 4, the national preschool enrollment rate reaches 61 percent, while 45 states enroll the majority of their 4-year-olds.

Additional Texas highlights are available at http://bit.ly/txhighlights.

Read “Quality Counts—Preparing to Launch: Early Childhood’s Academic Countdown” and access resources at http://bit.ly/2015qualitycounts. Source: Education Week. (2015, January 8). “Quality Counts—Preparing to Launch: Early Childhood’s Academic Countdown.” Available at http://www.edweek.org/ew/toc/2015/01/08/index.html?intc=EW-QC15-LFTNAV.

2015 TEPSA March/April News

Documents

Transcript of 2015 TEPSA March/April News