2015 tepsa may/june news

Serving Texas School Leaders May/June 2015 Vol. 72, No. 3 www.tepsa.org

Texas Elementary Principals & Supervisors Association

Inside

TEPSA News

Best Practices with Tom W. Manypage 8

New Principal and Teacher Appraisal System

Tech Lab with Trae Kendrickpage 16

Legal Ease with Kevin Lungwitzpage 12

Meet Your 2015-2016 TEPSA State Officers

Mistakes School Leaders Make with Grant Simpsonpage 7

Thank you for voting, TEPSANs! The Bylaws were approved, and your 2015-2016 Secre-tary is Stacy Davis. Stacy, a TEPSA member since 1992, is principal of

Crestview Elementary in Fren-ship ISD. She joins the following officers on the Executive Com-mittee: President Eddie Damian;

Stacy Davis, incoming Secretary

President-Elect Nancy Tovar; First Vice President Manuel Gonzales; Second Vice President, Yolanda Delaney; NAESP Representative Vic Eugenio; and Past State Presi-dent Belinda Neal.

“I am immensely grateful to TEPSA members for your vote of confidence in me. I thank you from the bottom of my heart! I am ready to follow in the foot-steps of prior state officers and

continue the traditions of serving all regions. It is truly my pleasure to work hard and support your top priorities for this next year and years to come,” Stacy said.

Meet Stacy and the other officers at Summer Conference in Austin. Early bird registration ends May 13. Hotel block fills fast so reserve your room early. Learn more on pages 14-15 or www.tepsa.org.

The Texas Principal Evaluation and Support System (T-PESS) is a new principal evaluation system for Texas. School districts across the state are piloting the program this year and more districts will be added in 2015-2016. The program will be available statewide for the 2016-2017 school year.

In preparation for the new system, it is recommended that educators begin working on the Balanced Leader-ship Framework available at http://www4.esc13.net/uploads/pdas/docs/TEA_BL_Card_Sort_073114.pdf.See additional resources in right column.

Additional ResourcesTexas Principal Evaluation System Principal User’s Guidehttp://www4.esc13.net/uploads/pdas/docs/2_TEA_Users_Guide_V2_061114-3.pdf

Texas Principal Evaluation Self-Assessment and Rubrichttp://www4.esc13.net/uploads/pdas/docs/3_Evaluation_Forms_V4_061914.pdf

Principal Evaluation Resourceshttp://txcc.sedl.org/our_work/tx_educator_evaluation/principals/

Teacher Evaluation Resourceshttp://txcc.sedl.org/our_work/tx_educator_evaluation/teachers/

Administrator Reassignments

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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 This issue of the TEPSA News brings the 2014–2015 school year to a close. I have been honored to serve as your state president and it has been a blessing to see all the great things going on in our schools. Katharine Graham once said, “To love what you do and feel that it mat-ters—how could anything be more fun?” As principals and supervisors, we have the honor and privilege to do something that matters significantly. We have an amazing responsibility to impact the lives of students and teachers every day! Challenges are inevitable, but we can turn those challenges into op-portunities when we stay focused, inspired, and motivated.

This year, our theme has been “Cheering for Children.” No matter where we serve, the size of our district or the demographics of our student population, we are all working for the same goal—to be a positive influence on the lives of our students. During this legislative session, we worked together to confront issues weigh-ing heavily on all of our hearts.

The children’s book which accompanied our theme was The Dot by Peter H. Reynolds. The story is about a child who is hesitant to begin a drawing in art class and out of frustration, just puts a dot on the paper. It was the teacher’s encouragement to sign her name that prompted the little girl to take ownership and pride in her work. As a result, she began a new journey of self-confidence. The book ends with the little girl encouraging another child to do the same. The theme of the story is to make your mark and see where it takes you.

Thank you for making your mark on the lives of children and teachers. Your mark is a great legacy you are leaving for many generations to come. You are influencing people who will be influencing other people.

In just two short years, TEPSA will celebrate its 100th anniversary of serving Texas PreK-8 students. The TEPSA legacy is commit-ted to learning, serving and providing a community of support for Texas educational leaders. I look forward to continuing my service with TEPSA and working alongside you as we celebrate

children despite the challenges of our position. Thank you for sharing this amazing journey with me. I will forever be grateful for the opportu-nity to serve in this role with such a great organization. I look forward to continuing the legacy. Let’s make a mark and see where it takes us. Keep Cheering for Children!

4 www.tepsa.org May/June 2015

News Briefs

CLI Engage, comprehensive professional development and progress monitoring platform for PreK teachers in Texas public schools, charter schools, and Head Start programs, offers free ac-cess to professional development and student progress monitoring tools and resources originally developed for use with preschool teachers participating in the Texas School Ready! Project (TSR). Visit https://cliengage.org to learn more and access resources.Source: CLI Engage.

Free Online PreK Learning Platform Available

Free iTunesU® Teacher ResourcesThe Texas Association of School Admin-istrators (TASA) announced the additionof the first elementary- level core content- area resources to the TASA on iTunes U® digital content resource library, a collec-tion of teacher- curated, TEKS- aligned digital resources available free of charge to Texas educators. The resource collec-tions are designed to foster creativity, collaboration and critical thinking skills in an engaging, digitally rich learning environment. The additions also offera full complement of resources for all grade levels in elementary mathematics. Visit www.itunes.com/tasa.

Source: Texas Association of School Administra-tors. (2015, January 26). “TASA expandsfree iTunes U® teacher resources to include ele-mentary core content.” Available at http://www.tasanet.org/cms/lib07/TX01923126/Centricity/domain/106/pressreleases/2015/itunes.pdf.

Texas School Accountability DashboardThe Texas School Accountability Dashboard, created by the 83rd Texas Legislature in 2013, provides the public with easily accessible accountability information. The dashboard makes it possible to find accountability information and demographics for an individ-ual school, an entire school district, or the state as a whole based on the state accountability system’s four indexes. The current dashboard reports accountability results and demographics for the 2013–2014 school year. As part of the annual accountability cycle, the dashboard is scheduled to be updated each November with results from the most recent school year. Visit http://www.texasschoolaccountabilitydashboard.org/#.Source: Texas School Accountability Dashboard.

Make your reservations directly with the Austin Omni Southpark Hotel:4140 Governors Row • 800-843-6664TEPSA room rates: $108 single; $148 double; $158 triple; $178 quadCut-off date: September 13, 2015

Register by September 15 and save! Member - $267 (Register by Sept 15 - $217)Nonmember - $327 (Register by Sept 15 - $277)Registration includes snacks on Sunday, Monday’s breakfast and lunch, and Tuesday’s breakfast.

Visit www.tepsa.org for more information.

October 4-6, Austin Omni Southpark

Gain new skills and tools to maximize your leadership potential. Learning includes a focus on improving instruction through teacher evaluation, time management, discipline and legal updates. Plus some serious fun learning to build a positive campus culture!

Assistant Principals Conference


Benefits of High Quality Recess According to a recent study, high-quality recess programs help elementary students feel safer and more engaged, factors which contribute to a positive school climate. Schools with high-quality recess programs also reported:• Less bullying among students• Increased participation from female

students in recess games• Improved conflict-resolution skills in

students

Source: Parker, C. B. (2015, February 12). “School recess offers benefits to student well-being, educa-tor reports.” Phys.org. Available at http://phys.org/news/2015-02-school-recess-benefits-student-well-being.html.

Scheduling for fall StuCo workshops is now underway. Email Carolyn Solomon at [email protected] or visit the StuCo booth at Summer Conference in the Austin Renais-sance Hotel atrium to schedule a workshop on your campus or school district. Look for a schedule of workshops in the August issue of the TEPSA News.

Fourth-eighth grade students and advisors learn to lead and serve in their Student Council while exploring:•Leadership styles and strategies•Techniques to generate participation•Tools to create meaningful and challenging projects

Learn more at www.tepsa.org.

Current Research

Current research published in Educational Evaluation and Policy Analysis shows that access to state-supported early childhood programs significantly reduce the likelihood that children will be placed in special education in the third grade. Additionally, early childhood programs yield significant cost savings for states. Nationwide, special ed costs nearly twice as much as regular classroom education.

Source: American Educational Research Association. (2015, February 3). “Early childhood programs found to significantly lower likelihood of spe-cial education placements in third grade.” Available at http://www.aera.net/Newsroom/NewsReleasesandStatements/EarlyChildhoodPrograms-FoundtoSignificantlyLowerSpecialEducationPlacementsinThirdGrade/tabid/15821/Default.aspx.

Reducing Special Education Placement

Special thanks to Refugio Junior High School in Refugio

ISD for coming up with this year’s theme “StuCo: Rockin’ and Rollin’ Across Texas!”

Schedule a Student Council Workshop in Your District

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.

Stay Connected

“The workshop provides valuable and useful infor-mation. What a great way to kick off the year and train student leaders!” - Edie Hudson, Fort Worth ISD


Mathematics & Reading Grades 1–8, Spanish Grades 1–5 Writing Grades 4 & 7, Spanish Grade 4 Science Grades 5 & 8, Spanish Grade 5

STAAR is a federally registered trademark owned by the Texas Education Agency, and is used pursuant to license.

STAAR Ready®: The STAAR program that mirrors the most recent TEA blueprint

See for yourself—Download sample lessons now at STAARReady.com/samples

Going to the 2015 TEPSA Summer Conference?

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Mistakes School Leaders Make/Grant Simpson, PhD

► page 17

True confessions time. I am well into my fifth decade in education, the bulk of which has been in leadership roles. Imagine the opportunities I have had to make mistakes! Ergo, I admit that the content of this column just might be a bit autobiographical. For sure I own this one.

Recently we explored setting unrealistic expectations for professional improvement (too much, too soon). Now let’s look at the reverse. During a summer hia-tus, I was interviewing candidates for a fourth grade vacancy. The personnel department was strongly pushing teachers on the supply list who needed reas-signment due to population changes not performance issues. My phone call to the previous principal was filled with praise. In the interview, the candidate stressed her ability to work with diverse students, experience in international schools, and belief in each individual’s ability to learn. I hired her.

My early fall observations were focused on a handful of novice teachers with predictable struggles getting up and running in a very challenging environment. In late October, I observed a math lesson with the fourth grade new hire. Entering the room, I noted that she was floating and assisting groups of students engaged in math games. I roamed the tables. The students ap-peared on task, but I was surprised at the wide range of skills being taught. On the teacher’s desk, I found the 45-minute math period block with two words in-

serted for Monday, “MATH GAMES,” with an arrow across the rest of the week. DING! DING! DING! I spent most of the observation floating and check-ing with individual students, asking questions about their learning. Most of their responses centered on the games being played and not a specific objective. Before leaving, I left a note on her desk suggesting a conference during her off period and said a silent prayer that she would reveal a professional plan of action that was currently not visible.

It didn’t happen! To my dismay, the conference confirmed that diagnosis, prescription, detailed plan-ning and assessment weren’t happening. Worse, she explained, “These are my babies who just don’t get it. So I think it’s important for math to be fun.” I made it very clear that this was insufficient, that I needed to see de-tailed plans for the following week by Friday. Because of her experience and the expressed confidence of her last principal, I had assumed both competence and commit-ment that might not be there. The “detail” she submitted on Friday was page numbers in the text plus worksheets for homework with no mention of specific objectives, pre-assessment, instructional methods, post tests or plans for remediation. I made an immediate appoint-ment with the instructional coordinator for math. She confirmed both gross insufficiency and a lack of under-standing of the math curriculum. What was unclear was whether this was ignorance, laziness or both.

Too Little, Too Late


Best Practices/Tom Many, EdD and Susan K. Sparks

Teachers on effective and ineffective teams both put forth effort; indeed, teachers on effective and ineffective teams often engage in the very same kind of work. So, why is it that some teams are able to embrace the kind of work that leads to high levels of learning for all while other teams struggle to find their focus? The answer to this question begins with clarity, coherence and precision.

Schools that function as professional learning communities are character-ized by an academic focus that brings clarity, coherence, and precision to every classroom. - Jonathon Saphier

One of the key questions teams must answer is, “What will be the focus of our work while we’re together?” According to Rick DuFour, “The impor-tant question is not ‘Are teachers collaborating?’ but rather ‘What are teachers collaborating about?’” (Du-Four et al., p. 91) What has become increasingly clear is that the most effective teams create an unrelenting focus on learning.

Teachers in traditional schools have gathered to-gether for generations. In the best of times, they dis-cuss grading practices and gigabytes. In the worst of times, they struggle through awkward conversations about problems outside of their control. These teams gravitate towards discussions related to teaching and while issues such as dress codes, field trips and tardy policies may be school related, it is not the kind of work DuFour envisioned for highly effective teams.

Contrast this with what teams discuss in high per-forming PLCs. In these schools, teachers come

together to clarify what students should know and be able to do, create common assessments, engage in constructive conversations about data, and design systematic pyramids of intervention for students who need more time and support to learn. These teams focus on learning by concentrating their efforts on responding to the critical questions of learning.

Heather Clifton (2011) provides a good way to deter-mine if schools have the right focus on their teams. Clifton says, “A lot of schools think they’re doing PLCs and are happy holding meetings but the work teachers are doing in these meetings does not impact student achievement and thus it cannot be characterized as the work of professional learning communities.” She con-tinues, “The definition of what is and is not PLC work is relatively simple; if the work does not impact student achievement it cannot be characterized as the work of a professional learning community.”

Focus A state or condition permitting clear perception and understanding


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

Susan K. Sparks is an educational consultant who helps teams and districts develop more successful schools through facilitation, training and coaching.

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

In the most effective schools, teams ask and answer the questions; “What do we want our students to know and be able to do?” “How will we know they have learned it?” “What will we do if they don’t learn it?” and “What will we do when they do learn it?” Let’s examine how some teams use clarity, coherence and precision to create an unrelenting focus on learning.

Effective teams seek clarity around best practice: The most effective teams create clarity and make meaning of their practice by seeking to understand ‘why’ certain instructional practices are more effective than others.

Teachers on both effective and ineffective teams talk about issues related to teaching and learning but teachers on effective teams regularly engage in the kind of facilitated dialogue designed to promote the sharing of best practice. These teams gather evidence of student learning and seek out the kind of honest, growth oriented feedback that creates greater clarity.

In contrast, less effective teams favor the kind of polite, superficial conversation that protects adult relationships. Teachers on ineffective teams tolerate random discussions, talk about topics unrelated to improving student learning and sanction the hoard-ing of best practice.

Effective teams create coherence around their practice: The most effective teams build coherence and continu-ously search for deeper levels of understanding around ‘how’ to improve instructional practices in their schools.

Teachers on both effective and ineffective teams do what is asked of them but teachers on effective teams reject the precedent of past practice and commit to understanding ‘how’ best to improve their practice. Teachers on these teams value collaboration and view meetings as precious opportunities to sharpen their pedagogy and deepen their content knowledge.

Teachers on less effective teams comply with expecta-tions because someone at the school or in the district has required that it be done. These teachers just want to be “left alone” and meetings remain an excruciat-ing exercise in compliant behavior where teachers dutifully attend but quietly wonder how long it will be until they can return to their classroom, shut the door, and “get back to work!”

Effective teams strive for precision around their practice: The most effective teams seek to create a high level of precision and clear agreement on ‘what’ instructional practices will promote higher levels of learning in their schools.

For example, effective and ineffective teams both acknowledge the standards but teachers on effective teams invest time and energy in an organized and purposeful process to determine the essence of what each standard is asking students to learn. These teams work to identify precisely what every child must know and be able to do.

Teachers on less effective teams also acknowledge the standards but engage in erratic and sometimes hap-hazard procedures to choose which standards to teach. They make (and post) long lists of standards based on personal preferences, the availability of materials, or what is reflected in the District’s pacing guide.

“When you have a very clear focus, you recog-nize what’s important and all the other stuff becomes not important.” -Bradley, 1993, pg. 6

Jonathon Saphier’s elegant observation highlights the importance of clarity, coherence and precision in developing the right focus on collaborative teams. As teams engage in the process of continuous improve-ment together, they seek greater clarity around the ‘why’ behind their instructional practices. As clarity improves, teachers construct deeper levels of coherence about ‘how’ to improve their instructional practice. And finally, as teams achieve higher levels of clarity and coherence, they naturally develop more expertise and become increasingly precise about ‘what’ is the best way to improve their instructional practice.


Get off campus, learn from state and national education experts, and share best practices with peers!

New! Teacher Learning Central (TLC)Grade level webinars designed by and for your teachers! More information to come.

STAAR Webinar Series One campus fee; 24/7 access to recordings! Now avail-able for purchase:• Mastering Math: Navigating the New TEKS

Presented by Carol Gautier, Teach Transform Three powerful webinars to help you and your teachers understand and implement the new TEKS.

• Wonders in STAAR Writing Presented by Randi Whitney, The Writing Academy Help your teachers better understand narrative and expository writing in this two-part series.

Legal Ease Webinars Free to members! Kevin Lungwitz, TEPSA’s General Counsel shares current legal information. Sample topics include protecting yourself during testing season, handling parent complaints, and dealing with employee/human resource issues.

Lunch & Learn Webinars Free to members! The first Wednesday of every month, September-May.Explore timely professional topics including classroom rigor, accountability, discipline, teacher performance and evaluation, and much more!

TEPSA members receive discounted rates to all events! Membership renewal for 2015-2016 opens June 1. Visit www.tepsa.org.

Stay on campus, tune in to live webinars or access recordings at your convenience, and train your staff!

2015-2016 TEPSA Learning Calendar

Summer Conference June 10-12 | Austin Renaissance HotelFill up on instructional strategies and best practices, and spark new learning! Registration includes access to 50 hours of recorded content. See pages 14-15.

Assistant Principals ConferenceOctober 4-6 | Austin Omni Southpark HotelGain new skills and tools to maximize your leadership potential. Engage in targeted hands-on learning. Net-work with peers and get tips from veteran principals!

Student Council WorkshopsFall dates and locations vary. Students and advisors learn to create a dynamic student leadership team.

TEPSA Regional MeetingsFall dates and locations vary. Learn the latest educa-tion news and state updates. Tap into local resources.

K-2 Learning ConferenceOctober 13 | San Antonio Convention CenterBring your teachers and join lead4ward and TEPSA in exploring fresh ideas to teach kids important but complex things.

Fall SummitNovember 5 | Grapevine Convention CenterFocusing on high priority issues for education leaders. More information to come!

TEPSA has been part of my professional development for many years, and I truly believe I am a more informed and better leader because of this association. -Jackie Gorena, Irving ISD

Through the implementation of things learned at TEPSA conferences, webinars and local meetings, our student achieve-ment continues to improve. -Dianne Timberlake, Hardin-Jefferson ISD


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translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying,

recording, or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring

centers, or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.Disclaimer StatementECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment

when selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level

and maturity of your students. The responsibility to adhere to safety standards and best professional practices is the duty of

the teachers, students, and/or others who use the content of this publication. ECS Learning Systems is not responsible for

any damage, to property or person, that results from the performance of the activities in this publication.

STAAR is a registered trademark of the Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not

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Reading

ISBN: 978-1-60539-778-8Copyright infringement is a violation of Federal Law.©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

Reading

Form B

Practice Test

DateName

Since 1982

Form B

ISBN: 978-1-60539-778-8

Copyright infringement is a violation of Federal Law.

©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,

translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,

or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment when

selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of

your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,

and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or

person, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or

sponsored by the Texas Education Agency or the State of Texas.

Reading

Grade 3Form A

Practice Test

Date

Name

Since 1982

Form A

ISBN: 978-1-60539-763-4Copyright infringement is a violation of Federal Law.©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,

translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,

or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a registered trademark of ECS Learning Systems, Inc.Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment when

selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of

your students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,

and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property or

person, that results from the performance of the activities in this publication.

STAAR is a trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or

sponsored by the Texas Education Agency or the State of Texas.

WritingGrade 7

Form A

Practice Test

Date

Name

Since 1982

Day 1 Form B

ISBN: 978-1-60539-786-3

Copyright infringement is a violation of Federal Law.

©2012 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Registered Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

MathematicsGrade 5

Form A

Practice Test

DateName

Since 1982

Form A

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Legal Ease/Kevin Lungwitz

Administrator ReassignmentsThis issue continues to plague administrators. You are rocking along as principal until one day, without warning, you are told you are no longer the principal. Collect your belongings, and report tomorrow as (fill-in-the-blank administrator job). There are many variations on this theme. The usual questions and issues abound: Don’t they have to tell me why? My campus scores are better than others, and those principals did not get reassigned! Am I entitled to due process? Can they cut my pay? Exactly a year ago we reported in this column, Jenkins v. Crosby ISD, Docket No. 043-R10-1211 (Comm’r Educ. Dec. 2013).1 Ms. Jenkins was an intermediate school principal who was unceremoniously reassigned as a high school assistant principal. Her pay was not cut. She was not given any performance reasons for the demotion and she was not given due process or “quasi due process,” such as may be found in the Texas nonrenewal proceedings. The Commissioner ruled in favor of the school district and against Ms. Jenkins.

As reported last year, Ms. Jenkins appealed the adverse Commissioner’s Decision to Travis County District Court, and we promised an update. We learned during the Travis County lawsuit that the Commissioner has never ruled for an administrator on an administrator-to-administrator reassignment case in the past 30 years. The Commissioner was represented by the Texas Attorney General’s Office in the Travis County case. The Texas Association of School Board’s Legal Assistance Fund filed a brief in opposition to Ms. Jenkins’ appeal. The Texas Elementary Principals and Supervisors Association filed a brief in support of Jenkins, saying in part:

…the legislative history and statutory analysis therein sheds little or no light on why principals—unlike the other professional capacities set forth in § 21.201(1), including superintendent, teacher, and nurse, have been excluded from recognition as a “professional capacity.” The end result is arbitrary and detrimental: A superintendent is a superintendent. A teacher is a teacher. A counselor is a counselor. A librarian is a librarian. A nurse is a nurse. But all “administrators” are equal...The commissioner has reached a point where he approves every administrator reassignment, because in his view, one administrator is like another. Jenkins merely seeks to carve a legitimate exception for principals, an exception long overlooked and fully supported by the law.

Despite our best efforts, the court affirmed the Commissioner’s Decision, continuing a 30-year reign of administrator-to-administrator reassignments. Even though this is rough terrain for the administrator, you should still consult legal advice if you are on the receiving end of what feels like an administrative demotion, especially if a pay cut is involved. All of these cases are slightly different and may turn on the smallest of facts.

Teacher Growth PlansA principal must seek collaboration with the teacher on a professional growth plan, also known as a Teacher in Need of Assistance plan (TINA). As has been stated at administer trainings, “Sit down, shut up, sign here,” is not collaboration. On the other

Courts across this state and country issue rulings that can impact Texas schools. The Commissioner of Education in Austin is also charged with ruling upon the meat-and-potatoes issues that commonly affect your job, particularly the ones that involve Texas school law and Texas school employee contracts. Every year, the Commissioner of Education issues dozens of decisions school law practitioners and school employees study and rely on. Here is what the Commissioner recently had to say in some important school law cases:

Legal Case Review for 2014-2015: Commissioner’s Decisions

Administrator Reassignments

Teacher Growth Plans

Resignations


legal easeWebinars with Kevin Lungwitz

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

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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.

hand, collaboration does not mean the supervisor must lose control of the issue or enter into protracted negotiations. Collaboration attempts can be fairly slight and still pass legal muster. Meyer v. Brenham Indep. Sch. Dist., TEA Docket No. 064-R10-07-2013 (Comm’r Educ. May 2014) proves this point. Here, the teacher was called in to review and discuss the TINA. According to the Commissioner, that was all that was required. Practice tip: It is still best to approach the teacher with an initial copy of the proposed TINA watermarked “DRAFT” across the pages. Email or deliver it to the teacher and give a reasonable time frame for returning comments. This will help to prove your attempt to collaborate and that you have not finalized the TINA until reviewing any comments the teacher may have.

In Ortiz v. Plano Indep. Sch. Dist., TEA Docket No. 014-R10-10-2012 (Comm’r Educ. May 2014), the Commissioner found that one of the TINA’s requirements violated the Paperwork Reduction Act found at Texas Education Code Section 11.164. In this case, the TINA required the teacher to engage in rapport building exercises with her students and draft written summaries of those exercises. Since this violated the Paperwork Reduction Act, the Commissioner ordered that his decision be placed in the teacher’s file.

ResignationsIt has been written here before that a school employee has the right to resign at the end of the school year, up to the 45th day before the first day of instruction of the next school year, without the need to seek permission from the district and without penalty. This is so, even in the middle of a multi-year contract.2 End-of-year resignations are self-effecting. They are automatically accepted upon delivery. Roos v. Birdville Indep. Sch. Dist., TEA Docket No. 083-R10-0807 (Comm’r Educ. 2012).

This following case continues to reinforce that some of the processes regarding contract resignation

are tricky. In Harris v. Fort Bend Indep. Sch. Dist., TEA Docket No. 028-R8-1011 (Comm’r educ. May 2014) a principal submitted a resignation to be effective April 30, 2011—during the school year. Resignations at any times other than end-of-the-school year submitted 45 days before the first day of instruction, must be formally accepted by the district. The mid-year resignation essentially becomes a new contract that must be agreed upon. In this case, the principal rescinded (revoked) her resignation before it was accepted by the proper district official. The Commissioner held that she could rightfully revoke her resignation before it was accepted by the school district. This is to be distinguished from the Roos case above, where the resignation was to be effective at the end of the school year.

Practice tip: Never resign unless and until you are ready to do so. Despite the Harris case above, it is very hard, and sometimes impossible, to undo a resignation offer. If you have any questions about your own resignation, please seek legal advice.

Endnotes1 The author represented Ms. Jenkins before the TEA

and the Travis County District Court. 2 Texas Education Code Sections 21.105; 21.160; 21.210.


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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.

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1 No matter how excited or thankful or irritated you are, don’t end every sentence with an exclama-

tion point. Emotion is best conveyed with good word choice, not excessive punctuation.

2 Think twice before hitting “reply all,” especially if your message is only to say “Thank you.” Reply

directly to the person who sent the email rather than clog everyone’s inbox.

3A concise and detailed subject line is key. Not only will the recipient of the email be able to quickly

tell the importance and urgency of the email, but both the recipient and the sender will be able to locate the email easier amidst the masses when searching in email archives.

4 Be careful about making assumptions. Don’t assume the person who emailed you will know

that you are still researching their request since you haven’t responded to their email. Instead tell him/her in a concise email and give an ETA for your response.

5 Abandon cutesy. Professional email is not the place for fancy fonts, clip-art graphics and patterned

backgrounds.

6 Use correct grammar. Proofread your email before you send. You’re an educator, and everything you

write is a reflection of you.

7 Your lack of planning does not constitute an emer-gency for someone else. When you need some-

thing in 30 minutes, an email is not the best way to communicate. Pick up the phone or ask face-to-face.

8 Don’t hide behind your keyboard. If what you want or need to say is emotionally charged, slowly remove

your hands from the keyboard and walk away. Don’t risk misinterpretation or throw more fuel on the fire. A face-to-face conversation will always be a better choice.

9 Use Dropbox or another cloud solution to send large attachments. Compressing or zipping large

files is also an option.

10Eliminate a string of emails cluttering up someone’s inbox. Include all relevant and

important details the first time. Reading your email aloud before sending will often help you catch miss-ing information or incomplete thoughts.

Email EtiquetteIf you don’t think email can get you in trouble fast, just ask Hilary Clinton. Al-though Hilary’s email woes are unique to her former position as Secretary of State, we can all use a few reminders about email etiquette.

A quick Google search revealed there is no shortage of opinions about what consti-tutes bad email etiquette, but one thing most writers agreed on is this: Despite the volumes of email we send and receive daily, each individual email has the capacity to make a powerful impression. Making sure that impression is a positive one is important!

Here’s a list of 10 good reminders:


► Too Little, Too Late 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.

Now what? How did we correct this? The coordinator met weekly with the teacher for the rest of the semes-ter, spoon feeding the lesson planning process, model-ing effective instruction, monitoring her progress, and planning for my next observation. That occurred and confirmed performance at an acceptable level...defi-nitely not “tripping the light fantastic,” but at least rea-sonable growth. This teacher was both congenial and caring, and classroom management was never an issue. Appropriate instruction and expectations were. She could provide this, but unfortunately our scrutiny and monitoring seemed to be her motivation, not improv-ing the learning lives of her students. Succinctly, she was minimalist with low expectations who required tight supervision. Her students deserved better.

My mistakes seem myriad here. I should have moni-tored her lessons plans much sooner. So I began that practice immediately with all “new to campus” faculty, instead of just novices. How could I have uncovered

that this was someone content with settling for less? What questions should I ask to better reveal instruc-tional strengths? In retrospect, I chose the “quickest fit” in the hiring process, instead of probing for quality. We maintained monitoring throughout the year, and she moved out of state. I still feel responsible for a mediocre year for those fourth graders. Too little atten-tion to the most important decision leaders make, too many resources expended to reach adequate perfor-mance, too late to make a difference!

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TEPSA Regional Meetings

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

Congratulations to the 2015 Texas Schools of Character, in-cluding Simon Middle School in Hays CISD. Help us recognize honorees at the Awards Reception during Summer Conference!Visit www.tepsa.org for details.

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.



Contact your local agent today or visit horacemann.com

Thank you partners for all the ways you support TEPSA members and their students!

Special thanks to TEPSA regional officers for all their hard work serving members and students this year! TEPSA Region 20 officers and volunteer leaders pictured above.

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.



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

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

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PAIDAustin, TX

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Watch your mail in June for the

first membership renewal form or

visit www.tepsa to renew online.

Majority of U.S. Public School Students Are Low-IncomeAdditional information available at www.tepsa.org or 800-252-3621.

Calendar/Deadlines• RegisterforSummer Conference by May 11 and save!

• 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 Work-shop this fall in your area. Email [email protected].

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

• K-2 Learning Conference is October 13 at the San Antonio Convention Center.

• Fall Summit is November 5 at the Grapevine Convention Center.

• LogintoyourmemberprofiletoaccessLunch & Learn and Legal Ease record-ing archives at www.tepsa.org.

TEPSA Highlights

Sixty Percent of Students in Texas Public Schools Live in Poverty

Please recycle your TEPSA News copy.

A recent report from the Southern Education Foundation shows that for the first time in at least 50 years, 51 percent of U.S. public school students in 2013 hailed from low income families. In Texas, 60 percent of public school students are low-income. Additional findings from the report, based on the latest data collected from the states by the National Center for Education Statistics also show:• Most of the states with a majority of low income students are located in the

South and the West. • In 40 of the 50 states, low income students comprised no less than 40

percent of all public schoolchildren.• In 21 states, children eligible for free or reduced-price lunches were a

majority of students in 2013.• Mississippi led the nation with the highest percentage of low income

students (71 percent) with New Mexico (68 percent) close beind. • In Texas 53 percent of students are eligible for free lunch, while 60 percent

qualify for free/reduced lunch.

While the report’s findings may hardly be news for educators, it is a call to states and the federal government to work to address the complex needs of poor children with renewed dedication and resources.

Sources: Suitts, S. (2015, January). “A New Majority Research Bulletin: Low Income Students Now a Majority in the Nation’s Public Schools.” South-ern Education Foundation. Available at http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx.

Sources: Layton, L. (2015, January 16). “Majority of U.S. public school stu-dents are in poverty.” The Washing-ton Post. Available at http://www.washingtonpost.com/local/education/majority-of-us-public-school-students-are-in-poverty/2015/01/15/df7171d0-9ce9-11e4-a7ee-526210d665b4_story.html.

2015 tepsa may/june news

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