Barbara Qualls, PhD – Superintendent, LVISD
June 22, 2009

"The universe is change; our life is what our thoughts make it."
Marcus Aurelius Antoninus (121 AD-180 AD)

The last few weeks have been busy – graduating a bumper crop of LVHS seniors, assuring smooth transition for freshmen-to-be and upcoming sixth graders, and getting what promises to be a large kindergarten class registered. It almost seems as if school is still in session.

“Busy” doesn’t come close to describing what the last few weeks have been for me, though. For about two months, I have been moving toward the event that happened last week – joining the staff of Ennis I.S.D. as superintendent. The move to Ennis is one that I am excited about doing, but not without mixed feelings. The past eight years in Lago Vista have been filled with many experiences, all opportunities for professional growth. I have a long list thanks and several statements of what I hope the future holds for Lago Vista and its wonderful schools.

Thank you to the LVISD Board members who asked me to come to Lago Vista in 2001. A lasting memory in Crockett, Texas, is when two of those members flew in to visit in my school district, only to find that there are no rental car agencies in Crockett. Thank you to all the other trustees who worked tirelessly over the years to care for the children of Lago Vista and their schools, and did so by forging solid relationships with the superintendent – my predecessors and me – so our collective energy was focused on the children, their safety, and their education.

Thank you to the LVISD administrative staff who make each day a new adventure. Your intellect, integrity, deep commitment to public education, and joy in living serve you well as a team and also allow an unusually strong sense of camaraderie and cooperation. I will miss you all very much.

The teaching and support staff at each LVISD campus could easily be named School of the Year. LVISD teachers and staff are simply the best. The extremely low turnover rate is just one testament to that quality. I would also like to give a special thank you to all the teachers and staff who were here, and who helped us pull through, during the lean years while LVISD grew accustomed to the role of major donor in Chapter 41 recapture. During those years when every dollar had to be counted, then counted again, the quality of educational services remained high and veteran teachers reminded the newer ones that LVISD was still the best place to teach.

The district-level support staff and service providers – the ladies and gentlemen who keep the buildings in good condition, who make the offices official, who keep all facilities clean, who make the athletic fields beautiful, who feed over a thousand kids every day, who keep buses running safely and on time – thank you for being the often unsung heroes that you are.

Thank you, too, to all the various members of the Rotary Club, Lions Club, Travis Oaks Baptist Church, City of Lago Vista, and Chamber of Commerce who have become my friends and extended family. Leaving you is not easy.

Thank you to the North Lake Travis Log and each of the editors and publishers who allowed me to write without censure and who published my amateur photographs – even the bad ones.

The future for Lago Vista and its schools is so incredibly bright. I predict, with confidence, that within a few years, LVISD will be a proud member of class AAA in UIL, will occupy the highest rating for academic excellence that is possible, and will continue to produce graduates who are ready to take on any challenge. It is my continued hope that the Lago Vista community that loves its children will support them with appropriate and safe facilities.

Thank you from the bottom of my heart to all the Lago Vistans who made the last eight years such memorable ones for me.

Barbara Qualls, PhD – Superintendent, LVISD
June 15, 2009

Last week, I had the distinct pleasure of being in the company of hundreds of school principals from all over Texas who attended the annual Texas Elementary Principals and Supervisors Association convention. Their enthusiasm, dedication to children, and wealth of knowledge was both contagious and inspiring. One of Lago Vista’s own principals, Mrs. Beth Mohler, was a finalist for the Texas Distinguished Principal of the Year award. The award recipients are chosen by nomination and the basis of the award is on evidence of a commitment to excellence, certainly a characteristic that Mrs. Mohler has in abundance. The success and absence of academic success for each child under her guidance is as personal as if it were she, herself, being given a TAKS score. But it’s not just academic scores–Beth cares for each child and takes care of each child. She coaches and cajoles, reminds and rewards, corrects and commends – all with a genuine smile.

At the awards ceremony where Beth and the other honored principals (only 6 of them!) were recognized, a beautiful poem was read, one which reminds us that our awesome job is not limited to the children who are easy and fun, but also to those who need us most. At a time when critics of public education don’t hesitate to share their disapproval, it is good to remember just what it is that educators like Beth do – everyday.

WE ARE RESPONSIBLE
by Ina Hughes

We are responsible
for children who put chocolate fingers everywhere,
who like to be tickled,
who stomp in puddles and ruin their new pants,
who sneak Popsicle's before dinner,
who erase holes in their math workbooks,
who can never find their shoes.

But we are also responsible for those who stare at photographers from
behind broken windows,
who can't bound down the street in a pair of sneakers,
who never "counted potatoes,"
who are born in places where we wouldn't be caught dead,
who live in an X-rated world.

We are responsible for children
who bring us sticky kisses
and fistfuls of dandelions,
who sleep with the dogs and bury goldfish,
who hug us in a hurry and forget their lunch money,
who cover themselves with Band-Aids and sing off key,
who squeeze toothpaste all over the sink,
who slurp their soup.

But we are also responsible for those who never get dessert,
who have no safe blanket to drag behind them,
who watch their parents watch them suffer,
who don't have rooms to clean up,
whose pictures aren't on anybody's dresser,
whose monsters are real.

We are responsible for children who spend
all their allowance before Tuesday,
who throw tantrums in the grocery store
and pick at their food,
who like ghost stories,
who shove dirty clothing under the bed,
and never rinse out the tub,
who get visits from the tooth fairy,
who don't like to be kissed in front of the carpool,
who squirm in church and scream on the phone,
whose tears sometimes make us laugh,
and whose smiles can make us cry.

And we are responsible for those whose
nightmares come in the daytime,
who will eat anything,
who have never seen a dentist,
who aren't spoiled by anybody,
who go to bed hungry and cry themselves to sleep,
who live and move, but have no being.

We are responsible for children who want to be carried
and for those who must,
for those we never give up on
for those who don't get a second chance.
For those we smother and
for those who will grab the hand of anybody kind
enough to offer it.

Barbara Qualls, PhD – Superintendent, LVISD
June 8, 2009

Try not to become a man of success, but rather try to become a man of value. Albert Einstein

Paul Bixler is a man for whom both "success" and "value" are excellent descriptors. During the thirteen years that Mr. Bixler has served the Lago Vista schools, he has shepherded thousands of adolescents through the treacherous middle school years. It is rare for an educator to actually prefer teaching middle school students, but not only did Mr. Bixler make the conscious decision to work in middle school, he also has carefully recruited a staff of dedicated teachers who share that passion for working with 'tweenagers.' In fact, the motto of Lago Vista Middle School is "In the Middle by Choice."

Paul has an inquiring and expansive intellect. Those qualities have led him to become a recognized expert in several instructional fields, specifically SIMS (Strategic Instruction Methods Systems), RtI (Response to Intervention), and the Safe Schools Ambassadors. Paul enthusiastically supported all student activities – athletic, music, UIL competition of all kinds. He was also a sometimes driver for cheerleaders—doing whatever it takes to make the outcome right. Paul has avoided the sand trap that snares many school administrators – losing sight of leadership in order to be a good manager. The daily routine of operating the physical building, making the schedule work, and keeping supplies on the shelves is a daunting job, but is also only the beginning of what is needed from a good administrator. Paul accomplished the management chores while maintaining inspirational leadership. He has left in place a wonderful legacy of academic excellence, a campus rated Exemplary under the Texas Academic Excellence Indicator System, and a superb staff of teachers who share his passion for being "In the Middle by Choice."

Mr. Bixler is entering retirement with the same excitement and positive anticipation that he brought to the position of principal. The last thirteen years at Lago Vista Middle School have been good ones, with much growth, change, and improvement. The lion's share of that improvement came from the hands of Paul Bixler. Thank you, Mr. Bixler – from all your LVISD friends and admirers.

Another LVISD principal was given a high honor this week – Intermediate Principal Beth Mohler was named a Texas National Distinguished Principal finalist. Representatives from TEPSA (Texas Elementary Principals and Supervisors Association) were on hand at the LVES awards ceremony to present Mrs. Mohler with a bouquet of flowers and a banner proclaiming her status as Distinguished Principal finalist. TEPSA recognizes a principal from the elementary grades and one from the middle level each year. Mrs. Mohler's position as 4th and 5th grade principal classifies her as a "middle level" principal. The two statewide winners will be announced at the annual TEPSA convention this week and each will receive a check for $10,000.

In addition to her work as principal of the Intermediate grades, Mrs. Mohler serves as director of federal programs for LVISD. These programs include Special Education, Title One, and Compensatory Education. Although still quite young, Mrs. Mohler has acquired a wide and varied set of professional skills as she has moved through several levels of educational service in LVISD – classroom teacher, assistant principal, principal, and now principal and federal programs director. Her leadership is recognized and appreciated here at home – now it is recognized statewide!

A third administrator of note is our new LVMS principal, Mrs. Trisha Upchurch. Trisha has joined us from Lake Travis ISD and is already on the job. She was on campus for the last week of school, meeting teachers and students and observing routines. Welcome to LVISD, Mrs. Upchurch.

Barbara Qualls, PhD – Superintendent, LVISD
June 1, 2009

Some schools still refer to the conclusion of high school as 'commencement ceremonies'–a term that didn’t make sense to me for a long time. Friday night, though, is a major 'commencement' or beginning for around a hundred young Lago Vistans. After high school graduation, much of the world will no longer consider them kids – a good thing generally, but also implies fewer free passes under the guise of "kids will be kids." The Class of 2009, like all its predecessors and all its successors, is a unique group, made up of many diverse individuals but still with a collective group personality that leaves a legacy and challenge for those who follow.

There is usually brisk competition for the designations of Valedictorian and Salutatorian and this year was no exception. Sometimes, the top academic ranking students are all about books and study, with heavy emphasis on academia. The two young ladies who walked away with the 'Val and Sal' titles this year are anything but solitary bookworms. Amanda Scott, 2009 Valedictorian, can be found on any athletic team in season and encouraging less talented teammates. In addition, she is an active leader in the Leo Club, clocking dozens of hours in all kinds of community service. The 2009 Salutatorian, Rachel Duran, is literally and figuratively a great cheerleader. At every athletic event, the competitors on the field/court were encouraged to exhibit their best performance by Rachel from the sideline. In other activities, Rachel's phenomenal organizational skills frequently made the difference between win/loss, profit/loss. Among the several activities where Rachel's leadership was evident was the UIL One-Act Play. Rachel served as the student director, which is a monumental task that requires all the time and dedication of any starring role. While the top two academic positions are held by terrific young ladies, there are many other outstanding graduates in the Class of 2009. Other students graduating as the top ten percent are: Marissa Stewart, Krystal Rodenbeck, Brittney Moseley, Dusty Upchurch, Scott Slaughter, Kendall Shallue, and Courtney Bramlett.

The Class of 2009 has been well supported by the Lago Vista community with the awarding of many scholarships. Among the community organization scholarships are: Rotary Club of North Shore Lake Travis, Lago Vista Chamber of Commerce, Lago Vista Lions Club, LVHS Athletics, Lago Vista Women’s Club, Lago Vista Men’s Golf Association, Point Venture Women’s Golf Association, Point Venture Lions Club, Viking Booster Club, Rhett Butler Memorial Scholarship, St. Mary Our Lady of the Lake, Women of AT&T, Domino’s Pizza, Super S, and the Seton Fund. Thank you to all the businesses and organizations that year after year give the financial support that makes college a reality for some students. The set of values and ethics that the entire community of Lago Vista has given these students – the schools, the churches, the businesses, the organizations, the volunteers – will provide the foundation for the remainder of their lives. Just a few years ago, it was an unusual event for a graduate to have completed all twelve years of his/her education in the Lago Vista schools, because so many families were new to the community. This year, almost 25% of the graduates began their academic career together at Lago Vista Elementary School.

Working with children, helping them learn how to read, cipher, play, and make good decisions is one of the most rewarding careers in the world. Thank you to the Class of 2009 for all the good memories – very best wishes!

I do believe I have been changed for the better; and because I knew you, I know I’ve been changed for good. Song Lyrics

Barbara Qualls, Ph.D. – Superintendent Lago Vista ISD
May 28, 2009

Education is simply the soul of a society as it passes from one generation to another.
Gilbert K. Chesterton

The conclusion of the school year is a time to consider both the end of one adventure and the beginning of another. There are four distinct groups of Lago Vista scholars who are in a life transition phase – each with its own unique characteristics. The very young four and five year olds are looking toward starting Big School in Kindergarten. Some are coming from pre-school programs where they’ve already mastered grouping, time schedules, and some of the structural aspects of school, but others are coming straight from home – the only environment they’ve experienced. When you’re just three feet tall, the halls in school must look like the Grand Canyon. These very young Vikings are welcomed by a terrific set of teachers and staff who have introduced hundreds of children to the world of education but who still see each new year as the best adventure yet.

The next group of students facing transition are the fifth graders who are about to enter middle school. Instead of one main teacher, you’ll have at least six. You are on you own moving from class to class, no lines with somebody to follow. All your stuff is in a locker – and you may not always remember the combination. But overriding the scary side is the sure knowledge and confidence that you have arrived in Secondary School. While still far away, the end is in sight and being a grownup is a real possibility!

The eighth graders are on the cusp of a major life move – to High School. Still too young to drive a car, you at least know a lot of people who are successful drivers. High School classes may not be any harder than Middle School, but now they all "count" on your transcript. People around you are talking about college and jobs – things that until now were in somebody else’s life.

The group that draws the most attention at this turning point in their lives, though, is the graduating senior class. The Class of 2009 is home to a large group of high achievers – achievers in the classroom and on the competitive field. A very high proportion of the Class of 2009 has firm college plans and almost all have post-high school plans for career or military service. All members of the class have met the required standard on TAKS for graduation. During these last couple of weeks of the school year, please take a moment to seek out and congratulate a 2009 graduate. And while you’re doing that, offer congratulations to their parents, too.

Another timeline of transition is rapidly approaching. At the end of the month, the Texas legislature will end the 81st Session. At the present time, many bills are still not passed. One of these is HB/SB 3, a wide-ranging bill that has many sections related to the school accountability system. The number of EOCs (End of Course) tests that will be required for future graduates is one point of disagreement between the House and Senate versions. The House number for EOCs is low, Senate version is high. Much testimony about the damaging effect of high stakes testing has been given to the Joint Committee that is trying to find compromise language for HB 3. By the close of this week, we should have a much better picture about the future of Texas school finance and accountability, as well as whether or not there is likely to be a special session called for the summer.

Barbara Qualls, Ph.D. – Superintendent Lago Vista ISD
May 21, 2009

At the conclusion of each semester, the LVISD athletic department recognizes the accomplishments of each of the sports teams that have been active during that semester. The banquet and honors ceremony is always enjoyable on many levels. The kids who have performed their athletic feats in uniform, frequently with dirt and sweat, show up at the banquet in their dress duds, girls in high heels, boys (some of them) in ties. The student athletes are the ones honored, but often the real heroes are the parents. The planning, organizing, and much of the financial underwriting of the banquet is undertaken by the Lago Vista Booster Club. This organization is less than ten years old, but the accomplishment and distance traveled is enormous.

In its early days, the Athletic Banquet was easy enough because there were only a few athletic teams and most of those had repeat membership. Now, there are so many different athletic opportunities and so many students involved in the program that it is necessary to have two distinct recognition banquets, one for fall sports and another for spring sports. All spring sports are finished, except the State Track Meet, and there are a number of student success stories, but the purpose of today’s column is to recognize the backbone of that success – the tireless parents and the Viking Booster Club.

If you have attended a Viking team sporting event and enjoyed a site-prepared hamburger or hot dog or if you've purchased a Viking T-shirt, it is likely that you've done so because the Booster Club offered that service. If you thrilled to the entrance of the varsity Viking football team through their own semi-portable tunnel, it was because of the efforts of the Booster Club. In countless ways, some seen, many unseen, the Booster Club has been an integral part of the phenomenal growth and prosperity of the LVISD athletic program. Several of the founders of the original Booster Club are still involved by running the chain gang, helping visiting team busses park safely, and working in the press box. The concession stand – actually almost a full service restaurant – is a very labor-intensive enterprise, but somehow, at every home game, there are people to cook, prepare, and serve the food that generates much of the profit. That profit is plowed back in to the athletic program, providing a wide range of goods and services, including generous scholarships and underwriting of college entrance exam fees. The Booster Club is active not only at varsity football, but also at subvarsity football, all the many basketball games and both gyms, baseball, softball, and visible in their support of all Viking sports.

Each year, LVISD Athletic Director Alan Haire recognizes a Viking Fan – no small selection task considering the depth of the parental support. In the past, the Fan award has been earned by those who volunteer for score keeping tasks, those who cook vast amounts of sandwich bar-b-que, those who take great photographs of athletes, those who announce countless games, and those who provide transportation. This year, the Viking Fan award was presented to a set of parents who have done it all, and who have been among the very most faithful of fans. They were there cheering when the score was lopsided for the opponent, and there when the score swung in our favor. They were there underlining for their son the same work and attitude ethics taught by the coaches. In every way that matters, they are true Vikings Fans. Congratulations to Greg and Angelia Tomlin, Viking Fans 2009.

Barbara Qualls, Ph.D. – Superintendent Lago Vista ISD
May 12, 2009

"Never seem more learned than the people you are with. Wear your learning like a pocket watch and keep it hidden. Do not pull it out to count the hours, but give the time when you are asked."
Lord Chesterfield (1694-1773)

One of the most enjoyable of the end-of-the-year activities is the induction ceremony for the new members of the Lago Vista High School chapter of the National Honor Society. The ceremony itself is the same year after year, where current members explain to the new incoming members the principles that are considered in their selection for membership. Those principles are scholarship, leadership, service, and character. To be considered for membership, a student must be a sophomore, junior, or senior at Lago Vista High School. For scholarship, students must maintain at least an average of 88. The principles of leadership, service and character are observed and acknowledged by their teachers, and all new members must have the approval of the faculty. With the induction of the new members, our local chapter of NHS has 72 members, which is over 25% of the LVHS sophomore, junior, and senior classes. Such a high percentage of students who qualify for NHS membership is unusual and is a tribute to the teachers who have helped prepare them and to the high-achieving students themselves. Mrs. Robyn Statham is the faculty sponsor of the NHS chapter.

New members are Erin Franks, Logan Skurupey, Misael Balderas, Christian Dare, Karina Erickson, Angelica Guile, Taylor Hillhouse, Heather Hunt, Sonia Lopez, Christopher Moseley, Meagan Mumford, Kelti Reid, Audrey Waddle, Lexus Rollins, Conner Baker, Ashley Bird, Cody Darrough, Kacie Febbo, Duncan Hall, Victoria Hood, Katelyn Jackson, Samantha McKinney, Meara Mullen, Kelsey Peters, Phillip Stein, Landon Waddle, Sasha Wells.

Junior members are Ameen Ahmad, Anna Hollingsworth, Cameron Kurth, Samantha Moran, Vincent Popham, John Stearns, Lacy Beall, Amira Elsouki, Lauren Gilbert, Justin McGee, Marisa Whitehead, Christine Archer, Melissa Graham, Bryan Jacobs, Kristen Mayer, Kylie Peters, Charis Sultemeier, Ashley Wallace, Laudan Yektaparast.

Senior members are Blake Barnett, Ariana Calderon, Rachel Duran, Melinda Foshat, Amber McDonald, Kendall Shallue (Vice-President), Trevor Tomlin, Shelby Walker, Brittany Weaver (Historian), Joseph Anderson, Ashley DeGroot (President), Tyler Hull, Christine Langlois, Brittney Moseley, Krystal Rodenbeck, Scott Slaughter, Marissa Stewart (Secretary), Dustin Upchurch, Allison Wallace, Cortney Bramlett, Jessica Dunn, Laura Febbo, Adin Menkin, Amanda Scott (Treasurer), Morgan Smith, Garrett Vernon.

In other activity this week, Lago Vista Elementary School kicked off Ocean Week, one of the most eagerly anticipated times in the school. Every hall and classroom is decorated – there is a sandy beach, deep water, and fish and aquatic creatures of all kinds. In the gym, you can have a once in a lifetime experience by entering the innards of Bubbles the Whale. Bubbles is life-size and offers much information about those fascinating creatures. LVES welcomes visitors during Ocean Week and enjoys sharing the students work.

Over the last couple of weeks, LVISD, like most of the nation, has been carefully monitoring the spread of Swine Flu. When the first cases were identified, not a lot of specific information was available about severity, specific symptoms, causes, or what constituted appropriate treatment or isolation. The Center for Disease Control did respond quickly and good information was sent to schools through state and county health agencies, the Texas Education Agency, and the Travis County School Safety Consortium, a regional health and emergency management team. There have been no cases of Swine Flu reported in Lago Vista but the health of all the students continues to be carefully monitored by our school nurses and staff. Thank you to all the staff and parents who helped us deal successfully with the Swine Flu scare.

Barbara Qualls, Ph.D. – Superintendent Lago Vista ISD
May 7, 2009

As the limit for the 81st legislative session draws nearer, speed of action is increasing. While it may have appeared for the first several months of the session that no progress was being made, a considerable amount of work behind the scenes was taking place. The two major areas in which some change in public education policy is likely are funding and accountability. The issues surrounding school funding were already murky, but the infusion of the ARRA (American Recovery and Reinvestment Act of 2009) added to the confusion. Accountability is a fluid area of public policy and requires revisiting often.

Within the past few years, Texas funding formula for schools has changed dramatically. The state's funding formula was challenged on the basis of equity, ultimately found to be inequitable and was altered in a manner to achieve legal equity by the use of recapture mechanisms, known as Robin Hood (or Chapter 41). Initially intended as a temporary 'fix' for inequity, recapture soon became a dependable revenue stream. As a result, the proportionality of school funding shifted from state to local. In 2004, that condition was litigated as a constitutional issue. The Texas constitution prohibits a state property tax. Many school districts asserted that the cap on property tax and the shift in state/local responsibility amounted to a de facto state property tax. The Texas Supreme Court agreed and yet another funding system was devised, one in which property tax rates were compressed and the state's share of funding increased. Now the issues are related to equity again, as most districts have reached the allowable cap for rate, as well as adequacy. The current formula is based on target levels from 2005. Some schools with fast growth contend that they cannot provide for the added expense of new students under the current system. The bill that seems to have some momentum at the present time is HB 3646 (Hochberg) which was voted out the Public Education Committee on May 1. The intent of HB3646 is to return to formula funding, improve equity, and help in reducing tax recapture. Rep. Hochberg's bill does not have district-specific data runs at this time.

The debate on accountability is ongoing, and should be. As the state, districts, campuses, and individual students improve, the standard for measuring achievement should be raised. Raising the standards bar was the intent with the change from TAAS (measuring reading/ELA and mathematics) to AEIS (measuring all core content areas at a high level of rigor). The current accountability bill is an omnibus piece of legislation – HB 3 and SB 3. Among the important provisions likely to survive the process is the use of EOCs (End of Course tests) in most high school core content areas. This improvement will allow students and teachers to better align test preparation with instruction. It will also allow schools to identify specific areas of achievement concern. For example, if a school has low comprehensive science scores, it is difficult to pinpoint the area where the weakness may lie – biology, physics, geology, chemistry, etc.

Another part of the accountability debate that appears to be moving toward passage is to allow some funding originally designated for textbooks to be used for technology. Traditional textbooks frequently include references to software now and many come with companion CDs. The use of the funding for technology is a logical progression.

Even though there are only a few weeks of the session left, it is predicted that a special summer session will be held to deal effectively with the two topics discussed above, as well as to work through concerns related to the ARRA (stimulus) funding.

UIL Resumes Competitions/Flu Concerns Ease
May 6, 2009 - UIL interscholastic competitions may resume on Thursday May 7, the UIL announced Wednesday. Based on Texas Education Agency and Department of State Health Services recommendations that all schools across the state of Texas reopen, the UIL has relaxed its suspension of all interscholastic competitions, which were originally slated to resume May 11. Read press release from UIL.

TEA News Releases Online
May 5, 2009
TEA encourages schools to reopen based on CDC flu guidance
AUSTIN – In light of revised school closure guidelines from the Center for Disease Control and Prevention (CDC), the Texas Education Agency today is advising districts to reopen schools. The decision to close a school because of confirmed or probable H1N1 influenza cases remains a local decision. However, based on the new CDC guidance, both TEA and the Department of Health Services are recommending that schools reopen.

"We strongly encourage school officials to reopen schools based on the new advice from CDC," said Commissioner of Education Robert Scott. "In the early phase of this outbreak, it was appropriate for schools and health officials to act cautiously. Within the last 24 hours, the new information made it clear that we can follow standard procedures for dealing with the flu."

The new CDC guidance says, "New information on disease severity warrants revision of the school closure guidance. Most U.S. cases have not been severe and are comparable in severity to seasonal influenza. CDC and local and state health officials will continue to closely monitor the severity and spread of this novel H1N1 influenza outbreak."

As of today, CDC says the primary means to reduce the spread of influenza in schools will focus on early identification of ill students and staff, staying home when ill, and good cough and hand hygiene etiquette. CDC officials said, "Decisions about school closure should be at the discretion of local authorities based on local considerations, including public concern and the impact of school absenteeism and staffing shortages."
Scott said, "We want to get students back into school as quickly as possible, but if you or your child is sick, stay home. It may take some time for school leaders to consult with local health officials and to prepare schools for reopening."
Schools that reopen this week should plan to begin Texas Assessment of Knowledge and Skills testing on Monday. Last week was the primary week of TAKS testing for the state’s public schools and many schools were shut during one or more testing days.

As of today, 491,499 students have missed school because of the closure of 831 schools due to the H1N1 flu outbreak.###

Swine Flu Concerns
April 30, 2009
As concerns about swine flu continue, the health and well-being of our students is first and foremost. Lago Vista ISD is part of the Travis County School Safety Consortium—a regional health and emergency management team—that is closely monitoring the swine flu outbreak, also being called the North American Influenza. To date, we have no reported cases of swine flu in Lago Vista ISD.

We are reminding all our campuses to help students and staff practice basic good health behaviors, including staying home if sick, washing hands often, covering coughs and sneezes with something other than your hand, using Kleenex once, then throw away, and avoiding contact with people who are sick.

Symptoms of swine flu in people are similar to those of regular or seasonal flu and include fever, fatigue, lack of appetite and coughing.

Additional resources for state and local information include:
The Austin-Travis County Health and Human Services Department Web site is the best resource for local information, or the department may be reached by telephone at 512-972-5000. Additional information is also available on the Department of State Health Services Web site or by phone at 512-458-7111.

April 29, 2009
"On the recommendation of Dr. David Lakey, Commissioner of the Texas Department of State Health Services, and in consultation with Texas Education Agency Commissioner Robert Scott, the University Interscholastic League is altering its schedule of events due to the outbreak of the swine flu in Texas. Effective immediately, all UIL interscholastic competition is suspended until May 11."
(Read more here)

April 28, 2009
To parents of LVISD students:
A small number of Texas schools are dealing with confirmed cases of Swine Flu among their student population and have been advised to close for a period of time. These schools include the Schertz-Cibolo-Universal City district near San Antonio. At this time, there is no reason for concern about the health of the students of Lago Vista ISD, but administrators and nurses, as well as teachers, are carefully monitoring the reported cases in Texas. Parents can help by instructing their children to wash their hands often, not to eat or drink after each other, and dealing quickly with any flu-like symptoms.

Please be aware that merely sneezing or coughing without a fever or other symptoms of the flu does not require intervention. If a child does exhibit flu symptoms (such as fever, chills, joint pain), they should be checked by a health professional and should not return to school until they have been free of fever or symptoms for at least 24 hours without medication.

Thank you for your assistance in keeping LVISD students healthy.
Barbara Qualls, Ph.D.
LVISD Superintendent

Barbara Qualls, Ph.D. – Superintendent/LVISD
April 27, 2009

The American Recovery and Reinvestment Act of 2009 (ARRA) promises to be a hotly debated topic for the next several months–maybe years. Passed by Congress at the urging of the administration, the ARRA is designed to help the nation recover from the economic crisis of the banking and savings & loan industries. The ARRA has an educational component, one built on reform and school improvement. Due to the structure of the federal constitution, which leaves the function of education primarily to the states, when federal money is discussed, it usually means funding for a specific targeted population. Some examples of target funding are Special Education and Title I. Special Education funding is usually referred to as IDEA (Individuals with Disabilities Education Act) Part B. Title I funding is part of the Elementary and Secondary Education Act (ESEA) and targets children from homes with low income. There are other sources of federal funding, such as Pell Grants, some work study programs, and several programs related to adult education or vocational training, but the largest portion of federal funding is in Title I and IDEA Part B. Target population funding also has a fundamental component of supplement not supplant. That concept shields the target population and ensures that the new funding is used in the manner intended. All Texas schools are familiar with that concept, but exactly how it applies to the new funding under ARRA has not yet been explained.

According to the US Department of Education, the purpose of the ARRA funds is to “jump start school reform and improvement efforts while also saving and creating jobs and stimulating the economy.” Most literature and material available seems to indicate that plans for application for the ARRA funds will most likely be approved if they are geared toward college and career preparedness and closing achievement gaps. While the severity of those issues may not be as critical in LVISD as in some other districts, both preparedness and achievement gaps are areas that we have identified as in need of improvement. For example, in the data gleaned from the Harris Interactive survey, a significant finding was concern about preparedness – for college, for the world of work, for standardized testing. Also, even though LVISD achievement scores continue to be high and to improve, the lowest areas are in target populations, indicating an achievement gap.

Nationally, the intent of the ARRA funding is to increase the rigor of achievement standards, better use of data, improving the effectiveness and distribution of teachers, and effecting dramatic improvement in the nation’s lowest-performing schools. Because identified needs at LVISD are not as critical as at many other schools, the bar for qualifying for ARRA funds may not allow a major infusion of funding at our local level.

Where we may see significant ARRA help, though, is in the use of the new federal funding in shared services through cooperatives and region service centers. Especially in the area of teacher preparedness and certification, resources other than traditional colleges and universities are moving to the forefront. Just a few years ago, ACPs (Alternative Certification Programs) were the distinct exception to the route taken by most teachers in acquiring certification. Changing economies, college tuition, and rising teacher salaries all have contributed to a major shift in the quality of ACPs, including those in region service centers. Region XIII, which serves LVISD, is a state-wide leader in the development of teacher certification programs.

We expect more detailed information on potential uses and timelines for ARRA funding in the near future and expect some assistance, at least in the area of teacher preparation and training.

Barbara Qualls, PhD – Superintendent, LVISD
April 23, 2009

Several weeks ago, when the Lago Vista District Education Improvement Council hosted a Parent Chat to gain better insight about improving communication between home and school, the attendance was disappointingly low. As is always the case in the lives of busy young families, there were several conflicts that may have accounted for some of the low turnout. Meetings of the LVISD School Board generally don’t generate an audience much beyond the parents of students who may be recognized. Other local government meetings likewise tend to attract mainly those with interest in a specific agenda item. Some of our parent campus support organizations exist primarily in cyberspace and tend to conduct most of their business by email, with real-time, sit-down, face-to-face meetings rare. The absence of audiences or traditional meetings doesn’t mean that these organizations are not thriving, though. What those observations may indicate, rather than a decline of communication, is just that the methods by which we conduct group communication are changing.

Almost two decades ago, most of us embraced the reality of e-correspondence. Email evolved from being a convenient substitute for telephone calls to being its own communication vehicle – one that could be utilized at any time without undue concern about interruption and could be answered in like manner. According to the parents who responded at our February Parent Chat, email is the overwhelming favorite method for both sending information and receiving it, between school and parents. That preference says volumes about our need and desire for speed, efficiency, and elimination of duplicative effort. It also puts many aspects of traditional communication at risk. In our speech classes, we teach kids a lot about presentation, eye contact, facial expressions, body language, vocal modulation – most of which is lost in email. Let's hope that LOL doesn't replace a genuine smile. Parents and teachers also teach kids the importance of good manners—listening politely, responding with appropriate honorifics ("sir" and "ma'am"), and not interrupting. Those behavioral traits, too, are endangered with heavy reliance on email. In the communication world of LVISD, we have a thriving exchange among school staff through the District's FirstClass system. Most teachers report that they are in very frequent e-contact with the parents of their students. While not exactly email, the Pinnacle gradebook gets a vigorous workout on a daily basis, with parents accessing their children's records, grades, homework assignments, etc. While face-to-face meetings may be fading a little from the school-home connection, it is clear that communication is not.

Last week, an excellent example of old-fashioned meetings took place. LVHS counselor Trisha Towal led a series of fast-paced, well-organized meetings that introduced parents of high school students to an array of needed information: dual credit, college credit, 4x4, elective opportunities, academic expectations and demands. Thank you to Mrs. Towal for the extra effort and communication.

Beyond email, we exchange information with text messages, podcasts, blogs, and twitter. We have only begun to recognize the opportunities that exist for some of these methods to enrich the school/home connection. Most LVISD teachers maintain webpages and many have also included other communication links. The LVISD website contains direct individual email links to all staff. In addition, a Q&A link is available on the district home page.

Within a few weeks, TAKS testing for this year will be finished, competitive athletic seasons will be at a conclusion, and our focus will be on end-of-year activities. The most attention, however, will be on the graduating seniors of the Class of 2009. As this part of the school year begins, we hope that all the testers and competitors give their very best effort and receive the reward they earn.

Barbara Qualls, PhD – Superintendent, LVISD
April 16, 2009

Every session of the Texas legislature is an interesting one for public schools, primarily because the funding and operation of schools is a large part of the function of the state budget and because the vast number of teachers, faculty, parents, PTA members, and school board members represent a significant voting population. This session, actual passage of bills is moving at an extremely slow pace, although quite a number of filings are in place. Last week, I heard a panel of legislative experts offer opinions about the session thus far and predict how action in the next few weeks will go. The panel was Ramiro Canales and Beaman Floyd from the Texas Association of School Administrators (governmental relations and insurance specialists), and Julian Shaddix from the Texas Association of Secondary School Principals. They agreed that this session is unusual in that only four bills have made it out of the House and twelve out of the Senate, at a point in time where the regular session is more than half finished.

Discussion and movement on repeal of the Top 10% Rule for automatic state college admission has slowed, but is still expected to pass. Repeal of the current law would likely help LVHS students because more of them would qualify for admission to the flagship state schools, the University of Texas at Austin and Texas A&M University.

The discussion of a state-wide uniform GPA for high school students will likely not see the light of day. The primary proponent of the bill, the Texas Higher Education Coordinating Board, has withdrawn its support for the bill.

The "65% Rule" will not be continued. This is a gubernatorial rule related to the proportional expenditure for instructional purposes. Most Central Texas schools have had little difficulty maintaining compliance, but rural districts with significant transportation costs and inner-city schools with old and difficult to maintain buildings have reported that the 65% rule was impossible to follow and still provide safe buildings and transportation. Since its inception, the 65% rule has been scrutinized critically because the definition of “instructional expenditures” has not been an agreed upon concept.

There will be significant interest in expansion of online “virtual schools” to provide opportunities for college course work and specialized courses for high school students in remote parts of the state.

All the panelists warned that when there is a sluggish session, one outcome can be a rush at the end of the session to pass a significant number of bills, either to justify the time spent or to avoid a special session. They did agree that the likelihood of a special session is high. The two omnibus bills currently in the hearing stages are HB 3 and SB 3. These two bills are sponsored by the chairpersons of the House and Senate education committees, Representative Rob Eissler and Senator Florence Shapiro. Currently, amendments that will impact accountability rules and sanctions are being debated. There is strong and bipartisan interest in significant overhaul of the current accountability system, specifically to make it less punitive and less dependent on the "single trip wire" component as it is now. Further, the use of a single test measurement as a pass/don’t pass for students is under fire. If critics of the current TAKS testing system prevail, a growth and improvement model with several components will replace the current high-stakes testing system.
The representatives for the Lago Vista area are both very involved in education issues and have sought information from their constituent school regularly.

Heather Stoner - Primary Grade Principal, Lago Vista Elementary
April 7, 2009

Ahhh, all the signs of spring…flowers blooming, birds chirping, and Kindergarten Round-Up! Please join us at Lago Vista Elementary School on Thursday, April 23, 2009, between the hours of 7:45am and 6:00pm for this big event. Each child who turns 5 years of age on or before September 1, 2009, is eligible to attend Kindergarten next year. Kindergarten Round-Up is a vital first step in each child's educational career. At Round-Up, parents will visit with our registrar who will guide them through completion of the Kindergarten Registration Packet and answer any questions they might have about registration. To help us with this process, we encourage each family to bring with them the following items:

each child’s Birth Certificate,

Social Security Card,

Shot Record and

proof of residence in the LVISD (usually in the form of a water/electric bill or a lease/rental agreement).

Parents will also have an opportunity to complete a Student Information Profile, where they can share their child's unique personality traits and provide any important information parents feel the school needs to know before the school year begins.

While parents are involved in the registration process, incoming Kindergarten students will spend time with a Kindergarten teacher. The Kindergarten teacher will perform an informal assessment to determine what academic skills the child may already bring with him or her to Kindergarten next year. The prospective students will no doubt enjoy this interaction with their potential teacher. In addition, the information gained from the assessments, combined with the Student Information Profiles, will provide us with important information to use when we determine student placement this summer.

While at Kindergarten Round-Up, parents can sign their child up for "Kindergarten Buddy Day," an informative and entertaining bonus for our 2009-2010 Kindergarteners. This May, future Kindergarten students will have the opportunity to be a Kindergartener for part of a school day! Buddy Day is a time when the incoming Kindergarteners can become familiar with our school and Kindergarten. The future Kindergarteners will experience recess, center time, story time, calendar time and lunch! We will also use this as a time to answer parents' questions about what to expect during their child's first year of school. While the future Kindergarteners are visiting in the classrooms, the parents will have their own meeting with LVES administration, office staff, a Kindergarten teacher, and a member of our PTA. This "New Family Orientation" for Kindergarten families will provide parents with a packet of very important school policy information as well as highlight what every family needs to know before they drop their child off on their first day of school on Tuesday, August 25, 2009. Because of the preparation required to host Buddy Day, it is only available for those students who are present at Kindergarten Round-Up on Thursday, April 23.

Perhaps one of the most important parts of Kindergarten Round-Up is that it helps us plan for the number of teachers and supplies that will be needed for the 2009-2010 Kindergarten class. Every year, Lago Vista Elementary School hosts Kindergarten Round-Up. Too often, our turn-out is substantially lower than the number of students that show up on the first day of school. Not only does that make planning for the upcoming school year very difficult, it also leaves many of our Kindergartners apprehensive about what awaits them on their first day of school. Please encourage everyone you know who has an incoming 2009-2010 Lago Vista Elementary School Kindergarten student to attend this important event! We can’t wait to meet all of our new Kindergarten students!

Barbara Qualls, PhD – Superintendent, LVISD
April 2, 2009

As the school year hurtles toward its conclusion, members of the senior class are putting final plans for the next phase of their lives in place. For some students, a position in the United States military is already set. For some others, where to go to college is already a done deal because of location, scholarship offers, or other considerations. There are some kids, though, who are waiting for the release of the final rank in class, which will play a significant role in their options for college.

Under current law, any Texas public high school graduate whose GPA (grade point average) is in the top ten percent of their graduating class has automatic admission to any state college or university. Unfortunately for LVHS seniors, that is only 9 students. While it doesn’t mean that only 9 kids can go to major state universities, it does mean that students whose class rank is below the top ten percent are admitted on criteria other than simply class rank. Within the 2009 LVHS graduating class, the difference in grade point average for 3 to 4 students on each side of the 10% break point is less than half a point.

The origin of the top ten percent law was in 1997 and was an attempt to assist minority students with admission. This effort by the legislature was in response to a Supreme Court ruling that prohibited the use of a student’s race as a criterion for admission. A later ruling has reaffirmed the use of race as an admission criterion, which has increased legislative interest in reviewing the rule.

While all state schools are covered by the top ten percent rule, the numerical impact is most clearly seen in the two flagship state universities, The University of Texas at Austin and Texas A&M University. In the fall of 2009, slightly less than half the incoming freshman class at A&M was automatic admission, while 86% of the UT freshman class was comprised of top ten graduates. Other numbers that influence the interest in top ten are the ratio of applicants to available space. UT had 31,000 applications for 7,200 admission slots. Generally, a student who graduates in the top 25% of his class will have several admission options for college, although not necessarily UT.

This legislative session, the top ten percent law is a hotly debated topic. Senate Bill 175, sponsored by Senator Florence Shapiro, is already out of the Senate. SB 175 limits the top ten percent automatic admissions to 60% of a university’s incoming freshman class. It also contains provision for full tuition scholarship for low income students in the top ten percent of their graduating classes. While perhaps not an automatic admission to UT, SB 175 would guarantee low income students a college option with tuition. The companion bill in the Texas House, HB 2422, is sponsored by Rep. Jeanie Morrison. The House version limits the automatic admissions to 50% of the freshman class of a university and does not have a scholarship component.
Critics of the top ten percent law contend that it results in many of Texas’s brightest students going out of state for college when, without the law, they would likely attend a Texas school. Other criticism is that the automatic admission policy discourages the growth of Tier One universities. While there is no single national list of ‘best’ universities, one generally accepted point for consideration is the existence of a significantly funded research facility. In Texas, UT/Austin, A&M, and Rice University are considered Tier One.

LVISD staff will track both the top ten bills and assess the impact for our graduates.

Barbara Qualls, PhD – Superintendent, LVISD
March 26, 2009

Too often, when the term “extracurricular” is used, it brings to mind play or slightly less than important activities. Not so with many of the things that LVISD students do outside of the regular school regimen – the “extra” activities. The athletic program at LVISD is rich and varied and serves hundreds of students well in developing character, teamwork, individual discipline, goal-setting, and responsibility. Those laudable traits are also developed in a number of other, academically-oriented programs, too. Because LVISD is a small school, many kids who participate in competitive academics are also athletes.

One area of competition that has a long a rich history of LVHS participation is the Texas Academic Decathlon, which includes students of varying academic grade backgrounds. Each team has nine members, 3 each from A, B, and C average students. The activities include personal interviews, a time essay, a prepared speech and an impromptu speech, and written comprehensive tests in music, art, language/literature, mathematics, economics, and social studies. The Super Quiz is the final event.

Destination Imagination (DI) is a worldwide contest for children of all ages to promote three critical life skills: creativity, teamwork, and problem solving. This year, there were five DI teams from LVISD—3 from Middle School and 2 from Elementary. The LVES team, The WeirDIos won first place in their division and will represent the Austin area at the state contest next week. The MS Team GraffiDIs placed 2nd and won the coveted DaVinci Award for creativity.

Easily the most participatory academic competitive activity is University Interscholastic League – the largest organization of its kind in the world. The UIL governs most competitive activities of Texas schools, although not all. For example, cheerleading, tumbling, powerlifting, and FFA are not UIL sanctioned activities. Further, some popular sports such as swimming and soccer are not sanctioned for small school participation. A popular activity and one in which LVHS has had traditional success is One-Act Play. More than 14,000 Texas students participate and OAP culminates in a State championship after several rounds of competition.

The 2009 LVHS play, Over the River and Through the Woods, competes for first round this week in Cameron. UIL Journalism includes news, feature, editorial, and headline writing plus newspapers and yearbooks through the ILPC (Interscholastic League Press Conference). UIL debate includes Cross Examination debate and Lincoln-Douglas debate. Just last week, LVHS sophomores Duncan Hall and Megan Mumford won the State Championship in CX debate, using the 2009 premise: Resolved that the United States federal government should substantially increase alternative energy incentives in the United States. CX debaters prepare extensively to be able to argue both the affirmative and negative positions of the resolution. Lincoln-Douglas debate features individual speakers, rather than teams. Other speech activities are extemporaneous, informative, and persuasive speaking. Oral interpretation competition includes prose, poetry, and drama. In addition, there are a number of other UIL academic areas: accounting, calculator applications, computer applications, computer science, current issues and events, literary criticism, mathematics, number sense, ready writing, science, and social studies. LVHS academic UIL activities compete at the district level this week.

LVMS UIL academic competition went extremely well this year, with a 400 point lead for first place. Sixty-six students at LVMS participated in UIL academic activities. At LVES, 73 students competed in the district meet. LVES placed first in 14 of the 20 events. Fifteen different teachers and staff members served as UIL coaches. Junior high and elementary competition is terminal at the district level, but still intense. Content areas include Music memory, number sense, oratory, oral reading, impromptu speaking, spelling, storytelling, ready writing, picture memory.

We are very proud of all LVISD students and the coaches who choose to add to their academic experience through competition.

Barbara Qualls, PhD – Superintendent, LVISD
March 16, 2009

A few weeks ago, we held a Parent Chat at Lago Vista Elementary School after a PTO meeting. Although most parents were there to see the terrific performance of the third grade choir in The Cat and the Rat, some folks stayed for the Parent Chat about how LVISD communicates with parents and community and how we can improve. Most people were surprised to learn that there are over 30 different vehicles for communication with schools in Lago Vista. These range from electronic, web-based, e-mail and hardcopy newsletters from each campus and the district to online grade book access for parents. At the Parent Chat meeting, we asked four major questions and recorded the responses from attendees. A complete list of all questions and responses is available on the district website on the Reports page.

The first question was "What do you like or not like about Flash News/Alert, automated telephone systems, teacher e-mail/voice mail or other communication links?" The answers were generally positive, with agreement that contact is greatly improved between teachers and parents with e-mail and voice mail. We asked for specific feedback concerning the Flash News/Alert system. That program is by subscription and delivers messages to e-mail or text messages to cell phones. Even though the system has been in place for over a year, it has been used only once—to announce schedule changes related to Hurricane Ike. We asked if the Flash News/Alert system should be used more frequently but most who responded said that it should be reserved for very important news. LVISD will be operating a new automated telephone system beginning on March 23. Parents at the meeting expressed some concern about not getting a "real person" but were generally in favor of a more efficient system.

The second series of questions was "What information do you want or need? Do you have a way to get it now?" Several suggestions were given for widening the scope of delivery, including a quarterly newsletter in the Log, posting events in local businesses or churches, and gathering extracurricular activity schedules in one place. We had already anticipated the last suggestion and began publishing a Weekly Planner immediately after the Parent Chat. Readers can click and download a weekly list of all activities district-wide for the current week or subscribe to a listserv that delivers the Weekly Planner to an e-mail address.

The third series of questions, "How do you like to receive information? How do you like to send information?" were overwhelmingly answered with "e-mail." Telephone calls and texting were also mentioned.

The last series was "Which district/campus communication links do you use? Not use? How would you like to see them improved? What other communication links do you know about that we might add?" Most answered that they like the Flash Alert system, even though it is not used often. District and campus websites were also mentioned as frequently used resources for information. Parents especially like teacher e-mail, both for sending and receiving information about their children’s academic progress and behavior. All three campuses also have marquee signs where campus-specific information is posted. Parents asked for a comprehensive calendar and parent directories at all campuses.

The Parent Chat meeting was very useful for district staff, with the opportunity to hear parents’ ideas and opinions. Some of the suggestions and requests are already in place and others will be incorporated in the LVISD communication program. In the meantime, please remember that the automated phone system begins on Monday, March 23. We ask your patience as the inevitable glitches in the system are worked out.

Barbara Qualls, PhD – Superintendent, LVISD
March 10, 2009

Several recent blog sites and rumor flashes have generated some excitement about “abolishing the TAKS.” Lots of responses seem to indicate dissatisfaction with TAKS and general welcoming of the possible demise of the TAKS, but we may need to consider what the replacement for the current TAKS-heavy accountability system might look like.

Last week, Senator Florence Shapiro (chair of the Senate Education Committee) and Representative Rob Eissler (chair of the House Public Education Committee) jointly filed SB 3 and HB 3, comprehensive reworkings of the current AEIS (Academic Excellence Indicator System). The new proposed system would base campus and district ratings on a rolling three year average instead of just the most recent year. The rating would be based on a two-tier system, the first level to include student achievement, completion rate, and a district’s financial performance. The second tier would be “distinctions of excellence” including growth in student achievement, fine arts, physical education, learning of a second language, and work-force readiness. HB 3 and SB 3 also would replace the current rating labels of exemplary, recognized, academically acceptable, and academically unacceptable with one of three labels based on accreditation status: accredited, accreditation-warned, and accreditation-probation.

Graduation plans would also be reworked. The highest, the Texas Diploma Plan, would contain a requirement for 4 math, 4 English, 4 science, and 4 social studies classes, 2 foreign language courses, and 8 electives. The Standard Diploma Plan (replacing the current Minimum Plan) would contain 4 English, 3 math, 2 science, 3 social studies plus one additional course in either math or science and 9 electives. Further, some CATE (Career and Technology Education) courses could fulfill math and science requirements.

There is much positive in the new proposals, the most promising being the second tier for campus and district accountability, which not only allows a measure of local choice, but also includes a series of academic disciplines that have previously been left out of all accountability systems: fine arts, physical education and athletics, and foreign language. Presumably, the concept of ‘work-force readiness’ would be a function of the robust career and technology course series. It is also very exciting to consider that the intense pressure for one-day, one-test performance may be replaced with a system that measures a student’s overall preparation for the next grade level.

There are two other bills already filed that hold much positive promise. One is HB 2262, by Representative Eissler, which would reverse the executive order issued by Governor Perry concerning the 65% expenditure rule. The 65% formula does not include essentials such as transportation and food service, or rising costs of providing those services. Fast-growth districts also are hampered by the 65% rule in their efforts to supply furniture, library books, and additional staff (other than teachers) in new schools. None of those expenses currently “count” in calculating compliance with the 65% Rule.

The other promising proposal has to do with revision of the top 10% rule whereby all students who graduate in the top 10% of their graduating class have automatic admission to any state college or university. That rule has been especially difficult for Lago Vista students. At the present time, over 80% of the incoming freshmen at the University of Texas were admitted under the top 10% rule. In the current graduating senior class at Lago Vista High School, only nine kids qualify automatically for admission to UT. The original intent of the top 10% rule was meant to encourage diversity at the state’s larger colleges and universities, but recent Supreme Court action allowing race as an admission consideration should revoke the need for the top 10% rule.

Barbara Qualls, PhD – Superintendent, LVISD
March 5, 2009

Central Texas, the area along the I35 corridor between Temple and San Antonio, contains a dense population with many industries and business concerns where workers with a high level of education and skill are needed. Government, business, and education leaders in the area realize that, and in early 2008, came together to launch a program that had been a couple of years in the making, the E3 Alliance's Blueprint for Change.

The E3 Alliance is a committed group of business, government and education practitioners whose foundation is the motto that "Education Equals Economics." The Blueprint is a strategic plan consisting of four overarching goals, each with objectives and action strategies. Recently, stakeholders and participants in the original articulation of the goals met to review progress. I have written about the Blueprint in the past and will bring updates to Lago Vista readers as they unfold.
While each of the four Blueprint goals is vital, I'd like to concentrate on Goal 2: Central Texas Eliminates Achievement Gaps while Improving Overall Student Performance. Wide differences in the achievement between groups of students constitute one of the highest predictors for dropping out of high school. It is estimated by the E3 Alliance research staff that each cohort year of dropouts equal $425 million in lost earnings. In Central Texas, as across the rest of the state, the achievement gap 'grows' with student age. For example, in lower elementary grades, the gap is relatively small but by eighth grade, the gaps are very large, with the gap spanning 30-40%. Economically Disadvantaged and English Language Learners are the two groups the scores that are often on the low end of the gap continuum. In Texas, a Spanish-speaking Hispanic is four time less likely to be a high school graduate than a white Texan.

The findings of the E3 research indicate the following data about Central Texas middle school students:
• 17% changed schools at least once in 2005-06.
• 3% were removed from school at least once due to discipline in 2005-06.
• 80% of the Central Texas eighth graders passed the TAKS math test.
• 93% passed the TAKS reading test.
• Only 73% passed the TAKS science test.

The recommendations for action that resulted from the Blueprint data are already being realized in many Central Texas schools. The first action strategy is to focus attention on the critical transition points – Kindergarten to 1st Grade, 5th to 6th Grade, 8th to 9th grade and high school to college. While many schools recognize the importance of the social transitions for each of the critical points, it is also necessary to examine and align curriculum at academic transitions. Another recommendation/action strategy focuses attention on the problem achievement of English Language Learners. The specific need identified is that this population is both high need and high mobility. For that reason, E3 recommends a common intervention program with aligned content so that English Language Learning children are exposed to a continuous teaching and learning experience, even as they move from school to school. Schools are also encouraged to utilize the message of Piercing the Cultural Bubble – Para Una Buena Vida campaign.

While Lago Vista compares well to some Central Texas Districts in terms of the proportion of economically disadvantaged students and English Language Learners, it is important to recognize that both those populations are growing. In school year 2007-08, LVISD reported a higher proportion of economically disadvantaged students than Leander ISD and Lake Travis ISD – over 20%. LVISD has a strong RTI (Response to Intervention) program in place but each month, more and more students have need of the RTI services. If you are interested in more information about this topic, check out The Blueprint for Educational Change.

Barbara Qualls, PhD – Superintendent, LVISD
February 26, 2009

Next Tuesday, LVISD begins the 2009 round of TAKS testing, along with all other schools in Texas. The TAKS is not just one test with one application, but rather is a complex set of assessments with results that are used in several difference evaluation systems. On Tuesday, March 3, students in grades 3, 5, 8, and 9 will take Reading TAKS. Fourth graders will take Writing TAKS, and sophomores will take the Exit Level ELA (English Language Arts) TAKS. In early April, grades 5 and 8 will take math tests. Then, the last week of April, the remainder of the TAKS battery will be administered. The late April tests will include the remaining reading and math tests plus science and social studies. The tests administered earlier are the ones that are considered “barrier tests” – tests at grade levels where successful mastery of the objectives of the tests is a state-mandated component for promotion to the next grade level.

The TAKS certainly qualify as “high stakes testing” (HST), a movement that has seen rapid growth with the past decade. Texas school children, like their counterparts across the nation, have long been subjected to wide-spread testing. Early examples include the ITBS (Iowa Test of Basic Skills) and some earlier Texas tests such as TABS (Texas Assessment of Basic Skills). Those tests, however, were used in a prescriptive manner. That is, the results were shared with parents and were sometimes used to determine the need for remedial instruction or further testing in diagnosis of learning disabilities. Only since the early 1990s have high-stakes tests been used to apply ratings to schools and to determine promotion or graduation for individual students.

The HST movement is an almost direct reaction to the 1983 publication of a report from the National Commission on Excellence in Education, A Nation at Risk. The reform movement that followed had several important manifestations in Texas, including the passage of House Bill 72, which began the No Pass/No Play system linking academic performance to participation in extracurricular activities. The reform movement also put in place the framework for the high-stakes student performance testing under which we currently operate. In Texas, state-level performance standards were established. TAAS tested only English Language Arts and mathematics and was considered a minimum skills test by some. For approximately a decade, TAAS was the measure used to assign rating labels to campuses and school districts.

In the early part of the new century, the reauthorization of the Elementary and Secondary Education Act (ESEA) became known as No Child Left Behind (NCLB), a phrase attributed to then-First Lady Laura Bush, a long time advocate for children’s literacy. For Texas, one change generated at approximately the same time was the replacement of TAAS with the TAKS (Texas Assessment of Knowledge and Skill), a systematic measure of student performance in all core academic areas plus the introduction of barrier tests (passing requirement at grade levels other than high school graduation). The TAKS measure is considerably more rigorous than its TAAS predecessor and measures thinking/problem-solving skills as well as factual subject matter.
Backlash criticism of high-stakes testing, while real, may be partly media-driven. Repeated polls of parents show support for standardized testing (62-28%) and the support holds across all ethnic and socio-economic groups.

As Texas and LVISD begin the 2009 testing, parents can help their children in several ways:
• Get a good breakfast and a good night’s sleep prior to testing.
• Downplay the negative emotions connected with the test-stress that, while important, the TAKS does not completely define a student’s performance.
• Remind students of other academic successes in order to place TAKS in perspective.

Barbara Qualls, PhD – Superintendent, LVISD
February 18, 2009

Over the last few weeks, I have had excellent opportunities to hear several leaders of government speak about their views on the state education as well as some specifics about plans for the current legislative session. State Senator Leticia Van de Putte addressed the members of the Equity Center, with similar information. Senator Van de Putte announced that she had initiated legislation in the Senate for significant change in the funding formula and that companion legislation is sponsored in the House by Representative Diane Patrick. The language and substance of the finance proposal was crafted in cooperation with the Equity Center, an organization of school districts whose mission is to support equitable distribution of access to financial resources for all Texas school children. Texas State Senator Florence Shapiro, chair of the Senate Education Committee, spoke at a recent Texas School Coalition meeting. She, too, surprised some in attendance by indicating that some facets of the state school funding formula may be front and center in this legislative session. Although they each presented different paths to school finance reform, both Senator Shapiro and Senator Van de Putte indicated that school finance is a topic of interest and will be visited during the 2009 legislative session. Until the last few months, conventional wisdom was that with the global economy in distress, that school funding would not be a high priority in the current session.

Very recently, I attended a meeting of the Texas Business and Education Coalition, an organization fundamentally supported by the HEB Foundation, but also supported by CenterPoint Energy, IBM, State Farm Insurance, and other business interests. TBEC fosters communication links among business interests, public schools, and higher education, with emphasis on workforce and college readiness. The keynote speaker at the recent meeting was Senator Kay Bailey Hutchison. While the audience expected comments from Senator Hutchison on the proposed federal economic stimulus package, she instead spoke to us about technology, science, mathematics, and the need for solid educational programs in those areas. Her remarks began with a history of the Nobel Prize and how Texas scientists, inventors, thinkers, and other ground-breakers have a solid history in receiving the Nobel. Senator Hutchison reminded us that compared to China and India, the United States is not performing well in the production of engineers and computer scientists. She emphasized that in the near future, China will be the world’s largest exporter of technology while the United States will be the largest importer.

Much of Senator Hutchison’s message dealt with the importance of STEM courses – Science, Technology, Engineering, and Math. She suggested a two-prong approach to the gaining a greater emphasis on STEM academic disciplines – more and earlier instruction and energetic recruitment and preparation of quality teachers in those areas. In general, Senator Hutchison urged educators to encourage students to participate in science fairs and take STEM courses in high school. In teacher preparation, she indicated that teachers of STEM courses should graduate with degrees in the discipline and that alternate certification programs should be carefully monitored for quality control, including high GPA entrance requirements. One specific program she used as an example of high quality is the UTeach Texas program. UTeach is a part of the University of Texas at Austin.

Why is it important what our political leaders think? The ideas, topics, programs and issues that they value are the ones that will receive attention in the form of financial support, legal initiatives, and will eventually change the course of the future. So far, the 2009 legislative session and the work of Senator Hutchison appear to be solidly focused on positive impact for the education of our students.

Barbara Qualls, PhD – Superintendent, LVISD
February 12, 2009

Lago Vista ISD will soon have a new automated telephone system, one that will help efficiency and accuracy. Some preliminary work is being done now, including the construction of the routing plan and assignment of extension numbers. The transfer to the new automated system will take place over Spring Break and will be functional when regular classes resume on March 23rd. Instructions on use of the new automated system, including choice options and how to reach your child’s teachers, will be posted on the district website as well as through this column in the North Lake Travis Log. We realize that it will take some adjustment to learn how to use the new system. We certainly intend for the new system to better serve the needs of students and their parents.
For the past couple of years, LVISD has utilized a parent-based program for sharing information, Parent Chat. For each Chat, parents are invited to meet with school personnel to discuss a specific topic, to ask questions, express concerns, and seek ways for improvement. Previous topics have included preparation for TAKS, organization of support groups, facilities, disciplinary challenges, and snacks and nutrition. On February 24, we’ll host another Parent Chat – this time to discuss the various communication links currently in use by LVISD, how to improve them, and what other communication strategies might be used. School people will present some of the existing communication vehicles, such as campus and district newsletters and websites, marquees, and parent organizations. Parents will be asked to share which of the communication links are most useful and what improvements are needed. We’ll ask several questions, but the two fundamental questions are: What information do you want and need? How are some of the best ways to get it to you? The Parent Chat will be held on February 24 in conjunction with the LVES PTO meeting. As always, there will be light refreshments and a door prize. We hope that parents will come to the Parent Chat and help us in the effort to improve district communication.
Last week, several LVISD staff members participated in the annual Texas Computer Education Association convention in Austin. TCEA is one of the largest state meetings of its kind and provides technology teachers and practitioners an opportunity to see and try out new products, as well as learn ways to utilize hardware they already have in place. LVMS technology teacher Lori Lind presented a well-attended session on the use of animation in PowerPoint. One highlight of her presentation was the display of a PowerPoint creation from one of her students.
As the competitive season for basketball comes to a conclusion, students and parents are gearing up for spring activities. There are some major differences in the way spring activities are handled, compared to the large team sports of the fall and winter. In spring, track and field activities, UIL academic activities and competition, One Act Play, and team sports with smaller numbers such as tennis and golf generally result in scattered travel and overlapping practice schedules. Good communication between coaches and parents is essential. For parents, please be sure you have all the information you need about where your child is expected to be, travel arrangements, meal arrangements, and dismissal times. It is not unusual for there to be up to ten different LVISD student activities on many spring Saturdays.
And concerning spring sports – LVHS baseball and softball seasons will begin within the next few weeks. The young athletes in these sports appreciate the support of fans in the stands. Admission is free and a good time is guaranteed.

Barbara Qualls, PhD – Superintendent, LVISD
February 5, 2009

The last week in LVISD has been an active one – from the organization of a whole new exciting group of parents to a power outage! On Wednesday, extremely cold temperatures created speculation about possible school closing or late start. Let me share with you the process that happens when there is threatening weather. First, the Lago Vista Police Department canvasses the area roads for potential problems. Representatives from Durham Transportation do the same thing, looking for places where a school bus might have trouble. LVISD officials also drive around the community, checking for potential ice spots. Together, a decision is reached about safety in driving. On Wednesday of last week, the roads in Lago Vista were clear. In some of our neighboring school districts with bridges and overpasses, that may not have been the case. If it is necessary to alter the regular school schedule, the notice is placed on FlashNews. Area television and radio stations are automatically notified and a text message and/or email are sent to all FlashNews subscribers. All parents and anyone else who may be interested in school schedules should subscribe to FlashNews.

Shortly before school started on Wednesday morning, there was a power outage on the west side of the Lago Vista power grid, which includes LVMS/HS and the traffic light at Lohman Ford and RR 1431. PEC and LVPD staff responded to the emergency very quickly and power was restored in about an hour. During that time, students were safe and warm, and in many classes, teaching and learning went on in the semi-darkness! The inside temperature in the buildings was not impacted. All in all, it was an exciting morning but without any serious problems, due to the efficient response of the police department, PEC, and campus teachers and principals.

Wednesday night was exciting, too, but without the drama of a power outage. More than 50 fathers, grandfathers, and stepfathers of LVES students met to learn about and organize a new parent organization, WatchD.O.G.S. D.O.G.S. is an acronym for Dads of Great Students. WatchD.O.G.S. is a national organization, begun several years ago in response to concerns about school safety and security. Fathers wearing special WatchD.O.G.S. t-shirts will be available on campus for hall monitoring, sharing lunch, playing at recess, reading aloud, listening to reading or any other activity. Heather Stoner introduced the program and she will be assisted in its execution by LVES staff member Rhea Fox. In just one session, LVES collected enough WatchD.O.G.S. volunteers to cover the remainder of the 2008-09 school year!

Early in the week, LVISD administrators participated in the annual MidWinter Conference on Education in Austin. Among the many activities, workshops, and vendors visited, we heard author and columnist Daniel Pink. Mr. Pink’s book, A Whole New Mind, explores a new way of considering the foundation of educational theory: recognize three major forces of Asia, abundance, and automation. Applied to education, Mr. Pink’s material asks us to consider that the forces of Asia, abundance, and automation may force an educational transformation n which right brain activity that inspires artists, inventors, storytellers, and caregivers will be at least equally important to the traditional left brain activity associated with the professions of medicine, law, and engineering.

This weekend, Lago Vista High School hosted the regional Academic Decathlon, with almost 100 scholars and their coaches on campus Friday afternoon and all day Saturday. Thank you to the many Lago Vista citizens who helped with judging, hospitality and meals for the guests, and other tasks. Special recognition goes to the LVHS AcaDec coach, Karen Green, for her many hours of preparation in organizing the contest.

[January is designated as School Board Recognition Month by order from the Governor’s Office. The following description of the function of school boards is contributed by the Texas Association of School Boards.]
January 15, 2009
As citizen leaders, individual school board members face complex and demanding challenges. Yet, few people fully understand the scope and far-reaching implications of board members’ responsibilities. All Texans should recognize the vital contributions of these women and men and focus attention on the crucial role these elected public officials play in the education of our children.

Their job is to establish a vision for the education program, design a structure to achieve that vision, assure schools are accountable to the community, and strongly advocate continuous improvement in student learning. That job entails many meetings; reams of reports, agendas, proposals, and other information to read and study; and a host of difficult decisions to make.

While they wear many hats in the workday world, school board members put on a collective hat when they get down to the business of leading their school districts. Board members must pull together as a team toward a common goal—helping students achieve. While they may individually disagree on certain issues, their role as a board is to consistently strive toward that common goal.

Board members contribute many hours each year leading their districts. Whether it is crafting policies, listening to staff and student concerns, or recognizing outstanding programs, board members always keep their eyes on the goal of student success.

In recognition of this dedicated service, January is designated School Board Recognition Month. This is a time to show our appreciation and begin to better understand how local trustees work together to provide a better future for our children. In January, join with others from throughout our district and state to salute the men and women who provide grassroots governance of public schools. Make a special effort to tell each school board member that his or her hard work has been noticed and is truly appreciated.

Imagine a community with no local control over its schools. Picture paying an education bill without local men and women to make spending decisions for you and other citizens like you. Think about an education system where all policy is set at the state or national level. Imagine putting your children in the hands of someone you don’t know.

School board members are our neighbors who make education their business, investing hours of their time, and often their own resources, to set direction for our children and our local public schools.

They are elected by you to establish policies that reflect your beliefs and set goals that project your community’s vision for the future. They spend long hours, after their own workdays, making decisions on issues that eventually will affect everything from local business to the quality of life in your community. The future is literally in their hands.

Most of their efforts go unrewarded. Often, the only response school board members get is criticism. But what would you do without them? Where would you go with your concerns? Your questions? Your complaints?

When you elected your school board members, you picked people to act for you in your absence. You chose men and women you know you could entrust with the vitality of your community and the development of your children.

They play such an important role in the uniquely American school governance system that guarantees you local control of your schools. Show your appreciation to your local trustees during School Board Recognition Month in January. Say thanks to the dedicated board members in Lago Vista ISD for guiding your public school system and helping shape a better tomorrow. Without them, you would lose a vital link to your schools.

Joint publication of TASA/TASB
January 8, 2009

With the upcoming legislative session, Texas educators are focusing attention on the action of the Texas legislature. It is interesting to consider the many areas where legislative action influences public education. One area frequently mentioned is the number and scope of mandates for public education that are not funded by state money. TASA and TASB have published a comprehensive document that examines those unfunded mandates.

Nine areas with 71 separate topics are covered in the report. The introduction to the report is printed below and the entire document can be accessed on the LVISD website (www.lagovista.txed.net) in the Reports section under Report on School Districts Mandates: Cost Drivers in Public Education.]

The Texas Legislature often asks school board members and school administrators: "With all the additional state dollars that have been put into the public school system, why are schools requesting additional funds?" Any understanding of the rising costs of public education must include an appraisal of the current requirements that school districts must meet in order to comply with state laws and regulations.

In 2002, the Texas Association of School Administrators (TASA) and the Texas Association of School Boards (TASB) compiled the Report on District Mandates, a comprehensive list of the various state mandates placed on school districts that contribute significantly to the rising costs of public education. TASA and TASB have updated and revised this document to include mandates passed through the 2007 legislative session. This document encompasses the majority of mandates passed since 1995 but does not contain a complete list of all mandates on Texas school districts. This version includes only those Texas laws and regulations that are likely to impose significant implementation costs either collectively or by themselves.

Given the differences among school districts, it would be difficult to quantify accurately the statewide cost of each mandate. Therefore, this document lists the factors that may contribute to a district’s cost of implementing each mandate.

The goal of the revised report is to assist school leaders in identifying the most significant unfunded or underfunded mandates and in calculating the cost of implementing those mandates in their district.

The fact that a particular mandate is listed in this document does not imply that the mandate is without merit. For example, no one would argue that state-mandated leaves of absence for school employees are unnecessary. The issue is not whether it is appropriate for the Legislature to pass mandates; the issue is the strain state mandates place on school
district budgets. This document endeavors to identify state requirements that are driving the growth of school district budgets.

State mandates on school districts are only one factor leading to the rising cost of education. The impact of inflation, especially on staff salaries, is one of the single largest cost factors in school districts. Other cost drivers include the sharp increase in the number of students enrolling in Texas public schools with current growth estimated at more than 80,000 students annually, as well as the increased costs of utilities, fuel, and insurance.

Increased state expectations with the implementation of college readiness standards, end-of-course exams, and the required fourth year of mathematics and science under the Recommended High School Program also serve as major cost drivers.

In recent years, the Texas Legislature has shown an increased awareness of the strain that mandates place on a school district’s budget. School officials can help legislators understand the number of unfunded or underfunded mandates imposed on school districts by quantifying the costs of existing mandates, estimating the costs of mandates proposed during subsequent legislative sessions, and continuing to dialogue with their legislative representatives.

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