ATTENTION RISING NINTH GRADERS!

Launch your future with 糖心Vlog鈥檚 new virtual early college high school.

This new fully-virtual early college pathway through Arlington College and Career High School is for incoming freshmen who want a virtual high school experience with early college opportunities. It鈥檚 ideal for motivated incoming ninth graders who want to jumpstart their college education in a structured, highly interactive online environment.

And it's not too late to get in!听 The new program is open to motivated students in 糖心Vlog and surrounding communities!

THE EXPERIENCE

Hosted through Arlington College and Career High School (ACCHS), this pathway features fully synchronous (live) instruction taught by ACCHS teachers. Students collaborate with their teachers and peers in real time.

Students embark on a clear academic crosswalk designed to earn them a high school diploma alongside tuition-free college hours or an associate degree from Tarrant County College.

KEY FEATURE

The innovative program provides the structure of a traditional school day combined with the innovation of a virtual classroom, complete with dedicated early college counselors and specialized support to help every student succeed.

While all coursework will be online, students may participate in campus events and school activities sponsored by ACCHS.

READY TO LAUNCH YOUR FUTURE?

Spaces for this innovative pathway are limited. Don't miss the chance to get a head start on your college and career.

Learn more and apply today!

Flexible Virtual Program for Juniors and Seniors

If you're already in high school, we have new virtual course options for you, too. This program is perfect for high school juniors and seniors who need more schedule flexibility but still want a vibrant, traditional campus lifestyle. Students can take up to two virtual courses and fit them into their own schedule.

The program blends asynchronous (self-paced) online learning in up to two virtual classes each semester with traditional, on-campus courses. Available virtual courses focus on junior and senior requirements like English III, English IV, Government, Economics, and Precalculus.

The Summer Enrichment Program is opening doors for 糖心Vlog students!

Students from Sam Houston High School spent the past month improving their math readiness skills and working toward industry-recognized electronics certifications.

鈥淭his is a really hands-on program,鈥� said Selena Obara, sophomore at Sam Houston High School. 鈥淵ou get to meet a lot of people, you work with different people, but it's really good. You get a head start, and you just learn so much, it's fun.鈥�

This summer, 15 students passed the TSI math assessment, opening the pathway to enrolling in college-level math courses and advanced electronics courses this fall. The program is designed to inspire students in the field of electronics and engineering while blending academics with hands-on technical training.听

Nine students passed the , placing them among the youngest in Texas to do so. 糖心Vlog is the only district in Texas with 15- and 16-year-old students passing the SACA exam.听

鈥淭his certification will help me a lot in expanding my academic and career experience, and it'll even help me land a job,鈥� said Alex Skilsky, sophomore at Sam Houston High School.

The students who earned the certification are already being recruited by major companies, including , with starting salaries at $75,000 directly after high school graduation.

鈥淭hat really pushed me and motivated me to go into this career,鈥� said Ibrahim Odunlami, sophomore at Sam Houston High School. 鈥淚t helped widen my view on electronics and engineering, and this is going to help me in the future to build my career and get paid more.鈥澨�

Learn more about P-TECH at Sam Houston High School!

More than 1,100 students kicked off their summer vacation building robots, writing code, and discovering new passions at 糖心Vlog鈥檚 Camp Innovation. The district鈥檚 free, week-long technology camp is designed to inspire curiosity and confidence in learners from fourth through ninth grade. Now in its ninth year, the camp continues to grow in popularity with students and families across the district.

Camp Innovation is held over three weeks in June at the Dan Dipert Career and Technical Center, where students work collaboratively to solve challenges, create projects, and apply technical concepts in hands-on ways. The camp fosters creativity, critical thinking, and confidence while exposing students to future-focused fields in computer science, engineering, robotics, and digital design.

鈥淏eyond the technical content, Camp Innovation creates a positive and engaging environment where students develop friendships, practice teamwork, and discover new interests and talents,鈥� said Susan Anderson, 糖心Vlog technology integration specialist. 鈥淢any campers return year after year, demonstrating the lasting impact the program has on inspiring a love of learning and innovation.鈥�

From the moment students walk through the doors, the focus is on exploration. Students rotate through sessions where they are met with hands-on, real-world learning experiences that build both technical and interpersonal skills. Each activity is designed to help students think critically, solve problems creatively, and collaborate with their peers.

鈥淚 think it鈥檚 cool to learn how to control a robot and see it progress,鈥� said Mackenzie Aylor, a student at Corey Academy of Fine Arts and Dual Language. 鈥淚 have gained a lot of knowledge from this place.鈥�

Camp Innovation is rooted in the district鈥檚 Technology Applications curriculum, giving students a meaningful head start in skills they鈥檒l carry through high school and beyond. When the week ends, students walk away inspired and ready to take on what comes next.

For more information about Camp Innovation, visit www.aisd.net/campinnovation.

The Arlington High School FFA Wildlife Team wrapped up another competitive wildlife season with a trip to the State Wildlife Contest in Nacogdoches in April. But it also marked the final season for three Arlington High School seniors who have led the team to the state meet every year they have competed.

The trio is leaving behind a lasting legacy.

Seniors Spencer Doughty, Morgan Jones, and Zach Bastas achieved a rare level of consistency and excellence by reaching the state level every year, as they capitalized on the strength of 糖心Vlog鈥檚 agricultural science pathways and the opportunities available through career and technical education.

鈥淪tudents in Arlington FFA have endless opportunities to grow outside of the classroom,鈥� said Tanner Smith, Arlington High School FFA advisor. 鈥淭hey learn how to effectively public speak, how to answer questions about the topics they studied, and work together as a team to learn and present a script.鈥�

These hands-on experiences help students discover pathways they might not have realized were available to them, opening new doors to future careers.听

For Doughty, the wildlife contest led to a career path. He plans to attend Tarleton State University to study

鈥淏eing a first generation college student means a lot to me because I'm setting a new path for my family, and Arlington High School helped me get there through FFA and agriculture programs that helped me find my passion,鈥� Doughty said.

Jones and Bastas have both decided to attend Texas A&M University this fall. Morgan will study , and Bastas is going to major in finance.听

鈥淔FA has taught me many social and responsibility lessons that will help me excel in my future career, being able to talk confidently and know how to put my name out there,鈥� Bastas said.

Over the past few years, these students have had the opportunity to see every region of Texas while studying the wildlife across the state.听

鈥淚 am so proud of them and so lucky to have been able to spend countless hours coaching these three and traveling the state,鈥� Smith said.

The seniors said the encouragement from the campus agricultural science teachers and staff have been a driving force behind their team鈥檚 success.

鈥淢y FFA advisors have been the most supportive people in my high school career,鈥� Jones said. 鈥淚 am grateful for the clear and continuous guidance my teachers have offered me, giving me endless advice as I work to navigate this new chapter of my life.鈥�

As the three seniors move on, Arlington FFA will continue for the next generation.

鈥淎s coach Peach always says, 鈥楲eave a legacy,鈥欌�� Smith said. 鈥淭hese three have done just that 鈥� left their legacy here at AHS and for the future wildlife teams to come!鈥�

[embed]https://www.youtube.com/watch?v=F95wP7XnSXs[/embed]

Arlington Collegiate High School senior Giovanni Roman has earned one of the most prestigious scholarships in the nation: the . The award provides him with a full four鈥�year college education at the , including tuition, room and board, medical benefits, and travel expenses.听

The QuestBridge scholarship is a highly competitive national program that connects high鈥�achieving students from low鈥�income backgrounds with top colleges and universities across the country. For Roman, the opportunity represents more than financial support; it marks a pivotal milestone for both him and his family.听

鈥淚 saw the QuestBridge program and it covers four years for top schools,鈥� Roman said. 鈥淚 was really interested in that because it would be life changing, and it would really help out my family a lot with paying for my college.鈥�听

Roman first learned about QuestBridge as a junior while researching scholarships. Like many students, his original plan was to stay in Texas.听

鈥淥riginally I was kind of more committed to applying to TCU and UT Austin, more in鈥�state schools,鈥� he said. 鈥淏ut I also was planning on applying to a couple of schools like Harvard or Stanford.鈥�听

Arlington Collegiate counselor Danielle Ely helped guide Giovanni through the QuestBridge application process by assisting with recommendations, transcripts, and essay support. Ely said Giovanni stood out early on.

鈥淗e鈥檚 a leader here on campus. He鈥檚 involved in several activities and very influential with his peers,鈥� she said. 鈥淗e鈥檚 a hard鈥�working student, has a great GPA, and steps out of the box to take initiative.鈥�听

Roman said the achievement carried special meaning for his family, and he is especially thankful for support from his mother during his journey to college.听

鈥淔our years ago, I wouldn鈥檛 have imagined I would have gotten a full ride scholarship to a really good school like Notre Dame,鈥� he said. 鈥淚t wasn鈥檛 just an accomplishment for me, but also for my mother. She put in a lot of work, helping me and supporting me in my academic journey. I really feel like the work that we put in paid off.鈥�

Following his acceptance, Roman recently had the opportunity to visit Notre Dame, where he toured campus and explored student life. During his visit, Roman learned more about student organizations, academic programs, and volunteer opportunities and said he looks forward to getting involved in clubs and activities that align with his interests during his time at Notre Dame.听

ACHS principal Jeff Krieger said that Roman鈥檚 QuestBridge scholarship has already begun inspiring other students on campus.听

鈥淲hen others see somebody like them earn it, they believe it鈥檚 possible for them too,鈥� he said. 鈥淕iovanni is the first student at Arlington Collegiate High School to actually receive the QuestBridge scholarship, and when he walks that stage in a few months, we鈥檒l all know that we鈥檝e played a part in his success.鈥�听

Roman credits Arlington Collegiate鈥檚 close鈥�knit environment with听helping him reach this milestone.听

鈥淲e鈥檙e a smaller school, but everybody knows each other, and we all help each other out,鈥� he said. 鈥淭hat really played a big role in everything I did here.鈥�听

As Roman prepares for his next chapter, he is eager to pursue research, internships, and community service opportunities, all of which play an important role in his goal of attending medical school. Roman hopes his journey encourages other students to take chances on themselves.听

鈥淒on鈥檛 be scared of applying for big scholarships or big colleges,鈥� he said. 鈥淵ou never know what might happen. You鈥檙e more than just what鈥檚 on your application.鈥�听

These Vikings are about to make history!

Lamar High School is getting ready for a celebration years in the making as the Pathways in Technology Early College High School (P-TECH) program prepares to graduate its first senior class on June 1.

鈥淲e are incredibly proud of this inaugural class for paving the way for future Vikings and establishing a legacy of excellence for the Lamar P-TECH program,鈥� Lamar principal Lesley Maroney said. 鈥淥ur Lamar P-TECH students have demonstrated what is possible when students are provided with rigorous academics, industry experiences, and strong support systems focused on college, career, and workforce readiness.鈥�

All of the Lamar P-TECH seniors have earned college credit, and 70% will graduate with an associate degree or certificate from All together, they have secured more than $22 million in scholarships. Every senior has a defined post-graduation plan, whether pursuing college, trade school, military, or the workforce.

鈥淟amar P-TECH represents opportunity for students and prepares them for success beyond high school,鈥� said Aretha Hudson, P-TECH counselor. 鈥淲e are proud to provide students with the tools, college experiences, and career pathways needed to thrive in the future.鈥�

P-TECH programs are innovative, open-enrollment high schools that give students an opportunity to earn up to 60 hours of free college credit and industry certifications simultaneously. The Lamar High School P-TECH partners with and features academic pathways focused on cybersecurity and business.

鈥淥ur goal is to continue strengthening our industry partnerships and refining our pathways,鈥� assistant principal Teri Williams said. 鈥淲e want to ensure that every Viking who enters this program has a clear, supported route to a degree or a high-value career."

Way to go Vikings!

Access Your Child鈥檚 STAAR Results - Grades 3-8 and EOC

The 2026 STAAR and STAAR EOC test results will be released for parents by TEA as follows:

• STAAR 3-8 results will be released on June 16.
• STAAR EOC Spring Administration results will be released on June 10.
• STAAR EOC Summer Administration results will be released on July 31.

ACCESSING TEST RESULTS

Since school will not be in session, you will need to access the pass/fail results in the Parent Self Serve in TEAMS or in the .

To see results in the Parent Self Serve

• If you do not have access to Parent Self Serve, contact your child鈥檚 campus by May 22.
• Log in to the Parent Self Serve
• Click on the 鈥�Testing鈥� tab
  • Each subject area for grades 3-8 (math, reading, science and social studies) and each EOC test (Algebra I, Biology, US History, English I, English II) has a column in which test results may be
  • A 鈥�1鈥� or a 鈥�0鈥� should be indicated for any student who had a paper or online answer document submitted for the test.
    • 1 = Pass
    • 0 = Absent or Did Not Pass or Test Was Not Scored
  • There is also a column in the Parent Self Serve under the Testing Tab entitled 鈥�Portal Cd.鈥� The code found in this column will allow you to access the student鈥檚 complete test history in the .
  • NEW FEATURE 鈥� Single Sign-on (SS0) - From your 鈥�My Students鈥� tab, click on the Texas Assessment Parent Portal link next to your child鈥檚 grade level, and it takes you directly to your child鈥檚 test results in the TEA Family Portal.

To see your child鈥檚 test results and test history in the , you will need your child鈥檚 unique access code.

• The access code can be located by looking in the Parent Self Serve.
• An 鈥淎pproaches Grade Level,鈥� a 鈥淢eets Grade Level,鈥� or a 鈥淢asters Grade Level鈥� indicates a passing score for the

See the Help document.

Como Acceder a Los Resultados

de Las Pruebas STAAR 2026 Grados 3 a 8 y STAAR EOC

TEA publicar谩 los resultados de las pruebas STAAR y STAAR EOC del 2026 para los padres de la siguiente manera:

• Los resultados de las pruebas STAAR de los grados 3 a 8 estar谩n disponibles a partir del 16 de junio.
• Los resultados de las pruebas STAAR EOC de la primavera estar谩n disponibles a partir del 10 de junio.
• Los resultados de las pruebas STAAR EOC del verano estar谩n disponibles a partir del 31 de julio.

ACCESO A LOS RESULTADOS DE LAS PRUEBAS

Debido a que la escuela no estar谩 en sesi贸n, tendr谩 que acceder a los resultados de las pruebas en el sitio web de Parent Self Serve en TEAMS o en el sitio web de .

Para ver los resultados en el Parent Self Serve

• Si no tiene acceso al Parent Self Serve, comun铆quese con su la escuela de su hijo antes del 22 de mayo.
• Inicie sesi贸n en el Parent Self Serve.
• Haga clic en la etiqueta "Prueba."
  • Cada materia del los grados 3 a 8 (matem谩ticas, lectura, ciencias y estudios sociales) y cada prueba EOC (Algebra I, Biolog铆a, Historia de los Estados Unidos, Ingles I, Ingles II) tiene una columna en la que se pueden mostrar los resultados de las
  • Se debe indicar un "1" o un "0" para cualquier estudiante que entreg贸 un documento de
    • 1 = Satisfactorio
    • 0 = Ausente o no satisfactorio o la prueba no fue calificada
  • En el Parent Self Serve, tambi茅n hay una columna titulada "Portal Cd." El c贸digo de acceso que se encuentra en esta columna le permitir谩 acceder al historial completo de ex谩menes del estudiante en el sitio web .
  • NUEVA FUNCI脫N 鈥� Inicio de sesi贸n 煤nico (SSO) 鈥� Desde su pesta帽a 鈥�My Students,鈥漢aga clic en el enlace Texas Assessment Parent Portal situado junto al nivel de grado de su hijo; esto le llevar谩 directamente a los resultados de las pruebas de su hijo en el TEA Family Portal.

Para ver los resultados de las pruebas de su hijo y el historial completo de las pruebas en el sitio web necesitar谩 el c贸digo de acceso 煤nico del estudiante.

• El c贸digo de acceso puede ser localizado por medio del Parent Self Serve en TEAMs.
• Un 鈥淎pproaches Grade Level,鈥� o un 鈥淢eets Grade Level,鈥� o un 鈥淢asters Grade Level鈥� indica una calificaci贸n satisfactoria para el

Ver el documento de ayuda

Before they put on their cap and gown for high school graduation, a group of 糖心Vlog seniors have already crossed a different stage 鈥� one where they received college degrees!

Nearly 200 糖心Vlog students walked the stage at 2026 commencement ceremony this past weekend, earning associate degrees weeks before receiving their high school diplomas.听

The students hail from Arlington Collegiate High School, Arlington College and Career High School, Bowie High School, and Lamar High School.

鈥淲e are extremely proud of the 糖心Vlog students who are graduating with their associate degree from TCC before earning their high school diploma,鈥� said Traci Thomas-Bragg, director of postsecondary partnerships. 鈥淭hese outstanding students began taking college courses during their freshman year of high school and have achieved this remarkable accomplishment debt-free.鈥�

Through the district鈥檚 partnership with Tarrant County College, students are able to start taking college courses as early as their freshman year, at no cost to families. The early college and dual鈥慶redit programs allow students to complete up to 60 hours of transferable college credit, giving them a head start toward a bachelor鈥檚 degree or career certification.

This includes students enrolled in P-TECH (Pathways in Technology Early College High School) programs, which blends high school classes, college courses, and industry training. Students study business and cybersecurity through P-TECH at Lamar and health sciences through P-TECH at Bowie.

鈥淭hrough our partnership with 糖心Vlog, students are not only earning credentials, they鈥檙e building momentum toward meaningful futures,鈥� TCC Chancellor Elva LeBlanc said. 鈥淭ogether, we are aligning education with opportunity and creating pathways that connect students directly to high-demand careers and continued learning.鈥�

Congratulations graduates!

Register now for next year

If your students aren't graduating yet, it's time to register them for the 2026-2027 school year. Get started online today.

糖心Vlog celebrated a major milestone this week as students in the automotive technology program at the Dan Dipert Career + Technical Center (CTC) were awarded scholarships through the Ford Cowboys Tech Scholarship program. The event marked the third and final year of a unique collaboration between , the , and 糖心Vlog.

Students gathered at the CTC as Ford and Cowboys representatives 鈥� including former Cowboys player Joe Looney 鈥� joined together for the scholarship presentation.

Six students 鈥� Andres Aguayo, Juscianni Blackeller, Jeremiah Jordan, Milton Mejia, Kaela Kasper, and Zarajane Parker听鈥� were awarded $2,000 scholarships, and all automotive students received professional鈥慻rade toolkits from Ford.

The scholarships and tools are a bonus on top of what the program has already provided, including industry workshops, mentorship experiences, and hands-on training with Ford technicians. The program also demonstrated to the students the growing need for skilled automotive professionals and the value of a career鈥慺ocused education.

鈥淚'm just really thankful we have so many opportunities, and this is another great opportunity with Cowboys and Ford,鈥� scholarship winner Juscianni Blackeller said. 鈥淚t's gonna help out a lot with the finances, so I'm really grateful for it, and I'm excited to get my career going.鈥�

This partnership has provided students with hands-on automotive training, industry鈥憀evel tools, and real鈥憌orld experience designed to prepare them for high鈥慸emand careers.听

鈥淏oth the teachers for Auto 1 and Auto 2, I would not be here right now if it wasn't for them,鈥� scholarship winner Zarajane Parker said. 鈥淚t's awesome that they believed in me because that helped me believe in myself.鈥�

The program at the CTC, paired with the partnership with two of the most recognizable brands in the area, has scholarship winner Milton Mejia ready for a career.

鈥淭his means a lot to me because my brother did it, too. He graduated, and my dad is a diesel mechanic,鈥� Mejia said. 鈥淭his class will actually impact you in the real world. You can learn so much in this class.鈥�

As these students move on from high school, they鈥檙e prepared with skills that are in demand.

鈥淥ver the last 25 years, there's been an erosion in skilled trades and workers going into these critically important fields,鈥� said Tait Stephens, regional manager at Ford. 鈥淭hat's why we're here. We need to show the men and women that are considering going into these fields that it's not just a job, it's a career. It's a career that you can be proud of.鈥�

It鈥檚 also a career these students are ready for.

When 糖心Vlog鈥檚 FFA hosted its first-ever multi-contest Career Development Event this spring, it brought together not only students from across the district, but generations of 糖心Vlog alumni, too.

What began as a simple idea last spring turned into a major regional event thanks to partnerships with and , led by Arlington High School FFA alumni.

Tim Long and John Bennett, Arlington High Class of 1980, were both deeply involved in FFA during their time as students, so their enthusiasm for supporting today鈥檚 students came naturally.

鈥淭he students in the FFA program are our future,鈥� said John Bennett, director of operations at Cowtown Coliseum. 鈥溙切腣log has shown its commitment to the students by continuing to expand the vocational program, and for these reasons, I feel it's my responsibility to support however I can.鈥�

The Cowtown Coliseum donated its venue space free of charge, providing a space to host livestock judging, poultry judging, and floriculture in the heart of the Fort Worth Stockyards.

鈥淧artnering with Arlington FFA for this judging contest is special to me because Arlington High School and FFA helped shape who I am today,鈥� said Tim Long, general manager at Cowtown Coliseum. 鈥淪erving as FFA president taught me leadership, hard work, and responsibility, and this is an opportunity to give back while supporting the next generation of students.鈥�

The momentum created by Cowtown Coliseum鈥檚 support didn鈥檛 stop there. Arlington FFA alumni continued to step forward, bringing a shared commitment to expanding real鈥憌orld opportunities for today鈥檚 students.

Jared Hall, Arlington High Class of 2012, was a four-year member of the wildlife team and currently works as a supervisor and wildlife biologist for the Fort Worth Nature Center and Refuge. Hall and his team offered to host the wildlife and entomology contests at no cost and assisted with contest preparation.

鈥淚 participated in these FFA contests during my time as a student at Arlington High School,鈥� Hall said. 鈥淟ooking back, I now realize how pivotal those experiences were for my future. These contests help cultivate scientific curiosity, environmental stewardship, and the conservation leaders needed for the future.鈥�

The event at Cowtown and Fort Worth Nature Center hosted 328 students from 39 different schools in North Texas and surrounding areas, giving students access to authentic, hands-on learning and mentors who once stood exactly where they are now.

鈥淪tudents are using what they learn in the classroom and putting that into real-world applications, setting them up for success well after their time in high school,鈥� said Tanner Smith, FFA advisor at Arlington High School. 鈥淭he Cowtown and Fort Worth Nature Center partnerships took their experience to the next level.鈥�

Two seniors from Martin High School are officially on their way to becoming engineers after being selected as , one of the most competitive STEM scholarships in the country.听

Months after submitting their applications, Tuyet Do and Julia Tran were surprised with the news during a guest speaker presentation in class. What began as a routine visit quickly became a moment they鈥檒l never forget, as the speaker announced that both students had been selected as scholarship recipients.

The Amazon Future Engineer Scholarship provides up to $40,000 in college funding and a paid internship at Amazon after the students鈥� freshman year of college. With thousands of applicants nationwide, earning this recognition is a major accomplishment.听

鈥淭his scholarship has definitely given us a head start,鈥� Tran said. 鈥淚've been struggling with finances and looking for scholarships, trying to find ways to afford college. Now, I can tell my parents that we don鈥檛 have to worry about money.鈥�

Tran discovered her passion for engineering through Martin鈥檚 drone team. She helped build drones from the ground up, gaining hands-on experience that set her apart in the competitive scholarship process. She is currently taking classes at the and completing an internship.

鈥淚 had no idea, so when I heard that I won AFE I was really happy,鈥� Do said.

Do is a member of the school鈥檚 HACK Club, where she explores coding, programming, and logistics. Last summer, she used her artistic talent to create visuals for a club event. She says blending creativity with technical skill is a combination that helped her application shine.

鈥淛ulia and Tuyet are guaranteed incredible paying jobs after their first year of college and will be able to continue to build their resumes as they work on their degrees,鈥� said James Hovey, computer science teacher at Martin. 鈥淚 am very proud of both of them and cannot wait to see where their journeys will take them.鈥�

Congratulations, Julia and Tuyet!

糖心Vlog recently听showcased听its commitment to strong literacy instruction during the听听Showcase, bringing together educators, district听leaders,听and partners from across the region to highlight the impact of the district鈥檚 work.听

Hosted at听Burgin Elementary, the showcase spotlighted a campus that has demonstrated notable student growth this school year while implementing the TXRL (Texas Reads Texas Leads) program. TXRL is a cohort-based, multi-year statewide initiative aimed at helping districts develop and implement science-based TXRL K-3 Literacy Plans, which detail strategic moves, decision points, and district investments to meet ambitious academic outcomes goals for early reading proficiency.

From the beginning to the middle of the year, Burgin students have demonstrated measurable gains in early literacy, including increased reading development in kindergarten through second grade and continued academic progress in third grade. District leaders point to these results as evidence of a focused effort to strengthen classroom instruction and support teachers in delivering high-quality literacy practices.听

鈥淓veryone had the same tools that the district purchased for us so we could start day one being successful,鈥� said Burgin principal Carin Tufts.听鈥淥ver half of our students went from below and well below to meets and above.鈥澨�听

The event at Burgin welcomed members of the CA Group (TXRL grant funders), along with district leadership, board members, and educators from neighboring districts, creating a space to both celebrate progress and share best practices.听听

Attendees had the opportunity to see that work in action through classroom walkthroughs, where structured literacy practices were on full display. In addition to seeing instruction firsthand, guests heard directly from educators during a teacher panel, where classroom teachers shared how their instruction has evolved through the TXRL work and what that looks like day to day.听

鈥淭he keywords were 鈥楢LL students learn how to read,鈥欌�� said听Goodman Elementary听bilingual teacher听Maira Black. 鈥淚 had to shift my mindset and really be faithful and committed, and I'm seeing that all of my students are sounding out and reading in the classroom.鈥�听

Teachers also spoke about the process of implementing new practices and what it takes to make those changes stick over time.听

鈥淜now better, do better,鈥� said Burgin first-grade teacher Wendy Fisher. 鈥淚 had to figure out how this was going to fit into my teaching style. We implemented these shifts over time 鈥� baby steps to get to the final product.鈥�听

They emphasized that success comes from building strong systems and taking a thoughtful, step-by-step approach to instruction.听

鈥淎llowing ourselves to learn one component at a time, learn it well, implement it effectively, and build from there is the biggest piece of advice I would give,鈥� said听Webb Elementary听bilingual teacher听Eva Novella. 鈥淚t is so important to develop a clear, consistent system, and you will start to see those gains in your students.鈥�听

The showcase also featured a principal panel, where campus leaders reflected on how TXRL has shaped instruction and outcomes across their schools, creating alignment and consistency for students.听

鈥淭he alignment alone听has been听huge for my campus,鈥� said听Sherrod Elementary听principal Karen Hicks. 鈥淚 have a lot of teachers who are so eager to learn. TXRL has given them the tools, empowerment,听and built capacity in these teachers so that our babies are reading now. It is all so aligned that at Sherrod听it鈥檚听great, but if you go to Burgin,听you鈥檙e听going to see the same thing. If you go to Goodman,听you鈥檙e听going to see the same thing听鈥撎齣t鈥檚听just so good that our kids听don鈥檛听skip a beat.听It鈥檚听been a game changer.鈥�听

That alignment and focus on literacy growth has led to measurable results across campuses, including significant improvement at schools that have embraced the work.听

鈥淲hen I started at听Goodman,听we were an underperforming campus, so we decided we were going to become a TXRL campus,鈥澨齭aid听Goodman Elementary principal听Maria Guzman. 鈥淲e are now a turnaround campus. We saw significant growth from the beginning of the听year's听data to the middle of the听year's听data. That speaks for itself.鈥�听

The TXRL听Showcase听reflected听糖心Vlog鈥檚 ongoing commitment to literacy and ensuring every student builds the skills needed for long-term success.听

糖心Vlog鈥檚 Visiting International Teacher (VIT) program is closing its second year with remarkable momentum, thanks to a growing group of educators whose global perspectives are making a significant impact on students. As the district prepares to welcome a third cohort of teachers from Spain, the program continues to strengthen student learning, enrich campus culture, and advance professional growth.

鈥淭eaching in the U.S. allows me to face new challenges, adapt to a different educational system, and connect with students from diverse cultural backgrounds,鈥� Rankin Elementary teacher Cristina Ramon said. 鈥淚 continue to grow more flexible and creative in the classroom while strengthening my communication skills in a bilingual and multicultural environment.鈥�

The , promoted by the Embassy of Spain in the United States in collaboration with the U.S. Department of Education, has brought more than 10,000 Spanish teachers to more than 30 states in the past 35 years to teach for one to three years.

糖心Vlog鈥檚 participation ensures high鈥憅uality instruction in every classroom while preparing students to thrive in a global society.听

鈥淢oving to the United States through the VIT program was one of the most meaningful and challenging decisions of my life,鈥� Goodman Elementary teacher Carla Rodriguez Carballo said. 鈥淚 felt guided and valued during my adaptation to both the school and the district. My team leader and colleagues have also been kind, patient, and always willing to answer questions, no matter how small.鈥�

The accomplishments at Rankin and Goodman highlight how the VIT program is strengthening classrooms across 糖心Vlog. These educators are not only adapting to a new country and school system, they are contributing to campus life in ways that enrich the entire school community.

With two successful years now nearly complete and a new cohort on the way, 糖心Vlog鈥檚 VIT program is emerging as a signature initiative, one that reflects the district鈥檚 belief that diversity is a strength, global readiness is essential, and every student deserves access to exceptional instruction.

[embed]https://www.youtube.com/watch?v=LBTRzUxlqt8[/embed]

Hip hop, Prada, and fashion all have one thing in common: Lamar High School fashion design teacher听Hanani听Owekha.听听

Owekha鈥檚 career in fashion design is deeply rooted in his love for singing and R&B, as well as his passion for showcasing his art in multiple ways. His career and technical education journey began when he was a student at Bowie High School, where he first developed an interest in standing out among his fashionable peers while walking the halls.听

鈥淭he diversity of the school and the people I went to school with helped me with my fashion sense,鈥澨齇wekha听said. 鈥淏owie was one of those schools听where you had to听show up听with the newest shoes and keep up. It was听a great experience.鈥�听

One of听Owekha鈥檚听first jobs was at The Parks Mall听at Arlington,听where he worked at Forever 21 and听discovered听he enjoyed听styling outfits听for customers.听After听graduating from听high school,听Owekha听studied听fashion听design at Texas Tech听University听while also听pursuing听music on the side.听听

鈥�I look at fabric like a beat,鈥� Owekha said. 鈥淔abric can be made into a shirt, pants, or a hat. Likewise, in music, that beat could be made into a happy song, a sad song, R&B, country, or hip-hop.鈥澨�听

He explained that having a听solid听plan allows him to create in both the fashion and听music industries.听His connections in听both听worlds听now influence听how he teaches听his听Fashion I and听Fashion听II courses.听听

鈥淚 usually听bring in听mentors and people from the industry to talk to听students听and help them understand the research and preparation that goes into fashion design,鈥澨齢e said.听

Most recently,听Owekha听welcomed听the head fashion designer听for听Nike and听,听who听spoke to his听Fashion II class听about听how understanding sport informs the design of high-quality products.听Bringing real-world professionals into the classroom is a key part of听Owekha鈥檚听teaching approach, giving students a rare opportunity to experience the fast-paced world of fashion beyond the textbook.听听

Owekha鈥檚听class is offered听through the district鈥檚听Career听and听Technical听Education program,听which听equips听students听with practical skills to prepare them for听the workforce听or further education.听听

鈥淵ou can turn this into a job. You can turn this into something听that鈥檚听fruitful,鈥澨齇wekha听said.听鈥淭his听is a trade,听and听it听can听be something you profit from.鈥澨�听

As听Owekha听reflected on听some of his proudest moments as a teacher, he听beamed with pride听and said, 鈥淪omewhere down the line,听I鈥檒l听be able to听say,听鈥楾hat designer right there was one of my students.鈥欌��听

February is CTE Month

Punxsutawney Phil, the groundhog who predicts how much winter is left, wasn鈥檛 the only one casting a shadow earlier this month on Groudhog Day.

Eight 糖心Vlog high school students spent the day following the shadows of hotel professionals. They were participating in Groundhog Job Shadow Day, a statewide initiative sponsored by the (THLA) that connects students with real-world hospitality career experiences.

鈥淕roundhog Job Shadow Day is about opening doors 鈥� literally and figuratively 鈥� for students,鈥� said Debbie Wieland, THLA representative. 鈥淏y experiencing hotel operations firsthand, students discover career pathways and gain inspiration from the professionals who make hospitality thrive in Texas.鈥�

Participating local hotels included Loews Arlington Hotel & Convention Center, Live by Loews, and the Lamar Hotel. They all welcomed students and shared insight into daily operations, teamwork, and career opportunities. Hotel leaders emphasized the value of mentorship and workforce development, noting that today鈥檚 students are tomorrow鈥檚 general managers, chefs, and hospitality innovators.

鈥淚t was incredible to see students鈥� enthusiasm,鈥� said Sandy Hitt, 糖心Vlog hospitality program specialist. 鈥淭hey asked thoughtful questions and walked away with a new understanding of the career possibilities in the industry.鈥�

The experience was eye-opening for the 糖心Vlog students.

鈥淭his day showed me that hospitality careers are about people, teamwork, and leadership,鈥� one student said.

It won鈥檛 be long before these students are casting their own shadows in the hospitality industry, well-prepared for their future success through the real-world opportunities offered in 糖心Vlog鈥檚 career and technical education program.

Learn more about 糖心Vlog鈥檚 CTE.

糖心Vlog is celebrating a major academic achievement as听11 elementary schools and four junior high schools (in addition to four 糖心Vlog high schools) have been named to the 2026 听Best听Elementary and Middle听Schools听Lists, placing them among the听top 40%听of public schools in Texas.听

The annual rankings evaluate schools based primarily on听student performance on state-required assessments,听proficiency听in core subjects, and how effectively schools serve all students. Schools that rank in the top tier of their state earn eligibility for a U.S. News Best School designation and digital badge.听

This year, the following 糖心Vlog campuses earned the distinction:听

Elementary Schools:听

• Beckham Elementary听

• Bryant Elementary听

• Butler Elementary听

• Corey听Academy of Fine Arts and Dual Language

• Ditto Elementary听

• Duff Elementary听

• Little Elementary听

• Pearcy听STEM Academy听

• Remynse听Elementary听

• West Elementary听

• Wimbish听World Language Academy听

Junior High Schools听

• Bailey Junior High听

• Boles Junior High听

• Ousley Junior High听

• Young Junior High听

Being ranked in the top 40%听statewide signals strong academic performance and continued student growth in reading and math, while also reflecting campus-level leadership, instructional quality, and student engagement.听

鈥淭his recognition truly highlights the remarkable work happening in our classrooms every single day,鈥澨齭aid听West Elementary听principal Amber Cannon. 鈥淏eing on this list shines a light on the dedication, growth,听and success of our entire school community.鈥�听

She added that the distinction reinforces听a shared mission听on her campus and across 糖心Vlog.听

鈥淏eing named one of the best schools in the nation reinforces our mission: nurturing and supporting the growth of every learner, empowering them to thrive and positively impact our community,鈥� Cannon said. 鈥淚t truly reflects the shared commitment of our entire school family.鈥�听

Ousley Junior High听School听principal听Amber Price听feels听the same way.听

鈥淭his is听just听another example of giving students an exceptional experience in 糖心Vlog,鈥� Price said.听鈥淭he staff at Ousley听works听hard with students.听In return, the students are able to show听off听all of that hard work.听It truly is everyone working in the same direction, at the same time, with the same intensity.鈥�听

Campuses earning the designation will receive a听U.S. News Best School badge听to display on their websites, along with a听stand-up banner听recognizing the achievement. The schools will also be formally recognized at the听糖心Vlog Board of Trustees meeting on March 12.听

The U.S. News Best Schools rankings include thousands of public schools nationwide, making this recognition a significant accomplishment for 糖心Vlog and the students, educators and families who contribute to their success.听

Abigail Moore is interning with Caterpillar

Abigail Moore, second in her senior class at Arlington High School,听isn鈥檛听just an听aspiring engineer听and听soon-to-be听professional women鈥檚 baseball player.听She鈥檚听also an听intern听with the world鈥檚 leading manufacturer of construction equipment,听.听

Moore鈥檚听path to a professional internship began with specialized coursework听at听糖心Vlog鈥檚听Dan Dipert Career听+听Technical Center听(CTC).听Reflecting on the impact of the program,听Moore听noted that the听CTC听provided her with a听tailored skillset that helped her transition to the professional world.听听

鈥淪tepping into the corporate world as a student, you don鈥檛 really know what to expect,鈥� Moore said.听鈥淵ou听don鈥檛听know the proper terms to use, you听don鈥檛听know how to carry yourself,听and so听I think that they听guided us in the right direction. They taught us how to speak, how to answer interview听questions,听and how to fit into a professional听setting."听

The CTC听has been an integral part of Moore鈥檚 budding career path since her听freshman听year when she听participated听in a class that gave her hands-on engineering experience and knowledge of Computer-Aided Design (CAD) systems.听From there,听Moore听participated听in a CTC program that pairs students with听internships,听and Caterpillar selected her to join their Risk and Compliance team.听听

鈥淚鈥檝e been having fun learning about Caterpillar as a whole because risk and compliance听is听needed in every听division and sector of the company,鈥� Moore said.听鈥淏ut on the听side,听I鈥檝e听been able to collaborate with some of the engineers that work alongside me and get an inside scoop of what that looks like.鈥�听

Beyond the classroom, Moore is a standout athlete on both the varsity girls鈥� basketball and softball teams for Arlington High and recently signed with the New York Women鈥檚 Professional Baseball League team. Despite having a very busy schedule, Moore believes you can work hard in the classroom and be very successful in extracurricular activities.听

鈥淚 just remember that school always comes first,鈥� Moore said.听鈥淎thletics听are my passion and where my heart is, but听they鈥檙e听not possible without good grades.听It鈥檚听hard balancing those two, but听it鈥檚听necessary to uphold听everything.鈥澨�听

Moore鈥檚 success is impressive, but she is one of many successful students in 糖心Vlog who are leveraging the opportunities offered by the district鈥檚 CTE program. Whether it鈥檚 professional internships, professional certifications, or real-world, hands-on classes, there is something for every student. Learn more about the 糖心Vlog CTE experience.听听

糖心Vlog invites the community to review and provide feedback recommendations on instructional materials that the district is considering for adoption starting in the upcoming school year.

There are two upcoming opportunities:

Career and Technical Education Instructional Materials Public Viewing

The public can view the materials now online here听or in person on Thursday, Jan. 22, 2026, from 8:30 a.m. until 6 p.m. at the Mac Bernd Professional Development Center (PDC) room 604, located at . The public viewing is an opportunity for community members, parents, students, and 糖心Vlog personnel to view and interact with the instructional materials under consideration for CTE adoption for the following content areas and/or courses:

• Video Game Programing
• Sports & Entertainment Marketing I
• Sports & Entertainment Marketing II
• Social Media Marketing

Community members, parents, students, and 糖心Vlog personnel should view the instructional materials with these three questions in mind:

• What do the instructional materials offer the students, teachers, and parents of 糖心Vlog?
• How are the instructional materials designed and organized, including basic layout and components?
• How do the instructional materials prepare 糖心Vlog students to graduate exceptionally prepared for college, career, and citizenship?

Online voting for all community members, parents, and 糖心Vlog personnel will occur between 8 a.m. Tuesday, January 20, 2026, until Thursday, January 22, 2026, at 11:59 p.m.

AP World Textbook Adoption Public Viewing

The public may review the Advanced Placement World History instructional materials being considered for adoption in person from Jan. 26 through Jan. 28, 2026, at the 糖心Vlog Mac Bernd Professional Development Center located at , during the hours of 8 a.m. - 4:30 p.m. (8 a.m. - 7 p.m. on Jan 28).

recently announced that Martin High School has been named to the 2025 Advanced Placement庐 Program (AP庐) School Honor Roll.

鈥嬧�婽he AP School Honor Roll recognizes schools whose AP programs are delivering results for students while broadening participation. Schools can earn this recognition annually based on criteria that reflect a commitment to increasing college-going culture, providing opportunities for students to earn college credit, and maximizing college readiness.

鈥淭his is a wonderful achievement for our staff and our students,鈥� said Martin High School principal Marlene Roddy. 鈥淲e are proud of our AP program that is helping our students earn college credit while they are in high school.鈥�

To qualify for the AP School Honor Roll, schools must demonstrate:

• College Culture: At least 40% of the graduating class took one or more AP Exams.
• College Credit: At least 25% of the graduating class earned a score of 3 or higher on an AP Exam.
• College Optimization: At least 2% of the graduating class took five or more AP Exams, including one in ninth or 10th grade.

Martin earned silver status in the college credit and college culture categories and reached the platinum level in college optimization.听

鈥淭he work that the Advanced Placement teachers, admin, counselors, and support staff are doing at Martin High School is truly amazing,鈥� said T.J. Jarchow, 糖心Vlog executive director of high schools. 鈥淭heir focus on the student experience is leading to increased college readiness and college credit for our young men and women. I am very proud of their work and look forward to even bigger things to come in the future.鈥�

While Martin was the only high school on the honor roll, all 糖心Vlog high schools met the honor roll threshold in two of the three categories, reflecting the district鈥檚 strong AP offerings and participation.听

糖心Vlog has received updated听2025 A鈥揊 accountability听scores from the Texas Education Agency (TEA) following the state鈥檚 formal appeal process where they incorporated rescore results submitted earlier this year. The revised results reflect corrected scoring for STAAR assessments that were initially excluded from the state鈥檚 calculations and public news release in August. TEA鈥檚 letter to 糖心Vlog on Tuesday, December 9, 2025, stated, 鈥渕ultiple 糖心Vlog campuses received inaccurate A-F ratings.鈥�

Based on TEA鈥檚 revised results:

• Six 糖心Vlog campuses improved their A鈥揊 accountability overall score and rating听

• 38 campuses increased in either their overall score or domain score

• 糖心Vlog鈥檚 overall district accountability score improved from a 76 to a 77

The updated results ensure that student performance is accurately reflected in the state鈥檚 accountability system and confirm gains already seen in the district鈥檚 academic data.

The following campuses saw rating increases based on the updated STAAR results:

• Arlington High School: C 鈫� B

• Berry Elementary: F 鈫� D

• Duff Elementary: B 鈫� A

• Hill Elementary: C 鈫� B

• Ousley Junior High: B 鈫� A

• Peach Elementary: D 鈫� C

Most rating adjustments were tied to corrected student growth calculations, updated performance levels in reading/language arts, and accurate counts of student groups meeting required indicators.

鈥淭hese updated results provide a more accurate reflection of the progress happening across 糖心Vlog,鈥� said Superintendent Dr. Matt Smith. 鈥淥ur teachers and staff have been focused on strengthening instruction and supporting students, and it is encouraging to see that work more accurately represented in the state鈥檚 data. We remain committed to building on that progress throughout the year.鈥�

Each year, the Texas Education Agency issues A鈥揊 accountability ratings for school districts and campuses. Ratings are based on multiple measures, including STAAR test performance, academic growth, graduation rates, and closing learning gaps. While the accountability system is designed to provide families with a snapshot of school performance, it does not capture every aspect of a student鈥檚 learning experience.

TEA will update campus and district accountability ratings online on Thursday, December 11, 2025. Parents will be able to view those scores by visiting听.听

For media inquiries, please contact the 糖心Vlog Communications Office.

Explore 糖心Vlog

What鈥檚 there to explore at Explore 糖心Vlog tomorrow?

That鈥檚 not an easy question 鈥� because there鈥檚 a lot to see.

糖心Vlog offers specialized learning opportunities to match every student鈥檚 interests, passions and goals. Whether you鈥檙e a parent or a student, this event is your chance to learn first-hand about programs like 糖心Vlog鈥檚 early college high schools, P-TECH programs, STEM academies, fine arts and dual language academies, the elementary leadership academy, and much more.

So, why should you explore these opportunities? Ask the experts - the students already in these programs. They can tell you.

Like Kaylie Nguyen, a senior in the STEM Academy at Martin High School, who plans to become a doctor. For her, the academy is the perfect foundation.

鈥淭he Martin STEM Academy has given me the opportunity to explore my passion for biomedical science in a hands-on and challenging way,鈥� Kaylie said. 鈥淭hrough the biomed pathway, I鈥檝e been able to gain knowledgeable insights about the healthcare field within a classroom setting. Not only that, my problem solving and critical thinking skills have advanced due to the coursework. Because of STEM, I really do feel like I鈥檓 being prepared for college and for my future career in the medical field.鈥�

The STEM Academy isn鈥檛 the only option for students interested in health care. Bowie High School鈥檚 Pathways in Technology program (P-TECH) focuses on health sciences and partners with to give students real-world education and experience.

Bowie鈥檚 program is one of four P-TECHs in the district, each with its own career focus. At Lamar High School鈥檚 P-TECH, the focus is on business and cybersecurity. That鈥檚 where senior Fred Threats Jr. has thrived and grown into a districtwide leader.

鈥淎pplying to Lamar P-TECH has been one of the most proactive decisions I鈥檝e made toward building a stable and fulfilling future,鈥� Fred said. 鈥淲hat I鈥檝e valued most is the program鈥檚 partnership with AVID, which embraces diversity and celebrates the unique perspectives, approaches, and cultures that help us face every challenge, academically and personally. I鈥檝e earned 47 college credits and am on track to receive an associate degree, while one of my closest friends will graduate with two! That鈥檚 the power of P-TECH 鈥� cultivating resilience, community, and college- and career-ready professionals who are prepared to lead beyond graduation.鈥�

Speaking of associate degrees, nearly every student at Arlington Collegiate High School and Arlington College and Career High School (ACCHS) earns an associate degree from by the time they graduate from high school.

In Tatum Skari鈥檚 case, she earned her associate degree before her senior year even started. The ACCHS senior and aspiring teacher loves the 鈥渆ndless opportunities鈥� her school provides.

鈥淚 love having a school full of supportive teachers, staff, and peers,鈥� Tatum said. 鈥淚 would recommend ACCHS to others because of the small environment where teachers are able to work one on one with you and provide more individualized attention 鈥� Our counselors and teachers work with us so we can reach our high school and associate's requirements while finding classes that are a good fit for our future careers and degree as well as our current abilities.鈥�

While early college high schools start in ninth grade, 糖心Vlog also offers many opportunities that begin much earlier 鈥� even in elementary school.

At Pearcy STEM Academy, hands-on learning challenges students to think critically, embrace mistakes, and grow from them.

鈥淧earcy is benefiting me because it is a STEM academy and we learn so much,鈥� said Lyric T., a sixth grader. 鈥淚t can be hard in the beginning, but you鈥檙e learning new things and it will get easier.鈥�

Lauren W., another Pearcy student, says she not only loves what she鈥檚 learning, but she also values the strong sense of community at her school.

鈥淧earcy is giving me opportunities and helping me to think about my future, and they help me spread my ideas,鈥� she said. 鈥淲e all care for each other and we are all together even if we lose. I鈥檝e made a lot of friends and they have helped me be myself here at Pearcy.鈥�

Over at Crow Leadership Academy, students participate in one of the only elementary International Baccalaureate programs in the Metroplex.

STEM academies, P-TECHs and early college high schools are just a sample of the specialized opportunities available in 糖心Vlog. The district also offers fine arts and dual language academies at Corey, Jones, Gunn and Arlington High, as well as the Crow Leadership Academy and Wimbish World Language Academy.

So, come explore everything 糖心Vlog has to offer and discover new opportunities for your child.

Explore 糖心Vlog is tomorrow evening, Tuesday, Oct. 21, at the Dan Dipert Career + Technical Center from 6鈥�7:30 p.m. .

Learn more about 糖心Vlog鈥檚 specialized programs here. Applications open tomorrow at noon and will close on Jan. 12.

糖心Vlog鈥檚 Wimbish听World Language Academy has officially been accepted into the prestigious International Spanish Academy (ISA) Network, a designation awarded by the Ministry of Education and Vocational Training of Spain to high-performing dual-language schools in the U.S. and Canada.

Already home to an award-winning French immersion program and recipient of the LabelFranc脡ducation from the French Ministry for Europe and Foreign Affairs,听Wimbish is now the only school in Texas to hold both international distinctions.

鈥淭his is what makes 糖心Vlog exceptional,鈥� said Dr. Chelsea Kostyniak, principal of WWLA. 鈥淥ur students are growing up bilingual, biliterate, and globally minded 鈥� all while receiving a top-tier education in a welcoming public school environment.鈥�

鈥淏eing the only school in Texas with both of these international designations reflects the incredible commitment of our teachers, families, and students,鈥� said Dr. Matt Smith, superintendent of 糖心Vlog. 鈥淭his recognition proves that public education in 糖心Vlog surpasses all standards. When families choose Wimbish, they鈥檙e choosing global opportunity, academic excellence, and a future without limits.鈥�

The ISA program provides access to global curriculum resources, national recognition, and international collaboration. At听Wimbish, students are immersed in Spanish and French dual-language instruction, giving them not only a competitive edge but a deep appreciation of global cultures and communication.

Research shows that children exposed to multiple languages demonstrate stronger problem-solving skills, enhanced cognitive flexibility, and improved academic achievement. A recent study published in "Child Development" found that bilingual students outperform monolingual peers in reading and math 鈥� making dual-language programs a powerful tool for long-term academic success.

Why It Matters:

• Wimbish World Language Academy is the only school in Texas 鈥� and the U.S. 鈥� with both the Spanish ISA and French Label recognitions.
• Students experience language immersion in both Spanish and French 鈥� at no cost to families.
• This unique program is only available in 糖心Vlog, not in charter, private, or voucher-supported schools.

This is public education at its best 鈥� inclusive, innovative, and international.

Families looking for confidence, culture, and academic excellence don鈥檛 have to look far. Amazing things are happening in 糖心Vlog, and听Wimbish听World Language Academy is just one shining example of how the district is raising the bar and delivering what other schools can鈥檛.

Learn more:

• 糖心Vlog Specialized Programs

Summer is upon us! This month, the final school bell rings and the doors fly open sending our students out into the sunshine eagerly anticipating free time, the chance to engage in personal interests and the future start of a new school year. As professionals, this time will also offer many of us similar opportunities. Some will take the chance to be with family and friends while others may even travel expanding their worldview and experience with new cultures. Regardless of what the summer holds for you, I want to invite you to use the time to keep learning.听

So, what then makes a learner? I like to think of a learner as someone who is curious about the world and actively seeks opportunities to discover how it works, the people that live in it and the role we personally play in making it a positive place to be.听

Being a learner is so much more than studying or digging into textbooks. While these are important parts of learning, the informal classroom is much more expansive. There are many ways to learn! Some of the best learning happens outside of a formal setting and takes place in our informal day-to-day interactions. In fact, we often cite research that shows that the best learning in the classroom is learning that is highly relevant and deeply connected to the world around us. Summer offers our students (and us) the chance to apply the things they learned all year in a school setting to their personal lives in a less structured, meaningful way.听

Real-world applications are the very things that solidify our understanding of the concepts we study and move them from theoretical to usable knowledge. Kendra Cherry, an educator and psychologist, said, 鈥淔or many students, learning typically involves reading textbooks, attending lectures, or doing research in the library or online. While seeing information and then writing it down is important, actually putting new knowledge and skills into practice can be one of the best ways to improve learning.鈥� Outside, in our everyday lives, we can integrate new knowledge acquired across various disciplines in school and truly make sense of our interconnected surroundings. Imagine all the new ideas generated from that!听

So, this summer let鈥檚 all stay curious! Make a goal to try something you have never tried before. Dig into an activity that challenges you in a new way. Start a new hobby or interact with new people. Not only will you have fun, but I鈥檓 positive that you will enrich your life learning something new along the way.

We have all heard the popular saying, 鈥淎pril showers bring May flowers.鈥� No other place is that truer than here in north Texas where annually thunderstorms roll through, painting the fields with rain leaving vibrant bluebonnets in their wake. Seeds previously planted by nature sprout forth nudging the city to come back to life with blooming trees, singing birds and wildflowers.

As I have pondered this time of year and our eager anticipation of its arrival, I can鈥檛 help but notice how similar the emotion is as we gear up for the last few weeks of school. All year long, we have poured into our students, cultivating their minds and encouraging their creativity as they persisted through the important struggle learning offers in order to grow. We have stayed the course and met unexpected challenges. As teachers, you have thoughtfully designed lessons that captivated your students鈥� interests and fostered the development of skills they will need not only in the classroom, but in life as they blossom and pursue their passions. As peers, you have supported one another, shared ideas and problem-solved together, and you have committed to ensuring your learners had opportunities to receive the individualized experiences they needed to thrive. And now, after all that hard work, I want to invite you to stop and smell the roses.

Life is busy. And, often in our haste, we fail to give ourselves the time to reflect on our efforts and to bask in the fruit of our labor. Setting goals at the beginning of the year is the easy part. Persistently digging in deep, when you feel like you have little left to offer, to achieve those goals, now that鈥檚 where the greatness lies. You have done that. You have given your very best in the service of others and now you can see the results of that effort. Feel good about what you accomplished! Recognize the growth you have cultivated in yourself and others. You and the students you serve are now better than when you started because of your commitment to achieve.

Satya Nani, a well-known film producer in India, once said, 鈥淎 little progress each day adds up to big results.鈥� Each of the seemingly small things you did daily for your students collectively have generated a meaningful experience that has yielded positive change and the mastery of new skills. Your learners now understand and know things they once didn鈥檛. They have evolved, in incredible ways, into new people - ready to take their next step. That preparation, nurtured slowly over months, is the result of the time they spent with you. Take it in!

Thank you for your resolve and dedication to excellence. The world is a better place because of it.

This has been a tough season. We lost a student to violence and another was injured. Our hearts go out to their families and to all of the students, teachers and staff of the Lamar High School community. You are in our prayers, and we are here to support you.

Tragedy is never easy to navigate. It cuts us to our core and forces us to face the unimaginable. It abruptly reminds us of what we value and causes us to turn inward as we re-evaluate our priorities and what is important in life.

Teaching and leading in schools is emotionally taxing. It draws upon our energy reserves and stretches our thinking. Teaching requires us to know our learners, understand their backgrounds and to find ways to reach them not only on an academic level but one that is also social and emotional. Students need to be and feel seen and heard. They need to be acknowledged directly and indirectly. They need to experience learning in a way that connects them to their lives and futures. And all these things require thoughtful and responsible adult stewards.

How can we, as educators, ensure that we are able to show up for students and give 100% each day? One way is to honor our own humanity and do so by working to strike some balance between our work responsibilities and attending to our lives as individuals.

Loana Lupu and Mayra Ruiz-Castro (2021) of the Harvard Business Review share that work-life balance is a cycle and not something we simply achieve. In other words, there is no one thing that a person can do to strike a balance between work and life outside of the classroom. Rather, it is something that we must continually adjust for as our responsibilities and circumstances change. While this will always take some effort, Lupu and Ruiz-Castro do share specific steps that we can all engage in to try to find that balance many so fervently strive for. Here are some of their ideas:

1. Pause and denormalize the imbalance. We become so used to stress and living in a state of reduced emotional capacity that we often fail to notice the impact this reality has on our lives. It almost functions like noise in the background that we grow accustomed to. To recognize it, periodically take a moment to check in with yourself and ask how you are feeling. How are you prioritizing your time? How have your circumstances changed? What are you sacrificing? Answering these questions can help you to think about potential adjustments to your day and actions.
2. Listen to your emotions. Emotions often tell us what our thinking brain does not. They serve us like an internal radar system that highlights when things are going well and when modifications in life are needed. Lupu and Ruiz-Castro state, 鈥淎 rational understanding of the decisions and priorities driving your life is important, but equally important is emotional reflexivity- that is the capacity to recognize how a situation is making you feel.鈥� Understanding how we feel about a situation is necessary if we are trying to determine when and if change is needed.
3. This is easier said than done. It requires us to generate some emotional space between where we are and where we are trying to go. We often must let go of things we have done for a long time and that we potentially feel connected to. This space allows us the chance to re-envision what the ideal can look like. In fact, when people with a healthy work-life balance are asked about how they facilitated it, they often share that they 鈥渋ntentionally reprioritized how they spent their time in a way that lined up with their true priorities.鈥�
4. Consider your alternatives. Finding balance does not always mean that you have to drastically change things. Ask yourself, 鈥淲hat are some things going well? What are some things that I could try just to see if it makes a difference?鈥� Sometimes, even small tweaks can have a positive impact.

Service is about others. It is outward facing. It is about giving our time, energy, expertise, talents and even regard to improve the lives of those around us. As flight attendants say on every flight before departing, in the event of an emergency, we must put our personal oxygen mask on first so that we have the ability to be there for others. In this spirit, I invite you to reflect on these four suggestions and consider what you can do to find an increased sense of balance in your life so that you are able to show up emotionally whole for our learners and each other. May you continue to take care of yourself and know how incredibly valuable you are to the lives of your colleagues and the students you serve.

Since today is the last day of , we鈥檙e highlighting career and technical student organizations 鈥� or CTSOs.

糖心Vlog鈥檚 career and technical education program is all about providing future-building opportunities for students, and often those include opportunities that extend beyond the classroom.

That鈥檚 certainly the case with all the district鈥檚 many CTSOs. These organizations offer students the opportunity to learn a host of real-world skills, improve teamwork and engage in competition with other schools.

鈥淐TSOs provide unique programs of career and leadership development, engaging and competitive activities, classroom enrichment with extended learning and well-deserved student recognition for their talent and hard work,鈥� said Susan Patterson, 糖心Vlog director of career and technical education.

With a wide variety of organizations to choose from, from agriculture to robotics to business and more, there is something for everyone. While these organizations are fun for students while they are in them, their impact is serious, lasting and life-changing.

"CTSO听organizations are a gateway to finding community, creating a network that reaches beyond the walls of the organizations and finding friendships that will last a lifetime,鈥� said Dakota Lindemulder, an Arlington High School grad who is now a Texas A&M sophomore studying agricultural economics.

Building a Future

Lindemulder鈥檚 CTSO when he was a high school student, Future Farmers of America 鈥� or FFA 鈥� is a great example of the impact on students.

Sponsored by the district鈥檚 ten agricultural science teachers, 糖心Vlog鈥檚 FFA has 160 student members from all district high schools. FFA gives members the opportunity to apply what they learn in their ag science courses and exhibit chickens, rabbits, goats, lambs and cattle. Plus, FFA students participate in competitions on leadership development, career development and public speaking.

鈥淔FA impacts me by making me a more responsible and social person,鈥� said Ismael Plata, a junior at Arlington High. 鈥淪ome things that I have gained are educational opportunities, leadership skills and work ethic. Through the FFA I have shown a goat, heifer, ag mechanics, and I helped another student show their market broilers at the county show."

The impact extends beyond the animal arena and helps create well-rounded individuals. FFA helps strengthen time management skills, work ethic and responsibility as well as employability skills for all careers, ag-related or not.

鈥淚 would not be the person I am today without the hard lessons, rewarding successes and valued mentors that I experienced during my time in the FFA,鈥� Lindemulder said. 鈥淭hese organizations are one of the stepping stones into adulthood and finding your place in this world."

Lindemulder is just one of many 糖心Vlog students who have benefited from FFA.

鈥淲e have had numerous former students who have gone on to be agriculture teachers, breeders, city council members, school board members and lawyers who continue to be involved and back the mission of what FFA is about,鈥� said Kristin Clark, Martin High School ag science teacher and FFA sponsor.

Rabbits to Robots

While some students raise rabbits, others build robots. The district鈥檚 robotics clubs compete in the , which bills itself as the ultimate sport for the mind. The student teams design, manufacture and build a robot that competes with other teams throughout the state.

鈥淩obotics is very useful to the students because it allows them to apply in-demand real-world skills primarily in the areas of design, manufacturing, engineering and programming,鈥� said Kevin Knierim, an entrepreneurship instructor at the Dan Dipert Career and Technical Center and the lead mentor for one of the CTC鈥檚 robotics teams. 鈥淪tudents are able to apply these skills directly in the workforce or it prepares them for STEM-type degrees.鈥�

One of the most impactful elements of robotics competition isn鈥檛 specifically about STEM. It鈥檚 about learning to work together with others. It鈥檚 about teamwork.

鈥淚t is not a group of students working on individual competitions,鈥� Knierim said. 鈥淚t is truly a team where all the parts work together. In addition, we are able to incorporate a variety of pathways. We have engineering, manufacturing, programming, business and even cosmetology students involved in the different aspects of the team.鈥澨�

Future business leaders

Teamwork applies in business, too 鈥� just one of the many skills that students involved in business CTSOs, like and , are learning.

鈥淔BLA is a club that allows students to discover their future,鈥� said Martin High School junior and FBLA president Austin Utsumi. 鈥淚t鈥檚 an amazing club that has dramatically impacted students by providing them with the necessary public speaking skills to succeed in the future, socializing/networking opportunities and a comfortable environment in which they always feel comfortable.鈥�

FBLA is designed to expose students to various facets of business and teach basic business principles, develop leadership and help foster a post-graduation plan. It does much of this through academic competitions 鈥� which 糖心Vlog students excel at.

鈥淟ast year, all of our members (around 40) placed and made it past both area and state competitions, which is a huge accomplishment!鈥� Utsumi said. 鈥淲e even had half of our competitors (around 20) compete at the national level in Chicago! This year we're hoping to achieve the same goal and create everlasting memories with each other.鈥�

Business, BBQ and Beyond

Whether it's ag, robotics, business or barbecue 鈥� yes, BBQ 鈥� or health sciences or welding or public safety or education 鈥� there are CTSOs for every student. And every one of them is giving students opportunities 鈥� opportunities to learn, to grow and to lay the foundation for a successful future.

Coaching. Once a term used to describe skill-based mentorship in the sports arena, it has now altered the landscape of professional work environments across industries throughout the world, including education. We hear and read about coaching and the influence it has on organizational outcomes, but what is it exactly? Why does it now play such a prominent and potentially impactful role in employee development? Why has traditional supervision taken a backseat to a more shared and progressive growth model? It really comes down to the science of learning and human nature.

Growing up, we experienced learning in a variety of ways. All of us have drudged through courses where we spent most of our time trying to keep up with what the teacher or professor was saying all the while wondering when (if ever) we would use the knowledge we were so desperately trying to acquire. Day after day we would go to class, counting the minutes for it to end from the very second we walked through the door. Hopefully those experiences were the exception. On the flip side, we also can remember the classes we LOVED. When you consider these two contrasting experiences, what did you enjoy so much about the course you loved? How did the teacher or professor captivate your attention and make you want to persist even when the concepts and work were difficult?

When I think about that course for me, so much comes to mind. First, it was clear the teacher was deeply passionate about the content and intentionally designed learning in a way that was connected to my life. I didn鈥檛 spend time wondering about when I would use the information because the lessons were designed in a way that I was already applying the learning in my life鈥檚 context as part of the learning process. The work was meaningful but challenging. Yes, there were times when I got stuck and needed assistance, but I persisted because I was so captivated by the experience. It was interesting and fun! Lastly, my teacher provided me with so much choice. There were many ways I could go about learning the content or demonstrating my mastery. I was allowed to lean into my interests and natural strengths, and they were encouraged and celebrated. The students in the class didn鈥檛 all have to produce the same product. We were given a certain level of autonomy and that autonomy allowed us to thrive.

Now you may be asking yourself, what does this have to do with coaching? Well, simply put, everything! Coaching is nothing more than a model for learning. The reason coaching improves practice above all other forms of professional learning and supervision is because these same learning elements that you noticed in the courses you loved also exist as part of the coaching process. Effective coaching is strength-based, founded on strong competencies, and provides in learning opportunities grounded choice and autonomy.

Jim Knight (2023), author for ASCD, shared research conducted by Edward Deci and Richard Ryan. They found that 鈥減eople have three innate human needs鈥攃ompetence, autonomy, and relatedness鈥擺needs] that will increase motivation when met and decrease motivation when not met. That is, people will feel motivated when they (a) are competent at what they do, (b) have a large measure of control over their lives, and (c) are engaged in positive relationships.鈥� The opposite is also true. When there is a lack of these qualities within our professional environments, negative consequences abound. Knight indicates that 鈥渨hen professionals are told what to do and given no choice, the best possible outcome is likely compliance鈥攁nd compliance is not enough to do the complex work needed in our schools.鈥� Because we work to cultivate a culture of coaching to grow and develop our practices to meet the complex challenges we face each day in service of kids.

Effective coaching leans into choice and invites us as professionals to not only build positive relationships with others, but to also assert some level of control over how we personally develop. We get to choose our goals and through the powerful questions of a skilled coach, identify what competencies we want to practice in pursuit of future professional mastery. Coaching expects us to show up as an equal partner in the learning process. It is active in nature and requires high levels of metacognition. There is a reason the top athletes, CEO鈥檚, educators and musicians routinely engage in the coaching process. It鈥檚 because the best of the best own their learning and this ownership drives improvement.

As you reflect, how can you take full advantage of the coaching opportunity available to you? Here are a couple of ideas to consider:

1. EMBRACE YOUR ROLE. As the coachee, YOU lead the process, not the other way around. Spend some time in advance considering what you want to work on. What makes you believe this is an area for growth? What steps can you take to improve and what evidence will you use to demonstrate to yourself that you achieved your intended outcome?
2. BE VULNERABLE. Coaching encourages us to share and sometimes talk about areas of our professional development that we may feel apprehensive acknowledging. It鈥檚 ok and typical to feel that way! We all do. If you want to maximize your coaching relationship to improve, trust and know that your coach has your best interest front and center and that your success is their success. Challenge yourself to be open. The very best coaching experiences start with transparency.
3. PAT YOURSELF ON THE BACK. Yes, celebrate yourself! Change is hard work and growth is change. Get excited about your small wins and don鈥檛 be afraid to feel the joy that comes from reaching your goals and slowly improving. Learning is what gives life zest. The more you can honor your work and affirm yourself in your efforts, the more you will cultivate your internal motivation to continue.

Growth takes time and comes through consistent effort. You don鈥檛 become a master pianist practicing one time. It comes from hours and hours of personal effort and diligence. Learning to be a powerful teacher and leader is no different. The more we reflect on our practices and hone our skills, the more we can connect with our students and ensure they grow under our guidance.

Thank you for showing up and bringing your strengths to the coaching process! You got this!

At the onset of each school year, we each pause for a moment and establish our professional goals. We reflect on our growth over the last year and identify new areas we want to improve. We consider our strengths and think about how we can leverage those strengths to get better every day. This process of reflection and goal setting is not uncommon, especially when we cross a time marker inviting us to change. People all over the world engage in establishing New Year鈥檚 resolutions each January aspiring to a new and improved version of themselves. While it鈥檚 true that setting resolutions is trendy, this year, I want to encourage you to try something a bit different.

The truth is New Year鈥檚 resolutions typically do not have a lot of staying power. In fact, most people abandon their resolution before the year really gets underway. Discover Daily Habits reports that most resolutions involve people鈥檚 efforts in either saving money or getting physically healthier. They further state that while 41% of Americans make resolutions, only 9% feel they are successful in keeping them. Why is that? I suspect it鈥檚 because while our desires to improve are ever present, we don鈥檛 spend enough time considering how to integrate the new behaviors into our lives in a way that our already established habits don鈥檛 resist.

So, what are some of your current professional habits and routines? Is there a new habit you want to build for this second semester that will improve your outcomes and help you reach the professional goal you set for yourself in the fall? James Clear, author of Atomic Habits said that habits are the 鈥渃ompound interest of self-improvement.鈥� He advocates that if we instead make tiny changes, they will compound over time and generate the larger behavioral outcomes we seek. Here are several suggestions he provides to his readers:

• START SMALL. Most of us try to make big changes and then when we struggle to keep up with the change, we chastise ourselves claiming that all we need is a bit more motivation. Clear claims that willpower is like a muscle and gets stronger over time. He suggests selecting a habit that doesn鈥檛 require willpower, just to get started. For example, rather than having a 10-minute professional reflection time at the end of each day, start with two-minutes. It鈥檚 easier to get started small.
• INCREASE YOUR HABIT DAILY BY VERY SMALL INCREMENTS DAILY. The big idea here is to try to get better 1% every day. So back to our prior example, if you want to take 10 minutes daily to reflect on how your interactions with your students impacted their learning, start with two minutes and then each week slowly add a little time until 10 minutes feels easy.
• PLAN FOR FAILURE. Everyone experiences obstacles when building new habits. Consider these in advance. What would prevent you from taking your reflection time? How can you solve those challenges upfront so that they don鈥檛 derail you along the way?
• KEEP TRACK OF YOUR PROGRESS. Record the days that you engaged in the new habit. If you notice there was a day or two that you missed, try not to get discouraged. Just get back to it the next day. Even the best of us makes mistakes or get off track. It鈥檚 not a dealbreaker. The key is to not let more than two days go by without engaging in the new behavior.
• BE PATIENT WITH YOURSELF AND STICK TO THE PACE YOU COMMITTED TO. It鈥檚 easy to give into the temptation to increase effort and pace when things start to feel routine. Beware of this pitfall and stick to the pace. This will prevent future burnout and increase the likelihood of your success.

Goals are powerful. They inspire us. They drive us to be better. But they are only as good as our preparation to accomplish them. This year, rather than setting a new goal in January, consider the one you already established in the fall. What are some new habits you can put in place to support you reaching that goal? I suspect by doing a few small things each day, you will bring that goal into reach even quicker than you anticipated.

Can you believe that we are already halfway through the school year? It always amazes me how quickly time flies and how much a group of committed individuals can collectively accomplish in a relatively short amount of time. It is easy in education to become distracted by the rhetoric and the happenings of the world. As teachers and educators, we have a front row seat to each of those things. But, the moment a young person walks into our classroom, we are gifted with the opportunity to refocus ourselves on their service and support to ensure they have the skills needed to contribute back to society in the way they desire. Kids and their learning come first.

Acquiring new skills takes time and focus. Each time a learner is introduced to something new, it builds on prior knowledge and has a compound effect generating new levels of mastery and proficiency. Slowly, the student increases her capacity to make new connections, ask more informed questions, generate new opinions and ideas, and apply new knowledge to more effectively react to and solve real challenges that impact her life. This happens when the student acts with intentionality and purpose. So how do you help students increase their personal drive and ownership to achieve new growth? One important way is through goal setting.

Chase Nordengren, a researcher with NWEA, shared, 鈥淕oal setting鈥� gets students involved in reviewing their assessment results, working with their teachers to set reasonable but aspirational goals for improvement, and continuing to drive their learning with frequent reference to those goals.鈥� In fact, according to research published by Robert Marzano in 2009, the act of goal setting can produce an increase in student gains by 18 to 41 percentile points! The simple fact is that when we have an awareness of where we are, where we are trying to go and have a plan to get there, it makes a real difference in our achievement. Goal setting motivates students and moves learning from a mandate to ownership.

As you think about introducing goal setting to your learners, here are a few things Nordedgren asks us to consider:

1. Start early. Students can begin setting goals as early as kindergarten! You鈥檇 be surprised how quickly students begin to see the relationship between setting goals and the learning outcomes they experience.
2. Do it routinely. Students should be setting goals connected to skills that they will continue to work on and develop. Tracking progress is motivating! Things you could consider are goals and progress monitoring on reading levels, performance on classroom or curriculum assessments, growth on technology-based applications such as Imagine Math or Istation, etc. The key to goal setting is that students set a target and come back routinely to check against that target, celebrate and/or adjust.
3. Make is visible. Goals that are visible and seen are worked on. What is out of sight is out of mind. Teachers can use a variety of ways to make goal setting visible including using anchor charts, graphs, student data-tracking folders and goal-setting worksheets.
4. Keep it relevant. Allow students to have ownership in the goals they set. Goals should be connected to areas where they are individually striving to improve. This increases a student鈥檚 sense of agency and autonomy. Nordengren states that when 鈥済oal-setting teachers serve as directors of learning: breaking larger goals down into skill areas, suggesting goals based on skills students are missing, and outlining the steps necessary to get to a particular goal, but ultimately leaving selection of the goal itself in the hands of students.鈥�

In January, we start a new year. We are provided with the opportunity to reflect on our practice and try something new. I invite you to consider goal-setting with your students. Pick one area. Give it a try. You鈥檒l be pleasantly surprised to see the difference it will make!

What an incredible time and place we live in! The world is so much smaller as technology has bridged the gap between people and provided a platform for us to connect with others who were once inaccessible. This connection highlights the beauty of the world鈥檚 diversity and invites us to expand our understanding and need to learn from one another.

During the month of December, we pause to celebrate the end of a year well- lived and the beginning of a new one. People gather with friends and loved ones to ring in this annual change while engaging in deep cultural traditions that are underscored by historical context. We begin reflecting on what we have accomplished, challenges we have overcome and desires for our future. The ways in which we do this are wide and varied and that is special.

As I have reflected on this, I have asked myself how we can be sure to intentionally embrace this gift and cultivate opportunities for our learners to engage in relevant learning experiences that connect them to not only the world鈥檚 innovations, but also to their own cultures and unique traditions. You see, I believe it is important that learners see themselves in the things they read and write about. As human beings, we need to feel connected to our environment and see the footprints of our predecessors so that we can glean lessons from their examples and begin to envision the impact we personally want to have on our communities moving forward. As educators, we want to cultivate an environment where students can capitalize on the incredible diversity that exists within our classrooms and learn from one another as they discuss, read and write about the contributions of citizens around the world.

So, how do we do this? What are some things we can do to understand our diversity and equitably integrate this diversity into our students鈥� daily learning experiences? Saniyyah Khalilallah, an author for the American Montessori Society, said, 鈥淭alking with the children can be one of the best ways to understand the diversity in the classroom. Pay attention to different languages being spoken or when the child talks about celebrations at home. Listen when the child is excited to tell you something about a family gathering鈥� Make mental notes about what the child said and ask the child questions while conversing. The child will feel proud to teach the educator something new about themselves and will be thankful that there is an interest. Inclusion starts with listening to the students without judgment.鈥� She goes on to invite us as educators to consider two questions:

1. How can I make the intention to respect every child in my classroom?
2. What is a goal I can make to ensure each child feels included?

听Being an educator in 糖心Vlog is wonderful! We are enriched by the incredible diversity we have within our schools. Our responsibility is to ensure that we maximize that gift by integrating meaningful opportunities for students to engage in robust learning experiences that connect them with themselves and those around them. This month, I invite you to consider the two questions Khalilallah poses and commit to doing one or two additional actions to help your learners feel even more included and seen in the things they read, write and discuss. I can鈥檛 help but believe that this will not only enrich the learning experience but validate students and help them to recognize the gift they are to each of us. May we, together, have a festive holiday season and learn from each other while we do.

Recently, I had the opportunity to visit the East Coast. If you haven鈥檛 been during the autumn season, it is a must do. The fall foliage comes out in all its spectacular glory painting the landscape with the most vibrant shades of red, yellow and orange. There is something about the seasons changing that invites us to reminisce internally and to reflect on the time that just passed. Leaves brown as they dry and gently drop to the floor under the current of a cool breeze, and as they do we are called to begin the renewal process all over again.

Whenever I find myself in nature, I can鈥檛 help but contemplate things that are much bigger than me. I find myself grateful for the friendships I have experienced and the lessons I have learned through challenges and insights that life just seems to offer up.

Several years ago, I was introduced to a book by Dr. Shawn Achor, a best-selling author and world-renowned expert in the field of positive psychology. After serving students at Harvard University for over 12 years and hosting one of the top five TEDx talks, he shares in his book 鈥淭he Happiness Advantage,鈥� the research-based connection between happiness and success, offering up five habits that can boost that feeling of contentment we all desire. It鈥檚 no surprise he starts with gratitude.

Researchers from Harvard Medical School say, 鈥淕ratitude is strongly and consistently associated with greater happiness. Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships.鈥� Psychologists Dr. Robert A. Emmons of the University of California, Davis, and Dr. Michael E. McCullough of the University of Miami conducted a study asking three participant groups to record a few sentences on one of the following topics each week for 10 weeks: things they were grateful for, daily irritations and events that occurred (without any assignment of whether those events were good or bad). Results showed that those who wrote about gratitude consistently felt more content about their lives and were generally more optimistic. Who wouldn鈥檛 want to experience more of that?!

This next month, we will celebrate a day of Thanksgiving. As we approach that time, here鈥檚 my homework for you. Set aside five minutes each day for 30 days and quietly just reflect. Write three things that you are grateful for that you experienced in the previous 24 hours. Really try to tap into the emotion of gratitude and just record three things. Try not to fall into the temptation of overthinking. The task should be simple and quick. Over time, what do you find yourself scanning your environment and experiences for that you didn鈥檛 prior to starting this daily routine? Do you notice how you begin to search for things you are grateful for throughout the day? How does this change your perspective and outlook on life? Sometimes even the most subtle (and seemingly inconsequential) acts can have a real impact.

May you find joy this fall season and have your personal happiness enhanced by intentional, grateful reflections. After all, it鈥檚 often the small things that make the biggest difference in life.

I recently had the opportunity to visit with a colleague whom I admire. She is committed to teaching and learning, and that commitment is evident in the way she expends her energy pouring into teachers and curiously seeking out new knowledge to apply to her coaching practice. She is inquisitive and asks questions modeling what it means to听get better every day. As I walked away from our conversation, I reflected on where that commitment comes from. What drives us to do what we do? How do we hunker down and press forward when the going gets tough? Why do we persist even in the face of obstacles? I think it comes down to purpose.

Pablo Picasso, a world-renowned artist, once said, 鈥淭he meaning of life is to find your gift. The purpose of life is to give it away.鈥� John F. Kennedy stated, 鈥淓fforts and courage are not enough without purpose and direction.鈥� So how do we give our gifts away in the service of others? What is your purpose, and how do you generate a path to let it lead your work each day?

In 糖心Vlog, we have one mission. That mission is to empower and engage ALL students through relevant, innovative and rigorous learning experiences. Engaging every student requires us to know them and to understand what their interests are as well as their strengths and opportunities for growth. Empowerment embodies the idea of making someone stronger and instilling confidence in their abilities. Our mission is to provide learning experiences that do both of these things 鈥� captivate students鈥� minds and encourage them to believe in themselves. This takes skill and compassion. It requires us to master the art and science of teaching. It is why coaching plays a prominent role in our work and why we strive to master the best practices research shows impacts learning in the classroom.

This year, we have continued our effort to provide customized coaching to each of our math and reading teachers with the goal that every math and reading teacher earns a level three badge in four best practices, namely:

• Standards Alignment
• Assessment and Formative Feedback
• Differentiation and Scaffolding
• Small Group Instruction

These four practices lay a strong foundation for learning experiences designed to meet each student鈥檚 individual needs. When implemented effectively, they set the stage for students to be engaged in learning at their proficiency levels and empower them to lean into their strengths and assets as they grow towards mastery of the standards. The key word being听grow. Coaching of teachers, coaches and principals, mastery of best practices, badging鈥� all of this effort and work is to ensure that we all, as educators, build our capacity to effectively provide learning experiences that promote our learners鈥� growth.

We have an exciting year ahead of us that is full of opportunities! Thank you for your effort to get听better every day. May we all continue on that path and together guide our learners to the destination they envision for themselves.

It has been said that we don鈥檛 learn from our mistakes. We learn from reflecting on them. Reflection is the intentional process of considering our actions within our given context and determining where we stood in our strengths and what opportunities exist for improvement. It is the chance to connect with our experience while examining those experiences from the lens of a learner - almost in third person.听

Reflection isn鈥檛 easy. Brave leaders reflect. If we engage in true reflection, we must be open to reality even if we don鈥檛 like it. It calls on us to be emotionally vulnerable with ourselves and open to change. It invites us to take new steps in the future and to refine ourselves and our practice. Reflection is key to growth. And, I would venture to say that the absence of reflection constitutes the absence of strong leadership.

Dr. Paleana Neale, a member of the Forbes Council, stated, 鈥淪elf-reflection, at its simplest, means taking time to slow down and think about you and your experiences, as part of increasing your self-awareness, learning and growth鈥� It involves contemplating your current level of skills, strengths, weaknesses, behavioral patterns and how you seek to influence others. It is also about exploring and getting clarity on your values, goals and ambitions. All this serves to increase your self-awareness, alignment, authenticity, learning and growth. Self-reflection also accelerates improvement in your leadership skills and practice 鈥� including your emotional intelligence 鈥� and enables you to better understand others.鈥�

With that in mind, Neale goes on to share tips for designing a leadership self-reflection practice. Here are a few I encourage you to consider:

1. Set an intention to reflect continuously. Reflection doesn鈥檛 have to be a long process. Create a habit of reflecting at a specific time each day. For some it may be in the morning as a way of setting their day鈥檚 intention. For others it may be at the end of the workday in preparation for the next. When we reflect is not as important as regularly doing it.
2. Create a prompt or two that you can use to start your thinking. At the end of a meeting, you could ask yourself, 鈥淗ow did that go? What did I learn? What would I do differently in the future? How did I make others feel?鈥� If reflecting at the end of a week, maybe ask, 鈥淲hat went well this week? If I could do something over again, what would it be and why?鈥� Prompts are just easy ways to get the juices flowing.
3. Be honest, specific and detailed. When reflecting on yourself or your practice, it is human nature to simultaneously try to justify to ourselves why we did what we did. Instead, try to set that aside and consider things from an objective perspective. Be detailed in your reflection. Consider writing it down to slow the thought process. The more honest and specific you are, the easier you鈥檒l be able to identify what next steps will help you grow.

Building a reflective practice not only builds your skill set and emotional intelligence as a leader, but it is also an act of self-care. Leadership is focused so squarely on serving others. But we only have the wherewithal to serve if we ensure our internal bucket is full and that we take time to occasionally fill it. May we all intentionally create the time and space to reflect, so that we can not only improve but care for ourselves along the way.听

Reference: Neale, P. (2021). Seven Tips for Designing A Leadership Reflective Practice.

What is a best practice? In education we often see this term thrown around, sometimes incorrectly. Practitioners in fields all over the world will use this phrase to express a heightened level of importance to specific actions or behaviors. But what are best practices exactly? Best practices are defined as procedures demonstrated by research and experience to produce optimal results. In other words, if we as educators must pick and choose what strategies we want to use in the classroom, there are some strategies that have been proven to produce significantly better outcomes with kids. And, if we implement these specific research-based practices with fidelity, there is strong evidence that our students will have the greatest returns on their learning that will endure for years into the future.

The Center for Educational Innovation (CEI) at the University of Buffalo has suggested, 鈥淚f you do not choose instructional practices that align with learning outcomes, you will create the wrong type of learning. For example, imagine you have a course with the learning outcome 鈥楽tudents will think critically about world geography.鈥� What experience would help students practice thinking critically? If you choose only to lecture, students will not have the opportunity to practice thinking critically and improve through feedback. While they may learn to remember geographical features, this misalignment means they will not learn to think critically, your stated goal for the course.鈥�

In 糖心Vlog, we have a singular goal. Our goal is that 100% of our students graduate exceptionally prepared for college, career and citizenship. We have had to ask ourselves what it means to be exceptionally prepared. In reflecting on that question, we recognized that preparedness for a future reaches far beyond academic achievement. Our learners need to graduate with skills that allow them to successfully navigate all aspects of life. These include being able to:

• Communicate
• Collaborate
• Thinking critically
• Problem solve
• Self-regulate
• Model responsible citizenship

To foster the skills and attributes in our learners, our task is to ensure we leverage research-based best practices that meaningfully allow students to practice these skills daily while they learn their content.

This year, we have focused on four of 12 best practices, namely:

• Standards alignment
• Assessment and formative
• Differentiation/Scaffolding; and
• Small group instruction

Reading and math teachers across 糖心Vlog have been working to master these best practices and student growth is evident!

Goals (especially one focused on 100%) are not reached by persistent effort alone, but effort focused on the right things. Thank you to all our teachers who are striving to refine their practice in order to help our learners be prepared for life. By mastering best practices and implementing them daily in the classroom, we are not only ensuring our students receive a high-quality learning experience in 糖心Vlog. We are making certain they are prepared to meet the exciting opportunities that await them.

Spring break is a wonderful time to take a deep breath and reconnect with ourselves and those we love. Many of us take the opportunity to rest and engage in hobbies that we often have to put aside in the hustle and bustle of day-to-day life. I hope that you were able to enjoy your time off and engage in some fulfilling activities.

As I have thought about these next several months, it reminded me of marathoners running a race. If you interview a person who runs marathons, most will describe what they call 鈥渉itting the wall鈥� around the 18鈥�20-mile mark. This is because 鈥渙ur bodies store about 1,800 to 2,000 calories worth of glycogen in our muscles and liver [and] on average, we use about 100 calories per mile when running, depending upon run pace and body mass.鈥� According to Susan Paul of Runner鈥檚 World, when that preferred energy source is depleted, something happens in our brains that encourages it to go into preservation mode which can introduce negative thinking and make us want to give up. To sum it up, it鈥檚 a simple math equation, and to overcome it, athletes spend a significant amount of time training before a race to prepare for that moment.

So why am I speaking about that now? I don鈥檛 share this to suggest that we are in a race, but to emphasize the importance of being intentional about actions we can take to remain committed to our goals and see them through to the last day of school. Learning has a compound benefit that yields big returns over time. Because of that, every minute is precious.听

To be successful and focused to the very end, there are a few tips that the College Board offers to students. I think they very much apply to us as educators too. Here are some of those tips:

1. FOCUS ON HIGH-IMPACT ACTIVITIES. Not every activity we plan for or engage our students in are created equal. Some are good, some are better and some are best. When designing activities for your learners and when choosing where to focus your time and attention as a teacher, focus on those things that are going to give your students the greatest advantage and have the strongest impact on their learning outcomes.听

2. CREATE NEW CHALLENGES. By March, it is not uncommon to feel fatigue. Both students and teachers feel this, and it is normal. One way to boost our focus and energy is to introduce new challenges. Humans love novelty. Make learning fun and engaging by challenging your learners鈥� brains with standards-aligned activities that push their thinking, challenge their perceptions and connect them to the things that they find personally important.

3. LEAN INTO YOUR SUPPORT NETWORK. We all need support and encouragement. Some of the best sources for that support are those we interact with the most - our colleagues and friends. Share your challenges with your peers. Seek out solutions and new ideas. Connect with those around you and consider collaborative approaches to overcoming common challenges. Working together and leaning into the support of those around you can make all the difference.

4. CELEBRATE! You and your students have come a long way this year and made growth. Celebrate those accomplishments. Reflecting on how far you have come can be so motivating and give you the extra umph to push forward and see your goals through to the end.听

So many good things have happened this year and students are continuing to learn and grow. Kids are working hard to catch up and close gaps that were generated from unfinished learning. Your work is making that possible. May we all push for the homestretch and encourage each other as we do it!

Zarell Hudson grew up with automobiles and now wants to grow old with them.

The junior from Seguin High School would just rather spend time tinkering under a car hood. That鈥檚 why he enrolled in the automotive program at 糖心Vlog鈥檚 Dan Dipert Career and Technical Center (CTC) where he is learning the ins and outs of vehicle maintenance, like replacing spark plugs, wires and distributor caps, etc., to troubleshooting and resolving a host of other, more complicated issues.

By the time Zarell leaves the district, he鈥檒l have earned the Occupational Safety and Health Administration and Automotive Service Excellence certifications, allowing him to go straight to work, if he so chooses.

Tuesday evening, Zarell showed off his academic home to his mother, who visited the CTC for the first time.

鈥淚t鈥檚 like an amusement park in here,鈥� she said, although Zarell had to explain to her that the building isn鈥檛 usually so full of employers, business owners, organizations and universities manning booths filled with posters, giveaway materials and trinkets.

Zarell brought his mother to the annual 糖心Vlog College & Career Expo, which not only featured companies looking to hire 18-and-older workers immediately, but universities aiming to recruit 糖心Vlog students.

A little bit of everything

The Expo was sort of like an amusement park because it certainly had a little bit of everything. Students got a chance to discuss jobs and even conduct on-site interviews for part-time, full-time or post-graduation work. Parents were able to sit in on presentations about athletic recruiting and the scholarship process for high school athletes as well as detailed guidance on admissions, testing, academic scholarships and financial aid.

Joyce Allen-Pace, whose son is a junior at Lamar High School, sat in on the Paying for College presentation where she got an overview of FAFSA and the various types of aid, from grants and loans to scholarships and work-study.

鈥淰ery informational,鈥� she said after leaving. 鈥淚t just seems like so much.鈥�

Which is why the Expo exists in the first place.

鈥淲e actually started this event as Sam Houston High School many years ago, and it has grown into this very large, district-wide event,鈥� said Leslie Birdow of , the higher education servicing corporation that helped sponsor the event along with United Way of Tarrant County.

inspirED not only conducts various presentations but also provides daily one-on-one student mentoring at its Go Centers located on high school campuses.

鈥淲hat鈥檚 great about this is you can get what you need early on if you are interested in attending a school or just working and learn what a school鈥檚 admissions department requires or what an employer wants and make a connection,鈥� said Birdow, whose group also partnered with Workforce Solutions to help with resumes and college applications.

鈥淭he college fair is great because you can get information from all of the colleges and find schools that maybe you have never heard of before but might be interested in attending.鈥�

Colleges, Jobs and Internships

One of those schools was L Makeup Institute of Southlake. Students attending pursue careers in the makeup and special makeup effects industries. L Makeup Institute鈥檚 booth sat not too far from Texas A&M and Tarleton State University.

鈥淥ur graduates get jobs doing makeup and hair for photoshoots, film productions, plays, theater, bridal companies, that sort of thing,鈥� said Ana Cerda, a financial aid representative for the institute. 鈥淚 was a makeup artist for 20 years doing the retail route. Traveled the country on their dime to educate people about it. Even if you go the retail route, the least you will make in a year is $35,000, and can get up to $50,000, depending on the brand or the store.鈥�

Just a few years ago, Jonathan Lucatero attended the Expo and came across LBL Architects. Then an Arlington High School junior, he liked what they were offering in terms of internships and eventually applied. After a year doing draftsmen work and other duties as an intern, LBL hired him full time.

鈥淎t first I wanted to be a lawyer,鈥� said Lucatero, a 2019 graduate. 鈥淚 looked at bunch of different career paths thinking about it, and then I landed on architecture. I took my first architecture class in high school. After that, I loved it, thought it was super interesting when it comes to the overall building process. I went to the CTC for two years, then went into the interning program. Now I鈥檓 here.鈥�

糖心Vlog grad chimes in

So is Diana Conteras, who graduated from Lamar in 2018. Her route to LBL Architects was similar to Johnathan in going into an intern program. She instead went in as a University of Texas at Arlington student.

鈥淎ctually, when I was in high school, I was interested in engineering,鈥� she said. 鈥淚 took a summer class in architecture. I fell in love with it.鈥�

Birdow said the last in-person Expo was in 2019 and included 42 businesses and 711 students. Those numbers were exceeded this year.

鈥淭his is a nice event because there are so many options for students,鈥� said Erica Steely, a senior recruiter for Flex Tech, a low voltage and electrical staffing company. 鈥淚f they want to go to college, or if they want to go straight to work, it鈥檚 up to them. I don鈥檛 remember having those kinds of options when I was in school. It kind of frees you.鈥�

At Flex Tech, accepted applicants were trained on a Friday and start working on a Monday.

鈥淚n terms of starting work after high school graduation, you can鈥檛 get better than that,鈥� Steely said. 鈥淧lus, if you want to go to college later, you can. Just save your money because you will be getting paid.鈥�

https://www.youtube.com/watch?v=YRYzyZCfZ4Y&feature=youtu.be

In 糖心Vlog, we have a cultural tenet that we believe and try to embody - Get Better Every Day. Have you ever stopped and asked yourself what it means to get better every day? What behaviors do we have to engage in daily to make that happen? What do we do when we hit roadblocks or struggle to improve a weakness that is staring us in the face? What kind of person is working to improve themselves on a daily basis?

While the answers to these questions are potentially as individual as the person asking them, I couldn鈥檛 help but see the one thing they all have in common. They underscore one鈥檚 identity. Identity is defined as who or what a person is. New York Times bestselling author James Clear said, 鈥淓very action you take is a vote for the type of person you wish to become. No single instance will transform your beliefs, but as the votes build up, so does the evidence of your new identity.鈥� In other words, we are all on a journey to becoming someone, and who that someone is depends on what we DO. The great thing about this process is development is not a destination. We never 鈥渁rrive鈥� when we are trying to build habits that help us to get better every day. Each new sunrise offers rays of hope about new learning on the horizon.

So, what can we practically do as individuals to embed habits into our daily lives and classrooms that will help shape a better us? I want to highlight two.

1. KEEP THE CHANGE SMALL. Very few of us have the willpower to sustain big changes to our daily lives resulting in real improvement. The pull of old habits is too great, and we often lose our emotional stamina to persist and go back to our old ways. This is the reason New Year鈥檚 resolutions are routinely the same year after year (it鈥檚 ok, you can admit it if you do that, too鈥� I know I do). To avoid this uphill battle, why not make the change small? And by small, I mean tiny. In his book Atomic Habits, Clear reminds us that 鈥渃hanges that seem small and unimportant at first will compound into remarkable results if you鈥檙e willing to stick with them for years.鈥� Pianists become pianists because they persist in practice every day. Readers become good readers because they read every day - even if only for a few minutes. Marathoners run marathons because they took their first step and persisted until their body adapted over time and slowly they were able to reach the distance of 26.2 miles. None of these accomplishments happen by trying once or even twice for that matter. They happen because the person started small and persisted over time.听

2. STACK YOUR HABITS. Clear shares, 鈥淥ne of the best ways to build a new habit is to identify a current habit you already do each day and then stack your new behavior on top.鈥� Here are some concrete examples he shares:

• • Meditation. After I pour a cup of coffee each morning, I will meditate for one minute.
  • Gratitude. After I sit down to dinner, I will say one thing I鈥檓 grateful for that happened today.
  • Exercise. After I take off my work shoes, I will immediately change into my workout clothes.

Can you think of one that you can add to your classroom routine that would promote more time on-task reading?

Find one habit that is already automated in your life or classroom, and simply stack one small, specific thing on top. Do that small thing every day, and you will have a new habit that is helping you to get better, every day.

Being a human being is a gift. We have the cognitive ability to reflect on our lives and make intentional changes to improve ourselves. May we find joy in that growth one small even tiny step at a time.

糖心Vlog seniors, don鈥檛 forget the deadline to apply for the Chamber of Commerce scholarships is this week, Friday, Feb. 25. The Greater Arlington Chamber is giving out scholarships to 13听糖心Vlog seniors worth more than $30,000.听

听As a local partner of the 糖心Vlog, the chamber is committed to developing the community鈥檚 future by providing graduating seniors with unique opportunities to pay for college. The chamber has provided more than $306,000 in scholarships to graduating seniors in the 糖心Vlog.

听鈥淲e鈥檙e thrilled to be able to offer these scholarship opportunities to 糖心Vlog students again this year,鈥� said Alicia Collins-Butler, the director of education, workforce and community development. 鈥淥ur goal is to champion economic and community prosperity, which includes making sure the opportunities are available to students. Now it鈥檚 the students鈥� turn to take advantage of these resources.鈥�听

Innovation Scholarship听

Sponsored by the Pettinger Foundation, the Innovation Scholarship is a STEM-based scholarship that aims to help students pursuing a four-year degree in science, engineering or mathematics from UTA. Two $5,000 scholarships are for 糖心Vlog students in a STEM-related career pathway. Applicants should complete an online application for consideration.听

Greater Arlington Chamber Scholarship

Seven $2,500 scholarships will be awarded to graduating seniors from each traditional high school and Arlington Collegiate for the Greater Arlington Chamber Scholarship. Unlike the Innovation Scholarship, students who receive this scholarship can attend a college or university of their choice. Applicants should complete an online application and write an essay on the topic provided.听

American Dream Scholarship听

In partnership with the M.E.T.A. Foundation, the American Dream Scholarship will be awarded to graduating seniors who are first-generation college students and of Latino/Hispanic descent. Four $1,000 scholarships are for students looking to attend Tarrant County College or the University of Texas at Arlington.听

Apply Now

That鈥檚 over $30,000 in scholarships, so don鈥檛 miss this opportunity to apply. Both scholarship applications are due February 25, 2022, at midnight.听

听If you or an 糖心Vlog student you know may be interested, share this blog post with them and take a few minutes to apply for these scholarships today! To learn more about the scholarships or apply, visit the Greater Arlington Chamber of Commerce鈥檚 website at

First IB elementary in 糖心Vlog

The planned professional development meeting at Crow Leadership Academy took a turn Monday afternoon.

It was a turn four years in the making as the school was officially designated an International Baccalaureate Primary Years Programme school.

The IB certification makes Crow the first IB elementary in the 糖心Vlog, and one of just a few in the Metroplex.

The announcement was made as district senior staff stopped the meeting with cheers, balloons and confetti.

鈥淭his an exceptional opportunity first and foremost for the students,鈥� 糖心Vlog superintendent Dr. Marcelo Cavazos said. 鈥淲hat it means for the district is we have a specialized program and a different way of teaching the curriculum for some students who are able to participate at the IB school. This is a tremendous effort that the Crow Leadership Academy staff has been toiling through for a number of years to get that approval. It does take a long time.鈥�

The process began when Jamie MacDougall was the principal at Crow and the school applied for candidacy for the program. That allowed the school to learn about the framework and components of becoming an IB school. That also included training the staff and implementing the framework into the studies at the school.

The school then applied for and was granted authorization. What will change at Crow in the fall is the approach to instruction, with a shift to inquiry-based lessons with the students at the center of the learning. There will also be more connected learning at Crow, which has already been an emphasis since the school became a specialized program with an emphasis on leadership and collaboration skills.

Students will use the concepts they learn in the classroom and see how they apply in the real world.

Crow's principal shares words of encouragement

鈥淲e know that becoming an authorized IB school is not the end of the journey,鈥� said Jen Ruby, Crow鈥檚 IB coordinator. 鈥淲e鈥檙e still growing in our practices and our understandings of what this can look like and what we can put forth for the kids.鈥�

Crow principal Liznel Gonzalez-Morales is proud of the way her staff worked to get the status; especially given everything they鈥檝e gone through the last two years.

She鈥檚 also happy that the IB programming melds so well with what Crow was already doing.

鈥淭he beautiful thing is this mesh,鈥� Gonzales-Morales said. 鈥淭he leadership component of the IB philosophy and how the experiences that we create for students is to build leaders and a call to action. Every day we have opportunities and decisions that we make. How are we making an impact in our community? School? Home? The community? Eventually the world? We all think that in order to make a difference we have to have big things happen, but that鈥檚 the beauty of this framework, this philosophy. You start it. The change starts with you.鈥�

Innovation always comes with challenges, but it鈥檚 also what reaps the greatest rewards.

At Gunn Junior High School and Fine Arts and Dual Language Academy, that鈥檚 exactly what鈥檚 happening with the academy鈥檚 inaugural sixth grade. Seven years ago, these sixth-grade pioneers were the fist kindergarteners at the then brand-new Corey and Jones academies of fine arts and dual language. They reaped the benefits of that innovative program and new facilities, but they also weathered the bumps that come with anything new, blazing the trail for all the classes to come.

Their trailblazing has continued as the first junior high fine arts and dual language class at Gunn Junior High and the only sixth grade in all of 糖心Vlog to attend junior high. At every other school, junior high starts in seventh grade.

鈥淎nytime that you鈥檙e doing innovation, it鈥檚 challenging,鈥� said Gunn principal Dr. Matt Varnell. 鈥淏ut the way you get to excellence is through innovation.鈥�

Varnell was also the first principal at Corey Academy of Fine Arts and Dual Language, so he has pioneered the program right along with the students.

鈥淭he first students who have gone through this program have been brave every step of the way,鈥� Varnell said. 鈥淚鈥檓 so proud of the kids for finding a way forward in difficult times. Coming back from the pandemic is a challenge enough, but to do it in sixth grade for the very first time in a building that鈥檚 under construction 鈥� it truly has taken a community of staff, parents and kids making it work.鈥�

Gunn Junior High and Academy of Fine Arts and Dual Language

Gunn Junior High, open since 1972, is in the process of a total transformation, funded by the 2019 Bond. With major additions and renovations for all of the original building, Gunn is continuing as the junior high home for seventh- and eighth-grade students zoned for the school, plus it is the new home for the district鈥檚 first junior high fine arts and dual language academy. Once elementary students complete fifth grade at Corey and Jones 鈥� the district鈥檚 two fine arts and dual language academies 鈥� they move on to junior high at Gunn.

Everything about the Gunn campus has changed or is changing. A years-long construction project has added classrooms and a new library, moved the front entrance to what used to be the back, and completely renovated every original space. Even outside, the parking has all been redone and the field has been turfed.

The construction that started at the end of 2019 should wrap up this summer.

Though construction and renovations are still ongoing, the building now reflects the innovative programming the school offers.

鈥淥ne of the great things with the bond is we got to design a building that would really support the learning we wanted,鈥� Varnell said. 鈥淪o, you see these really creative spaces. You see open lobbies where kids can get together and have collaborative groups. You see a library designed around this idea that we should use it regularly and it should be a space where we flow in and out.鈥�

.

The new spaces include a dance room, theater room, piano lab, collaborative learning areas, a fab lab and more.

鈥淭hese are spaces that support learning,鈥� Varnell said. 鈥淲e don鈥檛 want kids to ever think, 鈥業鈥檓 not smart.鈥� The question is, 鈥楬ow are they smart?鈥� Finding the way that a kid is smart is the key to their success.鈥�

That means providing a diversity of learning opportunities with facilities to match so every student will be inspired to learn and grow. And that goes for both the students in the academy and the seventh and eighth graders in the traditional Gunn junior high program.

Benefits

鈥淭he benefits of this program are starting to become evident,鈥� said Nick Heizer, the parent of a Gunn academy sixth grader who went to elementary at Corey.

Heizer鈥檚 daughter is in the choir at Gunn.

鈥淪he really enjoys doing that,鈥� he said. 鈥淚t鈥檚 not something you can鈥檛 do at other schools, but it鈥檚 something that is introduced to them at a younger age, along with some of the other fine arts, like piano, etc.鈥�

The sixth graders this year are getting opportunities no others have ever had. For example, the sixth graders in band each had a mentor from the Arlington High School band. And sixth graders in theater got to participate in the junior high one-act-play festival held at the district鈥檚 Center for Visual and Performing Arts.

Students in the academy don鈥檛 just get an earlier introduction, they also receive a more robust fine arts education than other schools and districts can offer.

"For me, the two concepts that come to mind when I think about our new space is versatility and exposure,鈥� said Parker Fitzgerald, Gunn鈥檚 theater teacher. 鈥淢y black box style theater and classroom allows for hands-on instruction and demonstration that no other school can provide. For instance, I could have students rehearsing a scene that is set on a beach, and then I could have another student design lights for them on the new light board. All the while another student could find sound cues for an ocean setting that we could play in the background. All of a sudden, we are creating a miniature show with full production values right in the middle of class. This is the type of stuff that most theater students wouldn't be able to do until they are in college, but we're doing it in junior high."

Theater, dance, piano and art gives students an incredibly rich, holistic educational experience.

鈥淭hey enjoy the fine arts aspect of the program the most and have been exposed to concepts and skills they might not get at another school,鈥� said Corliss Bunkley, mother of a Gunn sixth grader from Jones and a Jones fourth grader.

But it鈥檚 not just about fine arts.

Gunn鈥檚 academy students have also continued what they started in elementary with dual language instruction, where half of the school day is taught in English and the other half in Spanish.

To Gara Hill, mother of a Gunn sixth grader who attended elementary at Corey, learning Spanish is one of the best advantages of the program.

鈥淲hatever they want to do in life, they will do better by being bilingual,鈥� she said.

Along with the dual language is an emphasis on cultures.

鈥淭hey are also getting the cultural understanding that is the key to bringing us together,鈥� Varnell said.

鈥淭he diversity of the students is the most important aspect for us,鈥� Bunkley said. 鈥淥ur world is made up of all kinds of folks and we want our children to be able to see and respect the many differences in the world.鈥�

The End Game

The fine arts/dual language program, paired with the new facilities purposefully designed to inspire and maximize learning, is a game changer. But no one says it鈥檚 always been easy.

鈥淚t was tough,鈥� Hill admitted about the start of sixth grade.

But Hill and her son 鈥� and all of the pioneers at Gunn 鈥� are focused on the end game.

鈥淏eing a part of an opportunity like this is really incredible,鈥� she said. 鈥淭he opportunities, the experiences that our students will have are beyond our comprehension. These things didn鈥檛 even exist when we were in school. Knowing that he can come out of a public education having had the exposure and experience with other cultures and with fine arts is really, really exciting. And it鈥檚 exciting even to be a part of the bumps along the way, knowing that in the end so many students will benefit from an education like this.鈥�

And while it was certainly hard at first, Hill鈥檚 son has quickly adjusted to junior high.

鈥淗e鈥檚 thriving,鈥� she said. 鈥淗e loves going to school and the new friends he has made. We can definitely see that he values the program, and we are excited for him to be a part of it.鈥�

Join the Swamp

If you have a sixth or seventh grader who might like to become a Gunn Gator, keep an eye out for the transfer window later this spring. There are limited spots for the academy program for rising sixth and seventh graders, and applicants will have to demonstrate a certain level of proficiency in Spanish. If you鈥檙e child does not have that level of Spanish, that鈥檚 ok. Rising seventh and eighth graders are welcome to transfer into the traditional junior high program where students also get to take advantage of the new facilities and opportunities.

I recently started reading a book called Think Again authored by Adam Grant, an organizational psychologist at The Wharton School of the University of Pennsylvania. In the text, he focuses on the value of approaching life and situations with a scientific mindset, open to the possibility (and high probability) that you could be wrong and/or that there is additional information that could add to your understanding. He suggests that 鈥渨e need to do as much time rethinking as we do thinking.鈥� What does he mean by that? It starts with what he refers to as intellectual humility.

While we work through the challenges that are symptomatic of a community that has lived in persistent physical and emotional crisis for the last couple of years, we have come to realize that doing 鈥渂usiness as usual鈥� will no longer generate the outcomes we once enjoyed. Learners have new obstacles to overcome. Teachers and staff have additional worries and stressors impacting their work. We have to be open to being a bit more curious and to the possibility of how school and our day-to-day work may look different. As Grant reminds us, sometimes our own experience and background knowledge can generate convictions that 鈥渓ock us in prisons of our own making.鈥� If we want to be highly effective leaders (and by leaders I include all of us that interact with students and each other), we must cultivate confidence in our ability to reach our goals and enough humility to be open to revising our beliefs about things as we pursue them.

Krumrei Mancuso stated, 鈥淟earning requires the humility to realize one has something to learn.鈥� Daniel Kahneman, the Nobel Prize-winning psychologist shared that 鈥渉e genuinely enjoys discovering that he [is] wrong, because it means he is now less wrong than before.鈥� I never thought of it that way! So how can we, as a team, begin to flex our leadership muscles to develop greater levels of humility, detach ourselves from our own ideas and openly consider new possibilities? Here are a couple of thoughts:

1. Promote psychological safety. Be willing to model vulnerability and express when you have doubts about your own ideas or may be wrong. It is said, 鈥淚 err, therefore I learn.鈥� Learning insinuates that you didn鈥檛 know something before. As a learning organization, we want to underscore that learning is a good thing, even if that means admitting we don鈥檛 have the answer or that the answer we thought we had may not be the right one.
2. Ask more questions. When working with others, it is counterproductive to enter a conversation with the sole purpose of convincing the group to concede to your ideas. If you notice that they do not agree, ask what part of the idea gives them pause and seek out more details. You will likely find that the answer to your challenge lies in the mix of ideas that are generated from everyone working together. There is some truth to the adage that two minds are better than one.

Change isn鈥檛 easy. And changing our minds is no exception. But it is possible to develop the skill, and we are all better for it. As you reflect on how this may apply to you, let me leave you with just a few more parting words offered by Dr. Grant for us all to consider鈥� 鈥淚ntelligence is usually seen as the ability to think and learn, but in a rapidly changing world, there鈥檚 another set of cognitive skills that might matter more: the ability to rethink and unlearn. In our daily lives, too many of us favor the comfort of conviction over the discomfort of doubt. We listen to opinions that make us feel good, instead of ideas that make us think hard. We see disagreement as a threat to our egos, rather than an opportunity to learn鈥� We don鈥檛 have to believe everything we think or internalize everything we feel. [Let us all lean into the invitation] to let go of views that are no longer serving us well and prize mental flexibility, humility and curiosity.鈥�

The 糖心Vlog wants its students to reach their maximum potential through relevant, innovative and rigorous learning experiences.

All three of those aspects start in elementary school in the 糖心Vlog, and there鈥檚 nothing more innovative than the elementary school specialized programs the district offers.

Students in kindergarten in the 糖心Vlog can start following their passion whether it鈥檚 leadership, fine arts, dual language or STEM. Whatever path a student wants to take, the 糖心Vlog can lead them down that path and start setting them up for their future beginning in kindergarten.

If that sounds like the right plan for your child, then you need to act fast. The deadline for applications for specialized programs is Friday, Jan. 28, at 5 p.m. These applications are for the 2022-23 school year. If you want to learn more and apply, you can do so on our specialized programs page.

Here is a brief overview of the programs offered.

Dual Language/Fine Arts

The 糖心Vlog offers two dual language and fine arts elementary schools, conveniently located in north Arlington and south Arlington so students can remain closer to their homes. The curriculum at Corey Academy of Fine Arts and Dual Language and Jones Academy of Fine Arts and Dual Language is the same. Students will learn in two languages and benefit from an 鈥渁rts for all鈥� experience. Whether their passion is piano or painting, students at these academies can pursue their dreams. Students spend half their days learning in English and half in Spanish. They also have opportunities to explore their creative side with dance, piano, drama and visual arts classes. Students at both academies will now have the chance to continue their dreams at Gunn Junior High and Fine Arts and Dual Language Academy. A fine arts high school is also coming soon.

Leadership

Is service the calling for your future 糖心Vlog student? Then Crow Leadership Academy is the answer to that calling. The school is one of just a few campuses in the state. Leadership and community service are the hallmarks at Crow, which just completed new bond work that includes a new classroom wing, renovated cafeteria and a brand new gymnasium. Crow builds leaders by developing students who can inspire and influence others, take initiative, hold others accountable and encourage them. If you want your child to grow and develop those gifts while learning to know and care about the world around them, then Crow Leadership Academy is the place for them.听

STEM

Everyone knows how important STEM futures are in today鈥檚 world. At Pearcy STEM Academy, K-6 students get in on the ground level at a school that was one of the first 20 schools in the nation to be certified by the . Students at Pearcy get to work with a dozen certified STEM teachers to help them grow. Summer STEM camps and daily STEM curriculum are just part of the basics at Pearcy. The 糖心Vlog also realizes how important it is for students to be able to explore what they want. That鈥檚 why art, music and physical education are also included. So is the opportunity to take Spanish or learn strings. If your student loves LEGOs or building their own computer, then Pearcy STEM Academy is the right fit for them

World Languages

Does your future kindergartener speak French? Probably not. But is that something you want them to have the ability to do? If that answer is yes then Wimbish World Language Academy (WWLA) is the fit for you. It鈥檚 not about being bilingual at WWLA either. It鈥檚 about being biliterate. Students are immersed in a French/English or Spanish/English track at Wimbish with core classes math and science taught in the second language. Foreign language electives start in second grade. Why does all of this matter? We want students at WWLA to be culturally aware. It sets them up to navigate through a diverse community in a global market.

Remember, the deadline to apply is Friday at 5 p.m.

Differentiation. It鈥檚 a word that is commonly used throughout the education community. It is also a word that is routinely misused. Most individuals using this term do so to describe their effort to provide a variety of entry points to children in the learning process. We often hear of differentiation of content (what is taught), process (how it is taught), product (how mastery is demonstrated) and the learning environment. Examples are regularly provided with teachers creating centers and students rotating through a variety of learning activities to practice new concepts. And while it is true that differentiation can in fact include these things, that is only a small part of the story.

So what is true differentiation and why is it so important? As public school educators, we have the unique privilege of providing a high quality education to all students in our community - not just some. These learners come from a variety of backgrounds. Some students arrive at the school鈥檚 doorstep with a strong foundation in basic literacy and numeracy skills. Others may need teachers to build that foundation to prepare them for more complex concepts down the road. Regardless of the skill sets students arrive with, we want school to be meaningful and engaging whenever a student participates in the learning process. This requires us as educators to first do our homework. I would like to suggest two main assignments.

1. Get to know each student on an individual level. What does your learner think about and enjoy when they are on their own time? Do they have passions or interests? Do they have hobbies? What aspects of the world or their community peak their interest or inspire them to ask questions? The more we know about our learners, the better we are able to ensure that we frame and shape the lessons in a way that is engaging and naturally draws them into the learning process. Who wouldn鈥檛 want to master new skills while diving into topics that we are naturally drawn to?
2. Understand what the individual students know and don鈥檛 know about the concept about to be taught. Like we talked about last month, we need to pre-assess our learners to make sure we know what they already know about our unit of study. By understanding where they are on the continuum of mastery, we can be sure that the learning process includes the very skills they need to successfully meet the expectations of the grade level standard.

Differentiation is a gift. It is one that is wrapped with care and effort by the teacher. The best gifts we receive are those we can tell came from a giver who knew us well and used that knowledge to find something that would bring us a small moment of joy. This holiday season, let鈥檚 continue to provide our students with the joy of learning and gift them with learning that is customized and differentiated just for them.

Boy, if there was ever a bad word in education, assessment has become that word. Politicized across various platforms, families have rightfully been frustrated with the volume of time their children are engaged in taking assessments all in the name of accountability. School has turned into more than a place where our children go to learn new concepts, explore innovative ideas, ask genuine questions and interact with diverse people. It also has become a place where the stakes are high, and consequences are statutorily imposed based on scores gleaned from a state test administered on a single day. Unfortunately, all of this has created the misperception that tests are bad or not needed. But they are in fact a critical part of the teaching and learning process.

Imagine for a moment that you want to go on a road trip. To plan the best route to travel, you must first decide where you want to go and where you are in relation to that destination. Your route will be different if you are trying to get to New York City as opposed to Houston. It also depends on where you currently are. If you live in Ohio, your route to either destination will be very different from a person who lives in Dallas.

So, what does this have to do with assessment and teaching? It鈥檚 simple. Before I can know what to teach my students, I must first define what it is they need to know. I need to understand what mastery of the concept I am about to teach looks like and assess where my students are in relation to that level of mastery. I need to understand what my students already know (we don鈥檛 want to waste their time teaching them something they already understand). And I need to assess where each of my students鈥� starting points are and decide how to customize their learning pathway to get them to the correct destination - the place of mastery.

Assessment is critical. Only by pre-assessing students before we begin teaching can we know how to differentiate their learning. Only by formatively assessing students while they are in the learning process can we know if they are on track for mastery or if teaching adjustments need to be made to ensure they arrive at the intended learning target.

This best practice - assessment and formative feedback - is one of the most important skills we as educators must master. Here are some steps you can take as an educator to leverage this best practice in your instructional design:

1. Decide what your students should know and be able to do to demonstrate mastery of the concept being taught.
2. Design and administer a standards-aligned pre-assessment prior to teaching to see where your students are in the mastery continuum.
3. . Customize learning pathways for your students to master the learning objectives.
4. Locate or create formative assessments to track students鈥� progress (and to allow students to track their own progress) as they are learning.
5. Adjust along the way using the information that formative assessments provide.

Learning is fun! It is especially fun when we are productively challenged and have some ownership in the process. Assessments and formative feedback make that possible. Let鈥檚 get back to our roots and use them well for how they are intended!

The 糖心Vlog wants to set students up for their future and has the programs to do just that.

It doesn鈥檛 matter if the future is college or career, the 糖心Vlog will get you there through its specialized programs offerings that often include the opportunity for free college credits.

鈥淣ot everyone has the same plans when they leave high school,鈥� 糖心Vlog superintendent Dr. Marcelo Cavazos said. 鈥淥ur charge is to meet the student and help them find their path. Our specialized programs are one of the ways we can do that.鈥�

Want a chance for up to 60 hours of free college credit? Our two early-college high schools can get you there at the same time you graduate. What about workplace certifications? We鈥檝e got that covered. Interested in our Pathways in Technology high schools to hit business or the medical field running? Got it. Is STEM your path? We鈥檝e got a school for that, too.

Can鈥檛 make that choice without getting some more details? Here are your options.

Early college high schools

The 糖心Vlog is all about choices and that includes our early college high schools, too. Students can attend either Arlington Collegiate High School (ACHS) or Arlington College and Career High School (ACCHS). Both schools offer students the opportunity to graduate with their high school diploma as well as their associate degree at no cost to them. At ACHS, students can participate in the Lion Scholars program in partnership with the University of Texas at Arlington and Texas Wesleyan University. That free program puts them even closer to their college degree. At ACCHS students can earn work certifications in a variety of different fields from Tarrant County College.

P-TECH

Like our early college high schools, students in the 糖心Vlog have P-TECH options, too. We have the new Lamar P-TECH opening in the fall of 2022 that puts students on a path towards a career in cybersecurity or business administration. If you鈥檙e better suited for health sciences, then Bowie P-TECH is the path. There, students can branch out to four different areas in the medical field and have a chance to take upper-level classes with our program partner, Medical Center Arlington Like our early college high schools, students can earn an associate degree from our P-TECH programs. They can also participate in regular high school extracurriculars at the campus.

STEM

The STEM Academy at Martin High School offers another option for high schoolers who want to pursue college or a career in the STEM field. Dream of going to MIT? Two recent STEM Academy graduates are there now. Want to work for Lockheed Martin? We have STEM Academy students working there, too. STEM Academy students can earn early college credits from the University of Texas at Arlington. There are professional mentors and internship opportunities, too. And like our P-TECH programs, STEM Academy students can participate in traditional high school extracurriculars that are offered at Martin High School.

Find your path

No matter your path, the 糖心Vlog has one that leads to college, career and lifetime success. Learn more about these programs and apply for an听听today.

The 糖心Vlog wants its students to reach their maximum potential through relevant, innovative and rigorous learning experiences.

All three of those aspects start in elementary school in the 糖心Vlog, and there鈥檚 nothing more innovative than the elementary school specialized programs the district offers.

Students in kindergarten in the 糖心Vlog can start following their passion whether it鈥檚 leadership, fine arts, dual language or STEM. Whatever path a student wants to take, the 糖心Vlog can lead them down that path and start setting them up for their future beginning in kindergarten.

鈥淲e know the importance of providing opportunities,鈥� 糖心Vlog superintendent Dr. Marcelo Cavazos said. 鈥淵ou have to allow students to be able to follow their dreams. That doesn鈥檛 start in junior high or high school, either. We must meet the students at a younger age and engage them. We do that in the 糖心Vlog.鈥�

So, what鈥檚 the right path for your student? In the 糖心Vlog it鈥檚 about choices.

Dual Language/Fine Arts

The 糖心Vlog offers two dual language and fine arts elementary schools, conveniently located in north Arlington and south Arlington so students can remain closer to their homes. The curriculum at Corey Academy of Fine Arts and Dual Language and Jones Academy of Fine Arts and Dual Language is the same. Students will learn in two languages and benefit from an 鈥渁rts for all鈥� experience. Whether their passion is piano or painting, students at these academies can pursue their dreams.听 Students spend half their days learning in English and half in Spanish. They also have opportunities to explore their creative side with dance, piano, drama and visual arts classes. Students at both academies will now have the chance to continue their dreams at Gunn Junior High and Fine Arts and Dual Language Academy. A fine arts high school is also coming soon.

Leadership

Is service the calling for your future 糖心Vlog student? Then Crow Leadership Academy is the answer to that calling. The school is one of just a few International Baccalaureate Primary Years Programme campuses in the state. Leadership and community service are the hallmarks at Crow, which just completed new bond work that includes a new classroom wing, renovated cafeteria and gymnasium. Crow builds leaders by developing students who can inspire and influence others, take initiative, hold others accountable and encourage them. If you want your child to grow and develop those gifts while learning to know and care about the world around them, then Crow Leadership Academy is the place for them.听

STEM

Everyone knows how important STEM futures are in today鈥檚 world. At Pearcy STEM Academy for K-6 students will be able to get in on the ground level at a school that was one of the first 20 schools in the nation to be certified by the National Institute for STEM Education. Students at Pearcy get to work with a dozen certified STEM teachers to help them grow. Summer STEM camps and daily STEM curriculum are just part of the basics at Pearcy. The 糖心Vlog also realizes how important it is for students to be able to explore what they want to. That鈥檚 why art, music and physical education are also included. So is the opportunity to take Spanish or learn strings. If your student loves LEGOs or building their own computer, then Pearcy STEM Academy is the right fit for them.

World Languages

Does your future kindergartener speak French? Probably not. But is that something you want them to have the ability to do? If that answer is yes then Wimbish World Language Academy (WWLA) is the fit for you. It鈥檚 not about being bilingual at WWLA either. It鈥檚 about being biliterate. Students are immersed in a French/English or Spanish/English track at Wimbish with core classes math and science taught in the second language. Foreign language electives start in second grade. Why does all of this matter? We want students at WWLA to be culturally aware. It sets them up to navigate through a diverse community in a global market.

Find your path

No matter your path, the 糖心Vlog has one that leads to college, career and lifetime success. Learn more about these programs and apply for an听听today.

Coaching can initially be an intimidating process. It calls for our vulnerability and trust. We are invited to openly share our goals and to collaboratively work with a thought partner to identify the steps we plan to take to reach them. There is an increased amount of personal accountability. Each time we meet with our coach, we give an accounting of the progress we have made or the missteps that need to be corrected. And while each of these things may challenge us, the very best professionals are the very best because of the way they maximize the support of their coach.

So, how do we do that? The Lindenberger Group offers seven steps for maximizing the benefits of executive coaching. I invite you to consider them for yourself as you begin your work with a math or literacy coach.

PREPARE FOR DISCOMFORT. Quality coaching starts with a candid self-assessment through self-reflection or feedback. This can be scary. Know that your coach is there to support you and help you explore the work you are engaged in pursuit of your goals.

SET CLEAR GOALS. The only way to get to a destination is to clearly articulate exactly where you are trying to go. This will help you to stay on track and understand where adjustments are needed along the way.

BE OPEN TO FEEDBACK. None of us are perfect and all of us have room to grow. Feedback is a gift! Others, who live outside of our daily experience, can see things we miss. By capitalizing on and understanding their perspective, we will be able to see our blind spots and consider how to best proceed forward successfully.

BUILD ON YOUR STRENGTHS. We all have strengths. Coaching is about leveraging those strengths to reach our goals. Your coach will help you to recognize your strengths and use them as a foundation for achieving your desired outcomes.

BE AWARE WHEN STRENGTHS BECOME WEAKNESSES. Sometimes our strengths, when we lean on them too much, can serve as a hindrance to our progress. New achievement often requires a new set of skills. Over-reliance on the same skills we have typically used may not always be the best approach when you are trying to accomplish something new.

REMEMBER THAT IT TAKES PRACTICE. We have all heard the adage, 鈥淩ome wasn鈥檛 built in a day.鈥� Expert teachers and leaders are also not developed in a day. It takes practice, practice, practice and time, time, time! Be patient with yourself. Mistakes are inherent and expected. Just like we know our students will stumble at times throughout the learning process, we should expect the same for ourselves and give ourselves grace.

SHOW COURAGE! It takes courage to try something new and to delve into areas and practices that are different from what we have done in the past. Be brave! Lean into your coach and your growth. The final result will make it all worth it!

We are excited about this year and the opportunities it affords us as teachers and leaders in service of our students. Congratulations on taking the first steps with your coach! You are in for an exciting journey!

It has been said that to become an expert, a person must practice their craft for approximately 10,000 hours. While some may learn a bit faster and some may take a bit longer, this number seems to be the average and equated to about 90 minutes a day for 20 years.

Consider how routine this practice must become to acquire the volume of hours needed to reach such a high standard of proficiency. What other things in life consume that much time? You may be surprised! Huffpost World News reports that over a lifetime, the average person spends鈥�

• 281,952 hours in bed
• 59,808 hours of that time just tossing and turning trying to fall asleep
• 72,720 hours watching television
• 25,632 hours on social media听
• 37,992 hours eating - 66% of which is eaten at our desk at work
• 5,640 hours just standing in lines
• 18,000 hours in school from pre-K to our senior year in high school

If we were to fill up a jar with marbles and each of the marbles represented one year of our life, just the hours above would consume approximately 52 of them. Time is our most precious gift and we have relatively very little of it.

You may be asking yourself why I would be writing about this. The reason is I have been thinking about how to best use the time we have with the students we serve and have reflected on how we can continually improve our craft to become expert educators. Research has clearly articulated which practices, when implemented with fidelity in the classroom, yield the greatest positive impact on learners. This year we are focusing on four of them. They are:

• Standards Alignment
• Assessment and Formative Feedback
• Small Group Instruction
• Differentiation/Scaffolding

How do we, as educators, maximize the 18,000 hours we have with our students and ensure they are getting our very best? We do so by perfecting our practice through coaching. There is clear evidence demonstrating a 95% transfer rate of newly learned skills into daily practice when coached. In other words, the chances of me implementing the new things I learn are high if I have a coach to help me do it.

So, who takes advantage of this and gets coached in the world? The best CEOs, gold medal Olympians and professionals in almost every field get coached. In essence, those who want to be the best at what they do are coached. According to the Harvard Business Review, one of the top reasons for coaches is to engage an organization鈥檚 high potentials. You, the teachers and leaders of our learners, are our high potentials!

This year, we are focusing on providing one-onone coaching for every literacy and mathematics teacher in 糖心Vlog. I want to invite you to take advantage of this opportunity to grow and learn. Lean into your coach as a sounding board. Challenge yourself to embrace new practices. Support one another as you try. There is a reason it takes 10,000 hours of practice to become an expert in something. Practice makes perfect, but that practice takes time and effort.

Thank you for your commitment to the students of the 糖心Vlog! Now more than ever they need our very best as they seek to recover from unfinished learning that has accumulated over the last 18 months. Your expertise and skills will bless their lives and help them make the most of the 18,000 hours they are in our care.

糖心Vlog students have the opportunity to take college entrance tests at no cost during the school day next month.

All 糖心Vlog seniors take the ACT Oct. 5. Seventh-grade AVID students and all eighth graders take the PSAT 8/9 test Oct. 13. All 10^th and 11^th graders as well as ninth-grade AVID students take the PSAT/NMSQT test Oct. 13.

For the ACT test date Oct. 5, students will have a pre-administration session at their home campus prior to the test date. Each campus will also send out a bell schedule for that date prior to the exam. The test will be given at all high school campuses except for Turning Point Secondary School and Arlington College and Career High School.

The PSAT 8/9 test sets a readiness baseline, which allows students and teachers to pinpoint areas for focused practice as students move through high school. The PSAT 8/9 test will be taken at all junior high campuses.

The PSAT/NMSQT measures student knowledge and skills in reading, writing and math and what they need to reach success in college. The test is also an entry to the National Merit Scholarship Program. This test will be administered at all 糖心Vlog high school campuses except Turning Point Secondary.

糖心Vlog students must present a photo ID to the test administrator on the testing day. 糖心Vlog students do not have to register for the tests. They are automatically registered. There is no cost for the tests.

Homeschooled sophomores and juniors living within 糖心Vlog boundaries can register until Sept. 13 at Venture High School to participate in testing. Students attending private, charter or non-TEA endorsed online schools cannot test. Please call 682-867-6400 to arrange a registration appointment. On test day, homeschooled students that pre-registered will test at Venture High School.

What a year this has been! We have all been challenged in ways we could have never anticipated. We have had to stretch ourselves and refine our craft with such urgency that the pace at times felt daunting. We have worked to support students and their families as they navigated family hardships all while trying to stay engaged in the learning process. We have served as friends, counselors, confidants and sometimes even a shoulder to cry on for our colleagues during moments where we have been overwhelmed and emotionally saturated. So much of this has been done quietly, without the crowds and lights. But I want Thanks for all your hard work you to know that you have been seen. You are GREAT teachers! And as was so well articulated in an article on Teach.com, 鈥淕reat teachers do it all.鈥�

When we all chose to enter this profession, we did so knowing that there was a unique opportunity to serve others and impact their lives for good. We knew that each year would present a new set of opportunities and that every cohort of students would be original. Teaching is like no other profession. 鈥淭eachers are in a unique position to have a direct impact on their students. Teachers can see their work in action, see the changes they affect, and in so doing they witness firsthand their goals coming to fruition. No matter what the goals are, they can pretty much be summed into a single sentence: You want to help people.鈥�

As we close this school year, I want to say THANK YOU! Thank you for helping me. Thank you for helping each other. Thank you for supporting your students and their families through this difficult season. We have all made it through this stronger than we started because you have magnified your role and have shown what being a teacher is all about.

May you take some well deserved time over the summer for yourself. Reconnect with your hobbies, personal interests and loved ones. Do so knowing that you have helped and impacted others (some that you may not even personally know) for good. And we will be forever grateful.