Latino Education Magazine Fall 2014

WWW.LATINOEDUCATIONMAG.COM

LA JOYA ISD: GIRLS ENGAGEDIN MATHEMATICSBUILD CONFIDENCE IN STEM

EDINBURG CISD: INNOVATING TEACHING AND LEARNING THROUGH TECHNOLOGY

EVALONGORIAEARNS MASTER’S DEGREE

SPACEX IMPACTS

STUDENTS

INNOVATIVE APPROACHES

TO HOUSE BILL 5

LATINO EDUCATION

FALL 2014

LATINO EDUCATION MAGAZINE FALL 20142

Contents

CODE THE TOWNSylvan Learning Center and City of Mission EDC partner to teach students how to write code

35

8Girls Engaged in MathematicsHow an innovative new program is bringing confidence to girls in STEM

14ENCORE’s Innovative Approach to HB5Program Prepares Schools to Meet State Requirement

22Education and Life:School is More than Just ClassesOpen letter from Bishop Flores

26Brownsville ISD: An Early College DistrictEarly College High School program could save $24,000 in college costs

David AlvaradoDesign Director

LATINO EDUCATION

19

36

6

20


Mission High students earn AP Scholar Awards

�e current MHS seniors who have earned the AP Scholar Award are (pictured le� to right): Carolina Briones, Violeta Rivera, Jas-min Vega, Eri Longoria.

Brianna Garcia and Audrey Urbis have been named semifinalists in the 2014 National Merit Scholarship Program.Only 16,000 students in

the nation are named semifinalists each year, representing less than one percent of U.S. high school seniors.From the semifinalists,

students will be notified in February if they had advanced to the Finalist level. From the Final-ist group, about 7,600 students will earn the National Merit Scholar title.Garcia and Urbis are among the top three ranked students at LFHS.

PSJA 2011 Graduate takes job as White House Intern

Latino Education Magazine is proud to highlight the Rio Grande Valley students and professionals excelling in academics and representing their communities.

Legendary Chicano rock band Los Lobos rocked the house at Congressional Hispanic Caucus Institute’s 37th Annual Awards Gala on October 2, 2014. �ey were accompanied by Mariachi Nuevo Santander from Roma High School.

Around the Valley

PSJA Superintendent Dr. Daniel King at the White House pictured with Stephanie Mendez, White House Intern and PSJA Memorial HS Graduate, Class of 2011.

Roma ISD Food Pantry Grand OpeningRoma ISD provides the facilities and management of the pantry. Funding for the food comes through donations made by the United Way of South Texas and the O�ce of 229th Judicial District Attorney Omar Escobar. Roma ISD Food Pantry will provide food for 200 Roma ISD families.

Brianna Garcia

Audrey Urbis

Los Fresnos High School seniors named semifinalists for scholarship program

San Benito High School senior Reed Smetter was select-ed as a 2014 - 2015 National Hispanic Recognition Pro-gram award recip-ient.

Reed Smetter

Mariachi Nuevo Santander

Mr. Keith Wrin-kle, teacher at Point Isabel, was named the Re-gion 1 HESTEC Math Teacher of the year for his ef-forts with GEAR UP students last school year.

Keith Wrinkle


Louis C.K.“Mexico is just like America--it’s made up of some white people and black people and brown people,” the star of FX’s hit show “Louie” said during a recent ra-dio interview. “My dad is Mexi-can and my whole family lives in Mexico on my dad’s side.” Louis even lived in Mexico City “’till I was seven or eight.”

Louis C.K.Comedian, screenwriter,

producer, film director. actor

Stacey DashThe half-Mexican “Clueless” star believes it’s important to be proud of your Latin roots.

“It’s who you are,” she says. “We need diversity. The most

important thing for me, in Hollywood, [is that] at this

point it should not be about a certain race or color, it’s

about your ability and what you do. We have a really huge

platform to do that and it’s important that we do it with

integrity.” Amen!

Stacey DashActress in the movie

“Clueless.”

Comedian, screenwriter, producer, film director. actor

Stacey DashThe half-Mexican “Clueless” star believes it’s important to be proud of your Latin roots.

“We need diversity. The most

point it should not be about

about your ability and what you do. We have a really huge

important that we do it with

CELEBRITIES YOU MIGHT NOT HAVE KNOWN ARE MEXICAN-AMERICAN

Do you think of yourself as a Hollywood and entertainment aficionado or someone with the answer to any trivia question?

If so, then you already knew the stars listed below are Mexican-American.

It’s not everyday we think about who we identify with on the silver screen or in the entertainment industry. If there was ever a

hint of wanting to take on a career in the entertainment industry, don’t feel like you don’t belong or can’t do it because there are many Latinos that have paved the way and have made it to the top as actors, comedians and musicians.

Visit our website to see the complete list of Mexican-American actors and entertainers. Edward Furlong

You know him as John Connor in “Ter-minator 2: Judgement Day” (1991), but did

you know that actor Edward Furlong is part-Mexican? “I know I’m part Mexi-

can and part Russian, but I’m pre�y sure there’s [also] some Native American in

there,” he has said.

Lynda CarterLynda Carter, the woman who first portrayed Wonder Wom-an on the 1970 TV series “The New Adventures of Wonder Woman,” is of Irish American descent on her father’s side, but her mother Juana Cordova is of Mexican descent.

Edward FurlongActor in “Terminator

Judgement Day.”

Joanna KernsYou know her as Maggie Seaver--the mom in the fam-ily comedy “Growing Pains” (1985-1992)--but you proba-bly didn’t know that actress Joanna Kerns was born Joanna Crussie DeVarona and is of mixed Mexican/Irish descent (her father David is Mexican American and her mother Martha is Irish-American).

Joanna KernsActress, the mom in “Growing Pains.”

James RodayThe talented actor, who plays fake psychic Shawn Spencer

on the hit USA Network series “Psych,” was born James David Rodriguez. “My father is Jaime

Rodriguez from San Antonio, Texas and I’ve got one whole

half of my family that’s Mexican through and through. {The other half} is some sort of bright white concoction of English, Irish and

Sco�ish,” he has said.

James RodayActor USA Network

series “Psych,”

Kid CudiA lot of people don’t know that the “Day and Night” rapper (born Sco� Ramon Seguro Mescudi) is Mexi-can on his father’s side.Kid Cudi

Breakout Rap musicain.

Marisol NicholsThe talented actress (best known for

her role as Chevy Chase’s daughter Audrey Griswold in the hit comedy “Vegas Vacation” (1997), (and for her

role on the short-lived ABC comedy, “GCB”) is half-Mexican.

Marisol NicholsActress in hit movie “Vagas Vacatoin,”

Nicole RichieActress in the reality show, Simple Life.

Nicole RichieIs Nicole Richie Mexican? Let’s ask her aunt, Sheila E. “Yeah--she’s Latina, because my brother’s Mexi-can and my dad is Mexican and she’s Mexican. It’s in her blood,” the iconic percussionist has said.

Source of this information is credited to Latina.com & CNN.com



EVALONGORIA

“I LOVE TO BUILD MY OWN CULTURAL ECONOMY, MY OWN IDENTITY AND I DO THAT THROUGH EDUCATION.”

L atinos have a strong advocate in Eva Longoria. �e Hollywood movie star is well known for her acting and producing roles in hit TV shows like Desperate Housewives and Devious Maids, but not many know that along with being an accomplished actress, Longo-

ria is also a serious scholar, activist and philanthropist focused on improving the lives of Latinos across the nation.

Refusing to be boxed in by Hollywood stereotypes, Longoria proves time and time again that she is more than just a pretty face. “I love to build my own cultural economy, my own identity,” said Longoria in a keynote address at the 2012 Lozano Long Conference, “and I do that through education.”

Longoria began her formal education at Texas A&M University-Kingsville where she received her Bachelor of Science degree in Kinesiology. A�er win-ning a talent competition she relocated to Hollywood to pursue acting, but even as a busy Hollywood actress she was determined to continue her educa-tion. �rough hard work and dedication Longoria accomplished something very few Hollywood actors ever accomplish—she received her master’s degree in Chicano Studies and Political Science from Cal State Northridge University.

Her passion for promoting education in the Latino community, especial-ly among young Latina girls, inspired her to write her thesis on Latinas and STEM (science, technology, engineering, math), an underrepresented group in academia. Her thesis, titled “Success Stems from Diversity: �e Value of Latinas in STEM,” is an examination of Latinas academically preparing for or entering the STEM �eld.

In a recent interview with Los Angeles Magazine, Longoria explained her decision to focus on Latinas and STEM. Initially, her subject was going to be immigration, but a�er a conversation with an important mentor, she reexam-ined her subject. “Henry Cisneros, the San Antonio politician who served as Secretary of Housing and Urban Development in the 90’s and an important mentor of mine, asked, ‘Is immigration going to be your life’s work?’” Longo-

ria replied that she wanted her life’s work to focus on education, particularly for Latinas. “I wanted to contribute to something that hadn’t been studied,” Longoria explained. “So I asked my advisers, ‘What is lacking?’ and they said nobody studies women in STEM professions, speci�cally Latinas in STEM.” �at was all Longoria needed to hear. She shi�ed her focus to Latinas in the �eld of STEM. Her foundation commissioned an in-depth study on the sub-ject titled “Making Education work for Latinas in the U.S.” Leading the study was Dr. Patricia Gandara, renowned Professor of Education in the Graduate School of Education and Information Sciences at UCLA. �e research found that math was a key factor in determining the academic success for Latinos, “Math achievement was the best predictor of long-term academic outcomes for Latina/o students; it’s e�ectively a gatekeeper to higher-level curriculum as students move through school.”

In a separate publication by Gandara titled “�e Latino Education Crisis,” she points out that “Latinos now constitute the largest minority group in the United States and the fastest growing segment of its school-age population. As such, they are inextricably bound up with the nation’s future.” Gandara con-cluded that partnering with other institutions to strengthen educational de-livery could help schools close the achievement gap for Latinos. In regards to Latina girls, the study found that “Mother-daughter programs appear to be one e�ective response to raising the aspirations of young Latinas and increasing their chances of completing high school and going to college.”

Statistically, Latinos are the least educated major ethnic group in the Unit-ed States and Longoria is making e�orts to shi� that statistic in the opposite direction, “It’s time for Latinos to stop being a number and start being a mar-ket,” said Longoria at the Lozano Long Conference. “To stop being the largest minority in the United States and to start being the most in�uential group in the United States.”

BY: ADRIANA .V. LOPEZ


Longoria began her classes while

still working on Desperate

Housewives. She studied during

down- time on set.

On the day of her graduation she

tweeted, “Big day today!!! Very excited

to graduate for my Master’s degree in

Chicano Studies! You are never to

old or too busy to continue your

education.”

Longoria’s parents, Enrique Longoria Jr. and Ella Eva Mireles a�ended the graduation ceremony at California State University, Northridge.

Longoria regularly a�ended classes at Cal State University

Northridge and received her

master’s degree in Chicano studies and political science in

May 2013.


Middle School girls in La Joya ISD entered their sixth grade year more con�dent in their math abilities thanks to Girls Engaged in Mathematics (GEM), a summer math camp focused on improving girls con�dence and ability in mathematics.

“I felt like I didn’t want to do math. I was getting afraid to do it. And I really didn’t want to ask my teach-ers for any help,” said Leslie, a La Joya ISD ��h grader and GEM participant. But a�er participating in GEM summer camp she feels more con�dent about entering sixth grade math, “Now I feel like I can just raise my

hand without being afraid to ask [for help].” �is is precisely what Dr. Alda Benavides, La Joya

ISD Superintendent, was hoping for when she initiat-ed the creation of the GEM Camp. In a conversation with Dr. Mary Alice Reyes, Executive Vice-President of Texas Valley Communities Foundation, a partner-ing organization, Dr. Benavides expressed an interest in preparing the district’s rising 6th grade girls to have greater con�dence and skill in mathematics as they enter middle school. “�ere is a lot of opportunity in math and science for young ladies,” said Benavides, “We need to instill their love for math and science early on, and they have to taste success, and they have to be part of something exciting.”

To build con�dence and reduce math anxiety, the program incorporated Student Attributes for Math Suc-cess (SAMS), a curriculum that teaches goal setting, taking responsibility for learning, persevering through complex tasks, and positive self talk.

To reinforce the idea that women can be successful in STEM (science, technology, engineering and math), the GEM Camp consisted of an all female sta� including female curriculum writers, teachers and mentors. �e idea was to expose the girls to an abundance of success-ful women in the area of STEM, which is too o�en a male-dominated industry. Jocelyn Olmedo, a third year Electrical Engineering student at UTPA and GEM men-tor, knows �rst hand what it’s like to be one of only a few girls in her �eld of study and the importance of expos-ing young ladies to positive experiences in STEM. “I’d say I’m a product of camps and events like this myself, otherwise I wouldn’t have gotten so interested in being in the STEM �eld,” said Olmedo.

�e camp also highlighted professions in STEM such as Robotics, Crime Scene Investigation, Engineering, Medicine, App Development and Architecture. �e girls participated in hands-on learning, building robots and bridges as well as creating and analyzing a crime scene.

�e week long camp culminated with a “Pi” Party to celebrate the girls’ progress and accomplishments. �e Pi Party, a reference to the mathematical term “pi,” in-cluded refreshments along with colorful boas for each participating girl and their guests. Accomplished fe-male guest speakers addressed the audience and en-couraged the girls to work hard and pursue careers in STEM. �e list of speakers included Dr. Anysia Trev-ino, Executive Director for Secondary Education at La Joya ISD, Michelle Castillo, Harvard University grad-uate and Regional Political Director for Wendy Davis, Sarah Sagredo-Hammond, President of Atlas Electric and Air Conditioning, and Dr. Karen Lozano, Professor and Director of Nontechnology Center at the Mechani-cal Engineering Department at UTPA.

GEMGIRLS ENGAGED IN MATHEMATICSHow an innovative new program is bringing con�dence to girls in STEM BY ADRIANA V. LOPEZ

Photos By David Alvarado


Dr. Alda Benavides, La Joya ISD Superintendant, initiated the creation of the GEM camp when she expressed an inter-est in preparing the district’s rising 6th grade girls to have greater confidence and skills in mathematics as they entered middle school.

GEM connects mathematics with real-life experiences. The program involved hands-on activities that reflect the work of women in science and math careers. GEM provides role models for girls and helps to reduce the isolation frequently felt by girls who express an interest in math and science. The GEM camp’s goal is to create a math-minded culture designed to build confidence and skill in mathematics.


P SJA, Edinburg, and Weslaco are three of the ten school districts participating in the Texas Graduate Center’s (TGC) MATHTEACH Collaborative, a three-year graduate program o�ering a Master of Liberal Arts degree in Mathematics for Teaching from Harvard University to

local teachers. Dr. Mary Alice Reyes, Executive Director of the TGC explained the goal of the program. “Because mathematics is o�en considered a signi�cant predictor of success in many �elds of study, especially those in science, technology, engineering and mathematics (STEM),” Reyes explained, “the Texas Graduate Center, in collaboration with Harvard University, formed a MATHTEACH Collaborative to focus on teacher preparation as a means of impacting student achievement in mathematics.” �e TGC has two cohorts in the program. Cohort I is scheduled to complete their program next year; Cohort II will graduate in 2016. A third cohort is scheduled to begin in the Spring of 2015.

With four teachers currently in the program and a commitment to sponsor two more, PSJA ISD stands to have the highest number of teachers receiving Masters degrees from Harvard University’s Math for Teaching Program than any other district in the Valley. Superintendent Dr. Daniel King recognizes the positive impact this will have in PSJA ISD. “�is will impact us in several ways. We want our teachers to be experts in their subject matter. A Master’s Degree in Mathematics for Teaching from Harvard will certainly provide this,” said Dr. King. And because the degree consists of graduate level mathematics, these teachers will be able to teach mathematics for college credit in PSJA’s Early College High School program. “�is will allow more of our students to make progress towards their college degrees,” King explained. Dr. King also recognizes the importance of teachers as role models in his district. “Seeing teachers continue to pursue higher education, and having teachers with degrees from Harvard, sends a great message to our students and exposes them to many more possibilities for themselves.”

Edinburg currently has one teacher in Cohort I but is o�ering three additional scholarships for teachers interested in joining Cohort III. With the addition of three new teachers into the program, Edinburg could have a graduate from the Harvard Math for Teaching Program in every high school in their district. “Students learning math from a Harvard educated teacher will be exposed to a higher level of learning

CURRENTLY ENROLLED

PROJECTEDSTUDENTSDISTRICTS

PSJA

EDINBURG

WESLACO

MCALLEN

MERCEDES

LA JOYA

SAN BENITO

MISSION

DONNA

LYFORD

SOUTH TEXAS ISD

HIDALGO

�is diagram illustrates the number of Harvard educated teachers currently in the MATHTEACH Collaborative in addition to

future sponsorhips made available through Rio Grande Valley School Districts

TOTAL

644122222111

Transforming Math Classes in the Rio Grande Valley

Three districts in the Rio Grande Valley are primed to have the highest number of teachers graduating from Harvard University’s Math for Teaching Graduate Program thanks to

visionary leadership and an innovative program at the Texas Graduate Center.

BY ADRIANA V. LOPEZ

(Cohort I & II) (Cohort III)


because of the teacher’s preparation,” said Dr. Rene Gutierrez, superintendent of schools in Edinburg CISD. Dr. Gutierrez sees this as an investment on a large scale, “When we invest well on our most valuable natural resource, our children, we not only positively impact the lives of the students, but we also ensure a more positive outlook of the economy both at the local and state levels,” said Gutierrez.

Weslaco is looking to double the number of teachers they have in the graduate program from two to four. “Weslaco is the pioneer of the 21st Century Classroom movement in the Rio Grande Valley, and is heavily focused on investing time and resources so that students are successful,” said Homer Colunga, Weslaco East High School teacher and Cohort II member. “�e Harvard MATHTEACH Collaborative is one investment that Weslaco is making in both its teachers and students,” said Colunga, “�e idea is simple, raise the quality of math education in our schools by impacting as many students as possible, and in turn provide students with the necessary knowledge and skills to be successful in whatever future lies in store for them.”

�e other seven districts participating in the MATHTEAH Collaborative include: Hidalgo ISD, La Joya ISD, Lyford CISD, McAllen ISD, Mercedes ISD, San Benito CISD, and South Texas ISD. Donna and Mission have agreed to sponsor teachers into Cohort III and could be joining the MATHTEACH Collaborative in Spring 2015.

TGC students (left) attend Calculus 1, their first summer course taught by Otto K. Bretscher (right). This course covers differential and integral calculus in one variable, with applications. The topics covered overlap with the advanced placement calculus curriculum.

“The Harvard MATHTEACH Collaborative is one investment that Weslaco is making in both its teachers and students,” said Homer Colunga, Cohort II member and Weslaco ISD mathematics teacher.



Parent graduation is a celebration that is typically very powerful to parents who may not have a formal education, and an opportunity for children to see their parents as graduates themselves.



T he Parent Academy for Success of Schools (PASOS) is a series of workshops in which parents learn strategies to support their chil-dren’s educational development. �rough

each workshop parents develop presentation skills and the courage to speak up about challenges they face in the education system. A�er completing the Parent Academy for Success of Schools, participating parents take their new found knowledge and leadership skills and educate other parents in their community.

Perla Quiroga, a Mercedes ISD parent who participated in the �rst cohort of 80 parents, addressed the Mercedes school board to share the transformation her household experienced as a result of her participation in the Parent Academy for Success of Schools. “PASOS me ha ayudado en todo que hasta en la comunicación con mis hijas que antes íbamos en el carro y platicando que íbamos hacer el �n de semana que íbamos a comprar etc. y que a partir de PASOS ya platicábamos de que querían estudiar, cual colegio les gustaría, porque? Que era mejor pagado etc. PASOS nos enseña a que nosotros junto con los maestros podemos hacer el éxito total de nuestros hijos como es-tudiantes.... En general PASOS nos enseña a nosotros los padres los pasos para hacer de nuestros hijos todos unos estudiantes exitosos,” said Perla Quiroga.

Since the graduation, Perla has joined the PASOS team as a co-facilitator of sessions. Having gone through the workshops and implemented all strategies at her home, Perla wants to empower other parents to do the same. A�er the graduation of two cohorts of over 120 parents in Mercedes ISD and PSJA ISD, parents who emerged as leaders from the sessions joined the PASOS Associa-tion. �e association serves as a collaborative e�ort for

Parent Academy Making Big Impact in Valley Schools

The PASOS program has been successfully implemented in Mercedes ISD and PSJA ISD, impacting parents in those communi-ties. The Parent Academy is scheduled to take place in Donna, Brownsville and Mercedes during the 2014-15 school year.

Mercedes PASOS graduates at Mercedes Early College Campus stand with members of their family after the commencement ceremony which follows the six-week course.parents to engage and support their schools in reaching out to parents in their respec-tive communities. Texas Valley Communities Foundation has partnered with the Harvard Family Research Project to gather resources and structure ongoing trainings on Parental outreach and engagement for parents and dis-trict administration.

�e PASOS Association hosted an open meeting where both Mercedes ISD and PSJA ISD cohorts came together to collaborate on how each group can work to improve education within their communities.


M iddle school students from across the Rio Grande Valley are now learning about the new House Bill 5 Endorsements in a di�erent way.

�e ENCORE House Bill 5 (HB5) CAMP Experience is a hands-on educational and theatrical production geared toward middle school students.

�e entire experience has been designed to captivate students and provide a multi-sensory approach to engaging each of the 5 endorsements as outlined by the Texas Legislation House Bill 5.

Texas Valley Communities Foundation (TVCOF) established Engaging Communities for College and Career Readiness (ENCORE) in 2007 in partnership with the Bill and Melinda Gates Foundation. ENCORE’s primary goal is to ensure that all students in the RGV graduate from high school fully prepared for college, work and life.

ENCORE has established relationships with RGV school districts to implement research-driven college and career readiness programming through the College and Career Awareness and Mentorship Program (CAMP). �ese programs have been designed to introduce students to di�erent types of careers while reinforcing math, science and reading skills through engaging, hands-on career experiences.

�e ENCORE House Bill 5 (HB5) CAMP Experience has been designed to captivate students through a multi-sensory delivery approach that utilizes costumes, set design, audio and visual e�ects and a cast of professional actors and university mentors.

�roughout the day, students become a part of the storyline in which they interact with characters and contribute to the outcomes of the plot while engaging in real-world college and career concepts. Students who participate in the ENCORE

HB5 CAMP Experience will learn and discover numerous career options and be empowered to make an informed decision when selecting an endorsement upon entering high school.

ENCORE Scholars explore careers by participating in the following themes:

�e Zombie Apocalypse, Amusement Park Adventure, Space Exploration, Rock-A-Palooza: �e Musical and 2034:�e Colony.

During the ENCORE HB 5 Zombie Apocalypse CAMP, Scholars from PFC David Ybarra Middle School in Edcouch-Elsa ISD engaged in an educational adventure where they learned survival skills necessary to survive a zombie apocalypse while exploring numerous career options in preparation for high school. Scholars explored the medical, food

ENCORE’s Innovative Approach to House Bill 5

Program Prepares Schools to Meet State Requirement

ENCORE hired professional actors in order to immerse the students into the scenario used to teach concepts within the five House Bill 5 Endorsements

BY: VICTORIA LOREDO


science, law enforcement, and education and training �elds. �ey were also introduced to the Public Services Endorsement.

“�e goal of HB5 camp is to give middle school students a chance to learn more about the careers within the �ve endorsements,” said Dann Garcia, Senior Vice-President ENCORE Programs. “�is is something that has not been done in the Rio Grande Valley,” said Garcia, “We are infusing industry professionals into our programs that are geared to meet the educational standards put forth by House Bill Five.”

�rough the implementation of ENCORE CAMP, students and their parents gain an understanding on the importance and bene�ts of a college education. Students harness 21st century skills, such as: communication, teamwork, and critical thinking. �ey also engage in hands-on activities designed for students to explore and understand careers in Science, Technology, Engineering, Arts and Mathematics (STEAM). Professional facilitators and university mentors guide students through learning objectives and lab experiences throughout the ENCORE CAMP.

For more information please call Dann Garcia, Senior Vice-President ENCORE Programs, at 956.903.4231.

S.T.EM.

publicservices

multidisciplinary

business & industry

arts &humanities

ENCORE Scholars from PFC Ybarra Middle School, Edcouch-Elsa ISD receive tickets earned through good behavior and participation in the activities.

The ENCORE HB5 program offers students a take-home reference guide which outlines activities as well as college and career resources.



Students at Edcouch-Elsa have been meeting to organize the community to turn one building into a place where they can go to read, jump online and learn from each other. And a place

open on weekends and late on weekdays -- a commu-nity center.

�e JOVENES group are juniors and seniors that were chosen to be part of a grass roots e�ort funded by State Farm Insurance to lead a community enrichment

program organized by youth to help foster the future leaders of tomorrow.

�e team was chosen by teachers and administrators. A total of ten students met for the �rst time to take on the challenge. An ipad was given to each team-member to help manage and create ideas for the project. All the group had to do next was come up with an idea and bring it to life.

A�er a visit to the McAllen Library the Jovenes stu-dents realized their own community lacks a place where

they can access the internet for long periods of time. �e State Farm Insurance Youth Advisory Board

funds almost 500 million in grants each year and JO-VENES is one of the many groups throughout the coun-try being funded.

Eric Tamez, president of the JOVENES group ad-dressed his community for the �rst time at a regular school board meeting to present the group’s idea on what they want to do for the community. He and the JOVENES team brought shirts to the school board with

their group logo.“Our plan is to build a community

center here so we have a place where our youth can hang out, be communal, but also learn,” said Tamez. “We want to build a library and a cafe where my peers and the community can go and be together instead of being at home lazy or on the streets.”

Edcouch-Elsa JOVENES Youth Lead-ers also updated the school board mem-bers, superintendent, administrators, parents and community on vital college and career readiness information and events needed within the Edcouch-Elsa community. �e students work peer-to-peer on creating advocacy for college readiness at home, school and commu-nity.

“By creating information packets on college and career readiness in English and Spanish, we are able to address all students and parents in our community,” says Eric Tamez, Senior, Edcouch-Elsa High School.

JOVENES

During the Spring semester, the JOVENES group toured the McAllen Public Library to observe how an established community center operates.

BY RAUL GARCIA JR.

Organizing a College-Ready Community Center in the Edcouch-Elsa School District

Scan QR code to view video of the Jovenes

Photo By David Alvarado


On June 17, the JOVENES group addressed the Edcouch-Elsa School Board to invite the community and administrative leadership to help their cause to organize a community center. JOVENES is a program funded through State Farms Youth Advisory Board school-based service-learning program to help students learn civic responsibility and develop meaningful leadership and workplace skills.

“Our plan is to build a community

center here so we have a place

where our youth can hang out, be

communal, but also learn.”

Eric TamezJOVENES, President

Photo By Raul Garcia


S tudents from six districts that included La Villa, La Grulla, Santa Maria, McAl-len, Rio Grande City and

Point Isabel had a summer camp crash course on medical training at the Region One MEDITEC summer camp.

�e three day camp took place in June and was held at the South Texas College Cooper Center in McAllen.

Region One GEARUP sponsored the program designed to give middle school and high school students the op-pourtunity to experience human patient high-�delity simulations, while learning about the medical industry.

“It was an awesome experience for them,” said Nurse Cindy Garrett, MED-ITEC Associate Director. “�eir focus

was unbelievable. �e kids were able to do something that they didn’t get to do in their home and school setting.”

MEDITEC, a component of the Tex-as Valley Communities Foundation, trained the students in biology with its human-patient simulator and dissection project in a life-learning experience out-side of the classroom.

Day one of the learning experience had a rotation of 4 di�erent lab settings, accompanied by the Pre-Medical and Biomedical Society mentors, who intro-duced the basics of cardio pulmonary resuscitation, along with other hands on activities that are vital and important to prevent Diabetes among our community.

Day two included a Genetic setting involving the common blood types and

whether it is safe to transfuse one type of blood to another. Day three was entirely dedicated to the Biology Dissection of a Fetal Pig. Students prepared by learning about lab safety and gathered a list of all the materials that would be needed in or-der to perform the dissection. It was the �rst time they would be performing this type of lab.

“�e kids didn’t have the scalpels; our mentors went down the line and dissect-

ed and actually opened them up and the students did the rest,” said Garrett.

MEDITEC was created to provide un-deserved students with academic and college development experiences that will later increase participation in med-ical careers.

Visit www.getencore.us for more info or call 956.903.4231.

MEDITEC:REGION ONE – GEARUPMEDICAL CAMP EXPERIENCE

BY RAUL GARCIA JR. & DARCIE RAMIREZ

Photo By David Alvarado


R eybotics Institute gives area students the chance to get a head-start by learning fundamentals of mechanical

and electrical engineering before building robots of their own.

Industry professionals from Boeing, NASA and SpaceX are brought into the mix to inspire and empower students to pursue their career aspirations early on in life.

“�e activities are fun, challenging and hard,” said Aries Rawlings, a 13-year-old robotics enthusiast from Mission.

�e Reybotics Institute is hosted by Reybotics, a local tech startup founded by former NASA Engineer and Brownsville native Heriberto Reynoso. Reybotics is a partner with Texas Valley Communities Foundation’s ENCORE Program. Engaging Communities for College Readiness (ENCORE) is an extended learning program that works with school districts, parents and the community to promote college and career readiness in the Valley. Reybotics Scholars built laser-cut hexapod robots, which were manufactured in Mercedes, TX.

�e crawlers can either be human-controlled or autonomous via a microcontroller that provides arti�cial intelligence.

“We are building two kinds of robots; one is a six-legged crawler that is controllable via Bluetooth and the other is a multi-jointed arm with a gripper capable of manipulating objects in 3-D space,” Reynoso said.

“We are really o�ering the big picture in STEM [science, technology, engineering and math] by covering fundamentals then subsequently applying them in hands-on activities. We expose scholars to the wonders of science, said Reynoso, who previously worked with industry giants such as NASA and Google. “I want to spark an interest so young minds pursue these high-paying careers.”

Reybotics Scholars are introduced to a wide range of topics such as Newton’s 3 laws of motion, electronics, binary code conversions, algorithms, gear ratios and the future of robotic systems in our society. Visit www.reybotics.com to learn more about this program.

Reybotics is the premiere robotics manufacturing center of South Texas and a leader in curriculum de-livery through technology. Founded by former NASA Engineer and Brownsville native Heriberto Reynoso, Reybotics strives to moti-vate youth to pursue STEM career paths by educating and providing opportu-nities to high school and college students with a passion for engineering.

“We are really offering the big picture in STEM [science, technology, engineering and math] by covering fundamentals then subsequently

applying them in hands-on activities.”- Heriberto Reynoso, Reybotics CEO

BY RAUL GARCIA JR.



SpaceX inspiresEducational professionals and impacts students

S paceX will have a �nal count down to launch rockets into space from Boca Chica Beach. In the mean-time the talk of SpaceX is gearing up teachers and administrators to get their schools ready to teach their students about Aerospace engineering.

“One of our goals is to expand aerospace engineering to all of our students and all of our high schools,” said Dr. Carl Montoya, BISD Superintendent.

�e company cleared all the necessary check marks giving millionaire Elon Musk, SpaceX Chief Executive O�cer, the green light to build his South Texas spaceport. He said to the national press association that he will have a fully operational launch pad facility ready for li� o� in about two years.

“One of the things we told them was when they get going we will invite their people to talk to our kids about IE, science, rocketry Aerospace activities and take �eld trips to see the launches,” said Montoya.

“And if they need meeting areas, we have a lot of facilities with our public schools in Brownsville that have meeting rooms and conference rooms.”

Montoya said because of SpaceX coming to this region, BISD is looking into an Aero-space engineering program and working to expand it out to all their high schools where kids can take some classes that would be tied to science and engineering.

Space camp, space training, space science and space engineering is will be all but a small drive away for Rio Grande Valley children that aspire to be astronauts or contrib-utors to part of the science and technology that will send people to space commercially.

“Students are so excited. �ere is now an opportunity for students in the valley,” said Dr. Joey Key, UT-Brownsville’s Director of Education and Outreach for the Center for Gravitational Wave Astronomy. “It’s a great opportunity for local students, and it will attract students from other regions as well.”

BY RAUL GARCIA JR.

Elon MuskSpaceX CEO

SpaceX designs, manufactures and launches advanced rockets and space-cra�, and is the world’s fastest-growing provider of launch services. It is the only private company ever to return a spacecra� from low-Earth orbit, which it �rst accomplished in December 2010. SpaceX is also the �rst private company to attach a spacecra� to the International Space Station, exchange cargo payloads, and return safely to Earth - a technically challenging feat previously only accom-plished by government space programs.

“Each launch would bring thousands of tourists to Cameron County and pro-vide unique educational opportunities for students,” Congressman Filemon Vela (D-Brownsville).

SpaceX operates a Rocket Develop-ment Facility in McGregor, Texas which has grown to over 250 employees since starting operations in 2003. �e Browns-ville facility will launch commercial sat-ellites.

“SpaceX is excited to expand our

work in Texas with the world’s �rst commercial launch com-plex designed speci�cally for orbital missions. We appreciate the support of Governor Per-ry and numerous other federal, state and local o�cials who have partnered with us to make this


During the summer, ENCORE worked with Brownsville ISD to implement the Rey-botics Engineering and Aerospace CAMP Experience. ENCORE continually develops and implements innovative programs for student achiev-ment to keep pace with the needs of local school districts such as Brownsville ISD. “We are launching a K-12 Aerospace Initiative designed to inspire and motivate stu-dents towards space related careers,” said Bertha Peña, Assistant Superintendent for Curriculum and Instruction. “These programs of study will prepare students to meet the increasing demand for engineers and the emerging science fields.”

Photo Credit: Alan Walters / AmericaSpace

“One of our goals is to expand aerospace engineering to all of our students

and all of our high schools,” - Dr. Carl Montoya, BISD Superintendent.

vision a reality,” SpaceX CEO Elon Musk said. “In addition to creat-ing hundreds of high tech jobs for the Texas workforce, this site will inspire students, expand the supplier base and attract tourists to the South Texas area.”

Developing the space port on Boca Chica will more than likely boost the student and educational activities in science, technology, engineering and math (STEM). SpaceX creates major interest for Valley students allowing them to learn about the science involved in sending rockets into the space.

�e University of Texas proposed its college facility in Brownsville to partner up with SpaceX to create a facility called Stargate. �e uni-versity already has the Center for Advanced Radio Astronomy .

�e facility will soon call 100 acres in Cameron County it’s home. Located �ve miles just south of South Padre Island, the Boca Chica Beach launch facility will bring tremendous economic opportunities to the area, and keep Texas at the forefront of Space technology and exploration.

“Texas has been on the forefront of our nation’s space exploration e�orts for decades, so it is �tting that SpaceX has chosen our state as they expand the frontiers of commercial space �ight,” Gov. Perry said. “In addition to growing the aerospace industry in Texas, SpaceX’s fa-cility will provide myriad opportunities for STEM education in South Texas, and inspire a new generation of Texas engineers. and innova-tors.”


My �rst day of school was traumatic. I still remember it rained cats and dogs that day. Or, as my Grandmother would say “Estaba lloviendo ranas.” �e rain that day and the tempest in my soul matched up better than in any Shakespearian play. I cried when I got out of the car to go �nd my classroom. I didn’t know anyone. Maybe they would be mean; maybe I would not learn how to spell my name. Maybe they would make fun of my �at-top haircut. Maybe I would get on the wrong bus in the a�ernoon, and never �nd my way home. Very real fears for a six year old.

I survived. I only got on the wrong bus a couple of times. You learn from your mistakes. Get on the wrong bus, and you learn to pay more attention to your sur-roundings next time. You also learn from your fears. People were nice, I eventually made friends and learned how to spell. A lot of times what seems like the end of the world, is really the beginning of a challenging ad-venture.

I travel up and down the Rio Grande Valley constant-ly. I talk to a lot of people (a basic element of a Bishop’s job description). As I travel, I o�en encourage young people to study hard and to stay in school. And I tell parents to be involved in their children’s education, to stay alert about what might discourage them, and to talk with them about what they are learning. �e drop-

out rates in the Valley are alarming. Sometimes young people ask me why they should stay in school. I am sure they ask the adults around them too.

Why go to school? Maybe we think the answer is ob-vious, so we answer them quickly by saying because you can’t get a good job without an education; it’s true of course. An education is key to future economic security. For someone to live a good life, maybe get married and have a family, a good job is essential. And in the world our children are growing up in, technology and com-munication are vitally important. To be conversant in the computer world, internet communication, implies knowing things about science, mathematics, writing and listening skills, not to mention the advantages of knowing more than one language. We want our young people to have opportunities in the world that is open-ing up before our eyes. And so we rightly say to them: stay in school, get a good job. What we are saying is: you need to learn a lot of stu� to make it in this world.

But there is more to it than that. School is at least as important for what we learn in the process of going, as it is for the stu� we learn while we are there. On my �rst day of school, I learned that something that is scary at �rst can actually be a great blessing. In the fourth grade when I realized I was going to have a great deal of trou-ble learning the multiplication tables and learning how to do long-division, I panicked. Yes, a fourth grader can go through a panic experience. But my teachers, my friends at school, my parents, they all said I could learn it. It was going to take a lot of work, but I could do it.

My mom bought �ash-cards with the multiplication tables, my brother practiced with me until I memorized them. Time that I would have preferred using watching television or riding my bike had to be given to memo-

rizing what 8 times 9 equals. �e whole experience was an education on how not to be afraid to get help, and how not to give up if at �rst you fail at something. �at lesson was even more important for my life than the multiplication tables committed to my memory.

In high school I took a class in debate and public speaking. It was an elective, and I was beginning to think seriously about becoming a lawyer. I learned a lot in that class! First, I learned that I was not very good at memorizing speeches; I preferred extemporaneous speaking. And I learned debating di�erent sides of a po-litical issue sort of bored me. I learned also that I could not really talk about something passionately if I did not believe it was important. I think that experience sort of made me think less about becoming a lawyer and more about becoming a priest. School is a time to try some-thing to see how it a�ects your heart as well as your mind. And when an education engages the heart of a young person, then whole worlds open up. I think that from that debate class I gained a desire to explore what other kinds of education I would need to be able to do something my heart could be committed to.

Going to school, and staying in school is necessary for a lot of reasons. But the reasons of the heart are as important as the reasons of the mind. A well-trained mind is not of much use if there is not a committed heart behind it. Yes, our children need to learn a lot of stu� to succeed in this life, but along the way they need to discover a way to make what they have learned �t into a sense of purpose and hope. Our young people need to know that some things that are worthwhile can be scary at �rst (like the �rst day of school); but that the scariness can be tamed, and good can come from making the e�ort. And they need to learn that there are some things you will �nd hard to do (like learning the times tables), and that a sacri�ce is needed for you to be able to do it. But through all this, you are not alone, there are people who can help you, and who want to help you succeed. I still recall gratefully the kindness and patience of my teachers who helped me learn how to multiply.

In the end, if our children do not stay in school, it is because they think they can make more money in oth-er, o�en illegal, ways. Only a heart touched by kindness can recognize that life is not just about the money you can make, but also about the good you can do. �at’s a lesson that comes from realizing that the talents and gi�s God gives to us imply a responsibility to develop and use them well, not just for our own economic gain, but for the good of others. Sometimes our kids leave school because they don’t see a way to succeed, or they feel alone in the struggle to �t in or to do well. �at is why it is so important that we adults take seriously our responsibility to accompany them through the educa-tional journey; to let them know that they can succeed, that they can let their hearts be touched by kindness, and they are not alone.

Maybe we adults get discouraged by the obstacles our children have to face. To you, I say, don’t give up. Remember what you learned in school: worthwhile things sometimes require a sacrifice, and we are in this together. You are not alone. There are people who can help.

Education and Life: School is more than just classes BY BISHOP DANIEL E.

FLORES, S.T.D.


M i primer día de escuela fue traumático. Aún recuerdo que llovió a cántaros ese día. O, como me decía mi abuelita “Estaba lloviendo ranas”. La lluvia de ese día y la tempestad en mi alma se

complementaban mejor que ninguna obra Shakesperiana. Lloré cuando salí del carro para ir a encontrar mi salón de clases. No conocía a nadie. Tal vez serán malos; tal vez no aprenderé a deletrear mi nombre. Tal vez se burlarán de mi corte de pelo. Tal vez me subiría al autobús equivocado en la tarde y nunca encontraría mi casa. Miedos muy reales para un niño de seis años.

Sobreviví. Solamente me subí al autobús equivocado un par de veces. Uno aprende de sus errores. Súbete al autobús equivocado y aprenderás a poner más atención a tu entor-no la próxima vez. También aprendes de tus miedos. Las personas eran buena gente, hice amigos eventualmente y aprendí a deletrear. Muchas veces lo que parece como el �n del mundo es en realidad el principio de una aventura desa�ante.

Viajo por todo el Valle del Río Grande constantemente. Hablo con muchas personas (elementos básicos en la de-scripción de trabajado de un Obispo). Mientras viajo, a menudo animo a las personas jóvenes a estudiar con ahín-co y quedarse en la escuela. Y le digo a los padres que se involucren en la educación de sus hijos, que se mantengan alerta sobre lo que los puede desanimar, y que hablen con ellos sobre lo que están aprendiendo. La tasa de deserción escolar en el Valle es alarmante. Algunas veces personas jóvenes me preguntan por qué deben de perseverar en la escuela. Estoy seguro que les preguntan a otros adultos a su alrededor también.

¿Por qué ir a la escuela? Quizás pensamos que la re-spuesta es obvia, así que les respondemos rápidamente diciéndoles porque no puedes tener un buen trabajo sin una educación. Es cierto, claro. Una educación es la llave a una futura seguridad económica. Para que alguien viva una buena vida, tal vez casarse y tener una familia, un buen trabajo es esencial. Y en el mundo en el que están creciendo nuestros niños, la tecnología y la comunicación son vitalmente importantes. Estar al corriente con el mun-do de la computación, comunicación por internet, implica saber cosas sobre la ciencia, matemáticas, habilidad para escribir y escuchar, sin mencionar la ventaja de saber más de un idioma. Queremos que nuestros jóvenes tengan oportunidades en el mundo que se está abriendo ante sus ojos. Y así les decimos justi�cadamente: quédate en la es-cuela, consigue un buen trabajo. Lo que estamos diciendo es: Necesitas aprender muchas cosas para lograr algo en este mundo.

Pero hay más que eso. La escuela es tan importante por las cosas que aprendemos en el proceso de acudir, como por las cosas que aprendemos mientras estamos ahí. En mi prim-er día de escuela, aprendí que algo que puede ser espantoso en un principio puede ser una gran bendición. En el cuarto grado me di cuenta que iba a tener un gran problema apren-diendo las tablas de multiplicar y las divisiones largas. Entré en un pánico. Sí, un estudiante de cuarto grado puede ex-perimentar el pánico. Pero mis maestros, mis amigos en la

escuela, mis padres, todos dijeron que yo lo podía aprender. Iba a tomar mucho trabajo, pero podía hacerlo. Mi mamá compró tarjetas con las tablas de multiplicar, y mi hermano practicó conmigo hasta que las memoricé. Tiempo que yo hubiera preferido usar viendo la televisión o montando mi bicicleta se tuvo que dedicar memorizando qué resulta de 8 por 9. Toda la experiencia fue una lección sobre cómo no tener miedo de pedir ayuda, y sobre cómo no darse por ven-cido a la primera que se fracasa en algo. Esa lección es aún más importante para mi vida que las tablas de multiplicar arraigadas en mi memoria.

En la preparatoria tomé la clase de debate y oratoria. Era clase optativa, y estaba empezando a pensar seriamente sobre ser un abogado. ¡Aprendí mucho en esa clase! Prim-ero, aprendí que no era muy bueno para memorizar dis-cursos; prefería el habla espontanea. Y aprendí que debatir diferentes lados de una problemática política me aburría. También aprendí que no podía hablar apasionadamente sobre algo si no creía que fuera importante. Yo pienso que esa experiencia como que me hizo pensar menos sobre ser abogado y más sobre ser sacerdote. La escuela es el mo-mento para intentar algo para ver cómo afecta tu corazón así como tu mente. Y cuando la educación engancha el corazón de un joven, todo el mundo se abre. Yo creo que de esa clase de debate gané el deseo de explorar qué otros tipos de educación iba a necesitar para hacer algo en lo que mi corazón estuviera comprometido.

Ir a la escuela y quedarse en la escuela es necesario por muchas razones. Pero las razones del corazón son tan im-portantes como las razones de la mente. Una mente bien entrenada no es de mucho uso si no hay un compromiso del corazón detrás. Sí, nuestros niños deben de aprender muchas cosas para tener éxito en esta vida, pero a lo lar-go ellos necesitan aprender cómo hacer que las cosas que deben de aprender encajen en un sentido de propósito y

esperanza. Nuestros jóvenes necesitan saber que algunas cosas que valen la pena pueden causar miedo al princip-io (como el primer día de clases). Pero ese miedo puede ser amaestrado, y puede resultar algo bueno de hacer el esfuerzo. Y ellos necesitan aprender que hay algunas co-sas que encontrarán difíciles de hacer (como aprender las tablas de multiplicar), y que se necesita sacri�cio para que puedas hacerlo. Pero durante esto, no estás solo, hay per-sonas que pueden ayudarte, y que quieren ayudarte a tener éxito. Yo aún recuerdo con agradecimiento la bondad y la paciencia de mis maestros quienes me ayudaron a apren-der a multiplicar.

Al �nal, si nuestros niños no permanecen en la escuela, es porque piensan que pueden hacer más dinero de otro modo, muchas veces ilegalmente. Solamente un corazón tocado por la bondad puede reconocer que la vida no es solamente sobre el dinero que puedas hacer, pero también sobre el bien que puedas hacer. Esa es la lección que viene de darse cuenta que los talentos y regalos que Dios nos da implican una responsabilidad para desarrollarlos y usarlos bien, no solamente para nuestra ganancia económica, pero para el bien de otros. Algunas veces nuestros niños dejan la escuela porque no ven una manera de triunfar, o se sienten solos en una lucha por encajar o hacer bien. Es por esto que es importante que nosotros los adultos tomemos en serio nuestra responsabilidad de acompañarlos a través de su camino educacional; dejarles saber que pueden triunfar, que ellos pueden dejar que sus corazones sean tocados por la bondad, que no están solos.

Tal vez nosotros como adultos nos desanimamos por los obstáculos que nuestros niños deben enfrentar. A ustedes les digo, no se rindan. Recuerden lo que ustedes aprend-ieron en la escuela; las cosas que valen la pena a veces re-quieren sacri�cio, estamos en esto juntos. No están solos. Hay personas que pueden ayudar.

On December 9, 2009, Pope Benedict XVI appointed Bishop Flores as the Sixth Bishop of Brownsville. He was installed on February 2, 2010 at the Basilica of Our Lady of San Juan del Valle – National Shrine, and thus became the third native Texan to serve the Rio Grande Valley as Bishop.

Educación y vida: La escuela es más que clases


D r. Cornelio Gonzalez is the Executive Director of Region One Education Service Center and serves under the leadership of the Board of Directors

made up by seven board members representing school districts in the seven counties served by Region One ESC, and one board member representing the charter schools in the same Region of Texas. Region One provides educational support services to thirty seven school districts and ten charter school systems in the southernmost part of Texas from Point Isabel to Laredo, Texas. “My goal as the Executive Director of the Region One ESC is to unite all public schools in a search for educational excellence and to tailor the services provided by our ESC to meet the needs of all students and all public schools in deep South Texas through innovation and a process of continuous improvement,” said Dr. Gonzalez.

What inspired you to pursue a career in education?

I was inspired by my parents and by my teachers. My parents wanted me to follow a career that would be beneficial

to me and others, and my teachers inspired me as role models and persons that I admired and wanted to imitate.

What inspires you?I am inspired by student needs. I want to impact

as many lives as possible, and I see in education the opportunity to make a difference. I have been an educator for many years, and I have come to under-stand many of the needs our students have. I am inspired to help them dream great dreams and make those dreams a reality.

How do the Regional Service Centers work and how does Region One fit into the bigger picture?

Education Service Centers in Texas were created to provide support to school districts. Originally, their only function was to warehouse and distrib-ute multimedia tools needed by schools, but very soon the state of Texas realized that ESC’s could provide outstanding assistance to school districts in every aspect of school administration. The role of ESC’s was expanded to focus on three priorities: to

assist school districts in improving student performance; to enable school districts to operate more efficiently and economically, and to implement initiatives assigned by the state legislature or the commissioner of Education. Region One ESC is proud to provide service to 37 school districts and 10 charter school systems in an area that encompasses seven counties includ-ing: Cameron, Willacy, Hidalgo, Starr, Webb, Jim Hogg and Zapata. Directly or indirectly Region One ESC serves 422,000 students in one of the fastest growing areas of the state, and we are very proud to be of service to our schools.

Dr. Cornelio Gonzalezwith Region ONE’s

I am inspired by student needs. I want to impact as many lives as

possible and I see in education the opportunity to make a difference.


What are some new and innovative initiatives happening at Region One?

I am very proud of our Region One staff. They are very committed to continuously improving the organization by continuously improving their own capacity and professional skill. Our staff is always researching for better ways to serve our schools. They look for innovative strategies that are being implemented around the state and around the nation and they travel to find out what they are, and to learn about these new strategies so they can bring them back to our Region. Our staff goes to get trained in other parts of the country every year or they bring back researchers, college professors, and education-al specialists to provide training to them here. This process of continuously searching for new and bet-ter ways to educate students enables our staff to be highly qualified to provide the best possible profes-sional development to educators across Region One.

What does the future of Region One look like?

The future looks very promising. The goal of Re-gion One ESC is to serve our schools; every time the needs of our school districts grow and change, Region One has an opportunity to help them by providing guid-ance and support so that they may easily and quickly adapt to the circumstances. Our role is to always be ready and always be prepared to come to the aid of our schools. Education is in constant evolution. Change is an inevitable reality in our schools, and Education Service Centers are the most effective system that can help educators by providing professional development, administrative support and technology support.

What changes have you implemented over the past year? What has been a highlight of your tenure thus far?

My first objective on the job was to strengthen the unity of the school districts and charter schools we serve. Region One has always been characterized by a strong feeling of unity. This unity has enabled school districts to collaborate and work together in the pursuit of higher and better performance for the benefit of our students. In order to be effective and efficient, school districts need to identify all the pos-sible ways they can work together to reduce costs, increase effectiveness and increase productivity, and Region One is the link that makes the unity and collaboration possible. During my short tenure I have prioritized promoting the unity of our Region because, in the long run, collaboration will do a lot more benefit to our school districts than competi-tion. Region One is the only ESC in the state with an Extension Office that provides support to an area that is distant from its Central location. Our Exten-sion Office in Laredo has proven over the years to be an outstanding success and a practice worthy to be imitated. For that reason, one of my first decisions was to open up another Extension Office in Browns-ville so we may provide a higher level of support throughout the entire Region. With strong and effec-tive unity Region One can lead our school districts in our efforts to improve student academic achieve-ment, eliminate the performance gap between stu-dent groups, and increase the opportunities to access higher education for all students. We are very proud of our collaborative work with institutions of higher education. We have worked closely with the Uni-

versity of Texas Pan-American, University of Texas at Brownsville, TSTC, South Texas College, Texas Southmost College, Texas A&M International Uni-versity, and Laredo Community College in the devel-opment of College Prep courses that will be utilized throughout Region One, and we have strengthened our partnerships with important community service groups such as Educate Texas, Texas Valley Com-munities Foundation, RGV Focus and RGV LEAD in projects that promote the creation and of imple-mentation of Early College High Schools, STEM Academies, Dropout Recovery Programs and other initiatives that focus on increasing opportunities for students to access higher education.

What has been one of the most recent and significant changes to education in the RGV and how is Region One managing the change(s)?

The unification of the Texas-Pan American Uni-versity with the University of Texas at Brownsville may be one of the most exciting events in education in the history of our Region. For the first time in our history, our students will have access to a first class university that is connected to our culture and to our people. This is an opportunity that we cannot let go by. Region One ESC is working in collabo-ration with all our school districts to make sure that our students will be ready to take advantage of this great opportunity. We know that higher education will open doors of opportunity for our students and we want all of them to walk through those doors and enjoy a better life.

Region One is the only ESC in the state

with an Extension Office that provides

support to an area that is distant from its Central location.


T he Brownsville Independent School District (BISD) is now on the cutting edge of an idea the Texas Education Agency (TEA) endorses as promoting “college for everyone” among

the state’s high school students. �e Early College High School (ECHS) program introduces college level learn-ing to secondary students, with the opportunity to earn not only a high school diploma, but up to 60 college cred-it hours, at no cost to the high school students or their families. Qualifying school districts must enter into an agreement with an institution of higher learning in or-der to gain TEA approval. Brownsville ISD has partnered with Texas Southmost College (TSC) in Brownsville.

�ere are currently 109 designated ECHS campuses across Texas. Brownsville ISD now has six of them: the original Brownsville Early College High School, Homer Hanna Early College High School, James Pace Early College High School, Lopez Early College High School, Simon Rivera Early College High School, and Veterans Memorial Early College High School. A seventh campus, Gladys Porter College High School Prep, has been desig-nated by BISD to follow the Early College High School model.

BISD is the only district in South Texas to o�er a “wall-to-wall” ECHS model which allows all incoming fresh-men and sophomores to earn college credit. �e grade levels will scale up to 11th and 12 grade students in the following years.

“Brownsville ISD continues to put students �rst by en-suring that they obtain a rigorous education which will prepare them beyond high school,” said Dr. Dora Sauce-da, ECHS Administrator. “�is is an opportunity for our district and city to ensure that Brownsville is prepared for the jobs of the future.”

Here’s how the ECHS model works in Brownsville. District high schools currently o�er 16 dual enrollment courses including art, music, Spanish, psychology, and speech. Over 750 freshmen and sophomores are enrolled in the ECHS courses which are taught by either quali-�ed BISD teachers with Master’s degrees or adjunct TSC instructors. Students also receive a range of support ser-vices such as tutorials and preparation for the Texas Suc-cess Initiative which is used to determine placement in college courses. District ECHS students receive the same support services enjoyed by on-campus TSC students.

Each Brownsville ECHS has a transitional counselor who aligns the TSC program of study with the BISD cur-riculum and House Bill 5 mandates. An ECHS director at each campus ensures that students successfully meet the academic rigor of college courses and that the ECHS campuses meet the standards of the college designation.

Texas Commissioner of Education Michael Williams calls the Early College High School program “a unique learning opportunity.” He adds, “Providing an opportu-nity to earn up to two years of college credit while still in high school not only bene�ts our students and families, but results in great bene�ts for our state as well.”

Saving time and money in the pursuit of a college ed-ucation is important. A high school student taking full advantage of the Early College High School program could save $24,000 in future college costs. At the same time, students gain the discipline and learning skills they need to succeed in college.

“A post-secondary education is essential for a strong economy and personal �nancial success,” Donald Crouse, TSC Dean of Humanities, said. “�is program is a per-fect opportunity to acquire a college education while still in high school.”

Saving time and money in the pursuit of a college education is important. A high school student taking full advantage of the Early

College High School program could save $24,000 in future college costs.

Brownsville ISD: An Early College District


E dinburg CISD understands that a traditional setting is no longer the standard for the student learning environment. The technology-rich future of teaching and

learning means that teachers must embrace the infusion of media rich lessons with the appropriate technologies.

The school district is ensuring that integrating technology into the classroom is a seamless process. Students are allowed to bring their own device to school, technology clubs offer student technology contests and allowing students to bring their own devise.

By implementing a 4T model of Teachers Training Teachers in Technology a cadre of Instructional Technology Lead Teachers (ITLT) serve as the ECISD Technology Department liaisons for their campuses.

The ITLTs also serve as district presenters at Teacher-Led/Teacher-Centered Technology District hosted conferences. These Instructional Technology Conferences are hosted three times throughout the year. The Teachers Training Teachers in Technology initiative places teachers as instructional technology leaders who conduct workshops for their peers and lead technology innovation.

The district hosted a Student Technology Leadership Conference for 500 ECISD students to attend and learn content pertaining to the latest technology as well as the seven habits of highly effective teens, based on the book by Steven Covey. The conference content was focused on the most up to date technology skills to enhance student learning in the classroom. Students were invited to tweet their experience using a district led hashtag to promote the event, while focusing on the importance of online responsibility.

Edinburg CISD’s Annual Innovating Teaching and Learning through Technology Conference hosts 500 educators daily over the course of our four day event. Edinburg CISD educators have the option of attending one, or multiple days. Each day begins with a dynamic, technology leader as a keynote addressing Edinburg CISD educators. The conference offers a wide range of approximately 50 innovative breakout sessions offered daily including: Data Analysis, iTunes University, YouTube in the Classroom, Online Instructional Materials, Technology Trends in Education, Project Share, Edmodo, utilizing iPad Apps in the classroom, Interactive Whiteboards, Distance Learning, Video Conferencing, and Digital Citizenship. All breakout sessions are led by ECISD teachers as part of the Teachers Training Teachers in Technology (4T) Model.

As an extension of Edinburg CISD’s annual technology conference, teachers and administrators

gather at Fall and Spring Technology Academies to continue their professional learning in smaller, more intimate settings. Approximately 150 Edinburg CISD teachers are invited to choose between eight to ten breakout sessions. The sessions that are offered are based upon the newest district-wide technology initiatives and content that is in highest demand. Sessions are designed and tailored to meet the needs of teachers and administrators. All sessions are teacher led. The goal of the academies is to ensure that Edinburg CISD educators are provided with continued support throughout the academic school year.

Edinburg CISD understands that teachers must have substantial time if they are going to acquire and, in turn, transfer the technology integration knowledge and skills necessary to effectively and completely infuse technology into their curricular areas and into the classroom. Consequently a three tier model for instructional technology has been implemented. The first level of instructional technology delivery is the traditional model that utilizes face-to-face instruction. These sessions are instructor led and are teacher tailored. The next tier is the remote online learning model that incorporates tools such as Go-To-Meeting and Adobe Connect. These sessions reach a greater number of participants and allows them to view trainings remotely

rather than in the same training facility as the presenter. In addition, these trainings can be recorded and be accessed on-demand at the convenience of the educator. The third tier is an online self-paced course model that allows geographical flexibility and increased number of participants. By allowing asynchronous training opportunities, participants have the option to view and revisit training materials. With this tier, we are no longer bound to a location, time, or total number of participants.

Academic Progress through the Texas Literacy Initiative Grant - Edinburg CISD has a number of instructional technology initiatives which have helped in making gains towards the student’s academic progress. One example is the Texas Literacy Initiative (TLI) Grant which was awarded to our district in two of the four feeder patterns (half of our school district). The TLI Grant allows for all Language Arts teachers in those feeder patterns schools that serve birth to grade 12 in our community to be infused with technology integration tools such as document cameras, laptops, mobile devices, student iPads, and interactive whiteboards. The TLI grant has successfully increased the student to iPad ratio in Language Arts classrooms in each of the feeder patterns and thus, has allowed our students the opportunity to have iPads utilized in daily classroom instruction.

Edinburg CISD in the 21st Century: Innovating Teaching and Learning Through Technology

Jaime Ortiz, Edinburg CISD Technology Specialist, guides one of the district’s teachers on the use of an iPad

By DENISE GONZALES & AMANDA WORSHAMECISD Technology Department


A s an academic subject, en-gineering has traditionally been reserved for college students, however Lyford

CISD students as young as �rst grade will be tackling engineering challenges as part of their classroom activities.

Last year, Lyford CISD launched a suc-cessful Teaching and Learning in the 21st Century (TL21) initiative. For the sec-ond year they will continue to follow the award-winning curriculum “Engineer-ing is Elementary©” (EiE©), a project of the National Center of Technological Lit-erary (NCTL) at the Museum of Science, Boston. Middle School and High School students at Lyford CISD have also ad-opted the new curriculum, Project Lead the Way (PLTW), a national leading pro-vider of K-12 STEM programs. PLTW’s world-class, activity, project, and prob-lem-based curriculum and high-quality teacher professional development mod-el, combined with an engaged network

of educators and corporate partners, help students develop the skills needed to suc-ceed in their global economy.

Lyford CISD is 1 of 70 Texas schools that has been designated as a STEM school and 1 of 6 in the Rio Grande Val-ley. Students from Lyford CISD are af-forded the opportunity to become every-day problem solvers, one of the biggest components in the EIE curriculum. Stu-dents at Lyford Elementary are given the opportunity to think like engineers and solve problems using “the goal” process. “�e Goal” process is a �ve step process that is taught to students in order to be able to ask about the problem, imagine and brainstorm ideas, plan their project, create and follow their plan, and improve what works.

In keeping with the rigor expect-ed of a T-STEM Academy Lyford High School has integrated the subject areas of science, technology, engineering and mathematics into the curriculum of ev-

ery classroom. Perhaps one of the most exciting ways in which they have intro-duced technology to their students is through the robotics initiative. Compris-ing elements of programming, engineer-ing, circuitry and mathematics, students involved with the robotics programs at Lyford High School work together in small teams to design and build robots that can overcome the various challenges and tests presented to the robot. Current-ly, three teachers are actively engaged in incorporating these elements into their

daily classes. Eleazar Valdez teaches the school’s senior engineering mathematics course and has made it an integral por-tion of the class. His students also work to compete in the annual SEAPERCH competition hosted by the University of Texas-Pan American and sponsored by the U.S. Navy’s O�ce of Naval Re-search. During this event students work to construct a workable underwater re-motely operated vehicle or ROV that is designed to accomplish a number of as-signed tasks. Mrs. Martha Moore, a Ly-ford High School science teacher, leads her students in the design and building of robots based around the VEX robotics platform. Students who participate in her classes are then eligible to compete in the RGV BEST Robotics competition hosted each year by Texas State Technical Col-lege in Harlingen. �ere, Lyford students compete against school districts from all over the South Texas area in an e�ort to determine which team has designed the most e�cient and e�ective project. Finally, Patrick Wright, Lyford science teacher, works to help his students as they place a greater focus upon the pro-gramming elements of a robotics main-frame. Where other courses place an em-phasis upon designing and building, his class makes use of the Lego Mindstorm system in helping students develop a deeper understanding and mastery of the integral elements of programming as they relate to robotic automation.

Lyford CISD has also taken their class mobile, Lyford Middle School students have the opportunity to study in the UTPA STEM Mobile Unit. �e UTPA Mobile Laboratory is a uniquely-de-signed learner centered program that o�ers hands-on learning opportunities for middle and high school students in biotechnology principles and practices.

It o�ers Rio Grande Valley schools the opportunity to enhance their bioscience education programs by including practical and real-life experiences for their students through specially designed curricula.

Lyford CISD is truly working to-wards Teaching and Learning in the 21st Century.

Lyford CISD designateda STEM District

Lyford CISD is 1 of 70 Texas schools that has been

designated as a STEM school and 1 of 6 in the Rio Grande

Valley.


A s a Pre-K student, Jackson Gianotti knew he wasn’t like most kids his age. While most kids wanted to grow up to be ma-rine biologist or police o�cer, he had his

sights set on becoming a surgeon. So much, that he even dressed as a Neurosurgeon for career day. �at dream still stays with him as an eighth grade student at the Harlingen Consolidated Independent School District, and this year, he was able to propel his goals one step forward with the opening of the district’s newest campus. Opened in 2014, Harlingen School of Health Profes-sions provides students with a challenging curriculum and the opportunity to begin a career path towards medical professions, including doctors, nurses, and medical technicians. Gianotti has welcomed the new experience as he sees the campus and its curriculum providing him with a head start into the competitive medical school application process, he said. “I know it’s going to give me a competitive edge,” said Gianotti. “Medical programs are really competitive and

it’s important to start thinking about that now. I’m ex-cited for all of the opportunities the campus has to o�er and for the experiences in medicine I will have as a high school student.” For its initial year, the legacy class is comprised of eighth and ninth grade students with the campus designed to add an additional grade level each year until 12th grade is reached with a maximum enrollment of 550 students. �e design allows students to be able to continue their enroll-ment from eighth grade to the completion of their senior year. “Our Harlingen School of Health Professions gives our students access to a facility that represents academic rigor, with an emphasis on relevance of medically re-lated curriculum with real life scenarios,” said HCISD Superintendent Dr. Art Cavazos. “With the growing opportunities in higher education the new UT-RGV will bring, this campus further aligns our educational o�erings to the growing medical industry. I’m thrilled to see the continued positive impact it will have on our students.”

Furthering their medical study, students will be able to choose one of six areas of study to focus on for the re-maining duration of their high school career. �ese areas will include �e School of Pharmacology/Biomedical Technology, �e School of Dental Science, �e School of Patient Care, �e School of Medical Science Research, �e School of Sports Medicine and �e School of Surgi-cal Procedures. �e campus’ curriculum and mission aligns with the district’s strategic plan. Created through a collaboration between district o�cials and over 800 Harlingen com-munity members, the plan’s main themes include de-veloping learning environments conducive for collab-oration; creating curriculum to �t the individual needs of students; opening specialized and unique schools for students at all levels of education; and to align high school programs with post-secondary endorsements and certi�cation programs for college and career readi-ness. HCISD Board of Trustees adopted the plan during their regular February 2014 meeting.

A Cut Above: Harlingen School of Health Professions opens its doors to future medical professionals


R esaca Middle School students who cre-ated the “Hello Navi” app drew nation-al attention and had two big showings over the summer on opposite coasts of

the United States. “Hello Navi” provides visually-im-paired students a technological way to access campus wings, classrooms, bathrooms, gym and other parts of campus just by speaking into their phone.

�e group of six students who developed the app were guests of Google at the Google I/O Conference in San Francisco. Soon a�er returning home, they were o� again to Washington, D.C. for the 2014 Tech-nology Student Association (TSA) Conference. �ey have gained more national attention with televised Verizon commercials.

Cassandra Baquero, Grecia Cano, Kaitlin Gonza-les, Kayleen Gonzalez, Janessa Leija, and Jacquelyne Torres wrote the concept for the app to assist their blind classmate Andres Salas. Verizon launched “Hel-lo Navi” at the Google Play store June 15. �e app is available for download free.

�e six students, together with teacher/sponsor Maggie Bolado, developed the app “Hello Navi” at Resaca Middle School which was one of four middle schools to receive Best in Nation award in February in the 2014 Verizon Innovative App Challenge. Since then, it has been a whirlwind of local and national news media interviews and shows.

�eir highlight has been an invitation to the White House Science Fair on May 27 in Washington, D.C., where they got to meet and get photographed with President Obama. At the President’s news brie�ng of the Science Fair, he singled out Resaca Middle School as the �rst school in his speech. Google heard about the student achievements and may feature Hello Navi at its I/O Conference, which attracts developers from around the world. New so�ware and hardware tech-nologies are typically launched at the I/O.

Google has also launched its own products and ser-vices – such as the Chrome browser, Google Maps, Google Play, Google Hangouts and Google Glass – at the I/O. Google sent a video team to Resaca Middle School on the �nal two days of classes June 1-2. Goo-gle will present “Hello Navi” as one of four “up-and-coming” stories for apps for Google Play devices.

�e group of students, parents, and administrators le� for San Francisco with all expenses covered by Google, and toured Google Campus. Administered by the Verizon Foundation in partnership with the Technology Student Association, the Verizon App Challenge named four middle school and four high

school teams as Best in Nation winners, each of which received $20,000 in cash grants for their schools and new tablets for each team member, courtesy of Sam-sung Telecommunications America.

Los Fresnos Students visit the White HouseAfter a series of trips across the country presenting Hello Navi, the Los Fresnos Rasaca Middle School students introducedthe mobile application to President Barack Obama.

President Barack Obama talks with (left to right) Jacqueline Torres, Kaitlin Gonzales, Cassandra Baquero and Andres Salas views their projects during the 2014 White House Science Fair in the Blue Room of the White House, May 27, 2014. The fair celebrates the student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country.

(Official White House Photo by Pete Souza)


The pair, who are brothers, said they were very honored by the invitation to present and are now excited to represent Mission CISD at the conference.

In less than two years, students from Alton Memo-rial Jr. High School’s (AMJH) a�er school robot-ics program have made a name for themselves not only in the region, but also at the national level

where they placed tenth at the National Science Bowl competition. �is success also caught the attention of of-�cials at Lego, which is the robotics platform used by the school. Lego has invited teachers Robert Granados (pic-tured le�) and Sammy Rivera (pictured right) to present at the annual Texas Computer Educators Association (TCEA) conference to be held in February 2015.

�e pair, who are brothers, said they were very hon-ored by the invitation to present and are now excited to represent Mission CISD at the conference. While they are looking forward to sharing with others at the state conference, they said they really want to take advantage of networking with other teachers in the state and to learn more. �ey said it is about everyone sharing their ideas and bringing them back to their own schools and students.

Some of the topics the Granados and Rivera plan to share include: tools on working together with other con-

tent areas to incorporate them into the Science, Technol-ogy, Engineering, Math (STEM) base; how they incor-porate the state curriculum into what they do, and how programs like this can give students another way to be a part of something through the a�er school activity. �e main focus is to help teachers who are new to robotics incorporate it into their classrooms.

In the meantime, the success of the robotics teams at AMJH is resulting in an increase in students who are becoming interested in it. Granados and Rivera said so many are interested that they are holding tryouts for the a�er school program.

While STEM driven instruction and robotics grows at AMJH, Granados and Rivera said they have also been helping spread robotics at some of the elementary schools that feed into their school and are also support-ing their students as they move on to high school.

Granados and Rivera also said they were grateful to their campus principal and the district administration for the support of robotics and STEM instruction. �ey see a positive impact in their student’s learning and per-sonal growth.

Alton Memorial Jr. High School teachers to present at state conference


R angerville Elementary Principal Linda Molina accepted a “High Progress Campus” award issued by the Texas Education Agency during a recent ceremony at the Region

One Education Service Center in Edinburg.A high progress school earning distinction as

a “TEA Reward School” is identified as a Title I school that shows annual improvement in the top 25 percent and/or a school in the top 25 percent of those demonstrating ability to close performance gaps based on system safeguards.

The Texas Education Agency has informed districts in the state of Texas that it will continue recognizing high performance with school distinction designations in performance and progress for schools meeting reward criteria.

On the State of Texas Assessments of Academic Readiness (STAAR), Rangerville Elementary earned five out of six notable distinctions in reading, math, student progress, closing performance gaps and post-secondary readiness. The campus also earned recognition for being named a “post-secondary” ready school. Post-secondary readiness emphasizes the role of elementary and middle schools in preparing students for the rigor of high school. The campuses are solely evaluated on the STAAR performance to indicated “post-secondary” readiness.

Superintendent of Schools Antonio G. Limón

is proud of the school’s accomplishments.“I am extremely proud of the hard work

demonstrated by the students, staff, and parents of Rangerville Elementary which has resulted in the High Progress Award being garnered from the Texas Education Agency,” he said. “Rangerville Elementary exemplifies the potential that all the campuses in our district can achieve.” Molina expressed her sentiments.

“I feel very proud of the accomplishments of our students and staff,” Molina said after accepting the award on behalf of her students and staff. “It is a privilege for me to be the principal of such an exceptional campus!” Molina explained that the award is a result of hard work and team effort.

“I attribute our success to hard work from students, staff and parents,” she said. “Rangerville Elementary has top-notch students, a committed hardworking staff, and supportive parents who are our partners in education.”

The students and staff at the campus are looking forward to another successful school year, Molina said.

“The Rangerville Elementary staff continues to focus on meeting the needs of every student,” she said. “We are looking at individual students and setting goals for this year. The strength of our students, community, and staff will ensure this year’s success and continued future success.”

San Benito’s Rangerville Elementary named High Progress Campus

Recently honored as a “High Progress Campus” award, Rangerville Elementary staff and stu-dents take great pride in their academic suc-cesses and community involvement. During the April 2014 “McTeacher Night,” Rangerville staff, students, and parents raised funds for the stu-dent activity fund through the local community. Pictured are (front, l-r) Jeremiah Osorio, Karina Osorio, Pearl Osorio, and (back) Diana Atkinson, Dolores Ramirez, and Nancy Teran.

Rangerville Elementary Principal Linda Molina, second from left, accepts an award at the Region I Education Service Center in Edinburg. Shown with Molina at the presentation honoring “TEA Reward Schools” are, from left, Region I ESC Deputy Director for Instructional Sup-port Services Dr. Eduardo Cancino, San Benito CISD Su-perintendent of Schools Antonio G. Limón and Region I ESC Executive Director Dr. Cornelio Gonzalez.


Weslaco Superintendent on Embracing Digital LearningWeslaco ISD is located in deep South Texas, just a few miles from the

Rio Grande River and a 45-minute drive from the Gulf of Mexico. Situated in Hidalgo County, our location plays a signi�cant role in the characteristics of our community and student population.

Hidalgo County has a 35% poverty rate which is one of the highest poverty rates in the nation. �e county’s unemployment rate of 9.6% is well above the national average. Our proximity to the border results in a high number of immigrants from Mexico and Central America. �e City of Weslaco is experiencing rapid growth in population and industry. Consequently, there is an in�ux of profes-sionals moving into the city. �ese factors create a diverse community with many immigrants, professionals, Spanish-speaking families, and a�uent families.

�e student population of Weslaco ISD is a direct re�ection of our community’s diversity. Weslaco ISD has nearly 18,000 students of which 98.2% are Hispanic, 85.7% are economically disadvantaged, 57.4% are classi�ed as at-risk, and 26.6% are classi�ed as English Language Learners. Our diversity has shaped our dis-trict’s vision and new motto of looking at “�e Whole Child, �e Whole World, �e Whole Universe.” Understanding the needs and diversity of our students is paramount in the education of 21st Century Learners. Only by meeting the needs of our students, will we be able to fully prepare them to take on the world and any challenge the universe may place on their paths to a successful future. And as we welcome Space X to our area in South Texas, the universe is now more relevant in the lives of today’s youth.

In June of 2012, when I began serving the district as superintendent, we began our 21st Century Vision. Implementing this vision meant collecting data from our state’s assessment (STAAR), college entrance exams such as ACT and SAT, and from our stakeholders. I created Student and Parent Advisory Committees that I meet with monthly. �e data I collect from these committees is just as valu-able to me as any report on scores. �is data shows that we are being successful with the implementation of our district’s initiatives. By meeting with parents and students I am able to gauge the e�ectiveness of our vision and make informed decisions on the future of our vision.

As Superintendent of WISD, I must say that implementing digital learning and preparing our 21st Century Learners has not come without its fair share of chal-lenges. While Weslaco ISD has traditionally enjoyed a very low teacher turnover rate, so many of our experienced teachers have mastered the art of nurturing and developing lifelong learners and now have embraced the transition of using tech-nology in the classroom. Many of our teachers are digital immigrants in class-rooms �lled with digital natives so Weslaco ISD has taken on the challenge of not only training teachers, but all sta� members.

To build our teacher capacity we are utilizing two key groups of sta� mem-bers. �e �rst group is our Campus Technology Coordinators (CTC). �ese cam-pus-based sta� members are certi�ed teachers with several years of teaching ex-perience. Our district CTC’s are responsible for implementing and supporting the innovative use of technology to support teaching and learning. �e CTC’s provide direct support of innovative teaching by providing ideas, workshops, mentoring to help our teachers create 21st Century classrooms.

�e second group is our Innovative Teaching Task Force (ITTF). �is is a group of nearly 60 classroom teachers who have volunteered to be 21st Century leaders by pro-viding sta� development and peer mentoring at their campuses. �ese ITTF mem-bers also provide sta� development at the district level during our district Tech Day Conference, which are full working days dedicated to teaching teachers how to use innovative tools in the instructional setting. �ey are also our early adopters of new technologies and thus serve as role models for others and a source for best practices with these new technologies.

�e goals and ambitions that I have for the children of this school district are about making today’s classrooms relevant to the way students learn today. I am not the one to coin the phrase 21st Century Learning, but I am overly concerned that if we do not alter our “one size �ts all” method of learning, we are cheating our students out of a future that is already highly competitive and evolving faster than we can keep up with. My leadership ambitions are more about changing the culture of learning.

Weslaco ISD is preparing students to be successful in post-secondary education and a career until the day they choose to retire. Students leaving our schools will more than likely change professions far more times than most of us in the workforce today. To be able to do that successfully as educators, we need to prepare them with problem solving and forward thinking skills, creativity, collaboration and adaptability.

Doing so, means making sure that students have access to a variety of digital pro-grams, devices, and applications to enhance the critical-thinking process. �is means that our teachers and administrators must be up to date on the latest technology initiatives and practices. �erefore, teachers will be in a position to better prepare ALL students for a world that currently does not exist. Our multifaceted approach is allowing us to prepare all stakeholders for the ever-changing challenges of the 21st Century.

BY DR. RUBEN ALEJANDRO

Weslaco ISD Superintendent Dr. Ruben Alejandro addressing students.


L ike many 19 year olds, Jazmin Miranda is a college student. Unlike most people her age though, she is already a college senior. “I graduated both from South Texas College and from high school,” Miranda said.

She earned both her high school diploma and her Associate’s Degree at the same time by going through McAllen ISD’s Achieve Early College High School. It’s a vehicle that focuses high school students on picking up college credit and even using college resources through a partnership with South Texas College.

Students in McAllen ISD’s high schools have multiple avenues to pick up college credit. �ese include dual enrollment, Advanced Placement testing, the International Baccalaureate Diploma Programme, specialized academies in medicine, computers and engineering plus concurrent enrollment. In fact, the class of 2014 collectively earned 15,800 college credit hours, Associate’s Degrees, professional licenses and certi�cations. �e college credit translates into a savings for families of about $4.7 million in tuition costs (based on UT Austin data). At McAllen ISD’s Achieve ECHS, graduates earned 80 Associate’s Degrees – all college expenses paid for.

Jazmin herself graduated with 73 college credit hours – more than enough for her Associate’s Degree in biology. Now studying at the University of Texas Pan American, Jazmin is the �rst in her family to attend college. She wants to help others, something

she has wanted since she was a child. “I just knew I always wanted to do something in the medical �eld, either to be a physician, an assistant, a nurse or something” Miranda said. “It was mainly to help people. My mom always taught me to help others.”

Jazmin recalls her A-plus moment in eighth grade at McAllen’s Morris Middle School when her counselor told her some good news. “It would have to be when I was accepted at Achieve Early College High School,” she said. “I knew since the very beginning I wanted to go to college and I always thought I was going to take four years to get a bachelor’s degree. But when this school opened up and o�ered free college, which I greatly appreciate now that I’m at the university, it really helped make my dreams come true. I’ve learned so much and grown as a human being as well.”

McAllen ISD’s program also took care of her books and tuition. Some textbooks can run above $200. “To get two free years at McAllen ISD paid for and everything is just a really great opportunity for young kids,” she said. Now, she is on the cusp of graduating college and moving into a career in medicine.

“I’m currently a senior at Texas-Pan American,” she said. “I need about one more year until I get my bachelor’s in biology towards the pre-medical �eld. I plan to apply at the medical school that is opening up at Texas-Pan American in fall 2016. I’m also planning to apply for their physician assistant program which is really good.”

A student saw her dream crystallize at a young age and is now making it into a reality. “Go for what you want,” she advises. “If you are dedicated and you put your mind to it, you will always get there.”

To learn more about McAllen ISD’s programs and opportunities, contact the O�ce of Advanced Academics at 956-618-6059.

McAllen ISD grad gets head start on medical career thanks to dual enrollment

Jazmin graduated with 73 college credit hours – more than enough through her Associate’s

Degree in biology. Now studying at the University of Texas Pan

American, Jazmin is the first in her family to attend college.

Achieving her dreams:


City of Mission Preparing to CODE THE TOWN

“I’ve been waiting for this for 11 years,” Jose Guardiola, 11, said at the Tynker/Sylvan Curriculum Demo held at the Mission Boys’ and Girls’ Club Monday,

September 22. In other words, Guardiola has waited his entire life for the opportunity to learn to code.

“When I play video games, I view the credits to see who makes them,” Guardiola said. “In college, I want to study animation and science.” In fact, he has al-ready started creating games of his own, in his mind. �ough he couldn’t reveal too much, Guardiola said his games involve discovery, magic, and elves. But the rest is a secret.

�is promising programmer’s mom, Lizbeth Eche-verria, came to the Club to pick her son up, but he didn’t want to leave. So she sat down with him. “It’s been in his head for a while,” she said. “In school last year, he had to do research on a university…”

Guardiola interrupted. “I chose Full Sail Universi-ty.” He chose Full Sail because he learned during his research that they o�er a degree in computer anima-tion. On September 22, Guardiola got an early start on his career.

�e Tynker/Sylvan Curriculum Demo o�ered just a tantalizing taste of Code the Town, a Mission Econom-ic Development Corporation initiative being o�ered in conjunction with Sylvan Learning Rio Grande Valley.

“We’re trying to disrupt the system,” he said. “�e Valley is o�en seen as low-educated. But that’s not what we know,” said Alex Meade, Mission EDC’s CEO. “�e neatest thing is that this is coming from the Valley. Not the Silicon Valley, but the Rio Grande Valley.”

Code the Town sprung out of Mission EDC’s Ruby Red Ventures, a $100,000 small business fund created in 2012 to encourage entrepreneurship and to support innovation in the City of Mission.

On a trip back to the Valley from Washington, D.C., the EDC’s CEO had an idea. “What do you think about teaching the community to code?” he asked the corpo-ration’s Chief Operating O�cer, Daniel Silva, whose background is in computer science. Silva, couldn’t help but jump on the idea.

�e two began formulating a plan and listened to some ideas presented to them, but nothing meshed with their vision. �ey considered abandoning it. �en Alex saw a picture on social media about a partnership between BorderKids Code and Sylvan Learning Rio Grande Valley to o�er a summer coding camp for chil-dren in the Rio Grande Valley.

“I contacted Daniel and told him, ‘Daniel, we found a savior.’ �ank God for social media,” Meade said. Me-ade and Susan Valverde, executive director of Sylvan Learning Rio Grande Valley, knew each other through their participation in the Texas Lyceum, so Meade picked up the phone and called her. “Everything just started coming together,” he said.

Sylvan Learning (corporate) had already partnered with Tynker Technology to create a coding program that allows students to write their own video games and apps using STEM (Science-Technology-Engineer-ing-Math), reading, logic, and critical thinking skills. Since students work in teams, these young program-mers also develop strong communication skills. �is joint venture turned out to be the perfect match for Me-

ade’s and Silva’s Code the Town vision.�is is how Code the Town will be implemented in

Mission: One hundred elementary students from par-ticipating school districts in Mission will receive 8-12 hours of coding instruction through Sylvan Learning Rio Grande Valley. �eir lessons will be held a�er school hours, and Code the Town will o�er some Satur-day enrichment activities.

Forty middle and high school career and technol-ogy teachers who teach in school districts in Mission will attend a full-day professional development session with Dalinda Alcantar, one of the founders of Border-Kids Code. Teachers will learn how to execute coding programs. Since it is a Trainer of Trainers model, these teachers will then return to their schools and teach coding to their students. “We will maximize what the schools have so they can actually use it,” said Valverde.

Adults in Mission will be invited to Code the Town by taking the 100 Lines of Code Challenge and by partici-pating in other community coding events. All programs will be free of charge for participants.

Upon completion of the coding programs, students will be expected to create a project that will be entered in a Code the Town competition. �is �rst round of Code the Town competition will culminate the week of December 8 during National Computer Science Educa-tion Week. A new round of training and competition will begin in the spring.

BY: CHRIS ARDIS

Code the Town’s demonstration class was held at the Mission Boys’ and Girls’ Club. Students learned Tynker, a software used to create video games.




In Congress, Rubén Hinojosa is regarded as a cham-pion for the disadvantaged and has distinguished him-self as a strong advocate for education, housing and eco-nomic development. His primary goal in Congress has been to reduce the chronic unemployment rate in re-gions of the district. By focusing on developing a high-ly educated, well-trained workforce, modernizing the local infrastructure including roads and highways, and creating new job opportunities, Congressman Hinojosa has been instrumental in bringing unemployment rates from 22% in 1997 to record lows of 6% in 2008.

Congressman Hinojosa serves on two House com-mittees: the Committee on Education and the Work-force and the Committee on Financial Services. He serves as the Ranking Member of the Subcommittee on Higher Education and Workforce Training. Con-gressman Hinojosa also serves on the Subcommittee on Health Employment Labor and Pensions. He was elected by acclamation in November of 2012 as the Chairman of the Congressional Hispanic Caucus for the 113th Congress.

As a senior member of the Education and the Work-force Committee, Congressman Hinojosa is widely recognized as a champion for investing in human cap-ital through education. He is a powerful voice for the aspirations of communities traditionally left behind in America’s education system: low-income families, minorities, students with disabilities, English language learners, and the children of migrant and seasonal farm workers. He is also committed to making sure that every child graduates prepared and able to afford a college education.

On March 30, 2010, Congressman Hinojosa joined President Barack Obama for the signing of H.R. 4871: The Health Care and Education Reconciliation Act of 2010. This legislation represents the single largest in-

crease in student financial aid since the G.I. bill was signed in 1945. This bill invests $2.55 billion in his-torically Black Colleges and Universities and in His-panic-Serving Institutions and other Minority Serving Institutions.

During his 16 years in Congress, Congressman Hi-nojosa has also succeeded in vaulting Hispanic-Serv-ing Institutions to a position of prominence in high-er education. In the 1998 amendments to the Higher Education Act, he succeeded in establishing a separate title of the Act dedicated to the development of HSIs. Since that time, funding for HSIs has grown from $12 million to nearly $221 million in Fiscal Year 12.

As the former chairman of the Education Task Force for the Congressional Hispanic Caucus, Congressman Hinojosa ensures that federal education policy never loses sight of the youngest and fastest growing popula-tion in the country - Hispanic Americans. By focusing on a group of proven federal education programs that are critical to the Hispanic community, often referred to as the Hispanic Education Action Plan (HEAP), Hinojosa has helped to secure dramatic increases in resources that enrich Hispanic communities. In the 111th Congress he chaired the Commerce/Interna-tional Relations taskforce.

Prior to his election, Congressman Hinojosa served twenty years as President and Chief Financial Officer of a family-owned food processing company, H&H Foods. He earned a Bachelor in Business Administra-tion and a Master in Business Administration from the University of Texas in Austin and in Edinburg, respec-tively. He is married to Martha Lopez Hinojosa and has one son, Ruben Jr., and four daughters Laura, Ili-ana, Kaitlin and Karén.

On the House Financial Services Committee, Con-gressman Hinojosa serves on two Subcommittees, the

Subcommittee on Capital Markets and Government Sponsored Enterprises and the Subcommittee on Fi-nancial Institutions and Consumer Credit. Congress-man Hinojosa is widely recognized as a leader on issues affecting the underserved, from banking to housing. He and Congresswoman Judy Biggert co-founded the House Financial Literacy and Economic Education Caucus in 2004, which currently numbers 87 members from both sides of the aisle.

To address the plight of families in his district and across rural America, Congressman Hinojosa formed the Rural Housing Caucus to bring national attention to the scarcity of housing in rural areas. He introduced legislation to improve the situation and is working with his colleagues and advocates towards the Cau-cus’s goal. In recognition of Congressman Hinojosa’s achievements in Congress and service to his communi-ty, he has received numerous awards and recognitions including the naming of two new elementary schools and the Rubén Hinojosa Highway and the Industrial Park in the Delta Region of South Texas.

Congressman Rubén Hinojosa: A National Champion for Education

The Latino Living Legends Series pays tribute to Latino individuals who have made outstanding contributions to the social, educational, cultural, and economic progress of the Rio Grande Valley, the State of Texas and the nation. Without individuals like these, the Rio Grande Valley, our state, and our nation would not have made the progress we see today. Through their leadership, strength, creativity, courage, compassion and vision they are making a major difference in the lives of thousands of people.

THE LATINO LIVING LEGENDS SERIES

On September 18, 2014, Congressman Hino-josa, Ranking Member of the Subcommit-tee on Higher Education and Workforce Training and Chairman of the Congres-

sional Hispanic Caucus (CHC) was honored by the Hispanic Heritage Foundation with the 2014 Hispanic Heritage Award for his long-standing commitment to strengthening the STEM education pipeline for Latinas and Latinos.

As most people from the Rio Grande Valley know, Congressman Hinojosa has spent 18 years of his career

in Congress working to strengthen the Science, Tech-nology, Engineering, and Mathematics (STEM) pipeline for Latinas and Latinos through his dedicated work on the House Education and Workforce Committee.

Congressman Hinojosa won national acclaim for his e�orts in partnership with the University of Texas Pan American to create and sustain the STEM initia-tive known as the Hispanic, Engineering, Science, and Technology (HESTEC) Week. As a result of his e�orts, UTPA is now ranked 8th in the nation in the number of engineering bachelor’s degrees awarded to Hispanics.

As the Ranking member of the Subcommittee on Higher Education and Workforce Training, he success-fully led the e�ort in Congress to bolster STEM educa-tion at Hispanic Serving Institutions (HSIs) community colleges and universities by including a provision that added one billion dollars in new investments over a ten-year period.

As Ranking Member of the Subcommittee on Higher Education and Workforce Training, Congressman Hi-nojosa also helped lead the reauthorization of the Work-force Investment Act.


UTPA Students Win the Up to Us Competition

O n the weekend of March 21-23, 2014, a team of UTPA students had the honor of being �own to Phoenix, Arizona to attend the Clinton Global Initiative University’s

annual conference. Even better, during the conference the students were o�cially recognized by former Pres-ident Bill Clinton himself for their victory on the “Up to Us” competition, a national contest sponsored jointly by the Peter G. Peterson Foundation and the Clinton Global Initiative.

�e purpose of the Up to Us contest is for teams of uni-versity students to organize campaigns on their campuses to raise the awareness about the U.S. national debt, which now stands at over $17.5 trillion. Over 100 teams from schools all over the country initially entered the contest, but only 25 were selected by the contest organizers to stage campaigns, including schools such as UT-Austin, NYU and Northwestern. UTPA’s team came out on top, winning �rst place overall.

According to the contest organizers, the UTPA team which consisted of Fabiola Urgel, Christopher Villarre-al, Carlos Aguayo, Edna Pulido, and Luis Basurto stood out from the very beginning of the competition, as their initial proposal emphasized getting the message out not just to their campus community, but also to the local community at large.

Given the unique characteristics of the Rio Grande Valley, the UTPA team felt that the national debt was an issue that its residents needed to be more aware of. Many UTPA students, for example work full-time and care for family members in addition to going to school. Contemplating something as seemingly abstract and

far away as the national debt is therefore unlikely to be high on their day-to-day priority list. But just because a problem seems far away does not mean that it will not have consequences that hit close to home.

As the debt continues to grow, the consequences involved in dealing with it becomes more and more severe. A lack of solutions is not the issue, eventually the debt will be settled one way or another. It could be because the government taxes more, or spends less, or both. It could be because the government simply de-faults on its obligations. �e question of how the debt can be dealt with is an easy one, with lots of answers that economists are well aware of. �e question of how the debt should be dealt with, however, is much harder.

Each of the di�erent ways that the U.S. can tackle its outstanding debts has di�erent consequences for di�er-ent people. �at is what makes it so hard for society to make a collective decision on how to deal with it. �ere is no one solution that at least some people will not ob-ject to. But that does not mean that a decision will not be made. Even not making a decision is itself a decision with consequences.

�e purpose of the UTPA Up to Us team’s campaign was to educate their community about what each pos-sible solution could mean for them. And though it may be di�cult to believe given today’s increasingly polar-ized media environment, they made sure to present information as objectively as possible. A key concept underlying their approach to the campaign was the idea that they did not have the right answer. �ey just want-ed to help people understand what the possible answers would mean for them.

�e campaign itself consisted of a variety of events and

activities aimed at reaching as wide an audience as pos-sible. Speakers from across the political spectrum were invited to speak on campus about issues related to the national debt. �e students themselves held on-campus tabling sessions during which they provided information for their peers, visited local high schools to speak with students and teachers about the national debt and �nan-cial literacy, and even hosted free barbecues at which they presented information more casually.

�e crowning achievement of the team’s campaign was an original play that they created with the help of several UTPA theater majors, called “�e Debt Ultima-tum.” �e play was exceptional because it presented ba-sic facts about the national debt in an interesting, acces-sible and o�en humorous way. It highlighted the e�ects the debt could have on Rio Grande Valley residents in particular, but since its characters included representa-tives from all ages and backgrounds, its overall message was essentially the teams’ overall campaign message: there are plenty of ways to address the national debt; it is up to us to do our best to understand what each of them means so that we can make an informed social decision.

�e contest organizers obviously appreciated the UTPA team’s approach. �ey were particularly im-pressed with its creativeness, and also the team’s com-mitment to extending its message not just across cam-pus but beyond it. In winning �rst place overall, the students were awarded with a prize of $10,000 and an all-expenses paid trip to the CGI University’s confer-ence, where they met both Bill and Hilary Clinton.

Visit Border Business Briefs at the Center for Border Economics Studies at www.utpa.edu/cbest.

BY JAMES BOUDREAUBORDER BUSINESS BRIEFS


Down1. Coined “Si Se Puede,” Cesar____2. Won four World Cup titles for Brazil.3. the ratio of a circle’s circum-ference to its diameter, approxi-mately equal to 3.144. A letter used to represent a number.6. Rio Hondo graduate now a Chicago Bear, Roberto__7. Geometric Theorem9. First Latina Supreme Court Justice, Sonya ____10. ____ Block (Iwo Jima flag raiser, died on Iwo Jima12. Setting of the Cortina Wars.13. The House on Mango Street, written by Sandra _____15. Step-by-step procedure for calculations.17. Mr. October Reggie _____20. Actress that portrayed Frida Kahlo, ____ Hayek21. A five-sided polygon.22. Famous Puerto Rican female actress Rita ___ stared in West Side Story.23. Flat bread

Across5. Mexican origin who is born in the United States8. State Number 2811. General from Rio Grande City, Rick ____12. What would you buy in a panadería?13. Where was the poet José Martí from?14. First Latino named to Base-ball Hall of Fame, Roberto ____16. E in STEM represents which science?18. The sum of the lengths of the sides of a polygon.19. The Battle of Palo Alto Com-manding General _____ Taylor24. Local Astronaut from McAl-len, Michael ___25. Famous Dodgers Pitch-er____ Valenzuela26. Hot and served on Christ-mas.27. Hispanic American28. Living la Vida ___29. Famous Latino dish, Aroz con ___30. Latin rock band. Founded in San Francisco during the late 1960s31. Texas Shrine

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The MEDITEC program is designed to supplement the existing biology curriculum materials in meeting state standards, target concepts and skills that prepare students for biology and create a pathway for healthcare or STEM careers. For more information on how to schedule a MEDITEC Medical Mobile Unit visit to your school district, please contact: Dann Garcia, Senior Vice-President for ENCORE, at 956-903-4231, Email: [email protected]

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Latino Education Magazine Fall 2014