The TSSSA Newsletter

The TSSSA Newsletter
Texas Social Studies Supervisors Association
Inside this Issue
President’s Message 1-4
Legislative Bill Watch 4
TEA Update 5
Message from TCSS 6
Nice Map! Now What? 7-10
Officer Interest Form 11
Spring Conference
Schedule
Our Mission
12
Help Us Fill In the State 13
TSSSA 2012 Spring
Conference Form
14
Call for Presenter Form 15
Rosemary Morrow
Supervisor of the Year
Nomination Form
TSSSA Membership
Application
16
17
Executive Board 18
The Texas Social
Studies Supervisors
Association
pledges to promote
lifelong
learning through
social studies education
and to support
effective instruction
in Texas
schools.
Standing Strong for Social Studies!
President’s Message - Marci Deal
What an opportunity we
have to stand strong for
social studies. This year
our state legislators will
have to make some tough
decisions in regards to the
state budget. One of the
tough decisions involves
what role Social Studies
plays in Texas students’
education. You may or may not know that the
role of social studies might be diminished in
importance after this legislative session. We
need to think about our role as leaders in social
studies and plan accordingly for the future
of our core subject here in Texas.
Will a child be well educated without an emphasis
on history, geography, government,
economics, citizenship, culture, social studies
skills, inventiveness and impact (science, technology,
and society)? I think we know that
answer, which is a resounding NO. As leaders
of social studies we need to start talking to our
legislators about the importance of social
studies and what role it plays in a student’s
education. To contact your legislator go to
http://www.fyi.legis.state.tx.us/Home.aspx to
find your representative.
One of the legislative issues being discussed
is the downsizing of the number of STAAR/
EOC tests that students will take. “No Child
Left Behind” requires school districts to
monitor English, and Math. With this in
mind, Science and Social Studies will be an
obvious place to possibly cut if you are looking
at things strictly through the lens of an
accountant. On the surface you may say
“thank goodness” but, let’s stop and think
about the ripple effect of this decision. As an
educator we know that in order to produce a
well-rounded, educated person then we must
teach, and I believe, measure social studies.
There is at least one house bill (HB 640) and
one Senate Bill (SB 240) that we need watch.
(Continued on page 2—President’s Message)
Questions for TEA for the 2013 Spring Conference
Questions can be submitted through the below web address. No log-in is required
but please include your name and school district either before the questions
or in the name section. Without this information the questions can not be
submitted to TEA. http://todaysmeet.com/spring2013_TEAQuestions
Mark Your Calendars—Up-coming Conference Dates
March 20th-21st, 2013—Spring TSSSA Conference—Airport Hilton
October 24, 2013—Fall TSSSA Conference—San Antonio
March 27th-28th, 2014—Spring TSSSA Conference—Airport Hilton
The TSSSA Newsletter 1 Volume 1, Issue 65

President’s Message Continued
(Continued from page 1 - President’s Message)
Both of these bills are calling for no EOC’s for Social Studies….. If that happens any creditability we had with
other subject areas, parents and our local administration will certainly diminish. Remember what is measured is
treasured…
If you want to send Dianne Patrick (the author of the House Bill) or Latecia Van de Putte (the author of the Senate
Bill) your concerns, their contact information can be found at http://www.house.state.tx.us/news/press-releases/?
id=4182&session=83&district=94&bill_code=4050
Please also keep an eye on who is part of the Public Education Committee. (If these bills make it out of committee
as is then we will have a much larger fight on our hand)
http://www.capitol.state.tx.us/Committees/MembershipCmte.aspx?LegSess=83R&CmteCode=C400 (House Side)
The House hasn’t appointed their members as of 1/24/13
http://www.capitol.state.tx.us/Committees/MembershipCmte.aspx?LegSess=83R&CmteCode=C530 (Senate Side)
The Senate has appointed its members.
Our role as educators is to provide students with a course of study that will produce an appreciative citizen, a citizen
who knows how to get involved at the state, national and local level, a citizen who can compete in the global
economy and one who is knowledgeable about the past and present and can make rational decisions. As a social
studies leader, my fear right now centers around the unintended consequences of the lack of testing.
As a curriculum coordinator several questions are running through my mind if we take away EOC tests in social
studies, such as:
1. Will our credibility as a core subject be diminished with parents, community and administration if we are
no longer part of the equation?
2. What type of monitoring will take place to verify that a student is being held to high expectations of learning
in the field of social studies?
3. Now that school districts are allotted money for instruction from the state, how much will the area of social
studies be given for the next round of textbooks/instructional materials? (District choice on how to
spend the money – remember “what is measured is treasured”)
4. Will we lose ground on ensuring that the best teachers are hired to teach social studies if there isn’t a test
for our subject area and if social studies will not be part of the rating for a campus/school districts?
5. Will we lose even more ground on the teaching of social studies in elementary school?
6. Will we lose emphasis on vertical alignment in the social studies, an emphasis we have enjoyed for the
last several years to ensure student success on state exams?
7. Since there isn’t a class size limit in secondary classrooms will the social studies classes get larger while
the tested subjects’ classes get smaller?
Of all groups we know how politics work! The more they hear from us the more they will listen. Make sure that
you email and write your legislators. Emails generally go to staffers and letters take a different route; both are
counted, but in different manners. Please join me in writing, emailing and visiting our legislators and fight to
“Stand Strong for Social Studies”!
We are currently looking into a correlated effort to talk to legislators in March at our annual TSSSA meeting in
Austin. The details haven’t been completely worked out, but that opportunity will be available for those of you
who feel comfortable going and talking to State legislators. However, please keep in mind we need to start our
writing, emailing and visiting campaign now – by March the bill may have moved out of committee, which will
make our struggle even harder.
Sincerely,
`tÜv| fÅ|à{ WxtÄ
Marci Smith Deal
TSSSA President
(Continued on page 3)
The TSSSA Newsletter 2 Volume 1, Issue 65

President’s Message Continued
(Continued from page 2)
*Listed below is the current Texas Education Code (Mission and Objectives) I have highlighted the areas that
relate directly to social studies.
TEXAS EDUCATION CODE
TITLE 2. PUBLIC EDUCATION
SUBTITLE A. GENERAL PROVISIONS
CHAPTER 4. PUBLIC EDUCATION MISSION, OBJECTIVES, AND GOALS
Sec. 4.001. PUBLIC EDUCATION MISSION AND OBJECTIVES. (a) The mission of the public
education system of this state is to ensure that all Texas children have access to a quality education that enables
them to achieve their potential and fully participate now and in the future in the social, economic, and educational
opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge
is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is
further grounded on the conviction that a successful public education system is directly related to a strong, dedicated,
and supportive family and that parental involvement in the school is essential for the maximum educational
achievement of a child.
(b) The objectives of public education are:
OBJECTIVE 1: Parents will be full partners with educators in the education of their children.
OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.
OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until
they obtain a high school diploma.
OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.
OBJECTIVE 5: Educators will prepare students to be thoughtful, active citizens who have an appreciation
for the basic values of our state and national heritage and who can understand and productively function in a
free enterprise society.
OBJECTIVE 6: Qualified and highly effective personnel will be recruited, developed, and retained.
OBJECTIVE 7: The state's students will demonstrate exemplary performance in comparison to national
and international standards.
OBJECTIVE 8: School campuses will maintain a safe and disciplined environment conducive to student
learning. (I interpreted this as part of teaching about the rule of law and civic expectations!)
OBJECTIVE 9: Educators will keep abreast of the development of creative and innovative techniques
in instruction and administration using those techniques as appropriate to improve student learning.
(Continued on page 4)
The TSSSA Newsletter 3 Volume 1, Issue 65

President’s Message Continued
(Continued from page 3)
OBJECTIVE 10: Technology will be implemented
and used to increase the effectiveness of student
learning, instructional management, staff development,
and administration.
I’m Just A Bill
The popular School House Rock videos explains
the process of a bill becoming a law.
But if there was a prequel to the video it
would show all the other bills that are proposed
but never become laws.
As the legislative sessions opens many bills
will be proposed. Several will relate to education
and possibly social studies. Keeping
track of them isn’t an easy task.
TSSSA will do its part in keeping you, our
membership, up to date on what is happening
with these bills. At the spring conference
we normally will receive an update on
key bills but we also want to let you know
how to track and follow any bill that you
may find of interest.
At http://www.capitol.state.tx.us/ you can
search for a bill by its number or key words.
Then from the site you can set up the system
to notify you on the status of the bill as it
works through the house and senate.
Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff.
May 30, 1995. Amended by Acts 2003, 78th Leg., ch.
82, Sec. 1, eff. Sept. 1, 2003.
Sec. 4.002. PUBLIC EDUCATION ACA-
DEMIC GOALS. To serve as a foundation for a wellbalanced
and appropriate education:
GOAL 1: The students in the public
education system will demonstrate exemplary performance
in the reading and writing of the English language.
GOAL 2: The students in the public
education system will demonstrate exemplary performance
in the understanding of mathematics.
GOAL 3: The students in the public
education system will demonstrate exemplary performance
in the understanding of science.
GOAL 4: The students in the public
education system will demonstrate exemplary performance
in the understanding of social studies.
Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff.
May 30, 1995.
To get you started please refer to a list that
the Science Teachers Association of Texas
has created about some of the education
bills that have been filed that you may want
to follow.
http://statweb.org/billreport.pdf
The TSSSA Newsletter 4 Volume 1, Issue 65

TEA Curriculum Update January 2013
Julie Brelsford
Statewide Social Studies Coordinator
Happy New Year, fellow social studies educators! I really enjoyed being with you at the
TSSSA conference. I hope you found the presentation useful. If you have questions
about anything in the presentation, please contact me and I will try to help you find the
answers.
At the November 2012 SBOE meeting, the board approved one set of new personal
financial literacy materials. The social studies website has been updated to reflect the
addition. The board also discussed HB 1942, which requires the SBOE to include student
expectations for bullying prevention in the health education Texas Essential
Knowledge and Skills (TEKS). The agency is working with the Texas School Safety
Center to provide recommendations for student expectations with a specific strand for
grades 4 - 8 for the board’s consideration at the January SBOE meeting.
I have some good news regarding the social studies OnTRACK lessons! U.S. History
lessons are now available on Project Share, and staff is in the process of reviewing
grade 8 lessons as well as additional lessons for the tested high school social studies
courses. It bears remembering that the lessons are not designed to cover every student
expectation in the TEKS for the corresponding SBOE-approved course. I hope
you will find them a valuable resource for students in need of additional instruction or
remediation or just for general classroom use. The online Bible Literacy course is also
being reviewed and will be available soon.
As a reminder, the 2013 SBOE meeting dates are as follows:
January 30, 31, and February 1, 2013
April 17 – 19, 2013
July 17 – 19, 2013
September 18 – 20, 2013
November 13 – 15, 2013
I know that the rest of the school year will be “fast and furious” for students and teachers
alike. Please feel free to contact me if I can be of service. Have a wonderful second
semester and thank you for all you do for the students of Texas.
TSSSA Gone Social???
On a daily bases many of us may not check the TSSSA webpage. But how many of us
check our Facebook (at home) or text messages? To better help keep TSSSA in touch
with the membership we are working to develop Facebook and Twitter accounts.
Please join us as we learn these new communication tools.
“Friend” Texas Social Studies
Supervisors Association
@TXTSSSA
The TSSSA Newsletter 5 Volume 1, Issue 65

Greetings and Happy New Year
from TCSS President Bev Smith
As 2013, gets underway some of our
biggest challenges will come from the Texas
Legislature. Social Studies education is being
attacked from many different factions. The
one remaining constant in all of this is our
unity as supervisors and educators. TCSS and
TSSSA remain the stalwarts of social studies
educational support, but in order to remain
strong we must continue to grow our organizations.
The “Just One” campaign was created
and launched two years ago to increase membership
in both TCSS and TSSSA. Both
TCSS and TSSSA exist for the sole purpose of
supporting and promoting Social Studies education.
The motto "there is strength in numbers"
is so appropriate today given what we
have recently endured as social studies educators
and might possibly face in the future. The
future looks bleak for education in general, so
why not come together as a group and show
our solidarity. TCSS and TSSSA may be your
only resource for state updates and support for
implementation of the new standards and EOC.
Membership gives you access to The Texan
with resources galore, and to the many contacts
in both these organizations that will provide
the support necessary to manage the new
STAAR testing. Many school districts have
been forced to eliminate coordinator and specialist
positions for Social Studies. TEA has
reorganized and many support staff are now
without jobs. This alone prompts us to be
more interdependent. So join or renew now!
Have you renewed your memberships
to TCSS and TSSSA? If not, we need you! If
you have, thank you for your support. But
with membership comes responsibility and
here is where you can come to the aid of TCSS
and TSSSA. Recruitment.
Encourage and sign up as many of your
social studies staff and colleagues as humanly
possible. Please go to www.txcss.org. and
www.tsssa.org for membership forms for both
organizations. TSSSA is not just for supervisors,
it is for any leader in social studies.
My challenge to all of you is to sign up
one new member before the TCSS 2013 fall conference
to be held in San Antonio, Oct. 25-27, at
the Grand Hyatt Riverwalk. Our membership
campaign motto is "Just One". Make a difference:
join, renew, and recruit.
For the first time ever the TCSS executive
board will be hosting the TCSS conference in San
Antonio. The theme this year is Educational Missions
in Texas: Cultural Diversity, STARR, Multilingualism,
Professional Development, and Differentiation.
With so many topics to choose from,
I know there are many of you who could bring
your expertise to the conference, so think about
offering a presentation proposal for the conference.
While challenging, the board hopes it can
count on its members to help in this endeavor. If
you have not considered serving on a TCSS executive
committee please agree to serve on one. You
will find the committee reference form on the
TCSS website at www.txcss.org. The first committee
meeting of 2013 will take place on Saturday,
March 23 at the TCSS spring board meeting
following the TSSSA spring conference at the
Austin Hilton Airport Hotel. If you are already a
committee member, thank you for serving and
mark your calendars for this important work.
I want to personally thank all of you for
your support in our efforts to keep Social Studies
in the forefront. Please do not hesitate to contact
me at anytime about council business. I look forward
to working with you.
Remember: 2013 TCSS fall conference – Grand
Hyatt Riverwalk, San Antonio
Respectfully, Bev Smith
TCSS President, Beverly_smith@lovejoyisd.net or
burnslid@verizon.net
Lovejoy ISD Social Studies Curriculum Specialist
259 Country Club Rd.
Allen, TX 75002
469-742-8035 - work
469-742-8073 – fax
The TSSSA Newsletter 6 Volume 1, Issue 65

Nice map! Now what?
Thoughts on Mapping the 2012 World Geography End-of-Course Exam Results
Jeff Lash, University of Houston-Clear Lake
Late last summer I made a map. Actually I
made two related maps (see Figure 1). The
process started with a simple question: how did
high school world geography students do on
the Spring 2012 end-of-course exam?
Throughout the fall I displayed and discussed
the maps with colleagues around the state.
Most discussions went something like this:
“Great map
Jeff!”
“Thanks. I
enjoyed
making it.”
“Can you
send me a
copy?”
“Sure,” I
would respond.
“What are
you going
to do with
the map?”
“I’m going
to compare
my district
to others.”
“Okay.
What are
you going
to do with the map after that?” I would ask.
And then the conversation would screech to a
halt. Many individuals spoke in vague terms of
wanting to improve local achievement, but no
one seemed to have any long-term plans for
how to use state-wide results to improve geographic
literacy for all students. So, I have
been asking myself “Now what?” How can
the world geography end-of-course exam results
be used to improve geographic literacy
for all students across the state? More on that
question later. First, let’s discuss the maps
themselves.
Ask any cartographer about how to make a
map and the
conversation
will soon
turn to the
issue of data.
Does the data
exist?
Can you get
your hands
on it?
Is the data in
good shape
or does it
need to be
cleaned up?
Once these
questions are
resolved, cartographers
display the
data so as to
make propositions,
arguments,
and
suggest authority.
Figure 1
Maps, then, become representations that leverage
words. In this case, I wanted to make
maps that supported claims about how best to
improve geography education in Texas.
And so, last spring I was really excited because
I knew that, under contract from the
(Continued on page 8)
The TSSSA Newsletter 7 Volume 1, Issue 65

Nice map! Now what?
continued
(Continued from page 7)
Texas Education Agency, Pearson would be
using the STAAR World Geography End-of-
Course exam to collect geographic literacy
data from 9 th graders across the state. May
arrived and the state administered Pearson’s
exam. Yippee! Now wait and wait until early
June when the exam results, the data, started
trickling out to school districts. I waited for
results to be posted online. In August, when
this finally happened, I was disappointed to
find the data presented as PDF “Summary
Reports.” I found a page summarizing statewide
results, pages for each educational service
center region, each district, and each
campus. What was not available was a data
file that would allow an analysis of geographic
literacy across the state. In other
words, if I wanted to compare student performance
across the state, I had to tackle the
data management nightmare of transforming
thousands of individual PDF files (there are
about 1,000 school districts in the state and
about 1,500 public high schools) into a single
useable database. Once I started this task, it
didn’t take long before I started to tell myself
that there must be a better way…
And indeed there is: pay computer programmers
at the TEA to aggregate the raw student
data for you. TEA received the raw student
data from Pearson, that’s all. No aggregated
data files. No pre-packaged analysis for anyone
to use to help understand the results. So,
in order to obtain the data, I had to submit an
Open Records Request to TEA and then wait
for a response. When the response came, I
found out that TEA would provide the data
but would charge for the service. Specifically,
if I wanted spring 2012 World Geography
EOC data aggregated by region, district,
and campus, I would have to pay for: one
data CD ($1); the labor cost of locating, compiling,
manipulating and reproducing the
data (12 hours @ $15/hour); an overhead
charge (20% of labor charge); a labor charge
for programming (40 hours @ $28.50/hour);
and an overhead charge for programming
(20% of labor charge for programming); for
a total of $1,585 with a deposit of 50% due
to initiate the work. Thanks to funding from
the Texas Alliance for Geographic Education,
my $1,500 data CD arrived in mid-
December. As I write, I am anxious to dive
into the data and see what it says about geographic
literacy across the state. Stay
tuned…
In the meantime, recall Figure 1. The figure
presents two maps of student performance;
one by region and one by school district.
Please note that I did not include private or
charter school data in my analysis. Why not?
Geography! Private and charter school students
do not live in a defined geographic
area, and therefore mapping the data is impossible.
That said, for both maps, I divided
the scores into quintiles (see Tables 1 and 2)
and then symbolized the average scaled score
for Texas’ twenty Educational Service Centers
(ESC) as well as for each district. Now
the fun part: reading the maps!
Read the ESC map. What do you learn? Regions
6, 10, 11, and 13 (Quintile 5) are doing
“the best,” while regions 1, 2, 5, 18 (Quintile
1) are doing “the worst.” Our first proposition!
Regions 14-17 (Quintile 3) are somewhere
in the middle; or so one could argue.
Now look at Table 2. 71% of students in
ESC regions 1, 2, 5, and 18 (Quintile 1)
achieved Level 2 performance. In other
words, 71 % of all students in Quintile 1
ESC regions are sufficiently prepared for careers
and college. While in the Quintile 5 regions
84% are sufficiently prepared. But
wait, Table 2 also indicates that over twenty
thousand students in Quintile 5 did not pass.
This suggests a gap in performance in urban
(Continued on page 9)
The TSSSA Newsletter 8 Volume 1, Issue 65

Nice map! Now what?
continued
(Continued from page 8)
areas. Another proposition.
Now turn your attention to the map of scaled scores by district. With a change of scale, the pattern
illustrated by the ESC map disappears. Numerous orange and red districts are adjacent to
blue districts in ESC Regions 6, 10, 11, and 13. Two new propositions: geographic literacy varies
widely within regions, and districts don’t collaborate. Perhaps an argument should be made
for increased coordination within regions? Question: Why no blue in South Texas? Poorly prepared
teachers? A higher percentage of school-dependent students (kids with little to no support
for education outside the school)? Poverty? A well-organized anti-geography coalition? Table 1
doesn’t help us answer any of these questions, it simply raises more questions. Based on the
Table 1. Spring 2012 World Geography EOC Quintile Ranges for School Districts
Quintile
Scaled Score Range
% of Students Achieving
Level 2
Number of Students Who Did
Not Pass
Quintile 1 3334-3717 64 11,964
Quintile 2 3718-3797 74 18,379
Quintile 3 3798-3868 78 13,381
Quintile 4 3869-3950 84 5,742
Quintile 5 3951-4407 91 10,475
Table 2. Spring 2012 World Geography EOC Data for ESC Regions
Quintile
Average Scaled Score
Range
% of Students Achieving
Level 2
Number of Students Who Did
Not Pass
Quintile 1 3724-3791 71 11,998
Quintile 2 3792-3830 77 6,431
Quintile 3 3831-3848 78 3,406
Quintile 4 3849-3923 82 20,394
Quintile 5 3924-4001 84 20,098
distribution of inadequately prepared students (those who did not pass), do professional development
organizations mobilize resources in light blue districts? Or focus on tan districts? These
are just of few of the questions that come to my mind. I’m sure you have questions of your own.
Great! Now what?
By “now what” I mean how do we use the maps to increase geographic literacy in Texas? I
have two immediate thoughts and one long-term dream. The first thought is to make the maps
and data widely available. Most educators understand that standardized tests are useful when
the results are understood and are used as a diagnostic tool to improve instruction. The Texas
Alliance for Geographic Education and the Center for Social Studies Education University of
Texas at Arlington have both expressed an interest in hosting websites and/or sponsoring work-
(Continued on page 10)
The TSSSA Newsletter 9 Volume 1, Issue 65

Nice map! Now what?
continued
(Continued from page 9)
shops and reports to help fill the void of publically available data. The second thought is to explore
how geographic and social factors combine to predict geographic literacy. In other words,
how do variables such as location, gender, socio-economic status, class size, teacher experience,
financial resources, and curriculum design influence geographic literacy as measured by the
World Geography End-of-Course exam? My long-term dream emerges from a pair of phrases I
first encountered in The Fourth Way – a book that presents an inspiring future for educational
change. “Responsibility precedes and supersedes accountability.” “Accountability is the remainder
that is left when responsibility has been subtracted.” These two phrases guide my
thinking about the STAAR WG EOC.
When I look at the maps I see places where responsibility for geographic education has been
abdicated. I also see accountability in the form of a legislated standardized exam. Texas legislators
are sending a message: “If you’re not going to take responsibility for educating future citizens,
we will!” Perhaps the most important element of STAAR is neither the exams nor the data
they generate, but rather the renewed sense of responsibility assumed by all elements of the social
studies education ecosystem.
My dream then is of an educational system that does not need STAAR. I dream of an educational
system where students, parents, teachers, administrators, and the public at large, all take
responsibility for the education of all American students. If we all take our individual responsibilities
seriously and work together in a spirit of cooperation not competition, then the WG
EOC will be characterized as a first step toward “positive accountability” and a step away from
“punitive accountability.” In the end, society will have assumed collective responsibility for the
education of all students.
If you have any comments, questions, or want to see a particular piece of data mapped, please
contact me (lash@uhcl.edu).
The TSSSA Newsletter 10 Volume 1, Issue 65

WE WANT YOU!
The TSSSA Newsletter 11 Volume 1, Issue 65

Below is a draft of the general schedule for the spring conference. A full schedule
with specific breakout sessions will be available the day of the conference.
The TSSSA Newsletter 12 Volume 1, Issue 65

HELP US FILL IN THE STATE
Chances are if you are reading this newsletter then you are already a member of TSSSA. But what
about surrounding you? Help us reach all the social studies supervisors in the state. Share with them
the benefits of joining TSSSA and about attending the conference in the spring.
The TSSSA Newsletter 13 Volume 1, Issue 65

The TSSSA Newsletter 14 Volume 1, Issue 65

The TSSSA Newsletter 15 Volume 1, Issue 65

The TSSSA Newsletter 16 Volume 1, Issue 65

The TSSSA Newsletter 17 Volume 1, Issue 65

MEET YOUR BOARD
TSSSA Executive Board
2012-2013
Marci Smith-Deal– President
Hurst Euless Bedford ISD
1849 Central Drive
Bedford, TX 76022
Work 817-399-2068
marcideal@hebisd.edu
Teresa Francis – President Elect
Mansfield ISD
1016 Magnolia St.
Mansfield, TX 76063
Work 817-299-4388
teresafrancis@misdmail.org
Erin Bown – Executive Secretary
Grapevine-Colleyville ISD
3051 Ira E. Woods Ave.
Grapevine, TX 76051
Work 817-251-5637
erin.bown@gcisd.net
Janie McClam - Vice President & Membership
7113 Doswell Lane
Austin, TX 78739
jalommc@msn.com
Julie Hyman – Treasurer
Birdville ISD
3120 Carson Street
Haltom City, Texas 76117
Work: (817) 547-5807
Julia.hyman@birdvilleschools.net
Barbara Vrana – Past President
Denton ISD
1212 Bolivar
Denton, Texas 76201
Work 940-.369-0660
bvrana@dentonisd.org
Pete Yackus – Newsletter
Fort Bend ISD
16431 Lexington Blvd.
Sugar Land, TX 77479
Work 281-634-1256
Pete.yackus@fortbendisd.com
Bev Smith – TCSS President
Lovejoy ISD
259 Country Club Road
Allen, TX 75002
Work 469-742-8035
Beverly_smith@lovejoyisd.net
Julie Brelsford –Director of Social Studies
Texas Education Agency
1701 N. Congress
Austin, TX 78701
Work 512-463-9581
julie.brelsford@tea.state.tx.us
The TSSSA Newsletter 18 Volume 1, Issue 65