1608165_A_14x48_1520L_R1_PROOF.pdf 1 8/15/2016 03:33:59 PM

Roscoe Collegiate ISD

“The goal of the Roscoe Collegiate P-20 System

Model for Student Success is to develop a

collaborative, sustainable and replicable model

for breaking the generational poverty cycle

through higher education (EARLY COLLEGE),

while supplying critical agricultural STEM

workforce shortage areas that will be critical to

meeting the daunting challenge of feeding and

clothing 9 billion people on the planet by 2050

(STEM ACADEMY).”

(Roscoe Collegiate STEM Advisory Committee, April 2012)

Mission Statement

• As a national leader in college and career readiness, Roscoe

Collegiate has assumed many additional responsibilities that require

the District to be an open enrollment public school of choice that

will agree to educate any student/parent desiring what we offer:

1) SB 1557, 82nd Legislature, 2011, authorized the Texas High

Performance School Consortium, for which I am the rural

representative on its steering committee & now co-chair.

2) HB 2804, 84th Legislature, 2015, authorized the 15 member Texas

Commission on Next Generation Assessment & Accountability,

for which I was the THPSC delegate appointed by Lt. Governor.

3) HB 1842, 84th Legislature, 2015, authorized the District of

Innovation Designation, for which Roscoe Collegiate ISD is one of

the rural designees.

Implications for State/National Model?

“The main thing it’s gonna take to get

this done is some ole fashion country

GRIT and a bunch of it!”

(Briers, Texas A&M University, The Borlaug Foundation, Global

Consulting Solutions, 2013)

Is This Task Doable?

“The world is becoming increasingly

complex.”

(Shinn, Texas A&M University, The Borlaug Foundation, 2004)

“Things that do not change, tend to stay

the same.”

(Shinn, Texas A&M University, The Borlaug Foundation, Global

Consulting Solutions, 2014)

Why Change Now?

“A high school diploma is no longer a

reliable ticket to a decent living. In an

era of computers and instant access to

information, problem solving,

teamwork, and communication skills are

essential for personal and national

success.”

(City, Elmore, Fiarman, and Leitel, Harvard GSE)

Is the K-12 Model Still Working?

“Average is officially over!”

“If all you ever do is all you’ve ever

done, then all you’ll ever get is all you

ever got!”

(Thomas Friedman, Globalization of Higher Education Summit, 2014)

Is the K-12 Model Still Working?

“The definition of stupid is to keep on

doing the same ole thing and expect a

different result!”

(Jeff Foxworthy, Country philosopher)

Is the K-12 Model Still Working?

We can’t

because…

We can if…

P-20 vs. K-12 Model?

“Collaboration anyone?”

“The population of Texas is projected to double by 2040. Ninety

percent of that new growth will be low-socioeconomic.” - (Judge

Scott McCowan, 2005)

“As Texas’ population swells from 26 million residents today, to 55

million by the year 2055, 33 million (60%) will be Hispanic and 40

million (nearly 75%) low-socioeconomic.” - (The Real Estate Center

at Texas A&M University, 2014)

“Only 9% of students from low income families go beyond a high

school diploma.” - (Mortenson, 2007)

Changing Face of Texas?

2010-2011 ENROLLMENT IN TEXAS PUBLIC SCHOOLS

GROUP 2013-2014 2014-2015 CHANGE

African American 652,719 660,952 + 8,233

American Indian 20,225 21,480 +1,255

Asian 189,906 202,229 + 12,323

Hispanic 2,668,315 2,722,272 +53,957

Pacific Islander 6,801 7,112 +311

White 1,517,293 1,515,553 (- 1,740)

Multiracial 96,668 102,467 + 5,799

Eco Disadvantaged 3,096,050 3,073,300 (-22,750)

All Students 5,151,925 5,232,065 + 80,140

(Texas Education Agency, March 2016)

Texas Public Schools Enrollment Shift

“Some say we can’t fix education until we

fix poverty. It’s exactly the opposite; we

can’t fix poverty until we fix education.”

(Kati Haycock, keynote address, 2010 Education Trust Dispelling

the Myth Conference)

Addressing Poverty

“Two things that help one move out of poverty

are education and relationships.”

“In order to learn, an individual must have a

structure inside his/her head to accept

learning – Increasingly, students, mostly from

poverty, are coming to school without the

cognitive strategies.”

(Payne, 2005)

Understanding Poverty

The Rural Dilemma?

“There are 834,000 rural K-12 students in Texas, which

is almost 10% of the total K-12 enrollment.”

“Approximately 43% of the rural K-12 student

population is considered low income.”

“Only 20% of the 2012 high school graduating class in

Texas will end up earning any kind of postsecondary

credential.”

(The Bush School of Government & Public Service, Texas A&M University, 2014)

The 60x30TX Plan

“The goal is to have 60% of Texans between the ages of 25-34

hold some kind of degree or postsecondary certification by the

year 2030. The number right now is 38%...

Currently, the highest levels of education in any age group are

Texans from age 55-64 (5th in the world)…

The current 25-34 age group (25th in the world)…It shows a wide

disparity in degree attainment between children born into poverty

and children born into medium and high income families.”

(Bill Hammond for The San Antonio Express, Sunday, September 6, 2015)

Rigor Without Relevance?

“ Rigor without relevance is not sustainable.”

(Daggett, 2008)

“A perception that the standard high school lacks

relevance is the usual reason given for dropping out. In

fact, the curricular offerings of the standardized,

bureaucratized high schools do tend to be isolated

subject matters with an emphasis on rote memory and

with a student management system focusing on

compliance with authority.

This model dates back to a time

when the factory was the major

metaphor for organizations.”

Rigor Without Relevance?

(The Future of Secondary Education, Knutson, 1999)

Daniel-wong.com

“I don’t know of many jobs where the employees

go to work taking multiple choice tests all day.”

(Mike Moses, Former Commissioner, TEA, 2013)

“We’ve got too many high school graduates

walking around that ‘can’t do diddly and don’t

know squat’. We must address the college

readiness issue.”

(Judge Scott McCowan, 2005)

Factory Model Schools?

As difficult as it is to identify the problem,

that’s the easy part.

The real challenge is developing a solution!

School Transformation?

EARLY COLLEGE / STEM ACADEMY

Early College

AVID

Common Instructional Framework

Instructional Coaches, Common Planning,

Teacher Observations

Instructional Rounds

The Third 90

Project Based Learning (T-STEM)

Solutions

Roscoe Collegiate Enrollment

• Early College students are significantly more likely

to graduate from high school than comparison

students.

• Early College students are significantly

more likely to enroll in college than

comparison students.

• Early College students are significantly

more likely to earn a college degree than

comparison students.

(American Institute for Research, 2013)

Early College Impact?

Early College

2014 Median Weekly Earnings Per Education Level

• $1,639 – Professional Degree

• $1,591 – Doctoral Degree

• $1,326 – Master’s Degree

• $1,101 – Bachelor’s Degree

• $ 792 – Associate’s Degree

• $ 741 – Some College, No Degree

• $ 688 – High School Diploma

• $ 488 – No High School Diploma

(U.S. Bureau of Labor Statistics, Dallas Business Journal, 2015)

Early College Impact?

Early College

2014 Unemployment Rates Per Education Level

• 1.9 % – Professional Degree

• 2.1 % – Doctoral Degree

• 2.8 % – Master’s Degree

• 3.5 % – Bachelor’s Degree

• 4.5 % – Associate’s Degree

• 6.0 % – Some College, No Degree

• 6.0 % – High School Diploma

• 9.0 % – No High School Diploma

(U.S. Bureau of Labor Statistics, Dallas Business Journal, 2015)

Early College Impact?

Early College

What is STEM?

S = Science

T = Technology

E = Engineering

M = Mathematics

Agricultural Workforce Data

Nearly 60,000 High-Skilled Agriculture Job Openings Expected

Annually in U.S., Yet only 35,000 Graduates Available to Fill Them

“There is incredible opportunity for highly-skilled jobs in agriculture”, said

Vilsak. “Those receiving degrees in agricultural fields can expect to have

ample career opportunities…they will also have the satisfaction of working in

a field that addresses some of the world’s most pressing challenges. These

jobs will only become more important as we continue to develop solutions to

feed more than 9 billion people by 2050.”

• Job opportunities in STEM areas are expected to grow. Expect the

strongest job market for plant scientists, food scientists, sustainable

biomaterials specialists, water resources scientists and engineers,

precision agriculture specialists, and veterinarians.

(One of the Best Fields for New College Graduates?, The Cattleman, September 2015)

“The world faces many complex challenges in

2014, and our nation continues to look to its

land grant universities to find solutions for

feeding our world, protecting our environment,

Improving our health, enriching our youth, and

growing our economy”.

(Five Grand Challenges for the Nations Land Grant Universities, Dr. Mark Hussey,

Vice Chancellor and Dean for Agricultural and Life Sciences, Texas A&M

University, 2014)

P-20 Alignment of Pathways

RCHS/WTC STEM Pathways

Track 1: Biomedical Science

• Clinical: pre-professional animal & human health

• One Health: animal & human global health, food safety, disease control

• Laboratory: animal, human & plant biotechnology research

• Business: animal & human health care administration

Track 2: Engineering

• Research & Design: computer engineering & product design

• Application & Build: mechanical engineering

UAV Flight Technology: pilot training

• Business: marketing and sales•

Support Structures:

STEM Models

State Model

• Temple BioScience Institute,

Temple, TX

• Located on Scott and White

Hospital’s West Campus

• Focus on science, biotechnology,

research, and medical fields

• Students engaged in real-world,

project-based curriculum

National Model

• Blue Valley Schools Center for

Advanced Professional Studies,

Overland Park, KS

• Students paired with mentors to

learn problem solving, time and

project management, business

ethics, and self-discipline

• Focus on bioscience, business,

engineering, and human services

• Profession-based learning

approach

Support Structures: Partnerships

Western Texas College

Angelo State University

Texas A&M University

Texas Tech University

Texas A&M Agrilife Extension/Research

Collegiate Chiropractic & Wellness Center

Collegiate Edu-Vet (Mitchell Co. Vet Clinic/INOVA/Hoofstock Genetics)

Collegiate Edu-Drone (Strat-Aero International/3D Robotics/New Amsterdam Global)

Central Rolling Plains Cooperative

Crop Production Services

Sanders Inc.

Monsanto

ASCO

Roscoe City Government

Nepris/Silverback learning/Global Consulting Solutions

Educate Texas

Promote Texas industries and occupations through

applied and other learning opportunities for students

“Students must have a better understanding of the

relevance of their academic work and insights on what

opportunities are available to them… TEA, THECB,

TWC and partners should: ($5million)

• Launch a new partnership with employers, colleges,

early college high schools and universities that offer

paid student internships…

• Increase the number of apprenticeship opportunities

Paid Student

Apprenticeship?

(Tri-Agency Recommendation, November, 2014)

• A challenge for rural settings- providing lab

based, real world apprenticeship experiences!

• The Veterinary Science Certificate Program is an

endorsement program (500 + hour apprenticeship) that is

already in place in high schools across Texas and the United

States, which has the potential to satisfy career path

preparation for agriculture, business, education, health care,

research, & technology.

• The Engineering Certificate Program is an endorsement

program (500+ hour apprenticeship) that is currently under

development that will have the potential to satisfy career path

preparation for agriculture, architecture, business,

construction, education, engineering, research, & technology.

Apprentice Opportunities?

90% of students will:

• Earn an Associate Degree

• Earn STEM Endorsement

(Biomedical or Engineering)

All students will:

• Conduct collaborative

research and develop a

capstone poster using the

research process

• Develop an evidence

based portfolio with

research conclusions and a

rubric of measurable gains

Multiple Measures of Accountability

College and Workforce Ready Students

The Affect of Environmental Temperature On the Presence of Sipha Flava on Johnson Grass

Abstract To determine if Sugarcane Aphids are surviving the winter, four overwinter cages with Johnson Grass were populated with the aphids, and were set up widely across the Texas Rolling Plains with each cage in 1 of 4 different locations. Data was collected by having four temperature sensors set up at each cage with two sensors on top of the ground, and two buried two inches beneath the ground. Weekly observations to determine the aphid presence were made. Each temperature sensor sent data to the AgriLife Extension Center in Lubbock, Texas which was reviewed to see how many nights the temperature was below 0˚C and was above 21̊ C. This data could be used to determine a threshold for a base-spraying regimen in order to defend the crops until the natural predators of the aphids appear. Our data suggests that the aphids reappeared and were present at the sheath of the Johnson grass when the temperature reached above 21̊ C.

Introduction The sugarcane aphid, Sipha Flava, is a pest of grain sorghum and forage sorghum in the Southern U.S. The aphids originally only fed on sugarcane in the United States. The SCA was found for the first time feeding on sorghum in the great plains of Texas in 2013 (Reed, 2014). This biotype of the SCA comes from a new introduction into the US. The aphids are pale yellow, gray or tan. The tailpipes, feet, and antennae are black. The aphid feeds only on the underside of sorghum leaves. SCA produce large amounts of honeydew which collect on leaves, leaving them sticky and shiny. According to a report published by the Agrilife Extension all SCA are female, and give birth to live young. The sugarcane aphid population can increase rapidly from 50 SCA to 500 SCA per leaf in 2 weeks (Trionnaire, 2008). SCA host plants are Sudan grass sorghum, Sudan hybrids, and Johnson grass (Nuessly, 2005). In order to manage the SCA infestation some practices are recommended; use of insecticides (Sivanto 200 SL, and Transform WG), seed treatments (Neonicotinoid), benefical insects (Lady Beetles, the warp Lysiphlebus testaceipes), and harvest aid chemicals (Glyphosate and Sodium Chlorate) (The Universi ty of Tennessee Institute of Agriculture 2015). I t was hypothesized that the chance of the Sipha Flava resurfacing increases as the temperature increases.

Results

Materials & Methods To determine if sugarcane aphids (Sipha Flava) are surviving the winter, four sorghum production areas in the Texas Rolling Plains were selected. Four overwintering cages, one set in each region, were set on Johnson Grass, which is believed to be a host plant for sugarcane aphids while they survive the winter era. Four temperature monitors were used. The cage placed in Roscoe Tx was north of town off of the railroad tracks in a private location that is enclosed with old mechanical equipment. Observations were taken every two weeks; starting January 21st, and ending on March 31st.

Inferences On March 31, 2015, the aphids were seen and seemed to be plentiful. No eggs were present as all of the aphids were in a full adult stage. The aphid presence was evident when the temperature reached above at least 20˚C. I t was hypothesized that the chance of the Sipha Flava resurfacing increases as the temperature increases, specifically above 21̊ C. In previous experiments, it was unknown what hibernation or behavioral characteristics are being used for its survival through the harsh temperatures. I t is important to know when the aphids will resurface, so the aphid population wi l l be control led appropriately before damage can occur. I f the temperature is above 21̊ C, the aphids will resurface. However, what they use as a food source, if even necessary, is still unknown.

References Trionnaire, L, G., Hardie, J., Jaubert-Possamai, S., Simon, J-C., Tagu, D. (2008).

Shifting from clonal to sexual reproduction in aphids: physiological and developmental aspects. The Authors Journal compilation. 2008 Portland Press Ltd. Volume 100 (8), 441-451. 3

The University of Tennessee Institute of Agriculture. (2015, February 24). Sorghum— Thinking About Sugarcane Aphid Control in 2015. Retrieved from the UT Crop News & The University of Tennessee Institute of Agriculture website: http://news.utcrops.com

Nuessly, S.G. (2005). Yellow Sugarcane Aphid, Sipha Flava (Forbes) (Insecta: Hemiptera: Aphididae). UF IFAS Extension University of Florida, EENY354, 1-4.

Reed, B., Porter, P., & Bynum, E. (2014). The sugarcane aphid arrives on the High Plains. Texas A&M AgriLife Extension, Volume VI, issue 16, 1-3.

Acknowledgments We would like to thank Mr. Smith for graciously letting us use his lot for this experiment, without him this experiment would not have been possible. We would also like to thank Alfonso Islas, Patrick Porter, Charles Allen, and the Texas A&M Agrilife Extension for helping us conduct this project and supplying us with previous research and the tools used to make this experiment happen. Also, Roscoe Collegiate ISD, Region 14, Dr. Alexander, and the Roscoe staff for helping and supporting us throughout this whole process.

M. Buckley

Courtesy: Texas Agrilife Extension Center of Lubbock, Tx

Two inches deep inside cage

Courtesy: Texas Agrilife Extension Center of Lubbock, Tx

On the surface inside cage

February 27, 2016 March 31, 2016 March 31, 2016

University of Georgia Cooperative Extension

University of Georgia Cooperative Extension

Rick Grantham, Oklahoma State University

Materials & Methods

Two pairs of two paper towels still attached to each other were cut and laid

on top of each other, with the stating lines perpendicular from each other.

Then the paper towels were soaked with city water and then the water was

drained out. After this ten of the same seed variety were placed on the

paper towel, then the paper towels were rolled up and placed into a 16oz

styrofoam cup. This was done for the six different varieties of cotton seeds.

On each day after this, using an 80mL beaker, 20mL of the designated

water type; city water (treated with RO System), treated water (treated with

T6 Optimizer), or salt water (well water), was added to the cups. Cup

containing the different seeds were placed in the growth chamber

(Conviron CMP010), that was set to 25º Celsius with 24 hour daylight and

had 0 humidity

Introduction

According to Mauney, Salinity may be defined simply as the presence of

excessive concentrations of soluble salts (1986). However only soils that

contain quantities of salt that interfere with the rate at which crops grow is

classified as saline soil (Mauney, 1986). In most irrigation situations, the

primary water quality concern is salinity levels, since salts can affect both

the soil structure and crop yield. Salt accumulation is a major problem

since it causes the soil to became nonproductive. According to Mauney,

salinity problems in agriculture are usually confined to arid and semi-arid

regions where rainfall is not sufficient to transport salts from the plant root

zone (1986). There are companies that have claimed to have found a

solution on treating salty water. The TGH2o’s T6 Optimizer claims to be

effective in treating a wide range of irrigation waters including otherwise

unusable low said to brackish groundwater, as well as treating municipal

wastewater for irrigation yielding increased plant growth, density, and total

crop production ranging from 14.5% to 70% or more in highly saline

soils.There are different seed varieties that are tolerant to different water

types.It was hypothesized that the well water treated with the TGH2o’s

water will germinate the most seeds.

The effects of treated water on the seed varieties.

Avera

ge

of see

ds

ge

rmin

ate

d

0.00

2.25

4.50

6.75

9.00

Treated Water

1.251

4.75

3.25

9

7.25

PTP ATG DMP FMBSMB DWP

The effects of city water on the seed varieties.

Ave

rag

e o

f se

ed

s

germ

ina

ted

0

2.25

4.5

6.75

9

City Water

1.25

2.75

5.566

8.75

PTP ATG DMP FMB

SMB DWP

The effects of saline water on the seed varieties.

Avera

ge

of see

ds

ge

rmin

ate

d

0.00

2.25

4.50

6.75

9.00

Saline Water

5.5

2

6.75

4

8.758.25

PTP ATG DMP FMBSMB DWP

Graph 1: Shows the effects of saline water on the seed varieties. It shows that ATG

is the seed that had the highest germination rate. Graph 2: shows the effects of

treated water on the seed varieties. It also shows that ATG has the better

performance then the rest of the seed varieties. Graph 3: Shows the effects of city

water on the seed varieties. It shows that PTP has the greatest germination rate,

while DWP has the lowest germination rate. Graph 4: shows the effects of the

different types of seeds treated with the different types of water.

AbstractIn most irrigation situations, the primary water quality concern is salinity

levels, since salts can affect both the soil structure and crop yield. Salt

accumulation is a major problem since it causes the soil to became

nonproductive. There are companies that have claimed to have found a

solution on treating salty water. Six cotton seed varieties were

germinated with three different types of water that are believed to have

different salinity levels. The experiment was repeated twice for a total of

twenty-four days. Results showed that the seed variety that were

classified as resistant had a greater germination rate throughout the

three water treatments. In conclusion, the seed varieties played a bigger

role then the water treatments.

The effects of the different types of seeds treated with the different

types of water.

Ave

rag

e o

f see

ds

germ

ina

ted

0

2.25

4.5

6.75

9

Salt Treated City

PTP ATG DMP FMB

SMB DWP

Results

Effects of water salinity on the germination rate of different

cotton seed varieties grown in a growth chamber.

Graph 2Graph 1

Graph 4Graph 3

PTP - Phytogen 499 WRF - Tolerant ———— ATG - AlTex Nitro 4432 RF - Tolerant

DMP - Deltapine 1219 B2RF - Medium ———FMB - FiberMax 1944 GLB2 - Medium

SMB - Stoneville 4747 GLB2 - Medium ———DWP - Deltapine 1023 B2RF - Weak

M.Casas, T.Herrera, & A.Solis

Conclusion

AlTex Nitro 4432 RF is adapted to irrigated South Texas, Texas High

Plains, and Concho Valley. Since AlTex is adapted to irrigated Texas High

Plains water it had a greater germination rate when treated with saline

water and treated water (from High plains well water) then it did when

treated with city water, which is treated with a reverse osmosis system

(RO System). Phytogen 499 WRF is classified as tolerant and suited for

dryland and irrigated fields but not specific for Texas waters, it performed

at an average of 8.08 (the highest) germination rate throughout the

different water types. Although it was hypothesized that the well water

treated with the “Magic Box” TGH2o’s will germinate more seeds, Results

showed that the seed variety that were classified as resistant had a

greater germination rate throughout the three water treatments. In

conclusion, the seed varieties played a bigger role then the water

treatments.

Acknowledgements

This project was made possible thanks to Roscoe Collegiate ISD and

Board of Trustees. We would also like to thank Texas A&M Agrilife

Research and Extension Center San Angelo and Dr. David Drake

Associate Professor and Extension Specialist, Agronomy. We would like

to thank Monsanto for the donation of the growth chamber.

References

Abel, G. H., & MacKenzie, A. J. (1964). Salt Tolerance of Soybean Varieties (Glycine

max L. Merrill) During Germination and Later Growth. Crop Science, 4(2), 157-157.

Dong, H. (2012). Combating Salinity Stress Effects on Cotton With Agronomic

Practices. African Journal of Agricultural Research, 7, 4708-4715. Retrieved April

3, 2016, from http://www.academicjournals.org/AJAR

Fowler, J. L. (1986). Cotton Physiology (Ser. 1). Memphis, TN: The Cotton Foundation.

Effects of Salinity on Cotton Nitrogen Uptake and Assimilation of Urea Applied with N-

(n-Butyl) Thiophosoporic Triamide and Dicyandiaminde

Kawakami, E. M., Oosterhuis, D. M., & Snider, J. L. (2012). Nitrogen Assimilation

andGrowth of Cotton Seedlings under NaCl Salinity and in Response to Urea

Application with NBPT and DCD. Journal of Agronomy and Crop Science J Agro

Crop Sci, 199(2), 106-117. doi: 10.1111/jac.12002

Warrick, B. E., & Johnson, J. (2002, June). Cultural Practices. Retrieved December,

2015, from http://sanangelo.tamu.edu/extension/agronomy/agronomy-publications/

cotton-production-in-west-central-texas/

Chen, W., Hou, Z., Wu, L., Liang, Y., & Wei, C. (2009). Effects of salinity and nitrogen

on cotton growth in arid environment. Plant Soil Plant and Soil, 326(1-2), 61-73. doi:

10.1007/s11104-008-9881-0

DATE

Roscoe ISD

Roscoe

½” = 1’ EduDrone rev 3 customersignoff.cdr

Triple Click

10/09/2015KH

DESCRIPTION:

SALESPERSON:

DESIGNER:

JM

ROSCOE S.T.E.M. RESEARCH CENTER

ROSCOE S.T.E.M. RESEARCH CENTER

COLLEGE READY. CAREER READY. LIFE READY.

Education a Priority

“Learning is not compulsory…neither is survival.”

– W. Edwards Deming

“Without vision, the people perish.”

- Solomon

Are You Crazy?

“I get that question a lot, and my initial

response had always been an emphatic No!

However, now I truthfully answer, Yes,

somewhere between ½ and ¾, but it sure helps

me sleep better at night while in a state of

constant dilemma.”

- KA

The Early Results

1608165_B_14x48_1520R_PROOF.pdf 1 8/11/2016 09:50:43 AM

Kim Alexander, Ed.D.

Superintendent

Roscoe Collegiate ISD

P.O. Box 579

Roscoe, Texas 79545

(325) 766-3629 (office)

(325) 236-5427 (cell)

kda@roscoe.esc14.net

Links

Alliance for Excellent Education www.all4ed.org

Blue Valley Schools Center for Advanced Professional Studies www.bvcaps.org

Educate Texas http://www.edtx.org/

Global Achievement Gap www.gse.harvard.edu/clg

Harvard Graduate School of Education http://www.gse.harvard.edu/

International Center for Leadership in Education www.leadered.com

Jobs For the Future www.jff.org

Reinventing Education www.schoolchange.org

The Leadership & Learning Center www.leadandlearn.com

Texas Bioscience Institute www.texasbioscienceinstitute.com

Tony Wagner, Global Achievement www.tasanet.org

University Park Campus School www.upcsinstitute.org

Where America Stands http://www.youtube.com/watch?v=Sem6XrROkee