Lois Rose

Harris County Department of Education Head Start teacher Lois Rose has one hard-and-fast rule in her pre-k classroom, be it virtual or in-person. “We take care of each other,” Rose said. As 145 HCDE Head Start teachers and teacher assistants start school virtually Sept. 8 with their students, they begin the year getting to know each other. A slate of class rules follows. No running or hitting. Take care of others. Rose expects challenges, but she has big plans for the students in her virtual classroom. HCDE operates 14 Head Start sites and has Early Head Start programs at three of those sites, as well as four additional childcare partnership sites. In total, the program provides comprehensive services for 1,060 families of children ages 6 weeks to 5 years in northeast Harris County. Plans are for in-person classes to resume as COVID-19 numbers decline, HCDE Head Start Senior Director Venetia Peacock said. Manager Pamela Jones-Lee oversees education and disability services within HCDE Head Start. Teachers use Frog Street pre-k curriculum for both Head Start and Early Head Start. Curriculum is aligned to Texas pre-k guidelines and Head Start early learning outcomes. Teachers are using the Microsoft Teams to meet virtually with students and parents.
“We know that many of our families have other children, so we don’t want to overwhelm them,” Jones-Lee said. “Family service providers see the challenges families are facing and they relate those back to us. Coping with COVID-10 is enough. We want to do what is best for their families.”

Pamela Jones-Lee

Two synchronous or live sessions will be held twice a week for 45 minutes each with the pre-k learners and their parents. “On a virtual day, parents pick a time frame for class which fits their schedule best, and students attend live sessions,” Jones-Lee said. Outdoor time, music and movement time and art projects are sent to parents as supplemental activities. Homework packets are picked up Mondays through a drive-through system along with meals made available three days a week. Teachers connect through a wave and a smile. “Mondays are very important because they enable teachers to touch based and greet students and parents to maintain human contact through safe, social distancing,” Peacock said. At Early Head Start centers with the infants and toddlers, sessions are one-on-one with families and allow for modeling learning activities with parents first. Later, students join in the sessions and feedback is given by teachers and their assistants. Home visits allow parents to see what virtual learning will look like. Teachers can tour student home life virtually and get to know the family. “Home visits allow parents and teachers to set goals,” Jones-Lee said. Families have generally been very supportive of virtual instruction, she explained. Collectively, virtual learning is important for families because they want their preschoolers to have the social and academic skills to be ready for kindergarten. Lessons for the pre-k students include a social-emotional component along with literacy and math. A class on friendship allows children to learn about themselves and their family relationships. During the pandemic, Head Start staff are especially attuned to the social-emotional needs of students.
“So, if a parent relates any kind of learning or social-emotional challenge to the teacher or family service provider, there may be a referral of the child to a specialist or mental health professional,” Jones-Lee said.
Back in the classroom, Rose sees her virtual classroom as an open house of sorts. Last spring, parents would join into Zoom sessions to see what their children were learning and view classroom structure. When her 4-year-olds get fidgety in the virtual classroom, the tactics are much the same as the regular class. “We stop and do something fun that they like and then get them back on track again,” Rose said. Calling it “a blessing” to have a new class of students, the Head Start teacher at the HCDE Fifth Ward Head Start Center is eager to get to know her students and set expectations. “It will be different,” Rose jests. “We will need to do thumbs up instead of high fives.” To find out more about enrollment opportunities in HCDE Head Start or Early Head Start, go to http://www.hcde-texas.org/head-start Source: HCDE
Key dates for the 2020-2021 school year for all 25 school districts in Harris County are available through the Harris County Department of Education comprehensive school district calendar. Due to COVID-19, dates may be subject to change throughout the year, district to district. Actual calendars from each district may be downloaded by clicking on the district name in the calendar. Many districts begin virtually or are adopting a hybrid model of in-person and virtual learning. Check with each district for details. View the calendar for the 25 school districts: https://tinyurl.com/hcdecalendar (HCDE provides the compilation of district calendars as a public service. We are not responsible for changes in district calendars. Please consult your local school district for additional details concerning holidays/staff work days, etc.) About Harris County Department of Education: HCDE is a unique, educational hybrid serving school districts, governmental agencies, nonprofits and the public in the third-largest county in the U.S. HCDE annually serves a quarter-million students and educators through schools for students with profound special needs; the largest adult education program in Texas; Head Start early childhood education; school-based therapy services; and afterschool programs. Educator professional development and certification, school safety, records management, and a purchasing cooperative are also provided. #SeeTheImpact at http://www.hcde-texas.org. Source: HCDE
Image of teachers on a video call.
Beginning Aug. 24, teachers and staff at Harris County Department of Education’s four special schools welcome students back from 39 client school districts and charter schools in greater Harris County. Instruction is virtual in the beginning. Later, in-person classes will be offered. As an estimated 100 teachers drive by respective schools to get their computers next week, each receives a Lenovo laptop think pad with camera enabled for Microsoft Teams and Zoom.
“We are very focused on the school year,” HCDE Schools Senior Director Dr. Anthony Mays said. “We are delivering a high level of instruction in a virtual environment to meet students’ needs.”
Virtual learning will be both synchronous and asynchronous. Synchronous learning is online learning where students are engaged with the teacher at the same time. Asynchronous learning allows each student to log on and work on assignments as teachers and aides assist them independently. “A teacher could be doing both, teaching synchronously but having the assignments asynchronously,” Mays said. As with all Texas ISDs, HCDE’s Schools Division is governed by Texas Education Agency guidelines for hourly requirements for instruction, varying by grade level. For grades 3-5, 180 minutes of synchronous instruction are required. For grades 6-12, 240 minutes of instruction are standard. HCDE’s Schools will meet the instruction model prescribed by each client school district. For example, if a district has the option to meet in-person or virtually, the parent may decide and HCDE will supply that preference. As staff engages with students, it will be essential for teachers and counselors to maintain personal contact with students’ parents and caregivers. Mays said HCDE is following both CDC and TEA health regulations. Sneeze guards will be provided for nurses and school administrative assistants. A minimum of three sanitation stations are set up at each school. Once in-person school is in session, trifold desk screens will be used in each classroom. Safety protocol is outlined and strictly followed at each campus. This week, Schools Division leaders met for professional development in preparation for return to school as teachers return Aug. 11 to get online professional development. Staff have been collecting student data and information to use in benchmark assessments for academics and behavior. Two of HCDE’s schools—Academic and Behavior School East and West—are for student populations which include children with autism spectrum disorder, emotional disabilities and developmental disabilities. Each student enters the new school year with targeted behavior and academic outcomes. At Fortis Academy, HCDE’s school for recovering youth, students will be engaged virtually through synchronous learning by teachers guiding them through content-specific lessons (math, English, science). Students at Highpoint, a school for adjudicated or troubled teens, will gain that same type of instruction. HCDE’s Teaching and Learning Center Curriculum Director for Digital Education and Innovation Dr. Colina Poullard will be assisting new and existing teachers for Microsoft Teams and Zoom platforms for instruction. She will be working with teachers on methods to engage special populations of students through virtual instruction. As teachers drop by their respective schools to receive their new laptops, Mays repeats a commitment to support them in the a very unconventional school year: “It’s a huge learning curve for our teachers,” said Mays. “We are meeting with our teachers next week and they will have our full support. We have been teaching through virtual learning platforms since the spring of last school year, but we continue to grow our skills.” Source: HCDE
Image of woman working on a laptop.
As virtual learning director Dr. Colina Poullard trains teachers at Harris County Department of Education’s Schools Division in upcoming weeks, she offers these tips. Three best practices can be applied by any teacher who is teaching virtually this school year:
  1. Set Virtual Classroom Norms/Expectations: Being taught through a virtual classroom can feel isolating for students. A good way to introduce structure and a sense of togetherness is to set norms. These include having a daily log-in time; only using the chat box for questions; and expecting students to have needed materials near their computer.
  2. Model Use of Tech Tools: Before expecting students to use tech tools, teachers should familiarize students with their location, function and use for each lesson.
  3. Chunk Lessons: It’s important that learners don’t feel overwhelmed during lessons without teacher support. Prevent this by introducing the overarching lesson, then splice the learning components into small bites.
(Dr. Colina Poullard is HCDE’s Teaching and Learning Center curriculum director for Digital Education and Innovation. She oversees HCDE’s online instruction program, an asynchronous, self-paced program offered for teachers who want to enhance their virtual teaching skills. A certificate is gained at the end of each of three courses. Her email is cpoullard@hcde-texas.) Source: HCDE
In late spring as school districts shut down from the pandemic, Choice Partners food co-op assistant director Trisha Prestigiacomo began to worry about how the districts would be able to feed hungry kids. Food is purchased through the co-op annually by school districts in the Harris County area for more than 85 million student lunches through contracts available through Harris County Department of Education’s Choice Partners cooperative. Although those food contracts were not interrupted by COVID-19, the needs of the districts changed as food service options went mobile. District co-op members needed easy to prepare and deliver food products so students might continue to be fed in their communities through federally funded programs. Curbside feeding was established at many districts. Demand for individually wrapped, thaw-and-serve and heat-and-serve items continued to increase. “School districts could use bulk products, but individually wrapped and easy to serve products were scarce and on short supply as manufacturers tried to meet demands nationally,” Prestigiacomo said. The phone calls and emails continued as some companies had problems keeping up with demand. Some manufacturing plants had to shut down due to COVID-19 outbreaks. Districts also continued to call, looking for prepackaged goods. As Prestigiacomo embarked on new territory via the school lunch frontier, she had an idea she thought might work. Her team created a survey which was sent to area school district clients. Based on need, the co-op put together a request for proposal (RFP) for the type of products needed by the districts, including individually wrapped items and meal kits created by food vendors for breakfast and lunch. Included in the RFP are personal protective equipment like gloves, face masks and sanitizer. The RFP products should be available after Aug. 19. An example of the meal kits includes a breakfast packaged with juice box, wrapped wholegrain muffin and raisins. A lunch might include a calzone, milk and a fruit bar. As early as August, many school districts begin the school year with virtual instruction. The conventional school cafeteria may no longer be an option for most districts due to COVID-19 risks. Students will continue to be fed, but many of those meals may be accomplished curbside or outside the school building, Prestigiacomo explained. On the flip side, some districts will have options for in-person instruction but will limit access to the cafeteria, opting to serve students in the classrooms or through restricted access to the cafeteria. Contracts will be in place so that school districts may order the products they need quickly from 29 vendors who were awarded based on their products and the needs of Choice Partners members. Delivery can be made directly to the district. Even though districts will still buy in bulk, meals will be portioned so they can be distributed on the go. “No one really knows what the big picture is, but everyone is problem-solving as we go,” she said. To date, co-op officials believe they are one of the first co-ops in the state to be proactive to attend to the COVID-19 specific needs of districts and municipalities seeking food service options on the go and coronavirus supply solutions, all in one RFP. The contracts can also mean measurable, fixed cost-savings for districts over food distributors, who typically mark-up pricing. “Even though this emergency feeding RFP was built based on COVID-19, the need could go on longer than expected with natural disasters that can occur,” Prestigiacomo said. Prestigiacomo predicts she will hear from some districts inside and outside of Harris County and perhaps in other states as they look for prepackaged goods to meet the unique needs of districts during COVID-19.
“Our districts can find the products they need now and later easily and buy them through legally bid contracts in order to feed their kids,” she said.
Choice Partners purchasing cooperative offers quality, legal procurement and contract solutions to meet government purchasing requirements. Food products are a vital part of the co-op as school districts and municipalities look for convenience and buying power. Jeff Drury, director for Choice Partners, oversees the full gamut of operations for the co-op, which includes construction job order contracting to consulting services. He is impressed by his staff’s ingenuity in the food co-op area of Choice. “These times and circumstances are unprecedented for everyone,” Drury said. “Trisha and her team are doing the things necessary to accommodate our members’ returning students and child nutrition staff to provide safe and nutritional meals.” (The 700-plus vendors in Choice Partners co-op offer services ranging from food supplies and equipment to construction job order contracting to consulting services. An approximate 1,500 members benefit from time and money saved, plus legally bid contracts. For more information about Choice Partners and the buying power through the co-op, go to http://www.choicepartners.org or http://www.hcde-texas.org.) Source: HCDE
Image of masked woman working on laptop behind a camera; courtesy of Shutterstock.
Preparing teachers to be virtual educators is a relatively new task for the team of education professionals who staff the Educator Certification and Advancement Division at Harris County Department of Education. Recent college graduates or second career seekers enrolling in the longstanding teacher preparation program can expect to be greeted through Zoom meetings by an assortment of veteran educators who will help them prepare to become in-person and virtual teachers. In the coming weeks, millions of students will go back to the classroom, but most of those classrooms will be in their own homes. ECA teachers-in-training will work virtually with the class of 2020-2021 until meeting their students in person.
“It’s a challenge as an educator preparation program,” ECA Director Lidia Zatopek said. “We are tasked with teaching our teachers how to be traditional educators but at the same time with COVID-19, we’re providing them with tools and strategies to use in a virtual setting. Those learning platforms vary district to district.”
ECA’s teacher alternative certification is a program designed for college graduates who decide to become teachers by gaining certification credentials. During the first five to 10 months, students train in small cohorts with veteran teachers who are also content experts in areas like math, science, bilingual education and language arts. Afterwards, the aspiring teachers gain positions in area school districts where they are paid while teaching. They continue to be mentored and trained. The division also provides personalized principal training and certification preparation. A superintendent training program attracts approximately a dozen students statewide each year. “Things are changing, and we have to adapt,” Zatopek said. As director, she brings several decades of leadership as a teacher, administrator and alternative teacher certification program veteran. Teaching educators to teach virtually is now embedded into the curriculum of the teacher alternative certification program provided by ECA. Zoom is used for face-to-face, virtual teaching. Moodle and Power School are used for asynchronous or module-based teaching which may be accomplished at any time. Integration of technology into instruction is taught throughout the pre-service and internship phases using smart boards, mobile devices and Web 2.0 tools such as Kahoot, Padlet, Nearpod, Ouizlet, and Google Docs. Educators gain the technology competencies along with skills like classroom management and curriculum planning. Another important element of teacher training is social-emotional learning, the process through which children and adults understand and manage emotions; set and achieve positive goals; and make responsible decisions. Social-emotional learning is a critical component in education as students, their families and teachers navigate COVID-19, Zatopek explained. She uses this social-emotional analogy to tell new teachers about selfcare in the profession: “When the plane experiences turbulence, the oxygen mask drops. You must put the mask on yourself before you can help your students,” she said. “Self-care is extremely important for teachers.” Zatopek urges teachers to keep a pulse on their emotional and mental health as they embark on this new school year. “It’s just as important for teachers to find places where they can get that support,” she said.  Classes for prospective teachers, principals or superintendents begin in September and information sessions are currently being held through ECA staff. For information about ECA’s alternative teacher certification program email hcdeacp@hcde-texas.org. For principal or superintendent certification or leadership training, go to leadnow@hcde-texas.org. Source: HCDE
Three children playing instruments.
An afterschool visit from two master gardeners transforms an elementary school outdoor garden into a science experiment. Through an afterschool drum practice session, students learn emotional safety. In an online afterschool chess program, young players gain social skills and self-confidence. Comprehensive afterschool programs which provide five-day, full care of students once school is over until parents pick them up are being bolstered by $550,787 in funding from the Partnership Project. Partnership Project supplies matching afterschool funding provided by Harris County Department of Education’s Center for Afterschool, Summer and Enrichment for Kids, or CASE for Kids, the Houston-Galveston Area Council, and the Texas Workforce Commission. Afterschool programs located in schools or other community sites may submit a request for proposal for the program which fills afterschool funding gaps through a unique collaborative between local, state and federal partners.
“We are so glad to have the ability to support school districts and not-for profit organizations that are committed to providing afterschool programming during these challenging times,” CASE for Kids Director Dr. Lisa Thompson Caruthers said.
Afterschool sites applying for funding must provide a 25 percent match for funding provided by the grant award. Grants range from $10,000-$30,000 per site. Because of the pandemic, CASE for Kids is considering in-kind support as acceptable for matching fund contributions.  Applicants using public dollars as their match contribution receive priority points on their application. The Partnership Project is a 20-year-old program which provides funding for comprehensive afterschool programs from Oct. 1, 2020, through July 31, 2021. Historically, programs providing direct care for youth from Monday through Friday with at least a two-year history of offering out-of-school time services to the community have been eligible for funding.  Due to COVID-19, local education agencies and nonprofit programs offering direct service, virtual or hybrid afterschool activities will be considered for funding. Comprehensive afterschool programs offering direct service for 12-plus hours receive priority points on their application. CASE for Kids supplies resources, training and funding for students in afterschool programs in schools, childcare families and community centers. In 2019-2020, CASE for Kids served 6,028 students and supported 2,632 educators. The goal of Partnership Project is to provide supplemental funding to comprehensive afterschool programs for disadvantaged students ages 4-12, or children with disabilities up to age 19. The program promotes social and emotional learning skills and increases support for academic programs which promote math and reading. The Partnership Project fills funding gaps with a variety of resources, including the CASE for Kids lending library which provides curricula, educational games, sporting equipment and STEM-based materials like robotics kits. Afterschool vendors affiliated with CASE for Kids specialize in academic focus areas that highlight math and language and social and emotional learning.
“Youth, more than ever before in their lifetimes, need the ability to engage with mentoring adults and peers though activities that spark their interest, build on school day learning and provide connections with others,” Caruthers said.
Deadline to apply for the Partnership Project RFP is Aug. 7 at 4 p.m. Visit https://hcde-texas.org/afterschool-zone for information and to apply. Source: HCDE
Image of Masked and gloved teachers fistbump small children..
The Harris County Department of Education Board of Trustees approved a $174.5 million budget for the 2020-2021 school year Wednesday, continuing programs and services that effectively support students, educators and school districts in Harris County. With this budget, HCDE maintains its business model, which preserves the integrity of its services to school districts. The budget also provides for ongoing support for HCDE employees through competitive compensation and benefits.
“We’ve worked for a fiscally responsible budget we can be proud of which is balanced, focused and appropriate,” HCDE Superintendent James Colbert Jr. said.
Property tax revenue, which amounts to less than $9 for the average Harris County homeowner annually, generates $22.6 million of the overall budget. The rest of the budget is funded by grants, fees, and revenues from HCDE’s business endeavors including its purchasing cooperative, according to Dr. Jesus Amezcua, assistant superintendent of business services. The HCDE budget, which is adopted yearly in July, is designed to allow the agency to be responsive to the needs of area school districts and the communities it serves. “We are proud of the budget we are presenting today,” Colbert said. “We believe it meets the needs of our organization while allowing us to continue to find and fill the gaps of educational services in Harris County.” The budget also accounts for support HCDE provided to districts, families and staff during the COVID-19 crisis. This spring, board trustees approved up to $250,000 to provide more than 25,000 meals to its Head Start families during the coronavirus lockdowns. “Because we Care” boxes contained non-perishable food items families need. During the second round of distribution, boxes also included books for students as well as personal protection equipment including masks, gloves and hand sanitizer. Head Start staff worked for more than eight weeks to distribute the boxes in three rounds, ensuring those who needed food over several months could take advantage of the program. “Our primary focus during the pandemic has been being responsive to the needs of our students and their families, our employees and the school districts we serve,” Colbert said. Earlier this year, HCDE trustees also appropriated $500,000 in funding for the Education Foundation of Harris County to provide grants to area school districts for pandemic-related projects. Approximately 53 proposals from 17 area school districts were submitted to fund items like iPads for students, instructional materials for teachers, student supplies, technology for students and staff, thermometers for health screenings and sanitation stations. Grant awardees will be announced next month. “HCDE stepped up to the plate to support our ISDs and help them through these unprecedented times,” Colbert said. “Superintendents had to make real-time decisions due to COVID that were not anticipated. These grants will enhance support for area districts’ students and staff.” Through contracts with area school districts, HCDE provides four special schools for students with emotional and intellectual disabilities and serves troubled youth and students recovering from addictions. Other educational services include school-based therapy for students in area school districts; afterschool services; adult education; and Head Start programs for infants through age 4. The organization also provides services for educators, schools and government entities including professional development, school safety audits, teacher certification, records management and a national purchasing cooperative. Source: HCDE
Image of CGD screenshot of six people on a web chat.
With a staff of six, HCDE’s Center for Grants Development (CGD) team prepares proposals to create new HCDE programs and expand existing ones. Since the pandemic’s March arrival in Houston, the center’s work has not slowed, and the team continues to meet deadlines. Staff members prepared 20 grant and bid proposals totaling $14.6 million. While many are still pending, a half million in funding has been awarded for proposals submitted during trying times. “It’s been an intense time for everyone, including the grants office,” CGD Manager Joyce Akins said. A bulk of CGD proposals help continue services critical to Houston-area families such as federal funding for Head Start/Early Head Start, adult education and afterschool. Headed by CGD Director Gayla Rawlinson Maynard, three other grant professionals, a funding researcher and a support staff apply their expertise. Their knowledge also benefits area school districts and their respective grant specialists.
“We host a District Grants Network which is comprised of grant specialists and others assigned to work on grants,” Maynard said. “This network offers the districts opportunities to share best practices and grant opportunities.”
Innovative services are made reality because of partnerships between community stakeholders. New programs come to fruition as grants provide funding. An example is the CASE for Kids grant from Houston Endowment. The $500,000 grant funds a new 2020-2021 online program for youth in afterschool as students investigate new hobbies and careers. In the process, students will earn badges in collaboration with local companies, nonprofits or foundations. The SuperMENtors Read program will receive funding this school year from a $7,020 Bank of Texas grant as male mentors adopt a pre-k class for the year and share books with the children. “We partnered with Educator Certification and Advancement and two school districts on a proposal to the U.S. Department of Education Teacher and School Leader Incentive Grant,” Maynard said. “We also worked with Center for Safe and Secure Schools and the Teaching and Learning Center to prepare bid proposals to area districts.” Staff also connects with funders and assists with sponsorships like the upcoming virtual School Safety Summit and Scholastic Art & Writing Receptions. Maynard would like HCDE employees to benefit from CGD services too. An e-newsletter called “Funding Opportunities” published weekly helps divisions find grants and opportunities to collaborate with other organizations. “Grants for Educators” provides opportunities to school districts and teachers. What are the qualities it takes to make a top-notch grants team? Director Maynard says excellent verbal and written communication skills are essential, along with top-shelf research skills and impeccable organizational abilities. It’s essential to understand the agency needing the funding and the organization offering the money. A good grant specialist also understands and executes complex instructions with fine-turned attention to detail. CGD Division team members are available for advice and questions through email during the pandemic. The team includes: Gayla Rawlinson Maynard, director, grawlinson@hcde-texas.org; Joyce Akins, manager, jakins@hcde-texas.org; Dr. Vida L. Avery, resource development specialist, vavery@hcde-texas.org; Sharvon Pipkins Kamaya, development coordinator,mailto:spipkins@hcde-texas.org; Kristal Johnson, development associate kjohnson@hcde-texas.org; and Illiana Gonzalez, secretary, igonzalez@hcde-texas.org. Source: HCDE
Image of 10 individuals on a web video call.
COVID-19 will have a lasting impact on the human resource landscape. Status quo processes like in-person hiring are a thing of the past. Shared technologies have streamlined HR processes. Platforms like Indeed, LinkedIn and Facebook are used instead of in-person recruitment fairs. HR recruiters meet candidates virtually through online platforms like Zoom. “Virtual recruiting has enlarged or changed the applicant pool to extend beyond the Texas borders,” recruitment coordinator Roxanne Torres said. Online trainings are expanding as school districts protect employees and make HR services more efficient. All staff will have the opportunity to view returning staff orientation at their leisure through a new learning management system being implemented by HCDE. “We will be using Blackboard as the platform to provide HCDE Returning Staff Orientation and future new employee orientation sessions,” Patty Menard, assistant director said. “This learning management system will allow us to track who has completed the survey without the employee having to submit proof to us.” HCDE employees are now receiving and signing documents electronically. Instead of sending mounds of papers, new employees get a general benefits overview list. HR benefits representatives Regina Johnson and Candy Sosa send back the employee’s check-listed documents.
“We are creative and continue to learn new things for efficiency,” Menard said.
The traditional HR communications pipeline has been the physical human resources office, says HCDE Human Resources Executive Director Natasha Truitt. The pandemic and social distancing has changed that practice to protect employee health. For example, questions about the switch from insurance company Aetna to Blue Cross Blue Shield will be handled this year through email and phone. Employees may request appointments with benefits staff through Zoom or Teams. Menard said HR continues to assist HCDE staff with individual needs during the pandemic, providing documents such as service records and employment verifications. HR personnel provide scheduled, on-premises services at Irvington. As the new school year approaches, safety and security for the approximate 1,200 employees is nonnegotiable.
“We have been working with Facilities on our pandemic re-entry plan and look forward to another productive year serving the districts and our education public as we make a positive impact on education,” Truitt said.
2020-2021 Human Resources Contacts for Employee Services: Executive Director: Natasha Truitt, ntruitt@hcde-texas.org Workers’ Compensation issues: Patty Menard, assistant director, pmenard@hcde-texas.org Benefits, health and wellness: Regina Johnson, rjohnson@hcde-texas.org and Candy Sosa, csosa@hcde-texas.org Employee recruitment: Kris Duke, kduke@hcde-texas.org, Laura Nilon-Williams, lnilon@hcde-texas.org, and Roxanne Torres, rtorres@hcde-texas.org Service records and employment verification: Ashley Barker, abarker@hcde-texas.org General questions: Monse Witine, mwitine@hcde-texas.org and Aleyda Lopez, alopez@hcde-texas.org Source: HCDE