Fix the Soil, Not the School: Why Sustainable Change Matters for Dobie

Texas Education Agency 2023 Accountability Ratings: Highlighting Austin ISD Schools Rated A and F

The views and opinions expressed in this piece are solely my own and do not represent the views, policies, or positions of Austin ISD or any affiliated organizations.

These past three weeks — filled with the turmoil of Dobie facing a high risk of closure, constant and often conflicting updates, shifting policies, and urgent advocacy efforts — have been a hyperbolic example of what it’s like to work at Dobie, or at a school like ours: centering kids, even at the expense of your own well-being. Late nights. Early mornings. Busy weekends.

While I’ve been pouring into our students and community, I also have two young children at home who need their mom. They deserve quality time with me, too. And too often, I find myself giving them what’s left — not what they deserve.

With the TEA’s recent extension delaying the board’s decision on Dobie’s future by a few more months, I’ve had time to reflect — not just on these past few weeks, but on the past several years. And it’s led me to ask: what was the number one thing, as a coach, that truly impacted our classrooms at Dobie?

Here’s what I’ve realized: schools like ours cannot thrive under debilitating pressure. It’s like expecting a plant to flourish without healthy soil. Year after year, we look at our spring crop and wonder why our plants aren’t thriving.

The answer is simple: it’s not the plant. It’s the soil.

Dobie's challenges aren't isolated — they are part of a larger systemic issue rooted in Austin’s historic East-West education divide, where schools serving primarily Black, Brown, and low-income students have long been under-supported, as clearly reflected in the accountability map above.

This systemic inequity leads Eastside schools like Dobie, Webb, and Burnet to feel trapped under the crushing pressure of state accountability ratings. Adding more pressure to perform next year — say, moving from an F to a D — demands unsustainable, Herculean efforts. And even then, educators are left wondering: Is my school safe? Will it be enough?
Or worse: Am I enough?

In this kind of environment, few teachers or administrators feel safe enough to take real risks unless they know there’s room for mistakes and growth. Yet any healthy system needs that space. It’s the foundation of true coaching culture and a real growth mindset.

Over the years, I’ve watched some of our most talented instructors walk away from East Austin schools after receiving years of failing test scores, even after pouring in immense effort and heart. I’ve seen others break their backs to achieve minimal growth — working after hours, on weekends, sacrificing time with their families for the needs of their students.

And let’s not forget the toll this takes on our physical health. Chronic stress and illness are closely linked. I've lost count of how many educators I've seen burn the candle at both ends — especially during testing season, which now stretches from January to May — only to compromise their immune systems and end up sick. This leads to teachers missing work, others scrambling to cover an already under-resourced school, and resentment simmering beneath the surface.

That’s not a healthy culture.
But we don’t have time to be sick.
We don’t have time to rest.
We don’t have time to thrive.

This isn’t about fixing Dobie. It’s about fixing the soil — fixing the system.

Austin ISD’s 2023 Equity Report Summary clearly outlines bold actions, and this moment demands exactly that. Bold action means building sustainable schools for our most vulnerable students and leading with equity in every tough decision. Today, Austin ISD still distributes resources based on enrollment — not on student or community needs. This model doesn’t work for campuses like Dobie and other underperforming Eastside schools, and here’s why:

• Many neighborhood students transfer to higher-ranked schools across town, often seeking better-resourced environments. This lowers enrollment numbers at Eastside campuses — and because funding and staffing are based on those numbers, it drains resources from the very schools that need them most.

• When students transfer out, the student population that remains often has greater academic, social, and emotional needs. Without enough staffing or support, it becomes harder to meet those needs — and standardized test scores suffer, feeding a vicious cycle of disinvestment and blame.

• High mobility rates make the problem even worse. Schools like Dobie can gain more than 250 new students in the middle of the year — many arriving after staffing is finalized in the fall. Yet no additional resources follow those students midyear, stretching teachers and support staff far too thin.

Expecting schools to succeed without adjusting for these realities is like asking a plant to grow without enough water, sunlight, or nutrients.

If we want true equity, we must fund schools based on what they need to thrive.

However, as a long-time East Austin educator, I know the most precious resource we need is unhurried time — time to build a sustainable school model and work toward a real legacy, not just another quick fix.

It may be hard to believe that something as simple as time is the key to such a complex puzzle. But it's not just about time itself — it's about the conditions that unhurried time creates. Time allows for critical thinking, thoughtful planning, playful learning environment, deep collaboration, and the building of a long-term vision. As Marie Beecham wisely says, Privilege isn’t the presence of perks and benefits. It’s the absence of obstacles and barriers. That’s a lot harder to notice. If you have a hard time recognizing your privileges, focus on what you don’t have to go through. Let that fuel your empathy and action.

In our context, the absence of constant crisis is a privilege. Schools need breathing room to thrive. One year isn’t enough to build a sustainable school environment. In my opinion, even two years isn’t enough under the current attacks on public education. The updated 2022–2023 STAAR test is harder and disproportionately impacts students who are already academically behind. Meanwhile, advocates are spending so much energy fighting to defend public education that we are in a state of survival, and there’s little time or space remaining to center making it better.

We need to reset the clock and start building toward a stronger, more sustainable future.

Dobie was in the middle of a stable year one before major disruption in the community occurred — ironically, two days before STAAR testing season. These last three weeks — marked by a rushed, high-pressure community engagement process — have been exhausting and harmful to the very community we serve.

When teachers are exhausted and scared, our students feel it too.

Our children deserve better. And so do the people who show up for them every day.

If we do not consistently lead with our values and vision, especially during challenging seasons, we risk ending up right back where we started, or worse: burning through the very talent we should be fighting to retain, eroding trust with our communities by reacting instead of responding, exhausting our teachers, and treating educators as disposable. High teacher turnover isn’t just bad for schools — it’s bad for kids.

I fear many of our most talented educators are already leaving. Even those who want to stay and fight alongside our community are reaching the same hard realization: I love my students. I love my campus community. I love my leaders. But I cannot thrive in a school with such high, unrelenting stakes — always living in fear of closure and job insecurity.

Please don’t get me wrong. I want our school open.
But if I had to choose between two more years of high-stakes survival or five more years of true sustainability, I  would choose the latter — even if it means finding a temporary home for our students and teachers while we build a better Dobie. Because that’s what our school community truly deserves — not just another chance at survival, but a new, healthy soil where we can finally flourish.

Trust, talent, and stability are the roots of a thriving school.

I firmly believe we move at the speed of trust. And right now, what we need to rebuild trust is time — time to heal the soil and reimagine something better.

Our community deserves a future where teacher and student growth are prioritized, schools are sustainable, and students can truly thrive.

Together, we have the power — and the responsibility — to change the story for every student on both sides of I-35.

📣 Calls to Action:

✨ If this resonates with you, please share this story. Elevating educator voices matters.

📧 Contact the AISD Board of Trustees and ask them to prioritize sustainability like the actions listed in the Austin ISD 2023 Equity Report, not just accountability: trustees@austinisd.org

🗓️ Attend an upcoming AISD Board Meeting on Thursday, May 22nd at 6pm to advocate for long-term investment in historically underserved schools: Board Regular Voting Meeting | Austin ISD

🤝 Support organizations and leaders fighting for equitable, sustainable public education in Austin. Learn more and support Austin Voices for Education and Youth (AVEY).

More Than a Test Score: Why Dobie Deserves a Future

A Moment of Hope in a Time of Uncertainty

At the 2025 Save Texas Schools Rally, Dobie Middle School Mariachi students stood on the steps of the Texas State Capitol and sang De Colores—a joyful, layered song celebrating unity. They had just learned their school might close at the end of the academic year.

And still, they sang.

It stopped me in my tracks: students showing up with beauty, hope, and pride in the face of deep uncertainty. For them—and all of us at Dobie—this school is so much more than a test score.

A School Full of Heart, Culture, and Growth

As the STEM Instructional Coach at Dobie, I witness something remarkable daily: a community of students, families, and educators creating something beautiful despite challenges that don’t always show up in data.

Yes, Dobie faces obstacles. But it’s also where creativity thrives, culture is honored, and academic progress is growing quietly. Dismissing that progress due to outdated metrics or political pressure is deeply demoralizing.

Dobie is not a failing school — Dobie has been failed by an accountability system that refuses to see the full story of our students and community.

The Threat of Closure—and What We Stand to Lose

Dobie is at risk of closure as part of the district’s response to state accountability pressure. If it’s Dobie today, who’s next?

We know what happens when schools like ours are closed: displacing students and redirecting promised bond funds won’t fix systemic issues. It will dismantle a thriving fine arts program, destabilize students already facing housing and language barriers, and erase gains made through consistent leadership and community investment.

We’re not asking for special treatment—we’re asking for a fair chance. Protecting Dobie is about protecting all schools at risk.

The Takeover Narrative: What’s Really at Stake?

Some argue that closure is necessary to avoid a Texas Education Agency (TEA) takeover due to Dobie’s multi-year “F” rating. That pressure is real. But what’s the cost?

State law allows a district takeover after five consecutive “unacceptable” ratings—but these accountability systems haven’t adapted to post-pandemic realities or the needs of high-mobility, multilingual campuses like ours.

Accountability matters. But it should be about supporting students — not punishing schools for the challenges their communities face.

Alternatives to Closure Exist

Other Texas districts have met TEA requirements without closing schools—and without relinquishing local control. Proven options include:

• Partnering with trusted local organizations 

• High-quality community-based transformation plans

• Sustained interventions under consistent leadership

These models demonstrate that meaningful turnaround is possible when districts invest in support, not abandonment. 

What Closure Doesn’t Solve

Closure may sidestep a state-level problem—but it inflicts real harm. It disrupts students—many refugees or new arrivals—and breaks trust between families and schools.

Research shows closures rarely improve academic outcomes. Instead, they often lead to drops in test scores, graduation rates, and long-term earnings—especially in marginalized communities.

Leadership Decisions: What Questions Must Be Asked?

🔹 Where was our Plan B? AISD was aware of the lawsuit to delay A–F ratings for years but didn’t appear to plan for the lawsuit’s failure. Where was the proactive strategy?

🔹 Where’s the accountability for failed support? Years of leadership turnover, external monitoring, and district-designed improvement plans didn’t deliver. Why should Dobie students bear that burden?

🔹 Why no backup beyond the LASO grant? Was Dobie’s future dependent on winning one highly competitive grant after the lawsuits were already in motion? Where’s the long-term vision for sustainability?

🔹 What happened to the 2022 Bond funds? Voters approved Dobie’s major modernization. The groundbreaking community ceremony was scheduled for this week—then abruptly canceled. Where is that money going, and how will AISD remain accountable?

A Campus in Transition—and on the Rise

Many of our students transition from dual-language elementary schools into English-only testing environments. Dobie has a 55% mobility rate, with over 250 new students arriving mid-year. Still, this year brought more consistent leadership and shared vision than we've seen in years. Progress is happening—but it takes time.

We are a community. We are educators, parents, students, and neighbors. Closing Dobie won’t fix inequities — it will deepen them. Our students deserve investment, not abandonment.

This is bigger than Dobie.

Schools across Texas — and the country — are facing the same harmful policies. But right now, we are fighting for our school, our students, and our community. What’s happening reflects a larger pattern across Austin ISD — and raises an important question for all of us: What kind of district do we want to be?

AISD’s own 2023 Equity Assessment confirmed what many in St. John, Rundberg, and North East Austin have known for years: Schools serving Black, Brown, immigrant, and working-class students have faced chronic underinvestment — despite navigating the greatest challenges.

That same report warned: that closing or taking over schools in historically marginalized communities risks deepening harm — especially without meaningful community engagement.

And yet here we are.

Dobie Middle School — a trusted home for immigrant, multilingual, and working-class families — is now at risk of closure or charter takeover. Not because of a lack of talent or care. However because of a flawed accountability system that reduces students to test scores while ignoring real barriers like housing instability, language transitions, and high mobility.

This decision is unfolding with:

→ Little transparency about our choices
→ Rushed community engagement — all during STAAR testing
→ And a voter-approved modernization project for Dobie — with a groundbreaking ceremony scheduled for this week — suddenly canceled.

This isn’t just about Dobie’s future — it’s about trust, justice, and the kind of district our students deserve.

AISD’s own Equity Assessment called for more investment in community school models like Dobie — not less. These models work because they meet students and families where they are, providing real support, not punishment.

We believe there’s still a choice:
→ To honor commitments
→ To center community voice
→ To invest in students, not displace them

What We’re Asking For

We’re not asking to be excused. We’re asking to be seen—in full context, with care.

We ask for:

• An equity-centered turnaround model that keeps Dobie public and partners with trusted community organizations (Austin Voices and ACE) 

• Transparency and community input on the 2022 Bond funds

• A full accounting of whether closures truly help students—or simply relieve political pressure

• Answers to the questions above (Leadership Decisions: What Questions Must Be Asked?)

Let’s Lead with Courage, Not Compliance

The question isn’t whether AISD is under pressure—it’s how we respond without abandoning our values or our most vulnerable students.

Dobie deserves investment, not erasure. If we get this right—not just for Dobie, but for any school under threat—we create a blueprint for ethical, community-centered transformation.

Just like our new Roadrunners football team, we’re building something great. They haven’t had time to develop fully—but the foundation is there. With support and consistency, they’ll improve.

You wouldn’t pull a team off the field in the first quarter. Don’t pull the plug on Dobie now.

This is bigger than Dobie.

This is about what kind of district we want to be.

Do we want to be a district that abandons schools facing the greatest challenges — or a district that invests in their success?

Dobie is ready to rise. Our students are ready to rise. We need leadership willing to rise with us.

#SaveDobie #SiSePuede #DobieStrong

These reflections are my own and do not represent the official stance of AISD.

📣 How You Can Help

🗓 Public Comment Opportunities:

• Sign the Petition: https://chng.it/KfK6Lw7sVT

• Board Info Session: Thurs, April 10
  Sign up to speak or record a message by calling 512-414-0130
  (April 9 from 3:30–4:45 p.m. or April 10 from 7:45 a.m.–4:30 p.m.)

• Community Meeting: Mon, April 14 at Dobie Middle School, 5:30 p.m.

• Board Public Hearing: Thurs, April 24 at 5:30 p.m.

📧 Email the AISD Board of Trustees: trustees@austinisd.org
🔗 More info: austinisd.org/board/meetings

📚 Sources & Research for Further Reading

1. National Education Policy Center – Do School Closures Work?

2. University of Chicago – School Closures and Long-Term Student Outcomes

3. Intercultural Development Research Association (IDRA) – Equity in Accountability

4. Houston Chronicle – Wheatley HS Turnaround Avoids Closure

5. 2024 Austin ISD Equity Report: https://www.austinisd.org/organizational-transformation/equity-assessment

6. Research on the impact of school closures:

• “The Effects of School Closures on Student Achievement” – A report by the National Bureau of Economic Research examining the long-term consequences of school closures on students' academic performance.

• “The Economic and Social Impact of School Closures” – Brookings Institution, which discusses the broader effects of school closures, including educational and social costs.

7. The Texas Education Agency (TEA) accountability system:

• Texas Education Agency, “Accountability Ratings” – Overview of the TEA's accountability ratings, including the policies that determine when a school is at risk of closure or state takeover.

• “Understanding the Texas Accountability System” – Texas Education Agency resources explaining the accountability and rating system used to determine school performance.

8. Impacts on marginalized communities:

• “School Closures, Segregation, and Equity” – American Educational Research Journal – Examines the disproportionate impact of school closures on marginalized communities and communities of color.

• “Educational Inequality and School Closures in the U.S.” – The Century Foundation – Discusses how school closures exacerbate racial and socioeconomic inequalities.

9. Alternative school improvement models:

• “Community Schools: A Strategy for Raising Student Achievement” – The Center for American Progress – A report on how community-based schools and partnerships can improve educational outcomes without resorting to closures.

• “Community Schools and Transformative Education” – The Learning Policy Institute – Discusses models of community schools that have helped stabilize schools in high-need areas.

10. General reports on public education and its challenges:

• “The COVID-19 Pandemic’s Impact on Education” – National Center for Education Statistics (NCES) – A comprehensive study on how the pandemic affected education, particularly in terms of achievement gaps.

• “The State of Texas Public Education” – Texas Association of School Administrators – Provides insights into the challenges Texas schools face, including funding, leadership turnover, and the impact of accountability systems.

To My Daughter

To My Daughter

You may not remember this chapter,

but your body will,

as our ancestors’ bodies remembered.

Water never forgets its form—

and our veins carry their pulse.

To Our Teachers,

May you find strength

shouldering this shared call,

honored by all who know

what it is to stare terror in the face

and reply, Not today.

To the Parents,

We, with no perfect answers,

but hearts that break for our children—

we cry openly,

then rise each dawn,

meet the day with dignity,

and stand tall.

To the Children,

Born into storms and fire,

you come knowing more than we did.

May you keep that spark—

a light that finds courage in kindness,

strength in softness,

and remembers the song we are still learning to sing.

To My Heart,

You feel split in two,

a chasm deep and endless.

Yet love fills that depth,

bit by bit,

as community finds its way to the bottom,

until the emptiness shrinks,

and love overflows—

onto our children,

our teachers,

our families,

our communities.

To the Ancestors,

Who walked so we could stand,

who dreamed so we could strive.

We call on you now—

that your love may flow through us,

carving new rivers

of strength, of healing,

of hope for those who come after.

And then we find—

it beats once more,

in time with our grandmothers’ song.

#Love #Beautiful #Family #Strength #TogetherWeRise #MindfulLiving #Healing #MentalHealthAwareness #CollectiveHealing #WellnessCommunity#AncestralWisdom#GenerationsOfStrength #CommunityLove #SupportLocal #SocialJustice #ForOurFuture #PoetryCommunity #WritingToHeal #MicroPoetry #SpilledInk #WordsWithSoul

Nurtured Roots Wellness Collective

Nurtured Roots Wellness Collective

Welcome to Nurtured Roots Wellness Collective!

In a busy world, it’s easy to lose touch with yourself. That’s why Nurtured Roots is here—to offer support as you reconnect with your mind, body, and spirit. We’re more than a wellness community—we are a collective of practitioners focused on holistic coaching and healing arts practices designed to help you grow in meaningful ways.

Our Approach

At Nurtured Roots, we believe true well-being is about more than just quick fixes. It’s about nurturing every part of who you are. Our name reflects this: “Roots” represent the foundation of your well-being, while “Nurtured” emphasizes the care and empowerment we provide. With a blend of ancient wisdom and modern practices, we focus on guiding you toward lasting growth and resilience.

Online Holistic Coaching

Our coaching sessions are tailored to your unique journey, offering personalized guidance that considers all aspects of your life—mental, emotional, and spiritual. Our online coaching is accessible wherever you are, supporting you through life’s challenges and helping you discover your potential.

Wellness Practices

In addition to coaching, we offer a range of wellness practices that align with your path to self-discovery. From energizing yoga classes to mindfulness workshops, each experience fosters inner strength and balance, both in person and virtually.

Community and Connection

We believe that growth is more powerful when shared. Our community brings together people who are on similar journeys, creating a supportive environment where you can connect, learn, and grow alongside others. Whether through group classes, workshops, or simply engaging with others, you will find a sense of belonging here.

Join Us

Nurtured Roots Wellness Collective is your space to explore, heal, and thrive. Whether you’re seeking online coaching, wellness practices, or a supportive community, we’re here to help you nurture your roots and grow into your fullest self.

Welcome to Nurtured Roots—where your well-being journey begins. 🌱

Follow here to be a part of the story: https://www.instagram.com/nurturedrootswellness

My Yoga Philosophy

Yoga is a profound practice that originates from the Sanskrit word Yuj, meaning "yoke" or "union," and has ancient roots in South Asia. It has transcended cultural boundaries and is now widely embraced in various cultures worldwide. However, it is crucial to recognize and address the issue of cultural appropriation, especially in Western yoga practices.

As a yoga teacher in Texas, I humbly acknowledge the paradox of being a white practitioner in a diverse cultural landscape. My initial exposure to yoga came during my teenage years through meditations led by my Buddhist high school coach in a small Texan town. Since then, I have been fortunate to learn from a lineage of dedicated yoga practitioners and honor their ancestral and historical contributions. Some of my teachers include Shawn Kent, Kielly Wolters, Shanti Kelley, Iva Drtina-Hall, Jenn Wooten, Collette Ouseley-Moynan, and Deb Flashenberg.

For me, yoga is not confined to an hour on the mat; it is a sacred philosophy and a way of life that deserves the utmost respect and understanding. I am committed to being a lifelong learner, continuously deepening my practice, and cultivating cultural responsiveness and respect. Embracing a growth mindset, I aim to evolve my comprehension of yoga's history and origins.

My coaching practice is dedicated to nurturing givers and healers, including creatives, parents, and educators. I commit to being inclusive and culturally responsive to individuals who have experienced trauma, people with disabilities (like myself as an adult-diagnosed ADHDer), individuals of color (even as a white practitioner), and members of the LGBTQIA+ community (I identify as a late bloomer bi-gal). My goal is to offer ancient wisdom and healing to my local community, enabling them to radiate their light and inspire positive change.

In summary, my yoga philosophy revolves around genuine respect for yoga's origins, an ongoing commitment to learning and cultural responsiveness, and a sincere desire to bring healing and ancient wisdom to all members of my diverse local community. Together, we can foster an inclusive and transformative space where everyone can find solace and growth through the practice of yoga.

-H. E. Wong

Gremlins

Photo taken in Akureyri, Iceland by Heather Wong in June 2018.

For context: this is a self-reflection that came out of my fieldwork after my first coaching session with Buck Dodson. To my first coach/teacher/cheerleader/queer ally, Buck: thank you for reflecting on my talents, holding space, and guiding me through life-changing somatic practices that changed the trajectory of my career as a healer and coach.

Gremlins

I am a big believer in seeking out support when the answer or the need is not readily available.  Of course, this hasn’t always been the case with me.  It takes courage to ask for help, especially when it comes at the price of being vulnerable and giving up control.

For context, I can be a CONTROL FREAK who likes to micromanage every detail of my life (including those around me if I am not checking myself).  Also, I tend to have some persuasive thoughts that I call thought gremlins. Gremlins, to me, are the internal voices that pop up. Imagine a heart-shaped red light saying, “Stop! Risk ahead! I am just looking out for you, boo.” They tend to function as protectors and have a fear-based message. For example, my thought gremlins can talk me out of sharing my struggle and being open.

Enter my first thought gremlin. This one is small, young, and quite paranoid: “You sure you want to reach out to them? It seems like a bad idea…” or sometimes my objective, conservative, and detached lawyer-like thought gremlin pops up and questions my worth: “You are spending a lot of money on self-care this month.” For context, these specific thought gremlins are saturated in whiteness and have masculine energies, but I also have feminine ones of all races and ages that pop up. I also have gremlin-killers, usually Black and beautiful with a feminine demeanor and powerful energy.  

But most of the time, my loudest thought gremlin is hardcore judgmental like that bitch, Karen. This one likes to scare the shit out of me using threats and manipulative lies - as most bullies do - and like most bullies, this gremlin has the most obnoxious voice of them all: “No one likes you, you know? They just tolerate your presence. Why would they want to be friends with you? They don’t care about you or your stupid ideas.”  (How juvenile is Karen’s voice and argument, by the way.)

Enter the new and improved Heather 2.0.  She doesn’t ask for permission to share her mind or needs, and she is ready to kick some ass! I wish…

Remember, my gremlin-killer is Black and beautiful with a femme demeanor and powerful energy - think Nicki Minaj. This voice comes in like a hurricane and is a badass bitch with no time for haters.  The only thing is she has a LOUD voice, is independent to a fault, and is somewhat elusive and mysterious. Super hot, right? (I’ll write another blog post on her later.)   It’s that gremlin-killer persona that I want to embody and tune in to but lack the trust needed to accept it openly and trust its voice. (Notice my lawyer-like detached gremlin jumped in there. It is good at detaching and objectifying my ideas).