Spring 2015 ATPE News by Association of Texas Professional Educators

PLANNING A TRIP?

PLAN WITH SAVINGS IN MIND!

As an ATPE member, you have access to discounts on hotels, rental cars, theme parks, vacations, and cruises. So, when you plan your summer vacation, make sure you explore all the savings and benefits that come with your ATPE membership.

These ATPE partners offer discounts to members.

TEXAS LEGAL P R O T E C T I O N

P L A N

Check out the many ways you can save with ATPE at www.atpe.org.

S P R I N G

2 0 1 5

■

V O L U M E

3 5

■

N U M B E R

special sections

ON THE COVER

Regional Roundup

2015 ATPE Summit

Why I Volunteer

Your ATPE

Get ready for ATPE’s annual conference, July 7-10, in Austin.

ATPE-PAC honor roll · Family Album · 2015 Political Involvement and Training Day

THE FACES OF IMMIGRATION

mmigration is a hot topic across the country, but how does it affect Texas educators? ATPE News goes inside the classroom to look at how bilingual educators are turning challenges into opportunities for Texas students. PAGE 24

features

departments 4 5 8 30 32 43

President’s Message Calendar Recipe for Success Student Spotlight Members Speak For the Record

16 What Is a Professional Learning Community? Implementing a professional learning community helps schools

columns

increase collaboration and get results. Find out how to make the professional learning community model work for your school.

20 Lower Valley, Higher Education PHOTOS BY JOHN KILPPER AND JEAN SCHLITZKUS

spring 2015

E arly college high school students work hard to earn college degrees alongside their high school diplomas. ATPE News explores this growing trend and takes a look inside Clint Early College Academy.

Texans on Education Controversial new math standards are a challenge for some students and teachers

Your Ally. Your Voice. ATPE members make their voices heard at the Capitol

atpe.org | 3

president’s message

The official publication of the Association of Texas Professional Educators

ATPE’S DIVERSITY IS ONE OF ITS GREATEST strengths. We have members across the state of Texas. We’re urban. We’re rural. And we represent all Texas educators. Our inclusive philosophy is one important reason we have been granted a high level of access to decision-makers at the state Capitol (and the fact that we are nonunion doesn’t hurt, either). Last month, when we visited the Capitol for Lobby Day, more than 400 ATPE members, board members, and staff were there, meeting face to face with 181 Texas senators and state representatives. (And by the way, when you’re a member of ATPE, your hard-earned dollars stay right here, supporting advocacy in Texas, whereas many of our competitors are sending educators’ dues to national unions in Illinois, New York, California, Michigan, or Wisconsin.) As your president, I want you to know exactly what your organization is doing for you—especially at the Capitol. ATPE is working hard to advance Texas public education by encouraging legislators to:

STATE OFFICERS

Richard Wiggins President, Boerne (20)

Cory Colby Vice President, Willis (6) Julleen Bottoms Secretary, Corsicana (12) Carl Garner Treasurer, Mesquite (10)

Ginger Franks Past President, Pineywoods (7)

Michael Sweet Pharr-San Juan-Alamo (1)

BOARD OF DIRECTORS

Cesarea Germain Corpus Christi (2) Andy Erdelt Palacios (3) Ron Fitzwater Alvin (4) Bill Moye Warren (5) Judi Thomas Willis (6) Janie Leath Nacogdoches (7)

Jimmy Lee Paris (8)

Kristi Daws Jacksboro (9)

Jackie Davis Garland (10) David Williams Keller (11)

Jason Forbis Midway (12)

Jayne Serna Leander (13)

Tonja Gray Abilene (14) Darlene Kelly Ballinger (15)

Dawn Riley Bushland (16)

Lynette Ginn Hale Center (17)

Bridget Loffler Odessa (18)

Socorro Lopez San Elizario (19)

Tina Briones San Antonio (20)

ATPE STAFF

Gary G. Godsey Executive Director

Alan Bookman Deputy Executive Director Elaine Acker Marketing & Communications Director

1. Increase funding for public schools ATPE NEWS STAFF

Gary G. Godsey Executive Editor

3. Reduce high-stakes testing

Elaine Acker Editor

4. Oppose vouchers and any legislation that attempts to privatize public schools

John Kilpper Art Director

Leslie Trahan Managing Editor

5. Support educator quality initiatives, including revamping the State Board for Educator Certification In addition to working toward these priorities, our legislative team monitors any new bills filed throughout the session to see how they will affect you and responds appropriately. Texas is a proud state. We’re fortunate to enjoy a strong economy that attracts new businesses, and it only makes sense that we would invest in our teachers and our public schools to give our children a better future. Mirabeau B. Lamar, the third president of the Republic of Texas (elected in 1838), wrote that “education is the guardian genius of democracy.” That’s as true today as ever.

Erica Fos Senior Graphic Designer Jean Schlitzkus Staff Writer/Editor

ATPE News contains legislative advertising contracted for by Gary G. Godsey, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE. ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring and summer. Subscription rates: for members of the association, $3.32 per year (included in membership dues); non-members, $10 per year. Extra copies $1.25 each. Published by the Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin, TX, 78752-3792. Periodical Postage Paid at Austin, Texas and at additional mailing ofﬁces. POSTMASTER: Send address changes to ATPE News, 305 E. Huntland Dr., #300, Austin, TX, 78752-3792. Advertising rates may be obtained by sending a written request to the above address. Opinions expressed in this publication represent the attitude of the contributor whose name appears with the article and are not necessarily the ofﬁcial policy of ATPE. ATPE reserves the right to refuse advertising contrary to its purpose. Copyright 2015 in USA by the Association of Texas Professional Educators ISSN © ATPE 2013 0279-6260 USPS 578-050

Richard Wiggins ATPE State President P.S. Did you know that you can join ATPE early for the 2015-16 school year? Membership is now open. You can make your life much easier in August by joining or renewing and updating your information now.

4 | atpe.org

305 E. Huntland Dr, Suite 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) • (512) 467-0071 atpe.org • atpe@atpe.org

atpe news

<© IMAGE DESCRIPTION/COLLECTION/THINKSTOCK>

2. Offset teachers’ healthcare costs

calendar

March

Texas History Month

2 Texas Independence Day

2 Application/entry deadlines: Educator of the Year, Local Unit of the Year, Campus Representative of the Year, and Sam Houston Award for Political Involvement

2-6 Texas Public Schools Week 8 Daylight Saving Time begins (turn clocks ahead one hour) Learn more about ATPE awards and grants. www.atpe.org/en/ About-ATPE/AwardsGrants/Get-Recognized

15 State officer nominations and proposed bylaws amendments and resolutions due in state office

17 St. Patrick’s Day 21 Region 1 meeting (McAllen); Region 12 meeting (Waco) 26 ATPE Connect: McAllen 28 Region 15 meeting (Del Rio); Region 6 spring meeting (Huntsville)

April

Autism Awareness Month

3 Good Friday (state office closed)

11 Region 14 meeting (TBD); Region 13 convention (Austin) 18 Region 4 spring assembly (Houston); Region 18 spring meeting (Odessa) 21 San Jacinto Day 24-25 Spring committee meetings: ATPE-PAC, Bylaws, Legislative, Resolutions, and Public Information

May

Follow ATPE on Pinterest for great classroom holiday ideas. www.pinterest.com/ atpe

National Physical Fitness and Sports Month

1 ATPE-PAC donation deadline for William B. Travis and Stephen F. Austin honors and the Davy Crockett Fundraising Challenge

2 Region 10 meeting (Garland); Region 11 spring meeting (Grapevine) 4 Region 9 meeting (Wichita Falls) 5 Cinco de Mayo 9 Region 20 meeting (San Antonio) 10 Mother’s Day 15-16 ATPE Board of Directors meeting 22 Memorial Day (state office closed)

Donate to ATPE-PAC online. www.atpe.org/en/ pac-donate

call (800) 777-2873 to be put in touch with your region officers red dates indicate atpe deadlines

spring 2015

atpe.org | 5

regional roundup

here are more than 1,000 school

districts in Texas,

and each one has success

MA O H A KL

stories. Regional Roundup highlights some of the achievements happening

in our public schools. When something special happens in your school

LUBBOCK

district, let us know! Send news to comm@atpe.org.

5 LONGVIEW

2 3

ODESSA

WACO

4 6

FORT BEND

UVALDE

M 6 | atpe.org

ICO

MCALLEN

atpe news

REGIONAL ROUNDUP:

HEADLINES FROM ACROSS THE STATE

L Subbock an Antonio students students’ craft and deliver experiment blankets to senior heads citizens to space

Evans An experiment Middle School designed National by students Junior Honor from Hobby Middle Society members School brought will be holiday included cheer onto a missionneighbors elderly to the International over the holidays. Space Station. Students The and cut young tiedscientists 30 fleeceare blankets investigating for residents the growth of Golden of crystals Age Nursing in outer Home. space. www.lubbockisd.org http://nisd.net

PHOTOS COURTESY OF 1. LUBBOCK ISD; 2. INTUITIVE SURGICAL; 3. WACO ISD; 5. GRANT WOODSON; 6. UVALDE CONSOLIDATED ISD

O Dallas dessaISD students outpaces operate other urban school da Vincidistricts Robot on AP exam

Students Recent Advanced at Odessa Placement High School (AP) were exam given results the chance showtoDallas “test drive” ISD is outperforming the da Vinci Robot other large surgical system. urbanThe districts. sophisticated A minority robotic studentexpands system in Dallassurgeons’ ISD is more capabilities. than twice as likely to earn Students sat at a qualifying the instrument’s score of control three or higher and center on an operated AP exam the asrobotic compared arms. to other large U.S. urban school www.ector-county.k12.tx.us districts. https://thehub.dallasisd.org

3 3

Waco elementary student returns Canutillo football lost cash coach Kericwins Donahue-Perez returned $215 he found 100th game

in a book High he borrowed fromFootball his teacher’s Canutillo School Head personal library. The reached money was long-lostin Coach Scott Brooks a landmark Christmas that September,cash when hehis ledfourth-grade the Eagles toteacher, their ATPE Devin Culpepper, hadasreceived 100th member win. Brooks began his career head when was nineHigh yearsSchool old. in 1999. coachshe of Canutillo www.wacoisd.org http://canutillo.ss6.sharpschool.com

F San ortAngelo Bend students middle school recycle ugly to receive shoes to help support students frominthe need Student CouncilW. members at Ridge Point George Bush Institute High SchoolISD’s were Robert amongE. student groups at San Angelo Lee Middle four Fort schools to take part to in the School is Bend one ofISD three schools selected “Ugly Shoes” recycling program. In all, more receive help implementing high-quality, than 3,900 pounds of shoes recycled. research-based strategies forwere advanced

spring 2015

The Shareddata Dreams program receives reasoning, management, dropout40 cents per pound and applies toward prevention, and instruction inprofits reading, the purchase of supplies for students in need. writing, and math. It’s all part of the George www.fortbendisd.com W. Bush Institute’s Middle School Matters (MSM) program. Longview band earnswww.saisd.org 65th

5 5

straight UIL honor The Longview Amarillo High school Schooldistrict Lobo Band earned a first division rating from judging panel to bring recognized foraenergy efficiency home its 65th consecutive “superior” University Amarillo ISD received a $181,609 rebate Interscholastic League Marching Contest from Xcel Energy for upgrading heatingrating. With the top honor, the “Big Green Marching and air conditioning systems and installing Machine” maintains thelighting. state record for more energy-efficient The energyconsecutive superior a state contest. efficiency efforts are ratings part of in the 2013 school http://w3.lisd.org bond program. www.amaisd.org

6 6

Stability balls improve Uvalde students’ College Station focus student earns Benson Elementary teachers Jessica highest-possible score onTijerina ACT

and Mello received the A&MKaci Consolidated High grants Schoolfrom senior Shilpa Cactus Jack Foundation and used the money Saravanan earned the highest-possible to replace students’ chairs with stability score on the ACT exam. Saravanan earned balls. The teachers say36the balls have a composite score of onstability the exam. helped students theirstudent focus in Saravanan is the improve third CSISD toclass. score a composite score of 36 in the www.ucisd.net last two years. www.csisd.org

7 7

McAllen elementary students are Laredo students firstelementary percussionists in U.S. Border newname drum new corps Elementary Patrolstudents horse are learning to drum

as members ofstudents McAllen’s new Theodore Fourth-grade from Clarence L. Roosevelt Elementary Drum Corps. The Milton Elementary School in Laredo selected program thanks to Boys and Girls Club the nameisWhisper forthe a new U.S. Border After-School Patrol horse. Program on campus, run by James Arredondo. www.facebook.com/laredoisd www.mcallenisd.org

atpe.org | 7

recipe for success

By Michael Sweet, Carman Elementary School, Pharr-San Juan-Alamo

In the world of standardized testing, Michael Sweet is a super STAAR. He is a 10-year ATPE member.

Make Preparing for STAAR Fun

hat dreaded time of year is almost upon usâ&#x20AC;&#x201D;the time when our students take the STAAR test. Although the standardized assessment mainly uses multiple-choice questions, there are many ways we as educators can prepare our students for STAAR testing aside from using worksheet after worksheet, drill and kill, and benchmark after benchmark. In addition to teaching the students grade-level TEKS, you can also teach a few testtaking strategies they will use throughout their school careers, teach them to be confident, and above all else, teach them to relax.

8 | atpe.org

atpe news

When preparing students for STAAR, keep these things in mind: 1. Use hands-on activities and labs, and try to think of ways to allow students to explore each standard. 2. Plan for vocabulary enrichment. To help students understand what they are learning, ensure that they build up the necessary vocabulary through word walls and vocabulary activities. Reinforce vocabulary by using games as “fillers” throughout the day. 3. Give students the opportunity to read text with the purpose of gathering information. This practice will help students prepare for both the Reading STAAR and the Science STAAR tests.

Other tools we as educators can use to help prepare students for STAAR are: •F oldables. These graphic organizers can be used for skill reinforcement, practice, and information organizing. They provide a kinesthetic tool for organizing and analyzing learning. • Lapbooks. More than just notebooks with collections of worksheets, lapbooks are diagrams, minute books, and other paper manipulatives customized to emphasize their subject. • Interactive journals. In interactive journals, students record the day’s lessons and work on one side and their reflections and creative applications on the other. Use interactive journals to extend a student’s thinking about a concept learned in class.

Try these technological tools: • Use a flashcard maker like Quizlet to challenge your students. Quizlet is a free website that provides learning tools, including flashcards and study and game

spring 2015

modes. There are many tools already available, but if you can’t find what you need, they are easy to make. • Interactive quiz programs like Kahoot provide a fun way to help students learn. Kahoot is a collection of questions on specific topics. Created by teachers, students, businesspeople, and social users, the questions are asked in real time to an unlimited number of “players,” creating a fun and social learning environment. • Educational apps such as Math

Animations and Discovery Education can help prepare students for STAAR. Encourage students to use these kinds of apps by emphasizing their “fun” component over the educational aspect. Preparation for the assessments typically takes place during the school day, but we need to show students that they can prepare outside of school. They may already be doing it and not even know it! I hope these tips help ease your stress for the upcoming STAAR assessments. Keep Calm and STAAR On!

Scan the QR code or read this article online at www.atpe.org/News/ATPE-News-Archives for the link to a complete list of helpful tools. Do you have a curriculum idea to share? Email Recipe for Success entries to comm@atpe.org.

atpe.org | 9

Texans on education

by Morgan Smith, Texas Tribune Reporter

New Math Standards a Hurdle for Some Students and Teachers

As parents and educators question whether the rigor of the new curriculum is developmentally appropriate, school officials are reporting that they lack the resources to help teachers learn the new material.

Alison Howell was shocked when she noticed that her third-grade daughter was failing math after just six weeks of class. “I really was thinking, well, this isn’t right. If a child who isn’t having a behavioral problem, and who is listening, and we know is doing her best and successful in other subject areas, she shouldn’t be failing,” said Howell, whose daughter attends school in the Nederland Independent School District in Southeast Texas. Howell soon learned that her daughter was not alone in her struggles. Her daughter’s teacher explained that a new, more rigorous math curriculum was now in Texas elementary and middle schools. Students were now required to learn some concepts as many as two years sooner. Instead of memorizing multiplication tables in fourth grade, students do it in third. Lessons on fractions previously taught in fourth grade have moved to third grade. Learning to use a protractor to measure and draw an angle now happens in fourth grade instead of sixth. State education officials adopted the revised standards in April 2012 after a regular review of curriculum showed a need to better prepare students for high school and college, said Monica Martinez, an associate commissioner at the Texas Education Agency. Among the new requirements, which were developed over a two-year period, are teaching advanced concepts intended to promote the mathematical reasoning students need for higher education. “There was a feeling that in order for students to be competitive and successful, we really needed to ratchet up the rigor of those standards and ensure we were holding students to at least the level of expectation in other states and other countries,” Martinez said at a November State Board of Education hearing. Three months into the school year, the transition has proved challenging. As parents and educators question whether the rigor of the new curriculum is developmentally appropriate, school officials are reporting that they lack the resources to help teachers learn the new material.

Because of the transition to the new curriculum, fifth- and eighth-grade students will not be held back if they fail their state math exams this year, the state education commissioner, Michael Williams, announced in August. But some educators have called for the state to do more to ease concerns in the classroom, including the removal of student performance on math exams from school accountability ratings. “The pace and the concepts are too much. We have children in classrooms who are stressed trying to understand concepts they are not ready for,” Andrea Gonzales, an elementary school principal in Wimberley, said at the November meeting. Other school officials said they had struggled to train teachers in the curriculum before the school year began. “I don’t think anyone ever dreamed that we had teachers at the elementary level or middle school level who can’t teach the higher-level math. Then school districts are having to scramble to find ways to teach the teachers,” said Michael Seabolt, the superintendent of Louise, a small district about 90 minutes south of Houston. He has begun circulating a resolution to school boards, drawing attention to the challenges presented by the new standards. Some larger districts, including Alief in Harris County, were able to better prepare for the transition. Before the state had even adopted the new standards, Alief began changing its curriculum, said Earl Snyder, the district’s elementary school math coordinator. Synder said he supported the new math standards, but that school districts needed more time to put them in place. “Our kids can do it,” he said. “We just need a timeline that’s reasonable to bring it into the classroom.” Read this article online at www.atpe.org/ en/News/ATPE-News-Archives for links to additional resources.

This article was originally published by The Texas Tribune and appears here unedited. 10 | atpe.org

atpe news

Official Notice of the 35th Annual MEETING OF THE ATPE HOUSE OF DELEGATES The ATPE House of Delegates (HOD) will meet during the 2015 ATPE Summit this July 7–10 at the Austin Convention Center. HOD proceedings, including state officer elections, will occur July 9.

The wording of proposed bylaws changes will be published in the Summer 2015 ATPE News and made available at atpesummit.org at least 45 days prior to the HOD meeting.

Please visit atpesummit.org for more information about the summit and the HOD, including delegate certification information.

This notice is published pursuant to Article IX, Section 4, of the ATPE State Bylaws.

June 15-17, 2015 • Irving Convention Center

LEARN MORE BY SCANNING:

h INNOVATIVE DIGITAL LEARNING SESSIONS h FORWARD-THINKING IDEAS AND STRATEGIES h READY-TO-IMPLEMENT SOLUTIONS h INTEGRATING BLENDED LEARNING

SAVE!

h TECHNOLOGY LEADERSHIP h TEAM/CAMPUS DISCOUNTS

www.txascd.org

your ally. your voice.

by Jennifer Canaday, ATPE Governmental Relations Manager

Destination: Legislative Success ATPE Brings Advocates for Education to the Capitol Steps

While many organizations hold rallies and schedule Capitol visits while the legislature is in session, highquality training and the emphasis on ATPE’s collaborative, professional philosophy help make ATPE’s Lobby Day successful.

12 | atpe.org

What do you get when you send hundreds of enthusiastic ATPE members to the Texas State Capitol? Results! That is the goal behind ATPE’s Political Involvement Training and Lobby Day. The two-day event, which took place Feb. 22–23 in Austin, is popular among veteran ATPE members with a history of political involvement, as well as newcomers to the profession who want to learn more about the legislative process and how to become a grassroots advocate. “Lobby Day educates legislators about ATPE and the issues we care about as practitioners,” said ATPE President Richard Wiggins. While many organizations hold rallies and schedule Capitol visits while the legislature is in session, Wiggins believes high-quality training and the emphasis on ATPE’s collaborative, professional philosophy help make ATPE’s Lobby Day successful. “Our members learn how to present our message in a manner that is professional, polite, respectful, and backed by knowledge. Our professional approach is certainly noticed and appreciated by the legislators and staffers with whom I’ve visited at the Capitol.” This year’s training event featured an appearance by the Honorable John Dietz, the district judge who has presided over several of the state’s high-profile school finance lawsuits. In addition to learning more about school finance, Lobby Day attendees heard presentations by ATPE’s lobbyists on other hot topics of debate this session, including student testing, funding for educators’ health insurance, and privatizing schools. ATPE members also heard inspiring words from Rev. Charles Johnson, a leader in the fight to keep public schools public. Johnson founded the group Pastors for Texas Children, which alongside ATPE, is a member of the antivoucher Coalition for Public Schools. As a bonus, some Lobby Day attendees watched a screening of The Texas Promise, a new documentary by Academy Award-winning filmmaker Vanessa Roth. ATPE hosted the private screening at Alamo Drafthouse’s The Ritz Theater in downtown Austin. The movie about Texas

public education documents the aftermath of severe education budget cuts in 2011. Rev. Johnson and Judge Dietz both figure prominently in the film. “The movie was a great complement to the presentations on Sunday,” said Jason Forbis. “It was interesting to see a moviemaker’s perspective of the exact same issues we learned about earlier in the day.” Cathy Duvall agreed, saying, “It got us fired up to go to the Capitol on Monday to remind our legislators what’s at stake and why they must make public education a priority.” Another new element of this year’s Lobby Day was the sale of promotional items to benefit ATPE’s Political Action Committee (ATPEPAC). Many attendees purchased souvenirs, commemorative Lobby Day pins, and new shirts embroidered with a special version of the ATPE logo. “Lobby Day is a way for us to highlight the fact that ATPE is your ally and your voice at the Capitol and that our members are a vital part of that effort,” said ATPE Executive Director Gary Godsey. “Our lobby team fights hard for the legislative positions adopted by our membership, but it’s also critical for each individual ATPE member to be engaged in the process.” Whether you attended Lobby Day or not, there are still plenty of opportunities for you to help ATPE be the ally and voice of public education at the Capitol. Keep up with the latest developments via TeachtheVote.org and social media. Share information with fellow educators about what’s happening in Austin and Washington. Build relationships with your legislators, become a trusted resource for them on education topics, and communicate with them regularly, especially during session. Being a grassroots advocate for public education is the best way to ensure that our voice at the Capitol is being heard. See photos from Lobby Day on pages 38–39 and in the digital version of this issue at www.atpe.org/en/News/ ATPE-News-Archives.

atpe news

by Paul Tapp, ATPE Member Legal Services Managing Attorney

your ally. your voice.

Help Us Help You How You Can Make the ATPE Member Legal Services Department More Effective

ATPE lobbyists can’t prevent bad legislation from being passed and help good legislation succeed without you. Your lawmakers need to hear from constituents like you so they can understand how laws affect you in real life.

In my 18 years at ATPE, I have been fortunate to have the opportunity to speak to members all around the state about their legal rights. The other attorneys and I have regularly written about educator rights in ATPE News and other publications. Representing members and enforcing their rights is the primary purpose of the entire Member Legal Services Department. But this time, rather than describe an example of your rights as an educator, I’m going to encourage you to turn your attention to the Texas legislature—because what happens there this spring and beyond can change your life. I am sharing this column with Jennifer Canaday, one of your hard-working lobbyists. A lobbyist deals with the law as it is proposed; a lawyer like me deals with the law as it is. Too often, ATPE members forget that the law that creates and defines their rights as educators is almost entirely created by the legislature and is subject to change by the legislature. Too often, ATPE members learn about changes in their rights when it’s too late—that is, when they’re talking to a lawyer. They learn then that if they had followed legislative developments while they were happening and had called their legislator, they might have influenced legislation. Our collective voice can help ensure passed bills are beneficial to educators. By the time ATPE members talk to my colleagues or me, it’s too late; we can only work with the law as it is then. ATPE Governmental Relations does an extraordinary job advocating for educators, and our lobby team has been successful in preventing bad legislation. But ATPE lobbyists can’t prevent bad legislation from being passed and help good legislation succeed without you. Your lawmakers need to hear from constituents like you so they can understand how laws affect you in real life.

A good example of this concept in action is Senate Bill 8, passed during the 82nd legislative session. This bill extended the deadline for districts to notify educators of a proposed contract nonrenewal, making it easier for districts to terminate teachers’ employment. It also made significant procedural changes, reducing the due process protections educators enjoyed, again, making it easier for districts to terminate teachers’ employment. The legislature took these actions because they heard from many district representatives claiming that current statutory protections were just too burdensome. Did your legislator hear from you? Did you tell lawmakers how important these protections are to ensure fairness? Many of the benefits educators take for granted— from contracts, to duty-free lunch, to planning time, to a minimum guaranteed salary—are legislatively granted benefits and, as such, they can be taken away by the legislature. It is the legislature that can stop the liberal granting of class size waivers that has effectively eliminated the class size restrictions in current law. We know you have a full plate throughout the school year, but it is important to keep your eyes and ears open for anything that might affect you as an educator. ATPE Governmental Relations is working hard to advocate on your behalf, but they cannot be effective alone. They need your help. Knowing that you have limited time, they have developed the blog at TeachTheVote.org so you can quickly know what is happening and when your voice will be most effective. We in the Member Legal Services Department do our best to help you when you have difficulties. But, as attorneys, our effectiveness is determined by the laws that we have to employ on your behalf. So get involved. You might just help us help you.

Eligible ATPE Members may submit employment-related legal questions or requests for assistance to the ATPE Member Legal Services Department using a secure, online form (please do not use the public “contact” form). For more information, or to access the secure Member Legal Services Intake System, visit the Protection page on the ATPE website: www.atpe.org/en/Protection/MLSIS/Access. Members may call (800) 777-ATPE between the hours of 8 a.m.-5 p.m. Monday through Friday.

spring 2015

atpe.org | 13

HELP ADVANCE EDUCATORS’ LEGISLATIVE PRIORITIES BY DONATING TO ATPE-PAC

14 | atpe.org

atpe news

It’s time for the PAC’s Peak Challenge, our annual fundraising drive for ATPE-PAC. If you are an ATPE member, we encourage you to help us meet one simple goal:

Raise $21,000 for ATPE-PAC by May 1.

f you attended ATPE’s Lobby Day last month, you know the importance of lobbying legislators to make public education a priority. ATPE-PAC aids our lobbying efforts by allowing ATPE members to pool their resources and support candidates and officeholders who believe in public education. ATPE has already achieved many advocacy successes. We’ve fought off private school vouchers in every legislative session since 1995. We’ve secured multiple state-funded pay raises for educators. We’ve protected the Teacher Retirement System (TRS) from budget cuts and attempts to change its defined-benefit structure. We’ve worked to maintain high standards for your profession and defended your right to govern it. Our sucess depends on the

financial contributions ATPE-PAC has made to legislators who support public education. This legislative session, the challenges are great for ATPE’s lobbyists and grassroots advocates, like those of you who attended Lobby Day. Schools, teachers, and students are struggling to keep up with increasing accountability standards while dealing with insufficient budgets and an unconstitutional school finance system. TRS’s health insurance programs for educators are in desperate need of additional funding. Voucher proponents are circling the Capitol like vultures, and there’s an effort underway to eliminate your educator certification board. We need help from our legislative allies now more than ever, and they’ll be counting on us for financial support when it’s time to mount expensive re-election campaigns.

To meet the challenges of this session, we need ATPE members to help us reach PAC’s Peak. If every member reading ATPE News donates $1, we will easily surpass our $21,000 goal. Whether you make a one-time donation or set up monthly or quarterly PAC donations, we’ve made it simple by providing a postage-paid envelope inside this magazine. And if you send us your donation by May 1, you’ll be boosting your annual and cumulative donation totals and working your way toward an ATPE-PAC award! Your investments in ATPE-PAC help advance educators’ legislative priorities. Please help us reach PAC’s Peak again this year! Thank you.

THREE EASY WAYS TO DONATE TO ATPE-PAC: 1

Use the inserted postage-paid envelope to mail in your donation.

2 Fill out the online form at https://www.atpe.org/en/pac-donate. You can even set up recurring monthly or quarterly donations. 3 Add a donation to your membership form when you join or renew.

P A C ’S PEAK CHAL LENGE

spring 2015

atpe.org | 15

WHAT IS A

PROFESSIONAL LEARNING COMMUNITY? By Dr. Richard DuFour

The idea of improving schools by developing professional learning communities is in vogue. People use this term to describe every imaginable combination of individuals with an interest in educationâ&#x20AC;&#x201D;a grade-level teaching team, a school committee, a high school department, an entire school district, and so on. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning.

16 | atpe.org

atpe news

he professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, implementation problems, and eventual abandonment of the reform. For professional learning communities to be successful, educators must reflect critically on the concept’s merits. What are the core principles of professional learning communities, and how do these principles guide schools’ efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools. School mission statements that promise “learning for all” have become a cliché. But when teachers view this statement as a pledge to ensure the success of each student rather than as politically correct hyperbole, profound changes begin to take place. The school staff finds itself asking, “What school characteristics and practices have been most successful in helping all students achieve at high levels, and how could we adopt those characteristics and practices in our own school?” When the staff has built shared knowledge and found common ground on these questions, the school has a solid foundation for moving forward with its improvement initiative.

spring 2015

There are four crucial questions that drive the work of a professional learning community: 1 What do we want each student to

learn? 2 How will we know when each student

has learned it? 3 How will we respond when a student

experiences difficulty in learning? 4 How will we accelerate and extend

learning for students who are proficient? The answer to the third question is a key factor separating learning communities from traditional schools. Here is a scenario that plays out daily in traditional schools. A teacher teaches a unit to the best of his or her ability, but at the conclusion of the unit, some students have not mastered the essential outcomes. The teacher would like to take the time to help those students but feels compelled to move forward to “cover” the course content. If the teacher uses instructional time to assist students who have not learned, the progress of students who have mastered the content will suffer; if the teacher pushes on with new concepts, the struggling students will fall farther behind. In this situation, schools typically leave the solution to the discretion of individual teachers, who vary widely in the ways they respond. Some teachers transfer the students to a less rigorous course. Some adopt less challenging standards. Some look for ways to assist the students. And some allow struggling students to fail and extol the lessons learned by failure.

When a school begins to function as a professional learning community, however, teachers become aware of the importance of developing a coordinated strategy to respond when some students do not learn. The staff designs strategies to ensure that struggling students receive additional time and support, no matter who their teacher is. In addition to being systematic and schoolwide, the professional learning community’s response to students who experience difficulty is • Timely • Based on intervention rather than remediation • Directive • Diagnostic The systematic, timely, and directive intervention program operating at Adlai Stevenson High School in Lincolnshire, Illinois, provides an excellent example. Students receive progress reports every three weeks. Within the first month of school, new students discover that if they are not doing well in a class, they will receive a wide array of immediate interventions. First, the teacher, counselor, and faculty advisor each talk with the student individually to help resolve the problem. The school also notifies the student’s parents about the concern. In addition, the school offers the struggling student a pass from study hall to a school tutoring center to get additional help in the course. An older student mentor, in conjunction with the struggling student’s advisor, helps the student with homework during the student’s daily advisory period.

See “How a PLC Worked for a Middle School Math Department” on page 32 to find out how staff at one Texas middle school created a successful professional learning community.

atpe.org | 17

Any student who continues to fall short of expectations at the end of six weeks is required to attend tutoring sessions during the study hall period. Counselors begin to make weekly checks on the struggling student’s progress. If tutoring fails to bring about improvement within the next six weeks, the student is assigned to a daily guided study hall with 10 or fewer students. The guided study hall supervisor communicates with classroom teachers to learn exactly what homework each student needs to complete and monitors the completion of that homework. Parents attend a meeting at the school at which the student, parents, counselor, and classroom teacher must sign a contract clarifying what each party will do to help the student meet the standards for the course. Schools that are truly committed to the concept of learning for each student will stop subjecting struggling students to the randomness of a haphazard education lottery in which the help they receive depends on the teacher to whom they are assigned. These schools will guarantee that each student receives whatever additional support he or she needs.

A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. Despite compelling evidence from researchers around the world indicating that working collaboratively represents best practice, teachers in many schools continue to work in isolation. Even in schools that endorse the idea of collaboration, willingness to collaborate often stops at the classroom door. Some schools equate the term “collaboration” with congeniality and focus on building group camaraderie. Other schools have staff join forces to develop consensus on operational procedures. Still others organize themselves into committees to oversee different facets of the school’s operation. Although each of these activities can serve a useful purpose, none represents the kind of professional dialogue that can transform a school into a professional learning community.

10 Steps to a Professional Learning Community 1 Build consensus that the purpose of

your school is to ensure that students learn rather than that they are taught. 2 Learn together about best practices in

schooling, and describe in vivid terms the school you are trying to become. 3 Clarify the collective commitments

you are willing to make to help create the school you desire. 4 Establish goals to monitor the

progress of your school. 5 Organize the staff into meaningful

collaborative teams and provide them with time to collaborate.

18 | atpe.org

6 Ensure that teams are clear about

their goals. 7 Provide timely, user-friendly data

to teams immediately after each common assessment. 8 Establish protocols to help teams

analyze evidence of student learning. 9 Create a system of intervention

to ensure that students who are struggling receive appropriate support. 10 Celebrate every indicator of progress

along the journey.

The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement. Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to talk to, and they are explicitly structured to improve teachers’ classroom practice— individually and collectively. For teachers to participate in such a powerful process, the school must ensure that everyone belongs to a meaningful team that focuses on student learning. Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. For meaningful collaboration to occur, a number of things must also stop happening. Schools must stop pretending that merely presenting teachers with state standards or district curriculum guides will guarantee that all students have access to a common curriculum. Even school districts that devote tremendous time and energy to designing the intended curriculum often pay little attention to the implemented curriculum (what teachers actually teach) and even less to the attained curriculum (what students learn).

atpe news

Schools must give teachers time to analyze and discuss state and district curriculum documents. More important, teacher conversations must quickly move beyond “What are we expected to teach?” to “How will we know when each student has learned?” They will grapple with questions such as “What criteria will we use to assess the quality of student work?” and “Are we applying the criteria consistently?” In addition, faculties must stop making excuses for failing to collaborate. Few educators publicly assert that working in isolation is the best strategy for improving schools. Instead, they give reasons it is impossible for them to work together. But the number of schools that have created truly collaborative cultures proves that the barriers are not insurmountable (for examples of and information about hundreds of model professional learning communities, see www.allthingsplc.info). Building the collaborative culture of a professional learning community is a question of will. A group of staff members who are determined to work together will find a way.

A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working with colleagues to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts from teacher activity or projects to evidence of improved student learning.

In professional learning communities, teachers are provided with a basis of comparison through the frequent use of team-developed formative assessments—the linchpin of professional learning communities. Before a team can determine how they know students are learning, members must first address the question of what they want students to learn. After giving a common assessment, they can identify students who need additional time and support for learning and those who would benefit from extension because they are already proficient. Perhaps the most telling indicator of a high-performing professional learning community is the way in which teachers use evidence of student learning to improve their own practice. The results of the common assessments show each teacher how his or her students performed compared with students taught by other teachers. Individuals can call on their colleagues to help them address areas of concern and to share areas of strength. Each teacher has access to the ideas, materials, strategies, and talents of the entire team. The focus shifts from “my students” and ”your students” to “our students.”

Hard Work and Commitment The professional learning community model is a powerful way of working together that profoundly affects the practices of schooling, but initiating

Five Goals for Professional Learning Community Teams 1 Clarify expectations of how members will

work together. 2 Agree on the essential knowledge, skills,

and dispositions students must acquire. 3 Agree on the general pacing of the unit. 4 Develop a common formative assessment

for the unit. 5 Define the criteria members will use to

assess the quality of student work.

and sustaining the concept requires hard work. It requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement. When educators do the hard work necessary to implement these principles, their collective ability to help all students learn will rise. If they fail to demonstrate the discipline to initiate and sustain this work, then their school is unlikely to become more effective, even if those within it claim to be a professional learning community. The rise or fall of the professional learning community concept depends not on the merits of the concept itself but on the most important element in the improvement of any school—the commitment and persistence of the educators within it.

Richard DuFour served as a public school teacher, principal, and superintendent in Illinois for 34 years. He is currently an educational consultant and author of 18 books and more than 100 articles in professional journals. He resides in Forest, Virginia, and can be reached at rdufour923@gmail.com.

spring 2015

atpe.org | 19

Hard Work Is Fueling Success at Clint Early College Academy

Brown street signs dot the corners of town, proudly proclaiming that Clint, Texas, was established in 1881. The small West Texas farming community sits in what is called the Lower Valley, four miles from the US-Mexico border. It is home to about 1,000 people. Old structures are surrounded by the Chihuahuan desert, tenacious creosote bush, and rustic canals. According to the Texas Historical Association, the El Paso-Juárez valley is the oldest irrigated area in the state. That’s because people have been farming in this dry and often unrelentingly hot climate for a long time. You don’t have to be an agricultural expert to realize that farming this land is hard work. Trabajar duro—“to work hard.” You can feel it in the dusty air. And you see it when you walk into Clint ISD Early College Academy (CECA). The non-traditional school program is housed in the old Clint Junior High buildings on Alameda Avenue. Here, students are not only earning high school diplomas—they are hard at work simultaneously earning college degrees. In early college high school programs like this one, students can earn up to 66 college credits by taking classes on site, online, or at college campuses. CECA administrators encourage all academically motivated eighth graders to apply. The application committee looks at a student’s application, essay, teacher recommendations, attendance record, discipline record, report cards, and STAAR scores. Qualified candidates are formally interviewed by the principal. About 100 students are admitted annually to this 20 | atpe.org

particular early college high school. “We are admitting students who have a sincere interest in advancing their academic careers. These students are not even completely sure where this leads, but they are taking a huge leap of faith,” says Principal Edmond Martinez. Across the United States, early college initiatives prioritize low-income and minority students, for whom the transition into postsecondary education can be challenging because of their socioeconomic status. Unlike traditional dual credit programs, early college programs target students who are statistically underrepresented in higher education. According to the Texas Education Agency, minority students make up about 96% of the student population in Clint ISD and more than 87% of the student population is classified as “economically disadvantaged.” At early college high schools, all tuition and textbooks are free. Martinez took the helm at CECA last summer after years of leading traditional public and private high schools. “It’s a great experiment and I enjoy being here because it is unconventional in the sense that we are taking students who would not ordinarily be targeted as AP students or “Top 10” students and, in a period of four years, they are receiving their associate degree and a high school diploma. That’s exciting.” The road to graduation is not easy. Actually setting foot on a college campus requires CECA students climb on a bus in Clint and ride 20 miles to El Paso Community College’s Valle Verde

atpe news

PHOTOS BY JEAN SCHLITZKUS

By Jean Schlitzkus

campus. And those bus rides could get longer. Right now, the academy’s administration is talking with University of Texas at El Paso (UTEP) officials, making plans to bus students 30 miles to the UTEP campus in West El Paso. Early college students may have to sacrifice participating in competitive high school athletics, give up UIL Marching Band, and say goodbye to many of their middle school friends. These students instead choose to work hard, seizing an opportunity, in the hope of building a good life for themselves, their families, and their community. “I’m the first in my family to get a college degree,” says 15-year-old Damaris Cortes. “My parents encouraged me to take this step forward and do something for myself to change the community I live in—not only because of the money [I might earn], but to make a difference in someone’s life. This school opens opportunities.”

PRACTICES THAT WORK Martinez says the school is implementing strategies that education experts and professionals have talked about for a long time. For example, the overarching philosophy driving the teaching approach at CECA is that all students can learn and be successful. You’ve probably heard this motto many times. But, before you glaze over at the possibility of cliché, visit these classrooms. The teachers, administration, counselors, and staff at the early college are prioritizing student success. “I think this is probably the best demonstration and evidence that something like that is possible because we are not taking just the elite from all the school district feeder patterns. We are taking students who have a sincere interest in advancing their academic careers,” says Martinez. “It requires an entire team effort to really concentrate our resources in a way that is not always successful at other campuses.” At CECA, no one accepts that a student is going to fail. This standard is upheld thanks to several strategies—preparing students for rigorous coursework, providing a support system, adjusting schedules based on individual needs, and hiring determined, passionate teachers.

spring 2015

Teachers at the early college prepare students for difficult classes by promoting critical thinking and problem solving. “Our teachers work with students to develop their own conclusions and teach them to justify those conclusions,” says Martinez. He calls teaching those cognitive abilities “providing access.” English teacher Jennifer Vega calls her teaching style “challenging their intellect.” She also says there is no “one size fits all” approach to teaching students how to navigate challenging curriculum. “We look at their reactions, we look at their assessments, and if they are not getting it, we do things differently,” says Vega. In her classroom, Vega tries to emulate what she believes is the best college-level learning environment. She prefers an open-ended, collaborative exchange of ideas to the traditional lecture-style teaching method. “In my classroom, it is more student-led than it is teacher-led. I give them a focus and they run with it. Instead of my teaching them, we are really learning from each other,” says Vega. The early college also has several nets to catch students before they fail. Students and parents are notified if work is not turned in and help is available. That support system relies on teachers being highly aware of a student’s comprehension and homework completion rate. Damaris says every instructor expects students to keep up with assignments. She says, “There is no slacking off and still passing a class.” In addition to academic help and high expectations, the support system at CECA also includes a unified front against disparaging behavior. English teacher Alejandra Najera says students at the early college who might have been shy or even bullied in a traditional high school setting “thrive here because we build an environment that doesn’t allow students to make fun of differences or put anyone down. We build a setting where everyone is encouraged to talk and kids who are quiet become more outspoken and outgoing.” Another strategy to ensure student success involves adjusting students’ schedules to meet individual needs. “We have some latitude in the way we schedule students because we are an early college,” says Martinez. “We have varying amounts of tutoring built into the schedules. The rationale is that they have a lot of

atpe.org | 21

homework, they have many classes, and they need their time. By being able to do something as simple as adjusting schedules, we are manipulating one of the most important resources students, teachers, and administrators have—time.” But administrators and counselors aren’t just scheduling in tutoring time. Martinez says the teachers are keenly aware of students’ concept mastery. As a result, each student’s schedule can be adjusted with a certain degree of consideration for their level of subject understanding. Martinez believes if you can gauge the amount of time a student needs to be successful in a particular study area, you can spread out or decrease the time so that they can move on to the next level. He says, “Time is relative to whatever the student needs.” Finally, the practice of hiring impassioned, dedicated teachers has a positive impact on student achievement. Like the students themselves, the teachers in Clint are working hard. Both Najera and Vega earned their master’s degrees in 2014, while teaching full-time at CECA. To teach early college courses, high school teachers must meet college faculty requirements, including holding a master’s degree or completing significant master’slevel work in their content area. Teachers at early colleges must not only be experts in their fields; they must fully believe in the program. Martinez says he works with teachers who shun excuses and look for solutions. “I don’t have to deal with teachers who are focused on saying, simply, ‘this student is not at the appropriate reading level.’” Instead, “These teachers are looking at ‘how can I get them on the appropriate reading level?’” It seems teaching students who are working so hard has a cyclical effect.

DRIVEN LEARNERS Damaris’s parents are originally from Veracruz in southern Mexico. She will be the first in her family to earn a college degree. When Damaris is struggling with schoolwork, it is her parent’s encouragement that keeps her working hard. “They tell me, ‘We know you can do it, and one day we will see you graduating with your degree, and one day we will see you wearing your doctor’s coat.’” Both Vega and Najera understand that drive for higher education. They were also the first in their families to earn degrees. And both agree that shared experiences like this contribute to their students’ success. Vega says, “I think it’s very important that I can relate to them. I think it’s harder to grab an audience if you don’t have a connection. If I had grown up rich and never had to fight for my schooling or if I never had some of the life experiences I had, I don’t think they would want to listen to me. If they know I’m just like them, it’s easier to follow me into battle.” Like students at traditional comprehensive high schools, the students at CECA are battling a range of challenges. Some students’ lives outside the walls of CECA make the phrase “economically disadvantaged” seem too generous. “They may not know where they are going to be staying next week, they don’t know where the grocery money is coming from, and they don’t have money to fill the tank with propane to heat their home. They go through very real challenges,” says Martinez. Some CECA students are learning English while taking high school and college-level courses. Once, Najera returned an unclear essay to an English language learner who attends

DUAL CREDIT PROGRAMS

Allow junior and senior high school students to enroll in college-level courses

Typical program offers between 12 and 30 hours of college credit

College-level coursework is introduced in the 11th or 12th grade

EARLY COLLEGE HIGH SCHOOL PROGRAMS

COMPARING DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOL PROGRAMS:

Focus on minority, low-income, and first-generation college students

Students are able to earn more than 60 hours of college credit

College-level coursework is introduced in the 9th or 10th grade

22 | atpe.org

Tuition and textbooks may or may not be paid by the student (cost varies by district)

Tuition and textbooks are free to the student

atpe news

tutoring daily and asked her to rewrite with a dictionary by her side. The girl brought back five drafts. “The final draft was 100 times better. Despite her English language issues, she works very hard, she’s breaking stereotypes, and she’s succeeding,” says Najera. Several students have only recently immigrated to the United States. “Families are separated. There are families who are living partly here and partly in Mexico. All of that takes a toll on these kids. Then you add college coursework, and it is all very stressful. That’s why it is important that we provide support systems,” says Martinez. And there are students who don’t have access to commonplace technology. Vega says, “These students have a lot of fight. Many of them don’t have the right technology at home. But they will fight for it, and they always figure out a way. I have yet to hear an excuse about why homework wasn’t done. For example, I asked a class to type a response. One student said, ‘I don’t own a computer, can I please hand write my response?’ He didn’t say, ‘I can’t complete the assignment because I don’t have a computer.’” The early college students in Clint aren’t simply overcoming challenges and settling for passing credit. The students seem to be competing with themselves, their classmates, and millions of other teenagers across the country. Vega says, “I have one student who will talk to me if she has a 99. She will ask for extra credit work. They want to be the best at everything.”

After graduation, early college high school students are expected to enter a four-year university as a college junior. Martinez says it is important that the students earn a bachelor’s degree and continue their education after earning a two-year degree. “I won’t rest comfortably until our first group of students gives me an invitation to their graduation from a four-year institution.” Damaris plans to send her early college high school principal one of those graduation invitations. She hopes she’ll be sending the invitation after graduating from medical school. “I’ve always had this dream of being a doctor. I know that medical school is expensive, college is expensive, and I realize how fortunate I am to be coming to this school.” Damaris pauses, reflects, and adds, “At the same time, you have to do the work. The school can only give as much as you give.”

IMPACT ON STUDENTS’ WORKING FUTURE Students graduating from CECA earn an associate of arts degree in addition to a high school diploma. But Martinez wants his students to have even more career options. He is looking at integrating an associate of applied science degree and various certifications. “With an applied science degree, you can study a craft area, and the career field is wide open,” says Martinez. English teacher Jennifer Vega (right) says students like Damaris Cortes excel at leading college-level class discussions.

spring 2015

atpe.org | 23

THE FACES OF

IMMIGRATION Headlines with the word “immigration” can evoke stereotypical images of armed border patrols and drug busts along the Texas-Mexico border. However, Texas’s educators work behind the headlines every day. They teach the state’s estimated 838,000 multicultural students enrolled in English Language Learner (ELL) programs the skills they need not only to achieve their personal and academic goals but to make positive changes in their home communities in Texas and beyond.

BY G. ELAINE ACKER

24 | atpe.org

atpe news

In Weslaco, Erica Guajardo (left) is one of 17,000 bilingual educators in the state of Texas. In Corpus Christi, Sylvia Vanderburg (below) encourages her students to work hard to make the most of every opportunity.

ylvia Vanderburg is chair of the Languages Other Than English Department at W.B. Ray High School in Corpus Christi. Her classroom is decorated with colorful Día de los Muertos masks and the children are fabuloso (it says so right next to the door). Most important, it’s a safe space for children to learn. “Fear is an obstacle for many of these kids,” says Vanderburg. “They bear a heavy burden when they come into a school where everything is in English. But they’re willing to work hard for the opportunity to graduate and find a job where they can earn a decent living.” W.B. Ray High School Principal Cissy Perez also sees Vanderburg’s classroom as a “safe zone” but emphasizes how important it is for students to immerse themselves in the English language. “We make sure the students have Spanish-English apps on their phones and dictionaries in their hands,” she says. “We don’t want them to lose their first language, and we tell them their skills will be much more marketable later if they’re multilingual. There’s a world of new opportunities out there for them, but to open doors, they need to learn English.”

spring 2015

ELL students study academic core courses while learning English for the first time. And the state of Texas evaluates these students using the same STAAR exam that their Englishspeaking peers are using—in English. Although ELL students are now given extra time and are allowed to use dictionaries on the STAAR tests, most educators who support these students every day agree that success should be measured by more than a series of multiple-choice questions on an exam. “My real success comes from seeing my students comfortable and confident in their English language,” says Erica Guajardo, who is one of more than 17,000 bilingual educators who teach at 7,223 campuses across Texas. She has taught ELL students for 12 years at Weslaco’s Rudy Silva Elementary. “I’m successful when they aren’t shy or worried about what they are going to sound like. It’s the confidence they show when checking out a library book in their second language and knowing that they will be able to read it. It’s knowing that they have worked very hard to be successful in two languages and I have helped and provided guidance along the way.” Guajardo feels that her biggest

challenge is getting students who are learning English to believe in themselves. She says they must overcome far more obstacles than the average middle-class American student before they can focus on learning. Some have repeatedly heard people tell them they will never amount to anything because they live in poverty or because their parents are laborers. Some students depend on the school cafeteria for their one warm meal each day. Others are in homes where five families live in one combined household. Likewise, the students’ parents face daily challenges. “When I have parent conferences,” says Guajardo, “I hear stories about how these parents work two or more jobs just to put food on the table or clothes on the kids. They want to help their children with their academics but are limited themselves in their education. But there’s no doubt they want their

atpe.org | 25

children to have a better life than they’ve had.” Maryela Garza, one of Guajardo’s colleagues, teaches fourth grade at Sam Houston Elementary. She understands the obstacles that the children face because she’s been there. She’s also an example of how working hard, staying in school, and learning a second language can lead to new opportunities. “I grew up in the Rio Grande Valley,” says Garza. “My parents were from Mexico and they came to the US to give us a better life. At that time, my teachers and peers looked down at students like me even if they themselves were Mexican Americans.” Twenty-five years later, Garza sees that same low self-esteem in her students, and it motivates her to demonstrate to them that the hard work will be worth it. With the demands of testing, this is

not a simple task. “Every teacher in the state has to do more with less,” says Garza. “Sometimes, I’m trying to be the mother, counselor, friend, and protector. It is difficult to invest the time I need to inspire them to be the best they can be, and at the same time, help them master curriculum and promote higher-order thinking required for any student to feel successful in school.” Like Guajardo, Garza feels that the best measure of success is when students understand that being bilingual is truly an advantage.

There’s a world of new opportunities out there for them, but to open doors, they need to learn English.

n Austin ISD, there are approximately 20,000 non-English speakers, and 90 percent of those are from Spanish-speaking countries. But for Peggy Robinson, a refugee family support specialist in Austin ISD, “ELL” means students who speak Arabic, Pashto, or Burmese. Every year, the US government settles thousands of refugee families across the country, and Texas resettles more families than any other state. “It’s important to remember that, in general, anyone who’s been through a refugee experience has experienced some sort of trauma. The refugees are not voluntary immigrants. They’re not like our grandparents who were eager to come to America and explore. These people are often very timid.” Robinson emphasizes that many of the

Maryela Garza (left) feels that success means that her students understand that being bilingual is an advantage in any future career. Even if a teacher doesn’t speak their first language, students at W.B. Ray High School in Corpus Christi (above) say they would welcome more interaction with teachers in English.

26 | atpe.org

atpe news

PHOTOS BY JOHN KILPPER AND ELAINE ACKER

Dual language programs, with coursework taught in two languages, serve both English language learners and students who wish to become fluent in a second language. The programs are now available in elementary schools and may soon expand to middle schools.

children she works with have spent years in a refugee camp—a survival setting where even the basics of food, water, and hygiene can be a daily challenge. Expectations for education vary widely among immigrants, and in refugee camps, students are often taught by teenagers and young adults who are recent graduates of the same camp’s school and who have received only two months’ training. The educational resources are minimal—often only a blackboard and a map—and most children have never seen electronics. “There’s a lot of awareness about how to teach and work with Spanishspeaking students,” says Robinson. “But we have refugees on 80 campuses throughout AISD. We could easily have a refugee child who has no one else in the building who speaks their language. It can be overwhelming. We work with case managers at Austin-area nonprofits to try to ensure that these children have the support they need, including translators and access to after-school and summer programs. After all, they’ll be here for life.” Refugee students also struggle with STAAR testing. Refugees who have never attended a school of any kind are the only students who are exempt from the STAAR exam. But most have attended their home village or refugee schools, and despite the vast difference in educational standards in those settings, the expectation is that they will be able to learn and perform at the same level as their American peers. Robinson is hopeful that an expansion of dual language programs from elementary schools into middle schools will offer ELL students the additional

spring 2015

support they need to master English. Dual language programs are designed to serve both English language learners and English speakers who are interested in becoming fluent in a second language. Classes, including math and reading, are taught in two languages. Richard Riley, who served as US secretary of education from 1993 through 2001, advocated for programs that would encourage students to learn to read and write in more than one language in order to compete in a global economy. “We need to invest in these kinds of programs,” said Riley, at the time. “In an international economy, knowledge—and knowledge of language—is power.” One program making headlines in the Houston area is the popular Vietnamese dual language program. At one time, German and French were the third and fourth most common languages in Texas. Now, Vietnamese and Chinese have replaced German and French, and this change is being reflected in the classroom. Diane Dinh immigrated to the United States in 1977 with her parents, who fled the Vietnam War and communism, and when she entered public school, she became a bridge between generations in her family. Her parents did not speak English, and even as a first grader, Diane found herself responsible for translating for her parents, explaining permission slips, and teaching them American customs. “My biggest challenge in school was definitely the lack of support I had from my parents,” says Dinh. “Because my parents did not speak, read, or write English, I did not get any support with

homework or projects. They did not attend parent-teacher meetings or school events. I had to basically teach myself what I needed to learn with the help of my teachers.” Now Dinh is a mom, raising her own generation of little Texans, 9-year-old Andrew and 7-year-old Emilee. She attends all parent-teacher meetings and goes to school events and field trips with her children. “The dual language program allows my children to learn how to read, write, and speak Vietnamese as well as English,” says Dinh. “The program is even more effective because it includes Vietnamese traditions and culture. The kids are involved in a show each year that shares Vietnam’s variety of clothes, dances, songs, and music. English is my kids’ first language, but we want to be sure their Vietnamese culture and language are not forgotten.” All across Texas, the stories behind the headlines are as diverse as the children’s faces. More than one family has fled the violence of drug cartels in Reynosa, Mexico. Some teenagers have traveled alone from as far as Venezuela to live in South Texas, separated from their parents. Others have been relocated to the United States from refugee camps in Rwanda, Iraq, Afghanistan, or Bhutan. They have continued on page 40

atpe.org | 27

#ATPESUMMIT

DO YOU WANT TO … • Make your local unit a rising success? • Better connect with educators in your district? • Sharpen your leadership skills? • Shape the direction of your professional association? If you answered yes to any of these questions, the 2015 ATPE Summit is the event you’ve been waiting for!

To learn more about the 2015 ATPE Summit and find out how you can attend, VISIT ATPESUMMIT.ORG. Housing and registration/ delegate certification open April 8 and must be completed by June 9.

28 | atpe.org

atpe news

SUMMIT HIGHLIGHTS Be inspired by two keynote speakers at the opening and closing general sessions: Opening speaker Ralph Strangis is a broadcaster, actor, speaker, and writer. Ralph has been a TV and radio playby-play broadcaster for the NHL’s Dallas Stars for the past 25 years, and has won seven Lone Star Emmy Awards for his work. Ralph has called virtually every sport, and his work has aired on Fox Sports, ESPN, ESPN Classic, NHL Network, Westwood One Radio, and the Armed Forces Network.

Our closing session will feature comedy group The Water Coolers. For nearly 15 years, The Water Coolers have entertained audiences around the world, as far reaching as Singapore and Australia, with their high-energy, uncommonly funny, authentic take on work and life. Smartphones, conference calls, kids, co-workers, and travel are just a few of the topics this New York City group turns into hilarious sketch comedy and song. Using their unique mix of music and comedy combined with real-world practical tips, their laugh-out-loud program, “Getting to Great Performance,” has been described as engaging, motivational, amazing, relevant, on point, unforgettable, and brilliant by audience members.

Join us for a dance party and an epic lip sync battle.

spring 2015

Celebrate fellow educators’ successes at the Awards Banquet.

Elect 2015-16 ATPE state officers and participate in the House of Delegates meeting.

atpe.org | 29

★

Soldier

Girl Elizabeth Lenich overcame tremendous hardship and is now embarking on a career in the military . . . and she’s only 17. Interview by Jean Schlitzkus

★ 30 | atpe.org

atpe news

★

he says her favorite subject is history because she likes reading and learning about the past. But it is a keen understanding of her own past that is helping shape Elizabeth Lenich’s future. The Waltrip High School senior from Houston hasn’t exactly had it easy. Elizabeth has faced biracial challenges, coped with her mother’s incarceration, experienced homelessness, and found a way to complete her high school education as a stand-out ROTC cadet. Last year, Elizabeth enlisted in the military and she’s already completed boot camp. She’ll graduate from high school in May and has been accepted at Prairie View A&M University, where she’ll major in criminal justice. Elizabeth says she’ll continue being in ROTC while in college in order to earn a commission as a second lieutenant officer in the army. ATPE News talked to this ambitious young woman about what drives her to overcome obstacles.

★ ★ ★ ★ ★ ★ ★ How would you describe yourself? I’m very ambitious. I have a strong work ethic; I’m very motivated and driven. I love challenges . . . I can always do something if I put my mind to it. This past March, I enlisted in the military and went to boot camp. I always liked being in the ROTC program and being in school, but I felt like I could do more.

PHOTOS BY ERICA FOS

What challenges have you faced? It’s been challenging dealing with my mom. When I was younger, I used to stay with her, but she’s had some drug-related problems. It was hard because there were times I didn’t have a place to stay. I had to stay with other people and I stayed in shelters. There were times I couldn’t do anything for myself. How did you make it through the tougher periods in your life? When I turned 14, everything

changed and there was a fork in the road. My best friend’s mom took me in until I turned 16. She’s like my second mom. She really nurtured me and taught me how to not be so self-destructive. Due to my upbringing, and how my mom treated me, and not having my father around, I didn’t know how to act. I couldn’t act like a young lady. I didn’t know how to speak properly. I couldn’t tell people how I felt, and I kept everything bottled in. She and her husband were a big influence on me. When I did begin living with my dad, I had the tools to be successful. Then, I took any opportunities I got. Does your father support your decision to join the military? When I told my dad, he was taken aback. But he was also proud because his only daughter decided to step up to the challenge. He was in the military police for the air force for eight years. A lot of

Senior Army Instructor Kenneth Shaw talks with Lenich during ROTC class.

other people were shocked. They said, “You’re a girl, you’re pretty…why don’t you become a model?” But I want to put on fatigues and fight for my country. Who is your favorite teacher? My favorite teacher is my ROTC teacher, Senior Army Instructor Lieutenant Colonel Kenneth Shaw. He’s just very outgoing and outspoken. He’s down-toearth with his cadets. He motivates us and is understanding with his cadets and his students. He takes the time to get to know each one of us. He can actually tell if there’s something wrong with us. And he’ll take time out of his day to talk to us and mentor us. How was boot camp? It was very challenging—not only physically but mentally, because I was away from my dad for 10 weeks. It was hard because I’m so used to being around my family so much. For me to get on a plane and fly five hours away and do something new was nerve-racking. But, in the end, I don’t regret it. It was one of the best decisions I’ve made. continued on page 40

★ spring 2015

atpe.org | 31

members speak

by Rhonda Voulgaris, Math Department Head at Boerne Middle School South

How a PLC Worked for a Middle School Math Department Until a few years ago, when I attended the Professional Learning Communities (PLC) at WorkTM Institute, I asked myself this question every day. I have been teaching middle school math for the last 10 years, and every year there have been changes to “the test,” the TEKS, and the curriculum. At the PLC Institute, I was extremely proud of the Math Department at Boerne Middle School South, because we had already implemented many of the ideas and strategies presented. We met consistently, shared duties, used common assessments, tracked data, and responded to results. Our scores were well above the state average, and our students were succeeding, but we were exhausted. After attending the PLC Institute, we shifted our focus to what really matters in student learning. We started centering our meetings on the four critical questions (see “What Is a Professional Learning Community?” on p. 16 for a list of these questions). Prior to the PLC Institute, we spent our meetings sharing our personal practices rather than adapting our instruction to individual students’ needs. We spent more time planning than reflecting. We had individual goals and expectations for what we wanted to see in our classrooms rather than a common vision of instruction. What do we expect our students to learn? Every lesson plan begins with analyzing the TEKS, vocabulary, and assessment questions. Every lesson includes a goal and an action that will help us reach it. Our discussions turned into action when we observed each other’s classes and included other subjects’ core skills in our lessons. Consistent and frequent formative

assessments helped us focus on what our kids were learning, rather than on what we had taught. Results began driving our planning process. Providing remediation and supplemental lessons is imperative. Moving struggling learners into a math study hall for an additional 30 minutes of math support daily and tracking every student’s progress through our district data program helps us determine where to focus our efforts on an individual basis. Re-teaching common missed concepts through daily warm-ups provides all students with an opportunity to review the lesson. Our Math Department developed a shared website (http:// teacherweb.com/TX/BoerneMiddleSchoolSouth/BelindaGarcia/ apt1.aspx) where videos or pencasts (an audible version of notes) of all lessons are available for students to view from home, a valuable resource for struggling students. Every student deserves the opportunity to learn. A tremendous amount of energy and time is devoted to those who struggle with learning, so students who already know the concept tend to disengage. Using various differentiation strategies, pretests, and individualized projects allows many of our higher level learners to show their true abilities. Catering to each student’s individual needs takes hard work and commitment, but the results are worth it. Our PLC has changed the way my department plans our lessons, teaches, reflects on our progress, and thinks about education. We are a collaborative team that works interdependently to achieve common goals. We are mutually accountable for our results and are committed to continuous improvement. We still ask ourselves questions every day, but rather than each of us asking, “What am I teaching my students today?” together, we ask, “What will our students learn today?”

DO YOU HAVE SOMETHING TO SAY? Email comm@atpe.org with Members Speak submissions.

Boerne Middle School South’s Math Department PLC: Belinda Garcia, Rhonda Voulgaris, Carol Poarch, and Jennifer Uhl

32 | atpe.org

atpe news

PHOTO COURTESY OF RHONDA VOULGARIS

“WHAT AM I GOING TO TEACH MY STUDENTS?”

by Myia Cowles, Theater Arts Teacher at Calhoun Middle School, Denton

members speak

My Philosophy of Teaching

TEACHING IS ...

PHOTO COURTESY OF MYIA COWLES

Myia Cowles with her theater arts students

spring 2015

1. A CALLING.

I answered my calling at the age of nine, when I began helping teach in the kindergarten class at Sunday School. I have been teaching in some capacity ever since.

2. A JOURNEY.

I foolishly believed that I knew everything about being a teacher when I graduated with my bachelor’s degree and set out to change the world. Later, I equated that degree with a learner’s permit, and a master’s degree with a driver’s license. At this point, as a doctoral candidate, I would equate my knowledge with a gas company credit card. I will never arrive at a destination in education where I know everything—no one will—but I have my driver’s license, a full tank of gas, and an open road.

3. HARD WORK.

I have a quote from Leon Joseph Cardinal Suenens painted on my classroom wall. It reads, “Happy are those who dream dreams and are willing to pay the price to make them come true.” I want my students to dream, to imagine themselves accomplishing their goals, but I want them to do so knowing that they must pay a price. This is the same standard I hold myself to. I dream and then I do.

4. REWARDING.

Through my years as a teacher, I have helped students read and write, convey thoughts and emotions, and learn social skills. All of these are wonderful, but the moment I am proudest of is when a grandmother told me that her husband and son had not spoken for three years until they came together to watch their granddaughter/daughter perform in my play. How blessed am I, that in a world where everything falls apart, I get to help families reconnect?

atpe.org | 33

why I volunteer

VOLUNTEER FOR ATPE BECAUSE I BELIEVE IN PUBLIC EDUCATION. I appreciate all the state office does to protect public education in Texas, but as wonderful as the employees are, they cannot do it alone. As a volunteer, I am doing my part to help promote public education in Texas, and to make schools better for my students, my fellow teachers, and myself.

Volunteering is a great way to show you care about your profession. The more of us who are out in the field helping ATPE improve public education, the stronger our schools will be. —HEIDI LANGAN, music teacher at Galindo Elementary and president of Austin ATPE

PHOTO BY JOHN KILPPER AND ERICA FOS

As an ATPE volunteer, I have participated in local and state activities that I would not otherwise have had the chance to be involved in, and this has helped me better understand what is going on around me. I received insight into the new teacher evaluation system because I served on the TEA committee that wrote guidelines for the system’s student learning objectives. I have learned a

lot about how policy decisions are made in our district by serving on the district calendar task force and our consultation association advisory committee. Volunteering for ATPE has forced me to leave my comfort zone on many occasions, and this has strengthened my ability to communicate with others and to stand up for what I believe in.

Watch Heidi Langan’s Story

INTERESTED IN BECOMING AN ATPE VOLUNTEER? Contact Kelli Johnson, our volunteer program coordinator, at kjohnson@atpe.org for more information.

34 | atpe.org

atpe news

your atpe

atpe-pac honor roll

The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) from October 1, 2014, through December 31, 2014.

Amarillo Nelson Bishop

Grapevine-Colleyville Robert Summers

North East Lola Miller

Andrews Tina Hardarson

Harlandale Marsha Huggins Nancy Tom

Northside (20) David de la Garza Odessa Olga Garza Catrina Steptoe

Birdville Shari Emmons Boerne Margie Hastings Teri Nail Richard Wiggins Jeri Willis Comal Johnny Blakey-Colburn Crowley Steve Pokluda

Humble Gayle Sampley Jacksboro Kristi Daws Katy Necie Kendrick

Pineywoods Ginger Franks

Keller David Williams

San Antonio Skip Hildebrand Annie Perez Nelly Rosales-Nino San Marcos Genie Rolfe Spring Branch Cindy Woods

Cypress-Fairbanks Stephanie Bailey Eli Rodriguez

Killeen Alice Page Eileen Walcik Melissa Walcik Ron Walcik

Dickinson Lisa Cook-Douglas

Lubbock Ranelle Baldwin

Fort Bend Cathy Duvall

Mesquite Carol Davies Debbie Massey

Voice your support for public education by donating to ATPE-PAC. See www.atpe.org/PAC-Donate.

spring 2015

THANK YOU FOR YOUR DONATION!

River Road Linda James

Tyler Betty Berndt

POLITICAL ACTION COMMITTEE

atpe.org | 35

your atpe

family album

PHOTOS COURTESY OF: 1. DIANE POKLUDA; 2. CYNTHIA VILLALOVOS; 3. DIANE POKLUDA; 4. BECKI GIROUARD; 5. KELLY RINEY; 6. CYNTHIA VILLALOVOS; 7. CHANA APPLETON; 8. DIANE POKLUDA; 9. DIANE POKLUDA; 10. JERRY JARRELL; 11. HEATHER TULEY; 12. HEATHER TULEY; 13. DIANE POKLUDA

OUR FAMILY ALBUM SHOWCASES ATPE MEMBERS AT WORK, COLLABORATING, AND HAVING FUN ACROSS THE STATE. Are you or someone you know featured on these pages? If not, send us a photo for the next issue! You can send a high-quality photo to comm@atpe.org. Don’t forget to include the names of the people in the photo and tell us what event was taking place.

36 | atpe.org

atpe news

1 Denton local unit Members enjoy meeting in Sanger for a Denton local unit meeting. From left to right: Tim Fogarty, Joan Phillips, Vicki Storrie, Nancy Gaillard, Marcia Lewis, and Cassie Jordan.

2 Region 3 Region 3 presidents enjoy lunch together at a meeting in Victoria. From left to right: Cynthia Villalovos, Marja Lutringer, Joy Roppolo, Yvonne Meharg, Terry Divers, Rita Crow, and Darlene Shick.

3 Tarleton State University 11

Stephanie Kelley (far left) receives a door prize from Aubrey Brieger. Behind Aubrey, her fellow local unit officers look on. From left to right in the back: Abigail Freeman, Brock Mahaffey, and Jennifer Castillo.

4 Region 10 ATPE Governmental Relations Director Brock Gregg visits with Carrollton-Farmers Branch local unit members at a Region 10 meeting. From left to right: Amalia Jackson, Stefani Johnson, Brock Gregg, Nickie Hoskins, and Lori Smith.

5 Region 14 12

Region 14 members meet with ATPE Governmental Relations Director Brock Gregg. From left to right: Tracy Grogan, Gae Lynn McInroe, Desirie Ries, Brock Gregg, Stephanie Scott,

Leslie Ward, Angel Haley, Melissa McCormick, Nancy Huyck, John Tyson, David Curry, and Tonja Gray.

6 Lone Star College–CyFair Flat Alvi visits students at Lone Star College–CyFair. From left to right: Shamim Arastu, Danyra Montoya, Ulysses Guerra, and Tara Kowis.

7 Region 19 Region 19 officers meet for training in El Paso. From left to right: Maria Liming, Cecy Bueno, Michael Slaight, Suky Lopez, Edana Slaight, Elizabeth Sunderland, Gerardo Valle, Nellie Diaz, and Kathy Cepeda.

8 Region 9 Region 9 members meet in Wichita Falls. From left to right: Janette Epps, Belinda Wolf (standing), Elizabeth Reynolds, Sam Spurlock, Dale Lovett, Kristi Daws, Carl Garner, and Annetti Grinnell.

9 Wichita Falls Belinda Wolf encourages members to contribute to ATPE-PAC at the Wichita Falls local unit meeting.

10 North Lamar ATPE Flat Alvi peaks out of a bowl of popcorn during a North Lamar ATPE local officers meeting. From left to right: Annette Lewis, Alison Hayter, Dandria Clayton, Karen Pfiester, and Jerry Jarrell.

11 University of Texas at San Antonio UTSA Student Teacher Orientation

12 Texas State Texas State Student Teacher Orientation

13 Texas Woman’s University Texas Woman’s University Student Teacher Orientation

spring 2015

atpe.org | 37

your atpe

2015 Political Involvement Training and Lobby Day Hundreds of Texas educators traveled to Austin on Feb. 22–23 to participate in ATPE’s Political Involvement Training and Lobby Day. The Sunday afternoon training program at the Hyatt Regency Austin included a motivational opening speech by Rev. Charles Johnson, presentations by ATPE’s lobbyists on high-priority issues, and an insightful closing session featuring Judge John Dietz, who previously ruled the state’s school finance system unconstitutional. Several attendees also visited the Alamo Drafthouse to view a private movie screening of The Texas Promise, a documentary about Texas’s educational and political challenges. On Monday, ATPE members braved the cold, wet weather to visit the State Capitol and deliver their messages to legislators and their staffs about the need for proper funding of schools, keeping educators’ healthcare programs viable, and stopping the privatization of schools. The day culminated with representatives and senators recognizing the contributions ATPE has made and continues to make to Texas public education.

38 | atpe.org

atpe news

PHOTOS BY ATPE STAFF; COURTESY OF HUMBLE ATPE

your atpe

See more photos from Lobby Day in the digital version of this issue at www.atpe.org/en/News/ATPE-News-Archives.

spring 2015

atpe.org | 39

continued from page 27

continued from page 31

come to live in a new place where they don’t understand the language, they don’t understand the culture and customs, and they’re homesick for the friends and family left behind. Most educators believe they have one important thing in common, and that’s determination. When asked to share their tips for educators, several students at W.B. Ray High School in Corpus Christi who have emigrated from Mexico agreed that one of the most important things nonSpanish speaking educators can do to help them succeed is to speak to them in English. They’ve observed that some teachers and administrators who are unable to communicate with them in their first language seem reluctant to approach them, or to explain assignments. The truth is, they are eager to interact with their teachers, and just a few extra moments explaining assignments and connecting with those students, in English, can make a world of difference. “I think all of Texas’s ELL programs are worthwhile,” says Perez. “They’re an investment in students who are dedicated to contributing to society. These students really value the education they receive here in Texas, and I’ve never met one that took it for granted.”

Do you think you are breaking stereotypes? I’ve always dealt with that since I was young because I’m biracial. My mom is black and my dad is white, and I am very fair. As a child, some people said, “You’re not black, you’re not white.” They try to put you in a box—and I don’t like being put in a box. If you have a passion for something, or you are driven to do something, you shouldn’t let stereotypes or what other people say have an effect on your decisions. What advice do you have for other young adults facing challenges? Look past high school. Many of my friends and others my age get stuck in “right now.” They get stuck in, “I have to go to school every day and I have these problems at home.” What people don’t realize is that they are going to grow up. They are going to walk across that stage, get a diploma, and get a job. You can change things. You have to stay positive and look forward. What do you want for yourself? You’re the only one that can control your decisions. What characteristics does a great teacher have? A good teacher is active with their students—not just providing work, not just making them laugh. They need to get to know their students. They need to let them know they are there for them. Students aren’t always responsive because they may have problems going on at home, and it’s not good if a teacher just gives book work or seems to be there for a paycheck. Teachers should take more time. If work finishes early, maybe play a game so that everyone can get to know each other. Or a teacher should take time if they see a student struggling or you know they have problems at home, let the student know, “I’m not only your teacher, I’m your mentor.” There is a student-teacher relationship they should be having. Teachers should say, “I’m not just here to teach you, I’m here to guide you in other ways.”

THE TOP REASONS

You Should Donate This Magazine to the Teacher’s Lounge Once you’ve read through an issue of ATPE News, or if you’re in a two-member household, why not share the magazine with fellow educators? It’s a great way to introduce the benefits of being an ATPE member to your colleagues on campus. Here are even more reasons you should share: our colleagues can learn about teaching Y resources and education news. TPE’s lobbyists and A attorneys take you behind-the-scenes of their work for Texas educators and students.

Bilingual educ ators help the state’s 838,000 Engli sh turn challenge language learners s into oppo rtunities. PAGE 24

* Discounts and savings are available where state laws and regulations allow.

SPRING 2015 | ATPE.ORG

I t’s a window into what’s happening at other campuses and in other classrooms across Texas.

THE FACES OF

IMMIGRATION

Take a Look Inside an Early Colleg e High Schoo l PAGE 20

40 | atpe.org

We are proud to announce that Liberty Mutual has partnered with ATPE to offer members quality auto and home insurance that could save you hundreds of dollars. Members could also enjoy valuable and unique benefits, including Better Car Replacement™, Accident Forgiveness, Home Protector Plus™, and our Multi-Policy Discount.* Log in to your web account at atpe.org to learn more or to get a free quote.

Make Prepa ring for STAAR Fun PAGE 8

Build a Succe ssful Professional Learning Community PAGE 16

atpe news

2015-16 ATPE Membership Application 3 Ways You Can Join The Association of Texas Professional Educators:

1 Print and mail this completed application to the ATPE state office. 2 Give this completed application to a designated ATPE representative. 3 Join at atpe.org (and pay by credit card).

1 Provide your contact information. Last 4 digits of your Soc. Sec. #: XXX-XX-__ __ __ __

Female

Male

School District Employee ID# _______________________________________ Yes, I have been an ATPE member in the past. Member ID# _______________ (Optional—If you don’t remember it, no problem.) Name_________________________ _______________________ _________ Last

First

Middle initial

Job title _________________________________________________________ ISD ___________________________ Campus __________________________ Home address ____________________________________________________ City/State ____________________________________ ZIP _______________ Home ( ____ ) _____________________ Cell ( ____ ) _____________________

2 Select your membership category.

(MM)

Refer to the chart on the back of this application to find your appropriate category.

Insured* categories

See back for details.

Professional

$145.00

$ ______

First-time Professional

$80.00

$ ______

$70.00

$ ______

I have never been a Professional member.

Associate Paraprofessional and classified positions

FREE

Teacher Trainee Student teacher in Texas

Visit atpe.org to join as a retired, public or college student member.

Required**

Campus email ___________________________________________________ Home email _____________________________________________________ One email address is required for application processing.** **

When you become a member of ATPE, you are granting permission for ATPE to contact you via the information provided on this application, including email and text, which are required to effectively administer your account. You will also receive important information about your membership and benefits.

3 Invest in public education. (optional) Local unit dues

$ ______

ATPE Political Action Committee

$ ______

Support ATPE in your school district.

Support Texas candidates and officeholders who prioritize our profession and public education. Suggested donation: $12.

Yes, send me information about volunteering for ATPE!

4 Select a payment method. Check enclosed Payroll deduction Complete the authorization below. Detach and submit to your ISD’s payroll office. Arrangements for payroll deduction are the responsibility of the applicant.

305 E. Huntland Dr. • Ste. 300 Austin, TX 78752-3792 (512) 467-0071 • (800) 777-2873 atpe.org • atpe@atpe.org

TOTAL

$ ______

Payroll Deduction Authorization Payroll authorizations for 2015-16 will not be accepted after Jan. 31, 2016. I, ______________________________________________ , authorize the _____________________ ISD to deduct the total amount of $ _______________ over ______ payments in order to pay for ATPE state dues, local dues, and political action committee and foundation donations. I further authorize the Association to notify the ISD of changes in the annual dues amounts and the ISD to deduct the new amounts. If my employment with the district ends, I authorize any unpaid balance to be deducted from my final check. This authorization for the deductions referenced above will be effective until I give notice to the ISD that I want to revoke it.

____________________________________________________ __________________________________________________ _______________ Applicant’s signature

Applicant’s Social Security number or employee ID number

________ I wish to cancel deduction of membership dues for:

Initial Here

Texas AFT

TCTA

Date of signature

TSTA

UEA

Other 2015-16 AP8

Questions You Might Have About ATPE Membership What does the Professional Liability and Employment Rights Defense Insurance cover?

When is my ATPE membership effective?

Insurance coverage applies to your activities as a Professional or Associate member in the course of your duties of employment with an educational institution, or to your activities as a Teacher Trainee member in the course of your duties as a student in a teacher education program in an accredited college or university. Coverage is underwritten by National Union Fire Insurance Company of Pittsburgh, Pa. ALL COVERAGE IS SUBJECT TO THE EXPRESS TERMS OF THE MASTER INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE STATE OFFICE. View a detailed summary at atpe.org. The policy applies only to activities that begin during the period when coverage is effective and does not apply to activities that predate the coverage period.

When is Professional Liability insurance coverage effective? Insurance coverage begins on the later of 8/1/15 or your Membership Date and expires on 8/1/16 except for the following: COVERAGE IS EFFECTIVE ON 8/1/15 IF YOU RENEW MEMBERSHIP ANYTIME DURING AUGUST OR SEPTEMBER 2015, AND EMPLOYMENT RIGHTS DEFENSE INSURANCE IS NOT EFFECTIVE UNTIL 30 DAYS AFTER YOUR MEMBERSHIP DATE IF YOU JOIN AFTER 9/30/15 AND WERE ELIGIBLE FOR MEMBERSHIP FROM AUGUST 2015 THROUGH SEPTEMBER 2015. Eligibility for membership benefits is contingent upon receipt of the entire membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year, retroactive to Aug. 1 or your membership date. For further information, call (800) 777-2873.

For paper applications, membership is generally established when the application is received in the state office. Alternatively, membership may be established when a designated ATPE representative receives , signs and dates an application then forwards the completed application for processing at the ATPE state office. For online applications, the membership date is established at 12:01 a.m. CST on the date following successful transmission of your online application and payment at atpe.org. Faxed or emailed applications are not accepted. In all cases, ATPE reserves the right to research and verify the earliest date of membership or to reject or cancel membership retroactively should all application elements not be completed.

Are ATPE membership dues tax-deductible? ATPE membership dues are not deductible as charitable contributions for income tax purposes but may be deductible as miscellaneous itemized deductions, subject to IRS restrictions. Approximately 95 percent of your dues dollar is considered deductible; 4.6 percent is used for lobbying activities and is therefore not deductible.

What does ATPE-PAC do? The ATPE Political Action Committee (ATPE-PAC) solicits voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to ATPE-PAC are not a condition of employment or membership. A member may donate more or less than the suggested amount or may choose not to make a donation without it affecting his or her membership status, rights or benefits with ATPE. Donations are not deductible for federal income tax purposes.

How does ATPE spend my membership dues? • $3.32 pays for a subscription to ATPE News (published four times per year) and includes all state and local sales taxes. • Up to $26 of Professional and Associate member dues and up to $6 of Teacher Trainee member dues pays for the Educators Professional Liability Insurance Policy.*

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for Professional Liablilty coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only. Professional and Associate membership is open to persons employed in Texas by a public school district, institution of higher education, Regional Education Service Center, State Board for Educator Certification or the Texas Education Agency. If you have a question about the eligibility of job descriptions not listed below, call (800) 777-2873.

Insured Categories

Uninsured Categories

PROFESSIONAL MEMBER ($145)/FIRST-TIME PROFESSIONAL MEMBER ($80)

ASSOCIATE MEMBER ($70)

COLLEGE STUDENT MEMBER (FREE)

• Administrator/ Supervisor

• Department Head/ Chair

• Regional Service Center Staff

• Aide to position in Professional category

• Educational Aide/ Technician

• Athletic Director/ Coordinator

• Diagnostician

• School Psychologist/ Associate

• Alternative Center Aide

• Maintenance Worker

RETIRED MEMBER ($10)

• Instructional Officer

• Bus Driver

• Nurse (LVN)

• Retired former school employee

• Athletic Trainer

• Intern Teacher

• Social Worker

• Cafeteria Worker

• At-Risk Coordinator

• Superintendent/Asst. Supt.

• Clerk–General

• Regional Service Center Aide

• Audiologist

• IT Director/ Coordinator

• Band/Choral Director

• Librarian

• Teacher

• Computer Programmer/Entry

• Coach

• Nurse (RN)

• Custodial Worker

• Security Guard (Unarmed)

• Counselor

• Deaf Interpreter

• Substitute Teacher

• Curriculum Director

• Parent/Community Coordinator

• Therapist/ Pathologist

• Dean of Instruction

• Principal/Asst. Prin.

• University Professor • Visiting Teacher

• Secretary

TEACHER TRAINEE MEMBER (FREE) • Student teacher in Texas

• Non-teaching college student

PUBLIC MEMBER ($35) • Friend of public education

by Gary G. Godsey

for the record

ATPE WELCOMES ALL PUBLIC SCHOOL EMPLOYEES When ATPE was formed 35 years ago, one of the guiding principles was that the entire group of individuals who make up the public education arena should be allowed to participate. This characteristic has helped define us throughout our history.

ther organizations have criticized us for our inclusive membership policy, but in reality, it’s a strength. We insist on remaining inclusive because our focus is on the students and on providing quality public education. Educating public school students takes everyone from custodians to administrators. I know firsthand that the whole spectrum of school employees shapes a student’s experience. I can still remember my school’s cafeteria workers, who I looked forward to eating lunch with, and my bus driver, who drove me to school every day until I started driving myself. These people are a big part of students’ lives. Representing all public school employees also allows ATPE to have a broader impact. We work hard to advocate for public education, and including everyone makes our voice stronger. Because we stand for all public school employees, we must consider the larger picture of public education, not just how one group is

spring 2015

affected, and this makes us more influential. Some people say that ATPE can’t provide fair legal protection to both administrators and teachers, but this is a misperception. ATPE provides every party involved in a legal dispute with his or her own attorney, just as your auto insurance company would do in the event of an accident. There is no conflict of interest. Each case is viewed on its own merits, and we do not prioritize one member over another. We are committed to providing superior legal protection to all our eligible members. ATPE remains the preeminent public educator association in Texas. We have faith that Texas educators can see through our critics’ scare tactics.

Gary G. Godsey ATPE Executive Director

atpe.org | 43

Association of Texas Professional Educators

305 E. Huntland Dr., Suite 300 Austin, TX 78752-3792

Already thinking about

SUMMER BREAK? Before you kick up your heels, join or renew your membership with the stateâ&#x20AC;&#x2122;s largest educator association. And have peace of mind knowing we never take a break from working for you.

(800) 777-ATPE atpe.org

ATPE: FOUNDED BY TEXAS EDUCATORS. WORKING FOR TEXAS EDUCATORS.