Winter 2018 ATPE News

12

THE LEGALITIES OF TALKING POLITICS IN CLASS

16

WHAT TO KNOW BEFORE THE 2019 LEGISLATIVE SESSION

20

SCHOOL FINANCE, EXPLAINED

ATPE News Teaching in Texas

WINTER 2018 | ATPE.ORG

ALONG THE BORDER

Savings DECK THE HALLS WITH PILES OF

Don’t let the holiday season drain your wallet. Use your ATPE membership to take advantage of these discounts and SAVE! •S hop at the Azigo online shopping mall, an exclusive shopping experience for members. Earn cash back simply by shopping at your favorite stores, such as Kohl’s, Target, Nordstorm, and more.

•S ave on car rentals and find great deals on a wide variety of hotels and lodging. Plus, members get a first-year discount on AAA roadside assistance and have access to discounts at theme parks, zoos, and vacation and cruise packages.

Visit atpe.org/discounts for more information!

•U se the ATPE Visa Signature® credit card, the only card that donates money back to ATPE programs with every purchase. There’s no annual fee and you can earn 5,000 bonus reward points after your first purchase!

ATPE News

DIRECTOR'S MESSAGE

The official publication of the Association of Texas Professional Educators

State Officers Byron Hildebrand. . . President, San Antonio (20) Tonja Gray. . . . . . . . . Vice President, Abilene (14) Jimmy Lee. . . . . . . . . . . . . . . . . Secretary, Paris (8) Karen Hames. . . . . . . . . . Treasurer, Lewisville (11) Carl Garner. . . . . . Past President, Mesquite (10)

Board of Directors Hector Cruz . . . . . . . . . . . . . . . . . . . . . . Weslaco (1) Barbara Ruiz. . . . . . . . . . . . . . . . Corpus Christi (2) Cathy Stolle . . . . . . . . . . . . . . . . . . . Karnes City (3) Stacey Ward. . . . . . . . . . . . . . . . . . . . . . Humble (4) Suellen Ener. . . . . . . . . . . . . . . . . . . . Beaumont (5) Charles Lindsey II. . . . . . . . . . . . . . . . Magnolia (6) Kim Dolese. . . . . . . . . . . . . . . . . . Nacogdoches (7) Shelia Slider. . . . . . . . . . . . . . . . . . North Lamar (8) Dale Lovett. . . . . . . . . . . . . . . . . . . . . . . . . Olney (9) Meredith Malloy. . . . . . . . . . . . . . . . . . . Ferris (10) Steve Pokluda. . . . . . . . . . . . . . . . . . . . Crowley (11) Ron Walcik. . . . . . . . . . . . . . . . . . . . . . . Killeen (12) Christie Smith. . . . . . . . . . . . . . . . .Pflugerville (13) Desirie Ries. . . . . . . . . . . . . . . . . . . . . . Hawley (14) Jose Delgado. . . . . . . . . . . San Felipe-Del Rio (15) Shane Whitten. . . . . . . . . . . . . . . . . . . Amarillo (16) Brenda Bryan. . . . . . . . . . . . . . . . . Hale Center (17) Bill Griffin. . . . . . . . . . . . . . . . . . . . . . . Stanton (18) Rudy Romero. . . . . . . . . . . . . . . . . . . . . . . Clint (19) Yvette Milner. . . . . . . . . . . . . . . . . . Northside (20)

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Elaine Acker. . . . . . . . . . . . . . . . . . . . . . . . . . . Editor Leslie Trahan. . . . . . . . . . . . . . . . . Managing Editor John Kilpper. . . . . . . . . . . . . . . . . . Senior Designer Erica Fos. . . . . . . . . . . . . . . . . . . . . Senior Designer Sarah Gray . . . . . . . . . . . . . . . . . . Associate Editor Jean Schlitzkus. . . . . . . . . . . . . Contributing Editor Jesus Chavez. . . . . . . . . . . . . . . . . Media Relations ATPE News contains legislative advertising contracted for by Shannon Holmes, 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 2017 in USA by the Association of Texas Professional Educators

Photo by John Kilpper

ATPE News Staff

n July, I was honored to be selected to serve as ATPE’s next executive director.

Anyone can see how driven and dedicated our members are, and I came to ATPE to amplify the support Texas public school employees deserve by lending mine. You’re there to make a difference for students across the state of Texas, and I can assure you, ATPE is here to make a difference for you.

I’m motivated by the challenges and opportunities ahead. Over my two decades in the public education field, I’ve seen how hard Texas educators work inside the classroom and the challenges they face at the state Capitol. Every year, our teachers are given more work with fewer resources. And every legislative session, I see our profession under attack.

But I believe we can build positive relationships and help each other solve these problems—that’s important to me. I’m passionate about Texas education, and I want to make sure you get the benefits, services, and support you need.

An organization the size of ATPE can do a lot of good if we all work together. I’m proud to be a part of ATPE, and I hope you are, too.

Dr. Shannon Holmes ATPE Executive Director

ISSN © ATPE 2013 0279-6260 USPS 578-050 305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org

ATPE NEWS 3

Contents

22 FEATURES

16

20

22

What hot topics will the 86th Legislature consider?

Learn how Texas’s school finance system impacts teachers, students, and taxpayers in this straightforward infographic.

TPE’s new series shares A educators’ and students’ stories and explores how geography and culture can influence the learning process.

Education Outlook for the 2019 Legislative Session 4 ATPE NEWS

School Finance by the Numbers

On the Cover

Teaching in Texas: Along the Border

Border and mariachi photos by Jean Schlitzkus; Dr. Shannon Holmes photo by John Kilpper

ATPE NEWS | Winter 2018, Volume 39, Number 2

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 10 Meet Dr. Shannon Holmes

ATPE’s new executive director wants to see Texas educators get the support they need.

12 Your Ally

ATPE’s managing attorney shares the legal implications of discussing politics in the classroom.

13 Your Voice

The 86th Texas Legislature is almost here. It’s your turn to become an education advocate.

14 Texans on Education

Offering dynamic learning experiences to young children at the border.

28 15 PAC Honor Roll 28 Spotlight

The power of mariachi.

32 Members Speak

An ATPE member shares strategies for English language learners.

34 ATPE News

10

ATPE award nominations • Become an ATPE campus representative • Join ATPE’s state president for an informative conference call • Inaugural Leadership ATPE class

43 Brain Break

ATPE NEWS 5

DO YOU KNOW A SUPERSTAR EDUCATOR?

CALENDAR

December

Nominate them for an ATPE award!

24–31

State office closed for winter break

State office closed for winter break

8

21

86th Texas Legislative session starts

OF THE

RDS

YEAR AWA

Find out more at atpe.org/Member-Benefits/Awards-Grants.

January 1–6

ATOR ATPE EDUC

State office closed for Martin Luther King Jr. Day

28–31 31 State Board of Education meetings

Last day to join ATPE as an associate, professional, or administrator member

February 1

Nomination deadline: ATPE Educator of the Year Awards State Board of Education meetings

22

State Board for Educator Certification meetings

22–23 24–25 ATPE Board of Directors meetings

ATPE at the Capitol

March 1

Application and entry deadlines: Educator of the Year, Local Unit of the Year, and Campus Representative of the Year

6 ATPE NEWS

1–3

Leadership ATPE spring meeting

4–7 SXSW EDU Conference

15

Deadline: State officer nominations and proposed bylaws amendments and resolutions due to state office

SAVE THE

DATE!

2019 ATPE SUMMIT JULY 17–19, 2019 | MARRIOTT MARQUIS HOUSTON

REGIONAL ROUNDUP

Kansas

T

here are more than a thousand school districts in Texas and each one has success stories. Regional Roundup highlights some of the achievements happening in our public schools.

When something special happens in your school district, let us know! Send news to comm@atpe.org.

Oklahoma

4 CANYON

2 HOOKS

3 HALLSVILLE

6 ECTOR COUNTY

1 COMSTOCK

5 RICARDO

8 ATPE NEWS

Gulf of Mexic

From Across the State 1 Rock-solid experience

A partnership between Comstock ISD teacher Kayme Tims’s scientific research class and the Shumla Archaeological Research & Education Center allows students to help digitally map the local cemetery and document local archaeological sites.

They use high-resolution photogrammetry to create 3-D models to digitally preserve rock art paintings located on limestone shelter walls. Students are even helping to build chemistry equipment that can be used to radiocarbon date the rock art.

Arkansas

4 Google in the Canyon

Canyon ISD solidified itself as a digital innovator after hosting the second annual EdTech Team Texas Panhandle Summit and being recognized as a Google Reference District. Canyon ISD prepares students to be workforce ready beyond classroom instruction. Students in their iConnect program maintain Chromebooks, help other students with Google apps, provide teachers with additional training on Google apps, and are a resource for Google Technology on campus.

comstockisd.net

2 3-D Learning

For Hooks students, the journey to think creatively and serve the community started with masking tape. ACE Coordinator Carrie Moro initiated the lesson, and after students worked to understand how design begins, they moved to 3-D printing. They went a step further by creating the You Matter Club to volunteer in the community, helping a foster care facility, creating gardens at school grounds, and using 3-D printed items for bingo prizes at a local nursing home.

Louisiana Photos courtesy of Comstock ISD; K12 Inc.; Canyon ISD; Hooks ISD; Ricardo ISD; and Ector County ISD

co

HEADLI N ES

canyonisd.net

5 Decades-long volunteer honored

“Grandma” June Cannon’s dedication to Ricardo ISD spans more than six decades, with many of those years spent working the concession stands at sporting events. Viewed as a pillar of the district, June’s longstanding support was celebrated in September when the district renamed the basketball and football concession stands in her honor. June’s driving force was simple: It’s all about the kids.

hooksisd.net

3 Public school at home

A new full-time online public school opened its virtual doors this year. Texas Virtual Academy at Hallsville (TVAH), created by a partnership with Hallsville ISD and K12 Inc., is a “public school at home” available to students across Texas in grades three through 12. Recognizing that each student has unique circumstances, TVAH allows alternatives for students who need advanced learning, a bullying-free environment, or the ability to balance their education with extracurricular pursuits or medical needs.

ricardoisd.us

6 Doing the math

How often do students ask, “When am I going to use math after I leave school?” Ector County ISD teachers have good answers for that question after a professional development day that started at the Permian Basin Petroleum Museum and took them to any of 10 different local businesses.

Employees in those industries (banking, auto sales, healthcare, and more) presented real-life, everyday demonstrations of math—lessons the teachers can take back to their students. ectorcountyisd.org

tvah.k12.com

ATPE NEWS 9

Meet

Dr. Shannon Holmes ATPE’S NEW EXECUTIVE DIRECTOR

by Elaine Acker

10 ATPE NEWS

Photo by John Kilpper

I

f you spend more than five minutes with Dr. Shannon Holmes (“just call me Shannon,” he says), you’ll know without a doubt that teachers are at the heart of every decision he makes. Before joining ATPE in July 2018, he served for 13 years as superintendent at HardinJefferson ISD, a 4A school district based in Sour Lake, Texas. He feels protective of his teachers.

“Teachers’ jobs are becoming more and more difficult,” he explains. “Parenting has changed.

School funding has changed. Education is under political attack. We feel all of that at the schoolhouse. It’s incumbent upon ATPE, local representatives, and superintendents to lift our educators up. We can’t keep asking them to do more with fewer resources.”

Shannon points to financial challenges as the number one issue facing teachers today. “There’s not enough money in the system to provide supplies or pay increases,” he says. “And health insurance is a big bear. So even when school districts are able to give pay increases, the insurance costs eat that up. Your net pay doesn’t keep up with inflation.”

Add social media and school safety to the list of concerns, and it’s clear that every issue in the community, whether social or economic, has an impact on public schools. All of this motivates Shannon in his new role at ATPE. “The top two things I’d like to see change in education in the state of Texas are funding and respect,” says Shannon. “You can’t have high expectations and low funding. And I’d like to see public educators receiving the same amount of respect and credit that other professionals receive. Educators provide a valuable service to the community. It’s the backbone of what Texas is

built on. The powers that be flaunt the fact that Texas is a great place for employment. And you know what?

These educators are developing future employees.”

If you take a peek a Shannon’s resume, you’ll find a strong background in both business finance and education. As superintendent of Hardin-Jefferson ISD, he facilitated the education of 2,400 students and the management of 334 staff members. He provided educational

leadership, and oversaw curriculum and instruction, campus administration, financial management, grants, special services, athletics, personnel, and noninstructional operations.

In addition to his district duties, Shannon testified before the Texas State Senate and House of Representatives on a variety of topics relating to public education. He recently served as chair of the 2018-19 Legislative Council for the University Interscholastic League and was previously involved in several committees with the Texas Association of School Administrators, a professional association for education administrators.

His financial background gives him an edge in managing ATPE’s $12 million annual budget.

Early in his career, he worked for several years as an auditor and accountant of local school districts and nonprofit organizations, and then later served as the director of business services for West Orange-Cove CISD in Orange, Texas.

“Dr. Holmes—with his many years of public education experience—displays a heart for students, teachers, and parents to ensure Texas school children receive the highest quality instruction and opportunities that our schools can offer,” says Carl Garner, 2017-18 ATPE state president, who served on the selection committee. “His wide range of knowledge, skills, and experience made him the perfect fit for the ATPE executive director position. He believes in leading by building relationships and empowering others, and we are sincerely looking forward to working with him to advance ATPE and its mission.”

Under Shannon’s leadership, ATPE will continue to

Shannon Holmes acknowledges student accomplishments at an eighth-grade awards ceremony.

Shannon Holmes celebrates as teacher Diana Schneider (second from left) is named as a finalist for the H-E-B Excellence in Education Award.

fight to ensure that teachers have what they need and are supported. Plans include lobbying for better health benefits, creating effective learning environments for students, and promoting positive relationships between teachers and administrators. “ATPE is inclusive,” says Shannon. “We’re all on the same team. There’s no division between a teacher and a bus driver, or a teacher and a custodian, or a teacher and an administrator.

We all work to educate our students, and we work to get them home safely. It takes a team, and I don’t think we should be separating ourselves. We all work in the school, and there’s no reason not to work together.”

Shannon credits the strong influences of his dad and his high school basketball coach with his sense of personal values. “They instilled the importance of God, family, integrity, and education,” he says. “And now, I have two boys, and I hope their teachers or mentors and I can do the same for them.”

When he’s not testifying at legislative hearings, collaborating with the board of directors, or brainstorming with staff, Shannon and his wife and boys are making the transition to the Hill Country lifestyle. “My wife and I love taking the boys camping,” he says. “We enjoy our time together hiking, backpacking, or boating, without the distractions of electronics and social media.”

When asked what else he wanted members to know about him, Shannon’s response again reflected his commitment to education—and to ATPE’s members. “I’m going to fight for our educators,” he says. “I like solving problems, and I will work to build positive relationships with educators and partners around the state. I want educators to be proud to be part of ATPE, because whatever we do to strengthen this organization will also improve our students’ classroom experiences, and that’s what matters most.”

ATPE NEWS 11

YOUR ALLY

Politics in the Classroom

T

BY PAUL TAPP ATPE Managing Attorney

he country has never been so divided.” Amendment protections. In Garcetti v. Ceballos, “Political involvement has never been so the Court ruled that comments made by a govimportant.” You have probably heard both ernment employee as a part of that employee’s these statements over the past few months. The job were not protected by the First Amendment. midterm elections are now over, but politics has The Garcetti case involved a prosecutor, not an not gone away. educator, and the comments at issue were not The ATPE Member Legal Services Department about the government itself—the thing the First has been fielding more calls lately from members Amendment was designed to most protect. But the who have found themselves in hot water after a rule that political expression within the course of political discussion erupted in their classroom. one’s job is not covered by the First Amendment Because politics has become both more has been successfully applied to Texas educators, heated and more commonly discussed in the though again, not in a situation where the comclassroom, we thought it ments were about the govwas a good time to go over ernment itself. the rules. Please note as What does that mean for you read this, I am talking you in your classroom? It here only about political is important to understand Negative employment expression or comments the limits that the Supreme consequences can occur about the government.

Court placed on your First when educators engage in or, Amendment protections.

The First Amendment in some cases, even allow a also protects religious How parents or students expression, but the rules react to what you say often political discussion to take there are very different. determines whether you place in their classroom.

ATPE members’ opincan be disciplined. If your ions span the political political comments impair spectrum. Wherever you fall on that spectrum, the school’s functioning, for instance, by causing your political opinions are protected by the First parents to ask that their children be moved to anAmendment of the US Constitution. But those other class, then you can be disciplined—even if protections are not absolute. Negative employ- your comments would otherwise fall under free ment consequences can occur when educators speech protections. engage in or, in some cases, even allow a political Following Garcetti, educators can find themdiscussion to take place in their classroom. selves in a “catch 22” position. If the comments There is nothing more sacred than the protec- are made as a part of their job duties, such as a govtion of political expression in the United States. ernment teacher’s comments about the governThe US Supreme Court confirmed in 1968 that ment, then under Garcetti, there may be no First educators do not lose their free speech rights Amendment protection at all, since classroom inwhen they cross the schoolhouse door. However, struction is clearly within a teacher’s job duties. the Court also held that limitations to that right On the other hand, if the educator’s comments existed, stating that when “the school functioning don’t relate to instruction, such as a math teachor the teacher’s performance is impaired or that er talking about the election results, the teacher the superior-subordinate relationship is under- could arguably be disciplined simply for not doing mined, then sanctions, including dismissal, might what they are supposed to be doing—providing inappropriately be brought against the employee” struction in their subject.

(Pickering v. Board of Education).

While educators do have rights to express their In 2006, the Supreme Court arguably creat- views, those rights are restricted once they walk ed a huge hole in public school educators’ First into their classroom.

The legal information provided here is accurate as of the date of publication. It is provided for general purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Eligible ATPE members may contact the ATPE Member Legal Services Department.

12 ATPE NEWS

YOUR VOICE

Be an Education Advocate!

B

BY KATE KUHLMANN ATPE Lobbyist

eginning in January, your ATPE lobby team will be working around the clock at the Capitol on your behalf. We will meet with legislators to share what is happening in your local schools, testify about how bills affect your students and classrooms, fight for laws that value your profession, join coalitions to push for necessary funding increases, and combat bad policy proposals that threaten your schools and rights. We will proudly do this while you do the important work of educating Texas schoolchildren.

Unfortunately, that won’t be enough, so we need your help!

Legislators want to hear directly from you. They want to know that what we are saying is backed up by the educators in their district. We fight for you every day, but your voice is still crucial.

ATPE offers several easy and efficient ways to help you stay informed and connected during the legislative session. Ready to get to work in January? Here is your checklist as you prepare to be an advocate for public education.

2019, is our political involvement training and lobby day event. This event gives ATPE members an opportunity to learn about high-profile issues being debated at the Capitol, hear directly from policymakers, learn advocacy tips from the ATPE lobby team, network with ATPE members from your area, and meet with your own legislators to share concerns and input. There is no registration fee, and travel incentive funds are available for certain eligible ATPE local units and members.

Mark your calendars for this fun event in Austin, and register today at Advocacy Central!

Subscribe to news updates from Teach the Vote

Teach the Vote is not just an election tool; it is a website broadly dedicated to education advocacy. The Teach the Vote blog (teachthevote.org/ news) provides the latest updates on education news, including almost daily updates of happenings at the Capitol during the legislative session. A variety of contributors, including ATPE lobbyists, staff members, and the occasional guest, keep you informed and entertained. During legislative sessions, the site also offers a liThe 2019 legislative session is just around the brary of resources and features corner. Are you ready to make your voice heard officeholder profiles that allow at the Capitol? ATPE has tools to help you! you to find information on all elected state legislators, State Board of Education members, the lieutenant governor, and the governor. Visit teachthevote.org Get acquainted with Advocacy Central to learn more, and make sure you are signed up to Advocacy Central makes it easy for ATPE mem- receive our weekly recap by email. bers to engage with legislators on important issues. It is a one-stop shop that allows you to learn Follow the ATPE lobby team on Twitter about top education issues, track bills, and conFor real-time updates on what is happening nect with your elected officials. The tool offers inside the Capitol, follow your ATPE lobbybackground information plus sample emails, ists and Teach the Vote on Twitter. We tweet tweets, and phone scripts you can use to quickly live updates from committee hearings and engage with the officeholders who represent you. floor proceedings, share relevant news stories, Visit atpe.org/advocacy-central to get acquainted spread information from fellow advocates, and before the session. Make sure you sign up for alerts even throw in a little fun now and then. Follow and download the app directly to your phone! @TeachtheVote, @ATPE_MontyE, @ATPE_KateK, @ATPE_JenniferM, and @MarkWigginsTX for Attend ATPE at the Capitol timely legislative updates.

ATPE at the Capitol, happening Feb. 24–25, ATPE NEWS 13

TEXANS ON EDUCATION

Offering Dynamic Learning Experiences to Young Children at the Border

M JENNIFER KEYS ADAIR University of Texas at Austin Jennifer Keys Adair, PhD, is an associate professor of early childhood education at The University of Texas at Austin. Her work focuses on the connection between agency and discrimination in the early learning experiences of children of immigrants.

Dr. Adair is currently the director of the Dynamic Innovation for Young Children professional development program to re-design early childhood education in the San Antonio Independent School District.

y work is deeply concerned with how teachers chose their books, where they sat, and discrimination impacts what we offer who they worked with, even at lunchtime. They young children in terms of learning saw learning as a rote, simplistic process of listening experiences. Latinx immigrant children on the to adult direction and taking in that knowledge.

US border or on the marginalized border of cities This way of seeing learning is at odds with how and towns often receive a narrower education- learning typically works within Latinx US immial experience than their white, wealthy peers in grant and indigenous Mexican and Latin American urban and suburban areas, communities where learneven in pre-K and kindering often happens through garten. There are extreme observation, participation, pressures on teachers and contribution, and shared children to perform for endeavors (Rogoff, Mejíabenchmark assessments Arauz, & Correa-Chávez, If we want young children and teacher evaluative 2015). Urrieta’s (2015) to grow up to be thoughtful modules. This pressure is work skillfully details how disproportionate for chilindigenous children from community members, smart dren of Latinx immigrants. college students, and leaders Mexico, as an example, It does not have to be learn by observing and who advocate for themselves then participating with this way if we understand and their communities, we young children’s learning their families. and look clearly at how disIf we want young children need to change what we offer crimination often works to to grow up to be thoughtyoung children in school. make us think some chilful community members, dren are capable of less smart college students, than they really are. This and leaders who advocate knowledge can motivate for themselves and their us to make changes in our classrooms and schools. communities, we need to change what we offer All young children observe, ask questions, and young children in school. Allowing children to seek out new knowledge with deep interest and influence and make decisions about their learnenthusiasm. Children’s curiosity and desire to ing helps fight low expectations and stereotypes understand the world around them drives early and instead re-positions children of Latinx immidevelopment. When we do not see young children grants as capable and smart in their classrooms actively wondering about the world or engaged for and schools (Adair, 2014). Inquiry-based learning, long periods at school, it is most likely about us, supporting children to follow their interests, and not the child. helping children make decisions about how they In our study of young children of Latinx immi- learn impacts how they see themselves as learners grants that included sites at the US/Mexico border, and improves their connection with school, learnchildren told us that learning requires being ing, and content. Young children are ready for and still, quiet, and obedient. They told us that their can handle dynamic learning experiences! references on page 40

 14 ATPE NEWS

For a more comprehensive discussion of this topic, see the online version of this article at atpe.org/news/ATPE-News-Archives/ATPE-News-Winter-2018.

PAC HONOR ROLL

THANK YOU FOR YOUR INVESTMENT IN TEXAS PUBLIC EDUCATION! The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) from July 1 to Sept. 30, 2018.

Abilene Mary Crisp Melinda Flores Tonja Gray Kay Loftin Alief Barbara Lebold Alvin Ron Fitzwater

Big Spring Deborah Mullins Russell Mullins Birdville Janet Emmons William Monty Trina Wayne

Amarillo Michael Renteria Shane Whitten

Boerne Margie Hastings Teri Nail Cyndy Veselka Richard Wiggins

Andrews Joshua Kendrick

Bryan Sallie McGehee

Arlington Carole Lemonds

Carrollton-Farmers Branch Stefani Johnson Keri Ramig Ginny Welch

At Large Deryl Elms Thomas Franks Jo-Sandra Greenberg Deborah Pleasant Dawn Riley Sandra Rosinbaum Patricia Shaw Austin Elizabeth Abrahams Axtell Stacey Dieterich Azle Dee Parnell

Clear Creek Ryan Nassif Conroe Selene Chapa Judi Thomas Copperas Cove Rosa Sanders Corpus Christi Cesarea Germain Barbara Ruiz

Baird Tina West

Corsicana Julleen Bottoms Brooke Roberts

Ballinger Darlene Kelly

Crowley Steve Pokluda

Beaumont Suellen Ener

Cypress-Fairbanks Dorothy Hulett Rebecca Keels Ginger Picone Eli Rodriguez

Belton Christina Flores

Dallas Julie Fore Dianne Reed Maria Slette Lizandra Ayala Valentin Del Valle Cristela Rocha

Harlandale Eva Rosales

Krum Betty Plunkett

Hawley Tommie Hicks

Leander Jayne Serna Jeannette Whitt

Humble Gayle Sampley Stacey Ward

Denton Vicki Storrie

Hurst-EulessBedford Christopher Adams

Dickinson Lisa Johnson

Ingram Chris Moralez

Edinburg Benjamin Lozano Tony Mercado

Iowa Park Kristina Deason

Ennis Nathan Moye Falls City Phyllis Jarzombek Patricia Startz Ferris Meredith Malloy Forney Barbara Jo Green Wendy Smith Fort Worth Dominic Perez Galena Park Sharon Dixon Lynn Nutt Galveston Paula Franklin Garland Jed Reed GrapevineColleyville Kelley Walker Hale Center Brenda Bryan

Irving Connie Kilday Miranda Madden Gary Schepf Jacksboro Jean Henderson Jim Ned Consolidated Leslie Ward Katy Janet Godfrey Keller Jacquline Price David Williams Kerrville John Milner Killeen Steve Harris Alice Page Ronald Sursa Eileen Walcik Melissa Walcik Ron Walcik Sharon Woody

Lewisville Karen Hames Gerry Hudman Samantha Montano Lubbock Allyson Haveman McAllen Twila Figueroa Ma Elena Ingram Daisy Palomo McGregor Melisa Hudson Mesquite Carol Davies Michele Garner Jennifer Grady Cynthia Rowden Midland Kathie Gressett Midway (12) Jason Forbis Millsap Deann Lee Monahans-WickettPyote Vicki Greenfield Nacogdoches Katherine Whitbeck Navasota Sue Ambrus Jessica McHale Arizona Raper New Braunfels Jennifer McGovern

North Lamar Jerry Jarrell Shelia Slider

Byron Hildebrand Randall Iglehart Nelly Rosales-Nino

Northside (20) Bill Barton Madonna Felan Janelle Flores Patti Garcia David de la Garza Yvette Milner Bobbye Patton Audree Wood

Spearman Kimberly Anderson Sherry Boyd

Odessa Bridget Loffler Olney Dale Lovett Sam Spurlock Paris Jerrica Liggins Pasadena Charlotte Anthony Pflugerville Greg Vidal Sarah Walters Pineywoods Michelle Adams Kevin Harrell Plano Lindsay Beattie Katy Matthews Robinson Michelle Ruddell Rosebud-Lott Beverly Bredemeyer Round Rock Tina Steiner-Johnson San Antonio Teresa Akers Tina Briones Yvonne Cadena

Stanton Teresa Griffin Sweeny Jeanette Hlavaty Temple Joan Caughlin Tyler Betty Berndt Eddie Hill Vernon Katrina Price Waco Jane Sykes Waxahachie Nora Crist Nanette Moyers Weslaco Hector Cruz Wichita Falls Patricia Lewis Willis Gidget BelinoskiBailey Diane Perdue Woden John Donihoo Carl Franks Malinda Holzapfel Teresa Millard Ysleta Edana Slaight ATPE Staff Ginger Franks

Invest in the ATPE Political Action Committee today!

It’s easy to set up recurring donations online at atpe.org/pac-donate.

ATPE NEWS 15

EDUCATION

OUTLOOK for the 2019 Legislative Session WHAT HOT TOPICS WILL THE 86TH LEGISLATURE CONSIDER?

As we near the opening of another legislative session in January 2019, ATPE’s lobbyists are gearing up for high-profile debates about school-related issues. Here’s a look at our 2019 legislative priorities, based on the ATPE Legislative Program adopted by our House of Delegates.

BY JENNIFER MITCHELL, ATPE GOVERNMENTAL RELATIONS DIRECTOR

16 ATPE NEWS

IMPROVING TEXAS’S SCHOOL FINANCE SYSTEM

A

fter the Texas Supreme Court found our state’s system of funding public schools to be constitutional but “undeniably imperfect,” House-led efforts to pass school finance reforms in the 2017 legislative session fell short, thanks in large part to resistance from the Senate. As the state’s share of funding has steadily declined, school districts are forced to rely increasingly on local property taxes. It’s an unwelcome burden on many homeowners who know that the higher taxes they’re paying may not even benefit their own community’s schools. The current system forces school districts to meet rising standards with revenue that is harder to come by for a student population that continues to grow, while new challenges— like keeping schools safe—require even more money.

ATPE supports legislation to dramatically improve the state’s school finance system and enable the efficient operation of public schools that are safe and productive learning environments. We believe that every child deserves access to an exemplary public education rather than one that meets only minimum constitutional standards. We urge lawmakers to provide the resources necessary for Texas to fulfill the economic and moral imperative to help all students reach their full potential.

FUNDING EDUCATORS' HEALTHCARE NEEDS

L

awmakers have been hearing from educators about the difficult burden of paying for healthcare with relatively low teacher paychecks or on the fixed income of a retired educator. Many retirees have been forced recently to endure huge jumps in their out-ofpocket costs, and lawmakers have not raised the state’s $75 per employee contribution for active educators’ health insurance since that program began in 2001.

Keeping educators healthy should be a top priority for legislators because it saves taxpayer dollars and promotes educator retention and classroom stability.

ATPE supports measures to provide affordable healthcare options for active public school employees, retired educators, and their dependents. We urge the legislature to address the rising cost to Texas educators for benefits that have lagged behind those offered to educators in other states and those employed in other professions. Assuring educators that they will have access to quality healthcare even after retiring is a vital tool for recruiting and retaining the best teachers in Texas public schools.

PRESERVING EDUCATORS' PENSION BENEFITS

O

ffering a healthy and reliable pension is one of the tools we have for recruiting and retaining the best educators in our public schools.

Texas educators benefit from one of the most well-run pension funds in the country, but their retirement benefits still lag behind those offered to their peers in nearby states and in other professions. Why? Over the course of many years, the legislature has not prioritized funding for the Teacher Retirement System (TRS), resulting in the country’s lowest state contribution rate and making it harder to ensure the long-term solvency of the fund and practically impossible to give retirees any hope for a cost-of-living adjustment. With inflation and the recent lowering of the assumed rate of return on TRS’s investments, legislators will face pressure to bolster the TRS pension fund in order to help retired educators maintain steady income levels and purchasing power. But at the same time, there are other forces at work against us, hoping to convert TRS to a defined contribution plan where retirees’ future benefits would not be guaranteed.

ATPE supports measures to shore up funding for educators’ pension benefits through TRS. We urge the state to ensure the actuarial soundness of the TRS pension fund while maintaining its defined benefit structure for current and future retirees. Lawmakers should also allocate sufficient funds to protect retirees’ pension benefits against the erosion of their value due to inflation.

ATPE NEWS 17

PROTECTING THE RIGHT TO PAYROLL DEDUCTION

I

n 2017, ATPE fended off an attack on the education profession branded with the misguided label of “union dues” legislation, aimed at silencing teachers’ voices by making it harder for educators to join groups like ATPE that advocate for public schools. Some lawmakers and outside special interests remain focused on preventing educators and certain other public employees from paying their association dues through payroll deduction. It’s a convenience many employees enjoy that doesn’t cost taxpayers a dime. Will the 86th Legislature treat educators as professionals and allow them to make their own decisions about how they spend their paychecks, or will lawmakers again engage in politically motivated efforts to decide which public employees they consider to be “honorable” enough to retain access to payroll deduction?

ATPE opposes politically motivated efforts to take away school employees’ right to use payroll deduction for safe, reliable, and convenient payment of voluntary association dues. Texas is a right-to-work state in which employees are free to choose whether to join a professional association at their own cost. Payroll deduction requires no taxpayer expense, and efforts to prohibit this practice serve only to hurt professional associations and demoralize the educators and other public servants who choose to join them.

INCREASING EDUCATOR COMPENSATION

T

eacher pay was a popular talking point on the campaign trail during the 2018 elections, but will it translate into meaningful legislation? Debates have ensued for years over teacher salaries, which are below the national average in Texas, and whether teachers

should be paid based on seniority, performance, or other factors. Expect compensation to be part of larger school funding discussions throughout the 86th legislative session.

ATPE supports educator compensation plans that are designed to foster a robust workforce at every Texas public school. We believe plans should be funded, sustainable, and built upon an adequate base with meaningful step increases to support the retention of strong educators. ATPE also supports using differentiated pay to reward educators who undertake advanced training or assume professional duties beyond their normal instructional activities. We oppose the use of student standardized test scores as the determining factor in educator compensation and employment decisions. Any state-driven compensation plan should allow for local development and flexibility, while encouraging input and buy in from local educators. ATPE also believes that compensation plans should be aligned with aspects of the entire teaching pipeline, including rigorous educator preparation and certification standards, state-funded mentoring programs, evaluation systems that are fair and supportive, and stable, predictable retirement benefits.

OPPOSING VOUCHERS AND OTHER PRIVATIZATION PLANS

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ro-public education lawmakers sent a strong message in 2017 by rejecting vouchers and other forms of privatization in multiple votes that were taken. Nevertheless, privatization remains a pet project of many high-profile officeholders at the state and federal level who will continue to advocate for voucher-like funding that would send public dollars to unregulated private schools.

ATPE opposes the privatization of public schools.

We urge the legislature to reject any voucher, scholarship, tax credit, education savings account, or similar program that directs funding away from the public school system and toward unaccountable, often inferior educational settings.

We also oppose using public tax dollars to pay private entities to operate Texas public schools and take over the authority and accountability that have been vested in locally elected school boards.

Advocacy Central is the hub for ATPE members to track bills being considered and easily share their feedback with legislators. Visit atpe.org/advocacy for more info. Also, read our advocacy blog at TeachtheVote.org/news and follow @TeachtheVote on Twitter for the latest updates on legislative developments.

18 ATPE NEWS

Save the date!

FEBRUARY

24 and 25, 2019

ATPE at the

CAPITOL

Join us in Austin for the 2019 ATPE at the Capitol event!

With the 2018 elections just behind us, there is a lot of momentum to get involved and keep public education front and center during the upcoming legislative session. Please join us in Austin for this important event.

On Sunday, Feb. 24, you’ll learn about the education bills being debated by lawmakers and receive training on how to advocate effectively for your profession.

On Monday, Feb. 25, head up Congress Ave. to the Texas State Capitol to put your training into action by meeting with your elected officials and watching the legislature in action. This is your chance to advocate for ATPE’s legislative priorities alongside hundreds of your fellow ATPE members who, like you, understand the importance of being politically active.

REGISTER AT

ATPE.ORG/ADVOCACY-CENTRAL

$

$

$

$

$

$

$

$

School Finance $

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NUMBERS

BY THE

Y

ou hear about it on a candidate’s campaign trail and reverberating off the halls of the State Capitol.

The media references the term as politicians throw the phrase around in speeches. “School finance” is one of the hottest buzzwords when discussing the topic of public education.

It’s no secret that Texas public schools could use more funding, and educators and students are both getting short changed. But what does that mean when we talk about our school finance system?

Under the current system, local property taxpayers carry most of the financial burden. According to recent poll by the Texas Education Grantmakers Advocacy Consortium, 71 percent of Texans are in favor of increasing the state’s

share of education funding to provide property tax relief. And a 2018 UT/ Texas Tribune poll has shown that both Republicans and Democrats agree that public schools should be funded through state taxes, not local property taxes.

But this remains one of the most deeply contested elements of our state’s school funding formula.

As such, school finance will undoubtedly be on the agenda when the 86th Texas Legislature convenes, so ATPE has compiled a basic overview of school funding statistics. Knowledge is power, and the more the public understands this complicated topic, the more change we can make at the Capitol.

IN 2017, TEXAS PUBLIC SCHOOLS RECEIVED

$

60,069,643,793 27

$

23

$

6

$

3

$

BILLION

BILLION

BILLION

BILLION

was collected and retained locally.

was dispersed through the state.

was federal funding.

is from other revenue sources.

(approx.)

(approx.)

(approx.)

(approx.)

* * * * * * * ** * * * * * * * * * * * * * ******************************

20 ATPE NEWS

$

$

$

$

$

2018 2008

62 50

$

38

$

50

PROPERTY TAXPAYER FUNDING

TEXAS SPENDS

STATE FUNDING

The state’s share of public education funding has decreased from nearly 50 percent in 2008 to just 38 percent in 2018.

This means local property taxpayers’ share of the burden has increased from 50 percent in 2008 to 62 percent currently.

TEXAS

PER-STUDENT FUNDING RANKS

36 50 OUT OF

STATES

2.4 LESS

$

28 50 OUT OF

STATES WHEN IT COMES TO

TEACHER

PAY

$

BILLION

$

$

$

ON PUBLIC SCHOOLS TODAY THAN IT DID IN 2008 WHEN ADJUSTED FOR STATE POPULATION AND INFLATION.

TEXAS RANKS

$

52,575

$

IS THE AVERAGE

TEXAS TEACHER

SALARY

Texas's teacher salary is more than $7,000 below the nation average. On non-salary compensation, Texas ranks 50 out of 50.

ATPE will be keeping tabs on how the 86th Texas Legislature addresses school finance and fighting for increased funding for our schools. Read our blog at TeachTheVote.org for full details, and see pages 16–18 for more information on ATPE’s priorities for the upcoming legislative session.

Sources: Texas Education Agency; Center for Public Policy Priorities; National Education Association.

ATPE NEWS 21

Teaching in ABOUT THE SERIES: Texas is vast and varied: miles of desert, beaches, hills and valleys, canyons and mountains, and a population as diverse as the landscape. With “Teaching in Texas,” ATPE News brings you educators’ stories from the campuses and classrooms across Texas and explores how geography and culture can influence the learning process.

22 ATPE NEWS

Along

The Borderlands The Texas-Mexico Border spans 1,254 miles and mostly follows the winding flow of the Rio Grande through a varied, often rugged, landscape populated by hills, mountains, open plains, and desert. Communities large and small line both sides of the border, often clustered near one of the 28 international bridges and border crossings that join Texas with one of four Mexican states.

EL PASO

HARLINGEN BROWNSVILLE

Texas:

the Border

BY JESÚS CHÁVEZ • PHOTOS BY JEAN SCHLITZKUS

ATPE NEWS 23

Brownsville Home to nearly 200,000 people, Brownsville is one of the largest cities in the Rio Grande Valley and one of the fastest growing areas in the country. It also regularly ranks among the poorest areas in the country, with about 36 percent of the residents in the Brownsville-Harlingen area living below the federal poverty level.

Brownsville ISD (BISD) is one of the largest employers and economic drivers for the city. It serves close to 50,000 students. According to its website, 99 percent of BISD students are Hispanic, 96 percent are economically disadvantaged, 67 percent are considered at risk, and 33 percent have limited English proficiency.

24 ATPE NEWS

C

laudia Cortez is a

technology engineering teacher at Porter Early College High School in Brownsville, located just minutes from the Gateway International Bridge and Texas-Mexico border.

Smatterings of Spanish and English abound in the classroom as she converses with a student who is asking about a 3-D modeling computer program that she’s using to complete an assignment.

Cortez has been teach-

ing for 10 years, focusing on engineering and career and technology education.

Born and raised in Brownsville, she studied education at the nearby University of Texas-Rio Grande Valley (UTRGV) and engineering at Grantham University.

“I was a BISD student, and I’m a graduate of the high school where I teach,” says Cortez. She is aware of the importance of education in her community and the unique challenges that her students face, particularly the large percentage of whom are first-generation students or English language learners (ELLs).

“In ELL-heavy classrooms, you have to use plenty of visuals to convey the concepts,” Cortez says. “We do many projects that require group work in engineering. Most ELL students team up with students who are already fluent in English but bilingual. If the student is still

confused, I try to explain the lesson in Spanish so they feel comfortable.”

Cortez understands that many students struggle with food insecurity, wake up extra early to catch a bus to school, or take care of younger siblings while their parents work—and she doesn't mind going the extra mile to help them succeed.

“BISD students have access to many resources at school, but many go home and struggle, or they have needs that perhaps are not being met in the home environment,” Cortez says.

“But these kids truly appreciate everything you do for them, especially that you’re here; you listen.”

“Don’t underestimate the students living in this area,” Cortez says. “They have profound potential.

We have great leaders here. We have good teachers here. We have great students that make this a great area to teach in.”

J

osé Israel García is an assis-

tant choir director at Stell Middle School in his second year of teaching. He grew up in Brownsville, received his teaching degree from UTRGV, and student taught in BISD schools.

“People flock to BISD because of the high level of musical talent in the area,” García, a passionate vocalist and opera fan, says. “You might not expect that from a border town, but standards are much higher in this district.”

García tries to make sure his students are able to appreciate the unique opportunity that their heritage and culture can provide them.

“There’s so much music embedded in our culture, and there’s so much dance,” says García.

While a university student, García and his colleagues paired an opera adaptation of Hansel and Gretel with the annual Día de los Muertos celebrations that happen in November. They used traditional Día de los Muertos iconography and styles—sugar skulls, bright colors, Mexican folk dancing, traditional Mexican garb, and Mexican folklore like La Lechuza, a witch that in folklore resembles a large owl—in place of the more traditional, German-influenced imagery typically associated with the story.

“Seeing the elementary students get excited about things they’ve known their entire lives being represented on

a stage was really powerful for them and us,” García says. “Now that I’m a teacher, those same students said they remembered me all those years later.”

García wants people to understand that the students living in this area want to learn. And the community wants to educate them. But he also acknowledges that these students face challenges that might sometimes seem insurmountable to students elsewhere.

“I have a lot of students who cross the border every day. A majority of my kids are from the downtown area or living in Mexico. A typical day for some of my students would be waking up at 3 in the

morning to cross the bridge to get to school on time,” he says. “The majority of these kids are forced to grow up in ways that you typically would not see portrayed on the big screen because that’s not something that happens to typical American kids.”

Even with these obstacles, García says his students continually surprise him with their natural aptitude for music and their desire to learn. “There’s a huge treasure trove of untapped talent, untapped intellect,” he says. “There is so much great stuff here and more potential to be greater, if we are only given the tools.”

ATPE NEWS 25

Harlingen

Roughly 20 minutes up the road from Brownsville is Harlingen. Although not immediately on the TexasMexico border, Harlingen Consolidated ISD (HCISD) has an open enrollment policy and serves many students whose lives intersect daily with the border.

N

oElia GARCIA teaches second

grade at Crockett Elementary School. She is a first-generation student—the first in her family to attend a school in the United States.

Many of her students are also the first in their family to attend a US school.

She shares with her students deep, familial ties to both the United States and Mexico, and the understanding of growing up in a multicultural environment. Many of her students are ELLs. Every year, roughly half of her class ends up enrolled in the school’s bilingual program.

“Many of my students are first-generation, just like me,” García says.

“Although most of my students speak English fairly well, their parents are, for the most part, Spanish speakers only. I know what that’s like because it was like that for me, too. Many of my students tell me stories of crossing the border to Mexico and visiting their grandparents on weekends or during the summer, and I understand how

26 ATPE NEWS

that affects you.”

García, who grew up speaking Spanish and had to adjust quickly to learning English in middle school, understands the importance of gaining fluency in the language as early as possible. She is a certified bilingual teacher and does everything she can to ensure her students grasp English.

“With an increasing ELL population, it is imperative that we have qualified, bilingually certified teachers,” she says. “We want our students to become competent in listening, speaking, reading, and writing in English. As a teacher, I have to help them develop English oral and academic language. I train every year to better serve my students, I have to have a classroom that

lends itself to learning, and I have to have intervention plans unique to each student.”

Despite the struggles her students face, García believes in their potential. “I think more and more people are starting to notice the Rio Grande Valley, especially HCISD,” she says.

“There are just too many wonderful opportunities for our students.”

El Paso

El Paso has approximately 680,000 residents, but the region, which includes the populations of its neighboring cities, has one of the largest concentrations of bilingual workers in the Western Hemisphere.

Now 135 years old, El Paso ISD is the city’s largest employer. According to its website, it serves nearly 60,000 students in 94 campuses.

N

ellie Ugarte has lived in the El

Paso area most of her life and has worked in the area throughout her 31 years in education. She works for El Paso ISD as a professional development consultant for the Region 19 Education Service Center and moonlights as an English instructor at El Paso Community College.

Born in Ciudad Juárez, Ugarte started her education in Mexico but transferred to school in El Paso at a young age when her mother gained US citizenship. As a first-generation student in the United States, it took her a full year to adjust to speaking, writing, and reading English. This story, she says, is common among many students in El Paso ISD, which she says has an 86 per-

cent bilingual student population and a large first-generation student population.

“El Paso is a good combination of cultures and is more multicultural than ever before,” Ugarte says. “That’s one important aspect of our community—the exposure to hearing similar voices but learning from experiences different from our own.”

“It’s not challenging to teach my students,” Ugarte says.

“They want to advance and go to college. I believe more than 80 percent of our students go on to El Paso Community College or the University of Texas at El Paso. Our kids are ready to learn, but they need the tools.

A

drian Estorga , a teacher at

Northwest Early College High School in Canutillo ISD, shares Ugarte’s passion for El Paso. He left El Paso for a year to attend the University of Texas at San Antonio but ended up missing El Paso desperately.

“El Pasoans are fish that swim in and out of different countries without regard to where we are, because in the end, for us, it’s all just water,” Estorga says.

Growing up in El Paso, Estorga often felt split between two cultures, two worlds. He sometimes sees this struggle in his students. “When I see what they are trying to get through, I imagine what I would have wanted to hear back then,” Estorga says. “That’s what I work the hardest on, and why I am involved in so many student organizations. I want our students to feel like they belong here and are needed here.”

Many of them probably work harder than kids who aren’t first-generation because they want to go on. The parents want those opportunities for their children, and the kids want them, too.”

Estorga believes that combatting assumptions is one of the biggest challenges border communities face.

“Assumptions are made about our students and, by extension, our teaching practices,” he says. “We have a high percentage of students with English as a second language. Because there have been so many of these students [in this district] and for so long, our educators are the best anywhere at incorporating strategies to make sure those students succeed.”

“Like many things,” Estorga continues, “border communities cannot be described with one definition. It is a complex mechanism that from the outside can seem simple and quaint, but it is truly a sophisticated machine of many working parts with the community trying to grow and be prosperous on the pass between the mountains.”

ATPE NEWS 27

SPOTLIGHT

28 ATPE NEWS

SPOTLIGHT

The Power

of Mariachi

L

INTERVIEW BY SARAH GRAY | PHOTO BY JEAN SCHLITZKUS

eticia Jasso Vallejo grew up surrounded by music—from her father singing Tejano oldies to her brother and uncles playing guitar. “I always wanted to be a singer,” Leticia says.

After years of being in mariachi during her time at Texas State University and playing professionally in Austin, Leticia made the difficult decision to hit pause as she adjusted to the responsibilities of teaching. In summer 2017, she confessed to her husband, a music teacher himself, how much she missed mariachi. “I told him that I really have to find a way back because it brought me so much joy.” In January 2018, the universe answered her call when her principal approached her with a unique idea: “Would you like to create a mariachi band for the students at Rudy Silva Elementary?” With that, Mariachi de Silva—an ensemble in Weslaco ISD consisting of third, fourth, and fifth graders—was born.

Tell us about this mariachi group you started.

Last year, my campus got a new principal, and she wanted to feature the students as much as possible. She approached me in January and said, “I heard you used to be a mariachi. I was wondering if you might want to do that here.” I had done a mariachi choir at Rodriguez Elementary in Austin ISD, but it was kindergarteners and first graders singing mariachi songs, no instruments. I told her that, and she said, “Do you think you could do it?” As soon as I said yes, she said she needed us to be ready to perform at the Fine Arts Festival on April 6 for the whole community. The group started in February. It was a great group of kids. Eleven students showed up to the first practice, and everything fell into place. The parents put all their trust in me. They let the children go to two-hour practices after school on Fridays. I thought, “If I’m gonna do this, we’ve got to do it well.”

We’ve always got to put the kids in successful situations, and I would never agree to do it if I didn’t know that I would help them feel success. It took a lot of work, and we’re still working and adding songs. In February to May of last year, we had about 10 performances. Everyone wanted the kids to perform. This summer, they even performed at the Weslaco ISD Differentiation Conference.

What benefits have you already seen?

Last year, I was walking down the hall in the third- and fourth-grade wing where teachers display students’ work, and several teachers had given writing prompts to the students about “What makes you special? What do you like best about yourself?” I was in tears because a lot of the kids in the group wrote that what makes them special is that they’re in this ensemble. They feel important in it, and it makes them feel proud of themselves.

Why do you think being a part of this mariachi ensemble is so important for the children?

For starters, we live in South Texas on the border. I can’t stress enough the importance of recognizing one’s culture, history, and ancestry. It’s been rewarding to see the kids speaking more confidently about where they’re from, where their families come from, and the language that is spoken at home. I think that recognizing that part of themselves, being proud of their culture and heritage and sharing it, has paved a way for the kids to overall confidence.

I’ve seen them open up and come into their own. They walk a little taller, and other kids look up to them.

Along with teaching a child an instrument, learning performance etiquette is essential— respectful behavior and how to present yourself are requirements for each mariachi member. The kids aren’t just playing instruments and singing. They’re presenting the whole group. They’re introducing each other and thanking the audience. I’m not in the group.

They are the ones who step up and say, “Hello, we’re Mariachi de Silva. We hope you enjoy our show.” They’re in charge of the performance.

In mariachi, there’s a lot of elements of drama. They’re dancing, swaying, and acting out parts of the song. They’re trying to bring more audience participation, and for all of that to be taught at a young age, I can only see how it could contribute to their self-confidence, public speaking, communication skills, and musicianship. My hope is that it carries over into everything else.

ATPE NEWS 29

SPOTLIGHT

We got invited to open up for Weslaco Literacy Fiesta. It was the first time the kids went on by themselves, spaced themselves out, and introduced themselves. During the performance, they got off for a moment—the rhythm section wasn’t exactly where the singers were—and I heard them adjust and get back in sync. I was blown away by it. It was that first moment, from February to September, where I could see how much they had learned, not just about instrumentation or vocals, but about playing in an ensemble. Another moment happened in May, when the Weslaco High School mariachi director invited us to open for their show. It was a Mother’s Day concert, so the kids gave a rose to all the moms in the audience.

It was perfect because mariachis are famous for serenades, and to see the kids partaking in that cultural tradition was beautiful. Mariachi at Mother’s Day is a powerful and impactful tradition.

What do you want people to know about this mariachi group and these students?

Don’t underestimate kids and what they’re capable of. They’ve impressed me with how much and how quickly they’ve learned, how much they’ve put themselves out there. They’re still developing social skills. They didn’t start as confident as they are now, but I’ve seen their progress and how much they’ve accomplished. And don’t underestimate yourself and how much you have to offer as a teacher.

After-school programs are worth dedicating your time to. If you have an opportunity to start an after-school program that encourages kids to learn and add to their skill set in an enjoyable way, do it!

Learning is immeasurable. Developing a broader worldview, knowing your culture and recognizing the beauty of other cultures, enables us to be better people.

30 ATPE NEWS

Photo courtesy of Leticia Jasso Vallejo

What’s been your favorite moment so far?

If my group can be a counter to the negativity that kids see, then I’m proud of what we’re doing. If we can be a positive impact on others that brings joy and not hatred, I’m all for it. Just for that reason, this program is meaningful.

Do you have any future plans or goals on where to take the ensemble next?

One is to find more singers. Two is to add a violin or trumpet. If I’m not able to add violin or trumpet, because that’s difficult to teach kids this age, then to teach those parts on a xylophone as an introduction to the melody. Number three is to get the kids their trajes— the full mariachi suits. I would love to see them in the proper attire. And of course, adding more songs.

Anything else you want to add?

It was wonderful that our principal, Mrs. Gonzalez, had such an open mind about wanting to feature the students.

It opened up so much for the school and kids. To administrators, I would say to know your staff, find out what

their talents are and what they’re good at, and get them to use that to motivate the kids or to channel that talent into after-school programs. Teachers are multifaceted individuals. Any talent or skill they can share is worthwhile.

Finally, mariachi is a beautiful genre.

The music is versatile and complex. It’s romantic, exciting, and tragic. It has given us a forum for talking about feelings through lyrics. We’ve talked about emotions and self-expression. Kids at this age care a lot about what others think and keep a lot to themselves.

Mariachi has helped our children grow in confidence and to understand that emotions can be shared and expressed through music. Their growth as musicians, whether on guitarrÓn, vihuela, guitar, or vocals, makes them stand apart from the crowd. It is my hope that these students continue on this mariachi journey so they’ll always have a part of Rudy Silva Elementary with them wherever they go.

“ While we’re in the classroom with our students, ATPE is our voice at the Capitol.”

High school algebra teacher Clayton Riley recognizes the importance of being an advocate for education—and having your own lobby team behind you. “As long as I’ve been teaching, it seems as if the public education budget has been largely affected by outside groups that are trying to take that money. I’m glad to know that there’s an ATPE lobbyist fighting to save those dollars and keep them in our classrooms for our students,” says Riley.

You can trust ATPE to stand up for public education and be your voice on the issues that matter most to you, like teacher pay and retirement, student testing, preventing vouchers, and more. ATPE members work hard to give Texas students a bright future and deserve to have the best lobby team in the state fighting to protect their rights.

JOIN TEXAS’S MOST TRUSTED EDUCATOR GROUP TODAY: • • • •

Outstanding benefits and resources Professional liability insurance* Access to our top-notch legal team** Influence at the Capitol

Join today at atpe.org/join. *Eligibility, terms, limits, and exclusions apply. **Staff attorney services are provided through a program separate from insured benefits. Visit atpe.org/protection for more information.

MEMBERS SPEAK

Unlocking the English Language

O

TERESA B. CAMPUZANO, WESLACO ISD ver the past 17 years of my teaching career, I have seen recent immigrants to America flourish in the English language. The power of the acquisition process was on full display a few years ago when I had the privilege of teaching two recent immigrants from Mexico. They came from different learning backgrounds, yet both yearned to excel in the English language.

As I taught them in English, at first, these two children were lost. The content seemed to fall on deaf ears. However, with time, several strategies—including constant modeling, shared reading sessions, partner reading, buddy reading, and choral readings—became instrumental to their success. Socialization between these students and others was greatly encouraged and proved beneficial to their learning. Providing multiple opportunities for my students to share their thinking with others, through collaborative activities like think-pair-share and think-pair-sharesquare, helped them process what they had heard and learned.

English language learners are a large portion of our Texas public schools, and it’s important for our educators to know the best method for English language acquisition.

In my experience, surrounding students in rich-print, language-rich, and safe learning environments facilitates English language acquisition. By modeling, demonstrating, supporting, teaching, and exposing our learners to a variety of learning opportunities, we enable them to inevitably acquire the language. Below are some of the ways I have found to make English language acquisition as successful as possible.

1

Provide a Print-Rich Environment.

In Toward an Educationally Relevant Theory of Literacy Learning, Brian Cambourne explains that immersing learners in the medium they are expected to learn is necessary for language attainment. A print-rich environment in which students see that reading and writing have a real purpose benefits English language learners. By allowing students to interact with print, such as through word walls, bulletin boards, charts, books, songs, poems, and word banks, we give meaning and purpose to that print.

2

Provide a Language-Rich Environment.

Language-rich environments expose 32 ATPE NEWS

students to meaningful and engaging language. In a blog post on Scholastic. com, Genia Cornell suggests having daily read alouds, using word walls and anchor charts, creating a diverse classroom library, engaging students in daily conversations, and finding “AWESOME language while reading to use AWESOME language in writing” as ways to provide language-rich experiences for students.

3

Provide a Safe Learning Environment.

An environment where students feel free to express themselves and seek guidance is also key to language acquisition. Cambourne explains, “Learners are more likely to engage with demonstrations if they are free from anxiety”

Teresa B. Campuzano has taught at Weslaco ISD's Memorial Elementary for the past 17 years. She recently completed her master’s in curriculum and instruction with a focus in literacy studies and is now a certified reading specialist and master reading teacher.

(p. 188). Allowing students to seek, learn, and discover the beauty of language is fascinating.

4

Incorporate Students’ Culture.

Bringing students’ culture into lessons, via interactive read alouds, is rewarding for everyone. Books such as Adelita by Tomie de Paola and Borreguita and the Coyote by Verna Aardema have brought joy to my students because the books incorporate students’ culture into beloved stories. Being immersed in the English language in meaningful, purposeful ways helps students slowly acquire English content and language.

5

Engage in Interactive Reading.

Providing ample opportunities for

students to embrace, hear, and learn the language is imperative for content and language acquisition. Through extensive reading and writing opportunities, students build on their vocabulary and word consciousness. Students must also have an active role in their learning process. Interactive reading experiences, like shared reading or shared poetry, are a great way for English language

learners to practice reading with fluency, prosody, expression, phrasing, intonation, and voice. Allowing students to participate in the shared reading/poetry process will help English language learners continue to develop their oral language skills.

Making learning meaningful and fun and establishing a purpose worked for

this English language learner. I was fortunate to have teachers who built my English language skills through printrich, language-rich, and safe learning environments.

My daily goal is to provide a better tomorrow for my students. I firmly believe that helping them acquire English content and language, through the process of acquisition, is key to their success.

Resources Cambourne, B. (1995, November). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), 182–190. Retrieved from: https://globalconversationsinliteracy.files.wordpress.com/2011/08/cambourne-towardsedrelevanttheorylitlearning.pdf Connell, G. (2014, Jan. 15). 12 steps to creating a language-rich environment. Retrieved from: https://www.scholastic.com/teachers/blog-posts/ genia-connell/12-steps-creating-language-rich-environment/

ATPE NEWS 33

ATPE

News

The 2018-19 ATPE Awards:

SUBMIT NOMINATIONS! E

ach year, ATPE recognizes outstanding Texas educators, ATPE leaders, and friends of Texas public schools. Consider applying for or nominating a fellow ATPE member or local unit for one of the following awards. Recognize a colleague who changes lives and inspires excellence by nominating them for one of the Charles Pickitt Educator of the Year Awards. Highlight the work of your local unit by applying for a Floyd Trimble Local Unit of the Year Award, or nominate outstanding ATPE volunteers for a Doug Rogers Campus Representative of the Year Award.

Charles Pickitt Educator of the Year Awards

Floyd Trimble Local Unit of the Year Awards

Charles Pickitt Educator of the Year Awards are presented in five categories: Administrator, Associate, Elementary Teacher, Secondary Teacher, and Special Services Educator. Recipients each receive $5,000. Feb. 1, 2019, is the nomination deadline, and nominees must submit completed applications by March 1, 2019. Self-nominations are not accepted. Find more information and a nomination form at atpe.org/MemberBenefits/Awards-Grants/Educator-ofthe-Year.

The Floyd Trimble Local Unit of the Year Awards honor exceptional local units in four categories: 1–200 members, 201–500 members, 501-plus members, and university local units.

Each winning local unit will receive a check for $1,000. March 1, 2019, is the application/nomination deadline for the Floyd Trimble Local Unit of the Year Awards. Self-nominations are allowed. Find more information and an application/nomination form at atpe. org/Member-Benefits/Awards-Grants/ Local-Unit-of-the-Year.

QUESTIONS ABOUT ATPE AWARDS? Call the ATPE state office at (800) 777-ATPE (2873).

34 ATPE NEWS

Find out more about ATPE awards at atpe.org/MemberBenefits/Awards-Grants.

Doug Rogers Campus Representative of the Year Awards

The Doug Rogers Campus Representative of the Year Awards recognize volunteers in three categories: 1–200 members, 201–500 members, and 501-plus members.

Local units may nominate one or more campus representatives. Each winner will receive $1,000, and their local units will each receive $250 for future local unit activities. March 1, 2019, is the nomination deadline for the Doug Rogers Campus Representative of the Year Awards. Self-nominations are not accepted. Find more information and a nomination form at atpe.org/MemberBenefits/Awards-Grants/Campus-Repof-Year.

GOT

Questions ABOUT ATPE? BYRON'S GOT

Answers!

Mark your calendars and get your questions ready. Throughout the year at the end of every quarter, ATPE State President Byron Hildebrand will be hosting a series of calls to recap ATPE Board of Directors meetings, discuss association issues, and answer members’ questions. Want to join the call? Dial in to the conference line, and when prompted, enter the access code followed by the pound sign (#). Calls for 2018-19 take place from 5:30 to 6:30 p.m. on March 5 and 7 and May 21 and 23.

DIAL-IN NUMBER: (605) 475-4018 ACCESS CODE: 553508

Rep for the Best

W

e often say ATPE is the biggest and the best, and that’s thanks to our local leaders like campus representatives! Chances are you’re already doing some of the tasks a campus rep does, so why not make it official? If you’re already sharing the benefits of being an ATPE member with colleagues and interested in assuming a leader role on your campus, then become a campus rep for ATPE! We have members on many campuses in Texas, but we’re looking for more volunteers who are ready to lead. Campus reps can work in a district with or without an ATPE local unit and serve as the voice of ATPE on their campuses. We’ll provide the training, resources, and networks to ensure you can truly make a difference in the lives of Texas educators and students.

Interested? Contact ATPE’s volunteer program coordinator, Anna Belle Burleson, at aburleson@atpe.org.

THE ATPE VISION ATPE is the preeminent public educator association in Texas and makes a difference in the lives of educators and schoolchildren. In partnership with all stakeholders, we are committed to providing every child an equal opportunity to receive an exemplary public education.

ATPE NEWS 35

ATPE

News

LEADERSHIP ATPE Inaugural Class Announced

A

TPE is excited to announce the members of its inaugural class of Leadership ATPE. This brand-new program for aspiring education leaders enables an elite group of ATPE members to hone the skills needed to serve their schools and communities, pursue leadership roles within ATPE, and advance their careers. The year-long program will include two expense-paid leadership retreats and additional networking opportunities focused on building skills such as public speaking, strategic planning, advocacy, nonprofit leadership, and more. Members of the Leadership ATPE Class of 2018-19 will also be recognized during the ATPE Summit next summer.

MEET THE 16 MEMBERS OF THE LEADERSHIP ATPE CLASS OF 2018-19: A MANDA GUTSCHOW Region 2 Corpus Christi local

R EBECCA LANHAM Region 7 Gladewater local

K RISTEL SANS Region 13 Austin local

M ANDY VAHRENKAMP Region 3 Calhoun County local

 J ERRICA LIGGINS Region 8 Paris local

N ICOLE FULLER Region 14 Jim Ned CISD local

E DEN RENOVATO Region 4 Hempstead local

 J ULIE FORE Region 10 Dallas local

M ICHAEL RENTERIA Region 16 Amarillo local

 L EIA LEVERIDGE Region 6 Huntsville local

A LICIA HINKLE Region 10 Irving local

A BIGAIL RAMFORD Region 17 Lamesa local

M ICHAEL ROBINSON Region 6 Willis local

R ACHEL MELANCON Region 10 Dallas local

 J ODY FRANKS Region 7 Nacogdoches local

D ARRELL HICKMAN Region 11 Fort Worth local

ATPE congratulates the impressive group of emerging leaders selected to join Leadership ATPE this first year and thanks all the members who applied. For additional information about the program, contact leadership@atpe.org.

36 ATPE NEWS

THE ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS AND GCU

Working Together for You

10% 150+ 100% online

scholarship off tuition online programs

Earning your degree from Grand Canyon University represents a positive next step in achieving your career goals. Founded in 1949, GCU offers more than 150 online programs for bachelor’s, master’s and doctoral degree programs in some of the fastest-growing career fields.

ATPE has a special arrangement with GCU that allows eligible participants to earn a degree, certificate or take a single course with special benefits.

BENEFITS FOR EDUCATIONAL ALLIANCE PARTICIPANTS:

SEE HOW YOUR COURSEWORK AND PREVIOUS CREDITS APPLY

• 10% scholarship off tuition

Contact your local university representative for a complimentary credit evaluation. Within 24 hours, we will evaluate your coursework and provide a personalized graduation plan – including a preliminary schedule and your anticipated graduation date.

• Complete your coursework 100% online around your schedule • Support from a local university representative who facilitates all university resources from enrollment through graduation • Estimate the total cost of your degree with our Net Price Calculator

For more information, please visit gcu.edu/TXEducators or call 855-428-1772

Important policy information is available in the University Policy Handbook at https://www.gcu.edu/academics/academic-policies.php. The information printed in this material is accurate as of April 2017. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at gcu.edu/disclosures. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Grand Canyon University is regionally accredited by the Higher Learning Commission (800-621-7440; http://hlcommission.org/).

GCU, while reserving its lawful rights in light of its Christian mission, is committed to maintaining an academic environment that is free from unlawful discrimination. Further detail on GCU’s Non-Discrimination policies can be found at gcu.edu/titleIX. 17COEE0071

Insurance Policy* Highlights Include:

ATPE IS COMMITTED TO

P ROT E CT I N G YO U ATPE values transparency. We want you to feel confident

about

the

superior

protection

your

membership affords you. That’s why we provide you with the complete details of your insurance policy*.

Other organizations publish incomplete coverage details. But ATPE is proud of the benefits we offer.

As the insured member, you deserve to know exactly what you’re getting for your membership.

•U p to $8 million per claim and aggregate in liability insurance, including a $2 million limit for civil rights claims plus defense costs •U p to $20,000 aggregate for employment rights defense with a $10,000 per-claim limit, win or lose •A dditional $5,000 per claim for favorable-outcome certification and termination claims •U p to $15,000 aggregate for criminal defense •U p to $5,000 per claim for bail bond reimbursement •U p to $10,000 aggregate for successful appeals beyond the school board or commissioner of education **In addition to the above insured benefits, ATPE’s staff attorneys are available to assist eligible members with professional concerns.

View the details of your insurance policy at atpe.org/ protection.

For assistance, members must call (800) 777-2873. For more information, visit atpe.org/ protection.

WANT TO KNOW HOW ATPE STACKS UP TO THE COMPETITION?

See for yourself at atpe.org/blog/compare

*The Educators Professional Liability Insurance Policy is underwritten by National Union Fire Insurance Company of Pittsburgh, PA., with almost $6 billion in net surplus and more than $25 billion in total admitted assets as of Dec. 31, 2017. The insurer may not be subject to all insurance laws and regulations of this state. The foregoing notice is provided pursuant to Texas Insurance Code Article 21.54. ALL COVERAGE IS SUBJECT TO THE EXPRESS TERMS OF THE MASTER LIABILITY INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE ATPE STATE OFFICE. Coverage applies to an insured’s activities within his/her professional capacity and does not apply to activities that predate the coverage period. View the complete details of the insurance policy at www.atpe.org/protection. Eligibility for ATPE membership benefits is contingent upon ATPE’s receipt of the entire annual 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. ATPE reserves the right to determine eligibility for the appropriate membership category. The membership year runs from Aug. 1 – July 31. **The insured benefits and staff attorney services are provided through separate programs.

United States Postal Service Statement of Ownership, Management and Circulation 1. Publication Title: ATPE News 2. Publication Number: 578-050 3. Filing Date: September 28, 2018 4. Issue Frequency: Quarterly (Fall, Winter, Spring, Summer) 5. Number of Issues Published Annually: 4 6. Annual Subscription Price: $10.00 7. Complete Mailing Address of Known Office of Publication: 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Contact Person: Leslie Trahan Telephone: (512) 467-0071 8. Complete Mailing Address of Headquarters or General Business Office or Publisher: 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 9. Full Names and Complete Mailing Addresses of Publisher, Editor and Managing Editor: Publisher: Shannon Holmes, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Editor: Elaine Acker, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Managing Editor: Leslie Trahan, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 10. Owner: Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 11. Known Bondholders, Mortgagees and Other Security Holders Owning or Holding 1 Percent or More of Total Amount of Bonds, Mortgages or Other Securities: None 12. Tax Status: The purpose, function and nonprofit status of this organization and the exempt status for federal income tax purposes Has Not Changed During Preceding 12 Months.

13. Publication Title: ATPE News

14. Issue Date for Circulation Data Below: Fall 2018 15. Extent and Nature of Circulation Average No. Copies Each Issue During Preceding 12 Months a. Total Number of Copies: 97,717 b. Paid Circulation (1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 94,277 (2) Mailed In-County Paid Subscriptions Stated on PS Form 3541: 0 (3) Paid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales and Other Paid Distribution Outside USPS: 0 (4) Paid Distribution by Other Classes of Mail Through the USPS: 0 c. Total Paid Distribution: 94,277 d. Free or Nominal Rate Distribution (1) Free or Nominal Rate Outside-County Copies included on PS Form 3541: 1,478 (2) Free or Nominal Rate In-County Copies Included on PS Form 3541: 0 (3) Free or Nominal Rate Copies Mailed at Other Classes Through the USPS: 1,285 (4) Free or Nominal Rate Distribution Outside the Mail: 6 e. Total Free or Nominal Rate Distribution: 2,769 f. Total Distribution: 97,046 g. Copies not Distributed: 671 h. Total: 97,717 i. Percent Paid: 97.14% No. Copies of Single Issue Published Nearest to Filing Date a. Total Number of Copies: 97,561 b. Paid Circulation (1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 93,964

(2) M ailed In-County Paid Subscriptions Stated on PS Form 3541: 0 (3) P aid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales and Other Paid Distribution Outside USPS: 0 (4) P aid Distribution by Other Classes of Mail Through the USPS: 0 c. Total Paid Distribution: 93,964 d. Free or Nominal Rate Distribution (1) F ree or Nominal Rate Outside-County Copies included on PS Form 3541: 1,482 (2) F ree or Nominal Rate In-County Copies Included on PS Form 3541: 0 (3) F ree or Nominal Rate Copies Mailed at Other Classes Through the USPS: 1,605 (4) F ree or Nominal Rate Distribution Outside the Mail: 0 e. Total Free or Nominal Rate Distribution: 3,087 f. Total Distribution: 97,051 g. Copies not Distributed: 510 h. Total: 97,561 i. Percent Paid: 96.8% 16. Total circulation DOES NOT include electronic copies.

17. Publication of Statement of Ownership: Required.

Will be printed in the Winter 2018 issue of this publication.

18. Signature and Date: Elaine Acker, Marketing and Communications Director, September 25, 2018 I certify that all information furnished in this form is true and complete. I understand that anyone who furnishes false or misleading information on this form or who omits materials or information requested on the form may be subject to criminal sanctions (including fines and imprisonment) and/ or civil sanctions (including civil penalties).

Ready to Buy a Home?

The Texas State Affordable Housing Corporation (TSAHC) offers two types of assistance to help Texas professional educators purchase a home.

Low interest Loans with Down Payment Assistance (DPA)

• Several rate, loan and DPA options available • DPA up to 5% of the loan amount

Mortgage Credit Certificates

• Save up to $2,000 every year on your income taxes • Exclusively for first-time home buyers • FREE for Texas professional educators also using TSAHC’s DPA (a $500 savings!)

Visit www.ReadyToBuyaTexasHome.com to get started.

ATPE NEWS 39

continued from page 14 References Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants' conceptualizations of learning. Harvard Educational Review, 87(3), 309–334.

Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of

CONGRATULATIONS! ATPE congratulates long-time member Diana Rodriguez, who recently had the library at J.Z. Leyendecker Elementary in Laredo named after her. Diana has been in education for 39 years and has worked at the school since it opened. The library dedication acknowledges her hard work and commitment to the school.

Congratulations, Diana!

40 ATPE NEWS

Latina/o immigrants. Teachers College Record, 120(6), n6.

González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.

Rogoff, B., Mejía-Arauz, R., & Correa-Chávez, M. (2015). A cultural paradigm—Learning by observing and pitching in. In Advances in Child Development and Behavior (Vol. 49, pp. 1–22). JAI. Urrieta Jr., L. (2015). Learning by observing and pitching in and the connections to native and indigenous knowledge systems. In Advances in Child Development and Behavior (Vol. 49, pp. 357–379). JAI.

2018-19 ATPE MEMBERSHIP APPLICATION MM

STEP 1

Method of Payment (select one)

atpe.org | (800) 777-ATPE

Payroll deduction— Complete this application form, including step 4

All other forms of payment–JOIN ONLINE

(not accepted after January 31, 2019)

Including credit card payment, credit card installments, and ACH bank draft

Personal check—Complete application form and attach personal check STEP 2

Personal Information

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ISD

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Recruited by I understand that ATPE may contact me via the information provided on this application form, including email and text, to communicate with me about my benefits and to administer my account.

I am interested in becoming an ATPE volunteer.

STEP 3

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Membership Category (select one) & Invest in Education

Student Teacher, College Student, and Public members may join online at atpe.org. 2018-19 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2019. First-Time Professional memberships will not be accepted after Oct. 31, 2018.

Professional (teacher, counselor, etc.). . . . . . . . . . . . . . . . . . . . . . . . . $175 First-Time Professional (never been a professional member). . . . . . . . . $110 Associate (para-educator, aide, support staff, etc.). . . . . . . . . . . . . . . . . . $90 Administrator (principal, superintendent, etc.). . . . . . . . . . . . . . . . . . . $225

How to Submit Your Application Mail the application to: ATPE 305 E. Huntland Dr., Ste. 300 Austin, TX 78752 Or hand deliver it to an authorized ATPE representative. Faxed or scanned applications are not accepted.

Retired. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10 DESIGNATED ATPE REPS

OPTIONAL: Invest in Education ATPE Local Unit Dues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $

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12

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The ATPE membership year begins 8/1/18 and ends 7/31/19. Some benefits effective dates may not match effective membership dates. Visit atpe.org for disclosure details and limitations.

STEP 4

Payroll Deduction Authorization

2018–19 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2019.

First-Time Professional memberships will not be accepted after Oct. 31, 2018.

I authorize ISD to deduct membership dues and donations. I further authorize ATPE to notify the ISD of changes in the amount of my annual dues and the ISD to deduct the new amounts. If my employment with the ISD ends, I authorize any unpaid balance to be deducted from my final check. This authorization for deductions is effective until I give notice to the ISD that I want to revoke it.

Total Amount $

Last 4 digits of SSN

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I wish to cancel deduction of membership dues for: TX AFT

TCTA

TSTA

UEA

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JOIN ATPE ONLINE!

Scan the QR code or visit atpe.org/join to join ATPE online.

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for Professional Liability coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only. Professional, First-Time Professional, Associate, and Administrator 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

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JOIN ONLINE AT ATPE.ORG

First-time Professional Member ($110) (Rate available only through 10/31/18)

Educators who are employed in Texas by a public school district as a principal, assistant/deputy/area superintendent, or superintendent, and whose position requires certification by the State Board for Educator Certification

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Associate Member ($90) Aide to position in Professional category Alternative Center Aide Bus Driver Cafeteria Worker Clerk–General Computer Programmer/Entry Custodial Worker Deaf Interpreter Educational Aide/Technician Maintenance Worker Nurse (LVN) Regional Service Center Aide Secretary Security Guard (Unarmed) Substitute Teacher

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Attend, learn, engage, and earn CPE From March 4–7, 2019, education professionals from around the world will convene at SXSW EDU Conference & Festival in Austin. Make plans to attend and be a part of this innovative event that aims to foster and empower the education community in order to advance teaching and learning. Plus, ATPE is partnering with SXSW EDU to certify selected sessions for CPE credits.

That means you can earn valuable credits while enjoying inspiring sessions, interactive workshops, hands-on learning experiences, and more.

follow @sxswedu

T

ATPE members can save on registration!

Visit atpe.org/SXSW, log into your account, and learn more.

BRAIN BREAK

Spot the differences

W

elcome back to Brain Break! This round, we’re featuring some of our awesome ATPE members in a special “spot the difference” game. Take a look at the two photos.

They may appear identical, but if you look closely, you’ll spot several differences. Once you’ve spotted all nine of the changes, head to the ATPE Blog at atpe.org/ Winter18/BrainBreak to see the answer key. If you’d like to be entered into a drawing for an ATPE-branded prize, take a photo of this page with the differences circled and email contest@ atpe.org by Jan. 7.

Good luck!

ATPE NEWS 43

Association of Texas Professional Educators 305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792

I N S T I T U T E S

The right way to intervene At our RTI at Work events, gain extensive access to nationally recognized experts who have successfully implemented RTI/MTSS in a variety of settings—often with limited personnel and resources. ™

Through interactive activities and engaging keynotes, you’ll learn how to build a powerful, multitiered system of support that helps ensure every child reaches his or her full potential.

2018 Institutes BELLEVUE, WASHINGTON

August 6–8 MACON, GEORGIA

September 24–26 SACRAMENTO, CALIFORNIA

October 1–3 SALT LAKE CITY, UTAH

October 10–12 NEW ORLEANS, LOUISIANA

November 7–9

Featured Experts:

PLANO, TEXAS

Keynote Speaker

November 28–30

2018 Workshops Austin Buffum

Brian K. Butler

Luis F. Cruz

GRAND RAPIDS, MICHIGAN

October 15–16 MINNEAPOLIS, MINNESOTA

November 14–15 SAN FRANCISCO, CALIFORNIA

December 5–6 Mike Mattos

Sarah Schuhl

Nicole Dimich Vagle

Presenters are subject to change.

CLAIM YOUR SEAT

SolutionTree.com/RTIinstitutes | 800.733.6786

LONG BEACH, CALIFORNIA

December 10–11