Spring 2019 ATPE News

ATPE News WHAT THE NUMBERS SAY: See Our School Violence Infographic PAGE 30

STUDENTS AT RISK:

COPING WITH SCHOOL VIOLENCE

SPRING 2019 | ATPE.ORG

PAGE 24

14 16 20

What You Need to Know about Firearms on Campus One Lobbyist’s Journey from the Classroom to the Capitol Meet the 2019 Texas Elementary Educator of the Year

TAKING A

TRIP?

Don’t Forget Your ATPE Discounts!

Take full advantage of ALL your ATPE benefits. Save money with exclusive discounts on hotels, rental cars, theme parks, cruises, vacations, and much more!

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

ATPE News

PRESIDENT’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)

ATPE News Staff 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 2019 in USA by the Association of Texas Professional Educators

W

e’re in the middle of another legislative session, and, as always, fighting for Texas public schools is an uphill battle.

There are a lot of important decisions being made that affect what happens in your classroom, including decisions on vouchers, payroll deduction, educators’ healthcare, school finance, and more. Your ATPE lobbyists are fighting for you every day at the Capitol, but we need your help. What can you do if you’re not able to come to Austin and fight alongside your lobby team?

Engage on the issues. Share your thoughts with your legislators. Talk to your friends, family, and colleagues about the things that matter most to you as an educator.

Did you know you can keep up to date with legislative news by reading our political advocacy blog at TeachtheVote.org? You can also stay informed by following ATPE’s lobby team on Twitter at @teachthevote. And don’t forget to log on to Advocacy Central at atpe.org/advocacy-central, our newest political involvement tool. It helps you keep track of bills that have been filed and contact lawmakers about the decisions they make that affect you and your students. This is your association, and your voice is important!

Find out more about your association and what we stand for by joining me on ATPE’s quarterly President’s Call. I’ll share information about board decisions and answer any questions you may have. The next calls are Tuesday, May 21, from 5:30 to 6:30 p.m. and Thursday, May 23, from 6:30 to 7:30 p.m. (For more details, see page 39.)

Byron Hildebrand ATPE State President

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

FEATURES

ATPE NEWS | Spring 2019, Volume 39, Number 3

20

The Right Equation ATPE talks to Rhonda PeĂąa, 2019 Texas Elementary Teacher of the Year, about math, success, and testing.

24

On the Cover

Taking Action to Keep Students Safe In an effort to prevent school violence, a growing number of ATPE members and their colleagues are stepping forward to ask questions, get training, and take action to keep students safe.

30

School Shootings by the Numbers To help cut through the noise about school violence, ATPE has compiled data and polling numbers within Texas and across the country.

4 ATPE NEWS

Cover photo by Rachel Zein; Page 4: Photo courtesy of Splendora ISD; Page 5: Photo courtesy of Mission CISD; Group photo by John Kilpper

34

20

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 10 2019 ATPE Summit

ATPE Summit is in Houston this year! Learn everything you need to know to make the 2019 Summit a success.

12 Spotlight

Introducing elementary students to STEM.

14 Your Ally

The legalities of having firearms on campus.

16 Your Voice

ATPE’s newest lobbyist describes her path from the classroom to the Capitol.

17 Learning Curve

Using Bitmoji in the classroom.

18 PAC Honor Roll 34 ATPE Members Advocate for Change ATPE members gathered at the Capitol in February to become spokespersons for their profession.

37 ATPE News

Classroom makeover contest winners Meeting notice for the House of Delegates Let ATPE’s president answer your questions Mental health first aid course for educators Meet your regional membership specialist

43 Brain Break

ATPE NEWS 5

CALENDAR

April 1

39th anniversary of ATPE’s founding

3

2–5

ATPE Summit registration and housing open

State Board of Education meetings

ATPE is open for membership for the 2019-20 school year

25–26

19

State office closed for Good Friday

Spring committee meetings: ATPE-PAC, Bylaws, Legislative, Resolutions, and Public Information

26

State Board for Educator Certification meeting

TRS Board of Directors meeting

May 1

PAC’s Peak Challenge ends

6–10

17

Teacher Appreciation Week

ATPE Board of Directors meeting

27

86th Texas legislative session ends State office closed for Memorial Day

June 11–14 State Board of Education meetings

6 ATPE NEWS

17

Last day to register and make lodging reservations for ATPE Summit

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.

2

Oklahoma

MEMPHIS

1

3

DUNCANVILLE

MANSFIELD

6

5

MARFA

PFLUGERVILLE

Gulf of Mexic 4 HARLINGEN

8 ATPE NEWS

From Across the State 1 Constructing Community

There are many ways to build community, and in Duncanville ISD, a high school construction class—led by teacher Tamara Gurnell—does just that.

Known around town for their community service, the class already built Little Free Libraries for the community and a railing at the home of an elderly couple. Their next task: working with the Dallas Zoo to create protective structures for an exotic bird sanctuary. Each project provides value to residents and real-world experience to the students. duncanvilleisd.org

Arkansas

2

© Photo courtesy of Duncanville ISD, Memphis ISD, Mansfield ISD, Harlingen CISD, Pflugerville ISD, and Marfa ISD

co

HEADLI N ES

Dirt to Shirt

Applicably named, Dirt to Shirt is a project at Memphis High School where students follow the journey of cotton, from seed to the textile mills. Dirt to Shirt students learn how to plant the seed and prepare the fields, how the ginning process works, and about the business side of farming. In its first year, the harvest earned $5,200, and they hope to hit $8,000 this year. The earnings help students participate in other projects and agriculture programs. memphisisd.net

Louisiana

3 Schoolhouse Farm

At Tarver Rendon Elementary, students tend to a farm that grows with them. From science to language arts, the farm touches on all subjects.

Kindergarteners feed chickens and learn how they provide food to humans. First-graders learn about hydroponic systems—and how to pronounce it—in the greenhouse. One of the biggest rewards is that students produce 25 percent of the vegetables served in the cafeteria. This agriculture leadership program is the first in the nation at an elementary school. mansfieldisd.org

4 Yes, They Can

A positive mindset is spreading across all Harlingen CISD elementary schools: the Yes! Our Kids Can (YOKC) program. Meant to instill the idea that anyone can go to college, YOKC consists of daily 15-minute teacher-led lessons where students imagine a more prosperous future by being exposed to the concept of higher education through songs, games, and puzzles. Parents also receive weekly updates and tips for positive reinforcement. hcisd.org

5 Dress for Success

Copperfield Elementary School encourages kids to wear college T-shirts on Wednesdays as a way to inspire them, but third-grade teacher Margaret Olivarez noticed many students didn’t have one to wear due to cost. Olivarez reached out to Texas schools and beyond for donations and received a huge response: 30-plus colleges, universities, and military academies across the United States sent shirts. Now, every student has a shirt—and a dream to attend the college that goes with it. pfisd.net

6 Martians in Space

A team of fourth-, fifth-, and sixth-grade students in Marfa ISD is preparing to launch a microgravity experiment into outer space. The all-girl team’s proposal, involving how scientists on the International Space Station (ISS) could control bacteria in their living quarters, was one of 41 projects chosen by scientists in DC to be tested aboard the ISS. The team conducts their experiment in a small vessel and only needs to complete a safety review before their project can officially head up to space. marfaisd.com

ATPE NEWS 9

MAKE PLANS TO ATTEND THE 2019 ATPE SUMMIT Summit is ATPE’s annual gathering for members to have a little fun while also learning from and connecting with fellow educators from across Texas. We’re blasting off to Houston this year, and we’ve got plenty of activities on the schedule to match the energy and excitement of the city!

To attend summit, your local unit or region president must register you. To learn more about the 2019 ATPE Summit and find out how you can attend, visit atpesummit.org. Housing and registration/delegate certification open on April 3 and must be completed by June 17.

JULY 17–19 , 2019 | M A RRIO T T M A RQ UIS H OUS T ON , T E X A S

10 ATPE NEWS

WANT TO FIND OUT WHAT’S IN STORE FOR THIS YEAR’S EVENT? READ ON TO FIND OUT WHAT’S GOING ON IN H-TOWN. WEDNESDAY, JULY 17 • Say hello to professional development sessions. Earn up to three hours of continuing professional education (CPE) credits on Wednesday alone!

• Get a breakdown of the recent legislative session from your trusted ATPE lobby team.

• Join us for our welcome reception at the Marriott Marquis’s famous Texas-shaped lazy river. We’ve got drinks, appetizers, and entertainment!

THURSDAY, JULY 18 • Shape the future of your association by participating in the House of Delegates meeting! Delegates will elect the 2019-20 ATPE state officers, vote on important ATPE agenda items, and shape ATPE’s legislative priorities for the upcoming year. (Eligible for up to two hours of CPE.) • Grab your boots and cowboy hats for a trip to the Old West! You won’t want to miss this rootin’-tootin’ evening at Discovery Green Park that includes a BBQ dinner, a live band, a best-western-dressed contest, gunslingers, a mechanical bull (waiver required), and MORE! Ticket fee of $25 per person for this event.

FRIDAY, JULY 19 • Our last day is all about motivation, inspiration, and fun! We’ll start the day off right with a motivating keynote from a fellow Texas educator, Todd Nesloney. (Eligible for one hour of CPE.) • Are you ready to become an ATPE volunteer rock star? After attending our training sessions, you’ll leave fully prepared to tackle the 2019-20 membership campaign like a pro.

• Celebrate with us as we honor the 2018-19 ATPE Awards nominees and winners at our annual Awards Luncheon.

• To end summit on a homerun, we’re heading to a Houston Astros vs. Texas Rangers baseball game—while also helping to raise funds for ATPE-PAC. Tickets will go on sale May 20 for $75 each on a first-come, first-served basis (limited quantity available).

NEED HELP PAYING FOR SUMMIT? Financial assistance is available to local units (conditions apply). Visit atpesummit.org to find out if your local unit is eligible and how to apply.

ATPE NEWS 11

SPOTLIGHT

Introducing Elementary Students to STEM INTERVIEW BY G. ELAINE ACKER

W

hen Emma Chestnut joined her middle school’s Science Olympiad team, she dived into the world of STEM, and her enthusiasm for science and math grew exponentially. Now a high school junior, Emma has used her experience as co-captain of the Science Olympiad team to create an after-school program for elementary school children. As part of her pursuit of the Girl Scouts

12 ATPE NEWS

Gold Award, her after-school program at Harmony School of Excellence (a public charter school in Houston) has become a model for other students and educators. Her website includes instructions for several student projects. (For more information, visit stemclubafterschool.weebly.com.)

ATPE sat down with Emma to learn more about her passion for STEM and the Girl Scouts.

SPOTLIGHT

When people ask you, “what is STEM?” what do you tell them?

STEM is about problem solving using math and science skills, but it’s not about solving problems on a worksheet. You have to really think about it in different terms. And it’s also not just your knowledge. It’s about teamwork.

Your team members also have ideas, so I like how it builds on itself so that it all works out correctly.

Photos courtesy Cathy and Chris Chestnut

What inspired you to start an after-school STEM program?

Two things inspired me: Science Olympiad and the Girl Scouts. I got interested in STEM in middle school when I joined my Science Olympiad team. That introduced me to science topics that are usually project-based competitions. I was the co-captain for two years, and we made it to state.

The other thing was the Girl Scouts.

Achieving the Gold Award is a unique challenge, and it offers an opportunity to better both the community and the scout. For me, I was able to channel one of my passions—science—and make it available to kids at their level.

When did you know this was the right project for you?

When I got to high school, they made you choose an endorsement, like STEM, humanities, or business. It feels like you’re scrambling. I chose STEM because, based on my Science Olympiad experience, I knew that was what I wanted to do. But I saw that some of my other friends and classmates weren’t leaning toward STEM because they didn’t really know what it was. Most people usually choose what feels the safest. That’s how I realized that by high school it’s almost too late.

Students don’t consider STEM as an option anymore.

For STEM to make its impact, you have to introduce it to students at a younger age. So, when I started researching ideas for my Girl Scouts Gold Award project, I knew I wanted to do something that was similar to Science Olympiad, but geared toward younger kids. The Girl Scouts offer great opportunities for girls to become more aware of ways to help the community, and that’s when I decided to do the after-school program for elementary-age students. I chose third through fifth graders because I thought they would still be open to STEM as an option.

What are your favorite activities for the program?

The after-school club is centered around projects similar to the ones that got me interested in STEM. Probably one of my favorites is the gumdrop tower. Students are given toothpicks or spaghetti and a bag of gumdrops, and I tell them to construct the tallest tower that they can make.

It has to be strong enough to hold a textbook. From that project, they learn about architecture and find out that triangles are the strongest, and they learn they need a good foundation. They also learn teamwork because they work in groups of three. But then they also learn to not give up, to just try again.

Students also like the bottle rocket. With some of the rockets, you shoot them, and they just go down. But then there’ll be a couple that go so high that if you look up, you’ll be blinded by the

sun. The students are really into that one.

They also like constructing a catapult and using it to shoot ping pong balls.

They try to see who can shoot the farthest or shoot the balls through a goal post. But they also like to shoot the ping pong balls at each other. I warn them not to, but that’s a struggle.

Did you see any differences between boys and girls in how they responded or learned?

It depended on what kind of project it was. They’re both interested, but in different aspects. The boys might hear “rocket” and be super into it right away, and say things like, “We’re going to make it go all the way to the moon, and we’re never going to see it again!” And the girls are interested, but they might be thinking about things like a nice fin design. They had some good ideas that might have been overlooked, but they felt very confident about it.

Are other people using your ideas or contacting you?

Last summer, I was invited to a school for homeless boys and girls, and we did the bottle rocket activity for their STEM week. It was different because these kids were much older—some high school age—so I wasn’t used to it at first. I’d been doing elementary and having to explain what scissors are. At first, they weren’t as into it as much, but then when we started shooting the rockets off, and they were saying, “Shoot mine next!” continued on page 42

ATPE NEWS 13

THE

LEGALITIES OF

FIREARMS ON

CAMPUS

The laws governing possession of firearms on public school district campuses, grounds, and events are complex. Federal law, state law, and local policy all play important roles in determining when it is permissible to have a firearm on K-12 public school grounds. The role of the individual also plays a part. The information here is intended to apply to regular educators: teachers, administrators, and support staff. Different rules can apply to other individuals, such as school resource officers or school board members. The information provided here is accurate as of the date of publication, but both Congress and the Texas Legislature could make changes to federal and state law, respectively, as recent school violence has increased attention to the issue of firearms in public schools.

BY PAUL TAPP, ATPE MANAGING ATTORNEY

14 ATPE NEWS

LOCAL AUTHORIZATION OF FIREARMS

I

n response to incidents of school violence, some districts have developed local policies allowing staff to carry firearms at school as a part of their job. A motivating factor was the challenges faced by some districts, particularly rural districts, that had no access to immediate support from local law enforcement entities. Federal law allows a school district to authorize staff to possess firearms where they would normally be prohibited, pursuant to a written contract. Texas law allows districts to authorize possession of a firearm at school “pursuant to written regulations or written authorization of the institution.” These exceptions to the usual prohibition on firearms in the school environment led some districts to create local plans, commonly referred to as “guardian plans.” The Texas legislature further authorized school districts to establish policies allowing certain staff to possess firearms at school under a program called a Marshal Plan.

SCHOOL DISTRICT GUARDIAN PLANS

B

oth federal and state law allow school districts to authorize an employee to carry a firearm. As such, a district can simply authorize certain individuals to carry a firearm on campus or at school events. If federal restrictions apply, the authorization must be in the form of a written contract. If only state law restrictions apply, only specific written authorization is required.

Districts have a great deal of flexibility in adopting the requirements for their individual guardian plans. These requirements include obtaining and maintaining a license to carry (LTC) or concealed handgun license (CHL) and usually require additional training specific to firearms in the school environment.

FEDERAL LAW RESTRICTING FIREARMS

T

he Gun-Free School Zones Act is a federal law that restricts firearms on school property. First passed by Congress in 1990, the US Supreme Court held this law to be unconstitutional in 1995.

In 1997, Congress amended the law to apply only to firearms that have moved through or affected interstate commerce. The amended law remains in force today. The law prohibits possession of a firearm in a school zone unless the firearm: • Is possessed by a properly licensed individual.

• Is unloaded and stored in a locked container or locked firearm rack in a motor vehicle.

• Is being used as a part of a program approved by the school.

• Is possessed as authorized by a written contract.

• Is carried by a law enforcement officer acting in his or her professional capacity.

A “school zone” is defined by the law as an area in, around, or within 1,000 feet of a public, parochial, or private school.

Violation of the Act may result in a fine of up to $5,000 and imprisonment for up to five years.

STATE LAW RESTRICTING FIREARMS

S

tate law generally requires all citizens to obtain a an LTC (the successor to the CHL) in order to carry a handgun in public.

State law prohibits an educator from carrying a firearm on school property or at school events in many situations without written authorization from the district. Without specific authorization by the district to possess a firearm, the prohibition on firearms applies: • To all individuals, even those who hold an LTC or CHL. • To the interior of school buildings and grounds, but not normally to a parking lot, street, or sidewalk.

• To any grounds or building where a school-sponsored activity is occurring, even if it is not on school property or a place where possession of a firearm would usually be prohibited.

• To a school bus or any other school passenger transportation vehicle.

The law does not require that a school post signs on school property, as is required by most businesses for a firearm to be prohibited. It is also not required that warning signs be posted at a school event or on school transportation vehicles.

It is legal for a properly licensed educator to leave an unloaded firearm locked in their car in the school parking lot, unless the parking lot is being used for a school-sponsored event, such as band practice.

Violation of state law may result in criminal prosecution. Depending on the individual circumstances, possessing a firearm illegally can result in a criminal charge, ranging from a misdemeanor to a felony.

SCHOOL DISTRICT MARSHAL PLANS

T

exas Education Code 37.0811 authorizes the board of trustees of a school district to appoint a district employee as a school marshal who may carry a handgun at a specific school at specific times as regulated by local written regulations. The regulation also must: • Ensure that the employee is eligible for appointment, including completion of 80 hours of training and all other procedural and fitness requirements imposed by Texas Occupations Code §1701.260.

• Provide that the school marshal may carry a concealed handgun unless the marshal is in regular, direct contact with students.

In this case, the handgun must be kept in a locked and secure safe within the marshal’s immediate reach during their primary duty.

• Allow only the use of frangible duty ammunition.

A marshal may access the firearm only under circumstances that would justify the use of deadly force under the Texas Penal Code.

A school may designate one marshal per 200 students at each campus, and may designate a marshal at each campus where students regularly receive instruction.

The identity of a school marshal is confidential, except as required to obtain appointment and obtain and facilitate licensing requirements.

The legal information provided here is accurate as of the date of publication, March 2019. 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.

ATPE NEWS 15

YOUR VOICE

One Teacher’s Journey to the Texas Capitol: How I Became an ATPE Lobbyist

I ANDREA CHEVALIER ATPE Lobbyist

16 ATPE NEWS

grew up in Spring Branch ISD in northwest I started seeing a psychiatrist. As I learned how Houston and attended Terrace Elementary, to manage a classroom and my expectations, Spring Oaks Middle School, and Spring teaching got better. I always fell back on the joy of Woods High School. I have fond memories loving my students—the best part of every day is of my teachers, our diverse community, and the a student’s smile. plentiful experiences that cultivated my love of Still, those first three years of teaching left me learning. I finished my junior and senior years of with many questions. Why did teaching have to high school at a residential program, the Texas be so stressful? Why were some students neglectAcademy of Mathematics and Science on the ed by the system? Why wasn’t there a counselor University of North Texas (UNT) campus. in my school? Who was making these policies I majored in chemistry at The University of that seemed to harm rather than help? Had they Texas (UT) at Austin. Even though I love science, ever asked teachers what would work best for I struggled to find broadthem? I felt acted on er meaning in what I was by the system rather learning and dropped out than an active part of it, Andrea Chevalier joined of my honors program. But and thus, my journey to ATPE in February as a when I took an elective that politics began. lobbyist. She’ll be focusing required me to teach a fifthI researched who was on issues related to educator grade science lesson once a on the Texas House and week at a local elementary Senate education comquality, teacher preparation school, I realized that I was mittees and found that and certification, charter good at explaining science. few members had been schools, and more. She will Finally, I felt purpose and, educa­tors. I moved to also work closely with the for the first time, exciteAustin to be closer to State Board for Educator ment at the prospect of a the Capitol and taught Certification and legislative future career. my last year in Leander When I told my parents ISD. That next year, committees that deal with that I wanted to be a teachI began an education public and higher education. er, we argued. My mom said policy doctoral proI was “too smart” to be a gram at UT Austin and teacher, and both parents warned about the “fi- started working in the Texas legislature to tackle nancial hardships” of a teacher’s salary. issues facing our education system. Coming full After graduating from UT, I considered a doc- circle, my dissertation will focus on the behaviors torate in chemistry, but it just wasn’t what I of legislators who were educators. wanted. I finally declared to my parents that I was My parents’ sentiment about teaching has going to be a teacher and applied for a master’s changed, but it always reminds me that many do program with initial certification at UNT. not understand the intrinsic motivations of teachSoon after starting my program, I began teach- ers and the monumental importance of public ing at a charter school in the Dallas area. I was education for the good of society. I look forward uncertified, unprepared, and about to endure to continuing to serve students and educators as unprecedented stress. By my second semester, the newest member of ATPE’s lobby team.

LEARNING CURVE

Say It with a Bitmoji

BY ANDREA KELLER, IRVING ISD

picture is worth a thousand words, especially when it comes to students. Using an A image can help draw attention to your concept in a fun, easy-to-digest way. itmoji, a free app available for both Android and Apple platforms, helps you create B personalized emojis so that you can communicate with your students in new ways.

Although there are hundreds of apps available that can create emojis and avatars of the user, Bitmoji has a number of features that can easily be integrated across platforms.

TOP 3 WAYS TO USE BITMOJI IN THE CLASSROOM FEEDBACK

You can use Bitmojis in printed or online assignments as a fun and accessible way to provide feedback. Depending on your district’s student-teacher communication policies, you could also include Bitmojis on homework reminders and online student forums.

IDEA: Print Bitmo-

jis onto sticker paper and use them on paper assignments, or use digital stickers for online assignments.

INSTRUCTION

Use Bitmojis to help quickly convey a tone in your assignments and instructions. Are you working in a Google district, or do you use Chrome as your web browser? Bitmoji has a Chrome extension that allows users to easily incorporate it into their own documents. This extension allows the user to either copy and paste the Bitmoji into a document or do a right click and save to the desktop.

IDEA: At the begin-

ning of the year, I created an orientation Google Slide presentation for the library.

Each slide included information, along with a Bitmoji showing the action. You can also print Bitmojis and use them to create posters for your classroom that engage your students and help get your point across in a fun way.

APP SMASHING

Bitmoji allows the user to have a starting point with their own emoji. It is easy to then put the Bitmoji into other programs to create informational texts, quick quotes, and other items by app smashing (using multiple apps to create a project) with a website or app.

IDEA: Canva is

another free website that I use often. It allows me to create presentations and social media pieces that I can then share on my website, Twitter, or other social media platforms. When creating my Canva, I upload a Bitmoji into the program and add it to the item that I am creating.

There are also several photo editing apps that I can download my Bitmoji into and then quickly create a post to share.

I use Bitmojis inside and outside of school. The app can easily be integrated with Snapchat, too!

Most of the Bitmojis are student friendly, but there are some that would not be appropriate for school.

When using this app (or any other app), always be sure to pay attention to the terms of service.

One other feature I like is that the app is always adding new clothes, items, and features. My personal Bitmoji changes outfits with the seasons! I’ve found Bitmoji to be a great way to connect with students, and it easily integrates into my classroom.

ATPE NEWS 17

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 Oct. 1 through Dec. 31, 2018.

Abilene Tonja Gray

Crowley Steve Pokluda

Ingram Chris Moralez

Mesquite Jerry Bonham

Stanton Bill Griffin

Alvin Ron Fitzwater

Cypress-Fairbanks Eli Rodriguez

Irving Teri Daulton Connie Kilday

Monahans-Wickett-Pyote Vicki Greenfield

Sweeny Jeanette Hlavaty

Amarillo Nelson Bishop Yolanda Capetillo Eunice Green Michael Renteria

Dallas Maria Slette

Nacogdoches Katherine Whitbeck

Tyler Betty Berndt

New Caney Brenda Lynch

Weslaco Hector Cruz

Austin Elizabeth Abrahams

Falls City Phyllis Jarzombek Theresa Moczygemba

North Lamar Shelia Slider

Willis Lori Hawkins

Northside (20) David de la Garza

At Large Deborah Pleasant Dawn Riley

Ballinger Darlene Kelly

Dickinson Lisa Johnson

Ferris Meredith Malloy

Big Spring Deborah Mullins Russell Mullins

Forney Wendy Smith

Boerne Margie Hastings Cyndy Veselka

Galena Park Sharon Dixon Lynn Nutt

Conroe Judi Thomas

Hale Center Brenda Bryan

Cooper Jerrica Liggins

Humble Gayle Sampley Stacey Ward

Jim Ned Consolidated Nicole Fuller Karnes City Cathy Stolle Keller David Williams Killeen Alice Page Eileen Walcik Melissa Walcik Ron Walcik Leander Jayne Serna Lewisville Karen Hames Lubbock Allyson Haveman

Olney Dale Lovett Becky Spurlock Sam Spurlock

ATPE Staff Ginger Franks Shannon Holmes

Paris Jimmy Lee Pasadena Charlotte Anthony Spearman Sherry Boyd

McAllen Twila Figueroa

Invest in the ATPE Political Action Committee today!

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

18 ATPE NEWS

BIG CHANGE

STARTS

with you.

ATPE-PAC IS A PAC THAT WORKS FOR YOU— PROTECTING PUBLIC EDUCATION INTERESTS RIGHT HERE IN TEXAS.

S

ince ATPE-PAC serves only you, it’s entirely dependent on your donations. Thanks to the ongoing support of members like you, ATPE-PAC was able to influence some of the most competitive races in the 2018 elections.

Did you know that 74 percent of the pro-public education candidates who received an ATPE-PAC donation last fall won their elections? It’s true! Those wins, aided by our PAC investments, will help secure victories during the legislative session that is happening right now.

This is a critical time to donate to ATPE-PAC. We’re getting ready for more wins in the 2020 elections. You can help by participating in our annual PAC’s Peak Challenge, where we aim to raise $25,000 between Feb. 1 and May 1.

Still leery of giving to a PAC? Let us dispel two common myths about ATPE-PAC: Myth #1: PAC dollars only go to one party.

ATPE is bipartisan. We use ATPE-PAC to help candidates, regardless of party, who support Texas public schools, students, and educators.

Myth #2: ATPE-PAC is funded by ATPE membership dues.

By law, your ATPE membership dues dollars can’t be used to fund our PAC, which is why we rely on individual, voluntary donations.

Please stand with AT PE-PAC, because AT PE stands with you.

Accept the PAC’s Peak Challenge, and make your impact today by donating at atpe.org/pac-donate.

ATPE-PAC solicits contributions only from ATPE members, employees, and their families. Participation in ATPE-PAC is voluntary.

Members can contribute any amount or nothing at all without affecting their ATPE membership status, rights, or benefits.

ATPE NEWS 19

Interview by Leslie Trahan

ATPE talks to Rhonda Peña, 2019 Texas Elementary Teacher of the Year, about math, success, and testing.

20 ATPE NEWS

Rhonda Peña’s passion for numbers started at a young age. She grew up practicing math with her older siblings and planned to become a teacher in her home state of Minnesota.

But after finishing her degree at Bemidji State University in Bemidji, Minnesota, Peña attended a job fair that changed her life. She was offered a position as a math teacher on the spot at Pharr-San Juan-Alamo (PSJA) ISD, and except for the location, it was everything she wanted. She couldn’t turn it down.

Peña intended to teach in Texas for one year and then return home. That was 29 years ago.

After three years at PSJA ISD, Peña moved to

Bryan Elementary in Mission CISD. She is now in her 26th year there. As a fifth-grade math teacher, Peña is passionate about incorporating algebra into the curriculum, even at young ages. Her goal is to help students grow both their skills and their confidence in math.

Peña has been named Teacher of the Year on her campus twice—in 2012 and 2018— and won the H-E-B Excellence in Education Lifetime Achievement Award in 2017.

ATPE sat down to talk with the 2019 Texas Elementary Teacher of the Year about math anxiety, parental involvement, and building relationships in the classroom.

How did you decide to pursue math education?

Can you explain what algebra for kindergarteners looks like?

I grew up as the youngest of 10 kids, and I had a lot of help at home from my brothers and sisters. They loved math, so they would sit with me and give me math problems. They would show me coins of different varieties and tell me to make 50 cents different ways. Numbers and math intrigued me, and I always loved math all through school. Back when I was in school, it was a lot of abstract math, not a lot of concrete math.

I had really good teachers growing up, too, and I’m sure they did a lot of the things we do now. But I can remember algebra being tough, and I wish somebody had used the word “algebra” when I was actually doing it in elementary, so I wouldn’t have been so afraid.

That’s my goal—to help our kids get ready to tackle it and be confident.

They do number sentences: two apples plus something equals three apples. That is algebra because they’re finding an unknown, even though we wouldn’t introduce it that way. You can still let them know they’re doing algebra just like the kids in junior high.

It’s important to try to boost them so they’ll go home and be excited to tell their parents, brothers, and sisters, “I’m doing algebra.” I’ve heard the kids say it to their parents, so I know they truly get excited about it.

I want to get them more excited about math. It hurts my heart that kids are afraid of it when there are ways to get them hooked and get them comfortable and confident.

When I started teaching third grade, I said, “They can do it, too.” I stumbled on a program that uses manipulatives, and I was able to get the kit and a smartboard application. It spiraled after that. The district coordinator for gifted and talented loved the program and wound up getting it for those students. Right now, all our gifted and talented kids in third through fifth grade use the kits. To think that it spiraled from my one classroom to the entire district—it warms my heart that we’re impacting that many kids and hopefully helping them love math and algebra.

How would you describe your approach to teaching math?

I think it’s important to start with the concrete. The kids have to be able to see how the math works. A lot of kids come to class knowing a trick to solve a problem, but they’re not sure why it works. I try to really go in to why math works instead of just saying, “This is how you do it, memorize it.” It’s really important for them to be able to see, move, and feel the math before they move into the abstract and problem solving, which is a big problem for the kids mainly because a lot of them are intimidated by reading. They see a long story problem and just shut down or try to grab the numbers and manipulate them with the easiest operation they can. My approach is to make sure they can see the math before the abstract comes into play.

Photos courtesy of Mission CISD

Why do you think talking to young kids about math is so important?

Students need to start working out algebra problems and getting that confidence as they go into junior high. I don’t want them to feel like I did when I first stepped foot into algebra. I was shaking and afraid of it. It’s important to introduce the word “algebra” in kindergarten and let students know they’re already doing it—even if they don’t truly understand it then. At least if they’ve heard the word, they can say, “I’ve done that and feel good about it,” and can hopefully have more success with it.

What are you working on now?

My next task is to get parents involved more. We’re going to meet with parents to show them how the algebra kit works. I’m hoping they can get the word out and that more parents will have hands-on time with their kids when they do homework. A lot of times kids come home and parents are unable to help with some math because of how its delivery has changed. Math is still math, but the delivery is different.

Have you found that a lot of your students’ parents have math anxiety as well?

Whenever we have conferences, parents will say they don’t like math or they’re not good at math, and they’ll say it in front of their kids. I don’t want the kids to hear that and think, “My mom or my dad isn’t good at math, so I’m not going to be good.” I’m hoping we have a good show of parents and will be able to repeat the session again.

ATPE NEWS 21

Tell me about the afterschool club you started last year.

A lot of our kids like to stay after school to do more algebra.

Last year I implemented the Algebranators (like “Terminator”) club. I had fourth- and fifth-grade kids, and not just gifted and talented kids because I didn’t want to just isolate it to the top percent of kids. We had quite a few come to do algebra after school, so that was a fun club to start.

Students feel less intimidated in a social setting because they know the other kids in the class are there for the same reasons they are. They don’t feel as shy or intimidated as they would in a normal classroom setting. Being a smaller group helps, too. They are able to ask questions without feeling like they are being singled out for not knowing.

What do you think are the biggest challenges that educators face today?

A struggle I have with education now is that we’re trying to teach the kids our curriculum for the year, but the test is just looming over them. They get so nervous and are unable to even do it, and to do that to 8-, 9-, and 10-year-olds—it really is a struggle. I understand that we have to have these tests to measure where students are and their growth, but it’s hard to

22 ATPE NEWS

swallow sometimes as an educator. I know a lot of educators feel that way. I’m not alone.

That’s why we need to have parents be truly involved in their kids’ education and to be supportive of all their endeavors, whatever they want to participate in. Parents need to encourage activities outside of school, sports or clubs that students enjoy, to help them become a well-rounded child and not be so worried about everything related to the test.

In addition to testing, in the classroom, differentiation can be a challenge. Students have different ability levels, and teachers need to be able help students who are struggling without neglecting students who get it. It’s important to give them challenging activities to work on because they already have the grasp of the lesson. Differentiation is something we have to do daily to make sure we give each child a path to success.

How do you define success for your students and yourself?

What advice would you give to new teachers?

I don’t believe anyone has success without failing first. They need to be able to look at those failures as a learning moment for themselves and ask, “Why did I make those mistakes?” and say, “I’m going to learn from this one and build myself up.” When we have setbacks in the classroom, we talk about them openly with the kids. I always say, “It’s OK to not know, but it’s not OK to not try.” You have to have some failures in order to get to where you want to be.

I also feel that you can’t measure students’ success based on a test score and, unfortunately in education now, a lot of emphasis is placed on state exams and test scores. But that exam doesn’t measure creativity, artistic ability, compassion, or communication skills.

I know it’s hard as a child to hear you didn’t pass, but I always tell them, “You did your best, and that’s all we expect you to do.” If they’re showing growth from one year to the next, they’re going to be fine.

If my students live their lives loving what they do, doing what they love, and are kind to others, that to me is success. I’m trying to make them realize that they have a lot more to offer than that test score.

When I was first starting out, I had a teacher who told me to pick my battles. I was getting frustrated and down on myself for every little thing that happened in the classroom, from behavior to academics.

As a teacher, you have so much on your plate each day, and it’s a lot to handle emotionally. Sometimes you have to say, “This is not as important as it might seem in the moment. I’m going to deal with it, but I don’t have to take it so hard today.” Choose your battles and prioritize.

Also, never give up on that one student you might feel is a little lost. You’d be surprised what will happen if you just take a little bit of time. There’s something called a 2 x 10 strategy where you sit with the student and talk with them about stuff not related to school to get to know them. If a student is having a hard time relating to you, try to get them to open up to you to build that relationship. It’s two minutes a day for 10 days talking to them. I did it with one of my students who was having a hard time. He was struggling with me being the teacher and he didn’t want to listen, so I would sit down with him and just talk. He looked at me strange the first time, wondering why I was talking to him about stuff outside of school, but the next day he warmed up.

Building relationships is important. You want students to know that your classroom is a safe place and that you’re a family.

ATPE NEWS 23

TAKING ACTION TO KEEP

STUDENTS

SAFE

by G. ELAINE ACKER

Splendora ISD makes it a priority to conduct preparedness drills with school officials and local law enforcement.

24 ATPE NEWS

C

olumbine High School. Sandy Hook Elementary. Marjory Stoneman Douglas High School.

Santa Fe High School.

In 1999, the shooting at Columbine High School in Colorado ushered in a new era of school gun violence. Thirteen victims died. Then, in 2018, Texas’s Santa Fe High School found itself near the top of a statistic where no one wants to be number one. In an effort to prevent future tragedies, a growing number of ATPE members and their colleagues are stepping forward to ask questions, get training, and take action to keep students safe. Here are their takeaways.

Courtesy of Splendora ISD.

KEEP IT LOCAL

For some ATPE members, school safety begins at the state Capitol. ATPE State Vice President Tonja Gray was one of the ATPE officers selected to participate in a roundtable discussion convened by Governor Greg Abbott in the days following the Santa Fe shooting.

Participants talked about metal detectors, school resource officers, marshal plans, and guardian plans, but Gray says one important thread emerged. “We have to remember there’s no one size fits all,” she says. “What works in Mesquite may not work in Hawley. We need to let the districts decide for themselves what will work best for them in their home communities rather than saddling districts with state or federal mandates.”

Gray also highlighted what she described as the elephant in the room: STAAR testing. “STAAR testing is number one on every teacher’s list,” she says. “If you want safety to be number one, you have to take STAAR out of the number one slot. There’s only so much time in the day.” Gray also noted that many school counselors statewide have been serving as test coordinators, leaving limited time for trained counselors to focus on students’ mental health and well-being.

“ We need to quit forming committees of people who have no knowledge of security and admit we’re not safety and security experts.”

—R odney Cavness, superintendent Texas City ISD

ATPE NEWS 25

Resource Links Following the roundtable sessions, the governor released his School Safety Action Plan. Read it here: gov.texas.gov/news/post/governorabbott-releases-school-safetyaction-plan-summary And if you want to get involved, visit ATPE’s Advocacy Central, which serves as a direct line of communication with your legislators: atpe.org/advocacy-central

MAKE MENTAL HEALTH A PRIORITY

As a former superintendent, Dr. Shannon Holmes, ATPE’s executive director, is acutely aware of the classroom teacher’s daily reality. Teachers are not only asked to achieve excellence in the classroom and meet the goals of STAAR testing, but they are also often serving in the role of “social worker,” dealing with issues from hunger and homelessness, to immigration and healthcare. Holmes believes mental health issues are at the root of school violence. “Going to school is partly about learning the content and partly about learning the system—the

coping mechanisms. School is about kids learning to navigate life, whether it’s overcoming conflicts with other students or completing a college entrance application. The kids’ mental health has to be one of our highest priorities.”

Resource Link Youth Mental Health First Aid is designed to teach educators, school staff, caregivers, parents, family members, peers, neighbors, and health and human services workers how to help adolescents between the ages of 12 to 18 who are experiencing challenges with mental health. The course outlines common mental health challenges for youth, reviews typical adolescent development, and teaches a five-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, eating disorders, disorders in which psychosis may occur, and disruptive behavior disorders such as ADHD. The training is free for public school employees, and information is available at mentalhealthfirstaid.org.

Many districts are working to train bystanders, including teachers and students, to become “trained, equipped, and empowered” to help victims in a bleeding emergency until professional help can arrive.

Learn more about this effort, called Stop the Bleed, at dhs.gov/stopthebleed.

26 ATPE NEWS

Dr. Cissy Perez is the assistant superintendent in West Oso ISD and serves on the board of the Texas School Safety Center. Created in 1999 following the Columbine shooting, the center is located at Texas State University in San Marcos. Its priorities include addressing school violence, assisting students in the wake of natural disasters such as Hurricane Harvey, and helping prevent suicides.

“I think our accountability system and curriculum have not kept up enough with this new generation of children who are growing up in a social media world,” says Perez. “Kids are not learning to cope with loss, with imperfection, in our curriculum. It’s about passing an English test or a math test. We’ve got to get to the root of the problem, whether

Courtesy of Texas City ISD.

GIVE KIDS A VOICE AND BUILD A NETWORK

“ Principals and superintendents can sometimes feel alone.

Use the Texas School Safety Center and network, network, network.”

— Dr. Cissy Perez, assistant superintendent West Oso ISD

ATPE NEWS 27

kids are shooting themselves or shooting others. Kids don’t want to die, and they don’t want other people to die.

They just want to get rid of the pain.”

When the Marjory Stoneman Douglas shooting happened in Florida, Perez was the principal of Ray High School in Corpus Christi. She knew students needed a way to channel their sense of fear and frustration, so she hosted a legislative town hall meeting. “I had 200 students in the library, and I invited three of our legislators. I wanted to make sure our students had a voice. We need to hear from the kids to solve the problems happening in their world.”

Perez emphasizes that real solutions are a shared responsibility. She hopes educators will learn to detect warning signs. “Principals and superintendents can sometimes feel alone,” she says.

“But there are people who can tell you what’s working and what’s not. Use the Texas School Safety Center and network, network, network.”

Resource Link The Texas School Safety Center is the state’s hub for research, training, and technical assistance for K-12 schools and community colleges. In addition, the center also builds partnerships among youth, adults, schools, law enforcement officers, and the community. Their annual conference and statewide workshops offer live training, and extensive resources are available online. Learn more at txssc.txstate.edu.

CREATE STRONG FACILITIES AND RELATIONSHIPS

In Splendora, just north of Houston, superintendent Dr. Jeff Burke says he’s worked to “harden the facilities.” In districts across Texas, this includes locks, barricades, metal detectors, cameras, security staff, police dogs, and more. He also says that it’s what happens inside the building that matters most. “We do

28 ATPE NEWS

Rachel’s Challenge, which came out of Columbine,” he says. “We work hard to create a positive culture, to make people feel valued, and to give them a voice. We try to make sure no kids feel isolated, and our tri-county counseling services provide extra help.” The district also uses the RAVE app to connect students and staff in emergencies.

Resource Links Rachel Joy Scott was the first person killed in the Columbine High School shooting on April 20, 1999. In her final school essay, she wrote, “I have this theory that if one person can go out of their way to show compassion, then it will start a chain reaction of the same. People will never know how far a little kindness can go.” After her death, many students shared stories with Rachel’s family that highlighted just how profound those simple acts of kindness could be. Today, Rachel’s Challenge operates as a nonprofit organization dedicated to “Making schools safer, more connected places where bullying and violence are replaced with kindness and respect; and where learning and teaching are awakened to their fullest.” To implement Rachel’s Challenge on your campus, visit rachelschallenge.org.

The RAVE app for K-12 is described as a “mobile panic button.” It helps students report threats anonymously before a tragedy happens, and it can instantly notify staff and first responders of an incident.

Information is available at ravemobilesafety.com/solutions/k-12.

RELY ON THE EXPERTS

In Texas City, just down the road from Santa Fe, superintendent Dr. Rodney Cavness sat down to discuss school safety and found himself surrounded by curriculum and technology experts, but no safety experts. With support from his school board, he hired a former secret service agent who served on the pres-

idential detail to manage his security program. “In the past, we’ve led from the rear,” he says. “Every decision was based on where somebody else made a mistake. We need to quit forming committees of people who have no knowledge of security and admit we’re not safety and security experts. There is no excuse for not protecting people the best way you can.”

While Cavness admits no plan is perfect, his district takes advantage of every resource, from technology to threat assessment training to “boots on the ground,” and relies on his expert’s guidance. “He’s super disciplined,” says Cavness. “He’s intelligent. He has the highest level of investigation skills. And he’s a weapons expert. Some people may think we’ve gone overboard, but I think we’ve just scratched the surface. We’re talking about people’s lives here.”

Resource Link This spring, the Texas School Safety Center is hosting school threat assessment workshops to help educators recognize dangerous behavior and take preventive measures. Find a workshop near you, or take advantage of the online program, at txssc.txstate.edu/events/sta-workshops.

CONTINUING THE DISCUSSION

To keep schools safe, educators, law enforcement partners, and their home communities must listen, treat each other with respect, and trust that every person speaking out has the best interests of students at heart. “The education community must work together to make student safety a top priority,” says Holmes. “Our public schools should be a safe place where students learn and grow. Students—and educators—deserve to feel safe in their classrooms.”

WHAT WILL YOU DO WITH

$5,000?

One click is all it takes to be a big winner with ATPE! Just make sure your contact information is up to date for a chance to win BIG with our $5,000 grand prize just in time for summer! You’ll also be eligible for our FIVE $1,000 drawings. Update your info by April 30 to be eligible.

HOW? IT’S EASY! 1

Log on to atpe.org/checkinfo.

2

Make sure your contact info is current OR make any changes necessary.

3

Hit submit, and cross those fingers!

It’s as simple as 1-2-3! You are now entered to win.

ATPE NEWS 29

SCHOOL SHOOTINGS by the NUMBERS School violence is a difficult subject to navigate. Emotions are high on every side of the debate, and the arguments made often play on our fears. To help cut through the noise, ATPE has compiled school violence data and polling numbers within Texas and across the country.

TEXAS VOTERS SAY A June 2018 University of Texas/Texas Tribune poll asked Texas voters what they thought bore the most responsibility for recent school shootings at Santa Fe High School and elsewhere. They said:

18% insufficient restrictions on gun ownership 17%

to identify potential 8% failure school shooters in advance

poor parenting

insufficient mental health resources for students

14%

in popular culture 7% violence enforcement 6% poor of existing gun laws

WHAT’S TO BLAME?

13% insufficient security at schools 8%

attention to perpetrators 6% media

bullying

3% other

In May 2018, in the days following the Santa Fe shooting, Quinnipiac University conducted a poll of registered voters and found:

54%

of Texas parents who have kids in public schools support arming teachers, other school officials

30 ATPE NEWS

93%

support imposing background checks on all gun buyers

64%

said parents should be legally responsible if a child commits a crime with parent’s gun

64%

support a law requiring guns be kept under lock and key

Sources: Texas Tribune, The Washington Post’s database of school shootings, Campus Safety magazine, The US Naval Postgraduate School for Homeland Defense and Security’s K-12 School Shooting database, The Guardian, and VICE.

SCHOOL SHOOTINGS ACROSS THE NATION MORE THAN

220,000

The Naval Postgraduate School’s Center for Homeland Defense and Security created a K-12 school shooting database* and found that, since 1970:

STUDENTS

IN 225 SCHOOLS

have experienced gun violence at school since the 1999 Columbine shooting.

94 SCHOOL

SHOOTING INCIDENTS

OCCURRED IN

2018 16

861

UP

NEARLY

60% FROM THE

NEXT HIGHEST

INCIDENTS WHERE

2018 WAS THE HIGHEST YEAR

THE SHOOTER

VICTIMS KILLED

TARGETED

YEAR IN

2006

FOR THE NUMBER OF (INCLUDING THE SHOOTER)

SPECIFIC PEOPLE

INCIDENTS WERE CATEGORIZED AS: Escalation of a dispute

MEDIAN AGE OF

CALIFORNIA, TEXAS, and FLORIDA

SCHOOL SHOOTERS

158

are the top three states with the most incidents

354 Gang related

164 Accidental

African-American students

149

17%

133

33%

Suicide (or attempt)

87

Hispanic students

20%

120 Random

53

23%

669 OUTSIDE

White students

INCIDENTS HAPPENED

57% 38%

,

ON SCHOOL PROPERTY

SCHOOL POPULATION EXPERIENCE SCHOOL SHOOTINGS

588

INCIDENTS OCCURRED INSIDE THE

SCHOOL BUILDINGS

85% OF SHOOTERS

brought their gun from their homes or obtained them from friends or relatives

THE SHOOTER WAS

MORE THAN

Male in 1,126 incidents

Female in 57 incidents

* The database documents “each and every instance a gun is brandished, is fired, or a bullet hits school property for any reason, regardless of the number of victims, time of day, or day of week,” beginning in May 1970.

ATPE NEWS 31

ATPE Announces New Discounted Rates ATPE wants you to have control over how, when, and where you spend your money. Your payroll deduction rights have been under attack for years, so now, we’re giving you new opportunities to change the way you pay.

That’s right. ATPE is thrilled to announce a new reduced membership rate for 2019-20. This rate will apply to all associate and professional members who pay with one of the following payment methods: • ACH/Bank Draft • Credit Card

• Check • PayPal

Join Online and Save!

Pay by credit card, ACH/bank draft, PayPal, or check to qualify for these special discounts.

Payroll Deduction is Still Available

$149

$85

Professional

Associate

These rates are for the full 2019-20 school year.

$175

Professional

$90

Associate

These rates are for the full 2019-20 school year.

Questions?

32 ATPE NEWS

Email our Membership Department at members@atpe.org.

You Deserve Respect,

Support, and Peace of Mind Here’s what you pay for the FULL 2019–20 school year:

110

$

149

$

per year

per year

85

225

$

$

per year

per year

FIRST-TIME PROFESSIONALS

PROFESSIONAL EDUCATORS

ASSOCIATE MEMBERS

ADMINISTRATORS

(INCLUDING PARAEDUCATORS)

(PRINCIPALS, SUPT./ASST SUPT.)

JOIN BEFORE OCT. 31, 2019

JOIN BEFORE JAN. 31, 2020

JOIN BEFORE JAN. 31, 2020

JOIN BEFORE JAN. 31, 2020

Join ATPE’s Community of 100,000 Respected Public School Educators Who Are Committed to Texas Students

1

2

3

GO TO ATPE.ORG/JOIN

CHOOSE YOUR PAYMENT METHOD

Whether you're a brand new member or a 39-year ATPE veteran, it's easy to join or renew online. Everyone who's employed by Texas public schools is welcome!

When you pay by any method other than payroll deduction, professionals and associates get a special discounted rate.

Members can still choose payroll deduction at the regular rates.

EXPLORE YOUR BENEFITS Your benefits are just a click or phone call away.

Discover legal resources, legislative advocacy, free CPE, and more.

**

*

***

State dues for members paying via payroll deduction are as follows: Professional—$175/year; Associate—$90 per year.

Eligibility, terms, and conditions apply. Visit atpe.org/protection for details.

teaching is harder than ever. You deserve peace of mind.

ATPE NEWS 33

ATPE at the

34 ATPE NEWS

CAPITOL

ATPE Members Advocate ADVOCATE for Change Hundreds of Texas educators traveled to Austin on Feb. 24 and 25 for ATPE at the Capitol, ATPE’s popular political involvement training and lobby day event. On Sunday, Feb. 24, ATPE members gathered at the JW Marriott for training on how to advocate for ATPE’s legislative priorities and a Q&A session with elected officials about education issues being debated during the 86th legislative session. The next day, attendees hit the State Capitol to advocate for their profession and their students during meetings with legislators. Several ATPE members even testified before the Senate Finance Committee about teacher compensation. The day culminated with ATPE members being recognized in the House and Senate chambers with honorary resolutions acknowledging their contributions to public education.

ATPE NEWS 35

THE ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS AND GCU

Working Together for You

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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.

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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

ATPE

News

Mental Health First Aid Course Available for Educators Mental Health First Aid is an eight-hour instructor-led course that can teach you to identify the signs and symptoms of mental health and substance use problems in students.

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his public education program introduces participants to risk factors and warning signs of mental health problems, builds understanding of their impact, and overviews appropriate supports. The course uses role-playing and simulations to demonstrate how to offer initial help in a mental health

crisis and connect people to the appropriate professional, peer, social, and self-help care. The program also teaches common risk factors and warning signs of specific illnesses like anxiety, depression, substance use, bipolar disorder, eating disorders, and schizophrenia.

Mental Health First Aid is included on the Substance Abuse and Mental Health Services Administration’s National Registry of Evidence-based Programs and Practices.

The course is available at no cost to Texas public school teachers through your local mental health authority. (Go to hhs.texas.gov to search for your location.) At the completion of the course, you will receive a course manual to keep. Teachers can receive eight continuing professional education credits for the course by using the code 902219.

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O F F I C I A L N OT I C E O F T H E

39th Annual Meeting of the ATPE House of Delegates The ATPE House of Delegates (HOD) will meet during the 2019 ATPE Summit on July 17–19 at the Marriott Marquis in Houston.

HOD proceedings, including state officer elections, will occur July 18. Please visit atpesummit.org for more information about the summit and HOD, including delegate certification information.

The wording of any proposed bylaws changes will be made available at atpesummit.org at least 45 days prior to the HOD meeting.

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

ATPE NEWS 37

LEADERSHIP ATPE BUILDS STRONG LEADERS FOR TEXAS STUDENTS

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aunched in 2018, Leadership ATPE offers professional development, leadership training, and networking opportunities for an elite group of education professionals chosen from within ATPE’s membership ranks. During the year-long educational program, members of the Leadership ATPE class attend two expense-paid leadership retreats and receive customized training from experts in the fields of education, advocacy, nonprofit management, and more.

“Leadership ATPE is designed to help our emerging leaders fine-tune their skills in order to better serve their schools and communities, pursue leadership roles within ATPE and other organizations, and advance their careers,” says ATPE State President Byron Hildebrand.

Ready to hit the ground running, the 2018-19 Leadership ATPE class met in November 2018 at Horseshoe Bay Resort in Marble Falls for a reception co-sponsored by Blackridge, ATPE’s contract lobby firm. ATPE Past State President Carl Garner shared ATPE’s history, and throughout the weekend the participants also learned from ATPE Executive Director Shannon Holmes, Governmental Relations Director Jennifer Mitchell, and Finance Director Gary Richardson. The class also spent an inspiring day with renowned speaker and author Anne Grady learning about “Leading through Influence.” A second leadership retreat was held in March 2019.

Leadership ATPE offers a focused learning experience and requires a strong commitment. In addition to completing the online form, applicants need to obtain references and must commit to attending the mandatory fall and spring retreats.

38 ATPE NEWS

ATPE congratulates the members of its inaugural class of participants in Leadership ATPE Members of the Leadership ATPE Class of 2018-19 will also be recognized during the 2019 ATPE Summit.

Meet the 14 members of the Leadership ATPE Class of 2018-19: Julie Fore, Region 10 Jody Franks, Region 7 Nicole Fuller, Region 14 Darrell Hickman, Region 11 Alicia Hinkle, Region 10 Rebecca (Becky) Lanham, Region 7 Leia Leveridge, Region 6 Jerrica Liggins, Region 8 Rachel Melancon, Region 10 Abigail Ramford, Region 17 Eden Renovato, Region 4 Michael (Miguel) Renteria, Region 16 Michael Robinson, Region 6 Mandy Vahrenkamp, Region 3

The next round of selections for Leadership ATPE are just around the corner. The application deadline is April 30, so don’t wait to apply! The new class will be announced this summer. Get all the details at atpe.org/leadership-ATPE.

ATPE NEWS 39

ATPE

News

Questions ABOUT ATPE? BYRON'S GOT

Answers!

Mark your calendars and get your questions ready. Throughout the year at the end of every quarter, your 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 (#). Remaining call dates for 2018-19 fall on May 21 at 5:30–6:30 p.m. and May 23 at 6:30–7:30 p.m .

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

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.

40 ATPE NEWS

Shout Out to These CLASSROOM MAKEOVER

CONTEST WINNERS! A $500 shopping spree to buy items for your classroom sounds pretty good, right?

For two lucky ATPE professional members and two ATPE firsttime professional members, that hypothetical became a reality when they each received $500 as part of ATPE’s classroom makeover contest. Congratulations to first-time professional members MELODY CARR from Arlington ATPE (right) and JESSICA NERI from Laredo ATPE (below).

Long-time members JAMES MOORE, Keller ATPE, and DESIREE MATHEWS, Crawford ATPE, were also given a check.

O BOEO? T T WANNNER, Tyour ATPE A WIe you renew 19-20 by

in! sur or 20 t might w e f k p a i h M bers u jus mem 9, and yo 1 31, 20 Oct.

ATPE NEWS 41

continued from page 13

Tell us what you’re thinking about when you look at future careers.

I definitely see myself going into the STEM field. Right now, I don’t know exactly which aspect of STEM I like best. I just took a computer science course, and I really liked that. And then I also took a biology AP course, and I also liked that. I try to look at most practical ideas first. What is needed in the world?

That’s why I’m looking at computer science. I’m also trying to find a place where I can bring something to the table

that’s different, a place where I know my skills would be different from what’s currently in the field.

What do you wish people knew about STEM?

I wish that they knew that it wasn’t just like problems on a piece of paper. It’s not just a worksheet. I wish they knew that there are a lot of projects involved, that it’s a lot of teamwork, and it’s also a lot of fun, trying to figure out how to DO everything, solve problems, and make things work.

ADVOCATING FOR

YOUR PROFESSION: THE BEST TOOL IS RIGHT AT YOUR FINGERTIPS ATPE at the Capitol may be over, but we still need you to keep in touch with your lawmakers throughout this legislative session! Most legislators keep track of how many constituents call and write to them, what topics they care about, and their stances on those topics, and they take that into consideration when voting on bills.

Legislators need to hear from you.

The best tool is right at your fingertips. Advocacy Central is your one-stop shop to understand and influence bills affecting public education.

To access this tool, go to ATPE.ORG/ADVOCACY-CENTRAL. It’s for ATPE members only, so member login is required.

(If you are unable to access your account, call the ATPE state office at (800) 777-ATPE and request help from the Membership Department.)

42 ATPE NEWS

BRAIN BREAK

Think you know Texas’s state symbols?

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rain Break is back to see how well you know official state symbols of Texas. When you think you’ve listed them all, head to the ATPE Blog at atpe.org/Spring19/ BrainBreak to see the answers. If you’d like to be entered into a drawing for an ATPE-branded prize, take a photo of your answers and email contest@ atpe.org by April 8.

Good luck!

Cobbler – peach cobbler

Fruit – Texas red grapefruit

Plant – prickly pear cactus

Crustacean – Texas gulf shrimp

Gem – Texas blue topaz

Musical instrument – guitar

Flower – bluebonnet

Insect – monarch butterfly

Mammal (small) – armadillo

Mammal (flying) – Mexican free-tailed bat

Reptile – Texas-horned lizard

Pepper – jalapeño

ATPE NEWS 43

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

*978-1-947604-65-0 | February 2019 | $37.95 PB

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Change the lives of students in poverty

ORDER TODAY SolutionTree.com/BuildingEquity

According to the Southern Education Foundation’s collection of data from the National Center for Education Statistics, the majority of public school students in the United States come from low-income families.

Educators have the power to change their futures for the better. The new edition of the best-selling Poor Students, Rich Teaching, along with the companion handbook, will help educators fully embrace the mindsetsthat lead to richer teaching. * A joint publication of ASCD and Solution Tree