Winter 2019 ATPE News

ATPE News WARNING:

OUR SCHOOLS CONTAIN VAPING What you should know about student vaping and how to deal with it on your campus

WINTER 2019 | ATPE.ORG

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Tips for managing a blended classroom

New rules on student discipline you should know

3 questions to ask yourself about self-care

Introducing the new ATPE Visa Signature credit card program!

3%

2%

1%

CASH BACK ON:

CASH BACK ON:

CASH BACK1 ON:

Coffee shops2 Fast food2 Ridesharing2

Gas2 Restaurants2

All other purchases3

1

1

Year-round earnings | No point cap | No opt-in required A Cash Back1 redemption is applied as a statement credit

Learn more at commercebank.com/atpe

1. A Cash Back redemption is applied as a statement credit. The statement credit will reduce your balance, but you are still required to make at least your minimum payment. Values for non-cash back redemption items such as merchandise, gift cards, and travel may vary.

2. Please note that merchants self-select the category in which transactions will be listed and some merchants may be owned by other companies, therefore transactions may not be counted in the category you might expect. Purchases made using Near Field Communication (NFC), virtual wallets, or similar technology may not be eligible for bonus points.

3. See Rewards Terms & Conditions for full program details at commercebank.com/rewardsterms. “Purchases” refers to “Net Merchandise Purchases,” meaning purchases of merchandise or services on the Account, less any returned merchandise credits or service credits posted to the Account. Net Merchandise Purchases does not include Cash Advances, Balance Transfers or transactions using Convenience Checks or any associated fees. Other exclusions apply.

ATPE News

DIRECTOR'S MESSAGE

The official publication of the Association of Texas Professional Educators

State Officers Tonja Gray. . . . . . . . . . . . . . President, Abilene (14) Jimmy Lee. . . . . . . . . . . . Vice President, Paris (8) Karen Hames. . . . . . . . . Secretary, Lewisville (11) Stacey Ward. . . . . . . . . . . . . Treasurer, Humble (4) Byron Hildebrand. Past President, San Antonio (20)

Board of Directors MaElena Ingram . . . . . . . . . . . . . . . . . . McAllen (1) Barbara Ruiz. . . . . . . . . . . . . . . . Corpus Christi (2) Cathy Stolle . . . . . . . . . . . . . . . . . . . Karnes City (3) Eli Rodriguez . . . . . . . . . . . Cypress-Fairbanks (4) Susan Harrell. . . . . . . . . . . . . . . . . . . . . Newton (5) Charles Lindsey II. . . . . . . . . . . . . . . . Magnolia (6) Kim Dolese. . . . . . . . . . . . . . . Northeast Texas (7) Shelia Slider. . . . . . . . . . . . . . . . . . North Lamar (8) Patti Gibbs. . . . . . . . . . . . . . . . . . . . . . . Nocona (9) Meredith Malloy. . . . . . . . . . . . . . . . . . . Ferris (10) Teri Naya. . . . . . . . . . . . . . . . . . . . . . . . Birdville (11) Ron Walcik. . . . . . . . . . . . . . . . . . . . . . . Killeen (12) Christie Smith. . . . . . . . . . . . . . . . .Pflugerville (13) Desirie Ries. . . . . . . . . . . . . . . . . . . . . . Hawley (14) Darlene Kelly. . . . . . . . . . . . . . . . . . . Ballinger (15) Shane Whitten. . . . . . . . . . . . . . . . . . . Amarillo (16) Allyson Haveman . . . . . . . . . . . . . . . . Lubbock (17) Bill Griffin. . . . . . . . . . . . . . . . . . . . . . . Stanton (18) Michael Slaight. . . . . . . . . . . . . . . . . . . . . Clint (19) Yvette Milner. . . . . . . . . . . . . . . . . . Northside (20)

ATPE News Staff Sarah Gray . . . . . . . . . . . . . . . . . . . . . . . . . . . . Editor John Kilpper. . . . . . . . . . . . . . . . . . . . . . Art Director Erica Fos. . . . . . . . . . . . . . . . . . . . . Senior Designer Michael Spurlin. . . . . . . . . . . . . . . Associate Editor Jennifer Tuten. . . . . . . . . . . . . . . . . . . Digital Editor Jesus Chavez. . . . . . . . . . . . . . Contributing Editor Kate Johanns. . . . . . . . . . . . . . . . Editorial Director 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

B

reathe easy, educators.

You’ve made it to the halfway point. We’ve heard from many of you over the course of the first semester, and we know you’re tired. You work nearly ’round the clock to care for your students, career, and family.

Please know ATPE is here for you. My driving force each day is to ensure ATPE responds to your needs as a public educator in any way possible.

Toward that end, one step we’ve taken as an association is rethinking our vision and mission. Last spring, the ATPE Board of Directors (BOD) collaborated with staff to craft a new vision and mission statement for ATPE that better reflects the support the association provides to Texas educators. These statements were last updated in 2011, and I’m sure you’ll agree public education and in turn the needs of educators have evolved over the past eight years. So, too, has ATPE, in order to continue meeting your needs.

The modernized vision and mission statements demonstrate ATPE’s direction as an organization. As I work with the staff to implement the board’s vision, every action we take will be viewed through this lens.

Our new vision states: The Association of Texas Professional Educators (ATPE) supports the state’s largest community of educators who are dedicated to elevating public education in Texas. And our mission is this: ATPE advocates for educators and delivers affordable, high-quality products and services that give members the peace of mind needed to inspire student success.

I’m proud of the work and collaboration that led to the new vision and mission statements, and I’ve already seen leaders and staff put these statements into action.

For nearly 40 years, ATPE has supported the Texas public education community, and we are committed to enhancing and expanding that support in the years to come.

ISSN ©ATPE 2019 0279-6260 USPS 578-050 305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org

Shannon Holmes ATPE Executive Director

ATPE NEWS 3

Contents ATPE NEWS | Winter 2019, Volume 40, Number 2

FEATURES

22

On the Cover

19

Warning: Shifting Our Schools Mindsets in Contain Vaping Copperas Cove E-cigarette use among middle and high school students has increased in recent years. What should you know about student vaping and how to deal with it on your campus?

Discover how a social and emotional learning curriculum has transformed teaching and learning in a public school with high mobility and high poverty.

ATPE members and science teachers from Pharr-San Juan-Alamo ISD took one giant leap to Florida to learn about the future of space exploration and education from NASA. | 29

4 ATPE NEWS

ďƒ™

26

Escape to Win Learn why classroom escape games are a breakout trend.

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 10 Know and Tell

An Amarillo ISD educator presents five tips for managing a blended classroom.

13 Learning Curve: Make Learning a Game with Kahoot!

Educators are constantly looking for new ways to keep students engaged. Kahoot! is one tool that does exactly that.

14 Your Ally

Learn about two student discipline bills passed during the most recent legislative session that prohibit “aversive discipline techniques.”

19 15 Your Voice

Rather than being quieted by the positive outcomes of the session, let’s hold the Texas Legislature and statewide elected officials to high standards.

16 Why I Donate to ATPE-PAC

iStock.com/martinedoucet/lisegagne; Astronaut photo courtesy of Michael Sweet; SEL photo courtesy of Copperas Cove ISD

17 PAC Honor Roll 29 Spotlight: Teaching Out of This World 32 It’s Time We Had a Talk About Self-Care

Half of the nation’s schools are struggling to find and keep quality teachers. We need to have a long, hard conversation about self-care.

36 Your ATPE

ATPE award nominations | Become an ATPE campus rep | In memory of Alafair Hammett

10

43 Brain Break: 7 Easy Ways to Combat Stress

THE ATPE VISION The Association of Texas Professional Educators (ATPE) supports the state’s largest community of educators who are dedicated to elevating public education in Texas.

THE ATPE MISSION ATPE advocates for educators and delivers affordable, high-quality products and services that give members the peace of mind needed to inspire student success.

ATPE NEWS 5

DO YOU KNOW AN EDUCATION SUPERSTAR?

CALENDAR

December 6

State Board for Educator Certification meeting

9–13 23–31 Give Yourself a Gift: Invest in Public Education ATPE-PAC fundraiser

State office closed for winter break

Nomination deadline: ATPE Educator of the Year Awards

1–3

State office closed for winter break

ATOR ATPE EDUC OF THE

RDS YEAR AWA

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

January 1

Nominate them for an ATPE award by January 1!

National Mentoring Month and School Board Recognition Month

20

State office closed for Martin Luther King Jr. Day

28–31 31 State Board of Education meetings

Last day to join ATPE as a 2019-20 associate, professional, or administrator member

3

3–7

18

21–23 28

3

6–8

8

9–12 15

February 1

Application and entry deadline for Educator of the Year, Local Unit of the Year, and Campus Representative of the Year awards

Last day to register to vote in the primary elections

School Counselor Appreciation Week

First day of early voting for the primary elections

ATPE Board of Directors meeting

Last day of early voting in the primary elections

March 2

Texas Independence Day

6 ATPE NEWS

2–6

National School Breakfast Week

Texas Primary Election Day

Leadership ATPE spring meeting

Daylight saving time begins

SXSW EDU Conference in Austin

State officer nominations and proposed bylaws amendments due to state office

MARK YOUR CALENDAR

2020 ATPE SUMMIT JULY 9–11, 2020 JW MARRIOTT AUSTIN

PROFESSIONAL LEARNING NETWORKING LEADERSHIP

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.

5 SOCORRO

Oklahoma 4 CHILLICOTHE

POOLVILLE

2 3 BURLESON

1 TEMPLE

6 ALVIN

Gulf of Mexic

8 ATPE NEWS

From Across the State 1 Guardian angel

Leadership comes in many forms. In Temple ISD, leadership can be found in 92-year-old crossing guard Chester Harrison. In August, Superintendent Bobby Ott surprised Harrison with the news that he would receive this school year’s first Superintendent’s Leadership Award at the September board meeting. Harrison, who is stationed at Meridith-Dunbar Early Childhood Center, is described as a “true angel of heaven.”

Arkansas

4 Translation tech

Earpieces originally meant for tourists are helping connect teachers and students in Chillicothe ISD who don’t speak the same language. The WT2 earpieces listen to what the teacher or student says and then translate it directly into the other’s ear.

Purchased this year, the technology has allowed learning to blossom in and outside of the classroom, made communicating with parents easier, and even gotten the attention of the WT2 company’s owner.

tisd.org

2 Creating comfort

© Photos courtesy of Temple ISD, Poolville ISD, Burleson ISD, Chillicothe ISD, Hollie Bellew-Shaw, and Socorro ISD

co

HEADLI N ES

Hygiene can be a tricky subject for middle schoolers, but Poolville Junior High School is hoping its Comfort Closet will help alleviate any embarrassment for students who need a hand-up in this area. After seeing something similar on Facebook, PJHS ran with the idea. The community responded, and the school counselor received donations immediately. The closet is stocked with shampoo, conditioner, deodorant, toothpaste, toothbrushes, soap, and feminine products as a way to help students in need so they can take pride in their own self-care.

Louisiana

cisd-tx.net

5 Walk for Success

More than 300 educators in Socorro ISD walked their district’s neighborhoods to reconnect with students who left school before graduation during the sixth-annual Walk for Success event.

This event allows staff to speak with students and families and to hear about students’ situations case by case. The personal connection allows staff to present solutions to academic barriers, and the event has paid dividends: Graduation rates have increased, and hundreds of students have returned to school.

poolville.net

3 Old school road

Why welcome students back to school when you can sing instead? By parodying Lil Nas X’s “Old Town Road” in a now-viral music video, Burleson ISD Superintendent Bret Jimerson, school board trustees, principals, and other staff aim to set a positive tone for the school year ahead. This marks the fourth year that the district has created a parody video to celebrate back to school and show that learning can be fun. View this year's video at bit.ly/2o22tQE. burlesonisd.net

socorroisd.net

6 A pat on the back

When the noise and crowd of the cafeteria became a little too much for one elementary student, custodian Esther McCool stepped in to offer comfort. McCool saw the fourth grader lying down on the stage, her head covered with a blanket, and decided to lie down next to her and pat her on the back to soothe her. The pair have a special bond that spans several years, and McCool has been hailed an “angel on campus.” alvinisd.net

ATPE NEWS 9

KNOW AND TELL

Five Tips for Managing a Blended Classroom

BY KAMI COLLINS, AMARILLO ISD

Y

ou walk by a classroom and then stop because it sounds so chaotic. You peek in only to find chaos—but it is organized chaos, with little pockets of learning happening all over the room. You think to yourself, “How does she do that?”

Administrators and digital learning leaders tell you to use more technology but do not explain how. Managing, 10 ATPE NEWS

designing, and sustaining a blended classroom takes work.

In short, blended learning combines classroom and online learning where students can play a role in the time, pace, and place of their learning.

Like all aspects of the teaching process, you must begin with the end in mind. Here are five tips for managing a blended classroom.

1

What is your goal? What will this look like in your classroom?

Each classroom is unique. Establishing your end goal is important so you can create the steps to reach that goal. During this process, stay focused on the learning expectations you have for your students. Design your lessons around these targeted goals. My original goal was to use technology as a resource to extend learning. My current goal is to use technology to instill 21st-century skills in my students as they learn to communicate, collaborate, and create authentic works.

2

Know what resources you have available

A class with 10 iPads looks different than a class with 20 Chromebooks. When I began this blended learning process, I had 10 iPads. During this period, I chose to create lessons that allowed for learning in stations or partnerships.

I had several stations that students rotated through independently. Some involved technology while others did not.

For example, some students would read independently or as a group and then complete comprehension questions. At the same time, other students watched videos and answered questions, while another group completed vocabulary sorts.

I would then pull students out to evaluate their learning independently. I borrowed iPads from other teachers. I also encouraged students to bring and use their own devices and to complete assignments that involved technology at home, which freed up iPads for those who did not have home access. Once I received 20 Chromebooks and was introduced to Google Classroom, my blended classroom changed. I was now able to assign more digital learning activities. Students still had to share, but there were fewer issues involving digital access.

3

Classroom management is key

Create systems for your class, be consistent, and make sure your students follow these rules every day. Numbering everything with duct tape allowed me to better track technology usage. I do not assign technology to a student; I assign technology to a desk. This allows me to monitor the location of Chromebooks in the room. This strategy was helpful for my larger classes. When I changed my seating chart, students did not have to find “their” Chromebook. I typically do not charge devices until the end of the day; the devices stay on their assigned desks each class period. Using this strategy has Kami Collins is the behavior and academic coach at Hamlet Elementary in Amarillo ISD.

cut down on wasted time spent putting up and dispersing Chromebooks each period.

During whole group instruction, I have students turn their Chromebooks toPlatforms that help ward me. This keeps keep students engaged: the students from • Google Classroom playing with the Chromebooks, and • G Suite instead I can see if • Nearpod they are following my • Edpuzzle instructions. Actively monitoring includes • Flocabulary walking around, asking • Flipgrid questions, and looking at their work online.

• Quizizz If a student does not • Kahoot! (see page 13) follow instructions, I • Screencastify issue one warning. On the second warning, I remove the device. In order for this punitive measure to be understood and the use of technology to be seen as a privilege, I make sure to always have an alternative assignment prepared to give students if necessary.

TECH RESOURCES

4

Go slow to go fast

Just because you have a multitude of resources available does not mean you have to introduce them all at once. My rule is to have students use a “new” resource three times or show mastery with the device before I introduce another resource. I also believe in gradual release. I typically begin each class with a bell ringer to introduce or review a previous topic. Gradually, I give my students more freedom to see their peers’ comments and respond to their peers, eventually adding emojis. If necessary, I will mute a student who cannot follow instructions. This allows me to avoid punishing the entire class.

5

Use peer tutoring

Peer tutoring is not only great in a specific content area, but also it is great for using technology. My rule is, “Ask three before me.” I do not know everything, nor do I have time to run around like a chicken with its head cut off. Therefore, find experts in your class and use them to help others. Create an expert wall so students know whom to ask when they continued on page 40

ATPE NEWS 11

TH lea RI rni VE ng S

2020

PLC AT WORK® INSTITUTES May 27–29

W he re

Edmond, Oklahoma June 4–6

Fort Worth, Texas June 9–11

Las Vegas, Nevada June 16–18

St. Charles, Missouri June 22–24

Minneapolis, Minnesota June 24–26

Orlando, Florida July 8–10

P T H RO AT FE I N SS I SP O I R NA ES L RE D S U EV LT EL S O

PM

EN

T

Little Rock, Arkansas

Bring colleagues from your school or district to experience the power of a PLC at Work® Institute. The diverse breakout sessions enable you and your team to maximize your professional development and increase student learning. Learn, ask the experts, reflect with other educators, and seek advice from those who have successfully implemented the PLC process.

July 14–16

San Antonio, Texas July 20–22

Omaha, Nebraska July 29−31

Fresno, California August 3–5

Lincolnshire, Illinois August 12–14

Seattle, Washington August 18−20

Syracuse, New York September 23–25

Long Beach, California October 7–9

San Antonio, Texas October 21–23

Madison, Wisconsin November 11–13

Salt Lake City, Utah

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REGISTER TODAY—seats fill quickly

SolutionTree.com/PLCInstitutes | 855.880.4624

LEARNING CURVE

How to Use

KAHOOT!

Make Learning a Game with Kahoot!

PLAY WITH THE WHOLE CLASS For this, you will need a big screen so everyone can see the same questions. Students answer on their devices individually or in teams.

BY MICHAEL SPURLIN

A

s an educator, you face an ongoing challenge in keeping your students engaged and excited about learning. Kahoot! is one tool that does exactly that.

Kahoot! is a free software program that allows teachers to create entertaining learning games in minutes. Use the games to introduce a topic or reinforce knowledge. Create questions from scratch or use quizzes from their extensive library. Run a formative assessment or collect student opinions. Every classroom is different, but Kahoot! allows for flexibility and can be used in different ways.

The basic version of Kahoot! is free, but you can upgrade to the Pro and Premium versions for $3 and $6 per month, respectively. It isn’t just for the classroom, either. You can create interactive presentations and games for your next faculty meeting or in-service or just to have fun with friends and family.

Visit kahoot.com/schools for more ideas of how to use Kahoot! in the classroom.

Lockhart ISD high school teacher Rick Tuten has used Kahoot! for test reviews. “The students like it because of the competitive nature of the game and the interactivity,” Tuten says. “I like it because it helps the students recall information more easily. The more they’re having fun learning, the more they will learn. I find that my test averages are better if we play a Kahoot! game over the content a day or two prior to taking a test.”

SELF-PACED LEARNING Assign students a selfpaced challenge they can play anywhere and anytime.

The questions and the answers are displayed on their screens as they move through the assignment.

STUDENT PARTICIPATION Encourage students to create their own games to play individually or to share with their peers.

ATPE NEWS 13

YOUR ALLY

Walk the Line: Navigating New Prohibitions on Student Discipline

E

BY PAUL TAPP ATPE Managing Attorney

14 ATPE NEWS

ducators have always walked a line when need to be careful in enforcing those policies addressing student misconduct, but that so it does not appear the denial is a disciplinary line has recently become more fine. In the response rather than a simple enforcement of past, educators primarily needed to ensure they approved campus rules. Withholding snacks did not violate their district’s corporal punish- because of misbehavior is also a practice that ment policy and that they followed the intricate should likely be discontinued. rules regarding discipline and Second, the law prohibits special education. (For more discipline that “ridicules or deon these topics, visit atpe.org/ means a student in a manner that protection.) But this past sesadversely affects or endangers sion, the Legislature passed the learning or mental health two bills—Senate Bill 712 and of the student or constitutes IS AN ACTION House Bill 3630—that use verbal abuse.” Educators INTENDED TO STOP nearly identical language to should take care considering SOMETHING BAD prohibit a laundry list of “averthe broadness of this language.

FROM HAPPENING, sive discipline techniques.”

Today’s educators know they Aversive means “something must be careful in how they OR IS IT INTENDED disliked.” But isn’t discipline respond to any provocation.

AS PUNISHMENT always “disliked”? It wouldn’t Replying “in kind” can cause AFTER SOMETHING be much of a punishment if it serious repercussions. The fact BAD HAS HAPPENED? weren’t—and that’s why edof the matter is, educators are ucators need to know what held to a higher standard of conhas now been ruled off-limits. duct than students. Educators Fortunately, most of the prohibited techniques should consider employing the five-second rule are ones a reasonable educator would not have (wait five seconds before responding) to avoid sayconsidered anyway—actions that would have like- ing something in anger that could haunt them later. ly resulted in both loss of job and career. Examples of techniques prohibited by the new law are interEducators Can Still Maintain Order ventions that: Although educators need to be cautious, the • Are designed to cause pain (other than commissioner of education has also recently approved corporal punishment). upheld protections provided to educators who use • Involve electric shock. reasonable means to maintain order, overruling • Involve spraying a student with unpleasant or Southside ISD’s attempt to terminate librarian toxic substances.

Paul Zarsky after a student altercation. Zarsky • Impair breathing or circulation. encountered several eighth grade students in • Secure a student to an object (i.e., taping or a hallway without permission. The students tying the student to something). ignored his commands to leave. Fearing the stu• Hinder a student’s ability to communicate (i.e., dents were there to fight another student in the taping the student’s mouth). hallway, Zarsky proceeded to push the students These prohibitions are probably no surprise— back to their area. The district argued he should be but the law goes further. You should be especially terminated because he should have handled the aware of two new prohibitions. First, the law now situation better. The commissioner disagreed as prohibits denial of food, water, physical comfort, the evidence showed Zarsky had maintained his or access to a restroom. It is common for there to be self-control, had not degraded the students, and local policies limiting restroom visits. Educators continued on page 40

YOUR VOICE

Staying Engaged During the Interim

I

BY ANDREA CHEVALIER ATPE Lobbyist

n the November 2018 election, thousands ATPE and its professional lobbyists on of Texas educators took to the polls. After Twitter: @OfficialATPE, @TeachtheVote, some close races and upsets, the results were @ATPE_JenniferM, @ATPE_MontyE, astounding—a legislative session focused on @ATPE_AndreaC, and @MarkWigginsTX. education and deemed “the session of the teacher.”

ATPE members can also use our premier advoTeachers were wooed with promises of salary cacy tool, Advocacy Central, for gathering memincreases and vows from elected leaders to fix the ber input and communicating with elected offibroken school finance system. Not one legislator cials. During recent legislative sessions, ATPE carried a bill to eliminate payroll deduction, members have sent numerous messages through and lawmakers who previously supported bills Advocacy Central to their lawmakers requesting harmful to educators said support for pro-public eduthings like, “Teachers are the cation bills and ATPE’s legismost important factor for lative priorities. During the student success.” interim, ATPE Governmental Now that this remarkable Relations is using Advocacy VISIT legislative session is over, how Central to hear from you usADVOCACY CENTRAL do we keep up the momentum? ing our new, three-question AT ATPE.ORG TO Rather than being quieted by survey on advocacy issues. the positive outcomes of the Haven’t used Advocacy TAKE OUR “YOUR 2019 session, let’s continue to Central before? It’s easy! Use VOICE, WINTER hold the Texas Legislature and your ATPE Member ID to cre2019” SURVEY. YOUR our statewide elected officials ate an account on atpe.org. If ANSWERS WILL HELP to high standards. After all, you don’t know your Member you are probably thinking, “A ID, check your ATPE member ATPE ADVOCATE ON higher salary is great, but what card, or call us at (800) 777YOUR BEHALF. about my students who aren’t 2873. Once you have an acgetting the language services count, simply log in to atpe.org they need?” Or, “A new mental and click “Advocacy Central” health professional in my school makes a huge on the left menu. There, you will find active camdifference, but what about the fact that I have 38 paigns and surveys. You can also access Advocacy students in my class?” No one is better informed Central on your smart device by searching for and than an educator about how to improve education, downloading the VoterVoice app, entering your and it is essential to stay engaged. email, and searching for “Association of Texas As an ATPE member, you have multiple ways Professional Educators.” to stay involved in education policy and politics— When educators speak, legislators listen. Stay even between legislative sessions. engaged during the interim, and let’s make the Stay up to date by reading our advocacy blog 2021 legislative session even stronger than the and signing up for weekly email summaries at last!

TeachtheVote.org. For real-time updates, follow

ATPE NEWS 15

WHY I DONATE

READY TO MAKE YOUR IMPACT? Please go to atpe.org/pacdonate to make a donation to ensure public education has the allies it needs when the Texas Legislature reconvenes in 2021.

ATPE solicits PAC donations only from our members, staff, and their families, and participation is voluntary.

McAllen ATPE members Juan de la Torre, MaElena Ingram, and Twila Figueroa attend ATPE at the Capitol.

Why I Donate to ATPE-PAC

I

BY TWILA FIGUEROA learned long ago that money talks in politics and gets you in the door.

Years ago, during an ATPE lobby day event, I visited two legislators. I had not agreed with the way either of them had voted during the previous legislative session. I went to the first office and introduced myself. I asked to talk with either the senator or his education aide. The receptionist looked at me and said: “There is no one available to speak with you. The registry is outside.” So, I signed the book and left. The person with me asked, “What did you do?” I stated, “I disagreed with him last time.” Next, we went to my state representative’s office. When we walked into the office, his chief of staff met us. We were welcomed by name, offered something to drink, and given a place to sit and talk—without our even asking. We had a great conversation, even though we didn’t agree on everything. After we left, my friend asked me why it was so different at the second office. I told him, “I donated money to his campaign.”

Another time with a different representative, I stopped by the office around lunchtime. I didn’t think anyone would be available to talk, but I took my chances. I walked in, introduced myself, and asked to speak with either the representative or education aide. The receptionist was starting to tell me no one was available when from the back of the office, I heard the representative say, “Come on back, Twila—we can talk while I eat lunch.” I had donated to her campaign.

If you are worried about your donation not being large enough, don’t be. Legislators understand that teachers don’t make a lot of money. A small donation goes a long way 16 ATPE NEWS

toward getting you in the door and heard. A great way to boost the impact of your donation is by giving that money to ATPE-PAC. By pooling the small donations of our members together, ATPE can make larger, strategic campaign contributions to advance our association’s legislative goals.

If you can’t donate money, then donate your time to their campaign. All legislators need people to make phone calls, stuff mailings, and pass out information.

Time is as precious as money.

As a member of the ATPE-PAC Hall of Fame, I know many people think I give big donations.

No, I have given a lot of small donations that have added up over time. I’ve been donating to the PAC for over 20 years, and I have encouraged others to do the same.

Every little bit helps get our lobby team into legislators’ offices. If every ATPE member donated $10 to ATPE-PAC, it would have over $1 million.

Twila Figueroa is a multi-age/SPED self-contained teacher at Ben Milam Elementary in McAllen ISD. At the 2019 ATPE Summit, she was inducted into the ATPE-PAC Hall of Fame, an honor for those members who have donated $10,000 or more to ATPE-PAC since July 1997.

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 September 30, 2019.

Abilene Mary Crisp Melinda Flores Tonja Gray Suzanne Kehret Kay Loftin Tiffany Loftin Kathie Wilson

Bandera Jettie Whitlock

Alief Heriberto Ibarra Abrego Barbara Lebold

Big Spring Deborah Mullins Russell Mullins

Alvin Ron Fitzwater

Boerne Sarah Czar OnaBeth Day Margie Hastings Cyndy Veselka Richard Wiggins

Amarillo Michael Renteria Shane Whitten

Beaumont Suellen Ener Belton Christina Flores

Andrews Stacy Gallier Jordan Griffin Joshua Kendrick Esther Quintanilla

Bowie Chasity Hofbauer

Austin Elizabeth Abrahams Heidi Langan

Bryan Leah Bartlett-Riggs

Axtell Stacey Dieterich Ballinger Darlene Kelly

Brackett Mary Jane Garcia

Burleson Jacquline Price Bushland Dawn Riley

Carrollton-Farmers Branch Dana Carroll Nichie Hoskins Lori Smith Ginny Welch Chapel Hill (8) Anthony Williams Clear Creek Danielle Muesse-Caples Ryan Nassif Melissa Serpas Clint Alex Medrano Robert Zamora Sylvia Zamora Columbia-Brazoria Debra Griffin Bess Simple Columbus Deborah Petrosky Connally Wendy Cook Courtney Jones

Corpus Christi Barbara Ruiz

Donna Monica Jimenez

George West Cesarea Germain

Corsicana Julleen Bottoms Raquel Rivera Brooke Roberts

Eagle MountainSaginaw Laura Musgrove

Grapevine-Colleyville Doug Rogers

Crowley Steve Pokluda Cypress-Fairbanks Donna Gibbon Dorothy Hulett Rebecca Keels Eli Rodriguez Dallas Julie Fore Deshun Parker Dianne Reed Maria Slette Mary Stricker Floyd Trimble Del Valle Cristela Rocha Debra Smith

Conroe Judi Thomas

Denton Deanne Haas Joan Phillips Darla Purcell

Cooper Jerrica Liggins

Dickinson Elaine Cates

Edinburg Francisca Cardenas Benjamin Lozano Ennis Carolyn Huebel

Falls City Phyllis Jarzombek Theresa Moczygemba Patricia Startz Ferris Meredith Malloy Forney Wendy Smith Fort Worth Dominic Perez Galena Park Sharon Dixon Lynn Nutt Garland Nichole Gambulos Jed Reed

Groesbeck Rebecca Reeves Hale Center Brenda Bryan Lynette Ginn Harlandale Jennifer Hill Hawley Amanda Hendon Tommie Hicks Desirie Ries Hempstead Alyssa Cannon Jose Fang Houston Lotus Hoey Colettee Thomas Houston Baptist University Mary White Humble Gayle Sampley Stacey Ward

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.

ATPE NEWS 17

PAC HONOR ROLL

Hurst-Euless-Bedford Christopher Adams Sarah Fitch

Ingram Chris Moralez Irving Connie Kilday Gary Schepf Jacksboro Jean Henderson Jim Ned Consolidated Brenda Fuller Leslie Ward Stephanie Willis Judson Marcella Helmke Karnes City Cathy Stolle Katy Janet Godfrey Kerrville John Milner Killeen Kiree Bons Joanna Duran Alice Erdelt Emily Fortune Barbara Graham Steve Harris Shlonda Morgan Eileen Walcik Melissa Walcik Ron Walcik Klein Diane Hudson Paul Kirkpatrick

Krum Betty Plunkett

Midway (12) Jason Forbis

Odessa Bridget Loffler

San Elizario Eduardo Sierra

La Joya Jesus Garza

Mesquite Donnetta Allen Carol Davies Carl Garner Jennifer Grady Kristie Hernandez Cindi Rojas

Olney Dale Lovett Becky Spurlock Sam Spurlock

San Marcos Genie Rolfe

Weslaco Hector Cruz Michelle Morlock Gloria Silva Craig Weart

Spearman Sherry Boyd

White Settlement Katie Geisler Wichita Falls Belinda Wolf

Millsap Deann Lee

Paris Jimmy Lee

Spring Branch Shawn Mustain Diann Rugg

Lackland Julie Mihalko Judith Rodriguez Lamar Kathy Wiggins Lamesa Rebecca Barton Abigail Ramford Susan Wilson

Monahans-WickettPyote Vicki Greenfield

Lampasas Margaret Lovett

Nacogdoches Katherine Whitbeck

Leander Jayne Serna Greg Vidal

Navasota Susan Ambrus

Lewisville Karen Hames Tara Linz Lubbock Allyson Haveman Magnolia Charles Lindsey II McAllen Twila Figueroa MaElena Ingram Daisy Palomo Maria Trevino McGregor Melisa Hudson McMurry University Gae McInroe

Palacios Shelley Newsom

Pasadena Charlotte Anthony Pflugerville Christie Smith Sarah Walters Floridalia Zuniga-Gray Pharr-San Juan-Alamo Dora Melendez Mike Sweet Isabel Vasquez

Nocona Patti Gibbs Traci Morrison

Pineywoods Kevin Harrell

North Lamar Shelia Slider Northeast Texas Michelle Adams Kimberly Dolese Rebecca Lanham Christy Shelley Northside (20) David de la Garza Madonna Felan Janelle Flores Nelia Gil Evelyn Hardaman Yvette Milner Bobbye Patton

Plano Katy Matthews Lindsay Robinson

Stanton Bill Griffin Stephenville Brenda Burks Temple Joan Caughlin

Willis Gidget Belinoski-Bailey Lori Mitchell Jennifer Richter Angela Robinson Donna Ward

Tornillo Pete Galvan Alicia Romero

Woden John Donihoo Bernard Franks Malinda Holzapfel Janie Leath Teresa Millard

Tyler Betty Berndt

Ysleta Elizabeth Sunderland

Vidor Jimmy Grimes

At-Large Frank Hames Jacqulin Malone Rodolfo Monsevalles Ashley Montoya Deborah Pleasant

Richardson Charles Pickitt

Waxahachie Kim Kriegel Rebecca LeBreton Marisela Montero

Round Rock CaRita Forte Kristin Shelton Stephanie Stoebe

Waco Angelyna Fernandez Patty Reneau Jane Sykes

San Antonio Byron Hildebrand

Weatherford Leah Greer

ATPE Staff Amy Dodd Ginger Franks Shannon Holmes Jennifer Mitchell Diane Pokluda

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

Shifting Mindsets A SOCIAL AND EMOTIONAL LEARNING CURRICULUM HAS TRANSFORMED TEACHING AND LEARNING IN A PUBLIC SCHOOL WITH HIGH MOBILITY AND HIGH POVERTY

BY MARLA SULLIVAN, COPPERAS COVE ISD

O

ver the past few years, a growing concern about mental health in public schools has found its way to the headlines and been featured in many professional publications. Public schools continue to face criticism based on high-stakes testing, which occurs on isolated days, and accountability measures that are, at best, ever-changing and unrealistic. Additionally, public schools are rated on college, career, and workplace readiness and harshly critiqued about any lack in these areas. However, neither legislators nor media seem to recognize the emotional state of crisis that many children experience. It is imperative that public schools embrace the need for a social and emotional learning curriculum and shift their focus from test preparation to educating the whole child.

ATPE NEWS 19

As a 30-year veteran in public education, I have seen a significant change in children since I began my career in 1990. Family structures have also changed dramatically. In Copperas Cove, our district serves over 8,000 students, many of whom are closely connected to our neighboring military base, Fort Hood. Copperas Cove is a growing yet highly mobile area that is supportive of its school system.

Our local businesses and community members provide countless hours of volunteer support to our students and take pride in the district’s many academic and athletic achievements.

Copperas Cove ISD has historically taken pride in educating the whole child and is beginning to address the need for social and emotional learning (SEL) as part of Vision 2021, our newest strategic plan.

During the 2017-18 school year, the staff at Williams/Ledger Elementary recognized a growing trend of students coming to school in states of social and emotional crisis. As the campus leader, I realized we lacked the necessary tools to meet this growing need. I began to research and saw that nationwide, schools were identifying mental health needs in students as young as prekindergarten.

I made the decision to compare the

20 ATPE NEWS

available SEL curricula and find one that would best fit Williams/Ledger.

Research shows that when students’ social and emotional learning needs are met, academic achievement increases. SEL curriculum also equips students with the “soft skills” needed to enter the workforce and become successful adults with strong interpersonal relationships.

Finding the Right Curriculum

One of our school counselors, Andrea Boen, attended a conference sponsored by CASEL (Collaborative for Academic, Social, and Emotional Learning) and learned about the 7 Mindsets curriculum. The book The 7 Mindsets to Live Your Ultimate Life closely aligns to the language used within our Positive Behavior Initiative and Supports (PBIS) program and fits our campus culture perfectly. Boen and fellow counselor Patricia Klepinger now facilitate the guidance lessons in classrooms, and all professional staff participate in a book study and adopt the language of the 7 Mindsets: • Everything is possible.

• Passion first.

• We are connected.

• 100% accountable.

• Attitude of gratitude.

• Live to give.

• The time is now.

Each mindset has four underlying lessons. The interactive lessons feature relevant videos and art applications, as well as vocabulary and writing assignments that easily fit the ELAR TEKS. Additionally, the curriculum offers a professional development strand for teachers and parent education complete with activities for home use.

I am excited about implementation in year one; visuals throughout the school illustrate the connection between our students and their new skill set. Next year, we’ll implement a level two curriculum for grades one to five so students’ level of understanding and application grows deeper.

(Kindergarten is always at level one because they are hearing the lessons for the first time.) Our eS2S (Elementary Student to Student) club also uses the 7 Mindsets; students painted rocks to illustrate the 7 Mindsets and placed them around our school and community to share the positive lessons and feelings with the citizens of Copperas Cove.

“Utilizing the 7 Mindsets has significantly changed the trajectory of SEL at Williams/Ledger Elementary,” shares Boen, who is also an eS2S sponsor. “The depth of understanding demonstrated by our students and staff and the ability to internalize SEL growth by way of sound scope and sequence lessons has been incredible. We are able to provide guided and independent practice for all students and then connect SEL mindsets to behaviors and academics.

“Every mindset connects every student, no matter their story. Every mindset connects with every adult as well. Every decision, from instructional delivery to discipline, is purposefully based on the idea that when we intentionally teach, practice, and repeatedly expose our campus family to SEL mindsets, a positive holistic life brings out the best

Photos courtesy of Copperas Cove ISD

Why SEL?

in everyone while focusing directly on our students. Our thinking, more than ever, is always starting with the end in mind and making the connections to the best practices of our SEL model. Students are learning how to make their own connections to their behavior choices and academic choices.”

What Do Parents, Students, and Teachers Say?

One of my third graders, Kathleen, says, “What I like most about the 7 Mindsets are the illustrations and projects we do for each mindset.

With the mindset, Everything is possible,’ I’ve learned that when obstacles are in our way, we can go around them or through them.”

Third grader Christopher says, “With the mindset, ‘Dream big,’ I’ve learned that if you try harder, you can achieve anything you want to.

Positive self-talk can help you get to where you want to be. You’ll never fail if you practice positive self-talk and believe in yourself.”

As many of our students come from poverty, these are especially powerful concepts for them to understand.

Truly believing that positive self-talk and belief in oneself leads to success can alter their futures, setting them on pathways to greater success than anyone in their family history.

Third grade teacher Bethany Stubbs, who also has a kindergarten daughter at the school, shared: “As a teacher and a parent of an Outstanding Williams/Ledger (OWL) student, I am able to reinforce the 7 Mindsets concepts and vocabulary in my classroom and at

home. When my child tells me that she has lost something, I am able to discuss how we should be 100% accountable for our materials and supplies.”

Parent Heather Peacock said her third grade son, Dylan, told her his favorite mindset was “We are connected.” He says, “It is important to be nice to everyone because everyone needs a friend.”

For him, this mindset also means we should always help each other, too. He helps his classmates with their work and helps new students learn class routines. Peacock says that at home, she’s seen her son more willing to help her or his siblings. This curriculum has enabled Dylan and other students to see there is more to the world than just themselves.

First grade teacher Lauryn Hinton, who is also a parent of second and fourth grade OWL students, shared the following thoughts: “This year, Alyssa (second grader) started

Marla Sullivan is in her eighth year as principal at Williams/Ledger Elementary School and 30th year in public education. She holds a bachelor of music education from Baylor University, a master of education from University of Texas at Austin, and a mid-management certification from Tarleton State University. You can find her on Twitter @mcs_mss or at powerfulprincipal.wordpress.com. Listen to her guest appearance on the CHARGE podcast, discussing positive culture within the school environment, at goascend.biz/ep-082-marla-sullivan.

receiving services for dyslexia, and explaining to her what it is and how reading is different for her was a difficult conversation. We had many discussions around the mindset of ‘passion first’ and how there are so many strengths that come with being dyslexic. After learning about ‘passion first,’ I have noticed that both of my girls are eager to try new things and are in pursuit of their individual passions and talents. Aubrey (fourth grader) came home last week and asked me, ‘Mom, what am I passionate about?’ Since then, we have had several conversations about ways to find and understand what her passions are and how it will be an ongoing, evolving process.”

Hinton went on to say, “This program helps to create a classroom culture where children are empowered to live to their greatest potential and make a positive impact on each other and the world. I have noticed a shift in the ways in which my students react to negative situations, encourage one another, take risks, and try new things.”

Other Benefits

During year one of the implementation of 7 Mindsets, I observed a greater level of personal accountability from both my staff and my students. Additionally, there are continued on page 40

ATPE NEWS 21

WARNING:

OUR SCHOOLS CONTAIN VAPING B Y S A R A H G R AY

It snuck into the classroom through sleeves and backpacks.

It crept into restrooms and on the grounds between the school building and the football field. The smell of fruit began to linger in the air. One moment, district officials thought their schools didn’t have a problem—but then the sweet aromas became more detectable, and staff started to listen to students’ conversations throughout the building. Vaping was, indeed, a problem.

22 ATPE NEWS

E

lectronic cigarettes have been around for more than a decade, but their use among middle and high school students has increased exponentially in recent years. According to the Food and Drug Administration (FDA), “e-cigarette use, from 2017 to 2018, increased 78% among high school students and 48% among middle school students.” The 86th Texas Legislature took notice by passing Senate Bill (SB) 21, which raised the legal age for someone to purchase, use, or smoke tobacco products, including e-cigarettes, to 21 years old. Moreover, an outbreak of lung-related illnesses at the end of the summer put vaping in the media spotlight. As the smoke clears, it’s becoming impossible not to see the harmful effects of vaping.

Known by a variety of names including e-cigs, mods, and vapes or vape pens, these devices “produce an aerosol by heating a liquid that usually contains nicotine [flavorings] and other chemicals that help to make the aerosol,” as defined by the Centers for Disease Control and Prevention (CDC). The aerosol is then inhaled into a user’s lungs.

Misconceptions abound when it comes to vaping’s health impacts. Teenagers, potentially drawn to the assortment of available vape flavors—from fruit varieties to dessert or coffee—don’t always know what ingredients e-cigarettes contain. While it’s true e-cigarette aerosol generally contains fewer toxic chemicals than regular cigarettes, it can still contain harmful chemicals such as nicotine, lead, and cancer-causing agents.

A key factor in the spread of youth vaping might lie in the fact that many students think vapes only contain the flavoring and no nicotine, in part thanks to marketing tactics used by e-cigarette company Juul. In September 2019, the FDA sent the company a warning letter, stating that Juul was illegally promoting and selling their products as a healthier alternative to cigarette smoking.

During the Texas School Health Advisory Committee’s September meeting, Dr. John Hellerstedt, Texas Department of State Health Services (DSHS) commissioner, addressed vaping concerns: “What we are finding out is that young people are getting very sick. It is utterly astonishing to me and very, very worrying that young people know cigarettes are bad for you, but they don’t know vaping’s bad for you, too.”

On top of that, many school districts initially found themselves caught off guard by the problem.

“STUDENTS CAN BE SNEAKY” State law already prohibits smoking or the use of tobacco products at a school-related or school-sanctioned activity, on or off school property. But for Kelley Porter, superintendent of Lefors ISD, vaping and the ease with which students could get away with doing it was new to her and her staff.

“We didn’t think we had a problem with vaping,” Porter says. “We hadn’t seen it or heard about it. And then all of a sudden, we started listening more. We’d walk out of the bathroom and say, ‘Wow, it's really fruity in there.’ Some kids started talking, and when you catch a few, they want to turn others in so they aren’t the only ones in trouble.”

Lefors ISD is a small K-12 district located in the Texas Panhandle with about 170 students.

Porter recalls that students thought they were being “sneaky” by vaping in the school building, but then staff caught wind students were also vaping on the walk from the main building to the athletic field.

“It was difficult to catch,” Porter says. “Those vapes can be so small. We’d stop a kid and search their backpack and boots and roll their pants up, but we couldn’t find the vaping device.”

It took a few students confiding in staff about how their peers were hiding vaping devices for the district to know what specific action to take.

“We found they were using them in the bathroom and classroom by holding the vape in their sleeves or hoodie and then blowing back in,” Porter explains.

“We borrowed a policy from [nearby] Channing ISD—a sleeves-rolled-up policy.”

This policy involves students showing their wrist area to school personnel when they come to school, and it has “cut down tremendously” on in-school vaping, according to Porter. Additionally, the district also made the decision to bus students from the school to the football field and instituted a signout policy for restroom visits during class.

Students are also no longer allowed to wear hoodies in school buildings.

Porter says their policies will remain in place for the long term, noting that vaping is “not just a passing fad.”

“I think so many of our kids are getting involved with it at a young age. Sixth graders are getting it from an older kid, thinking they’re cool. But with the nicotine, it leads to an addiction. Before they even know what they’re doing, they have that addiction.”

ATPE NEWS 23

“WE HAVE TO START TALKING ABOUT IT” Last year, Coppell ISD had its first disciplinary infraction involving e-cigarettes, immediately setting off concern among staff. “That was [one] too many for us,” says Jennifer Villines, director of student and staff services. The district, which serves more than 12,800 students in the Dallas-Fort Worth suburbs, leapt into action in hopes of being proactive. “We were looking at our data to see how many vapes were coming in.

What types of student education do we have in place?

Do we need more?”

A multi-department collaboration between student and staff services, communications, security resource officers, the safety and security coordinator, and counselors resulted in a districtwide “Vanquish Vaping” plan. The district brought in speakers, implemented the Too Good for Drugs program in elementary schools, and instituted a model smoking prevention curriculum for sixth graders.

“We know students don’t want to be told what to do,” Villines says. “We wanted to arm them with facts and not myths and to disarm myths so the kids can determine what to do. I think we are just now getting a preview of some of the impacts on health, and we feel like it is our responsibility to educate students, parents, and staff right now so we can deter the use of something that is foreign going into the body.”

Apart from providing education, Coppell ISD installed sensors at a few campuses that send alerts to staff cellphones when they detect organic compounds unique to vaping. The district also has wands that detect vaping devices.

“Word got out pretty quickly that we meant business,” Villines says. “We did decrease our numbers, but last year we felt like it was something we just had limited research on. The fact is, a lot of kids think that they are quitting smoking or that vaping isn’t harming them, so we wanted to make sure they understand that one pod vape is equivalent to one pack of cigarettes [per Juul’s website]. Our kids didn’t know that.”

The district also leans on parental involvement.

In a letter to families, Coppell ISD Superintendent Brad Hunt outlined four steps guardians could take to “protect” students from vaping: educating themselves about the risks of smoking, watching a video the district put together, starting conversations with their child about the risks of vaping, and preventing access to the devices and monitoring for usage. The district created a display board for parent education and invited a speaker to talk about the myths about marijuana and drug trends in general.

“We want kids, staff, and parents to have every resource possible to be fully educated about their choices,” Villines says. “Part of that is providing that 24 ATPE NEWS

7 WAYS TO TELL IF A STUDENT IS VAPING 1

INCREASED THIRST. Vaping makes users’ mouths dry. If you notice students drinking more than usual, it might be a sign they’re vaping.

2

NOSEBLEEDS. Vaping also dries the skin of the nose.

3

MOUTH SORES AND A PERSISTENT COUGH. Research has linked vaping to mouth sores that won’t heal and a smoker’s-like cough.

4

UNFAMILIAR USB DRIVES AND BATTERY CHARGERS. Many vape devices resemble pens or USB drives.

Look for odd-looking devices or spare parts lying around.

education and pushing our information through a variety of methods. We don’t want to miss anyone. We really feel like it’s part of educating the whole child.

It’s part of our mission that aligns with our core values in engaging the community.”

The task of educating parents and students alike is a challenge Lefors ISD faces as well. Despite news stories about lung-related illnesses and even deaths tied to vaping, Porter says many parents in her community have already made up their minds and that students “don’t think it [the illness] will happen to them.”

“Some parents don’t have a problem because they would rather their kid use an e-cigarette than a real cigarette,” Porter explains. “A lot of our education is talking to the kids and hoping it carries over at home.”

However, Porter and her principal have discussed holding a vaping education session during one of their school’s family nights.

Porter believes educating staff is as vital to combating the vaping trend as educating parents and students. “You have to educate your teachers,” Porter says. “All the commercials show a huge vape cloud, but the students can hold the smoke in their mouth,

5

ODD CLOTHING CHOICES AND HANDS FREQUENTLY NEAR THE FACE. Many districts realized students were able to vape in school by disposing of the smoke cloud into clothing. “If they are keeping their hand by their mouth or wearing long sleeves even when it’s hot outside, it almost looks like they are chewing on their shirt, and it’s because they are blowing the smoke down their sleeve,” says Kelley Porter, Lefors ISD.

6

CHANGE IN CAFFEINE USE. Vaping can cause more sensitivity to caffeine, which might result in a student forgoing caffeine or experiencing jitteriness, anxiety, and moodiness when combining the vaping and caffeine.

7

UNEXPLAINED SWEET SCENTS. Teenagers are attracted to fruity, sweet vaping flavors. If you smell a random, unexplained sweet aroma nearby, question it. “If you smell tutti-frutti, citrus, or floral aromas, it may not be Bath & Body Works. It might be vaping,” says Jennifer Villines, Coppell ISD.

Vape photo by John Kilpper; iStock.com/martinedoucet/RichLegg

Sources: U.S. News & World Report, Raising Teens Today, Verywell Family, and the University of Virginia Health System.

and it’s gone in a few minutes. Understand what those devices can look like. Educate the staff on what they are looking for and how to stop it. Pull up photos on a website to show teachers what it looks like so they’re aware. Educate everybody.”

When briefing the school health panel in September, Hellerstedt praised the passing of SB 21 but acknowledged the difficulty in keeping vaping devices out of students’ hands. Noting the devices can look like thumb drives and cellphones, he advised schools to closely watch the areas where students congregate.

Many problems Texas school districts face require a collaborative effort and multi-faceted solutions.

Student vaping is no different.

“It’s important to be proactive and create a plan that’s right for the students you serve,” Villines says.

“Look at each aspect of each campus. Look at your data and look at where you’re having the issue. How deep and how wide is it? Peel back the layers as you make a plan. Build a philosophy with your stakeholders, a united goal together that you can work toward. Stick to your plan, reflect together, collaborate. This is not something we can do alone. This has to be a joint effort.”

YOUTH VAPING BY THE NUMBERS

IN A 2018 TEXAS SUBSTANCE ABUSE SURVEY:

30% 26% 3.6 million

of all 7th to 12th graders reported having tried any form of tobacco. reported having tried an electronic vapor product.

Number of middle and and high school students who, in 2018, reported having used e-cigarettes in the past 30 days, including:

5% 21%

of middle schoolers. of high schoolers.

IN 2015, AMONG E-CIGARETTE USERS AGES 18–24:

40%

had never been regular cigarette smokers.

In contrast, among e-cigarette users ages 45+, most were current or former regular cigarette smokers, and 1.3% had never been cigarette smokers.

BETWEEN 2017 AND 2018, E-CIGARETTE USE INCREASED

78% 48%

among high schoolers. among middle schoolers.

Sources: Texas School Survey of Drug and Alcohol Use, the Centers for Disease Control and Prevention, and the Food and Drug Administration.

ATPE Numbers rounded to nearest whole number.

NEWS 25

ATPE NEWS 25

ES CA PE TO WIN WHY CLASSROOM ESCAPE GAMES ARE A BREAKOUT TREND

by Kate Johanns 26 ATPE NEWS

Y

our mission, should you choose to accept it (and you did, when you signed your contract): Impart a specific TEKS objective to your students. It’s up to you how you complete your mission—but you only have 50 minutes in which to do it.

Is a traditional worksheet up to the task?

Perhaps not.

It might be time to try a growing trend in game-based learning (GBL): the classroom escape game. These beat-the-clock classroom activities—whether based on an escape game kit from an educational product company or a DIY digital effort created with Google Sites and Forms—are winning over educators with their ability to combine content review with the four C’s (critical thinking, collaboration, creativity, and communication).

“Digital escape games can be incorporated in any and all content and grade levels,” says Jennifer Murnan, a fifth grade teacher and ATPE member in Mesquite ISD. Murnan has presented sessions on creating DIY digital escape games at several professional conferences. “You just need to understand your TEKS inside and out and know how to present that information to your students. The clues can be as simple or as complex as you want based on the needs and abilities of your students.

“Digital escapes are great for encouraging the four C’s as students work together toward a common goal.”

THE ORIGINS OF GAMEBASED LEARNING

Although academics have only recently started calling the gamification of learning “GBL,” the earliest evidence of human game play dates back to 3500 B.C. in Egypt. Ancient burial frescoes included a game called “Senet” that archaeologists believe was designed to teach theological perspectives on the afterlife. The concept of learning through game play is “deeply embedded into our cultural history as a civilization,” according to researchers at Coventry University and the University of Southampton in the U.K. Classroom escape games are one of the latest examples of GBL and an educational offshoot of the “escape room” concept that originated in Kyoto, Japan, in 2007, and are now found across the globe. In these popular attractions, which often feature remarkable production values such as elaborate sets, actors, interactive elements, and sound effects, players work together in teams to solve puzzles and “escape” from a locked room in a defined period of time.

Such a room inspired the founders of Breakout EDU, a leading producer of physical classroom escape game kits and a growing library of digital escape games. In March 2015, founder James Sanders, a former middle school teacher and Presidential Innovation Fellow during the Obama administration, visited an escape room with a group of

high school students. He had participated in an escape room before, but this was the first time he had done so with students. What he saw inspired him: The students collaboratively interacted and constructively offered one another feedback. He thought, “How can this be translated to the classroom?”

Sanders began brainstorming with his friend Mark Hammons, then a tech coordinator for the Fresno County Office of Education in California. They developed a prototype of what is now the Breakout EDU game kit and started beta testing it with educators.

“As we prototyped the concept, we played some rudimentary games and had one person out of thousands say, ‘Yeah, this isn’t going to work at all,’” Hammons says.

Having received the positive feedback, Sanders and Hammons brought in fellow ed tech innovator Adam Bellow and began developing the Breakout EDU kits—a small box with a series of locks. The box can be used with curriculum-aligned games available on the Breakout EDU website.

“We wanted our kits to be kind of like a Nintendo console,” Hammons says. “All of the games should be plug and play on the console. That way, if you’re a teacher in South Africa, you can play the same game as a teacher in Minnesota or a teacher in Texas.”

Each Breakout EDU game includes a reflection activity, so students focus not only on the academic content involved in the game but also social and emotional learning (SEL).

“As teachers, we’ve all been guilty of handing out worksheets and kids being bored and not being given a safe environment in which to fail,” Hammons says. “Our primary focus was on the four C’s—those are the real career-ready skills that we want to harness, but we wanted to do it in a fun and engaging way that didn’t feel forced. As we create games, we’re always looking at ways not to have linear paths to solve something, but multiple ways to solve something. That way it gives kids the opportunity to have a really strong dialogue about problem solving.”

WHAT RESEARCH SAYS

Offering multiple student-driven paths to completion is a key driver of student engagement through classroom escape games, according to academic research. Another is the additional narrative layer.

In “Exploring Gamification Techniques for Classroom Management,” a paper presented in 2013 at the Games+Learning+Society 9.0 conference, Scott Nicholson of the Syracuse University School of Information Studies describes a traditional rewards-based gamification experience that initially engaged all students in the course but soon lost its novelty. A leaderboard component began to demotivate everyone who wasn’t winning.

Nicholson and his students decided to switch gears six weeks into the course and implement a student-suggested game in which the students took on the role of lab rats attempting to escape a mad scientist’s maze. The added narrative element created motivation for the students, though Nicholson noted “using a narrative that doesn’t support the concept of the class and feels ‘tacked on’ will lose its charm quickly and can get in the way of learning objectives.”

“The concept of meaningful gamification is that the primary use of game layers is not to provide external rewards, but rather to help participants find a deeper connection to the underlying topic,” Nicholson writes.

HOW TO ESCAPE IN YOUR CLASSROOM

Educators seeking to try classroom escape games have two options: the commercial, premade route (à la Breakout EDU), or the DIY approach Murnan uses in her classroom.

Most Breakout EDU kits are purchased by school systems, Hammons says, though individual teachers can also invest in the kits, which cost $150 each and include a year’s subscription to Breakout EDU’s online database of games. Teachers can also create their own games using Breakout EDU kits, which include physical locks, invisible ATPE NEWS 27

ink pens, and more.

What’s really taking off, according to Hammons, are the digital escape games complementing Breakout EDU kits. A teacher might have only one physical kit but want the rest of the class to be able to participate. In addition, students can create their own digital games and submit them to their teacher for review.

Educators like Murnan have been inspired by Breakout EDU’s digital sandbox and “build your own” videos that explain how to hide clues in Google

Drawings and create locked Google forms. Murnan’s instructional technology facilitator introduced her to paper-based escape games.

“I am a big fan of not spending money, so the idea of being able to implement something fun and exciting for my students without having to purchase or manage lock boxes intrigued me,” Murnan says. “But as frugal as I am, I also don’t like to print a bunch of different things and keep track of it all.

So, I decided I could do the same thing

completely online.”

Murnan likes to use her escape games as review activities and has created two digital escapes—one for physical properties and one for Earth and space science. She is also working on a life science game.

“Creating your own digital escape game takes a lot of planning upfront and quite a bit of time to create, but once you’re finished, you have an awesome gaming experience that your students will love,” she says.

ATPE BOARD Your students aren’t the only ones who need to stop and think about the four C’s. Adults do, too. That’s why ATPE State President Tonja Gray kicked off her year leading the ATPE Board of Directors with a classroom-style escape game.

Gray had played (and loved) an escape game in Austin while in town to testify during the 2017 special legislative session. Then, as a guest at the Missouri State Teachers Association conference, Gray attended a session about classroom escape games and was inspired. What better way to break the ice among board members?

“The classroom escape game is a phenomenal way to get to know the people you’re working with—how they problem solve, how they think,” Gray says. “If we understand one another, we work better together. We’re not intimidated when we share ideas.

“You have to think outside the box—and that’s something that as a board we have to do. We have to look at things from other perspectives.”

The night before their September 2019 meeting, ATPE board members split into teams to play an escape game that involved historical trivia, math problems, and more. The game did the trick, according to longtime ATPE leader MaElena Ingram from McAllen ISD. Ingram just began her first year representing Region 1 ATPE on the board.

“Learning together and working together by applying our own skills to the task at hand—and knowing we had a prize at the end—was thrilling,” Ingram says. “This was an amazing team-building experience many of us plan to bring back to our campuses and implement to create unity among our own peers and students. As for me, I plan to take this experience and apply it to all my endeavors as a board member to best represent all ATPE members across the state, ensuring we remain the preeminent educator organization in Texas.”

And that’s the real prize for Gray.

“We are a team all working for the same thing,” Gray says. “We come from different places and have different backgrounds, but every decision we make impacts the whole state.”

28 ATPE NEWS

Photos courtesy of Amy Dodd

ESCAPE!

SPOTLIGHT

Teaching Out of This World

Pharr-San Juan-Alamo ATPE members traveled to Florida to learn the latest in Earth/space science, technology, and teaching

A

Photos courtesy of Michael Sweet

INTERVIEW BY JESÚS CHÁVEZ

TPE members and science teachers from Pharr-San Juan-Alamo (PSJA) ISD took one giant leap to Florida to learn about the future of space exploration and education from NASA scientists and engineers. Elementary science coordinator Susana Ramirez, second grade teacher Michael Sweet, and science lab instructor Celena Miller joined a cohort of 30 science educators from across the country in South Palm Beach

for a week of advanced professional development, learning, networking, and hands-on training in cutting-edge technology led by NASA. The program, the Next Giant Leap, took place July 27–31 and was designed for alumni of LiftOff, a weeklong professional development course for science educators presented by the NASA Texas Space Grant Consortium. Next Giant Leap coincided with the 50th anniversary of the Apollo 11 mission.

ATPE spoke with Sweet and Miller

Pharr-San Juan-Alamo ISD educators Celena Miller, Susana Ramirez, Michael Sweet, and Janie Leal attended a NASA-led program at Kennedy Space Center in Florida during July 2019.

about their week in Florida, their previous experience with LiftOff at the NASA Johnson Space Center in Houston, and how they’ve taken what they learned into their classrooms.

Can you share a little about your first experience with the LiftOff Summer Institute?

Miller: The summer institute provided the jumping board for my involvement in NASA education, curriculum writing, and other opportunities. It was a life-changing experience that became the catalyst for my love of the space sciences. It was not only a professional development opportunity where we learned lessons we could integrate into our classrooms, but also an event that ATPE NEWS 29

SPOTLIGHT took us behind the scenes of NASA, which most don’t get to experience.

Sweet: I had previously attended the NASA LiftOff Summer Institute in 2011. That first experience was amazing.

There were a few speaking sessions with astronauts, and I got to take a bunch of amazing pictures, including one at Mission Control. I was able to build connections with teachers where we got to just be together and talk about different ideas on how to improve both our teaching and our students’ experiences.

What made you decide to apply for the returning alumni program?

Sweet: Margaret Baguio [program manager for education and outreach at the Texas Space Grant Consortium] sent an email. July was the 50th anniversary of the Apollo 11 mission, and that was the whole reasoning behind the returning alumni program: to celebrate the anniversary of the mission and bring everyone together.

Miller: I have always been interested in the Apollo program. Having our “race to the moon” as a jumping-off point, I thought, “What better way to learn more about the program!”

What are some of the things you learned during your week in Florida?

Miller: We learned about the Mars 2020 mission, Artemis [NASA’s lunar exploration program], and more. We also came home with 30 ready-to-use lessons for our classrooms.

Sweet: Every teacher had to present a lesson dealing with Earth/space science. There were many interesting

Susana Ramirez, Janie Leal, Michael Sweet, and Celena Miller attend the Next Giant Leap program. lessons, such as some on density and buoyancy because of rockets and how they land. There were a lot of lessons dealing with rocketry, travel, and flight.

They also had lessons for us to take into our classrooms and give our students experiences beyond paper and pencil lessons, like incorporating 3-D, virtual reality, and augmented reality.

How have you incorporated what you learned into your classrooms?

Miller: I’ve used many of the LiftOff lessons as enrichment in the beginning of the year, when covering force and motion topics or magnetism, and during many Earth and space science lessons.

Sweet: I’ve done a few of the STEM activities with my second grade students.

We did an activity where students try to get an egg to land without breaking, for example, and the students loved

that activity because it’s not something they regularly do during lessons. They were able to think outside of the box, creatively. I plan on implementing a different NASA activity in my classroom every six weeks. I’m calling it a “STEM Extension,” and we’ll do it every Friday.

What was your favorite part of this experience?

Miller: My favorite part was the chance to network with 30 other like-minded individuals who share a passion for teaching and Earth/space science.

Professional development opportunities like this recharge your teaching batteries, and they help you create lifelong friendships.

Sweet: My favorite part of the experience was getting to talk to other teachers about things they do in their classroom. continued on page 40

The NASA LiftOff Summer Institute and the returning alumni program are free to selected Texas educators through the Texas Space Grant Consortium. Applications and eligibility requirements are available online at tsgc.utexas.edu/liftoff.

30 ATPE NEWS

THE ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS AND GCU

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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

IT’S TIME WE HAD A TALK CONTRIBUTED BY ATPE PARTNER

IT’S TIME TEXAS

ABOUT

SELF-CARE A

nne started her teaching career in a position funded through Teach for America, working with students who experienced some of the highest poverty levels in the country.

Chronic HVAC issues led to frequent school closures, and administrative inefficiencies left teachers struggling to make up for lost time. “I would find myself thinking about my students at all hours of the night,” Anne explains.

“And I always had grading and lesson planning to do on the weekends.” But no matter how exhausted, she always felt the need to give more.

“There’s an expectation that as a teacher, you are also a therapist, after-school caretaker, college counselor, and more,” Anne says. For two years, Anne was on her feet 10 hours a day, including the halfhour lunch she ate standing up while supervising in the cafeteria. After work, she would go home and go straight to bed.

“The sheer effort of making one more decision about what burrito to microwave was just too much for me most days.”

32 ATPE NEWS

Eventually, Anne left the teaching profession altogether. “I loved being part of the school community, and I loved going to work never doubting that what I did was important,” she says. “But in the end, I think I just wasn’t made to be a teacher.”

She is not alone.

TEACHERS ARE LEAVING IN RECORD NUMBERS According to research conducted by the University of Pennsylvania’s Consortium for Policy Research in Education, 44% of new teachers leave the profession within their first five years on the job. The reasons range from lack of autonomy and low pay to behavioral problems within the classroom and constantly shifting standards for evaluating teacher and student success.

There’s also the suffocating amount of paperwork and the extra time teachers are expected to dedicate outside the classroom to serve on committees, coach student teachers, and the like.

“In tech, people get paid for free-

lancing, consulting, or building great things,” says Dawn Casey-Rowe, a former teacher who now writes on the topics of education, sustainability, and practical living. “In education, teachers are expected to ‘jump in,’ ‘help,’ or ‘join.’”

With fewer than one-third of K-12 educators leaving the occupation due to retirement, it’s no wonder that half of the nation’s schools are struggling to find and keep quality teachers. What we’re calling a teacher shortage is actually an exodus, according to Casey-Rowe.

If we’re going to fix it, we need to have a long, hard conversation about selfcare—what teachers can do to sustain it and what schools can do to support it.

NURTURING THE NURTURERS “Most educators are nurturers,” says Adam Saenz, a psychologist and bestselling author of The Power of a Teacher.

“The downside of being a nurturer, though, is that the nurturer will often sacrifice their own well-being for the benefit of others.”

While incredibly noble, the dynamic isn’t always sustainable. In his work facilitating workshops in stress management and teacher well-being, Saenz often reminds educators that “one of the most loving things we can do for people depending on us is to offer them the best version of ourselves. And the way we do that is by loving ourselves well enough to practice disciplined self-care.”

Saenz advocates a holistic approach to self-care—in essence, asking yourself, “What does it look like to be a good steward of my occupation, my emotions, my finances, my body, and my soul?” While there are any number of tactics that can be used to support life balance and well-being, it’s important to remember there is no one way to take care of

“ Most educators are nurturers. The downside of being a nurturer, though, is that the nurturer will often sacrifice their own well-being for the benefit of others.”

—ADAM SAENZ P sychologist and best-selling author of The Power of a Teacher

yourself. For someone, self-care might look like taking time to exercise and plan nutritious meals. For another, it might mean tapping into resources for living on a tight budget or learning to be more efficient with their time. For another, it might involve asking more experienced teachers how they organize themselves and manage to leave work at work.

At the end of the day, self-care is about knowing your limits and figuring out what you need to be at your best.

THREE CRITICAL QUESTIONS Andrea Rosario, who directs a free health coaching program offered through the Austin-based nonprofit It’s Time Texas, suggests a curiosity-based approach to self-care. A certified health education specialist with years of experience helping individuals change their lifestyles and take control of their health, she encourages educators to ask themselves three critical questions: 1. What do boundaries look like with your students, peers, and administrators?

2. What brings you joy?

3. Who is in your community supporting your self-care?

For teachers who are used to making so many decisions on their own, this last question might be the most critical.

While asking for help can feel vulnerable, seeking support when it’s needed can put us in a much better position to help others in the long run.

In the absence of a formal mentoring or support system within your school, “help” could mean soliciting advice from more seasoned educators or talking to friends who can offer perspective outside the field. It could look like posting a notice in the breakroom asking for guidance on topics or processes you’re uncertain about. Or, it might take the form of talking to a professional about ways to weave healthy balance back into your life—especially when it feels most impossible to do so.

The It’s Time Texas coaching hotline is free to any Texan looking to make a healthy change. Apart from offering guidance on how to support physical health and well-being, coaches work with callers to identify self-care practices they can build into their daily routines—no matter how busy life gets.

Often, callers already know what to do.

What they need is the encouragement and accountability to do it. Health coaching provides the one-on-one support that so often makes the difference between floundering or sticking to our goals.

Ask anyone, and we bet they can name at least one teacher who has had a profound impact on their life—a mentor who sparked their love of learning or helped them unleash the potential they didn’t think they had. Given the essential role educators play in life’s most important journey, it’s critical they be able to care for themselves with the same level of dedication they bring to the job.

It’s Time Texas is a 501(c)(3) nonprofit empowering Texans to lead healthier lives, build healthier communities, and contribute to a healthier state. We’re proud to partner with ATPE to support Texas educators’ health and well-being. Connect with us at itstimetexas.org. To learn more about our free health coaching program, visit livinghealthier.itstimetexas.org.

ATPE NEWS 33

We’re building a shared vision for the future of education.

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Your perspective matters. Share it.

The TCEA Convention & Exposition brings together PreK-16 campus and district-level educators for hands-on workshops and sessions, small-group networking opportunities, and the exploration of cutting-edge resources.

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COME TO CONNECT, DISCOVER, AND EARN CPE MA R C H 9 – 1 2, 2 0 2 0 • A U S T I N, TEXAS Join fellow education professionals from around the world as SXSW EDU celebrates its 10th anniversary this year! The four-day event works to foster and empower the education community in order to advance the art of teaching and learning. Opportunities to collaborate, get creative, and to engage abound. Plus, ATPE is once again 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. SXSW EDU takes place March 9–12, 2020, in Austin. To register to attend, go to sxswedu.com/attend.

ATPE members can save on registration! Visit atpe.org/SXSW, log into your account, and learn more.

YOUR ATPE

The 2019-20 ATPE Award Season Is Approaching!

SUBMIT NOMINATIONS!

D

id you know ATPE has its own award season? That’s right! Every year, ATPE recognizes outstanding Texas educators, ATPE leaders, and friends of Texas public schools. Recognize a colleague who changes lives and inspires excellence by nominating them for an ATPE Educator of the Year Award.

Highlight the work of your local unit by applying for Local Unit of the Year, or nominate outstanding ATPE volunteers for a Campus Representative of the Year Award.

Charles Pickitt Educator of the Year Awards

Floyd Trimble Local Unit of the Year Awards

The 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. January 1, 2020, is the nomination deadline, and nominees must submit completed applications

by February 1, 2020. Self-nominations are not accepted. Find more information and a nomination form at atpe. org/Member-Benefits/Awards-Grants/ Educator-of-the-Year.

The Floyd Trimble Local Unit of the Year Awards honor exceptional local units in four categories: 1–200 members, 201–500 members, 501–1,000 members, 1,000+ members, and university local units. Each winning local unit will receive a check for $1,000.

February 1, 2020, is the application/ nomination deadline for the 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.

Learn more at atpe.org/ Member-Benefits/ 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, 501-1,000 members, and 1,000+ 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. February 1, 2020, is the nomination deadline for the Campus Representative of the Year Awards.

Self-nominations are not accepted.

Find more information and a nomination form at atpe.org/Member-Benefits/ Awards-Grants/Campus-Rep-of-Year.

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

36 ATPE NEWS

ATPE NEWS 36

YOUR ATPE

Grow the Community You Love Some educators join ATPE for peace of mind. Other educators most appreciate knowing they have a voice at the Capitol. Still others place the highest value on the money-saving discounts or access to ATPE’s CPE portal, which offers more than 80 hours of professional learning content at no additional fee. Whatever you love most about your ATPE membership, chances are you’re telling your fellow educators about it. If that sounds like you, then consider becoming an ATPE campus representative. This volunteer role offers a rewarding way to connect with colleagues as you spread the word about ATPE and grow the association. 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 Volunteer Program Coordinator Anna Belle Burleson at volunteer@atpe.org.

SIGNED, SHIPPED, DELIVERED Introducing a new discount exclusive to ATPE members—shipping discounts!

ATPE and UPS took the guesswork out and put the easy in. Members now have access to new and improved flat rate pricing with savings of 45% on domestic next day/deferred, 25% on ground commercial/residential, and up to 50% on additional services. In addition, members can take advantage of UPS Smart Pickup® service for free shipping. The holidays are fast approaching, so don’t miss out on these deals! Visit savewithups.com/atpe for specific services and discounts.

In Memoriam: Alafair Hammett, ATPE’s First State President, Passes Away

I

t is with heavy hearts that ATPE announces Alafair Hammett, our association’s first state president, has passed away. Hammett died on Thursday, November 7, 2019. She was 91.

A lifelong educator, Hammett believed “education is the only thing that no one can take from you.” In the late 1970s, Hammett became involved in the establishment of a fledgling teacher’s organization, the Association of Texas Educators (ATE). She then oversaw the consolidation talks between ATE and Texas Professional Educators (TPE) in 1977. After the two associations officially merged on April 1, 1980, Hammett became the first president of the Association of Texas Professional Educators.

During her time with ATPE, Hammett delighted in her trips to Austin to lobby for what she felt in her heart was good for Texas educators and students. As her ability to make it to Austin for legislative sessions declined, Hammett’s thirst for knowledge never waned. She could tell you exactly what was going on with education-related legislative bills.

As written in a December 1980 ATPE News article: “There is little doubt that as ATPE continues to grow in size and influence, its membership will owe a debt of gratitude to the first president who exemplified a truly dedicated professional.”

ATPE NEWS 37

Insurance Policy* Highlights Include: • Up to $8 million per claim and aggregate in liability insurance, including a $2 million limit for civil rights claims plus defense costs.

OUR MISSION IS

TO SUPPORT YOU Your mission is to help your students succeed.

ATPE’s mission is to support you with affordable and high-quality legal resources so you can have peace of mind on the job.

How do you know ATPE delivers? One word: transparency. The complete details of your professional liability insurance policy* and legal resources** are publicly available. You can be confident about ATPE’s benefits. Other organizations publish incomplete coverage details—but as an insured ATPE member, you know upfront exactly what you’re getting for your membership.

• Up to $20,000 aggregate for employment rights defense with a $10,000 per-claim limit, win or lose.

• Additional $5,000 per claim for favorable-outcome certification and termination claims.

• Up to $15,000 aggregate for criminal defense.

• Up to $5,000 per claim for bail bond reimbursement.

• Up 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 the professional liability insurance policy at atpe.org/ protection.

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

SEE HOW ATPE STACKS UP TO THE COMPETITION Visit atpe.org/blog/transparency

* The Educators Professional Liability Insurance Policy is underwritten by National Union Fire Insurance Company of Pittsburgh, PA., with $5.5 billion in net surplus and more than $24 billion in total admitted assets as of December 31, 2018.

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 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 August 1 or your membership date. ATPE reserves the right to determine eligibility for the appropriate membership category. The membership year runs from August 1–July 31. * * Staff attorney services are provided separate from the Educators Professional Liability Insurance Program.

“ When you travel as an ATPE member, you can get a discount here and a discount there. It’s like your own personal coupon—and we love our coupons.”

SHUNTA JAME S

NACOGDOCHES ATPE

Save Money with Your

ATPE MEMBERSHIP! Your ATPE member benefits include exclusive discounts to help you stretch your hard-earned dollars. In fact, it’s easy to more than recoup the cost of your dues using ATPE discounts, which include savings on vacation and cruise packages, rental cars, and hotels.

Log in to atpe.org to find the access codes, links, and phone numbers you need to start saving.

United States Postal Service Statement of Ownership, Management and Circulation 1. Publication Title: ATPE News 2. Publication Number: 578-050 3. Filing Date: September 16, 2019 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: Kate Johanns 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 787523792 Editor: Kate Johanns, 305 E. Huntland Drive, Suite 300, Austin (Travis), Texas 78752-3792 Managing Editor: Sarah Gray, 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 2019 15. Extent and Nature of Circulation Average No. Copies Each Issue During Preceding 12 Months a. Total Number of Copies: 99,534 b. Paid Circulation (1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 96,430 (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: 96,430 d. Free or Nominal Rate Distribution (1) Free or Nominal Rate Outside-County

Copies included on PS Form 3541: 1,104 (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: 1,622 (4) Free or Nominal Rate Distribution Outside the Mail: 38 e. Total Free or Nominal Rate Distribution: 2,764 f. Total Distribution: 99,194 g. Copies not Distributed: 340 h. Total: 99,534 i. Percent Paid: 97.21% No. Copies of Single Issue Published Nearest to Filing Date a. Total Number of Copies: 104,723 b. Paid Circulation (1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541: 101,285 (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: 101,285 d. Free or Nominal Rate Distribution (1) Free or Nominal Rate Outside-County

Copies included on PS Form 3541: 1,438 (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: 1,617 (4) Free or Nominal Rate Distribution Outside the Mail: 0 e. Total Free or Nominal Rate Distribution: 3,055 f. Total Distribution: 104,340 g. Copies not Distributed: 383 h. Total: 104,723 i. Percent Paid: 97.07% 16. Total circulation DOES NOT include electronic copies.

17. Publication of Statement of Ownership: Required. Will be printed in the Winter 2019 issue of this publication.

18. Signature and Date: Kate Johanns, Marketing and Communications Director, September 16, 2019 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).

ATPE NEWS 39

continued from page 11—Blended Learning

need help. As students begin creating authentic work, some might prefer certain avenues to express their creativity. Celebrate and validate those students by giving them expert badges.

Building technology into your class can take work, but it is worth it. Remember to stay positive and learn from your mistakes. David Sarnoff said it best: “The will to persevere is often the difference between failure and success.”

continued from page 14—Your Ally: Student Discipline

had a reasonable belief he was preventing a student fight. The commissioner stated that a different result would mean “… Texas teachers would have to carefully think whether they should intervene to prevent or stop fights.”

Note: At press time it was unknown whether the district would appeal the commissioner’s ruling.

HOW TO WALK THE LINE Educators must often make quick decisions in emotional and volatile circumstances. A critical distinction to keep in mind is this: Is an action intended to stop something bad from happening, or is it intended as punishment after something bad has happened? If it is the former, educators have strong protections as long as their actions are reasonable. But if the latter—if the educator wants to “teach” a student not to do something again through punishment—you have much less protection and need to be very careful in your actions.

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.

continued from page 21—Social and Emotional Learning

fewer students whose behavior is indicative of living in crisis. We are better equipped to meet their social and emotional needs, and, as a result, they feel safer and like they have a place where they belong. Because they are more focused and successful in class, I fully anticipate a positive impact on achievement.

At the time of this writing, we had just concluded mid-year testing; many students showed significant growth over their

40 ATPE NEWS

beginning-of-year testing. Based on this data, I predict the positive growth trend will continue and our academic gains will become more and more significant as we continue to implement this SEL curriculum and focus on growing the whole child.

To learn more about the 7 Mindsets, visit 7mindsets.com. To learn more about eS2S, visit militarychild.org.

continued from page 30—NASA LiftOff

Usually when you go to professional development conferences, you’re around people like you. Here, everyone was interested in Earth/ space science, we’re all science teachers, and we had a lot to talk about. We’re building new relationships with other teachers from all over the country where you can bounce ideas off each other.

Would you encourage other ATPE members to seek out this program?

Miller: I would absolutely encourage any teacher who has a love of learning to attend this program. It’s a life-changing program where you will learn STEM lessons, meet new people, and create lifelong bonds of support in this teaching profession.

Sweet: I think it would be a great experience for anyone. This is like professional development that you’re not used to. You’re not just going to a conference to sit in sessions, listen, and not really talk to anyone. Here, with NASA as your guide, you’re building real relationships with other teachers. It’s important to have like-minded people around you because they can help you grow.

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2019–20 ATPE MEMBERSHIP APPLICATION Join Online and Save!

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Student Teacher, College Student, and Public members may join online at atpe.org. 2019-20 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2020.

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The ATPE membership year begins 8/1/19 and ends 7/31/20. Some benefits’ effective dates may not match effective membership dates. Visit atpe.org for disclosure details and limitations. 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.

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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.

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7

BRAIN BREAK

EASY WAYS TO

COMBAT

STRESS

W

e know educators face skyrocketing expectations, leading to increased stress, anxiety, and burnout. We’ve put together some tips and exercises to combat the pressure that comes with the job. Most can be completed in only a few minutes and at your desk.

BY MICHAEL SPURLIN

Deep Breathing Exercises

Breathing exercises can reduce stress by boosting oxygen and forcing you to focus on your breathing instead of whatever is causing anxiety. Try the 4-7-8 Technique. While seated, rest the tip of your tongue on the roof of your mouth and keep it there throughout the exercise. Exhale completely through your mouth. Close your mouth and inhale through your nose for four seconds, hold your breath for seven seconds, and exhale through your mouth for eight seconds.

Repeat four times.

Get Physical

Try to find a way to get some sort of physical activity into your day. Even a quick five-minute walk can help.

Can’t find time leave your classroom?

Try some stretching exercises at your desk—anything that gets you up and moving and increases your blood flow!

Shut Your Door

Find a private place free from distractions where you can recharge and regroup. Consider shutting the door to your classroom or office to allow for uninterrupted planning time or a chance to try these relaxation tips.

Meditation Apps

One weapon to fight workplace stress might already be in your hand.

A variety of mobile apps offer quick, easy relaxation exercises. Apps such as Calm and Headspace offer guided meditation sessions that can be as short as a few minutes. Users also have access to breathing programs, stretching exercises, and tips to aid sleeping.

Leave Work at Work

Whenever possible, try to leave the work at work. Stay a little bit late or arrive early to give yourself time to do grading and prep work you could not fit into another day. That way, when you leave in the evening, you can focus on recharging and regrouping for the next day.

Learn to Say No

You decided to go into education because you wanted to help others.

However, you are just one person who can only do so much. You don’t have to volunteer to do every project or serve on every committee. Learn when to say “no” so you don’t get overwhelmed.

Take Time to Laugh

“It is so easy to get bogged down by the demands put upon us. That is when I look for something fun for our class to experience together.

Our favorite has been a 'snowball fight' using paper from our classroom recycle bin. Laughing with my students helps me to reset,” says Natasha Zirlott, an ATPE member from Round Rock ISD.

ATPE NEWS 43

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