SUMMER 2020 | ATPE.ORG
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DIRECTOR’S MESSAGE
ATPE News
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 Michael Spurlin. . . . . . . . . . . . . . . Associate Editor Jennifer Tuten. . . . . . . . . . . . . . . . . . . Digital Editor Jesús Chávez. . . . . . . . . . . . . . Contributing Editor Dillon Nelson. . . . . . . . . . . Contributing Designer 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 2020 in USA by the Association of Texas Professional Educators ISSN ©ATPE 2020 0279-6260 USPS 578-050
T
here’s no way around it: The coronavirus upended the spring semester and possibly our summer, too. Like many of you, I have spent much of the past few months indoors, at my home, changing the way that I work and grappling with this new normal. What we’re facing is unprecedented and has created a lot of uncertainty. Much has changed during this spring, and much is still yet to change. For the first time in modern history, schools have been closed for months. But of course, “closed” doesn’t mean education stops. I know you are still working hard on behalf of your students and communities. Within a matter of days, the public education community rushed to completely re-invent how we deliver instruction, distribute educational technology, man curbside food distribution sites, and embrace technology like Zoom. The resiliency of public school educators is unmatched. Time and again, Texas educators have risen to the challenge, continuing to provide instruction, much-needed routine, and something close to normalcy for our state’s more than 5.4 million schoolchildren. ATPE sees you, ATPE thanks you, and ATPE couldn’t be prouder to support you. We hope pages 18–25 do justice to some of the amazing work ATPE members are doing during this crisis.
ATPE SEES YOU, ATPE THANKS YOU, AND ATPE COULDN’T BE PROUDER TO SUPPORT YOU. Because circumstances sometimes seem to change every hour as we navigate this pandemic, it’s entirely possible events and information may have changed from the time this magazine went to press. For the most current information, make sure to visit our resource center for Texas educators at atpe.org/coronavirus. But we hope you enjoy learning about the Girls Who Code organization on pages 14–16, as well as previewing our first-ever virtual ATPE Summit on pages 26–31. We also kick off our yearlong celebration of ATPE’s 40th anniversary (page 32) and provide all the details you will need to continue your ATPE membership for the next school year (page 40). Know that ATPE is here for you. Stay safe and be well.
Shannon Holmes ATPE Executive Director
305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org
ATPE NEWS 3
Contents ATPE NEWS | Summer 2020, Volume 40, Number 4
FEATURES
18
On the Cover
Combating Coronavirus with Compassion and Grit
Read how Texas educators taught, fed, and connected with their students during an unprecedented pandemic.
14
You Cannot Be What You Cannot See Learn how the organization Girls Who Code aims to close the tech gender gap.
4 ATPE NEWS
32
ATPE40 From now until April 1, 2021, ATPE will be celebrating its 40-year history, its accomplishments, and you, its members.
EVERYTHING ELSE
17
6 Calendar 8 Regional Roundup 10 Your Ally
What are some key takeaways from distance learning? Find out in this issue’s legal column.
12 Your Voice
ATPE’s contract lobbyist in Washington, D.C., provides an update on public education at the federal level.
ATPE SUMMIT 2020 A NEW VISION
Virus illustration by John Kilpper; photo courtesy of Girls Who Code; Millsap ISD photo courtesy of Deann Lee
13 PAC Honor Roll 17 No Unseen Thief Will Steal Our Ability to Serve Our Students
ATPE Past State President and Millsap ISD Superintendent Deann Lee shares what it’s been like to lead her district during the coronavirus pandemic.
34 Your ATPE
Discover the #TeachersCan movement | Figure out which membership category to join for 2020-21 | Learn who your regional membership specialist is
43 Brain Break: Practicing Good Sleep Hygiene
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.
2020 ATPE Summit For the first time since its inception, the ATPE Summit will take place as a virtual event. See what we have in store for this historic occasion. PAGE 26
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
CALENDAR
May
June
25
9
15
3
6-10
17
24
State office closed for Memorial Day
ATPE Summit delegate certification and registration deadline
Last day to register to vote in the primary runoff election
29
Early voting for the primary runoff election begins
29-30
State Board of Education meetings
July 1-2
State Board of Education meetings
2
Vote-by-mail application deadline for the primary runoff election
14
Primary runoff election day
State office closed for Independence Day
State office closed post-ATPE Summit
10
2020 ATPE Summit
State Board for Educator Certification Meeting
Last day to vote early for the primary runoff election
31
Last day of the PAC’s Peak Challenge and last chance for donors to earn recognition as a 2019-20 ATPE-PAC honoree 2019-20 ATPE membership year ends and professional liability insurance policy expires*
August 1
2020-21 ATPE membership year and professional liability insurance policy begin*
7-9
Back-to-School Sales Tax Holiday
*Eligibility, terms, conditions, and limitations apply. Visit atpe.org/protection to view important disclosures and complete details of the insurance policy. Staff attorney services are provided separate from the Educators Professional Liability Insurance Program.
6 ATPE NEWS
BESTSELLER
BESTSELLER
Reach every learner in every content area The New Art and Science of Teaching framework has helped educators around the globe transform instruction. Written by subject-matter experts, this series details how to make the most of Dr. Robert J. Marzano’s groundbreaking model in the areas of reading, writing, assessment, and more. A joint publication of ASCD and Solution Tree
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SolutionTree.com/NASOTseries | 800.833.6786
REGIONAL ROUNDUP
Kansas
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here are more than a thousand school districts in Texas and each one has success stories. Regional Roundup highlights some of the achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.
Oklahoma
3
6
BURLESON
WYLIE
5
WACO
4
2
PFLUGERVILLE
AUSTIN
1 ROMA
8 ATPE NEWS
Gulf of Mexic
From Across the State 1 And the Band Played On
With schools temporarily closed due to the COVID-19 pandemic, Roma ISD’s Varsity Mariachi program turned to technology to keep the instruction and rehearsals going. Gathering via videoconferencing software, the students were able to practice and perform together while still staying safe at home. Their first virtual performance not only showed the students thriving despite the distance but also proved to be uplifting for others: It went viral and was shared more than one million times on Facebook.
Arkansas
romaisd.com
When COVID-19 closed schools across the state, educators utilized technology not only to educate students but also to help keep students connected with teachers and classmates. One example is Pflugerville ISD’s Wieland Elementary School, which held virtual spirit days. Each morning, Principal Jared Stevenson posted a prompt to the school’s Facebook page naming a different theme. Students would then take pictures of themselves participating and post them to the thread. They celebrated hat day, sports day, and pajama day as well as activity-based prompts. School leaders said it helped students interact and feel more normal about the strange situation they were in.
Louisiana
pfisd.net
3
4 High School Pitmasters
In a city famous for its barbecue, some high school students are learning skills that could one day make them the next great pitmaster. Once a month, before school, students at Juan Navarro High School in Austin ISD meet for hours around the barbecue pit, practicing their craft. The club, which started four years ago, is led by agricultural science teacher Tracey Cortez. The students learn the fundamentals of smoking barbecue, including firing up the smoker, seasoning meats, and monitoring the cooking process. The team has even competed in statewide competitions against other schools and has placed in at least a dozen categories. austinisd.org
2 Keeping Spirits Up © Photos courtesy of Roma ISD, Pflugerville ISD, Austin ISD, Waco ISD, Burleson ISD, and Wylie (14) ISD.
co
HEADLI N ES
5 Galactic Military Oath
Fourteen Waco ISD students recently swore to protect and serve their country with some out-of-this-world help. They were just a few of more than 800 students who took the Oath of Enlistment at over 100 locations across the country. Col. Andrew Morgan, an Army astronaut broadcasting from the International Space Station, led the students in the oath. During the ceremony, Morgan floated the various flags of the U.S. military branches and then did a flip to show the lack of gravity on the space station. wacoisd.org
6 Helping Protect Medical Workers
Gaming for a Job
Students in Burleson ISD are getting hands-on training to prepare for jobs in the billion-dollar video game industry. The district created an “esports” academy that allows students to learn science, math, and language standards through the lens of video games. The district aims to help students earn STEM certifications that would make them employable immediately after graduating.
A group of students at Wylie High School in Abilene are using their knowledge of engineering and their school’s equipment to lend a helping hand to those fighting COVID-19. Students from the engineering and robotics class are using the school’s 3D printer to create face shields to protect medical workers. The students can produce about 20 a day, which are then shipped to the Abilene Regional Medical Center. wyliebulldogs.org
burlesonisd.net
ATPE NEWS 9
YOUR ALLY
Key Takeaways from Distance Learning
E
verything has been affected by the COVID-19 pandemic. The statewide switch to distance learning has profoundly changed public education, and the changes have also raised awareness of a few longstanding employment-related truths that have assumed greater notice than before. Here are a few key takeaways.
BY PAUL TAPP ATPE Managing Attorney
10 ATPE NEWS
district could require a teacher to be “on call” for 12 hours a day. And while work hours can change, a teacher may have recourse if the change interferes with some types of other commitments, such as needed medical care.
Job descriptions can change
Distance teaching is different from classroom teaching. It requires different resources, methods, and skills. It may also include more parental inDistance learning has resulted in many teach- volvement, which requires increased communicaers being required to remain virtually available to tion. Because of these changes to the actual work, parents and students beyond the normal workday. many districts modified their official job descripIt is a common misconception that teacher con- tions for distance teaching during the pandemic, tracts set the number of hours reflecting what the actual a district can require teachers job of teaching now entailed. to work. A teacher’s contract In some cases, the adminiscertainly could set the number tration simply notified the of work hours or the workday’s teachers. In others, they start and end times, but to do appeared to ask teachers to BECAUSE OF THESE so, the contract would have CHANGES TO THE ACTUAL agree to accept the changes. to explicitly state those hours Many teachers wondered WORK, MANY DISTRICTS and times or clearly reference whether they could refuse MODIFIED THEIR OFFICIAL to accept the changed job some other source that did. This is rare and may in fact description. JOB DESCRIPTIONS FOR be nonexistent. Most teacher Generally, if the new job DISTANCE TEACHING contracts do address hours description is reasonable DURING THE PANDEMIC, and work schedules, but they and fits the professional REFLECTING WHAT THE invariably state that hours and capacity stated in the conschedules will be set by the ACTUAL JOB OF TEACHING tract—for example, “certidistrict and may be changed. fied classroom teacher”—a NOW ENTAILED. All districts, like all employdistrict can change the job ers, establish normal working description. Whether the dehours so everyone knows when they are supposed scription is “reasonable” will depend on whether to arrive at work and when they are free to leave any additional expectations would also fall with(barring notice otherwise). But if a teacher has a in the contract, which generally gives the district contract that says those hours can be changed, then flexibility to change duties and assign additional those hours can indeed be changed. duties. It would likely come down to general exLegitimate questions exist regarding who has the pectations for what teachers are regularly called authority to change the hours and whether an ex- upon to do. ception may apply in a specific case. For instance, most teachers know a principal can direct a teach- Some decisions come locally, some come er to stay after hours to attend a meeting. There is from Austin more question, however, about whether a princiThe COVID-19 pandemic has highlighted the pal can permanently change a teacher’s schedule often-complex relationship between the local to come in an hour early every day or whether a continued on page 38
There might be normal working hours, but “contract hours” rarely, if ever, exist
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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
YOUR VOICE
Federal Advocacy in the Time of the Coronavirus
T BY DAVID PORE ATPE Contract Lobbyist
12 ATPE NEWS
he second session of the 116th U.S. Congress, provided directly to states to help schools respond which began January 7, 2020, has been un- to the coronavirus and related school closures, meet like any other in this lobbyist’s more than the immediate needs of students and educators, 20 years of experience in Washington, D.C., and, improve the use of education technology, support indeed, unlike anything our nation has ever seen. distance education, and make up for lost learning After becoming the third president in our history time. Another $3 billion in flexible formula fundto be impeached by the House of Representatives, ing is provided to states based on their education President Donald Trump was acquitted in the needs. The bill also gives the education department U.S. Senate February 5 of abuse of power and ob- authority to waive certain obligations of states and struction of justice articles. The process laid bare school systems, including assessment, reporting, the deep partisan divisions in both Congress and professional development, and funding allocation America and further damaged the ability of our requirements. ATPE is working with our allies in political parties to come together and find solu- Washington to fight any attempts by the departtions to problems facing our nation. However, that ment to use its flexibility or divert CARES Act fundall changed by late February when reports began ing for the creation of private school vouchers. As of to emerge of the spread of the new coronavirus in early May, discussions of another virus relief legisChina and other Asian counlative package are underway tries, and Congress woke up in Congress, including talk to the growing global crisis. of additional federal funding As of this writing, Congress for school districts to address has, on a bipartisan basis, the evolving pandemic. THROUGHOUT THESE passed four large legislative Throughout these unusual UNUSUAL AND UNCERTAIN and uncertain times, ATPE packages intended to provide funding for our front- TIMES, ATPE CONTINUES TO continues to advocate in line hospitals and health care ADVOCATE IN WASHINGTON, Washington, D.C., for fedprofessionals to fight the vieral laws and policies that D.C., FOR FEDERAL LAWS rus, as well as provide fundprotect your ability to efAND POLICIES THAT ing for the many businesses fectively educate students PROTECT YOUR ABILITY and Americans affected by and retire with financial sethe closures and stay-atcurity. Our work continues TO EFFECTIVELY EDUCATE home orders implemented STUDENTS AND RETIRE WITH with both parties on legislaacross states and cities. The tion to repeal the arbitrary FINANCIAL SECURITY. largest of those packages, Social Security offsets (the S.748, or the CARES Act, was Government Pension Offset signed into law by the president March 27 and is and Windfall Elimination Provision) that unfairly a $2.2 trillion relief package that provides billions reduce the benefits of those who also qualify for a of dollars in health care funding related to treating public pension such as the one most of you will reCOVID-19 patients. CARES also includes econom- ceive under the Teacher Retirement System (TRS). ic stabilization provisions such as direct payments ATPE has been working closely with both parties on to taxpayers and small business loans to keep em- legislation (HR3934 and HR4540) that will repeal ployees on the payroll. the WEP and replace it with a much fairer proporThe CARES Act also contains more than $30 tional formula to calculate your Social Security benbillion for the U.S. Department of Education in efits. Additionally, ATPE and other organizations flexible funding meant to be disbursed quickly to are actively advocating for inclusion of a WEP restates, school districts, and institutions of higher peal-and-replace provision in the next virus-related education. This includes $13.5 billion for elemen- stimulus package or end-of-year spending package. tary and secondary education formula funding to be continued on page 38
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 January 1 to March 31, 2020.
Jim Ned Consolidated Nicole Fuller
Paris Jimmy Lee
Killeen Ron Walcik
Pasadena Charlotte Anthony
La Joya Yessica Garza Norma Vega
Plano Lindsay Robinson
Leander Jayne Serna
Abilene Tonja Gray Kay Loftin Alvin Ron Fitzwater Amarillo Michael Renteria Ballinger Darlene Kelly Boerne Margie Hastings Richard Wiggins Bushland Dawn Riley
Cooper Bulldogs Jerrica Liggins Corsicana Julleen Bottoms Wendy Cook Brooke Roberts Crowley Steve Pokluda Cypress-Fairbanks Eli Rodriguez Dallas Dianne Reed Maria Slette Falls City Phyllis Jarzombek
Conroe Judi Thomas
10th Annual PAC’s Peak Challenge Extended to July 31!
Ferris Meredith Malloy Forney Wendy Smith Galena Park Sharon Dixon Lynn Nutt Hale Center Brenda Bryan Lynette Ginn Humble Gayle Sampley Ingram Chris Moralez Irving Connie Kilday
Lewisville Karen Hames Lubbock Allyson Haveman McAllen Twila Figueroa Daisy Palomo North Lamar Shelia Slider Northside (20) David de la Garza Madonna Felan Yvette Milner Bobbye Patton Olney Dale Lovett Becky Spurlock Sam Spurlock
Round Rock CaRita Forte Spearman Sherry Boyd Stanton Bill Griffin Tyler Betty Berndt Eddie Hill Weslaco Hector Cruz Willis Jennifer Richter Woden Teresa Millard ATPE Staff Ginger Franks Shannon Holmes
The 2019-20 ATPE-PAC Committee has extended this year’s challenge to July 31 in order to reach our $20,000 goal. Public education will undoubtedly be a hot button topic during the 2021 legislative session, and your investment today will help ensure educators’ voices are heard and therefore shape the outcome of the session. Donate today at atpepac.givesmart.com.
ATPE NEWS 13
You Cannot Be What You Cannot See: Girls Who Code Aims to Close the Tech Gender Gap WRITTEN BY GIRLS WHO CODE
B
ill Gates, Mark Zuckerberg, Albert Einstein, and Neil Armstrong are household names—but Katherine Johnson, Grace Hopper, Ada Lovelace, and Jean Bartik are not nearly as well known. As children’s rights activist Marian Wright Edelman says, “You cannot be what you cannot see.” The gender gap in STEM persists, and when girls can’t imagine themselves as computer scientists, they are less likely 14 ATPE NEWS
to pursue the field. Those who do are in the minority, making it likely that they’ll drop out somewhere along the pipeline. But according to research at Stanford University, if girls were to be exposed to female inventors at the same rate as boys to male inventors, female innovation rates would rise by 164%, and the gender gap in innovation would fall by 55%. Enter Girls Who Code.
The Origin of Girls Who Code In 2010, Reshma Saujani was running for Congress. As a part of her campaign, she visited classrooms across New York and noticed the lack of girls in computer science classrooms. Saujani’s House run was ultimately unsuccessful, but her observation stuck with her. After much research and many conversations, Saujani bought the GirlsWhoCode.com domain, borrowed some office space from a friend, and recruited 20 girls for the first-ever Girls Who Code Summer Immersion Program. This was the beginning of Girls Who Code (GWC), an idea that has since become a movement 185,000 girls and 100 million allies strong. By making female role models in tech more visible, Girls Who Code believes it can close the gender gap in the field.
Being Brave and Taking Risks Coppell ISD seventh grader Sai has been coding for a few years. Joining Girls Who Code has allowed her to learn text-based programming languages and be a part of a community of young coders. Sai is one of 26 students who belong to Coppell Middle School East’s Girls Who Code Club, which, like more than 10,000 other clubs across the nation, is a free after-school program for third through 12th grade girls. Curriculum ranges from activities for those with zero computer science experience to activities that introduce college-level coding concepts. “As a young person interested in
Sai, a seventh grader in Coppell ISD, has taken her coding skills to a new level thanks to Girls Who Code. coding, I was frustrated by the fact there weren’t many professionally organized ways for me to use what knowledge I had to create and invent with people who were also interested in programming,” Sai says. “That’s why I was enthralled when I saw a Girls Who Code application form posted on our school’s online network—I felt like I could really advance my skills in computer science by making something out of the opportunity that was presented to me. “Being a member of the club has allowed me to use my creative abilities in ways that I never thought would be so versatile, yet so easy to work with,” Sai continues. “Apps, software, and websites are rising in popularity, not only as utilities, but also as art forms. Girls Who Code has allowed me to harness these art forms, making them powerful, useful, and enjoyable-to-make tools. It has also significantly improved my collaboration skills and has helped me become more of a leader than a follower. I love
working with my friends on projects that require all of our skills and satisfy all of our interests.” Each club is led by a facilitator. For Sai and her fellow coding sisters, that facilitator is science teacher and ATPE member Jodie Deinhammer. “Ms. Deinhammer, normally our science teacher, is our facilitator,” Sai explains. “She has played a pivotal role in getting all of us off the ground and onto our computers. Each meeting, she remembers what we are here to do and helps us do it quickly, efficiently, and wonderfully. When any of us need help or are stuck, she’s fast to pinpoint the error and give us aid in solving it. None of us, from my group or others, would have gotten anywhere without her.” Deinhammer is a distinguished Apple Teacher whose interest in Girls Who Code was piqued at an Apple ConnectEd event. She confessed she was no coder, but when the GWC rep told her she didn’t need any computer science
{CLUB PROGRAM} Girls Who Code Clubs are free after-school programs for third to 12th grade girls. The curriculum includes activities for girls with zero computer science experience as well as activities that introduce college-level coding concepts. Anyone— teacher, librarian, parent, community
leader—can start a club, regardless of experience with computer science. Girls Who Code materials are designed so facilitators can learn alongside students. Girls Who Code currently has more than 10,000 clubs in communities across the United States. Learn more at girlswhocode.com/clubs.
ATPE NEWS 15
experience to lead a club, she promised to look into the program. After reviewing the sample curriculum and free resources, Deinhammer realized it was easy to get started. “I registered us online and made a flyer that I posted on the school announcements board,” Deinhammer explains. “I thought I would have 10 students at most, but 36 students signed up! When we met the following week, all of them showed up. I hadn’t realized, but they already knew about Girls Who Code.” Deinhammer recalls being “a little overwhelmed” because she didn’t know how to code herself, but after teaming up with another Apple Teacher, she was easily able to brainstorm how to make the club great for the students—and they loved it. Soon, the girls began collaborating with one another, pitching projects together, and giving one another feedback. “It was awesome to see the turnout and the confidence they were developing,” Deinhammer says. “I have learned that kids are really great problem solvers. I offer my support, but it’s really them who find the solutions to their challenges. “Not only are they great at working together, but also they really uplift one another and brag about how good their peers are. They are so invested and look forward to coming together so much. It’s inspiring. Although I initially was
worried it would be too much of a time commitment, I quickly realized that all of the resources I need are already created for me, making it easy to put together.” Currently, the Coppell Middle School East girls are working on a project modeled after the November Apple ConnectEd event in which they create an app prototype using Pages. The project is in partnership with IBM, and each part of the design has the real feel of a phone app. They’re even doing an app showcase with IBM where the students will receive direct feedback from IBM developers. Additionally, Sai says they’re making an app designed to make “going green a lot more fun.” Users complete challenges on the app and are then rewarded with coins that can be used to add wildlife to a virtual environment. Not wanting to stop there, Sai has taken her skills to the next level by working on projects offered by Girls Who Code headquarters. “Recently, I’ve been working on using public APIs and API keys to create JavaScript programs,” she explains. “Even if you’re not working with JavaScript, the projects they have offer a much-needed breath of fresh air from the relatively scarce amount of actual programming that is involved while working on our app prototypes.”
{ABOUT GIRLS WHO CODE} An international nonprofit, Girls Who Code works to close the gender gap in technology and lead the movement to inspire, educate, and equip young women with the computing skills needed to pursue 21st century opportunities. Since launching in the United States in 2012, Girls Who Code has reached over 185,000 girls through its programs (Clubs, Campus, Summer Immersion Program, and College Loops) and 100 million people through campaigns, advocacy work, and a 13-book New York Times best-selling series.
16 ATPE NEWS
Inspiring the Future
For both Sai and Deinhammer, Girls Who Code has been a wonderful, challenging, and wild ride. And they hope their success inspires other schools to start their own clubs, especially to help fill the gap in the tech world. “In addition to trying to convince the other middle schools to start GWC Clubs, I am encouraging the local high school to start a club as well,” Deinhammer says. “Many of the girls in our club are graduating this year and are concerned they won’t be able to continue Girls Who Code in the ninth grade. My main point of encouragement to teachers, librarians, and other community members is to be open-minded because it really is so fun and easy.” Sai believes in the ability of Girls Who Code to break down barriers and inspire the next generation of coders. “We need more girls, and more people altogether, in STEM fields,” Sai says. “Not only does the modern world demand more workers in STEM, but a majority of STEM jobs already in circulation go unfulfilled, which is bad for companies and industries alike. However, many are dissuaded from entering the field because it may seem daunting or challenging to do so. I hope the club succeeds in inspiring girls that society speaks the truth: Just about anyone can code.”
MEMBERS SPEAK
No Unseen Thief Will Steal Our Ability to Serve Our Students
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BY DEANN LEE, MILLSAP ISD SUPERINTENDENT arch 13, 2020. We had joked all week about the perfect storm those of us in education know is all too real. A full moon, Friday the 13th, and the week before spring break. What could possibly go wrong? The superintendents in my county had met in-person (the old days!) with emergency services and the chief medical officer March 12. We were preparing for a possible precautionary one-week shutdown, just in case, to curb the COVID-19 outbreak. I began prepping my leadership team for the possibility. Just like 9/11, I remember the exact moment when I realized this was much more serious than we first thought. Although
Millsap ISD is in Parker County, I joined the Tarrant County (Fort Worth area) superintendents’ call the afternoon of March 13 to get the latest news. County leaders were advising and requesting a two-week closure beyond the end of spring break. District after district complied. Life as I knew it hasn’t been the same since. There’s a saying among superintendents: “We don’t get ready, we STAY ready.” A superintendent is on the clock
Millsap ISD staff pass out food, Chromebooks, and homework packets for their students.
Are you an ATPE member with a
story to tell? Email comm@atpe.org for magazine submission guidelines.
24/7/365. It’s what we sign up for. So, what did I do? I went into emergency operations mode. I knew my first step was communication. By the time school was out, I had advised the board of trustees (always first), my leadership team, the staff, the students, and then the public. One of my first thoughts was: “I have to let staff know it’s going to be OK. We are family, and we got this!” I called an emergency staff meeting at 4 p.m. It was vitally important they saw me calm, confident, and with a plan. I assured them everyone would continue to get paid, but it would take flexibility and creativity to accomplish the feat before us. I wasn’t sure yet what that entailed, but I promised to keep them apprised. continued on page 38
Deann Lee has been the superintendent of Millsap ISD schools since August 2016 and was the assistant superintendent from 2014–2016. Prior to working at MISD, Lee served in Paris ISD for 23 years. There, she held several positions, including special education supervisor and federal programs director. A tireless advocate for education, Lee served as the 2012-13 state president of ATPE. ATPE NEWS 17
COMBATING CORONAVIRUS with
COMPASSION AND GRIT
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arch of 2020 began like any other March—families gearing up for spring break; schools preparing for evaluations, the STAAR test, and end-of-year celebrations; and Texans enjoying the first bluebonnets even as allergy season reared its ugly head. But by mid-March, normalcy had vanished as Texas, the country, and the world at large grappled with the new coronavirus, or COVID-19—the cause of a pandemic with sweeping consequences. The highly contagious illness ground business, socializing, church, and school to a crawl. On March 13, Gov. Greg Abbott declared a statewide public health disaster. On April 17, he issued an executive order mandating that school campuses remain closed to students for the remainder of the 2019-20 academic year. But that didn’t mean educators stopped serving students. Texas public educators hurriedly took their operations online in a feat akin to battlefield medicine: reinventing how they provided instruction and putting together homework packets, distributing technology, and operating curbside food pickup sites for their students. Among all the uncertainty, stress, and change, the Texas education community once again showed its compassion, courage, and determination to serve students and communities. What follows are just some of the stories to emerge from this extraordinary time.
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TEACHING FROM A DISTANCE By Jennifer Tuten
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s concerns about COVID-19 set in, a flurry of questions swirled around maintaining quality and continuity of education in the age of social distancing. By the end of April, 41 U.S. states and territories had closed schools for the remainder of the 2019-20 academic year, according to Education Week. In Texas, school closures were extended twice before Gov. Greg Abbott ultimately ordered campuses remain closed through the end of the school year. As triage-style distance learning became the “new normal,” at least temporarily, for the more than 1,200 school districts across Texas, ATPE reached out to members for their perspectives.
Initial Thoughts and Concerns
Mandy Vahrenkamp, an elementary teacher in Calhoun County ISD, says her initial reaction toward distance learning was apprehension. “I worried about those students who almost got a concept, those who don’t have the best home life or little food, and those who don’t have internet or access to a compatible device,” she says. “I knew we would do everything we could to help every student in our district, but there were still many concerns.” Before Houston ISD closed, ESL teacher Lotus Hoey was planning a distance learning strategy with her colleagues at Pershing Middle School. “My team and I had tossed around the idea of making curriculum packets because we were thinking something’s going to happen— we might as well be prepared.” After the Houston Livestock Show and Rodeo was canceled March 11, the possibility of campuses shutting down moved closer to reality, and the district ultimately closed campuses before Hoey and her co-workers could finalize their curriculum. As educators rolled out distance learning plans, the transition proved easier in theory than in practice for parents trying to strike a balance between their jobs, multiple children’s workloads, and limited resources. Vahrenkamp says: “Many parents have shared with me the struggle of having multiple children on different grade levels and only one device for all to work from. Parents, who are still working, struggle to get home from work to then start ‘school,’ while others are doing everything they can to keep their child(ren) focused and learning so as not to lose part of the year.” Another hurdle: IT issues. “I know that many districts
do provide devices, but as we all know, problems often occur with devices—who gets to fix the glitches and problems?” says Susie Andrews, a teacher for students with visual impairments in Raymondville ISD. Roya Dinbali, a forensic science teacher at Nacogdoches High School, was mostly concerned about reaching students and their parents. The district sent emails and made phone calls to keep parents informed, but unfortunately, once some parents were contacted, they said they didn’t realize school was still in session.
Distance Learning Implementation
Some districts throughout the state were well-equipped to make the temporary shift to a distance learning platform; other districts set plans into motion to make technology accessible to the entire student population. Kally Evans, a middle school science teacher in Willis ISD, was prepared for the distance learning task because her campus is 1:1 (one school-supplied computer, tablet, or mobile device per student). “Using different technology applications to enhance my students’ learning is a daily norm,” Evans says. The transition was more of an adjustment for her husband, who “I worried about does not teach at a 1:1 school. those students Tiffany Keszler, a K-5 music who almost got teacher in Ganado ISD, says her a concept, those district is 1:1 thanks to grants who don’t have the district had received severthe best home life al years prior. All students and or little food, and teachers had been assigned their those who don’t own Chromebooks, and the only have internet logistical hurdle was organizor access to a ing distribution points for the compatible device.” Chromebooks left on campus. —MANDY VAHRENKAMP Paper packets were sent to stuElementary teacher dents not using the provided onCalhoun County ISD line learning platforms. Mayra Gutierrez, a diagnostician in Weslaco ISD, says her district took a proactive approach to ensure continuity of learning: Educators were advised to create lessons and packets through the end of the school year in case students did not return to the classroom. Woden ISD, a rural school district in East Texas, also adapted quickly to its students’ needs. One of the district’s main challenges, according to pre-K teacher Teresa Millard, was limited community access to
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technology and internet. Millard says one Chromebook was made available per household, and paper packets were placed outside school doors for pickup, as well as posted online.
aligned grading policies with their existing systems as closely as possible, while others substituted numerical or letter grades with grades of “Pass,” “Fail,” or “Incomplete.” Nacogdoches ISD implemented a pass/fail grading Navigating New Challenges system in early April. Dinbali says the district initially As educators found innovative ways to connect with instructed educators to hold off on grading while they their students, shifting to a remote classroom presentworked out the details. At her school, students were exed its own host of obstacles. pected to complete one hour of coursework per week Gutierrez says remotely addressing accommodations for each of their seven class periods. The first two weeks for special education students—especially hands-on following spring break were dedicated to review, and work such as adaptive P.E., speech therapy, afterward, new material was introduced. and gross motor skills activities—can be difHoey says that in Houston ISD, signifificult. She also emphasizes the importance cant consideration was given to varying of documenting every interaction to ensure home circumstances. “We do still have students, parents, educators, and adminisstudents we have not been able to reach, tration remain on the same page. and it’s not fair to them if they fail because Andrews agrees that meeting special edthey’ve not had a device or internet in the ucation students’ needs is the most signifihome.” She adds that Pershing is a Title I cant challenge with distance learning in full school with a fair population of students swing. who lack internet or technology access. “My biggest challenge has been figuring Calhoun County ISD took similar mea“Everyone is out how to work with my students who have sures to ensure equity among students. trying to find a multiple handicaps and are nonverbal/non“We are taking grades on assignments, balance between responsive,” she says. “I sent out ideas to the but most of it is a participation grade,” too little and too parents on what they can work on with the Vahrenkamp says. One daily assignment much. It’s all a kids at home, but other than that, it can be and one test grade were recorded per stulearning process.” difficult.” dent each week. “My district did a really Despite these obstacles, Andrews made the good job of allowing teachers to use our —SUSIE ANDREWS best of new practices in distance learning. discretion on what we take for a grade, Teacher Raymondville ISD She says Zoom is her favorite distance learnwhich is nice and minimizes the stress.” ing tool: “It’s been helpful and productive. I Andrews, Millard, and Evans echoed have also sent links to my students for cookthe importance of flexibility in measuring ing shows, educational videos, and free library and auengagement and progress. “Everyone is trying to find a diobook links. I am currently doing Braille lessons with balance between too little and too much,” Andrews says. one of my students who is blind—it has been so much fun “It’s all a learning process.” to work with him.” Educators in Millard’s school district kept a close eye Jacki Cavazos, an elementary school teacher in Rio on participation to inform next steps in making materiHondo ISD, says her district prioritized communication. als available; however, assignments were not collected Educators called each student once a week and reached for a specific grade. out via a secondary mode of communication as well: text, Evans says: “Should our situation change, things will Microsoft Teams, email, or a second phone call. Cavazos be reevaluated. We are definitely working with a fluid says she and her partner teacher remained available as situation.” late as 7:45 p.m. on Tuesdays and Thursdays for parents whose work schedules conflicted with the school’s Breaking up the Monotony schedule. While maintaining structure was essential in the transition to distance learning, districts around the state deGrading and Distance Learning vised creative ways to shake up the routine and bolster The next priority for school districts was monitoring morale. participation, progress, and performance. Some districts Vahrenkamp held a Zoom scavenger hunt for her class.
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“We called out different items, such as ‘find a toy with wheels.’ Then students would run around their houses to find the item and return with it to show the camera.” Keszler incorporated several game-based learning tools into curriculum to keep students engaged. Her students especially enjoyed BrainPOP quizzes. Her school shared links for virtual field trips to museums and aquariums, as well as a link to “P.E. with Joe” on the YouTube channel “The Body Coach TV” to keep kids active. Hoey created a student incentive program using Class Dojo. Students earn 10 points for logging in each day and additional points through various games. Points can be redeemed for homework passes and other rewards. She also created an Instagram profile to help her students stay connected and kept in touch with parents not only on academics, but also on how things are going at home. Cavazos and her partner teacher injected energy into their Microsoft Teams instruction with the help of GoNoodle, a website with movement and mindfulness videos. “We also wore funny headbands or hats “Should our to teach. I believe it helped situation change, remind the students that I things will be was still there and wanted reevaluated. We to make this situation as fun are definitely as possible.” working with a Gutierrez says her son’s fluid situation.” teacher gathered students —KALLY EVANS on Zoom to sing “Happy Science teacher Birthday” to a classmate and Willis ISD share birthday cards. Millard, Dinbali, and Gutierrez say their schools held virtual spirit weeks, encouraging parents to share pictures on their respective Facebook pages. Millard and her colleagues also wrote notes and created signs to share with their students in a “We Miss You” video published on the district Facebook page. Lara Sursa, a librarian at Saegert Elementary in Killeen ISD, says her school also used Facebook to keep in touch with families. “We have done things like shout-outs, videos, virtual spirit weeks, and daily readings. My principal reads Sunday to Friday at 7:00 (a picture book) and at 7:30 (a chapter book) with our families. Many of us fill in when needed.”
Also, for Sursa, what started as a virtual substitute for a scheduled field trip turned into a video series featuring the farm she shares with her husband, fellow ATPE member Ron Sursa. Their video collection includes “showing how the chickens have grown, introducing baby goats, reading from the chicken coop, and goats climbing on us.”
Looking Ahead
Although the pandemic’s long-term effects on education are uncertain, one pos“We do still have itive outcome is the techstudents we have nological knowledge gained not been able to from the experience and reach, and it’s new understanding from not fair to them if parents about the educathey fail because tional process. they’ve not had a Evans hopes to see techdevice or internet nology become more comin the home.” monplace overall. “I would like to see my husband con—LOTUS HOEY tinue to use some of his new ESL teacher tech tools and his school to Houston ISD become 1:1,” she says. Andrews would like to see online videos used more widely to build interest in content. “There are a lot of good materials available online, and I think we need to find more ways to engage our kids through various multimedia activities along with traditional teaching.” Keszler wants the flipped classroom model to take a bigger role in education, noting that videos explaining a concept would allow for more hands-on work in class and reduce the need for tutorials during lunch and after school. Cavazos hopes technology will help keep students on pace if they are unable to attend class. “Online video chat with students would be very useful, especially when they are absent.” Vahrenkamp loved the parental involvement she saw in the distance learning environment. “Our parents were involved and asking questions and wanting to know what their child is doing and how they are doing it.” Many questions remain about what lies ahead, but one thing is for sure: Educators are eager to return. “I miss my kids!” Millard says.
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THE ESSENTIAL TASK OF FEEDING THE CHILDREN By Michael Spurlin
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hen schools began closing, educators and administrators had to rethink how they would instruct students. They also had to figure out how to feed children. Each day in Texas, more than 3 million students eat meals provided by the National School Lunch Program. Closing school campuses might be necessary to slow the spread of a deadly virus, but doing so also left many children without access to meals they depend on. To meet this challenge, Texas districts developed a completely new way to distribute food. With no safe way to serve food inside the school buildings, districts began distributing meals at curbside pickup locations. These distribution sites allowed parents to receive several meals at a time for their children while also helping protect food service staff by minimizing contact with the general public. Creating this system so rapidly forced school district officials to remain flexible and adapt. Initially, in early March, due to Department of Agriculture guidelines, parents were required to bring their children with them to pick up meals. This rule, written in a world before COVID-19, created a situation social distancing guidelines aimed to prevent. Fortunately, after hearing from district officials, the Texas Department of Agriculture requested and received a waiver of this federal rule. As the economic fallout worsened, food distribution centers became more important to more and more families. In response, the Texas Education Agency used the website txschools.gov to help families find school meal distribution centers. As time went on, some districts added other options to provide food to students, such as delivering food along established bus routes. Houston ISD supplemented its food distribution efforts by teaming with the Houston Food Bank to hold massive community food pickups at NRG Stadium, home of the Houston Texans. In the first two events, more than 1.3 million pounds of food were distributed. Unfortunately, the contagious nature of the virus meant food service was a dangerous job. Many districts saw employees test positive for COVID-19 and had to close some distribution locations and alter plans. Manor ISD had to suspend food distribution altogether after a number of
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While helping at a Round Rock ISD meal distribution site, food and nutrition services staff received notes of gratitude from students. employees tested positive. Fortunately, district officials were able to resume after a weeklong shutdown and implementing new safety precautions. Although it was difficult, those who took on the responsibility of feeding the children are proud of the job they did. “It has been rewarding serving on the front lines as we keep our district fed during these challenging times,” says George Townsend, director of food and nutrition services at Manor ISD. “The Lunch Hero Day takes on new meaning for me, permanently.” Educators have long known that food service staff are an essential part of every school. They provide students one of their most basic needs, allowing the students to then focus on the task of learning. After the courage, dedication, and ingenuity nutrition services staff have demonstrated in the face of this crisis, Texans everywhere know they are also some of society’s most essential workers.
THE STATE OF STAAR By Jesús Chávez
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ach year, thousands of Texas students take a State of Texas Assessments of Academic Readiness (STAAR) test. Passing these tests often means passing a grade level or meeting graduation requirements. But in the wake of COVID-19 school closures, the STAAR increasingly felt like less of a priority when weighed against public well-being. “With the COVID-19 pandemic and remain-in-place policies shutting down campuses across the state, it became clear pretty early on that the logistics of actually administering the STAAR test this year would be next to impossible,” says Monty Exter, ATPE senior lobbyist. “Many school leaders hoped state officials would agree.” Indeed, in early March, several elected officials, school officials, educators, parents, and other education stakeholders from across Texas began pushing for canceling the state testing requirement for this academic year. Still, it came as a minor shock when, on March 16, Gov. Greg Abbott, in conjunction with the Texas Education Agency (TEA), announced that Texas would waive the requirement for students to sit for and pass the STAAR for the 2019-20 academic year. Canceling the requirement altogether was an unprecedented turn of events. The state did not fully waive the state testing requirement even in the catastrophic aftermath of Hurricane Harvey in 2017. In a statement, TEA Commissioner Mike Morath said: “It has become apparent that schools will be unable to administer STAAR as they would normally. … We are thankful for Governor Abbott’s willingness to waive the STAAR requirement as it allows schools the maximum flexibility to remain focused on public health while also investing in the capacity to support student learning remotely.” The move left many questions unanswered and TEA and school officials scrambling to answer them. Many details regarding the waiver—which ATPE hailed as the right move—remain unknown as of this publication. In the short term, without the need to prepare for immediate STAAR tests, schools have been able to focus on strengthening the logistics of distance learning. “It’s pretty clear teachers and administrators are relieved not to have to worry about how to administer the STAAR test—or how their students would have fared—in this current environment,” Exter says. “They’re able to remain focused on devoting the extraordinary amount of
energy required to just create some semblance of continuity of learning for their students. For now, that’s good.” But Exter warns any long-term effects of this change and any potential challenges that need to be accounted for likely won’t be known until at least the next academic year. Schools will need to account for any changes or gaps that might come as a result of no state testing data for 2019-20. Many aspects of Texas’ public education system, from funding to accountability and distinctions, as well as numerous other academic programs, are tied to STAAR testing data. “STAAR scores are not only linked to negative repercussions in the accountability system,” Exter says. “They’re also linked to positive things like campus distinctions. The data needed to assist in providing these distinctions may be unavailable next year.” The lack of STAAR scores for students adds an extra burden upon districts in terms of assessing readiness for grade-level promotions. Per a March 18 TEA communiqué, without the typical state assessment data from STAAR, districts will have discretion as to whether students move to the next grade level. For graduating seniors who have yet to complete full end-of-course (EOC) assessments, districts need to determine through an individual graduation committee process whether students have met enough other requirements to successfully qualify for graduation. “Teachers, especially of graduating seniors, may find the alternative of running many more students through grade placement and graduation committees administratively burdensome at the end of the school year,” Exter says. “It’s going to take time to see how districts with large graduating classes work through these issues.” No STAAR testing data might also delay incentives for teachers under the new Teacher Incentive Allotment (TIA) system, which, as part of House Bill 3, offers additional funding to districts based on the number of teachers who complete a National Board Certification or satisfy other locally developed requirements. Student performance data was already a minor part of the current teacher appraisal system, and, according to Exter, was set to play a larger part in districts that were otherwise ready to roll out the new allotment. In addition to these state and local issues, there was the question of federal testing requirements. Although Abbott’s move effectively ensured school districts wouldn’t have to worry about the state testing requirement, it was nearly a week before any news broke about federal standardized testing requirements. State leaders had been imploring the Trump administration
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to waive the Every Student Succeeds Act 2020, including requirements that expemandate, which requires every state in riences take place in school settings, that the U.S. to test certain students on speface-to-face observations occur, and that cific subjects annually. On March 20, the 15 clock-hours of a field-based experience Education Department, under direction be conducted on a school campus for those from Secretary Betsy DeVos, announced it completing their field-based experience would waive federal testing requirements this spring or summer. so long as states submitted a “proper reNow, instead of having actual class-time quest” to the department. observation, Taylor uses videos of theo“This is good As Texas educators and schools contend ries, such as classroom management and to teach our with the switch to distance learning, digiproject-based learning, so students can students that this tal or otherwise, at least they won’t have to still complete the observation aspect of stuff happens, worry about preparing for the STAAR exam their coursework. and you’ve got to in the short term. There are enough issues “The state has given us activities, like prepare for it.” for educators to contend with at present. tutoring online, to meet criteria,” Taylor “The extended disruption in the learning adds. “So, our students are tutoring online —RENE ZÚÑIGA, Ed.D. environment is likely to exacerbate learning with their students like regular education Associate professor of education gaps between economically disadvantaged, teachers are doing, so they are learning to South Texas College limited English proficient, and special edteach online. I told them, ‘This is where ucation students and their more affluent, you really grow in your profession.’” English proficient, neurotypical peers,” Exter says. Rising to the challenge has been the attitude around South Texas College, where ATPE member Rene Zúñiga, Ed.D., is an associate professor of education. Due to the college’s proximity to the Gulf of Mexico and risk of hurricanes, Zúñiga says South Texas College has always taken a proactive approach to disaster response. This mindset has helped the college respond. “It’s been a challenge, but a challenge that has been welBy Sarah Gray comed because you never know what could happen, and this is real life,” he explains. “This is good to teach our stuhen many future educators should have been dents that this stuff happens, and you’ve got to prepare for it.” wrapping up final courses and field work, apZúñiga admits the closing of all public schools did take plying to open positions, or preparing for inthe college by surprise as they wondered how students terviews, they instead found themselves at home trying would complete field experience if they can’t be in the to complete training virtually. Colleges adapted quickly classroom. That’s when it became a group effort. South once TEA and Gov. Greg Abbott released guidance on edTexas College education professors reached out to othucator preparation programs. er organizations such as TCEA, the Texas Association “Right now, we’re making sure students get what they of Community Colleges, and the Texas Association of need,” says ATPE member Karen Taylor, Ph.D., direcCommunity College Teacher Education Programs to tor of field experience and an associate professor at come up with new ways to meet the state’s requirements. Schreiner University in Kerrville. “We’re all working as Students were given online links to real-life teaching hard as we can so that our students are getting the edupresentations on topics such as cooperative learning and cation they need to be successful.” asked to write reflection reports afterward. One TEA waiver allows certain educator certification “It’s like virtual field experience,” Zúñiga explains. “We candidates to apply for a one-year probationary certificate. came up with a pretty good amount [of video content] Candidates must still complete the fingerprinting process. that show an actual teacher teaching a lesson. That’s Additionally, TEA announced out-of-state educators on what we want our students to see: what it is like to teach one-year certificates will receive an automatic one-year a lesson in a real school.” extension. Finally, the governor has waived certain Taylor and Zúñiga both say that, overall, the lessons are requirements for those who were completing clinical going well, though the new setup is not without issues. teaching, an internship, or a practicum during spring Zúñiga says some students lack internet access or have
FUTURE EDUCATORS PREPARE FOR THE UNKNOWN
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part-time jobs at H-E-B or Walmart, so some requirements had to be modified, and the education department extended deadlines when needed. Both professors also note that a virtual semester, as spring 2020 ultimately became, isn’t what students signed up for, and many of them miss the camaraderie of the program. “My students are doing OK, but they’re sad they aren’t here [on campus],” Taylor admits. “This isn’t how they wanted their semester to end.” Taylor and Zúñiga remain confident in their students. “Our students are very hard workers,” Zúñiga says. “They are very humble and do what we ask them to do. They are responsible and want to do the best job to be the best teacher. We’re training them to be not just the best, but an effective teacher.” Taylor speaks of her students proudly: “My students in the clinical field are ready. We’re all doing the best we can. We’re always here to serve, and my students are making a difference—that’s what all teachers are here for.”
CARING FOR THE CLASS OF 2020 By Sarah Gray
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sually, spring is a time of celebration and reflection, a time to acknowledge progress and look forward to the next chapter. Students advance to the next grade, prom is held, and seniors prepare to walk across the stage for graduation. But the spring of 2020 was no usual time. Gov. Greg Abbott’s executive order mandating that schools remain closed for the remainder of the academic year meant school districts were left with many questions regarding end-of-year events, especially senior-specific celebrations. As of this writing, districts across the state had postponed or outright canceled junior and senior proms. There is, however, little shortage of celebrities aiming to fill the void: “The Office” actor John Krasinski, who started a YouTube show called “Some Good News,” held a virtual prom for the class of 2020. Promposals, decorations, and formal wear were all encouraged as celebrities including Chance the Rapper, Billie Eilish, and The Jonas Brothers jumped on the video call to perform. (The virtual prom is now archived on YouTube.) Graduation ceremonies were another matter. On May 5, TEA released guidelines for four different types of graduations: completely virtual ceremonies; hybrid ceremonies mixing video and in-person celebrations; vehicle
ceremonies where students and families wait in their cars as students are recognized one at a time; or outdoor, in-person ceremonies. That last pathway includes a few caveats: For rural counties who have an attestation described in the governor’s report on reopening Texas, an outdoor ceremony could take place between May 15–31, and for everyone else, an outdoor ceremony could take place on or after June 1. Before this guidance, though, Texas school districts did pretty well on their own to creatively celebrate seniors. Marshall ISD announced its top 10 student ranking via Facebook Live. Buffalo ISD off I-45 put up signs on telephone poles featuring senior yearbook photos. In Wylie outside Dallas, high school principal Virdie Montgomery visited all 612 seniors in person, a journey that took him 12 days and racked up 800 miles on his car. Lockhart ISD rounded up the community for a “Senior Honk Line” on May 1. Seniors in decorated vehicles honked and waved at community members who turned out to offer congratulations and support. Georgetown ISD had a similar idea with a parade on May 29 where each senior and their guests were allowed one car for a drive through downtown Georgetown as their names were announced. Some districts pushed their planned graduation ceremonies out to July or August, while others followed the motto of “the bigger, the better,” where better means “safer”: School districts in Denton County are now holding graduation ceremonies at Texas Motor Speedway, which has a seating capacity of 181,655. “We made this decision after much consideration and discussion with campus leaders, student leaders, and district leadership,” Lewisville ISD said in a released statement. “This was the only option for which Denton County officials could guarantee their approval. It was made clear to us that our alternate graduation plans may be cancelled or only allowed to proceed with little or no audience present, depending on health guidelines. We decided not to take the risk, and to go with the sure option.” The ceremony will be broadcast on the speedway’s 12-story-tall, 218-foot-wide video board as friends and families watch from parked cars in the infield of the racetrack. District officials anticipate that every student will be able to walk across the field and receive a diploma, hands free. But whatever the case, whatever the decision, and wherever the district, the public education community worked nonstop to ensure milestones were met with the care and celebration Texas students deserved— pandemic be darned. All information presented is accurate as of May 22, 2020.
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ATPE SUMMIT 2020 A NEW VISION
July 6–10, 2020 CELEBRATE THE STATE’S LARGEST COMMUNITY OF EDUCATORS
atpesummit.org
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All members are invited to the first-ever virtual ATPE Summit, where we’ll commemorate the association’s 40th anniversary and celebrate the state’s largest community of educators. This year, we’re happy to announce that registration is free to all ATPE members.
Learn & Grow
Lead & Govern
Be inspired by keynote speaker Trevor Muir. Enjoy a curated selection of continuing professional education (CPE) opportunities from ATPE and our strategic partners. Attendees may earn up to 10 hours of CPE credit.
Get a preview of the upcoming election and legislative session from ATPE Governmental Relations. Receive training in effective ATPE leadership at the local unit and region levels. Shape the future of your association during the annual ATPE House of Delegates meeting.
Celebrate & Make History Laugh along with principal/comedian Gerry Brooks. Make ATPE history as we celebrate our 40th anniversary during this historic conference.
Trevor Muir and Gerry Brooks appearances arranged through Gotham Artists.
VOTING DELEGATES must be registered by their local unit or region president by the June 9 delegate certification deadline. Non-voting attendees may register themselves beginning June 10. Visit atpesummit.org to learn more.
ATPE NEWS 27
What to Expect at the Virtual Summit Professional learning sessions will be presented by iWrite, the Paramount Story Wranglers, and ATPE partners TCEA, the Texas Association for the Gifted and Talented (TAGT), and It’s Time Texas. Visit atpesummit.org for full details, session descriptions, and the latest information. MONDAY, JULY 6 10–11:15 a.m.. . . . . . . . . . . . . . Professional Development Session* 10 a.m.–12 p.m. . . . . Virtual Prefile Table (by appointment only) 1–3:45 p.m.. . . . . . . . . . . . . . Professional Development Sessions* 4–5 p.m. . . . . . . . . . . . . . . . . . . . . . ATPE Summit: Let’s Get Virtual (attendee orientation)
Your ATPE State Officer Candidates Participants in the House of Delegates meeting July 9 will hear speeches from the 2020-21 state officer candidates outlining their skills, backgrounds, qualifications, and philosophies. Delegates will cast their votes electronically during the virtual meeting. Only certified delegates may vote.
TUESDAY, JULY 7 9–10:30 a.m. . . . . . . . . . . . . Opening Session with Trevor Muir & Presentation of the ATPE Educator of the Year Awards 10:45 a.m.–12 p.m. . . . Update on Ad Hoc Governance Committee 1–3:45 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . Leader Training Sessions
WEDNESDAY, JULY 8 9–10:15 a.m. . . . . . . . . . . . . . . . Advocacy Update & Recognition of ATPE-PAC Awards Recipients 10:30 a.m.–3:45 p.m.. . . . . . . . . . . . . . . . Leader Training Sessions
THURSDAY, JULY 9 9 a.m.–2:15 p.m.. . . . . . . . . . . . . . . . . . . . . Leader Training Sessions 2:30–5:30 p.m. . . . . . . . . . . . . ATPE House of Delegates Meeting (until completion)
FRIDAY, JULY 10 9–11:45 a.m.. . . . . . . . . . . . . Professional Development Sessions* 1–2:15 p.m.. . . . . . . . . . . Closing Session with Gerry Brooks, ATPE Leadership Awards, & Installation of 2020-21 ATPE State Officers *CPE credit available. Agenda is subject to change. Visit atpesummit.org for the most up-to-date schedule, including region caucus times. 28 ATPE NEWS
GET TO KNOW THE CANDIDATES ONLINE All candidates had the opportunity to create short videos responding to questions about their qualifications and vision. Any submitted candidate videos will be posted at atpesummit.org/candidates.
President
Vice President
Jimmy Lee
Karen Hames
ATPE LEADERSHIP EXPERIENCE:
ATPE LEADERSHIP EXPERIENCE:
State vice president, treasurer, and secretary; Region 8 director; member of the Best Practices, Bylaws, Legislative, Membership, Public Information, and Political Action committees; chair of the Governance Committee; chair of the Finance Committee; treasurer of a Local Unit of the Year Award winner; campus representative; vice president of Paris ATPE
State secretary and treasurer; Region 11 director, president, vice president, and secretary; Lewisville ATPE campus representative, secretary, vice president, president, and past president; chairwoman of the Governance Committee; member of the Bylaws, Membership, and Professional Rights and Responsibilities committees and the Ad Hoc Committee on Governance; member of the Texas Public Education Project Board
ATPE RECOGNITION: Ben Shilcutt Plus Club; William B. Travis honoree
CURRENT POSITION: Substitute teacher in Millsap ISD
OTHER LEADERSHIP EXPERIENCE: High school principal and assistant principal, junior high school principal and assistant principal, and elementary principal; football and basketball coach; mentor teacher; Region 8 Assistant Principal of the Year; member of the Instructional Leadership and District of Innovation teams at Millsap ISD; Fellowship of Christian Athletes sponsor; Student Crime Stoppers sponsor; member of Soda Springs Baptist Church; campaign volunteer; former small business owner; politically active in numerous campaigns
YEARS IN ATPE: 22 YEARS IN EDUCATION: 33
ATPE RECOGNITION: President of a Local Unit of the Year finalist; William B. Travis honoree; Ben Shilcutt Plus Club
CURRENT POSITION: Eighth grade English/language arts and reading teacher in Lewisville ISD
OTHER LEADERSHIP EXPERIENCE: Campus teacher of the year; district teacher of the year; superintendent’s council, mentor teacher, student teacher supervisor, UIL coach, editor of The Griffin Express, trainer for the New Jersey Writing Project in Texas, and English department chairperson at Lewisville ISD; chairperson of the Planning and Zoning Commission, member of the Community Development Board, and member of the Special Events Board at the city of The Colony; chairperson of the Administrative Council, member of the Finance Committee, choir president, editor of Quarter Notes, contemporary worship leader, and lay leader at First United Methodist Church of The Colony
YEARS IN ATPE: 23 YEARS IN EDUCATION: 42
ATPE NEWS 29
Secretary
Treasurer
Stacey Ward
Jason Forbis
ATPE LEADERSHIP EXPERIENCE:
ATPE LEADERSHIP EXPERIENCE:
State treasurer; Region 4 director, past president, president, vice president, and secretary; member of Services & Discounts and Resolutions committees; Humble ATPE president, vice president, and secretary
Region 12 director, past president, president, vice president, secretary, and treasurer; chairman of the Region 12 Scholarship Committee; Midway (12) ATPE president, membership chair, treasurer, officer of Green Apple award-winning local unit, and campus representative; Waco ATPE president, vice president, secretary, scholarship committee chair, LAN coordinator, and campus representative; member of Legislative, PAC, Membership, and Resolutions committees; chair of Professional Rights and Responsibilities Committee; vice president of ATPE Foundation board; chaired Board of Directors Membership Committee; member of Board of Directors Ad Hoc Committee on Fund Balances
ATPE RECOGNITION: President of a Local Unit of the Year finalist; finalist for Educator of the Year
CURRENT POSITION: Fifth grade math and science teacher in Humble ISD
OTHER LEADERSHIP EXPERIENCE: Mu Pi Chapter of Delta Kappa Gamma legislative chair; science and math professional development presenter in Humble ISD; member of superintendent’s Teacher Advisory Committee; fifth grade team leader; Student Council co-sponsor; Math Olympiad and EcoBot sponsor; committeeman for the Western Heritage Community Challenge Committee; committeeman, captain, and assistant chair captain for the Corral Club at the Houston Livestock Show and Rodeo
YEARS IN ATPE: 23 YEARS IN EDUCATION: 23
ATPE RECOGNITION: Region 12 Elementary Educator of the Year; Stephen F. Austin honoree; William B. Travis honoree; Ben Shilcutt Plus Club
CURRENT POSITION: Kindergarten teacher in Midway (12) ISD
OTHER LEADERSHIP EXPERIENCE: Member of the MISD (12) superintendent’s council; Baylor University student teacher mentor; MISD (12) campus and district UIL coordinator; UIL campus coach; 2008 TEA state committee member; district science committee member, professional development presenter in MISD (12); coordinator of food drive for the Hunger Free MISD Program; member of Columbus Avenue Baptist Church; certified pharmacy technician at H-E-B
YEARS IN ATPE: 22 YEARS IN EDUCATION: 22
30 ATPE NEWS
Treasurer Jayne Serna ATPE LEADERSHIP EXPERIENCE: Region 13 director, past president, president, vice president, treasurer, and secretary; member of the Ad Hoc Committee on Governance and Ad Hoc Committee on Region Governance; member of Educators Professional Liability and Employment Rights, Member Services, Standing Resolutions, and Volunteer Advisory committees; Leander ATPE president, membership committee chair, and campus representative
ATPE RECOGNITION: Secondary Teacher of the Year; William B. Travis honoree; Stephen F. Austin honoree; PAC Statesman honoree; Ben Shilcutt Plus Club
CURRENT POSITION: Adjunct professor of history at Austin Community College
OTHER LEADERSHIP EXPERIENCE: Member of the TEA/SBEC/T-TESS Classroom Teacher Standards Advisory and the TEA STAAR/ EOC U.S. History Item Review Committees; member of the Curriculum Development Committee for Leander ISD Social Studies; member of the Site-Based Improvement Committee for Leander High School; member of the City of Leander Bond Advisory and Comprehensive Plan Advisory Committees; president and secretary of Leander Parks and Recreation Advisory Board; co-founder and president of Leander Youth Soccer; and worship team member, keyboards, and vocals, of Hope Bible Fellowship, Round Rock
YEARS IN ATPE: 30 YEARS IN EDUCATION: 30
2020 House of Delegates ATPE members from across the state will virtually convene July 9 for the ATPE House of Delegates (HOD) Meeting. Delegates will elect the 2020-21 ATPE state officers, vote on any proposed new business, and approve the ATPE Legislative Program. WHERE CAN YOU FIND THE INFORMATION YOU NEED? Proposed Resolutions The HOD will vote on several types of resolutions. Read the resolutions in their entirety and board and committee recommendations for each one at atpesummit.org/hod-business.
Proposed ATPE Legislative Program The HOD will also vote to approve the ATPE Legislative Program, a list of the association’s positions on education policies under the purview of the Texas Legislature, state agencies, and the federal government. The program guides ATPE Governmental Relations in its advocacy work. Delegates and other members wishing to view the proposed positions should visit atpesummit.org/hod-business.
Bylaws No proposed bylaws amendments were submitted by the March 15 deadline; therefore, the HOD agenda will not include any bylaws action items.
QUESTIONS? If you have questions, reach out to your region president or your director. Find your region president’s info at atpe.org/Your-ATPE/ATPE-TOC and your director’s info at atpe.org/board-ofdirectors. You can also contact ATPE directly at members@atpe.org. We look forward to seeing you through our computer screens at the 2020 ATPE Summit! Information is accurate as of May 22, 2020. Visit atpesummit.org for the latest information.
ATPE NEWS 31
ATE and TPE begin talks of consolidating to form one group.
C E L E B R AT I N G 4 0 Y E A R S O F AT P E On April 1, 1980, two independent educator associations merged to create what would become the state’s largest community of educators, and the rest is history.
It’s been a wonderful 40 years of YOUR ATPE! In 1980, two fledgling groups dedicated to the advancement of public education and educators in Texas merged to form the Association of Texas Professional Educators (ATPE). Thanks to the forward-thinking members from the Association of Texas Educators (ATE) and Texas Professional Educators (TPE), ATPE has been a champion, an ally, and a voice for the past 40 years, and today is the largest education association in Texas. Between now and April 1, 2021, please join me and your fellow ATPE members in our yearlong celebration of all things ATPE as we reflect on the past 40 years of our existence and look forward to supporting the educators of Texas for another 40 years and beyond. Sincerely,
Tonja Gray, 2019-20 State President
32 ATPE NEWS
1975
The Texas State Teachers Association (TSTA) unites with a national teacher union, the National Education Association (NEA). Disillusioned members leave to join the Association of Texas Educators (ATE) and Texas Professional Educators (TPE), two groups formed in response to the TSTA/NEA unification.
1977
1980
On April 1, 1980, ATE and TPE officially merge to become the Association of Texas Professional Educators, or ATPE.
1981
ATPE News, previously a newsletter, re-launches as a magazine focused on covering Texas education trends, news, issues, and more.
A Brief History of ATPE In 1975, the Texas State Teachers Association (TSTA), then the largest educator organization in Texas, united with the National Education Association (NEA), a national teacher union. This move troubled many of its members. Many felt that a labor union model did not properly serve or represent the concerns of a professional community of educators in Texas and feared there could come a time when they would be forced to leave their classrooms and students to participate in a strike or work stoppage. Disillusioned with the changes they saw coming, many members of TSTA left to join either the Association of Texas Educators (ATE) or Texas Professional Educators (TPE). These organizations were established as an alternative to the unified TSTA/ NEA association and shared similar philosophies and inclusive membership criteria, serving teachers, administrators, and support personnel alike. Both organizations focused on needs and goals common to all professional educators. So, it was no
4 0 Y E A R S O F A T P E | A Timeline
With membership at 45,500, ATPE becomes the nation’s largest nonunion educators’ association.
1988
ATPE secures legislative sponsors for a record 21 bills submitted to the 75th Texas Legislature and defeats the first real legislative attempt to pass private school vouchers.
1993
With more than 62,000 members, ATPE becomes the largest educator association in Texas, a distinction that it has held nearly every year since.
62,000 MEMBERS ATPE IS THE LARGEST EDUCATORS’ ASSOCIATION IN TEXAS
1996
ATPE reaches 100,000 members across Texas.
1997
2000
2001
ATPE becomes the first educator group in Texas to launch its own website.
ATPE celebrates 40 years!
2011
2019
2020
ATPE members from across Texas come together on July 20–23, 2011, to attend the inaugural ATPE Summit in Austin. ATPE successfully lobbies for creation of the first statewide health insurance program for public school employees.
surprise that by 1977 they would find themselves in consolidation talks—only a year after they were chartered. In 1980, the groups merged to create the Association of Texas Professional Educators (ATPE)—a larger, more influential professional association that was built upon ATE and TPE’s inclusive, member-first philosophies. Since 1980, Texas public education, the conversations around it, and the issues it faces have all grown and changed, and ATPE has grown and changed along with them. Today, ATPE represents Texas’ largest community of educators, with approximately 100,000 members statewide. Every step of the way, ATPE has worked to advocate for educators and deliver affordable, high-quality products and services that give members the peace of mind needed to inspire student success. From now until April 1, 2021, ATPE will be celebrating its 40-year history, its accomplishments, and you, its members.
Thanks in part to the mobilization of Texas educators at the 2018 polls, the 86th Texas Legislature becomes known as the Session of Public Education. ATPE helps secure the passage of historic school finance bill House Bill 3 as part of an $11.6 billion school finance measure.
Commemorate ATPE40 with Us On April 1 of this year, ATPE launched atpe.org/40, a new web page dedicated to all things ATPE40. On atpe.org/40, you’ll find: • An interactive history and timeline of ATPE • A section detailing important content from ATPE archives • Photos from throughout ATPE’s 40 years • News related to ATPE40 • A form where ATPE members can submit stories or testimonials about ATPE The page will be updated regularly with new content, submissions from ATPE members, information about events, and more. ATPE will also share 40th anniversary content on its social media channels using #ATPE40. Be sure to follow ATPE on Twitter (@OfficialATPE), Facebook (Facebook.com/OfficialATPE), and Instagram (@OfficialATPE). Between now and April 1, 2021, tune into ATPE News for special ATPE40 coverage in our upcoming issues! ATPE NEWS 33
YOUR ATPE
Calling all ATPE retired members! Did you know you could earn a $100 Visa gift card just for sharing the wisdom you’ve gained from years in the education field? Well, you can! Young educators could really use your help. As a retired ATPE leader and educator, your experience and enthusiasm are invaluable resources. We invite you to put those resources to use by spreading the word about ATPE at new-teacher orientations during August. Don’t worry; we’ll supply you with everything you need! As a thank-you, you’ll receive a $100 Visa gift card for every three orientations you attend (limit five gift cards per person). ATPE can’t cover every school district without your help! If you would like more information, please contact ATPE Membership Manager Chris Chodacki at cchodacki@atpe.org or (800) 777-2873.
#TeachersCan ATPE is honored to be part of #TeachersCan, a coalition of dozens of Texas associations, brands, chambers of commerce, and universities that have joined together to elevate the teaching profession in the public eye. Your voice is needed as part of this movement! Tell your story by uploading a video to Facebook, Twitter, or Instagram using the hashtag #TeachersCan (and please tag @OfficialATPE when you do!). Find ideas for your video at teacherscan.org, such as sharing why you teach, what you wish others knew about teaching, and how teachers can make a big difference for students. Be on the lookout for more exciting news from #TeachersCan over the summer and during the back-toschool season. Standard Issue Association Term Life Insurance ADVERTISEMENT
Reassurance for you and your loved ones At Association of Texas Professional Educators, we want to help you and your family to have financial peace of mind if the unforeseen happens. That’s why we’re pleased to offer Standard Issue Association Term Life Insurance through MetLife. You’ll enjoy competitive rates and more. • Your coverage also includes valuable built-in features to help you make the right decisions to manage what life may bring.
To apply or learn more, visit startprotectingyourfuture.com/isi/isi or call Insurance Specialists, Inc. at 1-888-474-1959. Coverage may not be available in all states. Please contact Insurance Specialists, Inc. at 1-888-474-1959 for more information. Like most insurance policies, insurance policies offered by MetLife and its affiliates contain certain exclusions, exceptions, reductions, limitations, waiting periods and terms for keeping them in force. Please contact Insurance Specialists, Inc. at 1-888-474-1959 for costs and complete details. Metropolitan Life Insurance Company | 200 Park Avenue | New York, NY 10166 L0519514691[exp0521][All States][DC,GU,MP,PR,VI] © 2020 MetLife Services and Solutions, LLC
34 ATPE NEWS
YOUR ATPE
FINDING THE BEST FIT
Which Membership Category Should You Join for 2020-21? If your employment status is changing for the upcoming 2020-21 school year, you need to make sure to renew your ATPE membership in the correct category.
Are you a 2019-20 college student member?
Are you a 2019-20 student teacher member?
Are you moving into an administrator role in 2020-21?
If you will be student teaching or doing classroom observations in 2020-21, renew in the student teacher category so you have access to legal resources.*
If you will be teaching in your own classroom in 2020-21, renew as a first-time professional member so you have access to legal resources.*
or
or
If you will be employed as a principal, assistant superintendent, or superintendent for 2020-21, renew in the administrator member category so that you have access to legal resources.*
If your 2020-21 coursework will not include classroom observations, renew in the college student category. (This is not an insured category.)
If you will be substitute teaching, renew in the associate category to have access to legal resources.*
or If you will be a director or vice principal, renew in the professional member category to have access to legal resources.*
Are you retiring at the end of 2019-20?
Are you planning not to work in education in 2020-21?
If you are retiring at the end of 2019-20, continue your ATPE membership in 2020-21 by renewing in the retired category for only $10.
If you will not be working in education in 2020-21, remain a part of the ATPE community by renewing in the public category for only $35. Public members receive ATPE publications and save using our services and discounts.
or The retired category is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to legal resources.*
or The public category is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to legal resources.*
Please contact ATPE Membership at members@atpe.org or (800) 777-2873 if you have questions about which membership category you should join. *Eligibility, terms, conditions, and limitations apply. Visit atpe.org/protection to view important disclosures and complete details of the insurance policy. Staff attorney services are provided separate from the Educators Professional Liability Insurance Program. ATPE NEWS 35
YOUR ATPE
Meet ATPE’s
REGIONAL MEMBERSHIP SPECIALISTS ATPE’s eight dedicated regional membership specialists support ATPE's recruitment and retention efforts in their communities across the state. Not sure what region you're in? Enter your ISD in the map at atpe.org to find out.
ROGER GUTIERREZ
CYNTHIA VILLALOVOS
GINGER FRANKS
CHARLES GLOVER
Regions 1 & 2 rgutierrez@atpe.org
Regions 3 & 4 cvillalovos@atpe.org
Regions 5–7 gfranks@atpe.org
Regions 8 & 10 cglover@atpe.org
DIANE POKLUDA
MARY JANE WAITS
JEFF VEGA
VACANT
Regions 9 & 11 dpokluda@atpe.org
Regions 12, 14, & 15 mjwaits@atpe.org
Regions 16–19 jvega@atpe.org
36 ATPE NEWS
Regions 13 & 20 Please email kgreer@atpe.org in the interim.
EDUCATORS MAKE GREAT STUDENTS Stephen F. Austin State University offers myriad graduate educator preparation programs through online, hybrid and face-to-face formats. ONLINE
Master of Education early childhood elementary education (with or without reading specialist certification) secondary education special education (with or without educational diagnostician) educational leadership (principal preparation) Certificates ESL/bilingual supplemental certificate principal or superintendent preparation supplemental certificates
HYBRID
Master of Education special education with visual impairment or orientation and mobility Master of Arts professional counseling (school counseling) school psychology
FACE-TO-FACE
Doctor of Education educational leadership (approx. every other Friday evening/all day Saturday) Doctor of Philosophy school psychology Take classes to further your education when it’s convenient for you! For more information about these programs, contact Belinda Davis, James I. Perkins College of Education graduate studies coordinator, at (936) 468-1587 or coegrad@sfasu.edu.
continued from page 10—Your Ally
superintendent/school board and the education commissioner/governor. For example, when the question of closing schools arose, the initial message was that this was usually a local decision and the commissioner of education had no authority to order a district to close its schools. But then Gov. Greg Abbott used his general authority to ensure health and well-being and ordered districts that had not already done so to close. Later, a question arose regarding whether teacher appraisals could be completed as T-TESS procedures required an observation of classroom teaching, which was often not possible due to the pandemic. The commissioner determined that districts could forgo teacher appraisals but only if they submitted a request for an appraisal waiver. So, whether a teacher’s appraisal was completed depended first on the commissioner’s determination that appraisals could be waived and second on a local decision to request a waiver—a prime example that decision-making is often complicated and may involve both local and state authorities. (On the advocacy front, ATPE sent a letter to TEA Commissioner Mike Morath April 2 urging the agency to take further action by directing districts not to administer T-TESS. As of this writing, the decision to request an appraisal waiver was still left up to districts.)
Educators are amazing
Probably the biggest takeaway was just further proof of how adaptable and resilient public school educators are. If someone had said a year ago that all school districts in the state would have to develop a way over the summer to provide distance learning to their students and be prepared to do it at the start of school, most people would have said it could not be done. But educators achieved this feat in a couple short weeks. 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 12—Your Voice
Like all Americans, we are hopeful the social distancing measures we have undertaken, along with the development of treatments and a vaccine, will allow our country to reopen and return to a new normal in the coming months. At that point, ATPE will turn our federal advocacy efforts back to opposing policy proposals coming from the executive branch that aim to reduce overall federal education funding, reduce program funds by consolidating 38 ATPE NEWS
them into block grants, reduce early childhood funding, and establish vouchers for private schools. In the meantime, stay home, stay safe, and stay involved. Use ATPE’s online resources, including TeachtheVote.org, to receive the latest updates on our advocacy efforts in Texas and in the nation’s capital. Meanwhile, we will continue to let elected officials at the local, state, and federal levels know how their actions affect your ability to be a professional educator who makes a positive difference in the lives of your students. David Pore is a partner in the Hance Scarborough law firm and manages the firm’s Washington, D.C., office. With over 20 years of public policy experience, David has been a federal lobbyist for ATPE for over 15 years. Before that, he held senior staff positions in the Texas Legislature and the U.S. Congress and was part of the ATPE Governmental Relations team from 2002–2004 before going into private practice. continued from page 17—Members Speak
I couldn’t believe their sense of peace as they left the meeting. Little did I know it was the last time I would get to hug them this school year. When I was ATPE state president during 2012-13, I often stated, “All our yesterdays bring us to today, and all our todays will take us to tomorrow.” The entirety of my previous leadership experiences, including those with ATPE, prepared me for the weeks following March 13. In a matter of hours, public education was reinvented, with over 1,000 food distribution centers established across Texas, remote counseling services set up, and educators accepting the call to invite students into their homes in a way we never could have imagined. Parents across the world instantly realized “Those who CAN, teach.” Only hours before writing these words April 17, our governor showed true leadership in announcing the closure of Texas’ schools for the remainder of the 2019-20 school year. Although I respect his decision for the long-term health of our great state, I mourn. My arms ache for my littles. My ears long for the sound of children’s laughter and teenagers’ bantering. My tears fall for the memories seniors will forever be deprived. And, yet, my heart swells with pride at the endless displays of love I witness from staff every day. They, like you, are determined no unseen thief will steal our opportunity to show each child they are not forgotten, they will not be left hungry, and their minds will continue to grow. We are the glue that holds our democracy together. I have taken every opportunity possible to thank my Millsap Bulldog nation—students, staff, parents, the board, and the community—for coming together to support each other during this crisis. I thank you, ATPE family, for selflessly showing the world that even without STAAR or a predictable future, we exist for the 5.4 million children in Texas who rely on us for constancy, assurance, and care. This superintendent applauds you.
We’re proud to support the state’s largest community of educators When the COVID-19 pandemic hit, Texas educators leapt into action. You put together homework packets. You served meals curbside. You distributed laptops. You mastered Zoom.
And you did it out of love.
ATPE is honored to support you and 100,000 of your colleagues as you make the lives of Texas children better each day. We look forward to serving you again in 2020-21.
Renew your ATPE membership today at atpe.org/join-2020.
ATPE’s Membership Dues, Explained In fall 2019, ATPE introduced discounted membership rates for professional and associate members who pay their dues via credit card, bank draft, or check. We’re excited to announce these rates have been further reduced for the 2020-21 membership year!
How much does a full year of ATPE membership cost?
Pay dues by payroll deduction
First-time professional membership
$110
$110
Professional membership
$175
$175 Only $139!
Associate membership
$90
$90 Only $80!
$225
$225
(including para-educators)
Administrator membership (principals, assistant superintendents, superintendents)
SAVE when you pay dues by credit card, bank draft, or check Installment payments and auto-renew available for credit card/bank draft at atpe.org/join
ATPE is now accepting applications for 2020-21. First-time professional memberships will be available until October 31, 2020. Professional, associate, and administrator memberships will be available until January 31, 2021.
Eligibility dates for legal resources*
Eligible 2020-21 ATPE members who join before August 1, 2020, may access legal resources* beginning August 1, 2020. Access to all other membership benefits, including services and discounts, begins as soon as your membership application is processed. Eligible members must join by September 30, 2020, to avoid a 30-day wait for legal resources.*
Join today at atpe.org/join or text ATPE to 38470 to receive a link to join online! Questions? Call (800) 777-2873 or email members@atpe.org.
*Eligibility, terms, conditions, and limitations apply. Visit atpe.org/protection to view important disclosures and complete details of the insurance policy. Staff attorney services are provided separate from the Educators Professional Liability Insurance Program. 40 ATPE NEWS
Use this side to join by
CHECK
2020–21 ATPE Membership Application
Installment payments & auto-renew available for credit card/bank draft at atpe.org STEP 1
MM
Personal Information
Name (first, middle, last)
Last 4 digits of SSN
ATPE member ID (optional)
Male
Birthdate (MM/DD/YY)
ISD
Female
Campus
Cell phone (required)
Home phone (optional)
Personal email (required) Campus email (optional)
Employee ID number
Mailing address State
City ZIP
Recruited by Print: First Name
STEP 2
Membership Category (select one) & Invest in Education
DESIGNATED ATPE REPS Received Date
See below for category descriptions.
Student Teacher, College Student, and Public members may join online at atpe.org. 2020-21 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2021. FirstTime Professional memberships will not be accepted after Oct. 31, 2020.
Last Name
Professional (teacher, counselor, etc.) . . . . . . . . . . . . . $139 $175 First-Time Professional (never been a professional member) . $110
Print Name
Associate (para-educator, aide, support staff, etc.) . . . . . . $80 $90 Signature
Administrator (principal, superintendent, etc.) . . . . . . . . . . . $225 Retired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$10 OPTIONAL: Invest in Education ATPE Local Unit Dues . . . . . . . . . . . . . . . . . . . . . $ Support ATPE in your local school district.
ATPE-PAC Suggested Donation . . . . . . . . . . . . $ Make a voluntary donation to our political action committee.
Yes, contact me about becoming a volunteer! How to Submit Your Application
12
TOTAL $
Mail your completed application and check to: ATPE | 305 E. Huntland Dr., Ste. 300 | Austin, TX 78752
ATPE membership year begins 8/1/20 & ends 7/31/21. Some benefits’ effective dates may not match effective membership dates. Visit atpe.org for disclosure details/limitations. I understand that ATPE may contact me via information provided on this application, including email and text, to communicate about my benefits/account. ATPE dues are not deductible as charitable contributions for income tax purposes but may be deductible as misc. itemized deductions, subject to IRS restrictions. Approx. 94% of your dues dollar is considered deductible; 5.6% is used for lobbying activities and is therefore not deductible. Or hand-deliver it to an authorized ATPE representative. Faxed or scanned applications are not accepted.
ATPE MEMBERSHIP CATEGORIES You must join in the appropriate insured category in order to qualify for the Educators Professional Liability Insurance Policy. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only. Professional, First-Time Professional, Associate, and Administrator membership is open to persons employed in Texas by a public school district, institution of higher education, Regional Education Service Center, State Board for Educator Certification, or the Texas Education Agency. If you have a question about the eligibility of job descriptions not listed below, call (800) 777-2873. INSURED CATEGORIES Professional Member First-Time Professional Member (Rate available only through 10/31/20) Athletic Director/Coordinator Athletic Trainer At-Risk Coordinator Audiologist Band/Choral Director Business Manager Coach Counselor
Curriculum Director Dean of Instruction Department Head/Chair Diagnostician Instructional Officer Intern Teacher IT Director/Coordinator Librarian Nurse (RN) Parent/Community Coordinator Assistant Principal Regional Service Center Staff School Psychologist/Associate
UNINSURED CATEGORIES Social Worker Teacher Therapist/Pathologist University Professor Visiting Teacher Administrator Member Educators who are employed in Texas by a public school district as a principal, assistant/deputy/ area superintendent, or superintendent, and whose position requires certification
by the State Board for Educator Certification Associate Member Aide to position in Professional category Alternative Center Aide Bus Driver Cafeteria Worker Clerk–General Computer Programmer/Entry Custodial Worker Deaf Interpreter
Educational Aide/Technician Maintenance Worker Nurse (LVN) Regional Service Center Aide Secretary Security Guard (Unarmed) Substitute Teacher
Join online at atpe.org
Student Teacher Member
Public Member
Student teacher in Texas
Friend of public education
College Student Member Non-teaching college student Retired Member Retired former school employee
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PAYROLL DEDUCTION
2020–21 ATPE Membership Application
Save when you pay by credit card, bank draft, or check! See reverse. STEP 1
MM
Personal Information
Name (first, middle, last)
Last 4 digits of SSN
ATPE member ID (optional)
Male
Birthdate (MM/DD/YY)
ISD
Female
Campus
Cell phone (required)
Home phone (optional)
Personal email (required) Campus email (optional)
Employee ID number
Mailing address State
City ZIP
Recruited by Print: First Name
STEP 2
Membership Category (select one) & Invest in Education
Student Teacher, College Student, and Public members may join online at atpe.org.
Associate (para-educator, aide, support staff, etc.) . . . . . . . . . . $90 Administrator (principal, superintendent, etc.) . . . . . . . . . . . $225 Retired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$10 OPTIONAL: Invest in Education ATPE Local Unit Dues . . . . . . . . . . . . . . . . . . . . . $ ATPE-PAC Suggested Donation . . . . . . . . . . . . $
Yes, contact me about becoming a volunteer!
Received Date Print Name Signature
ATPE membership year begins 8/1/20 & ends 7/31/21. Some benefits’ effective dates may not match effective membership dates. Visit atpe.org for disclosure details/limitations. I understand that ATPE may contact me via information provided on this application, including email and text, to communicate about my benefits/account. ATPE dues are not deductible as charitable contributions for income tax purposes but may be deductible as misc. itemized deductions, subject to IRS restrictions. Approx. 94% of your dues dollar is considered deductible; 5.6% is used for lobbying activities and is therefore not deductible.
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STEP 3
DESIGNATED ATPE REPS
Professional (teacher, counselor, etc.) . . . . . . . . . . . . . . . . . . $175 First-Time Professional (never been a professional member) . $110
You must join in the appropriate insured category to qualify for the Educators Professional Liability Insurance Policy. See reverse for category descriptions.
Last Name
12
TOTAL $
Payroll Deduction Authorization
2020–21 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2021.* First-Time Professional memberships will not be accepted after Oct. 31, 2020. I authorize ISD to deduct membership dues and donations. I further authorize ATPE to notify the ISD of changes in the amount of my annual dues and the ISD to deduct the new amounts. If my employment with the ISD ends, I authorize any unpaid balance to be deducted from my final check. This authorization for deductions is effective until I give notice to the ISD that I want to revoke it.
Total Amount $ I get paid
Total # of Deductions
Monthly
Last 4 digits of SSN
Bi-weekly
Date
I wish to cancel deduction of membership dues for: TX AFT
TCTA
TSTA
UEA
Other
Employee ID
Printed Name Signature
*ISD payroll offices may stop accepting payroll authorizations before Jan. 31, 2021.
How to Submit Your Application
Mail the entire application to: ATPE | 305 E. Huntland Dr., Ste. 300 | Austin, TX 78752
Or hand-deliver it to an authorized ATPE representative. Faxed or scanned applications are not accepted.
BRAIN BREAK
Practicing Good Sleep Hygiene By Michael Spurlin
E
veryone knows the importance of getting enough sleep. According to the Centers for Disease Control and Prevention, the average adult needs at least seven hours of sleep each night. Lack of adequate sleep not only leaves you feeling drowsy the next day but also increases your risk for serious health problems such as diabetes, cardiovascular disease, depression, and obesity. Unfortunately, many people fail to get the healthy sleep they need. Between work, family obligations, other
Be Consistent
Keep the same sleep schedule each day. Pick a time to go to bed that allows you to get seven hours of sleep, then get up and go to bed at the same time, even on weekends.
Exercise
Being physically active during the day will help you fall asleep in the evening. However, avoid strenuous workouts close to bedtime.
responsibilities, and now a pandemic, it is all too easy to sacrifice sleep to get more time out of the day. Even more frustrating, when you do try to go to bed early, it can be difficult to fall asleep quickly. However, practicing good sleep hygiene can help. “Sleep hygiene� is the term used to describe a variety of practices and behaviors that can help you fall asleep and get quality rest. Following these tips below with consistency could help you get restful sleep.
Avoid Large Meals, Caffeine, and Alcohol Before Bedtime
Some food and drinks can be disruptive right before sleep, including heavy or rich foods that trigger indigestion. Caffeinated beverages and alcohol contain chemicals that can keep you awake or disturb the quality of your sleep.
Ditch the Electronics
Remove electronics such as TVs, computers, and smart phones from the bedroom. Try not to use them starting 30 minutes before you go to bed.
Establish a Routine
Create a regular, relaxing bedtime routine. A consistent routine right before bedtime helps the body recognize it is time for sleep. This can include taking a warm shower or bath, reading a book, or performing some light stretches.
Keep It Comfortable
Make sure your bedroom is quiet, dark, and at a cool temperature.
Avoid Late Naps
Napping in the late afternoon or evening can decrease your sleep drive. Take naps before 5 p.m. and keep them short.
If you implement these tips and still struggle to sleep, be sure to contact your doctor to rule out any health problems that might be affecting your sleep. ATPE NEWS 43
Association of Texas Professional Educators 305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792
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