Spring 2021 ATPE News by Association of Texas Professional Educators

ATPE News COVID-19 BY THE NUMBERS: Analyzing your response to ATPE surveys PAGE 24

Teacher TikTok The latest vid social med eo-sharing ia allows edu platform connect w cators to hen u times hav ncertain e ke them apa pt rt PAGE 20

100K

14.5K

What to know if resignation

becomes your last resort SPRING 2021 | ATPE.ORG

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Why public education funding is ATPE’s No. 1 priority this legislative session PAGE 16

Electricity plans made for Texas educators

ATPE has partnered with TriEagle Energy to bring you simple electricity rates with no hidden fees or surprises on your bill. Better yet, those who sign up will be supporting the association— a win-win for ATPE all the way around! When you choose TriEagle Energy as your electricity provider, you’ll even have the option to help the environment by choosing a plan with 100% wind energy!

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PRESIDENT’S MESSAGE

ATPE News

The official publication of the Association of Texas Professional Educators

State Officers

Jimmy Lee. . . . . . . . . . . . . . . . . President, Paris (8) Karen Hames. . . . . Vice President, Lewisville (11) Stacey Ward. . . . . . . . . . . . Secretary, Humble (4) Jayne Serna. . . . . . . . . . . . . Treasurer, Leander (13) Tonja Gray. . . . . . . . . . . . Past President, Abilene (14)

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) Gidget Belinoski-Bailey. . . . . . . . . . . . . . Willis (6) Kim Dolese. . . . . . . . . . . . . . . Northeast Texas (7) Shelia Slider. . . . . . . . . . . . . . . . . . North Lamar (8) Patti Gibbs. . . . . . . . . . . . . . . . . . . . . . . Nocona (9) Wanda Bailey. . . . . . . . . . . . . . . . . . . Mesquite (10) Teri Naya. . . . . . . . . . . . . . . . . . . . . . . . Birdville (11) Ron Walcik. . . . . . . . . . . . . . . . . . . . . . . Killeen (12) Christie Smith. . . . . . . . . . . . . . . . .Pflugerville (13) Leslie Ward. . . . . . . . . Jim Ned Consolidated (14) Darlene Kelly. . . . . . . . . . . . . . . . . . . Ballinger (15) Shane Whitten. . . . . . . . . . . . . . . . . . . Amarillo (16) Allyson Haveman . . . . . . . . . . . . . . . . Lubbock (17) Gail Adlesperger. . . . . . . . . . . . . . . Big Spring (18) Open . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (19) Laura Herrera. . . . . . . . . . . . . . . . . North East (20)

e are getting down to the final stretch. It is hard to believe that three-quarters of the school year is behind us. As we make a final push toward the finish line, let’s look back and be proud of what we have accomplished in this most unusual year as educators. When we started school in August and September, some of the things we heard again and again were “I don’t think I can do this” and “we can’t do this.” But look at where we are now: Together we have made it this far, and together we are nearing the finish line. The road hasn’t been easy; no one can deny that. Many times, it was only by sheer will and determination that a task was accomplished. But nothing is stronger than a determined educator. You have proven, not only to yourself but also to the rest of the world, that you will get the job done—no matter the circumstances. That is powerful and speaks volumes about who you are as an educator and as a person.

ATPE News Staff

Sarah Gray . . . . . . . . . . . . . . . . . . . . . . . . . . . . Editor John Kilpper. . . . . . . . . . . . . . . . . . . . . . Art Director Michael Spurlin. . . . . . . . . . . . . . . Associate Editor Haley Weis. . . . . . . . . . . . . . . . . . . Associate Editor Jennifer Tuten. . . . . . . . . . . . . . . . . . . Digital Editor Jesus Chavez. . . . . . . . . . . . . . Contributing Editor Kristina Kaczmarek. . . . . . 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 2021 in USA by the Association of Texas Professional Educators

BUT NOTHING IS STRONGER THAN A DETERMINED EDUCATOR. I have witnessed educators giving more than they have ever given, doing things they have never done, and going beyond expectations. Because of your servant hearts, students throughout Texas have benefited. This spirit is what educators are made of and shows just how much this profession means to us. A mere thank-you is not enough to show the gratitude you deserve for all you have done—you deserve so much more than that. It is truly an honor to be associated with such dedicated professionals like you. As we move into the spring and a time of renewal, it is my hope that you will spend a few moments encouraging yourself and your colleagues to finish strong—our students are so worth it. Like I said in August, together we CAN do this! Stay strong, my ATPE and educator friends. Know that you are appreciated more than you can imagine.

Jimmy Lee ATPE State President

ISSN ©ATPE 2021 0279-6260 USPS 578-050 305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) atpe.org | atpe@atpe.org ATPE NEWS 3

Contents ATPE NEWS | Spring 2021, Volume 41, Number 3

Teachers Taking Over TikTok

20 FEATURES

On the Cover

Teachers Taking Over TikTok

As an emerging social media platform, TikTok has stolen the world’s gaze. Discover how educators are using this platform and creating “teacher TikTok.” 4 ATPE NEWS

The Real World: Community ISD CTE Program Teaches Students Skills for Workplace Success

Find out how one Texas school district expanded their career and technical education program to 11 pathways in under three years.

Finding Connections During a Time of Loss

Several clinicians and public health professionals spoke with ATPE about the toll COVID-19 is taking on students’ and educators’ mental health.

Community ISD photo courtesy of Community ISD; ©iStockphoto.com/KeithBishop

 26

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 12 Your Ally

Many educators are deciding they just can’t make it to the end of the year. Learn more about resignations and contract releases.

13 PAC’s Peak & PAC Honor Roll

30 SPECIAL SECTION 24 The Numbers Behind an Impossible Situation

Educators find themselves in an impossible situation as the COVID-19 pandemic continues to ravage the state of Texas. ATPE conducted various educator-focused surveys and put together a snapshot of the most compelling responses.

16 Your Voice

This session, ATPE is urging the state to provide students and educators the resources they need.

18 Homebound Instruction During a Global Pandemic

Arlington ATPE member Stephanie Hudson writes about the realities of homebound instruction and how it is affecting students during the COVID-19 pandemic.

35 Your ATPE 2021 ATPE Summit: Make New Connections We’re ready to make new connections at the 2021 ATPE Summit. Check out the top five reasons to attend! PAGE 10

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.

43 Brain Break: Tips for Hydration

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

March 1–5

Texas Public Schools Week

9–11

Texas Independence Day

SXSW EDU Online

Daylight saving time begins

State officer nominations and proposed bylaws amendments due to state office

April 1

41st anniversary of ATPE’s founding

State office closed for Good Friday

School Librarian Appreciation Day

15–16 16–17 TRS Board of Trustees meeting

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

May 1

School Principal Day

6 ATPE NEWS

3–7

Teacher Appreciation Week

21–23 31 ATPE Board of Directors meeting

Sine die (87th Texas legislative session ends); PAC’s Peak Challenge ends; State office closed for Memorial Day

14–16 State Board of Education meetings

State Board for Educator Certification meeting

THE ASSOCIATION OF TEXAS PROFESSIONAL EDUCATORS AND GCU

Working Together for You

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Earning your degree from Grand Canyon University represents a positive next step in achieving your career goals. Founded in 1949, GCU offers more than 150 online programs for bachelor’s, master’s and doctoral degree programs in some of the fastest-growing career fields. ATPE has a special arrangement with GCU that allows eligible participants to earn a degree, certificate or take a single course with special benefits.

BENEFITS FOR EDUCATIONAL ALLIANCE PARTICIPANTS:

SEE HOW YOUR COURSEWORK AND PREVIOUS CREDITS APPLY

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

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

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

Important policy information is available in the University Policy Handbook at https://www.gcu.edu/academics/academic-policies.php. The information printed in this material is accurate as of April 2017. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at gcu.edu/disclosures. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Grand Canyon University is regionally accredited by the Higher Learning Commission (800-621-7440; http://hlcommission.org/). GCU, while reserving its lawful rights in light of its Christian mission, is committed to maintaining an academic environment that is free from unlawful discrimination. Further detail on GCU’s Non-Discrimination policies can be found at gcu.edu/titleIX. 17COEE0071

REGIONAL ROUNDUP

Kansas

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

CANYON

4 SANGER

SOCORRO

CONNALLY

1 DAYTON

2 LA FERIA

8 ATPE NEWS

Gulf of Mexic

From Across the State 1 Recipes of Hope

A little sugar and spice can make anything nice! Dayton ISD Superintendent Dr. Jessica Johnson wanted to find a creative way to share some socially distanced love from her kitchen table. Johnson came up with the idea to create a cookbook so Dayton ISD employees could share their favorite recipes during quarantine. The cookbook ended up having over 500 unique recipes and took more than five months to put together.

Arkansas

daytonisd.net

4 Sanger’s Store

Sanger ISD’s Linda Tutt High School has opened a grocery store that will address food insecurity for its students and community. The store is student-run and completely based off a point system, not money; however, students are never turned away if they are in need of food. Located in an extra room within the school, the grocery store offers frozen food, canned food, and even select produce. sangerisd.net

2 Personal Book Recommendations 5 Mining Their Craft

There’s nothing better than cozying up after a long day with a good book. In hope of encouraging more students to read, La Feria ISD featured a YouTube series focusing on book recommendations from staff, students, and administrators. The series showcased seven different children’s books to celebrate Children’s Book Week 2020 in the district. The district’s YouTube account also offers videos to facilitate better communication from district employees to students’ families.

Louisiana Photos courtesy of Dayton ISD, La Feria ISD, Connally ISD, Sanger ISD, Canyon ISD, and Socorro ISD

HEADLI N ES

Minecraft is not just for gaming—it is for educating, too! Canyon ISD’s Randall High School educators added Minecraft to their Microsoft Office 365 portfolio to enhance the learning opportunities for their students and to have some fun. The game allows educators to teach their students various lessons, including math, coding, and chemistry, and students get to have fun, work together, and learn important skills. canyonisd.net

laferiaisd.org

6 Nuclear Intelligence

3 Quick Thinking

Three Connally ISD JROTC students were in the right place at the right time. Ah’quavion Leathers, Landon Johnson, and Shania Green jumped into action when they witnessed a car crash involving a semitruck. When the students went to check on the people in the car, they were surprised to find three of their own classmates! The heroes later received the Good Samaritan Award from the Connally ISD superintendent and board of trustees.

Six Socorro ISD students were named the top winners in the first-ever student competition at the Nuclear Power Institute at Texas A&M University. The students created videos based on the impact of current and future applications from nuclear science and modern technology. The focus of the videos was to bring awareness to nuclear science and technology within the students’ communities. sisd.net

connally.org

ATPE NEWS 9

Make New Connections After a historic virtual summit and ATPE House of Delegates meeting in 2020, we’re ready to make new connections at the 2021 ATPE Summit. There’s something for everyone at the summit, whether you’re a new educator just starting your career or a veteran ATPE leader eager to learn the latest and greatest about your professional association.

July 12–14, 2021 Details coming soon at atpe.org

10 ATPE NEWS

TOP

Reasons to Attend the 2021 ATPE Summit

Connections with colleagues

Curated professional learning courses

Without a doubt, the top reason to attend ATPE’s annual conference is to connect with friends both old and new. This year’s summit will offer new networking opportunities in a virtual setting! (We even know of one wedding that came from a summit meeting, but no guarantees.)

Earn continuing professional education (CPE) credit on a wide variety of topics brought to you by ATPE’s professional learning partners.

Opportunities to shape the future of ATPE and Texas public education During the ATPE House of Delegates meeting, members make important decisions not only about ATPE operations but also about the positions we take on critical issues that affect you and your students.

Latest news from ATPE Governmental Relations The dust will have settled (fingers crossed) after one of the most critical legislative sessions for Texas public education. Hear directly from your lobby team on the bills that will have the greatest impact on your career and your classroom.

Celebrate you Kick back with fun, interactive sessions and by celebrating the educational and volunteer accomplishments of your fellow members.

The big question: Will the 2021 ATPE Summit take place in person or virtually? At press time, the ATPE Board of Directors and staff were working to determine the safest format for the 2021 ATPE Summit. Visit atpe.org for the latest news and announcements about the event format and registration.

ATPE NEWS 11

YOUR ALLY

The Last Resort: Resignation Due to COVID-19 Concerns

T BY PAUL TAPP ATPE Managing Attorney

he one-two punch of coronavirus-related health concerns and the pressures of teaching in person, remotely, or in a hybrid of the two, all while simultaneously learning how to do it, have led many educators to decide they just can’t make it to the end of the year. While leave is often a better alternative, it is not always available. A district employee who does not have a contract can resign at any time, for any reason. But nearly all teachers and other certified personnel have contracts, which makes a midyear resignation more complicated. A contract is a legally enforceable promise by the teacher to work for the entire school year, so a teacher cannot simply resign during the school year. If the district agrees to release the teacher from the contract, the teacher is free to go. But leaving without a release can lead to a complaint to the State Board for Educator Certification (SBEC) that the teacher “abandoned” their contract.

Requesting a Contract Release

A request for a release is simply a request that someone with authority agrees, on behalf of the district, to release the teacher from their remaining contractual obligations. Some larger districts have a specific process, but in many cases, the request is just a letter or email to the superintendent or HR director. Often, the superintendent has the authority to grant a release. (Rarely, if ever, does a campus principal have this authority.) The district is under no legal obligation to grant a release. Even if a release is not granted, the teacher can still leave—the district cannot compel the teacher to continue showing up every day. The district also does not have the ability to “hold” a teacher’s teaching certificate. The district can, however, file a complaint for “contract abandonment.” This is why the reason for the teacher’s desire to leave is important: It is critical to whether the teacher will be penalized for leaving. Note that it is extremely unusual for teachers to be sued for breach of contract. (Although also unusual, there are some charter school teacher contracts that state a teacher will owe the school a certain amount of money if the teacher leaves early.)

12 ATPE NEWS

The Abandonment Complaint and “Good Cause”

If a teacher leaves midyear without a release, the school board can vote that the teacher “abandoned” their contract without good cause and can submit a complaint to SBEC requesting the educator be sanctioned. If a timely complaint is filed, the Texas Education Agency (TEA) will investigate to determine independently whether the teacher had good cause to leave. If TEA determines the teacher had good cause, the agency will simply dismiss the complaint. If, however, TEA determines there was not good cause, sanctions can still be pursued through the normal procedures that apply to SBEC disciplinary due process. The SBEC rules define what is good cause for contract abandonment and provide several specific situations that are considered good cause: • Serious illness or health condition of the educator or close family member of the educator. • Relocation to a new city as a result of change in employer of the educator’s spouse or partner who resides with the educator. • Significant change in the educator’s family needs that require the educator to relocate or devote more time than allowed by current employment. The first and third grounds for good cause are the most significant for coronavirus-related reasons. Many teachers are considering resigning because either their own health condition puts them more at risk if they contract COVID-19 or a close family member’s health condition puts that family member at risk were the teacher to bring the virus home. The pandemic has also caused some teachers who are also parents to keep their own children home. If this were to interfere with a teacher’s ability to work, this might also be good cause. Although this pandemic is unprecedented, and we do not have a lot of examples of how SBEC will treat these circumstances, preliminary indications are that investigators are sympathetic to those with verifiable, documented risk factors and needs. continued on page 41

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 September 1 to December 31, 2020.

Alvin Ron Fitzwater

Amarillo Miguel Renteria

Ballinger Darlene Kelly

Boerne Ona Beth Day Richard Wiggins

Bushland Dawn Riley

Community Wendy Smith

Corsicana Julleen Bottoms Brooke Roberts

Crowley Steve Pokluda

Cypress-Fairbanks Dorothy Hulett Eli Rodriguez

Dallas Araceli Slette

Ferris Meredith Malloy

Galena Park Sharon Dixon Lynn Nutt

Conroe Judi Thomas

Houston Lotus Hoey

Lewisville Karen Hames

Humble Gayle Sampley

Lubbock Allyson Haveman

Ingram Chris Moralez

McAllen Twila Figueroa MaElena Ingram Daisy Palomo

Jim Ned Consolidated Nicole Fuller

Midway (12) Jason Forbis

Nacogdoches Katherine Whitbeck

Round Rock CaRita Forte Stephanie Stoebe

North Lamar Shelia Slider

San Antonio Byron Hildebrand

Northside (20) Madonna Felan David de la Garza Bobbye Patton

Spearman Sherry Boyd

Stanton Bill Griffin Olney Dale Lovett Becky Spurlock Sam Spurlock

Tyler Betty Berndt

Paris Jerrica Liggins

Woden Teresa Millard

Pasadena Charlotte Anthony

ATPE Staff Shannon Holmes

Plano Lindsay Robinson

Killeen Ron Walcik

La Joya Yessica Garza

Leander Jayne Serna Hale Center Lynette Ginn

Invest in the ATPE Political Action Committee today! It’s easy to set up recurring monthly or quarterly donations online at atpe.org/pac-donate.

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

ATPE NEWS 13

USE YOUR TEACHER VOICE TAKE THE PAC’S PEAK CHALLENGE TODAY Think about your teacher voice. It commands attention. It conveys expertise. It exudes professionalism. In other words, it’s the voice you want the Texas Legislature to hear. Lawmakers listen to constituent calls, emails, and letters. They listen to votes. And they also listen to campaign donations. That’s why it’s critical for ATPE members to support the ATPE Political Action Committee (ATPE-PAC). When we pool our resources together, our voice becomes stronger. The 11th Annual PAC’s Peak Challenge kicked off February 1 and runs through May 31. Our goal is to raise $20,000 for your ATPE-PAC. Remember: None of your dues dollars go to ATPE-PAC. In order to stay funded, ATPE-PAC depends solely on voluntary donations from ATPE members like you!

GIVE TODAY AT

ATPEPAC.GIVESMART.COM OR BY TEXTING “ATPEPAC” TO 76278

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

14 ATPE NEWS

THE 411 ON PACS DEMYSTIFYING THE ATPE POLITICAL ACTION COMMITTEE (ATPE-PAC) If you’re new to public education advocacy, the concept of a political action committee, or PAC for short, can seem a bit mysterious or even a little awkward because it involves giving money to politicians. The reality is, though, that PACs are a smart way for everyone to amplify their voice in the political process.

WHY DO PACS EXIST? PACs exist because it’s expensive to run for political office. It costs money to print signs, buy ads, and hire staff. If candidates weren’t allowed to accept donations from their supporters, then only the extremely wealthy could afford to run for office. The first PAC was created in 1944, and PACs are governed by state and federal laws to ensure fair play. If we don’t help those who share our priorities get elected, then we can’t expect our priorities to receive attention.

WHY SHOULD I GIVE TO A PAC INSTEAD OF DIRECTLY TO A CANDIDATE? You can give directly to candidates, of course, but giving to a PAC allows you to pool your resources with like-minded individuals, like your fellow ATPE members, in support of candidates who understand and support public education priorities. Look at it this way: Would you remember the names of 500 people who gave you $10 each, or would you remember the name of one PAC that gave you $5,000?

I CAN ONLY AFFORD A SMALL CONTRIBUTION. SHOULD I EVEN BOTHER? Absolutely yes! Small contributions add up fast. If every ATPE member gave $10 to ATPE-PAC this year, we’d have $1 million in our PAC. $10 is roughly the cost of one month of your favorite streaming service or a couple of trips to Starbucks. In other words, it’s not a huge investment, especially when you consider the potential benefits.

HOW DOES ATPE-PAC DECIDE WHICH CANDIDATES WILL RECEIVE DONATIONS? Decisions about ATPE contributions are based on many factors, including incumbent voting records, responses to ATPE candidate surveys, public positions on education issues, and potential leadership positions in the Texas Legislature. You’ll note that political party is not on that list. ATPE-PAC gives contributions to those who support the priorities outlined in our member-driven legislative program, regardless of any party affiliation.

BUT I THOUGHT ATPE DID NOT ENDORSE CANDIDATES? That’s correct: ATPE does not. ATPE-PAC contributions come with the stipulation that the contribution does not constitute a public endorsement by ATPE. ATPE believes each member should support the officeholder/candidate of their choice. We encourage members to use ATPE’s voter education resources, such as TeachtheVote.org, to make informed choices at the polls and support pro-public education candidates.

I’M ALREADY PAYING ANNUAL DUES. WHY ARE YOU ASKING FOR MORE MONEY? State and federal laws prohibit ATPE from donating dues dollars directly to candidates. Every dollar that goes into ATPE-PAC is a voluntary contribution and has nothing to do with your membership benefits. Further, ATPE-PAC is limited in whom we can ask to make donations. We can only solicit donations from ATPE members, employees, and their families.

WHERE CAN I LEARN MORE? Visit atpe.org/PAC-overview to learn more about ATPE-PAC.

ATPE NEWS 15

YOUR VOICE

Students and Educators Need More Help. ATPE Is Asking the State for It.

S BY MONTY EXTER Senior Lobbyist

16 ATPE NEWS

chool districts across the state have incurred legislators must also maintain the education fundsubstantially increased costs because of the ing commitments they made in 2019 with the pasCOVID-19 pandemic. It’s expensive to im- sage of House Bill 3, as well as provide additional plement extensive virtual learning systems and funding if they expect schools to realistically adenhanced safety protocols. At the same time, dress the significant learning gaps that are a bymany districts have experienced significant de- product of the pandemic. clines in student enrollment and attendance this Although the current and future challenges eduschool year as parents, students, and educators cators face to mitigate and repair the damage caused grapple with the pandemic. Schools, which are by COVID-19 are daunting, the resources to meet funded based on daily attendance numbers, were these challenges are available if the Legislature saved from funding cuts during the first half of and state leaders choose to dedicate dollars to this school year by a “hold the task. The current budharmless” provision. The get shortfall and projected provision, put in place by future budget shortfall are, the Texas Education Agency thankfully, minimal (likely at Gov. Greg Abbott’s direcin the $1 billion–$5 billion tion, allowed districts to range), whereas the state’s THE NEED TO PROVIDE base their funding on either access to emergency funding prior-year or current-year RESOURCES FOR STUDENTS is substantial. attendance numbers, whichFirst, the Economic AND EDUCATORS HAS ever was greater. Stabilization Fund, often reNEVER BEEN GREATER. Unfortunately, the hold ferred to as the state’s “rainy ATPE HAS MADE PUBLIC harmless provision expired day fund,” is projected to at the end of the first seEDUCATION FUNDING OUR contain $11 billion by the end mester. ATPE and other TOP LEGISLATIVE PRIORITY of the next budget cycle if left educator, administrator, unused. Second, the state THIS YEAR. and third-party advocacy has received, or is due to regroups, as well as more than ceive, more than $7 billion 80 legislators, have requestin federal relief funding eared the governor extend the hold harmless funding marked for public education based on legislation protection through the end of the 2020-21 school already passed by Congress. This figure does not year. As of this magazine’s press date, such an ex- include any future relief bills or additional dollars tension had not yet been granted. not dedicated to public education that Texas has Extending the hold harmless provision is only received through existing federal relief legislation. the first step needed to provide critical resourcThe need to provide resources for students and es to students and educators. However, the hold educators has never been greater. ATPE has made harmless provision alone would not adequately public education funding our top legislative priorcover the increased coronavirus-related expenses ity this year in the hope that we can preserve the many districts face, including the costs of main- funding gains and equity enhancements achieved taining a safe school environment and providing through last session’s House Bill 3 and overcome digital devices and content to remote learners. the ongoing challenges presented by COVID-19. That’s why ATPE is requesting the Legislature provide funding to cover the increased costs disTo keep up with the latest news in Texas tricts have incurred and will continue to incur public education, visit ATPE’s advocacy during the previous and current school year. website TeachtheVote.org. Looking beyond the current school year,

THREE WAYS TO KEEP UP WITH ATPE’S ADVOCACY THIS LEGISLATIVE SESSION The Texas legislative session is often fast and furious—and there’s a lot to keep track of. We know your schedule is crammed enough as it is, so here are three easy ways to keep up with ATPE’s advocacy during the 87th Texas Legislature.

TeachtheVote.org ATPE’s comprehensive advocacy website, TeachtheVote.org, makes it easy for any Texan—including educators, parents, and college students—to read the public education news that matters most. Stay informed through regular blog posts by the ATPE lobbyists and email updates about legislative developments in Texas and Washington, D.C., as well as regulatory actions that affect the education community. Teach the Vote connects your choices at the polls to the realities in the classroom. Don’t forget: You can also follow @TeachtheVote and each of ATPE’s lobbyists on Twitter for real-time updates on legislative action.

Advocacy Central Advocacy Central is your one-stop shop to learn more about your state and federal representatives and influence bills that affect public education. This is an ATPE membership benefit, so you’ll need to log in to your online account! (If you are unable to access your account, call ATPE Membership at (800) 777-2873.) Head to atpe.org/advocacy-central. You’ll find links to contact your elected officials and advocacy campaigns centered on major bills, ATPE’s legislative priorities, or other trending topics. Clicking on each campaign allows you to read ATPE’s stance on the issue and gives you the opportunity to send a message to the appropriate elected official who will be voting on the bill or deciding on a policy. You can opt to use prewritten messages and scripts already drafted for you, or use your own words, but be sure to proofread. Once you’ve finalized your message, hit send and you’ll be done in a flash!

ATPE at the Virtual Capitol Our legislative symposium and advocacy training event for ATPE members was virtual this year, but a variety of our presentations, legislative issue updates, and training is available for on-demand viewing on the streaming platform. These sessions will give you the knowledge and confidence you need to get up to speed on what’s going on in Texas public education and how you can help.

ATPE NEWS 17

MEMBERS SPEAK

Homebound Instruction During a Global Pandemic

BY STEPHANIE HUDSON, ARLINGTON ISD id you ever imagine you would teach virtually prior to 2020? With an onslaught of concerns, from student engagement to internet security on platforms such as Zoom, educators find themselves struggling to keep it all together, meet deadlines, and plan for the difficult task of delivering material such as chemistry via distance learning. Now pause and consider this from the student’s perspective. Imagine that the student is battling a life-threatening, degenerative disease or healing from a highly invasive, immobilizing surgery. This is the reality for thousands of Texas public education students who qualify for homebound education services each year. Homebound instruction is an option when a public school student misses 20 or more days of an academic school year due to health issues that prevent them from attending on campus. It is one of the most restrictive environments in which to learn and must be approved by a committee of educators, administrators, and parents with documented medical input from a licensed physician. While there is no typical homebound case, the majority of students requesting homebound services present with multiple disabilities both physical, such as blindness or deafness, and cognitive, such as dyslexia or intellectual disabilities. These students thrive when working one-on-one in a homebound setting with a teacher who brings assistive and adaptive technology to the home to support the instruction. However, most homebound students are learning remotely with their homebound teacher at this time 18 ATPE NEWS

due to distancing made necessary by COVID-19. The risk simply continues to be too great to meet in person. One silver lining to this challenging situation is that most special education students served in homebound have experience using some sort of technology for communication. According to Jennifer Roland, freelance writer for the International Society for Technology in Education, “This type of differentiated instruction is especially important within the special education setting, where students who have special needs may not be able to consume the traditional paper-based lessons still used in many classrooms.” The likelihood that these students will need to remain at home for an extended period of time seems probable due to the repeated spikes of COVID-19. It is imperative that school districts continue to invest in adaptive technologies and appropriate professional learning. Some examples of these technologies are screen readers for visually impaired students, FM systems for deaf students, communication switches such as a Partner Four or BIGmack buttons, and more advanced technology such as Tobii Dynavox, which includes communication software and web access that may be manipulated by touch screen or eye gaze. Homebound teachers and ISDs are able to deliver these materials to students for home use. Homebound teachers who work in counties where entering the home is still a sizable risk are charged with bringing the classroom to the student. While students can meet through online chat services for lectures and utilize breakout rooms, there are exciting possibilities for giving students more of an in-class experience. The platform Swivl allows teachers to place a tablet on a Swivl unit, wear a lanyard tracker,

and record lessons while walking around the room, using white boards, performing experiments, or reading aloud. Then the lesson is recorded and emailed to students. Users can download the videos and embed them in Canvas or other learning management systems. Teachers can be trained to use Swivl in 10 steps, and the payoff is worth the time invested. Watching a student’s face light up when they see their classmates and teachers is priceless. Bringing the classroom environment to the home is the primary goal of homebound educators. Reminding students that they are missed at school and still members of their campuses can help medically fragile students have a positive experience while navigating an illness. It is critical now more than ever to design lessons tailored to the needs of each homebound student and in doing so consider all the ways to ease the process for families. Educators need to assess the hardware and software needs, as well as their access to the internet. One way to address lack of connectivity is by using district- and corporate-funded mobile hot spots. Educators also need to provide synchronous and asynchronous sessions for medically fragile students. Often, these students need to review content because their memories are affected by medicines and treatEducation technology has ments. While transcripts and closed captioning are necessary and helpful, utilizing appropriate, evolved to produce portable, individualized technology for students with speengaging platforms that cial needs can go a long way in meeting the rules can be used from outside set forth by the Individuals with Disabilities the school campus, allowing Education Act (IDEA). The IDEA is a four-part homebound teachers to piece of federal legislation written to ensure students with a disability are provided with “free, deliver a more meaningful appropriate public education” that is designed learning experience. to address individual needs. — Stephanie Hudson Yet even with the most advanced technology at Arlington ISD home, many students require assistance in using it. Candice Keller, Arlington ISD elementary alternative curriculum teacher, emphasizes that “the best virtual experience results from what kind of assistance students have at home. This could be parents, other relatives, or a full-time nurse.” Keller utilizes an array of technology in her classroom including iPads and digital whiteboards such as the Epson Brightlink that allow students to manipulate information with a digital pen. She also finds it beneficial to engage her students with apps that give an auditory response such as Groovepad and Verbal Me. Often, her students log in to a virtual session and require another adult to help navigate them through the platform such as Canvas or Seesaw. Keller finds that Zoom is most engaging for her students due to its grid display, adding that, “the platforms we use will make or break a lesson.” Looking forward, the special education homebound community would benefit from a robust system of technology training for teachers, parents, and other caretakers. continued on page 41

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REMOTE LEARNING SOFTWARE: • Zoom • Online chats • Breakout rooms • Swivl • Canvas • Seesaw • Groovepad • Verbal Me

ADAPTIVE TECHNOLOGY: • Screen readers for visually impaired students • FM systems for deaf students • Communication switches • Communication software manipulated by touch screen or eye gaze • Partner Four • Transcripts • Closed captioning • Auditory response apps

 Are you an ATPE member with a

story to tell? Email comm@atpe.org for magazine submission guidelines.

Stephanie Hudson began teaching in 1995 and currently teaches for the homebound services department in Arlington ISD. Prior to teaching homebound students, Stephanie taught fourth, fifth, and sixth grades and organized several clubs on her campuses, including Books for Breakfast and Stargazers Club. She served as local unit president for Arlington ATPE from 2011–2020 and is now the local unit treasurer. She is currently completing her master’s degree in education technology leadership at Lamar University.

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Teachers Taking Over TikTok BY HALEY WEIS

As an emerging social media platform, TikTok has stolen the world’s gaze—one 15- to 60-second video at a time. With an algorithm unlike any other, the app allows users to watch new videos, without repetition, from creators of all backgrounds. This video-sharing social media platform, created by Chinese company ByteDance, became available worldwide in August 2018 after merging with another Chinese video-sharing platform formerly known as Musical.ly. TikTok allows users to create videos up to one minute in length and features user capabilities for camera filters, shared music, and interaction with other creators’ and their published videos. According to CNBC, TikTok has been downloaded more than two billion times by Apple and Android users. In the United States alone, the app has over 50 million active daily users. Even through some controversy— including President Donald Trump’s call to ban the app, citing privacy concerns, in July 2020—TikTok has continued on, allowing ideas to be spread, dances to be created, and ordinary people to become viral sensations overnight—including educators.

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or most users, TikTok is an escape from the world around them. The app provides hours of entertainment for users as they scroll through videos made by creators from all walks of life. When the COVID-19 pandemic began in the United States, and stay-at-home orders became the new normal, Jayma Howard, like thousands of other Americans, found herself downloading the app. “I think I was user four-million-something, and I was just watching [the videos],” Howard says. “But then I started getting into the teacher world of TikTok and I saw these videos, and they were so funny.” Howard, a first grade special education

teacher and ATPE member in Flour Bluff ISD, found herself immersed in the platform’s user-friendly algorithm—watching as other educators shared teaching tips, stories, and laughs during such a challenging time. The TikTok algorithm allows users to begin seeing content from other creators of similar interest after just a few times in the app. As long as users are interacting with the videos they enjoy on their “For You” page, content that piques their interests will continue to show up. As such, after watching hours of TikToks from other educators, Howard decided she would start contributing to the world of “teacher TikTok.” “I started making videos just to make everyone laugh,” Howard says. “We got thrown into virtual teaching where nobody was told what to do and nobody knew what to do. I posted [videos] just to make my co-workers laugh.” Howard, who goes by TikTok username “tinyhumanteacher20,” has over 84,000 likes and uses TikTok as an outlet to show the truths behind being an educator. The first grade teacher loves to post funny, relatable content and has created countless videos to share with fellow educators. “I try to make my videos as real as possible,” Howard explains. “This is what’s happening, this is what we go through, this is the stuff we hear on a daily basis as teachers, and that’s why it is so funny to us educators because it can be so ridiculous that we just have to crack up about it.”

Numerous educators like Howard have taken to TikTok to show the world what being an educator during a global pandemic really looks like. They show the many triumphs of virtual learning, as well as the challenges—like the ongoing battle with the mute button. “I want to show at least the people who aren’t teachers that this is what’s going on, this is actually happening,” Howard says.

Jayma Howard is a first grade special education teacher in Flour Bluff ISD @tinyhumanteacher20 4,300+ followers • 86,000+ likes Numbers as of January 5, 2021.

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One-Minute Professional Development

lthough educators all over the country are turning to TikTok to tell their stories in the classroom— whether in person or virtually, hilarious or heartbreaking, inspiring or defeating— some educators are utilizing TikTok as a resource for professional development. Bea Gonzalez, an eighth grade social studies teacher in La Joya ISD, uses TikTok to share the various technology and education resources she developed as an educational consultant. “I love being able to help teachers, and when this pandemic hit, I felt like I had so much knowledge I just wanted to share it,” Gonzalez explains. “I love using TikTok because it is literally one-minute professional development. You’re forced to give so much information in that one minute.” For Gonzalez, known as “mrstalktechie” on TikTok, using the platform to spread her

love for teaching was a no-brainer. With over 13,000 followers and 60,000 likes, Gonzalez has several videos showing off her knowledge in technology and educational development, all in the name of supporting her fellow teachers—especially during virtual learning. “If there ever is a time that teachers are seeking and wanting [resources], it’s now. We’re giving educators what they need, and it is just so easy to do—you can get professional development when you have the time,” Gonzalez says. With a schedule more chaotic than ever, educators can also use the platform to enhance their classroom. Gonzalez and other TikTok users within the “teacher algorithm” help educators find resources to elevate their teaching as well as ease the struggles of technology. From showing ways educators can utilize social media

Bea Gonzalez is an eighth grade social studies teacher in La Joya ISD @mrstalktechie 14,400+ followers • 64,000+ likes Numbers as of January 5, 2021.

templates to tricks for communicating over Zoom, Gonzalez provides a wide array of tips in under a minute that educators can use in the classroom day in and day out. “There’s a wealth of information out there, and knowledge and people willing to share, and if you also have something to share—then do it,” Gonzalez says. “Don’t be afraid to get what you need and get the information you can.”

The Do’s and Don’ts of Teacher TikTok Although TikTok is a great social media platform for harnessing creativity, sharing resources and stories with others, and pure enjoyment, it is important that educators know what not to do when creating a TikTok about school-related topics. ATPE Managing Attorney Paul Tapp breaks down a few things to keep in mind if you are an educator on “teacher TikTok.”

Use common sense. If it seems like something you would not share in front of the class, do not include it in your TikTok—including grade books and student accommodations.

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If someone can put the pieces of your story together and identify the person you are talking about, you can face repercussions.

If you are not sure if it is OK, just ask! Contact your principal if you are curious. It is better to ask for permission than to ask for forgiveness.

It does not matter how reasonable your video is in your eyes, all that matters is the reaction to it.

Staying Connected

echnology is constantly evolving. From the invention of pagers to the release of iPhones, students of all generations have had the ability to grasp the latest technologies. While educators are enjoying the marvels of the platform— from creating to viewing—some are on the app to keep up with the fast-paced world of social media. Andrea Keller, a librarian in Irving ISD and ATPE member, downloaded the app to check out what was all the buzz among her students. “I always want to make sure that I am understanding what apps kids are using and why they are using them so I can have those real conversations with students. It’s a very different online world now,” Keller explains. As students continue to dive into the world of social media at increasingly younger ages, it is important to understand the safety, logistics, and content available on these platforms. Like other social media platforms, TikTok is accessible to all ages

and enables people to interact with users, ideas, and stories with ease. It is crucial to remember that with these benefits comes potential downfalls. And yet, a major benefit for educators is simply the ability to connect with other educators so easily. “I love that I can connect with other librarians because, for a long time, people thought librarians were quiet. It has given us a great opportunity to connect,” Keller says. “Connections are more available on TikTok than they are on, say, Twitter and Instagram, because it’s a different style and different way of thinking.” Under her account “akbusybee,” Keller publishes library content, including her weekly “Book Talk Tuesday,” where she recommends a new book to her followers, but she’s also never too afraid to keep up with the current trends and post a dance TikTok occasionally. Eliminate the resources, funny videos,

Andrea Keller is a librarian in Irving ISD @akbusybee 1,600+ followers • 8,000+ likes Numbers as of January 5, 2021.

The Family Educational Rights and Privacy Act (FERPA) covers students’ personally identifiable information that is maintained by the school district. Always avoid sharing your students’ information in videos, as well as identifying traits of students during stories that you may be telling on the platform.

Never embarrass the students, even if unintentional. Even if the students are laughing about it now, they may find it embarrassing in the future and you could face repercussions. Keep it light and positive!

and inspiring stories, TikTok’s versatility has ultimately allowed educators to connect virtually when uncertain times have kept them from connecting face-to-face. “TikTok is a whole extra unit of people that I have where it is like, I don’t really know them, but their videos are so positive and make me feel so supported,” Howard says. “TikTok can really help people, they just have to be open to it.”

Know your local policy and parents. Is it OK with your school district and area parents that you are using TikTok as your teacher persona? Even if it is, ask yourself if it is worth the risk of complaints from parents, community members, and administration.

Don’t make yourself an easy target. Anything that can be considered relatively controversial, but still OK with your district, can potentially be used against you in the future.

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.

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The Numbers Behind AN IMPOSSIBLE SITUATION Educators find themselves in an impossible situation as the COVID-19 pandemic continues to ravage the state of Texas. Most educators have voiced increasing dissatisfaction with the state and district leadership’s handling of the crisis. In November 2020, ATPE released a 14-page analysis of three educator-focused surveys designed to assess the impact of the COVID-19 pandemic on Texas public education. The report breaks down the results of three complementary surveys of both member and nonmember educators conducted by ATPE between May–October 2020. What follows is a snapshot of the most striking responses.

OCTOBER 2020 SURVEY Conducted via SurveyMonkey; consisted of nine questions to gather descriptive information about the respondents and specific respondent experiences related to COVID-19 and the return to school.

Have your work hours increased this school year?

Rate your satisfaction with each of the following related to COVID-19 and the return to school:

85% Yes 15% No

CAMPUS LEADERSHIP

26% 40% 22% 13%

My work hours increased because of:

DISTRICT LEADERSHIP

27% other, with many respondents

13% 33% 30% 23%

14% paperwork

53% planning needs citing multiple reasons, including “all of the above”

7% instruction

STATE LEADERSHIP

3% 22% 35% 41% Very satisfied

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Satisfied

Unsatisfied

Very unsatisfied

Were you given the opportunity to provide input or feedback to your campus or district administration regarding the return to school?

Yes

52%

48%

SEPTEMBER 2020 SURVEY

Conducted through ATPE’s Advocacy Central tool; brought the top concerns of educators within the context of state and local policy.

Please choose your level of agreement or disagreement with this statement: “Texas public schools are ensuring the health and safety of students, faculty, and staff during the 2020 fall semester.”

11%

13%

Unsure

Strongly Agree

28%

Agree

Disagree

30%

Top policies cited by respondents that would make them feel safer:

36% social distancing, smaller class sizes

Strongly Disagree

21% masks

Educators’ Top 4 Concerns MAY 2020

OCTOBER 2020

Health and safety of students

Educator health and safety

Increased workload, demands on time

Student learning

Health and safety of students

14% better COVID-19 testing, quarantine, contact tracing, notification protocols

13% improved sanitation 4.

Increased workload, demands on time

Student learning gaps, learning loss

Respondent Data for May and October 2020 Surveys

protocols

8% better health screening of staff, students

 About three-fourths of respondents were classroom teachers (72.5% in May and 75.5% in October).  Other participants identified as district-level administrators, campus-level administrators, counselors, librarians, diagnosticians, para-educators/support staff, or other (instructional coach, student teacher, substitute teacher, etc.).

5% improved district plan and policies

 All Education Service Center regions were represented.  Most respondents were from the more populated Regions 4, 10, 11, 13, and 20.

3% improved plans for special education

Data from three surveys conducted by ATPE: A May 20–June 3, 2020, survey completed by 4,266 educator respondents; a follow-up ATPE member-only survey conducted October 8–23, 2020, and completed by 1,886 respondents; and an ATPE member-only “Back to School: Health and Safety” survey conducted September 16–27, 2020, and completed by 770 respondents. To read the full analysis and survey data, visit atpe.org/COVID-19-Survey-Results. Percentages are rounded to the nearest whole number and may not add up to 100%.

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COMMUNITY ISD CTE PROGRAM TEACHES STUDENTS SKILLS FOR WORKPLACE SUCCESS BY MICHAEL SPURLIN

is not uncommon to see high school students working part-time jobs before or after the school day. Students from Community ISD are no different. Residents in this area, just northeast of Dallas, can see these students working at the coffee shop, salon, florist shop, and even the auto repair shop. The key difference, however, is that these students are earning school credit for their work. In fact, the students help run the businesses for the school district. These students are all enrolled in Community ISD’s career and technical education (CTE) courses. In the past three years, the district has expanded from just a handful of elective classes to 11 distinct pathways through which students can earn both college credit and professional certificates. It has been

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a dramatic transition, according to Kenda Willingham, Community ISD’s executive director of advanced academics, who oversees the program. “We offered your typical ag classes, agriculture science, and then family and consumer science classes, like old home economics classes,” Willingham recalls. “Beyond taking core classes and a fine arts class or two, students would just enroll in an elective here and there.” Community ISD Superintendent Roosevelt Nivens wanted to change that. He had a vision for creating a new CTE program and turned to Willingham to implement the plan. “Dr. Nivens said to me, ‘Kenda, I need you to do one thing for me. Your mission is to give our kids opportunities and experiences that they never dreamed they would have, and we never dreamed they would have,’” Willingham says. “He is definitely an outside-of-the-box thinker. He had the right gal for the right job because I don’t stay in a box. Period.”

Photos courtesy of Community ISD

THE PLAN: GIVE STUDENTS A LEG UP Willingham first formed an advisory committee consisting of district administrators, principals, students, parents, and community members. The committee’s goal was to create courses that offered students employment opportunities after graduation. During this process, they also worked with local business leaders. “We looked at what were the high-need, high-wage jobs in our community and region,” Willingham explains. “We also looked at data from the Texas Workforce Commission. We looked at those jobs and asked what we could implement here.” On top of that, the committee formed partnerships with two local colleges, nearby Collin County Community College and Trinity Valley Community College, to create programs that offered dual college credit. Aside from giving students a leg up if they decide to go to college, this arrangement also helps boost their confidence. “Our own teachers teach these classes, but they [students] also earn college credit,” Willingham says. “It lets them dip their foot in the water to test out college curriculum. After they take some classes, they realize attending college is absolutely attainable to them.” Thanks to the committee’s work students can now earn

college credit in auto technology, construction technology, information technology (IT) with an emphasis on networking and cybersecurity, audio visual technology, business management, health science, animal science, cosmetology, engineering, education, and criminal justice. Plus, students can earn certifications that help make them more employable. “When we looked at what pathways we were going to offer, we looked at pathways that were going to come with certifications they could build on,” Willingham says. “Our priority is that when they cross that graduation stage, they have a leg up. They are a step ahead of other graduates who don’t have this experience, especially if they are going directly into the work force.” For example, Community ISD’s cosmetology pathway is a two-year program. When students graduate, they will hold a cosmetology license and be able to work in any salon. They will also have approximately 24 hours of college credit they can transfer as an elective or put toward an associate degree.

CREATING COMMUNITY LEARNING SPACES While developing these courses, district officials also had to create spaces for students to learn. Those in the ATPE NEWS 27

automotive pathway worked out of a small space in the district’s transportation center. An unused classroom became a salon once sinks were installed and city inspections passed. However, creating these spaces was not the end of the challenge. Because district officials wanted Community ISD’s CTE program to offer professional certificates that would enable students to find work immediately after graduation, it meant students also had to have real-world experience. Located in the middle of several small communities—including Lavon, Josephine, Copeville, and Nevada—the area lacked many of the types of businesses where students could gain this necessary hands-on work. “In our community, if you want to get a haircut, you are going to drive into Wylie or Rockwall,” Willingham says. “So, we opened our salon to the public a few nights a week. Now you can go there and get a haircut or a pedicure from our cosmetology students. We opened an automotive shop where the students work on the community’s cars. We have a coffee shop our business kids run each morning.

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It’s thriving.” The district is continually evaluating other options to expand its opportunities for students, such as an idea for a dog grooming business brought forth by the animal sciences teacher. These opportunities have given the students a chance to practice their soft skills as well as meet their academic requirements. Willingham explains this is important because district staff learned students initially were missing these skills. “We asked business leaders, what skills are our kids lacking when they come to you for a part-time job?” she recalls. “A lot of it came back to not having soft skills such as meeting deadlines and communication. These programs give them a chance to develop these skills. In

the automotive class, they are not just fixing a flat. They are working with customers. They have to learn how to create an estimate and let the customer know how much that repair will cost.” Cady Anderson, a student in the cosmetology program, says learning these types of soft skills will definitely help her in the future. “Not only am I learning to be a good cosmetologist, but I’m learning how to work with customers and co-workers, how to run a business, and how to plan for my future,” Anderson says. “No matter where life takes me, I’ll have the patience that I learned from practicing in my class. I’ll have the work ethic from hours upon hours of work. I’ll have the ability to tackle problems that seem impossible.”

SEEING THE SUCCESSES Even though the program is relatively new, it has already paid dividends for both the students and the district. In

2019-20, 100% of Community ISD’s graduating class was college-, career-, or military-ready based on the guidelines set by the Texas Education Agency, despite the disruptions caused by COVID-19. In addition, 100% of the graduating class was accepted into college, a trade school, or the military. “We told the kids you don’t have to go to college, but we want them to apply,” Willingham explains. “We want them to know when they cross that stage that they are accepted and could go to a college. “Additionally, it helps the kids connect lessons to the real world. One of the harder things when teaching is showing kids how the things they learn are going to apply to the real world. With these programs they can see that right away. The [CTE] teachers are always working with the core curriculum teachers to find a way to see how they can apply those lessons to the CTE courses.” This year, even as COVID-19 continued to upend the continued on page 41

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Finding Connections During a Time of Loss MENTAL HEALTH PROVIDERS DISCUSS THE CHALLENGES OF SUPPORTING STUDENTS AND EDUCATORS DURING THE PANDEMIC B Y S A R A H G R AY

All this loss adds up, and students and educators are carrying it with them to campus. ATPE spoke with several clinicians and public health professionals about the challenges of addressing mental health in schools during the pandemic. While there are many layers to the impact of the pandemic, the loss of connection—and striving to regain it—is a running theme.

ida Clinic Behavioral Health facilitates campus-based therapy through Austin ISD. Laura Johnson is a clinical therapist with Vida Clinic and works as a campus manager at a handful of AISD schools. Johnson says existing clients’ mental health conditions have worsened during the pandemic, but there’s also been an uptick in referrals for new patients as well as requests from administrators for presentations and workshops to help staff and students cope with the added stress of COVID-19.

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What does “help” look like when approaching mental health? Johnson: When we’re working with

a child, we also want to work with the parents and educators involved in their life so we can give them strategies on how to support the child. That’s one layer of the systemic care we provide, and the other layer we’re able to provide is therapeutic services directly to teachers and parents. It’s important for the adults in a child’s life to be well for the children during this time. Children look to us for how to react to stress, and we really need to check in with ourselves and think about how we can work to feel calm and regulated so we can then support students and have positive connections with them.

How can adults identify potential warning signs in a child? Johnson: Knowing risk factors is

important. Are there preexisting mental health issues like anxiety and depression? Because if there are, and someone is going through COVID-19 and with our political climate, it’s likely going to exacerbate symptoms. If there’s already a mental health issue, trauma history, or family mental health history, that can put them at higher risk, as well as current family and stability changes or a loss in the family. Other things to look for are changes in mood, apathy, or low motivation. It might look like laziness, but it could actually be a stress response. [Other signs include] issues with sleep or eating, either too much or not enough; irritability; and increased conflict with family, peers, or teachers. Somatic or physical complaints, like headaches and stomachaches, especially in younger kids, could be a cue they’re struggling, as could poor concentration or doing poorly in school, acting-out behaviors like lying or stealing, or isolating or withdrawing. Of course, right now it’s difficult to socialize, but if kids are not wanting to communicate with anybody, [that’s a sign]. For younger

The toll of the COVID-19 pandemic on student and adult lives goes beyond the physical symptoms of the coronavirus. Life has been interrupted for everyone, and we’ve all experienced some form of loss. Daily routines were upended, graduations downsized, weddings postponed, and new babies greeted on video chat. And, for too many families, loved ones have been lost.

Resources to Support Student Mental Health The Texas Education Agency has compiled a list of courses available to Texas public school employees to be trained in recognizing mental health challenges. Visit http://bit.ly/Mental-Behavioral-Health for the full list.

children, regressing developmentally, such as more crying, clinginess, or frequent meltdowns. Then with more severe cases, suicidal ideation or thoughts of self-harm. These are all important to look out for because children don’t always have the words to tell us and make connections, so we need to look for some of these signs. It’s important that if these are coming up, a parent tries to connect the child with somebody who can do a thorough evaluation. Maybe everything’s fine and [can] be managed at home, but a lot of times, we’ll find out there’s more going on than parents or teachers know about. I think if there are any concerns, it would be really important to bring the student in. What we find sometimes with kids, too, is at times they do have the words, but they don’t share it because, right now, they see the adults in their life really stressed, too. Maybe the child doesn’t want to burden the adult, or they feel this responsibility to just take care of it themselves, and they can also feel some stigma or shame around it. Or, if you’re not in a school or community that has a lot of support, [and] if you put yourself out there and you don’t feel like somebody’s going to help you, then

that’s another reason they might not communicate.

If the child were acting out, the adult might view that as “They’re going through a phase.” Is there anything an adult could do to get a better read on the student? Johnson: It can be hard for kids to

open up, so there needs to be connection and trust. Educators and parents can always be working to build that so these conversations are easier and children are freer to talk. What that looks like is for kids to feel like they’re being heard, respected, listened to, and validated. Talking about mental health on an ongoing basis on different levels belongs in the school because we know addressing mental health concerns supports academics. We can share with children that during these times, we can feel scared, sad, angry, and anxious. [We can ask,] I wonder if these are things that you feel? These can be hard conversations, but they need to happen. It’s OK not to get it perfect, so just give it a go. Communicate in a straightforward manner, make sure your communication is developmentally appropriate, and have discussions when the child feels safe and

Project Restore texasprojectrestore.org • Created as a result of school closures and remote learning due the COVID-19 pandemic • Trauma-informed training video series designed to address the needs of students and educators Mental Health First Aid Course mentalhealthfirstaid.org • Eight-hour course that trains participants on how to help someone who is developing a mental health condition or experiencing a mental health crisis • Training includes risk factors and warning signs of mental health conditions; information on depression, anxiety, trauma, psychosis, and addiction disorders; a five-step action plan to help someone developing a mental health condition or in crisis; and where to turn for help TEA’s Suicide Prevention, Intervention, and Postvention page at http://bit.ly/3q0DRBX TEA’s Grief-Informed and TraumaInformed Practices page at http://bit.ly/3s67vrq

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Student Mental Health by the Numbers In the 2019 High School Youth Risk Behavior Survey of ninth through 12th graders in Texas, during the 12 months before the survey:

12% were electronically bullied,

including through texting, Instagram, and Facebook.

14% were bullied on school property. 38% felt sad or hopeless almost

every day for two or more weeks, thus stopped doing some usual activities.

19% seriously considered attempting suicide.

15% made a plan about how they would attempt suicide.

10% actually attempted suicide one or more times.

3% of those suicide attempts resulted in an injury, poisoning, or overdose that had to be treated by a doctor or nurse.

In the 2020 State of Mental Health in America report on Texas youths ages 12–17: 12% had at least one major depressive episode* (MDE) in the past year.

9% had a severe MDE. 65% who experienced an MDE did not receive mental health services.

24% who experienced a severe MDE received some consistent treatment.

*A major depressive episode is generally defined as a period of at least two weeks when a person experienced a depressed mood or loss of interest or pleasure in daily activities, and had a majority of specified symptoms, such as problems with sleep, eating, energy, concentration, or self-worth.

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comfortable. For teens, that might be in the car or being on a walk.

How should educators and parents who are struggling to comfort their children approach current events? Johnson: Provide kids with some basic and developmentally appropriate information, and then take their lead on any questions they have. If they don’t have any questions, follow that information up with a lot of reassurance, sending the message that the adults in their life are working to keep them safe. With the news going on, encourage them to look for the helpers and what everybody’s doing to try to help with these issues. For all of us, routines feel predictable and can help develop that sense of safety and control. Find ways for kids to feel control. For instance, with COVID-19, here are the actions you can take and ways we can help others, such as, “Wearing your mask is an act of compassion.”

When I was younger, I’d look to my parents for bravery. Looking back, I’m sure they were stressed, too. What would you say to educators trying to put on a brave face? Johnson: I think to take care of our

kids we have to take care of ourselves, as the adults in their lives, including our well-being and mental health. I would encourage them to prioritize their own self-care and know it is OK to put that first because it helps all the people in their lives. It’s not selfish at all. There does not have to be severe mental health issues occurring for someone to benefit from therapeutic support. Any caregiver or educator could likely benefit from seeking support with stressors during these difficult times. Anything that keeps you from connecting with the children in your life and staying calm and regulated [is] enough to seek additional support. Educators and parents can also practice regular selfcare, acknowledge emotions that come up, and set helpful routines

and boundaries. Teachers are often going back and forth between virtual and not, so they could benefit from a space for work time and home time and creating boundaries around their work area and time. [We also need to evaluate] expectations because we know for children, these basic needs have to be met in order for learning to even happen. We don’t want to [put] our focus on the learning part if they’re not feeling internally safe or connected to us. The best thing that we can do now to safeguard them against trauma and for learning to happen in the future is to put that focus on relationships and kids feeling connected. I think the biggest [stressor] for [school staff ] is how much they’re worried about their kids, and then all the unknown. “I don’t know what tomorrow’s going to look like, if I’m going to be at home and need to reformat everything virtual or for the classroom.” Then there’s this fear with COVID-19 and going into the classroom and feeling isolated. We need to figure out, as a system, how we’re going to support teachers. We can’t just leave it all to them.

o learn more about the importance of mental health in schools and how Texas school districts—no matter their size—can provide resources to students and staff, ATPE spoke with Alexandra Copeland, Austin ISD’s health services director, and Kim Eerkes, the department’s mental health coordinator. AISD’s health services department includes 15 licensed mental health professionals (LMHPs) and a school mental health center that supports students, staff, and families.

Why do you think it’s important for school-based mental health services to expand across Texas? Eerkes: I’m passionate about

mental health in schools because it’s where children spend most of their time and where we have an opportunity to educate kids about their mental health. We can really open the avenue for reducing the stigma around it, and it gives us the opportunity to identify kids early on who may be struggling and provide them resources and support. Not only does that impact the mental and social and emotional well-being, but also the educational outcome. Copeland: Resources are readily available. They are there for people to access, and by increasing access to care and support, you don’t have to go outside the school system to initiate the process. Of course, we defer to community resources, too, but as a district, it’s so important to have that readily available and have staff across the board educated to recognize those who need more support.

What would you say to educators who may be struggling but want to put their students first? Eerkes: When we’re working with

parents whose children may be struggling, we say you have to focus on your own wealth before you can share it with others. It is imperative the adults in children’s lives take care of their well-being so they can continue to be present and be available for their students or children. Copeland: A lot of people might not know [that many] districts have an employee assistance program (EAP). I know that with our EAP services, people are able to get counseling sessions through district insurance. I would encourage them to reach out to their HR department to see what options they have and to participate in those programs as a part of self-care.

If a school is interested in doing more with school-based mental health, do you have any advice? Copeland: With smaller districts, try

to partner with community organizations. When I have visitors from smaller districts, a lot of organizations that focus on mental health are eager to help in any way they can. Sometimes the idea just needs to pop up. There are some districts that might have an opportunity to partner with universities and colleges close by that have mental health programs and students who need opportunities to finalize their degree course. And for districts that may not have a lot of resources, sometimes those are prime settings to apply for grants. I know the grant process is a lot, but there are a lot of mental health startup grants, and there are federal and local grants that can help. continued on page 41

A Suite of Bills to Address Mental Health Concerns in Schools The 86th Texas Legislature passed a suite of bills to aid school safety and mental health; here’s a roundup of some of the most consequential bills. Senate Bill 11 Effective June 6, 2019. Emphasizes student mental health and incorporates strategies to address the psychological factors of school violence, in addition to other practices. Adds a requirement that multi-hazard emergency operations plans cover a variety of new preparedness provisions, including ensuring employee training for suicide prevention, psychological first aid, and grief-informed and trauma-informed care; district employees, including substitute teachers, must also be trained in responding to an emergency. School employees must have classroom access to a telephone or other communication device that allows for immediate contact with emergency services. Each campus is required to establish a threat assessment and safe and supportive school team; team members must include those with expertise in classroom instruction, special education, counseling, and school administration, among others. House Bill 19 Effective September 1, 2019. Utilizes local mental health authorities (LMHAs) to provide mental health resources to public schools (LMHAs are community mental health centers that contract with Texas Health and Human Services to provide services to specific geographic areas). Under HB 19, LMHAs will employ a non-physician mental health professional to collaborate with the Education Service Center (ESC) in their region and serve as a mental health and substance abuse resource for school districts in the ESC region.

The mental health professional is required to provide monthly training on mental health first aid, the effects of grief and trauma, and substance abuse prevention and intervention. The Legislature appropriated $4.6 million to provide grants to implement this bill. House Bill 18 Became effective for the 2020-21 school year. Addresses school safety with a focus on professional development and curriculum regarding student mental health and substance abuse. Adds required training on students receiving special education or Section 504 services, students who are engaged in substance abuse or those with mental health conditions, and students with intellectual or developmental disabilities. Under HB 18, these mandatory topics and others already in state law must comprise at least 25% of the five-year training cycle. Educators will get double the credit hours for completing an evidence-based continuing education program in mental health first aid or grief-informed and trauma-informed care. In 2020-21, district-provided staff development can include positive behavior intervention and supports and must include training on suicide prevention, responding to grief and trauma, recognizing the signs of mental health conditions, bullying, and strategies for positive relationships among students. Effective December 1, 2019, the health curriculum that may be offered in schools will integrate mental and physical health instruction, to include skills such as managing emotions and maintaining positive relationships. ATPE NEWS 33

Your ATPE40

Memories

April 1, 2020, marked 40 years since the founding of ATPE. On atpe.org/40, we’ve been commemorating this milestone all year long—sharing the association’s story, recognizing educators who have embodied the spirit of ATPE, posting materials from the archives, and asking you to share your ATPE memories.

“During the 1979-80 school year, I was a young teacher teaching my third year at Stanton ISD. I was a member of one of ATPE’s parent organizations, Texas Professional Educators, called TPE. Georgia McMeans was its state president, and she had gotten involved with TPE since we taught right beside each other. She told me I had to go with her to Dallas that April because what was fixing to happen there with TPE and ATE [Association of Texas Educators] joining forces was a big deal and would have a big historic effect for educators.” —Teresa Griffin, Stanton ATPE Odessa ATPE at Fort Davis in 2017, a photo the local unit would later use as its first Christmas postcard for local members.

“I joined ATPE in 1988 because of the philosophical alignment we share: that it is the privilege of the ENTIRE education community to grow the whole child, and ATPE serves each member of that community. Serving as state president remains one of the greatest honors of my life. Now, as a superintendent, ATPE is still as much a part of my life as family because we ARE family. Continue the GREAT work in protection, advocacy, and resources, ATPE. Texas education deserves the best, and ATPE is it!” —Deann Lee, Millsap ATPE

“We have 1,254 members in Region 8 who love our students and are dedicated to the craft of teaching. This has never been more evident than with this pandemic crisis that we face today and why I want to continue to represent this organization, this region, and, most importantly, our teachers.” —Anthony Williams, Chapel Hill (8) ATPE

“I have been a part of the ATPE family my entire educational career. I want to continue having the support and encouragement from those who are a part of this organization and in return serve those who support me so much! My love for students drives my passion to want to do more for education.” —Yesica Munguia, Paris ATPE

“I chose ATPE because it is Texas’ largest independent educators group, and I wanted to be a part of a local and regional organization. ATPE values the same things that I do … professionalism, issues-based advocacy, and local control of public schools.” —Deena White, Chisum ATPE

34 ATPE NEWS

To see the full gallery and submit your own memory, visit atpe.org/40.

“When I compared the benefits of ATPE with those of other organizations, I knew ATPE was the best choice. I have gained many friends … and the educational opportunities have been wonderful. The Association of Texas Professional Educators has helped me grow as an educator and a leader.” —Shelia Slider, North Lamar ATPE

YOUR ATPE ADVERTISEMENT

In a world where negative news seems to flood the headlines, take the opportunity to open the floodgates for some positive stories with ATPE’s Positive Referrals email newsletter. This biweekly email newsletter goes out to subscribers every other Tuesday and focuses on good news in public education from Texas, across the country, and occasionally the globe. Positive Referrals has all the happy and kind stories we are craving during these challenging times. Let us share the accomplishments of bright, talented educators from around the country with you!  > Subscribe to the newsletter today at atpe.org/News/Newsletters/Positive-Referrals > Submit stories at email pr@atpe.org.

ATPE NEWS 35

YOUR ATPE

Congratulations to Our Classroom Makeover Contest Winner! In a year where educators have been teaching from home and their classrooms with even more stress than usual, it helps to have extra support. Congratulations to Shelby Garrison of Waco ISD for being the lucky winner of ATPE’s $500 classroom makeover contest! The contest was open to 2019-20 student teacher members who renewed as 2020-21 first-time professional members.

Notice of the 41st Annual Meeting of the ATPE House of Delegates

ATPE knows many educators are looking for ways to expand their leadership skills—and they’re in luck! ATPE offers several opportunities for educators to develop their leadership skills. ATPE is now accepting nominations for state officer positions until March 15. If you think you’ve got what it takes to lead our members, then we want to hear from you. Contact staff liaison Bret Messer at bmesser@atpe.org to learn more about qualifications and how to run for office. Then, we’ll see you at the House of Delegates in July for the election!

36 ATPE NEWS

ATPE is Looking for Leaders Like You

The ATPE House of Delegates (HOD) will meet during the 2021 ATPE Summit this July 12–14. At press time, the ATPE Board of Directors was reviewing options for how to conduct the summit safely due to the COVID-19 pandemic. The event is contracted to take place at the JW Marriott Hill Country Resort & Spa in San Antonio. Please visit atpe.org for more information about the summit and HOD, including delegate certification information. The wording of any proposed bylaws changes will be published in the Summer 2021 ATPE News and published online at least 45 days prior to the HOD meeting. This notice is published pursuant to Article IX, Section 4, of the ATPE State Bylaws.

YOUR ATPE

Are you following ATPE on all social media platforms? You should be! Don’t miss out on updates essential to dedicated educators like you. ATPE is dedicated to sharing the latest Texas education news to inspire success in and outside the classroom. Give us a follow on these platforms so you never miss the important information that matters most.

Like and follow us at  facebook.com/OfficialATPE

For real-time updates, follow ATPE on Twitter @OfficialATPE and @TeachtheVote  for education news and information on Texas elected officials and candidates

Stay up to date on our Instagram posts at  instagram.com/officialATPE

We’re even on Pinterest! Follow us at  pinterest.com/atpe

COMING SOON:

New Discount Program from Let’s Eat, Grandma Resume Writing Services Attention, ATPE members! Starting February 2021, we’ll have an allnew discount program available to you from Let’s Eat, Grandma—a resume writing service that helps professionals land their next job. Watch atpe.org/services-and-discounts for full details!

Want to Be in This Magazine? ATPE Marketing & Communications publishes ATPE News four times a year, and we’re always looking for member-written content, thoughts, and ideas! Whether you instituted something innovative in your district or want to speak on the importance of a topic dear to your heart, we would love to hear from you. Please visit atpe.org/magazine to view our submission guidelines.

ATPE NEWS 37

YOUR ATPE

Rest in Peace to Longtime ATPE Leader Darius Hatchett It is with great sadness that ATPE shares the news that past Region 11 Director Darius Hatchett passed away November 15, 2020. Darius is pictured here at the 2011 ATPE Lobby Day in between past State President Don Cotten (his brother-in-law) and fellow past Region 11 Director David Williams. ATPE volunteers and staff will always remember Darius for his caring nature, love for the association and educators of Texas, as well as his fabulous sense of humor. We extend our sympathies to all who knew and loved Darius and count ourselves among them.

It’s Time for The Lee Report Mark your calendar and get your questions ready. Each quarter, your ATPE State President Jimmy Lee will host a call to recap the most recent ATPE Board of Directors meeting, discuss association issues, and answer members’ questions. With everything going on in the world of Texas public education, now is a great time to learn how ATPE is working for you! The next call will take place via Zoom at 7:30 p.m. CST February 25. Visit atpe.org/en/quarterly-calls to register for the event. A recording will also be made available to members for viewing on demand.

The ongoing response to COVID-19 continues to put school districts and individual educators in uncharted territory. ATPE’s COVID-19 FAQs and Resources page at atpe.org/coronavirus is updated frequently with the latest information on how the pandemic is affecting education, as well as answers to common legal and employment questions and links to valuable resources. Check it often as the situation changes for the most current information.

38 ATPE NEWS

COVID-19 FAQs and Resources for Texas Educators

You Can Count on Us

Renew Your ATPE Membership Before School’s Out If we’ve learned anything in the past year, it’s that life will throw us curveballs. ATPE has been honored to be by your side as you’ve met this school year’s many challenges, and we look forward to continuing to serve you in the years to come. In April, we’ll offer you a special opportunity to renew your membership for the 2021-22 school year. Look for more details later this spring!

Why renew early? • Y ou’ll check an item off your evergrowing back-to-school to-do list. • I f you haven’t already, it’s a good time to switch to paying your dues via credit card or bank draft. Auto-renew and installment payments are available—as well as discounted dues—when you choose these payment methods! New ATPE members can also join early for the 2021-22 school year*—giving them access to ATPE’s amazing services and discounts all summer long.

Watch for details at atpe.org.

*Access to legal resources for eligible 2021-22 ATPE members begins August 1, 2021. 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.

YOUR ATPE

Meet ATPE’s

REGIONAL MEMBERSHIP SPECIALISTS ATPE’s eight dedicated regional membership specialists support ATPE’s members and volunteers in their local 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

JOSEPH CRUZ

Regions 1 & 2 rgutierrez@atpe.org

Regions 3 & 4 cvillalovos@atpe.org

Regions 5–7 gfranks@atpe.org

Regions 8 & 10 jcruz@atpe.org

DIANE POKLUDA

MARY JANE WAITS

JEFF VEGA

YVETTE MILNER

Regions 9 & 11 dpokluda@atpe.org

Regions 12, 14, & 15 mjwaits@atpe.org

Regions 16–19 jvega@atpe.org

Regions 13 & 20 ymilner@atpe.org

40 ATPE NEWS

continued from page 12—Your Ally

continued from page 29—The Real World: Community ISD CTE

A teacher who abandons a contract without good cause will normally have their certification suspended for a year, either from the date of the abandonment or the date of the SBEC ruling, depending on the circumstances. A teacher’s efforts to help the district mitigate or minimize the disruption caused by their leaving can reduce that sanction.

education of Texas students, Community ISD’s CTE program persevered. Although CTE students took some of their core classes virtually, they still showed up to campus for their pathway course—a testament to the program’s popularity. In short, the CTE program makes students want to come to school. “I’ve learned a lot about responsibility in this class,” says Caroline Cook, who is enrolled in the floral design pathway. “I will take these skills that I have learned and use them every day in the future. It’s my responsibility to go to class. It’s my responsibility to turn in my assignments. It’s my job to be responsible.” Community ISD has come a long way in just four years since Willingham began creating the CTE program. This year the district opened its new CTE building, which comes equipped with proper facilities for each pathway, including its own salon and auto repair shop. The district will also begin a program called Freshman Academy where first-year high school students will have an opportunity to spend two weeks in each pathway. “It has been fast and furious,” Willingham says. “Not a lot of schools can go that fast, and go from two to 11 classes, but seeing the students and the success they have, it makes it worth it. That is what we are here for.”

continued from page 19—Members Speak

Best practices for special education students learning from home include a multitude of educational materials being brought into the home to maximize learning potential. Education technology has evolved to produce portable, engaging platforms that can be used from outside the school campus, allowing homebound teachers to deliver a more meaningful learning experience. Those connections not only benefit the students but also recognize their families as partners in education and help build the culture and climate of a campus. References “Adaptive & Assistive Technology: Definition & Uses,” ScienceFusion Intro to Science & Technology: Online Textbook Help. “Cognitive Disability Resources,” Ohio Coalition for the Education of Children with Disabilities. “Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?” E. Foley, Level Access, January 2020. “Inclusive Teaching and Learning Online,” Columbia Center for Teaching and Learning, April 2020. “Intellectual & Cognitive Disability,” Riley Children’s Health, Indiana University Health. Publications list, naset.org. “How Special Education Technology Improves Learning,” Jennifer Roland, International Society for Technology in Education, October 2015. “School Swivl Uses,” swivl.com/schools-swivl-uses. “Students with Disabilities,” National Center for Education Statistics, nces.ed.gov/programs/coe/indicator_cgg.asp. “Equity and Inclusion in the Online Learning Environment,” Center for Excellence in Learning and Teaching, Iowa State University. “What Is AAC?” Tobii Dynavox. “Students with Special Needs Face Virtual Learning Challenges,” Matt Villano, CNN, September 2020. “What Are Some Types of Assistive Devices and How Are They Used?” National Institute of Child Health and Human Development.

continued from page 33—Finding Connections During a Time of Loss

What’s one thing you want our readers to know? Eerkes: I can’t stress enough the importance

of connection and taking the time to talk and listen to each other. Take note and take notice of what is happening around you. Engage in the conversation, and offer support. Support one another, and reach out for assistance. Talk about it, be open to it, and be available for each other. Copeland: I know COVID-19 has been the focus now, but I think sometimes when there’s so much going on, and COVID-19 is a prime example, people talk about mental health, but I don’t know if everybody realizes that mental health is just as important in the grand scheme of things. It needs just as much attention, and it needs just as much highlighting, marketing, collaboration, support, engagement, and conversation around it. I think we tend to meet critical needs, but in my experience, mental health is also a basic need that needs to be met and put on the same level as everything else we address in the school system to be able support the whole child. Interviews have been edited and condensed for clarity.

ATPE NEWS 41

BRAIN BREAK

By: Michael Spurlin We all know drinking water is essential for good health and that dehydration can lead to headaches, muscle cramps, dry skin, fatigue, and other, more serious problems. Unfortunately, between hectic daily schedules and lack of break time, it can often be a struggle to drink enough water. Following these tips can help make staying hydrated easier and feel less like a chore.

Hydrate to Begin the Day

Start your day off by drinking a glass of water as soon as you wake up, or drink a glass as part of your morning routine— for instance, while you are waiting for coffee to brew.

Drink Every Time You Eat

Another way to remind yourself to drink enough water is to make a point to drink a glass every time you eat a meal. You can also try drinking before you have a snack. Sometimes you may feel hungry when you are actually dehydrated, so this may help you eat less, too.

Carry Water with You

You are more likely to drink water if you already have it with you instead of breaking away from work to visit a water fountain or buy a bottle of water. You can even purchase water bottles that track how much water you drink to stay on target with your goals.

Eat Your Way to Hydration

Drinking is not the only way you can stay hydrated. You can also absorb water through the food you eat. Try adding foods with a high percentage of water to your diet, such as cantaloupe, strawberries, spinach, watermelon, peaches, bell peppers, and cucumbers.

Add Some Flavor

If you get tired of the taste (or lack thereof) of water, add some flavor. Try dropping some fruit in your water to give it a little kick. Good options include lemon slices, strawberries, cucumbers, or blueberries. You can even freeze the fruit and use it as ice cubes.

Turn to Technology

Download a hydration app on your smartphone to keep you on track. There are a variety of different apps that can help you create goals, set reminders, and keep track of how much water you have consumed.

Avoid Drinks That Dehydrate

Staying hydrated isn’t only about how much water you are drinking. Some drinks actually work against this goal. Try to avoid or cut back on consuming alcohol, sugary drinks, and caffeine. These contain sugar, sodium, and other ingredients than can deplete the water from your body.

ATPE NEWS 43

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NEWS SolutionTree.com/GlobalPD 44 ATPE