Fall 2019 ATPE News by Association of Texas Professional Educators

ATPE News WHAT HB 3 MEANS FOR YOUR PAYCHECK

WHY RETIREES WILL RECEIVE A 13TH CHECK

HOW TWO ATPE MEMBERS FELL IN LOVE IN AN ELEVATOR

VIRTUAL REALITY The Latest Frontier in Classroom Technology FALL 2019 | ATPE.ORG

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SCHOOL

SUPPLIES? ATPE CAN HELP!

Stock up on school supplies and take advantage of the savings your ATPE membership provides! Weâ&#x20AC;&#x2122;re talking about discounts of up to 80 percent on more than 93,000 products at Office Depot and OfficeMax. Members can shop online or in stores and enjoy FREE next-day shipping on online orders over $50!

ATPE News

PRESIDENT'S MESSAGE

The official publication of the Association of Texas Professional Educators

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

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

ATPE News Staff Kate Johanns. . . . . . . . . . . . . . . . . . . . . . . . . . Editor John Kilpper. . . . . . . . . . . . . . . . . . Senior Designer Erica Fos. . . . . . . . . . . . . . . . . . . . . Senior Designer Sarah Gray . . . . . . . . . . . . . . . . . . Managing Editor Jean Schlitzkus. . . . . . . . . . . . . Contributing Editor Jesus Chavez. . . . . . . . . . . . . . . . . Media Relations ATPE News contains legislative advertising contracted for by Shannon Holmes, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE. ATPE News (ISSN 0279-6260) is published quarterly in fall, winter, spring, and summer. Subscription rates: for members of the association, $3.32 per year (included in membership dues); non-members, $10 per year. Extra copies $1.25 each. Published by the Association of Texas Professional Educators, 305 E. Huntland Drive, Suite 300, Austin, TX 78752-3792. Periodical postage paid at Austin, Texas, and at additional mailing ofﬁces. POSTMASTER: Send address changes to ATPE News, 305 E. Huntland Dr., #300, Austin, TX 78752-3792. Advertising rates may be obtained by sending a written request to the above address. Opinions expressed in this publication represent the attitude of the contributor whose name appears with the article and are not necessarily the ofﬁcial policy of ATPE. ATPE reserves the right to refuse advertising contrary to its purpose. Copyright 2019 in USA by the Association of Texas Professional Educators

new school year has just begun, and as I look toward what the future might bring to the education profession, our students, and ATPE, one thought comes to mind: I am thankful for our welcoming organization and for all the resolve I saw in all of you during the past legislative session. Thank you for welcoming those who are new to education and to ATPE and for being there when they need anything. Thank you for getting to the polls and making legislators take note of our strength. But the fight is not over. We’ve only just started. The next election cycle is critical, and we cannot be complacent. We need to remain active and pay attention. It will take all of us working together to continue improving public education across Texas. The good news is that I know we’re capable. All across ATPE, I see leaders, and I hope you see yourself as a leader. You are a leader at home. You are a leader in your school district— regardless of your title or role. Our new vision statement, crafted by the ATPE Board of Directors and staff, states our shared purpose so well: ATPE supports the state’s largest community of educators who are dedicated to elevating public education in Texas. (Read our new vision and mission statement on page 38.) Elevating public education is the key because at the heart of our profession are our students and their success. It takes a village, and we are that village.

Tonja Gray ATPE State President

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

ATPE NEWS 3

Contents ATPE NEWS | Fall 2019, Volume 40, Number 1

FEATURES

On the Cover

Exploring New Frontiers in Classroom Technology Discover how virtual reality environments can play a role in classroom learning.

Spotlight: Andy & Alice: An ATPE Love Story ATPE members Alice and Andy Erdelt met in an elevator at the ATPE Summit. Read about their story, and get ready to say “aw.”

The Best Program You’ve Never Heard Of Learn about Texas Lesson Study, a TEA program that offers teachers the opportunity to connect in small groups to reflect on and refine lesson plans.

4 ATPE NEWS

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 10 Members Speak

A Weslaco ISD elementary teacher takes a look at homework overload and how it affects students and parents alike.

12 © iStock.com/aldomurillo/rkankaro; Envato/Wavebreakmedia

12 Column: Starting School Later Helps Teens Research shows adolescents need more sleep. A Houstonarea educator takes an in-depth look into the issue of early school start times.

14 Your Ally

What does HB 3’s “pay raise” really mean for educators?

15 Your Voice

SPECIAL SECTIONS 28 2019 ATPE Summit

Members convened in July in Houston to lead, learn, and connect with fellow educators. Learn more about the decisions made at the event.

34 Meet Your 2019-20 ATPE Leaders ATPE state and region officers

WHAT DOES HB 3 MEAN FOR YOUR PAYCHECK? Page 14

The passing of SB 12 means TRS received a much-needed boost.

16 PAC Honor Roll 37 ATPE News

• ATPE’s eight regional membership specialists support members in their regions. Learn who is in your region and how they can help. • Read ATPE’s new vision and mission statements. • One New = $10 for You: Learn how you can earn money by recruiting new ATPE members.

43 Brain Break

ATPE NEWS 5

CALENDAR

September 2

State office closed for Labor Day

6–8 ATPE Board of Directors meeting

10–13 30 State Board of Education meeting

Last day to join ATPE or renew to avoid 30-day wait for employment rights defense insurance to be effective*

October 4

State Board for Educator Certification meeting

Last day to register to vote**

First day of early voting**

Fall ATPE committee meetings

1 NEW

Deadline for first-time professional members to join ATPE and be entered to win one of two $500 Classroom Makeover Giveaways

FOR YOU

One New = $10 for You submissions due

November 1

Last day of early voting**

12–15 State Board of Education meeting

1–3

Leadership ATPE fall retreat

Daylight saving time ends

Election Day

15–17 27–29 ATPE Board of Directors meeting

State office closed for Thanksgiving break

* THE EDUCATORS PROFESSIONAL LIABILITY INSURANCE POLICY IS UNDERWRITTEN BY NATIONAL UNION FIRE INSURANCE CO. OF PITTSBURGH, PA. ALL COVERAGE IS SUBJECT TO THE EXPRESS TERMS OF THE MASTER INSURANCE POLICY ISSUED TO ATPE AND KEPT ON FILE AT THE ATPE STATE OFFICE. Visit atpe.org for disclosures, limitations, and insurance policy details. **Date noted applies to uniform election.

6 ATPE NEWS

REGIONAL ROUNDUP

Kansas

exas is home to more than 1,000 school districts, and each one has success stories. Regional Roundup highlights just a few of the many achievements happening in our public schools. When something special happens in your school district, let us know! Send news to comm@atpe.org.

Oklahoma

DIMMITT ISD

2 COPPELL ISD

6 DELL CITY ISD

3 AUSTIN ISD

4 HOUSTON ISD

Gulf of 5 PHARR-SAN JUAN-ALAMO ISD

8 ATPE NEWS

HEADLI N ES

From Across the State 1 Craft Work Robots

Over in Dimmitt ISD, robotics teacher Don Bell is showing students how to build machines of the future. Members of the Richardson Elementary School ACE robotics team are learning how to build, program, and control their own miniature automatons. This year’s squad worked with the Lego EV3 Mindstorm kit, which allows aspiring engineers to build a customized robot. The team is already competing in robotics contests at Texas Tech. Today, small toy robots; tomorrow, perhaps a real-life C–3PO. dimmittisd.net

Arkansas

Waste Not, Want Not

After visiting a local landfill, Coppell ISD teacher Kelly Clay’s first grade students at Wilson Elementary realized their school cafeteria had an excessive utensil and straw waste issue. They interviewed the custodian about trash concerns, researched ideas, and wrote a speech to the local PTO about their plan to help. They asked the PTO to purchase utensil dispenser units to help teachers and students be more mindful of using plastic utensils, and recycling bins were also installed. coppellisd.com

Photos courtesy of Dimmitt ISD, Coppell ISD, Austin ISD, Houston ISD, Michael Sweet, and Dell City ISD

Louisiana

Arctic Exploration 3 Mexico

Austin ISD science teacher David Walker is going to the ends of the earth for his job. This summer, he traveled to the Arctic as part of PolarTREC, a program funded by the National Science Foundation that pairs educators with scientists working in polar regions. Walker is one of 12 teachers nationwide chosen this year. While in the Arctic, Walker studied the impacts of thawing permafrost on climate change and plans to share what he learned by creating lesson plans for teachers to use in their own classrooms. austinisd.org

4 Homeless to Harvard

Growing up, Houston ISD Energy Institute senior Derrick Ngo dealt with food insecurity, difficult living circumstances, and instability. He even attended 12 different middle and elementary schools. Now, after ensuring he spent four years at the same high school and lots of hard work, Ngo is valedictorian of his class. And, to top it all off, thanks to help from the EMERGE Fellowship, Ngo’s on his way to one of the country’s top colleges—Harvard. houstonisd.org

5 One Giant Leap

Four science teachers in Pharr-San JuanAlamo ISD took one giant leap for mankind this summer. Chosen to participate in NASA’s Lift-Off returning alumni program, the Next Giant Leap, the four ATPE members headed to Cape Canaveral to collaborate with other teachers, scientists, and engineers on curriculum and to learn about programming robots and 3-D printers, and even take part in flight simulators. The workshop adds more credibility to the teachers’ lesson plans by bringing NASA knowledge to students. psjaisd.us

6 Senior Walk

Clad in royal blue gowns and with caps upon their heads, seniors in Dell City ISD took part in a special walk before summer, but this walk wasn’t across a stage. Instead, the students marched through the school hallways with graduating pre-K and kindergarten students in a “senior walk.” The event, attended by staff, families, and community members, concluded in the courtyard, where seniors took a moment to share words of advice with the young students, who will one day lead their own senior walk. dellcity.schoolwires.com

ATPE NEWS 9

MEMBERS SPEAK

What’s for Homework Tonight? BY ANITA MARQUEZ-HERNANDEZ, WESLACO ISD

ushing through it during car rides or in the morning, crying to get out of it, or frustrated about having more work to do, homework can cause undue stress on students and parents. How beneficial is homework? As families’ schedules become more hectic, homework does not need to be the cause of unnecessary anxiety.

10 ATPE NEWS

Teachers take students’ age, grade level, and individualized education programs into consideration when assigning homework. Homework allows children to independently practice skills that reinforce what was taught in class. My first grader’s homework consisted of a nightly packet of spelling, reading, comprehension, and math skills, but it was challenging to do all the assignments because the homework took almost an hour. On the days he had therapy, it only left us with 30 minutes to complete his homework and still have

time for dinner, a soothing bath, and play time. His teacher differentiated for him by allowing him to complete as much as he could due to our schedule—a thoughtful way to target his needs more prescriptively. As a parent, I want my child’s evenings at home to be spent relaxing with family and recharging for the next day. The 21st-century student only spends about five hours at home in the evening. Students today attend after-school fine arts lessons, Scout meetings, sports activities, therapy, and religious classes.

MEMBERS SPEAK

Sometimes these activities require a long commute. My students’ parents have told me that family schedules are jam-packed, and sometimes their kids scramble to change into their practice clothes in the car and scarf down dinner just to get into bed on time. Homework time is squeezed into the evening or

gets done in the morning. With all of this rushing, when do children get to rest? If a child is experiencing distress about completing homework, it might require a second look at the quality of the assignment. The American Academy of Pediatrics (AAP) recommends school-age children ages six to 12 need about nine to 12 hours of sleep each night. When a child doesn’t get enough sleep because of homework, they might not be able to focus the next day. Research shows that children who get adequate sleep are much happier and have an overall better quality of life. An article published by the AAP states: “It’s true that school work and schedules teach important life skills. But most experts agree that children’s health and everyday progress stand to suffer when scheduled activities leave no room for ‘free’ playtime.” Teachers should assign homework that is essential to literacy development and tailored to students’ needs. I’ve taught for 19 years, and I assign homework four days a week, usually in the form of a reading log that requires parents’ initials and a twice-a-week writing assignment. The assigned novel is always at their reading level, and the writing task is a journal. These assignments establish a learning routine and place emphasis on taking responsibility for academic progress. Research shows that reading for 20 minutes every night exposes a child to 1.8 million words a year. A child engaging in reading during free time at home fosters literacy skills and a love of reading. Temple University psychology professor Kathy HirshPasek leads research on the profound

connection between learning and play: “There is practically nothing that will be more important than reading time. It’s a time when kids learn integrated narrative. It’s a time when they learn about relationships and hear vocabulary that they don’t hear anywhere else.” Allowing a child to select authentic literature at their reading level ensures they will be engaged in learning. Harris Cooper, a professor at Duke University, researched this topic and discovered that data supported the “10-minute rule.” That is, as a student progresses one grade, 10 minutes of homework is added. In essence, a second grader would be assigned 20 minutes. Assigning more than that did not lead to better results. Making sure the amount of time spent on homework coincides with their age level will ensure that the homework is not excessive. Happy students who engage in meaningful activities at home will be motivated students who look forward to learning in school. Writer Jana Kingsford says, “Balance is not something you find; it’s something you create.” When research proves that homework overload doesn’t show gains, it’s best to keep homework short and sweet. REFERENCES

The American Academy of Pediatrics Supports Childhood Sleep Guidelines press release (June 2016); Healthy Children magazine’s “Caution Children at Play!” (Summer 2007); and Fatherly/Huffington Post’s “Elementary School Homework Probably Isn’t Good for Kids” (February 2018).

Anita Marquez-Hernandez teaches fourth grade in Weslaco ISD.

 ARE YOU AN ATPE MEMBER WITH A STORY TO TELL? Email comm@atpe.org for Members Speak guidelines. ATPE NEWS 11

Starting School Later Helps Teens

BY YEN HUYNH RABE, HOUSTON ISD rior to the 86th Legislature, two students from Pasadena High School and I testified in Austin during a hearing of the Texas Senate Select Committee on Violence in Schools and School Security. We challenged Sen. Larry Taylor and members of the committee to examine the hours teens are expected to attend school daily to ensure a healthy school culture. In Texas, only 12 percent of school districts start high school at 8:30 a.m. or later as recommended by the American Academy of Pediatrics, the Centers for Disease Control, the American Academy of Child & Adolescent Psychiatry, and numerous other health and education groups. The school where I used to teach

12 ATPE NEWS

begins instruction at 7:15 a.m. Teachers arrive by 6:45 a.m. As part of the testimony, Houston-area pediatrician Dr. Binal Kancherla and sleep-research psychologist Dr. Sara Nowakowski submitted letters recommending a later school start time as part of the testimony. The research on adolescent sleep is clear on two points: â&#x20AC;˘ School start times are the primary factor determining how much sleep teenagers get. â&#x20AC;˘ Early high school start times result in chronic sleep deprivation in teens, which increases risk of depression, anxiety, suicidal ideation, substance abuse, and violence. Sleep-deprived teens fall asleep in class, become disruptive and cause

disciplinary problems, are more often tardy and absent, experience more sports injuries, and have an increased chance of automobile crashes. Just as important, these teens experience reduced attention, problem-solving skills, and academic performance. Starting school later provides students the opportunity to get enough sleep to help prevent these consequences and helps them come to school ready to learn, which could make teaching a much easier job. In 2007, when Pasadena ISD announced a change of school start time from 7:50 a.m. to 7:15 a.m., I started reading research on teen sleep deprivation. I learned that adolescents, who need nine to 10 hours of sleep per night, experience a biologically delayed sleep

cycle at puberty, preventing most from falling asleep before 11 p.m. even with the best sleep hygiene. If they have to wake up at 5 or 6 a.m. to get ready for school, teens are only getting six to seven hours of sleep nightly. Teen sleep deprivation is exacerbated when teens stay up even later doing homework on their computers, using other electronic devices, or dealing with personal or family issues. It is important for school districts to teach sleep hygiene using existing health and biology curricula, to consider limiting AP classes, and to inform parents about setting an electronic device curfew for their students. School districts should also realize the discriminatory and economic factors of students’ getting the right quantity and quality of sleep to ensure equity in education. A colleague and I presented this adolescent sleep research to the local school board back in 2007 and petitioned to leave the school start time as it was; however, our concerns were ignored. In 2015, one of my student athletes collapsed and died on the school running track. I started asking students how many hours of sleep they received. I was flabbergasted to hear answers ranging from four to six hours nightly! By the end of the week, these students have a sleep debt of 10 to 15 hours. Adolescent sleep deprivation has been linked to diabetes, heart disease, obesity, reduced immune functioning, and aggressive forms of cancer. A school survey confirmed that only 11 percent of students were getting the minimum eight hours of sleep. For support and educational resources, I decided to join Start School Later (SSL), a national nonprofit organization with more than 125 chapters in 30 states. As the Houston-area chapter leader, I work to bring awareness of teen sleep deprivation and the need for healthy school hours to Houston-area districts, which collectively have the state’s earliest start times. Houston ISD, the largest school district in Texas, and Goose Creek CISD

returned to healthy school hours for their middle and high schools in 2017. My vision is to see all middle schools and high schools in Texas follow suit to ensure our students’ health, safety, and academic success. THE CONNECTION BETWEEN SLEEP AND MENTAL HEALTH Teen mental health and safety were priorities for the 86th Legislature following the mass shooting in Santa Fe ISD. Start School Later Texas and its individual chapters advocated that beginning the school day in the eight o'clock hour and acknowledging teen biology must be part of the conversation when addressing student mental health. A study published in the Journal of Youth and Adolescence found that each hour of sleep loss in teens is associated with a 38 percent increase in the risk of feeling sad or hopeless and a 58 percent increase in suicide attempts. Rep. Ana Hernandez of Houston sponsored the Healthy School Hours Bill (HB 1602). The bill would have ensured instruction for all Texas public schools not begin before 8 a.m. Early school start times cause many Texas students to walk, bike, take the bus, or drive to school in the dark. Setting reasonable parameters is a matter of public health and safety and would make it easier for local districts to prioritize the health and well-being of students and communities alike when particular schedules are set. Other SSL chapter leaders and I testified before the House Public Education Committee along with a Santa Fe High School student. Despite support from ATPE, the National Alliance on Mental Illness–Texas, the Texas Pediatric

12%

of Texas school districts start high school at 8:30 a.m. or later

The research on adolescent sleep is clear on two points: • S chool start times are the primary factor determining how much sleep teenagers get. • E arly high school start times result in chronic sleep deprivation in teens, which increases risk of depression, anxiety, suicidal ideation, substance abuse, and violence.

Society, the Center for Public Policy Priorities, the Texas School Health Advisory Committee, and the League of Women Voters, HB 1602 was left pending in the House Education Committee. As a society, we are realizing the need to protect the sleep of air traffic controllers, pilots, and truck drivers, but we are doing nothing to protect the sleep of children. School start times should not be based on adult convenience or transportation budgets but on providing safe and healthy parameters for our children to fulfill their potential.

Yen Huynh Rabe now teaches French at Chavez High School, where the start time is 8:30 a.m. An ATPE member, she ran for her local school board in May 2019. For more information regarding healthy school hours, see startschoollater.net. ATPE NEWS 13

YOUR ALLY

The HB 3 “Pay Raise”: What Does It Really Mean?

N BY PAUL TAPP ATPE Managing Attorney

othing the 86th Legislature did garnered more press and educator interest than the promise of a long-overdue pay raise. House Bill 3, the compromise school finance legislation signed into law by Gov. Greg Abbott, significantly affected numerous educators. While some details of the law’s effects on educator compensation are too complex for this article, we wanted to review two primary HB 3 compensationrelated effects.

Increase in the Minimum Salary Schedule

TEA has publicly stated districts should apply the new salary requirements to the 2019-20 school year, so educators should see the change at the beginning of the new school year. Finally, HB 3 financially affects different districts in different ways. Between additional funding and a reduction in recapture, some districts will have considerable additional financial resources. Other districts might have little additional money to use for these pay increases. This might result in local pressures as school boards search for ways to balance the books.

While it received far less press than the pay raise, the minimum salary schedule increase might actu- The 30%/75% Raise ally have the most impact on the largest number of HB 3 also requires districts to use 30% of any educators. Section 21.402 of the Texas Education funding increase recognized on compensation inCode establishes a formula-determined minimum creases—and the district to apply 75% of that 30% salary based on years of service for classroom to the same educator groups covered by the miniteachers, full-time librarians, full-time speech mum salary requirements, except speech patholopathologists, full-time registered gists, who appear to have inadvernurses, and full-time school countently been left out. Priority is to selors certified by the State Board be given to educators with five or for Educator Certification. HB 3 more years of experience. The law increases the minimum salary suballows the other 25% to be used for THE CHANGES stantially: approximately $5,000– any full-time staff except adminis$9,000 per year at each minimum trators. Under this provision, the HB 3 MADE salary step. increase can be salary increases, TO SCHOOL Although the minimum salary is but it can also take other monFINANCING just that—a minimum—and most ey-related forms, such as decreasRESULTED IN A districts previously paid above the ing the staff contribution to health minimum salary, the increases are insurance premiums. SUBSTANTIAL so significant many districts will The tricky part is districts do not INCREASE IN THE be required to provide a raise just have all the data needed at this MINIMUM SALARY. to meet the new higher minimum point to determine the increase in salary requirements. funding they will receive. TEA has Again, the minimum salary applies only to spe- acknowledged districts will just have to make a cific categories of educators. It does not apply to good faith effort to estimate the funding they will administrators, para-educators, or support staff. ultimately have available. Additionally, because Section 21.402, which establishes the minimum salary requirement, is a The legal information provided here is accurate as of part of the Education Code, a district that has opt- the date of publication. It is provided for general pured out as a part of its District of Innovation plan poses only. Individual legal situations vary greatly, and would not be required to match the new salary re- readers needing individual legal advice should consult quirements. The minimum salary requirements directly with an attorney. Eligible ATPE members may also would not apply to charter schools. contact the ATPE Member Legal Services Department. 14 ATPE NEWS

YOUR VOICE

SB 12 gives TRS pension fund a much-needed shot in the arm

B BY MONTY EXTER ATPE Senior Lobbyist

ig changes are ahead for teacher retire- investment returns can’t be known, TRS sets a ment. The Teacher Retirement System projected or “assumed” rate of return. Last sum(TRS) entered the 2019 legislative session mer, TRS lowered its assumed rate of return, prefacing two major issues: a large unfunded liability dicting less future investment revenue—a prudent and no ability to give retirees a cost-of-living in- move, as overestimating investment income only crease (COLA). The session’s primary legislation masks funding shortfalls. affecting TRS, ATPE-supported Senate Bill (SB) With less projected income available to pay 12 by Sen. Joan Huffman (R-Houston) and Rep. future benefits, the TRS unfunded liability inGreg Bonnen (R-League City), begins to address creased, and the time frame to pay off that liability both concerns. jumped from just over 30 years to When the cost of a pension sysmore than 87 years. The increased tem’s vested benefits exceeds the liability and long payoff window money on hand to pay for those might have resulted in hundreds of benefits, the resulting difference billions of dollars in carrying costs BECAUSE SB 12 is an unfunded liability. It’s like that otherwise could have been MADE THE FUND credit card debt: If you owe more spent to increase benefits to keep than you have on hand to pay off up with inflation. IMMEDIATELY your debts in full, you have an unFortunately, SB 12 addressed the ACTUARIALLY funded liability. Thankfully, you projected decrease in investment SOUND, TRS IS can pay down credit card debt income by providing a much-needABLE TO PROVIDE gradually. Pension liabilities are ed boost in contributions into the also paid down gradually as benpension system. State, school A 13TH CHECK efits are paid over time. district, and active educator conFOR RETIREES OF However, though it can be paid tribution rates will gradually inUP TO $2,000. over time, carrying debt comes crease over the next six years. with a cost. The more you owe, Texas has underfunded TRS conthe more interest you accrue. Money paid toward tributions for about two decades, and the state’s interest is not available to purchase other goods higher contribution rate under SB 12 still ranks and services. If your debt is so large the interest Texas 50th in the country. But it’s enough of an accrues faster than you can pay it off, you might increase to bring the time frame to pay off the TRS go bankrupt. Pension systems operate similarly. unfunded liability below 30 years and back within When a pension fund has a large unfunded liabil- the standard for actuarial soundness under state ity, it pays more toward carrying costs (much like law. Because SB 12 made the fund immediateinterest) and can’t afford benefit increases such ly sound, TRS is able to provide a 13th check for as COLAs. On the other hand, when a pension has retirees of up to $2,000 this year and will likely no unfunded liability or a manageable unfunded be in a position to provide a permanent COLA in liability, the system is considered “actuarially the next two to four years. (The 13th checks will sound.” By law, TRS must be actuarially sound— be issued in September and will be in the amount defined as having the ability to pay off its unfund- of the annuitant’s regular monthly check, unless ed liability within 30 years—before a 13th check that amount is more than $2,000, in which case it can be issued or a COLA provided. will be capped.) Two sources of money exist to pay for pension Learn more about SB 12, TRS, and other isbenefits: contributions and investment income. sues affecting educator retirement, such as The Legislature sets TRS contribution rates, Social Security offsets, on ATPE’s advocacy blog making them a known quantity. Because future TeachtheVote.org. ATPE NEWS 15

PAC HONOR ROLL

THANK YOU FOR YOUR INVESTMENT IN TEXAS PUBLIC EDUCATION!

The following ATPE members donated $50 or more to ATPEâ&#x20AC;&#x2122;s Political Action Committee (ATPE-PAC) from April 1 to June 30, 2019. Abilene Tonja Gray Kay Loftin Tiffany Loftin Aldine Tiffiiany Thomas Alvin Ron Fitzwater Amarillo Yolanda Capetillo Nancy Fowler Eunice Green Julie Harris Jamie Mariscal Nedra McGee Michael Renteria Shane Whitten Andrews Stacy Gallier Arlington Stephanie Hudson Austin Elizabeth Abrahams Axtell Stacey Dieterich Ballinger Darlene Kelly Beaumont Suellen Ener Belton Christina Flores

Big Spring Deborah Mullins Russell Mullins Birdville William Monty Boerne Margie Hastings Cyndy Veselka

Denton Joan Phillips Darla Purcell Lori Wolf

Hurst-Euless-Bedford Christopher Adams Trasa Cobern

Edinburg Benjamin Lozano El Paso Delia Salcido

Bushland Amanda Browning

Ennis Nathan Moye

Coleman County Sarah Beal

Ferris Meredith Malloy Betty McCoy

Columbus Deborah Petrosky Conroe Judi Thomas Corpus Christi Jackie Hannebaum Corsicana Julleen Bottoms Crowley Jeannie Evans Crystal Hammill Steve Pokluda Cypress-Fairbanks Eli Rodriguez Dallas Greg Fore Deborah Pleasant Dianne Reed Maria Slette

Forney Wendy Smith Fort Worth Dominic Perez Galena Park Sharon Dixon Lynn Nutt

Ingram Chris Moralez Jim Ned Consolidated Brenda Fuller Leslie Ward Keller Darius Hatchett David Williams

San Elizario Eduardo Sierra

Midway (12) Jason Forbis

Stanton Bill Griffin

Millsap Deann Lee

Tyler Betty Berndt Eddie Hill

Nacogdoches Jody Franks

Spearman Sherry Boyd

Waco Jane Sykes

Killeen Melissa Walcik Ron Walcik

Northside (20) David de la Garza Evelyn Hardaman

Waxahachie Nanette Moyers

Krum Betty Plunkett

Odessa Bridget Loffler

Weslaco Hector Cruz

La Joya Norma Vega

Olney Dale Lovett Becky Spurlock Sam Spurlock

Westwood Brooke Schitoskey

Leander Jayne Serna

Grapevine-Colleyville Kelley Walker

Lewisville Karen Hames

Hale Center Brenda Bryan

Lubbock Allyson Haveman

Humble James Ellis Stacey Ward

Lumberton Susan Letourneau

Huntsville Johanna Ullrich

Mesquite Carl Garner Michele Garner Melissa McGee Diane Nix

McAllen Twila Figueroa MaElena Ingram Maria Trevino

Pasadena Charlotte Anthony Pharr-San Juan-Alamo Mike Sweet Plano Katy Matthews San Antonio Byron Hildebrand Kimberly Hildebrand

Wichita Falls Belinda Wolf Willis Lori Mitchell Donna Ward At Large Jennifer Engle Cynthia Fifield Dawn Riley Cindy Smith ATPE Staff Ginger Franks Shannon Holmes

Invest in the ATPE Political Action Committee today!

Itâ&#x20AC;&#x2122;s easy to set up recurring monthly or quarterly donations online at atpe.org/pac-donate. 16 ATPE NEWS

VIRTUAL REALITY The Latest Frontier in Classroom Technology BY JESÚS CHÁVEZ

ATPE NEWS 17

mmersive virtual reality (VR) has existed since the late twentieth century in some form or another, and it has often been coupled with advances in computer technology. Some enthusiasts even argue the concept predates the computer, with technology such as the nineteenth-century stereoscope serving as an analog comparison. When most people think of VR, they think of wearable devices that allow users to enter simulated, computer-rendered environments and interact with them as if they were really in that environment. It’s a conceptualization that’s persisted in the popular consciousness and in its advancement as a technology. In the early ‘90s, computer and video game companies tried their hands at creating wearable VR devices. Although many of these early attempts failed, the public’s interest never fully waned. Other VR-adjacent technologies sprung up in its place—and started entering the classroom. In the past decade, non-immersive VR gained traction as an educational tool when university and then K-12 educators began to use desktop-run VR environments in their classrooms. These virtual reality environments had users navigating 3-D spaces through a computer, and the idea of immersive VR devices—which simulate moving around virtual spaces using goggles and other peripherals—was about to become less of a novelty. Since 2012, major tech companies including Facebook-owned Oculus, Google, Samsung, HTC, and Microsoft have gone on to turn immersive VR headsets and accessories into semiaffordable consumer products. As a result, the door has opened for companies and educators to begin experimenting with VR. In the past couple of years, many Texas educators have done just that, and they’re seeing the benefit.

18 ATPE NEWS

HOW TEACHERS USE VIRTUAL REALITY It was a lesson about the Antarctic in a second grade classroom that cemented VR’s benefits as an instructional tool for Elenisa Vasquez, digital learning facilitator for Laredo ISD. The students had just finished a lesson about the continent, where they learned new vocabulary about its ecosystem, when Vasquez rolled in with her mobile VR cart and loaded up a virtual field trip to Antarctica produced by Google Expeditions and National Geographic. “The kids were naming animals like, ‘Oh, look! There’s an emperor penguin,’ and they began using terms from the textbook to describe the scene,” Vasquez says. “Through VR, we’re giving kids authentic context to use their new vocabulary. They were able to describe what they were seeing more clearly.” More than a year ago, Vasquez introduced immersive VR hardware and software to her district during a pilot program that provided two Laredo ISD campuses with kits made up of Android cell phones and View-Master headsets. Vasquez worked with teachers to integrate VR experiences into their lessons. “We found that it’s actually a very natural connection to the learning experience,” Vasquez says, adding that her district saw the pilot program as a success worthy of further exploration. “It amplifies it and takes it to the next level, which is something you couldn’t quite get with just text or video alone.”

Laredo ISD decided to expand the program. The district purchased VR kits made and distributed by California company RobotLAB. The kits include anywhere from 10 to 30 mobile VR devices and a teacher tablet, among other items, for every elementary school in the district—that’s 20 elementary schools with their own VR kits. “I enjoy bringing in new technology into my classroom,” says Lorena Acosta, a fifth grade teacher at Michael S. Ryan Elementary who has used the RobotLAB VR kits to incorporate virtual field trips into her own lesson plans. “VR gives the teacher the opportunity to travel to many places with their students to explore countless classrooms. Technology, as I see it, has taken over the world, and it is our responsibility [as educators] to advance with it.” In Sabine Elementary in Kilgore, nearly 500 miles from Laredo, fourth grade teacher Laura Stripland has also begun

incorporating VR into her lessons. In 2018, Stripland was awarded a grant by the Sabine Education Foundation for an HTC Vive VR system, a gaming laptop, and VR backpack. The single portable system is used by educators across Sabine ISD. “We use our portable system with kindergarten through 12th grade,” explains Stripland, who has also presented on the topic of VR use in classrooms at conferences and professional development workshops. “Our students have loved being immersed in the various VR experiences and have enjoyed learning through VR.” Melissa P. Laurel, a second grade teacher at H. Ligarde Elementary in Laredo, believes a VR kit might be especially interesting to low-income students who might not otherwise travel to faraway places. “Many of our students are low-income and don’t have any life experiences

beyond their neighborhoods,” she says. (Approximately 30 percent of Laredo’s population is below the poverty line, according to the most recent census.) “These technologies give them the ability to visit and experience places and things they might never be able to in real life. VR shows them how much more there is out in our world and beyond. They can extensively increase their background knowledge, which is crucial to their success.” Elad Inbar, CEO of RobotLAB, also lists this as one of the major benefits of VR. According to Inbar, VR and other emerging technology can help make abstract concepts such as geometry, outer space, and the workings of the inner body tangible by allowing students to view these things in 360 degrees. “VR can take whole classes to places that weren’t possible before, from Machu Pichu in Peru to a NASA probe on its way to Jupiter and all the way into

ATPE NEWS 19

our blood vessels,” Inbar says. “There’s no other technology that can make that happen.”

BARRIERS TO ENTRY Educators such as Vasquez, Acosta, and Stripland have generally merged VR into their lessons by slotting in preexisting materials provided by Google Expeditions or any number of professionally created VR software programs. These teachers are using their expertise in order to create new curricula with VR, which can be a challenging task. These challenges can in turn create a barrier to VR becoming a widespread instructional tool, according to Joan Hughes, PhD, an associate professor with the Learning Technologies Program in the University of Texas (UT) College of Education. “One of the challenges with VR is that it’s not easily adaptable,” she says. “It’s dependent on the expertise of whoever is creating and using the content and how well it’s matched with the 20 ATPE NEWS

standards or curricular needs teachers have identified.” Hughes studies how teachers and students integrate new and emerging technologies in the classroom and has published extensively on the subject. She has also specifically researched VR integration in classrooms alongside UT graduate students Yin Hong Cheah and Hsiao-Ping Hsu, PhD. She says one of the challenges educators face is being unable to directly create VR content to suit their specific needs and standards. Hughes and her students found tech companies possess the resources to create VR spaces that many school districts do not, even the ones that might have the necessary expertise, which is why most of the adoption of VR in education spaces tends to be in higher education. “The content from companies might be well-produced and easily available, but no matter what: It must match a pre-K-12 curricular need,” Hughes says. “If you don’t have the expertise to take VR that exists and tweak it—which is not easily done or even technically

allowed—it has to almost magically match a teacher’s needs.” But other barriers beyond the needs of the teacher exist that must be considered before school districts as a whole move toward buying VR kits. For one, it’s recommended districts review both the age recommendations and manufacturer’s guidelines before buying. “Although we believe that VR may help students at different levels, I would particularly pay attention to the VR applications in elementary school classrooms because of potential health risks,” Hughes explains. “The potential health impacts are really unknown, but past studies did find that some students have balance problems immediately after use—though it was not long-lived.” In 2018, researchers at the University of Newcastle in Australia published an extensive report titled “Immersive Virtual Reality, Children and School Education: A Literature Review for Teachers” for the Digital Identity, Curation, and Education Report Series. One major risk, found highlighted in

manufacturers’ guidelines, was a type of motion sickness called “cybersickness,” which includes symptoms such as nausea, disorientation, headaches, and eye strain. The report recommended students be limited to 15 minutes of VR time per three hours in order to mitigate any potential side effects. It also suggested people stay up-to-date on research as it comes out in order to better understand the long-term effects of VR. Schools should consider the investment per the learning outcomes, says Hughes. Cost is another factor worth considering. An individual VR device might range in cost from the average price of a decent smartphone plus a plastic or cardboard viewer (a pre-built Google Cardboard viewer costs between $6– $15; other brands cost less or more) to a few hundred dollars for devices such as the Oculus Rift. Standardized kits designed specifically for classrooms are another matter. The standard RobotLAB VR classroom kit is approximately $3,280 for 10 devices and other peripherals. The least expensive consumer Google Expeditions Kits—which include 10 student devices, a router, a charging case or cart, and virtual reality viewers—is $3,800 as of this writing. Depending on a school district’s budget, this might be a deal breaker. When asked about cost, RobotLAB’s CEO said RobotLAB kits can last up to three years and cover 400–500 students per school, and that by those estimates: “This comes out to about $2 per student per year.”

PITFALLS TO AVOID Nearly every educator ATPE’s interviewed about VR has noted this technology and others—while exciting— should not be considered a silver bullet. It should not be used in isolation and should be carefully considered before being employed. “I would suggest schools think carefully about what subjects need VR before buying,” says Hughes. “They need to identify the subject and topical areas that have need for VR as an instruction solution.”

Vasquez agrees: “With any tech integration, you want to make sure it’s there to bolster the lesson. Think, ‘Why are we as educators using this?’ Think about your process, your vision, and plan accordingly.” For Acosta, learning how to work through the technology leads to a rewarding outcome. “Once you get your students engaged and wanting to learn, then you get to sit back and watch them learn.” “Don’t see VR as ‘just something else’ that we [as teachers] have to do,” Laurel adds. “See it as something that enhances the curriculum and gains the students’ interest to a point where they go off beyond the scope of the lesson.”

NEXT PHASE In June, Hughes attended the 2019 International Society for Technology in Education (ISTE) conference in Philadelphia, where out of more than 1,800 sessions, she says 47 related to VR in some way, and many presentations focused on the creation side of things. Additionally, educators have already begun to focus on creating their own content within VR spaces. One solution that stuck out to Hughes is the work some educators are doing using the Google Tour Creator, which allows users to create immersive, 360-degree tours. This ability could help break down the challenge of finding content that relates to teachers’ lessons by giving teachers and students the opportunity to create immersive VR content themselves. Vasquez and Laredo ISD have also seen the need to create their own content. They have plans in the works to help teachers and students develop their own tours and assignments. “Students could create environments that tie together climate information, geographic information, and so on into an interactive tour,” Vasquez says. “Students would write their own scripts explaining the environment and

that might help them better retain the vocabulary and information.” Hughes, for her part, is interested to see how VR applications evolve in preK-12 school classrooms and for more research to accompany those evolutions. Already, she said, there have been some interesting adaptations of VR in the classroom: from VR field trips to VR explorations of atoms and molecules to giving students the chance to step into the daily lives of people throughout history. In 2017, Hughes wrote an op-ed for The Dallas Morning News titled “Is Classroom Technology Good for Learning or Wasting Time?” The article dealt primarily with tablet technology, but one line she wrote resonates with VR. “Learning with technology becomes more meaningful and engaging when students tackle intellectually challenging, complex content problems that have roots in their interests or lives.” If immersive VR has the potential to place students into shoes far different than their own, allow them to stand in spaces far from home, and experience things they might have only dreamed about, then it’s likely that eventually every subject of study can benefit from VR. Technology, after all, evolves quickly, and our classrooms can evolve just as quickly.

ATPE NEWS 21

SPOTLIGHT

Andy & Alice An ATPE Love Story

INTERVIEW BY SARAH GRAY • PHOTO BY JEAN SCHLITZKUS

hey met in a Courtyard Marriott elevator in 2015 in Austin, Texas—a chance meeting that soon wove their lives together. If you ask Alice and Andy Erdelt about their backgrounds, they tell you how different their life stories are. Alice describes her mom as more urban, her dad rural. One set of her grandparents met in Minnesota, the other pair in Washington, DC. A self-described “military brat,” Alice’s family finally settled in Killeen. Andy, on the other hand, has spent his life in the Palacios area. His parents met in 22 ATPE NEWS

Wharton, and he was raised near Edna, where his mom and grandmother operated a flower shop on the acreage his grandparents owned. By the time he met Alice, Andy had been working in Palacios for 30 years. Nowadays, they’re both educators and ATPE members and volunteers. Andy teaches at Palacios Junior High, and Alice teaches at Harker Heights High School. ATPE sat down with Alice and Andy to learn more about their relationship and how they met at an ATPE Summit in a hotel elevator.

Tell us how you met. ALICE: It was four years ago on the ATPE Awards Banquet night during summit. I’m pretty sure that was July— ANDY: July 9.

JULY ALICE: He remembers the date really well. For some reason, I make it the 10th. Maybe that’s because that’s the day a friend ran a background check on him. I’m not joking! Somebody from Killeen ATPE said, “Just because he’s a region director doesn’t mean he’s going to be safe.” But I was just sitting on the elevator, and he walked on.

ANDY: I was going down to the banquet. I got on the elevator, and we started talking. Then she [a wheelchair user] rolled herself out, and as we got to the street, where the street starts getting rough outside of the hotel, I said, “Can I push you across the street?” So, I pushed her across, and we got to the convention center. I said, “Where are you going to go in because those are all stairs over here?” I pushed her to the elevators and up to the top floor where everybody was waiting to go in for the banquet. I went to my region, and then she went to her region. Later, I went to take a break, and she was sitting in the hallway. We talked again, and then I went back to the table with my group to eat. They start playing music, so I think, “I’m going to take another break,” and she was out there again. So, we got to visit again. Afterward, her group was saying they were going to go to Sixth Street, and I decided I’m going back to the room. She said, “Well, I’m going to go back, too.” I said, “Well, I’ll push you over there.” So, I did, and she said, “Let’s stop and get coffee.” We sat there and got to know each other, and a little while later, a manager came over and said, “I’m going to have to ask you all to leave.” I said, “Why?” He said, “We’re closed. It’s 2 a.m.” ALICE: We didn’t know the time!

Then you had to contend with long-distance as you got to know each other? ALICE: We had a lot of emails, a lot of phone calls. ANDY: I was telling her that I was coming back up for whenever the next board meeting was—that was October?

ALICE: It was August. It was right before school started because I went to this Inspire training, and I kept talking to a friend of mine. “I met this guy. He’s really nice.” She got excited. What’s funny is that the night we met, one of my friends said, “Oh, Alice. You’re picking up guys at summit now.” She also hosted our wedding.

How often do you get to see each other? ANDY: Two or three times a month, if not more. ALICE: We try to do at least every other weekend during the school year. But every night I know when I have to go to bed: 9 o’clock, the phone rings, it’s him. I call him when I get off work at 5. He calls me at 9. Then we probably have a couple of weekends a month where we stay at our own places because we need to take care of stuff. When it’s just him and me, I relish every moment. During the summer, we’re almost inseparable because we really do appreciate having that time together.

You mentioned that Andy might retire soon, prompting a move to Harker Heights? ALICE: He’s getting ready to retire, and I can’t move out of where I’m at because my mom was sick, I take care of my parents’ finances, and their house is going to be our house. Andy saw me through my mom dying. He’s as solid as a rock. I couldn’t have asked for better. I couldn’t have found him if I was looking. I put in my God box months before the type of man that I wanted. I wanted somebody that was solid, who was kind, had a sense of humor—because they’re going to have to put up with me. My sister says this is her favorite thing about him—he just laughs when I say crap. I just wanted someone a little bit like my dads [Alice has a father and stepdad], who were a lot calmer because I’m a bit—what would you say—emotional? I wanted somebody solid. I made this little list of what I wanted in a guy, stuck it in my God box, and then God put him on the elevator.

What was the first thing you noticed about each other? ALICE: He was cute. It was the way he looked at me and the way he spoke to me. I told my mom, “I met this

ATPE NEWS 23

SPOTLIGHT

guy,” and she goes, “Is he attractive?” I said, “Of course. He’s cute. He’s nice. I think he might like me.” It was just this air about him. He’s nice, and he’s calming. But I thought he was cute, if I’m being honest, and he dressed nice. ANDY: Loved the conversation. We just hit it off. I enjoyed talking to her all the time. That first night, I mean, we sat there for two hours or more talking, and we didn’t know what was going on around us.

What’s the story of your proposal? ANDY: It was on July 9 when I gave her the ring, the anniversary of the day we met. We were getting ready to go to Dallas, she was sitting at the table, and I brought a bag in. ALICE: Anniversary gifts. I had to open the gifts in a specific order, and the first bag is a joke book on the history of farting. I looked at it and went, “Wow. Thank you. I can’t believe it.” Then he says, “No, you have to do it a certain way.” He gives me a Cracker Jack box. I thought, “This is going to be so romantic.” Opened it up, I took out this pretty jewelry bag, and then opened that up. It was a plastic diamond ring painted blue with glitter and sparkles. He says, “Now people can stop asking, ‘When are Andy and Alice going to get married?’ Because you have a ring to wear.” I’m thinking how my previous boyfriend had gotten me some gifts that I was like, “Oh my God, this man has no clue who I am.” So, I didn’t want to be mean to Andy because I love him, and I didn’t want to say, “These are the crappiest gifts you’ve ever given me.” But then he took out the last gift and had me open it. He didn’t ask me to marry him. I just looked at the ring and said, “Does this mean what I think it means?” He goes, “Yes. It’s a promise that I want to be with you forever.” That was better than a marriage proposal. I mean, just when he said it’s a promise that I will be with you forever—that was key for me.

Tell us about your wedding. When did you get married? ALICE: December 29, 2018, at a friend’s house. In fact, I posted [on Facebook] that I was engaged right before the 2018 Summit in Dallas, and I showed my ring, of course. And at summit, when we were at the registration counter, my friend said, “Because we were there when you two met, we want to host your wedding.” So, we had it at her house, and I wore a blue dress. It was a very simple wedding. I had a friend of mine officiate. We had just close family and friends, and it was just in the living room by the Christmas tree—because I had to have it by the Christmas tree—and their fireplace.

A lot of AT PE members say that AT PE is like a family. What does it mean to you that you found each other at an AT PE event? ALICE: For me it holds meaning because I think ATPE is better than a dating service! You’ve got stuff in common with people. I remember when I first met Karen Hames, she and I were both at the House of Delegates, and we had an instant connection because we both cared about the same issues. That’s what happens at ATPE: You have that instant connection, and everybody’s nice to each other. I’ve met a lot of people that I’m closer to than I am in my own district. I felt perfectly safe [meeting Andy]. I don’t know what the heck was wrong with my two friends [who ran the background check]. They said, “You stayed up all night with him just about. We still have to check him out!” I said, “But it’s ATPE. He’s on the BOD. He should be safe!” Apparently, he did pass the background check. I noticed there were a lot of people that liked him. Karen was on the Board of Directors with him at the same time, and she was always so happy around him. She really liked him, and I trust her as a judge.

Anything else you want us to know? ALICE: Keep an eye out on the elevators. ANDY: Ride them up and down. Sometimes they’re pretty full, but that night, it was just you. ALICE: I was the only person on the elevator. He was the only person on the elevator. It was— ANDY: Meant to be.

24 ATPE NEWS

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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

With origins in Japan, this TEA program is generating results in classrooms across the state

BY SAMUEL ALLEN, CONTRIBUTING AUTHOR n many ways, teaching is a lonely endeavor. It’s just you in front of a classroom of students, hoping they comprehend your lesson. It can be difficult to assess student progress or the efficacy of a lesson—particularly without the support of a knowledgeable peer. Introduced to Texas educators in 2016, the Texas Lesson Study (TXLS) program aims to eliminate those difficulties by connecting educators in small groups to reflect on and refine lessons. This Texas Education Agency (TEA) initiative—which has approximately 1,500 participants on 216 campuses in 98 districts across the state—is based on the Lesson Study program, which originated in Japan and has been implemented worldwide. “This professional development practice … engages teachers in a process of systematically examining their teaching, with the goal of becoming more effective,” wrote Julia Myers, a researcher at the University of Hawaii, West Oahu, in the January 2012 International Journal for the Scholarship of Teaching and Learning. “The ability to persistently and carefully consider what and how we are teaching, and to reflect on our actions as teachers to determine what works best for our students, is central to successful teaching.” As noted by Rosa Archer, a researcher at the University of Manchester who visited Tokyo Gakugei University to observe how the Lesson Study might translate to the English-speaking classroom, the program’s intention is not to produce a perfect lesson but to improve teaching. 26 ATPE NEWS

TXLS IN ACTION Each iteration of the TXLS program involves a small group of teachers from within the same Education Service Center (ESC) region. The program is open to teachers of any subject and grade level, often resulting in a diverse mix of professional experience and subject matter knowledge. In the first phase of the program, the group reviews student data to select a learning standard from the TEKS. Although the

Texas Lesson Study

The TXLS process involves a small cohort of educators participating in a five-phase process: 1. Examine student data and identify a research theme and student expectations from the TEKS. 2. Review instructional materials, research best practices, and plan an effective lesson. 3. Teach the lesson, and collect observation data on students’ learning processes and engagement. One teacher instructs while the rest of the group observes. 4. Reflect on the lesson and data collected, and refine the lesson accordingly. (Phases 3 and 4 may be repeated.) 5. Share the research-based lesson and findings, and network with other Lesson Study groups. (TXLS participants share their lessons and videos on TEA’s Texas Gateway website.) Anecdotal evidence abounds as to the success of TXLS and other Lesson Study programs; so does data. Based on 2017-18 program participation, TEA reports a 27% increase in student objective mastery when TXLS lessons are used. Plus, the teacher turnover rate among TXLS participants is only 13% compared with 16% statewide.

majority of groups select a language arts or mathematics learning standard to unpack, participants have also gone through this process with a focus on a social studies, science, or fine arts TEKS. Typically, the learning standard selected is one that may be difficult for students; for instance, a group might choose to base its lesson plan around the Grade 5 TEKS skill for determining the meaning of English words based on a Latin or Greek root. There is no specific grade level that TXLS targets—teachers at every level, from prekindergarten through 12th grade, can participate. Next, participants develop a theme they would like to pursue over the course of the Lesson Study process; this theme is an overarching goal for students. For example, Amanda Sager, an English/language arts instructional coach in Katy ISD, chose a theme focusing on how to “empower students to be confident learners through self-reflection, risk taking, and problem solving.” Once a theme is selected, teacher participants move to the second phase, working together to discover the best instructional methods for delivering the lesson that will address those specific student expectations. Westwood ISD’s Jessica Brown, for instance, had her third grade students participate in a series of workstations in order to improve their comprehension of rhyming and grammar. In Phase 3, the group selects one teacher to deliver the lesson, while the rest observe and collect observational data on student learning processes. After formative assessment data is collected and analyzed, the group then gets together in Phase 4 to discuss the strengths of the lesson plan, as well as opportunities for improvement. Some groups may repeat this process, while others might move to Phase 5, summarizing their findings and sending the findings to the Texas Gateway website so Texas teachers can access the lesson and videos of the lesson. WHY THE PROGRAM IS IMPORTANT The Texas Lesson Study program offers educators the opportunity to improve their work through concrete data and analysis,

creating a bridge between research and the actual practice of teaching. Brown notes that it’s “important for teachers to take data-driven lessons a step further and really dig into ways to better support and drive our students learning.” “[The program] helped me look at different ways to incorporate research on ways students learn and in-depth specific data to help my students achieve their goals,” she added. Blair Claussen participated in the Lesson Study program as a teacher in the Chicago Public Schools and is now the TXLS program manager at TEA. She notes the big takeaway from TXLS is teachers getting the opportunity “to see the learning process taking place during the lesson observation.” “We want teachers to be seen as the expert and the knowledgeable figures that they are,” she says. THE END RESULT The results speak for themselves, according to Brown, who saw her students fully engaged in their stations and really pushing themselves. Over in Katy ISD, Sager observed students making improvements in nearly every measurable category. Teachers themselves benefited, too—a study of the program’s pilot implementation reported that 84% of participants had experienced an increase in confidence in their teaching abilities. During the same period, 88% of students said they understood and enjoyed the lessons. “I would definitely recommend Texas Lesson Study,” Sager says. “It was a lot of work, but it was the best kind of work because it was personalized to our campus and student needs.” TXLS participants say the program is important because its mission itself is important: “to improve teacher effectiveness, share best practices, improve student outcomes, and provide a platform to demonstrate mastery within the teaching profession.” “This program is a reminder to our communities and elected officials that this profession, like many others, has high standards, best practices, and research,” Sager says.

WANT TO PARTICIPATE IN TXLS? The program is currently available in every ESC region and takes place over the course of the regular school year. TXLS is free of charge, and certain regions provide a stipend to offset costs for participants. For more information, visit texasgateway.org, or email txlessonstudy@tea.texas.gov.

TEXAS GATEWAY View recorded lesson plans and teachings from the implementation of the program at texasgateway.org.

THE FIVE PHASES 1 Examine student data and identify a theme and student expectations from the TEKS. 2 Review instructional materials, research best practices, and plan the lesson. 3 Teach the lesson, and collect observation data on students’ learning processes and engagement. 4 Reflect on the lesson and data collected, and refine accordingly. 5 Share the lesson and findings, and network with other Lesson Study groups.

ATPE NEWS 27

TPE members blasted off to Houston July 17â&#x20AC;&#x201C;19 for the associationâ&#x20AC;&#x2122;s annual leadership training and governance conference, the ATPE Summit. Here, ATPE member volunteers receive training to help them successfully run ATPE local units and regions, participate in the House of Delegates (HOD) meeting, elect state officers, and network with their peers from around the state. Working together, ATPE members can take giant leaps forward for both our association and Texas public education. The next few pages highlight leaders, members, and supporters who are making a difference in ATPE and their communities. You will also find information about decisions made during the HOD. Thank you to everyone who participated in the 2019 ATPE Summit.

28 ATPE NEWS

ACKNOWLEDGMENTS Thank you to our generous sponsors and volunteers.

Corporate Partners

Frost Bank, Liberty Mutual Insurance, RBFCU

Educator of the Year Committee Members

Chair Paula Marshall, Gwendolyn Craig, Emily Fortune, Robin Holcomb, and Liz Labhart

Leader of the Year Committee Members

Chair David Williams, Susie Andrews, Sharon Dixon, Deborah Naegle, Bonnie Maines, Robert Stroud, and Katherine Whitbeck

Nomination/Election Committee Members

Chair Shawn Mustain, Samantha Beyer, Shari Emmons, Norma Gandara, Betty McCoy, Angelina Ramon, and Barbara Ryza

Bylaws Committee Chair Evelyn Hardaman

Resolutions Committee Chair Greg Vidal

Legislative Committee and PAC Committee Chair Benjamin Lozano and Kally Evans, acting chair

Summit Advisory Council Eli Rodriguez, Cypress-Fairbanks; Stacey Ward, Humble; Ron Fitzwater, Alvin; Eden Renovato, Hempstead; Jay Guerrero, Cypress-Fairbanks; Lotus Hoey, Houston; Cynthia Jones, Aldine; and Charlotte Anthony, Pasadena

ATPE NEWS 29

HOUSE OF DELEGATES ATPE’s HOD gathering reflects our member-governed philosophy. At the HOD, delegates representing their local units’ members vote for ATPE’s next leaders and determine policies that will guide our association. This year, delegates met July 18 to hear candidates for 2019-20 state office speak and to consider honorary, current, and standing resolutions; member motions; the ATPE Legislative Program; and other agenda items. Bylaws Amendments

can read the resolutions at atpe.org/about-atpe/ governance/house-of-delegates.

Resolutions

The HOD also adopted an honorary resolution recognizing Past State President Carl Garner for his service to ATPE.

There were no proposed bylaws amendments this year. The HOD readopted 13 standing resolutions after agreeing to amend Standing Resolution No. 4, related to consultation, to include verbiage from Standing Resolution No. 12, therefore allowing No. 12 to expire. Additionally, the HOD voted to allow Current Resolutions Nos. 1 and 2 to expire; these were related to a moratorium on the activation or reactivation of local units and rebates for regions and local units, respectively. Proposed Current Resolutions Nos. 1 and 2, urging research into tiered rebates for local units and regions, respectively, were adopted. A prefiled resolution thanking legislators for their work this past session and urging lawmakers to continue fighting for public education was also adopted. Members

30 ATPE NEWS

Main Motions

There were no main motions adopted this year.

ATPE Legislative Program

The ATPE Legislative Program, presented to legislators at the beginning of each legislative session, outlines the association’s legislative priorities and guides ATPE Governmental Relations in its advocacy efforts. The HOD adopted the 201920 ATPE Legislative Program, with amendments to several of the existing legislative positions. Visit atpe.org/leg-program to review the program.

2018-19 AWARDS ATPE honored educators, students, ATPE leaders, and friends of Texas public education at the summit. CHARLES PICKITT EDUCATOR OF THE YEAR AWARD

The Charles Pickitt Educator of the Year Award recognizes ATPE members who demonstrate exceptional or innovative capabilities in their respective educational fields.

Administrator of the Year Deann Lee, Millsap ISD Finalists: Kimberly Dolese, New Diana ISD, and Rebecca Lanham, Gladewater County Line ISD

Associate of the Year

Cesarea Germain, Corpus Christi ISD Finalists: Rachel Melancon, Dallas ISD, and Marisela Yañez, Rio Hondo ISD

Elementary Teacher of the Year Mindy Anstey, Birdville ISD Finalists: Maegan Holycross, Birdville ISD, and Michael Sweet, Pharr-San Juan-Alamo ISD

Secondary Teacher of the Year

DOUG ROGERS CAMPUS REPRESENTATIVE OF THE YEAR AWARD

The Doug Rogers Campus Representative of the Year Award acknowledges those special ATPE volunteers who are fundamental to the continued growth and development of our grassroots organization.

Local Units with 1–200 Members

Betty Plunkett, Krum ATPE Finalists: Jasmine Dayton, Lamar ATPE, and Marisela Yañez, Rio Hondo ATPE

Local Units with 201–500 Members

Celena Miller, Pharr-San Juan-Alamo ATPE Finalists: MaElena Ingram, McAllen ATPE, and Teri Nail, Boerne ATPE

Local Units with 501+ Members Scoie Green, Katy ATPE Finalists: Hilda Martinez, La Joya ATPE, and Rachel Melancon, Dallas ATPE

Katrina King, Willis ISD Finalists: Kally Evans, Willis ISD, and Cassandra Rogers, Paris ISD

Special Services Educator of the Year

Donald John Milner, Kerrville ISD Finalists: Tara Greene, Birdville ISD, and Rebecca Monsevalles, Weslaco ISD

ATPE NEWS 31

FLOYD TRIMBLE LOCAL UNIT OF THE YEAR AWARD

The Floyd Trimble Local Unit of the Year Award acknowledges local unit accomplishments during the year.

Local Units with 1â&#x20AC;&#x201C;200 Members

Rio Hondo ATPE, Region 1 2018-19 officers: President Jaclyn Cavazos (pictured), Vice President Stephanie McIver, Secretary Yesenia Hernandez, and Treasurer Susana Andrews Finalists: Ballinger ATPE and Hempstead ATPE

Local Units with 201â&#x20AC;&#x201C;500 Members

McAllen ATPE, Region 1 2018-19 officers: President MaElena Ingram (pictured), Vice President Juan DelaTorre, Secretary Daisy Palomo, and Treasurer Twila Figueroa Finalists: Boerne ATPE and Nacogdoches ATPE

Local Units with 501+ Members

Northside (20) ATPE, Region 20 2018-19 officers: President Madonna Felan (pictured), Vice President Elizabeth Turner, Secretary Audree Wood, Treasurer Lisa Hinojosa, and Membership Chairs Laura Campbell and William Barton Finalists: Cypress-Fairbanks ATPE and Houston ATPE

University Local Units

Texas Southern University ATPE, Region 4 2018-19 officers: President Timothy Witchet (pictured), Vice President Jennifer Silva, Secretary and Treasurer Jakayla Brantley

32 ATPE NEWS

2018-19 POLITICAL ACTION COMMITTEE HONOREES William B. Travis ATPE-PAC Honorees William B. Travis Honorees are members who donated $150 or more to ATPE-PAC between Aug. 1, 2017, and July 31, 2018.

Elizabeth Abrahams, Susan Ambrus, Stephanie Bailey, Betty Berndt, Julleen Bottoms, Sherry Boyd, Tina Briones, Jana Brockman, Brenda Bryan, Ygnacia Capetillo, Lisa Cook, Carol Davies, David de la Garza, Sharon Dixon, Suellen Ener, Madonna Felan, Twila Figueroa, Ron Fitzwater, Jason Forbis, Paula Marshall, Carl Franks, Ginger Franks, Cesarea Germain, Donna Gibbon, Tonja Gray, Barbara Jo Green, Vicki Greenfield, Kathie Gressett, Teresa Griffin, Karen Hames, Margie Hastings, Allyson Haveman, Jean Henderson, Byron Hildebrand, Eddie Hill, Lotus Hoey, Malinda Holzapfel, MaElena Ingram, Frankie Jarrell, Stefani Johnson, Darlene Kelly, Connie Kilday, Alison Kimble, Kim Kriegel, Gina Langley, Deann Lee, Jimmy Lee, Carole Lemonds, Dale Lovett, Benjamin Lozano, Miranda Madden, Meredith Malloy, Katy Matthews, Teresa Millard, Donald Milner, Yvette Milner, Roger Moralez, Nathan Moye, Debbie Mullins, Dee Parnell, Bobbye Patton, Dominic Perez, Deborah Pleasant, Betty Plunkett, Steve Pokluda, Jacquline Price, Keri Ramig, Michael Renteria, Julie Riggs, Dawn Riley, Lindsay Robinson, Eugenia Rolfe, Nelly Rosales-Nino, Cynthia Rowden, Olga Rubio, Michelle Ruddell, Barbara Ruiz, Gayle Sampley, Jayne Serna, Maria Slette, Shelia Slider, Wendy Smith, Sam Spurlock, Patricia Startz, Judi Thomas, Lizandra Ayala Valentin, Cynthia Veselka, Greg Vidal, Eileen Walcik, Melissa Walcik, Ron Walcik, Kelley Walker, Leslie Ward, Stacey Ward, Craig Weart, Virginia Welch, Debra Welch-Marks, Jeannette Whitt, Shane Whitten, Richard Wiggins, David Williams, Sharon Woody

Stephen F. Austin ATPE-PAC Honorees

The members below have contributed the following cumulative amounts to ATPE-PAC since July 1997. $7,500 Carol Davies, David de la Garza $5,000 Jed Reed, Gayle Sampley $2,500 Barbara Jo Green, Janice Hornsby, David Williams $1,500 Nelson Bishop, Shirley Crow, Alice Erdelt, Randall Iglehart, Dale Lovett, Benjamin Lozano, Betty McCoy, Maria Samantha Montaño, Sharon Nix, Glen Rabalais, Patty Reneau, Greg Vidal $500 Teresa Akers, Susan Ambrus, Yonne Avina, Gidget Belinoski-Bailey, Yolanda Capetillo, Don Cotten, Sharon Dixon, Rhonda Ellis, Madonna Felan, Jason Fife, Michele Garner, Gail Hall, Allyson Haveman, Jean Henderson, Jeanette Hlavaty, Jerry Jarrell, Stefani Johnson, Bridget Loffler, Miranda Madden, Lori Mitchell, Roger Moralez, Linda Moran, Lynn Nutt, David Ochoa, Michael Renteria, Desirie Ries, Rose Rivas, Nelly Rosales-Nino, Cynthia Rowden, Shelia Slider, Patricia Startz, Maria Trevino, Elizabeth Turner, Leslie Ward, Rosalie Watkins, Virginia Welch, Jettie Whitlock

Davy Crockett Fundraising Challenge

ATPE’s Top Recruiter

Region, 10,001 or more members Region 10

Hilda Martinez, La Joya ATPE

This challenge was established to recognize the regions and local units that raise the most money per member for ATPE-PAC.

Region, 10,000 or fewer members Region 20 Local unit, 1–200 members Woden ATPE Local unit, 201–500 members McAllen ATPE Local unit, 501+ members Plano ATPE

ATPE’s recruitment challenge, One New = $10 for You, is designed to encourage new member recruitment by recognizing and rewarding successful recruiters.

Alafair Hammett Media Awards

Named for ATPE’s first state president, this award recognizes an individual local media reporter for their outstanding support and coverage of public education. The 2019 recipient is: Stella M. Chávez, KERA News

ATPE-PAC Statesman

Staff Service Awards

Elizabeth Abrahams, Betty Berndt, Brenda Bryan, David de la Garza, Twila Figueroa, Tonja Gray, Margie Hastings, Darlene Kelly, Connie Kilday, Dale Lovett, Benjamin Lozano, Roger Moralez, Deborah Pleasant, Steve Pokluda, Keri Ramig, Dawn Riley, Jayne Serna, Wendy Smith, Cynthia Veselka, Ron Walcik

Five years of service Amy Dodd, executive assistant

The ATPE-PAC Statesman Award honors ATPE members who have donated $20 or more to ATPE-PAC for 12 consecutive months.

ATPE-PAC Hall of Fame

This award is bestowed on those members who have donated $10,000 dollars or more to ATPEPAC since July 1997. Twila Figueroa Richard Wiggins

Congratulations to the following staff members honored during the summit for their 85 years of combined service.

Cynthia Villalovos, regional membership specialist, Regions 3 & 4 Roger Gutierrez, regional membership specialist, Regions 1 & 2 Heather Tuley, regional membership specialist, Regions 13 & 20 10 years of service Monty Exter, senior lobbyist Jennifer Gordon, staff attorney Sylvia Martinez-Haley, staff attorney 25 years of service Diana Hamad, risk management director

ATPE NEWS 33

Meet Your 2019-20 ATPE Leaders 2019-20 State Officers

Tonja Gray

Jimmy Lee

Karen Hames

Stacey Ward

Byron Hildebrand

Gray, a 31-year educator, is a K-5 Literacy Success teacher.

Lee, a 32-year education veteran, is a substitute teacher.

Hames is an eighthgrade English/ language arts and reading teacher with 41 years of experience in education.

Ward is a fifth-grade math and science teacher in Humble ISD with 22 years of experience in education.

Hildebrand is a retired math teacher and high school coach with 34 years of education experience.

PRESIDENT Abilene, Region 14

VICE PRESIDENT Paris, Region 8

SECRETARY Lewisville, Region 11

TREASURER Humble, Region 4

PAST PRESIDENT San Antonio, Region 20

2019-20 Region Officers REGION 2

REGION 3

REGION 4

REGION 5

REGION 6

MaElena Ingram McAllen

Barbara Ruiz Corpus Christi

Cathy Stolle Karnes City

Special election pending

Susan Harrell Newton

Charles Lindsey II Magnolia

Rebecca Monsevalles Weslaco

Cesarea Germain Corpus Christi

Mandy Vahrenkamp Calhoun County

Sharon Dixon Galena Park

Katelyn Hanson Vidor

Gidget Belinoski-Bailey Willis

VICE PRESIDENT

Michael Sweet Pharr-San Juan-Alamo

Jackie Hannebaum Corpus Christi

Kelli Cook El Campo

Shawn Mustain Spring Branch

Donna Haley Newton

Judi Thomas Conroe

SECRETARY

Norma Vega La Joya

Amerika Reyes Corpus Christi

Tiffany Keszler Ganado

Eden Renovato Hempstead

Lori Burton Jasper

Donna Ward Willis

TREASURER

Rene Zuniga South Texas College

Cordelia Gonzales Corpus Christi

Andy Erdelt Palacios

Stephanie Baker Humble

Maya Issac Newton

Rachel Leveridge Huntsville

PRESIDENT

DIRECTOR

REGION 1

PAST PRESIDENT

Ron Fitzwater Alvin

34 ATPE NEWS

REGION 8

REGION 9

REGION 10

REGION 11

REGION 12

REGION 13

Kim Dolese Northeast Texas

Shelia Slider North Lamar

Patti Gibbs Nocona

Meredith Malloy Ferris

Teri Naya Birdville

Ron Walcik Killeen

Christie Smith Pflugerville

Teresa Millard Woden

Jerrica Liggins Paris

Sam Spurlock Olney

Wendy Smith Forney

Christopher Adams Hurst-Euless-Bedford

Christina Flores Belton

Heidi Langan Austin

VICE PRESIDENT

John Donihoo Woden

Phil Williams Chapel Hill (8)

Denise Sanders Vernon

Donnetta Allen Mesquite

Betty Plunkett Krum

Jane Sykes Waco

Danielle Sanders Austin

SECRETARY

Beverly Leath Woden

Yesica Munguia Paris

Belinda Wolf Wichita Falls

Julie Fore Dallas

Darla Purcell Denton

Janice Hornsby Axtell

Stephanie Stoebe Round Rock

TREASURER

Michelle Adams Northeast Texas

Deena White Cooper Bulldogs

Traci Morrison Nocona

Wanda Bailey Mesquite

Steve Pokluda Crowley

Stacey Dieterich Axtell

Greg Vidal Leander

PRESIDENT

DIRECTOR

REGION 7

PAST PRESIDENT

Betty Berndt Tyler

Laura Epps Iowa Park

REGION 15

REGION 16

REGION 17

REGION 18

REGION 19

REGION 20

Desirie Ries Hawley

Darlene Kelly Ballinger

Shane Whitten Amarillo

Allyson Haveman Lubbock

Bill Griffin Stanton

Michael Slaight Clint

Yvette Milner Northside (20)

Leslie Ward Jim Ned Consolidated

Betty Wood-Rush Early

Sherry Boyd Spearman

Mariah Robinson Lubbock

Gail Adlesperger Big Spring

Edana Slaight Ysleta

Mary Reyes Lackland

VICE PRESIDENT

John Tyson Abilene

Cheryl Buchanan Ballinger

Yolanda Capetillo Amarillo

Susan Wilson Lamesa

Tamara Wilkinson Andrews

Robert Zamora Clint

Elizabeth Turner Northside (20)

SECRETARY

Brenda Fuller Jim Ned Consolidated

Rose Harris Ballinger

Debra Perry Amarillo

Abigail Ramford Lamesa

Michelle Adams Midland

Alicia Romera At Large

Madonna Felan Northside (20)

TREASURER

Tommie Hicks Hawley

Mari Mendez Junction

Nancy Fowler Amarillo

Sharon Ginn Hale Center

Joshua Kendrick Andrews

Eduardo Sierra San Elizario

Ygnacia Capetillo North East

PRESIDENT

DIRECTOR

REGION 14

PAST PRESIDENT

Marcie Helmke Judson

ATPE NEWS 35

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36 ATPE NEWS

Meet ATPE’s

REGIONAL MEMBERSHIP SPECIALISTS ATPE’s eight dedicated regional membership specialists support ATPE's recruitment and retention efforts in their communities across the state. Not sure what region you're in? Enter your ISD in the map at atpe.org to find out.

ROGER GUTIERREZ

CYNTHIA VILLALOVOS

GINGER FRANKS

CHARLES GLOVER

Regions 1 & 2 rgutierrez@atpe.org

Regions 3 & 4 cvillalovos@atpe.org

Regions 5–7 gfranks@atpe.org

Regions 8 & 10 cglover@atpe.org

DIANE POKLUDA

MARY JANE WAITS

JEFF VEGA

HEATHER TULEY

Regions 9 & 11 dpokluda@atpe.org

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

Regions 16–19 jvega@atpe.org

Regions 13 & 20 htuley@atpe.org

ATPE NEWS 37

ATPE

News

THE ATPE

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

= FOR

1 NEW

10 YOU

Last year, ATPE introduced a new recruitment reward program: One New = $10 for You. After a rousing success, we’re thrilled to bring the incentive back for the 2019-20 membership year! Any member is eligible to participate and earn money while helping grow the association through this program!

38 ATPE NEWS

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

THE RETURN OF

ATPE’S RECRUITMENT

REWARD PROGRAM! Here are a few key details about this initiative:

• Any active ATPE member who recruits a new professional, first-time professional, associate, or administrator member for 2019-20 between now and Oct. 31, 2019, will receive $10 per member recruited. No limit! • Incentives will be paid for each recruited member who is an active member in ATPE’s database on Feb. 1, 2020. • All checks will be issued in March 2020. • The top recruiter will receive $1,000 in addition to $10 per member recruited. • No entry form is needed—simply tell the educators you recruit to enter your full name in the “recruited by” box on their membership applications. PLEASE NOTE: A new member is defined as an individual who has never been a member of ATPE. An individual who has previously been a college student or student teacher member does not qualify as a new member.

“ ATPE is focused on us. As ATPE members, we don’t have to worry— we can stay focused on our classroom and on our students.” —ROBERT ZAMORA

YOU DESERVE RESPECT, SUPPORT, AND PEACE OF MIND ATPE offers exclusive membership for Texas educators • Legal resources*

• Professional development and career growth

• Influence at the Capitol

• Money-saving discounts

ATPE.ORG (800) 777-2873 * Eligibility, terms, and conditions of legal resources and professional liability insurance benefits apply. Visit atpe.org/protection for details.

Take care of your CPE credits with ATPE’s Professional Learning Portal! Continuing professional education (CPE) is mandatory for all Texas educators, but it doesn’t have to be difficult! Knock out a few hours of CPE and really hone your teaching skills for the new school year. Thanks to your ATPE membership, you have the opportunity to earn CPE from the comfort of your home— or anywhere with an internet connection! The ATPE Professional Learning Portal provides you with access to a wide array of webinars and courses, including sessions from past SXSW EDU conferences. View sessions like “The Gift of Literacy,” featuring LeVar Burton of Reading Rainbow fame, and “Hacking the STEM Syllabus,” which focuses on reimagining the way we teach STEM. Watch “Stories of Schooling & Getting Schooled” from The Moth, an organization that combines storytelling and theater, or take an in-depth look into the role policymakers can play to drive resources toward evidencebased, trauma-informed practices with “Trauma-Informed Education Policy & Practice.” To see a roundup of some of the newest courses available, check out the ATPE Blog at atpe.org/News/ATPE-Blog.

On the portal, you can: • Take courses on multiple devices. • Generate certificates and reports.

40 ATPE NEWS

• Track your progress. • Log CPE hours earned through the ATPE portal or from other sources.

To access the ATPE Professional Learning Portal and view the courses, just log in to your ATPE account on atpe.org and head to Online Professional Development under the Resources tab.

2019–20 ATPE MEMBERSHIP APPLICATION $110

Join Online and Save!

First-Time Professional

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

$149

$85

Professional

Associate

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

If you prefer to use payroll deduction at a higher rate, please complete the form below. STEP 1

Personal Information

Name (first, middle, last)

Last 4 digits of SSN

ATPE member ID (optional) ISD Cell phone

Male

Birthdate (MM/DD/YY) Campus Home phone (optional)

(required)

Personal email (required)

Position (optional)

Campus email (optional)

Employee ID number

Mailing address State

City ZIP

Recruited by Print: First Name

STEP 2

Membership Category (select one) & Invest in Education

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

Last Name

DESIGNATED ATPE REPS

Professional (teacher, counselor, etc.) . . . . . . . . . . . . . . . . . . $175 First-Time Professional (never been a professional member) . $110 Associate (para-educator, aide, support staff, etc.) . . . . . . . . . . $90 Administrator (principal, superintendent, etc.) . . . . . . . . . . . $225 Retired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$10

Received Date

Print Name

Signature

OPTIONAL: Invest in Education ATPE Local Unit Dues . . . . . . . . . . . . . . . . . . . . . $ Support ATPE in your local school district.

Political Action Committee . . . . . . . . . . . . . . . . $ Support legislative advocacy for educators and students.

Yes, contact me about becoming a volunteer! STEP 3

Female

The ATPE membership year begins 8/1/19 and ends 7/31/20. Some benefits’ effective dates may not match effective membership dates. Visit atpe.org for disclosure details and limitations. I understand that ATPE may contact me via the information provided on this application form, including email and text, to communicate with me about my benefits and to administer my account.

TOTAL $

Payroll Deduction Authorization

2019–20 Professional, Associate, and Administrator memberships will not be accepted after Jan. 31, 2020.* First-Time Professional memberships will not be accepted after Oct. 31, 2019. I authorize ISD to deduct membership dues and donations. I further authorize ATPE to notify the ISD of changes in the amount of my annual dues and the ISD to deduct the new amounts. If my employment with the ISD ends, I authorize any unpaid balance to be deducted from my final check. This authorization for deductions is effective until I give notice to the ISD that I want to revoke it.

Total Amount $ I get paid

Last 4 digits of SSN

Total # of Deductions

Monthly

Date

Bi-weekly

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

TCTA

TSTA

UEA

Other

Employee ID

Printed Name Signature

*ISD payroll offices may stop accepting payroll authorizations before Jan. 31, 2020.

How to Submit Your Application

Mail the application to: ATPE | 305 E. Huntland Dr., Ste. 300 | Austin, TX 78752 SUBMIT ENTIRE APPLICATION TO THE STATE OFFICE.

Or hand deliver it to an authorized ATPE representative. Faxed or scanned applications are not accepted.

JOIN ATPE ONLINE!

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

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for Professional Liability coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only. Professional, First-Time Professional, Associate, and Administrator membership is open to persons employed in Texas by a public school district, institution of higher education, Regional Education Service Center, State Board for Educator Certification, or the Texas Education Agency. If you have a question about the eligibility of job descriptions not listed below, call (800) 777-2873. INSURED CATEGORIES

UNINSURED CATEGORIES

Professional Member ($175)

Administrator Member ($225)

JOIN ONLINE AT ATPE.ORG

First-time Professional Member ($110) (Rate available only through 10/31/19)

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

College Student Member (Free)

Athletic Director/Coordinator Athletic Trainer At-Risk Coordinator Audiologist Band/Choral Director Business Manager Coach Counselor Curriculum Director Dean of Instruction Department Head/Chair Diagnostician Instructional Officer Intern Teacher IT Director/Coordinator Librarian Nurse (RN) Parent/Community Coordinator Assistant Principal Regional Service Center Staff School Psychologist/Associate Social Worker Teacher Therapist/Pathologist University Professor Visiting Teacher

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

Non-teaching college student Retired Member ($10) Retired former school employee Public Member ($35) Friend of public education

Student Teacher Member (Free) Student teacher in Texas

SAVE THE DATE

VOLUNTEERS ARE THE HEARTBEAT OF ATPE.

2020

From building a strong network on your local campus to serving as a local, regional, or state officer, you can make a difference for public education!

ATPE SUMMIT

If you’re ready to volunteer, please check the box on the front!

JULY 9–11, 2020 JW MARRIOTT AUSTIN AUSTIN, TEXAS

BRAIN BREAK

Trek through the maze to head back to school!

ummer is over, and school is back in session. But you have to find your way through the maze before you can get on campus! Once youâ&#x20AC;&#x2122;ve found your way to class, head to the ATPE Blog at atpe.org/Fall19/ BrainBreak to see the solution. If youâ&#x20AC;&#x2122;d like to be entered into a drawing for an ATPE-branded prize, take a photo of your answers and email contest@ atpe.org by Oct. 5. Safe travels through the labyrinth!

ATPE NEWS 43

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

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