Summer 2014 ATPE News

summer 2014 | ATPE.org

Your Ally. Your Voice.

The new ATPE: Public education is changing. We’re ready.

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The teacher evaluation pilot: Solid standards, controversial metrics Page 17

Go Public: Districts champion Texas public schools Page 21

MAKE THE WHOLE FAMILY HAPPY

Save up to 35 percent on Orlando vacations with ATPE’s newest member discount.

Save on: • Disney World and Universal Studios tickets.

•V acation packages, which include theme park tickets and lodging.

•V acation homes and hotels close to or on theme park property.

atpe.org/services-discounts president’s message

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special sections

On the cover:

Your Ally. Your Voice.

TM

W

elcome to the new ATPE: We are more committed than ever to working together and winning for Texas public schools.

Learn more about the symbolism behind the new look on page 32.

ATPE State President Ginger Franks explains the journey behind ATPE’s new logo and tagline on page 4.

features 17 Solid standards, controversial metrics

photo courtesy go public; pencil illustration by john kilpper

Next school year, 72 school districts will pilot a new teacher evaluation system that Texas education officials intend to roll out statewide in 2015-16. Several ATPE members served on a committee to redefine the teacher standards that will shape these evaluations. These sudden changes are rooted in a growing power struggle between state and federal policymakers.

21 A pep squad for public schools Bexar County school districts are rallying the community behind their educators and students to champion the great things happening every day in San Antonio-area public schools. The Go Public campaign is a three-year joint effort involving all 15 Bexar County school districts.

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The 2014 ATPE Summit

Take your leadership, your membership and your career to The Next Level at ATPE’s annual conference, July 9–11 in Austin. Preview the agenda for the summit, meet the 2014-15 state officer candidates and learn more about what to expect at the 2014 House of Delegates.

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Your Association

departments 4 5 6 8 11 12 47

President’s Message Calendar News Briefs In the Classroom Special Services Spotlight Tech Support Extra Credit

columns 10

Educator’s Exchange

A teacher explores the ties between his grandfather and President Lyndon B. Johnson

13

Capitol Comment

What’s going on in Washington, D.C.

15 Legal Opinions

How the ADA amendments work for employees

summer 2014

atpe.org | 3

president’s message

The official publication of the Association of Texas Professional Educators

STATE OFFICERS

Ginger Franks ATPE State President

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Ginger Franks President, Pineywoods (7)

Richard Wiggins Vice President, Boerne (20)

Cory Colby Secretary, Willis (6)

Julleen Bottoms Treasurer, Corsicana (12)

Deann Lee Past President, Paris (8)

BOARD OF DIRECTORS

Roger Gutierrez Weslaco (1) Jackie Hannebaum Corpus Christi (2) Andy Erdelt Palacios (3) Ron Fitzwater Alvin (4) Bill Moye Warren (5) Judi Thomas Willis (6) Janie Leath Nacogdoches (7) Rita Long Mount Vernon (8) Kristi Daws Jacksboro (9) Jackie Davis Garland (10) David Williams Keller (11)

Jason Forbis Midway (12)

Jayne Serna Leander (13)

Tonja Gray Abilene (14)

Darlene Kelly Ballinger (15)

Shane Whitten Amarillo (16)

Lynette Ginn Hale Center (17) Teresa Griffin Stanton (18) Socorro Lopez San Elizario (19) Tina Briones San Antonio (20)

ATPE STAFF

Gary G. Godsey Executive Director

Alan Bookman Deputy Executive Director

Glenda Beasley Senior Marketing Director

Gary G. Godsey Executive Editor

ATPE NEWS STAFF

John Kilpper Senior Graphic Designer

Mandy Curtis Senior Copy Editor/Writer

Erica Fos Graphic Designer Alexandria A. Johnson Copy Editor/Writer Jennifer Tuten Communications Specialist/ Advertising Coordinator ATPE News contains legislative advertising contracted for

by Gary G. Godsey, Executive Director, Association of Texas Professional Educators, 305 E. Huntland Dr., Ste. 300, Austin, TX 78752-3792, representing ATPE.

photo by john kilpper

Welcome to the new ATPE! As you can see on this issue’s cover, ATPE has a new look, a new feel and a new tagline.

ATPE has experienced much change as we take the organization to “the next level”; however, this rebrand is more than a cosmetic change. It’s a symbol of ATPE’s commitment to its members.

The state of Texas public education is changing rapidly. But ATPE is by our sides—ready to adapt and to roll with the punches in order to achieve the best for Texas public educators and schoolchildren.

Last fall, ATPE conducted focus groups with Texas educators, both members and nonmembers, in the greater Dallas and Houston areas as well as online. We learned that—as I’m sure any member can attest—what today’s educator seeks is support. Support in the classroom, support at the Capitol and support when job-related legal issues arise. Sadly, ATPE’s former tagline, “Supporting Your Freedom to TeachSM,” no longer resonates with educators. In today’s world of hyper-testing, the “freedom to teach” is largely extinct.

Educators are seeking an organization that truly understands what they need. Hence ATPE’s new tagline: Your Ally. Your Voice.TM This change speaks to the kind of support today’s educators need.

ATPE’s values and tenets, of course, remain the same. You can see this rich history reflected in the new logo as well. We looked at many proposed designs, and some of them had a contemporary, all-lowercase treatment of the letters “ATPE.” That wasn’t right. ATPE is a strong organization, with an unshakeable philosophical foundation. We need to have capital letters. And, ATPE has, in marketing terms, “brand equity” in the color red, which helps us stand out in a sea of blue education organizations.

ATPE’s original logo had 18 stars, one for each member of the consolidation committee. (Learn more about the history behind the consolidation on page 38.) Now, 34 years later, we want a logo that represents all of the influential educators who have dedicated so much time and passion to ATPE. We can’t have a logo with a star for every past president, or every board member, or every leader or every member whose heart and soul is reflected in our organization’s success, but we can have one star that represents them all.

Learn more about ATPE’s new look on page 32 and at the 2014 ATPE Summit.

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 2014 in USA by the Association of Texas Professional Educators ISSN © ATPE 2014 0279-6260 USPS 578-050

305 E. Huntland Dr, Suite 300 Austin, TX 78752-3792 (800) 777-2873 • (512) 467-0071 atpe.org • info@atpe.org

atpe news

calendar

June

Education students: Apply for these ATPE Foundation scholarships. www.atpefoundation. org/scholarships.asp

2 Deadline to apply for the Barbara Jordan Memorial and Fred Wiesner Educational Excellence scholarships

5–6 Teacher Retirement System Board of Trustees meets 7 Region 17 meeting (Lubbock)

9 ATPE Summit and Professional Learning and Networking (PLAN) delegate certification/early bird registration deadline

12 Webinar: Reflecting and Planning for Next Year: What Worked and What Didn’t This Year?

12–13 Region 10 convention (Rockwall) 14 Flag Day Ask your local unit president to register you as a certified delegate.

Region 1 Leader Lab (McAllen)

15 Father’s Day 21 Summer begins

atpesummit.org

July

4 Independence Day (state office closed)

9 ATPE Educator of the Year, Leader of the Year and Scholarship committees meet

9–11 2014 ATPE Summit 11 PLAN at the ATPE Summit earn more about this L year’s sessions. atpeplan.org

16–18 State Board of Education meets 18 State office closed for post-ATPE Summit holiday 31 2013-14 membership year and professional liability insurance policy expire*

August

1 2014-15 ATPE membership year and professional liability insurance policy begin*

State Board for Educator Certification meets

© money/eldad carin/istock/Thinkstock

*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. Coverage applies to an insured’s activities within his/her professional capacity and does not apply to activities that predate the coverage period. View a detailed summary at atpe.org. Eligibility for ATPE membership benefits is contingent upon ATPE’s receipt of the entire annual membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year retroactive to Aug. 1 or your membership date. ATPE reserves the right to determine eligibility for the appropriate membership category. The membership year runs from Aug. 1–July 31.

It’s easier than ever to renew your membership online! atpe.org

call (800) 777-2873 to be put in touch with your region officers red dates indicate atpe deadlines

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by Alexandria A. Johnson, copy editor/writer

College Board overhauls the SAT College Board recently announced a major overhaul of the SAT, which will take effect in spring 2016. The new test is based on a 1,600-point scoring system, and the essay portion, which has been required since 2005, will become optional. The changes were made to help ground the test in “real-world” application and actual schoolwork. It’s also said that the changes bring the test into alignment with federal Common Core standards (of which Texas has opted out). The SAT’s competitor test, the ACT, has already adapted to Common Core standards.

Those who take the new SAT will see: • More evidence-based reading questions.

• More relevant, less archaic vocabulary words.

• Broad questions that also incorporate history and science texts (although there are still only reading/ writing and math sections).

• No penalty for incorrect answers.

College Board is working to expand the accessibility of the SAT by partnering with Khan Academy, a free online learning website, to offer preparation materials and more than 200 SAT prep videos. Low-income students who take the test will receive waivers to apply to four universities free of charge.

A computer-based version of the test will also be introduced.

Sources: www.collegeboard.org; www.bit.ly/satredesign

Teach for America introduces yearlong training program Beginning this fall, Teach for America (TFA) will pilot a yearlong training program to further its mission of empowering recent college graduates to teach in struggling schools. The program will continue to provide all corps members with its standard five weeks of summer training, but a subset of the college juniors who have already applied for the 2015 TFA program will have the chance to partake in a year of additional pre-service training, which will take place throughout their senior year of college.

According to an official TFA statement, corps members and alumni have expressed a need for more support: “They made it clear during our listening tour last year … They told us that teaching is hard— no matter the route you take to get there. Virtually every novice teacher we have talked with says the same.”

Sources: www.edweek.org; www.teachforamerica.org

A second helping of math For students at Anoka High School in Anoka, Minnesota, a desire to improve your math skills has its perks. For one, you get to skip to the front of the lunch line. The school’s new “Lunchroom Intervention” program accommodates busy students struggling in math with tutoring sessions held during lunch period. Students who might not have time after school— due to extracurricular or other activities—can visit the computer lab during lunch to retake sections of their tests, ask questions or get one-on-one assistance. So that there’s enough time to learn, those students are allowed to skip to the front of the lunch line.

Source: www.bit.ly/lunchtutoring

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atpe news

©lunch line/comstock images/stockbyte/thinkstock; Indian youth/intellistudies/istock/thinkstock; watercolor background kuangren001/istock/thinkstock; confident girl/sergiyN/istock/thinkstock

news briefs

Clocking in on homework “If you are mesmerized by televised stupidity, and don’t get to hear or read stories about your world, you can be fooled into thinking that the world isn’t miraculous— and it is.”

—Anne Lamott, U.S. author

How much time are students really spending on homework? It might depend on who you ask. A 2014 survey of more than 1,000 K–12 teachers conducted by the University of Phoenix College of Education found that high school teachers assign an average of 3.5 hours of homework per week, middle school teachers assign 3.2 hours of work a week and elementary school teachers assign around 2.9 hours of homework a week. That means if a high school student is in five core classes, he could potentially see 3.5 hours of homework per night. However, other studies, as reported in the 2014 Brown Center Report on American Education, suggest that, on average, students of all ages spend only one hour on homework each night.

According to the University of Phoenix survey, the top three benefits of homework stated by teachers are 1) to see how a student grasps a lesson; 2) to teach problem-solving skills; 3) to show parents what their children are learning in school.

Although “my kid’s homework is killing me-type” stories have been popular in the media, students with upward of four hours of homework per night are likely in the minority. The 2014 Brown Center Report on American Education found that “2012 National Assessment of Educational Progress data does not support the idea that a large and growing number of students have an onerous amount of homework.”

The report also noted that, in 2007, 60 percent of parents were satisfied with their child’s homework load. Fifteen percent of parents thought their child had too much homework, and the remaining 25 percent said their child had too little homework.

Sources: www.bit.ly/homeworktime; www.bit.ly/usahomework

Beyond bossy Starting at an early age, girls who take the lead are categorized as bossy, whereas boys who lead are praised for being assertive. The stereotypes that form on the playground eventually translate to the classroom and then the boardroom, which is why a new public service campaign, led by Girl Scouts of the USA and LeanIn.org, has formed to “Ban Bossy.” Facebook Chief Operating Officer Sheryl Sandberg founded LeanIn.org, a nonprofit dedicated to empowering women in the workplace. She believes the negative “bossy” stereotype that begins on the playground is a large barrier to female leadership in the workplace. (Women make up only 4.4 percent of Fortune 500 CEOs.) According to www.banbossy.com, by middle school, girls are 25 percent less likely than boys to say they enjoy taking the lead. Banning the word bossy is one way to help girls feel encouraged and supported in leadership positions from an early age.

On the Ban Bossy website, visitors can to pledge to ban bossy, watch inspiring videos, and find leadership tips and activities. Educators and parents can find resources on the site as well.

Source: www.banbossy.com

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in the classroom

by Mandy Curtis, senior copy editor/writer

Using YA literature in the classroom It’s not all sparkly vampires and battles to the death

T

he young adult (YA) genre of literature is often seen as fluffy or easy to read. The most well-known YA books, which frequently include paranormal romance (think teenage girls swooning over vampires or werewolves), could be to blame for this inaccurate assessment. For every fluffy story to be found in the genre, there is a book that deals with serious issues such as personal identity or morality. But do these books have a place in the classroom?

In an April 2012 blog post on the subject of using YA books as teaching tools, the Young Adult Library Services Association (YALSA) posits that, although using YA literature in the classroom can sometimes be difficult, this genre can be helpful in getting middle and high school students interested in reading.

“A compelling reason to include YA literature in classrooms is content,” writes blogger Amanda Margis. “Teens, like most readers, appreciate characters and situations that are familiar to them and their lives. Readers have a stronger connection to the text when they can see themselves and their struggles in the story. YA literature also offers readers diverse characters, compelling stories and high-quality writing. When incorporated into literature curricula, YA titles can offer a wide spectrum of views on popular themes like identity, conflict, society and survival. YA literature can be easily incorporated into the classroom through literature circles, supplemental reading

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lists, multimedia projects, and, of course, being paired with canonical texts typically used in classrooms.”

Mary Ann Cappiello, Erika Thulin Dawes and Grace Enriquez, three adjunct professors at Lesley University in Cambridge, Massachusetts, couldn’t agree more. In 2010, the three educators started a blog called The Classroom Bookshelf (www.classroombookshelf. blogspot.com) on which they review recently published children’s and YA books and offer teaching ideas for each one.

In an article on the Lesley University website, “The Classroom Bookshelf: Teaching with Children’s and Young Adult Literature,” the three write: “Often, schools turn to textbooks and purchased curriculum for teaching in social studies

and science, and teachers lament how difficult the students find them. Using trade books in addition to or instead of textbooks allows teachers to differentiate instruction based on topics, perspective and point-of-view, length of text and text complexity. This affords students access to content in more easily digestible formats with strong visual representations and multiple opportunities to interact with the content as they read across texts.” (Read the complete article at www. lesley.edu/classroom-bookshelf-article.)

Where to start It can be hard, however, to determine which YA books are appropriate for students. Margis, in the YALSA post, offers a list of award-winning or popular books

atpe news

broken down into themes including “identity or sense of self,” “world literature,” “American literature” and “British literature.” The titles include: • The Outsiders by S.E. Hinton—A novel about a boy who finds himself on the outskirts of regular society.

• Persepolis by Marjane Satrapi—A graphic novel memoir about Satrapi’s life as a teenager in 1980s Iran.

• Holes by Louis Sachar—A fictional account of Stanley Yelnats and his adventures digging holes at Camp Green Lake.

• Nation by Terry Pratchett—A story about two survivors, one of a giant wave that destroyed his village and the other of a shipwreck, who band together to stay alive despite language and custom differences.

(Find the complete list at www. yalsa.ala.org/thehub/2012/04/09/ why-ya-in-the-classroom.)

© Three female teenage students/digital vision/thinkstock

Teaching resources Most major publishing houses also offer resources for teachers who are interested in using YA books in their classrooms: • Random House offers reading group guides and discussion questions prepared by educators at www.randomhouse.com/teachers/resourcecats/ reading-group-guides.

• Penguin offers discussion guides and activity kits at www.penguin.com/static/ pages/youngreaders/teachers-librarians/ tl-guides.php.

• HarperCollins offers teaching resources for grades pre-K through eighth grade at www.harpercollinschildrens. com/HarperChildrens/Teachers/ TeachingResources.aspx and for high school students at http://files.harpercollins.com/OMM/Teaching_Guide_ Landing_Page.html.

ATPE also provides discussion questions for a variety of YA books chosen

summer 2014

from lists curated by the Texas Library Association through the ATPE Book of the Month Club program. The program archives include questions for books from the Texas Bluebonnet Reading List (grades 3–6), the Lone Star Reading List (grades 6–8) and the Tayshas Reading List (high school). The selections include many popular YA titles, such as: •T he Book Thief by Markus Zusak— The tale of a young girl living in Nazi Germany in 1939 who can’t resist stealing books or sharing them with the Jewish man secretly living in her foster family’s basement.

•D ivergent by Veronica Roth—A dystopian tale of what happens when society divides itself into “factions” based on personality characteristics.

•T he Fault in Our Stars by John Green—The story of young love … found in a cancer support group.

•G raceling by Kristen Cashore—A fantasy novel about a young woman who’s been “graced” with the gift of killing, and forced to be a thug, but who wants much more out of life and her gift.

•T he Hunger Games by Suzanne Collins—A dystopian novel about a post-nuclear war United States and a girl who unwittingly incites a revolution.

•W e Were Here by Matt de la Peña—The story of a Mexican-American teenager who finds himself in serious trouble and sees Mexico as his only chance at freedom.

•W intergirls by Laurie Halse Anderson—A fictionalized account of the struggles of and recovery from an eating disorder.

•W onder by R.J. Palacio—The story of how a boy with a unique facial difference learns to fit in with his classmates at public school and how his community learns compassion.

Find the Book of the Month Club archive at www.goodreads.com/officialatpe. A

Share books and reviews Become our friend on Goodreads to follow along with our book selections, find classroom discussion questions and more! www.goodreads. com/officialatpe

atpe.org | 9

educators exchange

by Ernie Ortiz, Houston ATPE member

A seed planted in Cotulla, Texas A teacher explores the legacy of two men who greatly impacted his life

Changes in Cotulla

cold and dark on the inside as it was outside. When life is as gray as the swirling dust around you, it can get depressing. And yet, no matter what, my sister and I were spared the daily worries and allowed to revel in the warmth and nurturing that my grandparents provided. It seemed that, even when there was nothing, there was always light and warmth in our house.

My grandfather’s legacy Tomas Lozano. The name elicited admiration and respect from those who knew him. If you needed advice, he would listen without judgment. If you needed money for an emergency and he had the funds, you could count on him. Throughout his life, Tomas experienced the fulfillment of success many times over and more than his share of the agony of failure. Tomas understood that his word and the trust of others were of utmost importance to him. He inspired respect from all who he encountered. I was 9 years old and, to me, this man was bigger than Superman, Batman and the Green Lantern. He impressed upon me the importance of education and reading; most of all the importance of doing the right thing.

In January 1968, forty years after LBJ and Tomas posed for the photo, I experienced my own connection with President Johnson when I received a letter requesting my presence at the Army induction

Cotulla’s saving grace is that it is the county seat and therefore the hub of business. But how much business can a town of 3,000 truly generate?

Machinery started to take a lot of the crop-harvesting jobs from the community. Then, a drought Continued on page 44 came, and my grandfather’s trucking enterprise evaporated as quickly as the water needed for irrigation. I remember watching the wind swirl dust into gray phantoms that would accompany me as I walked to school on cold January mornings.

The phantoms would point out all of the houses that didn’t have lights on or smoke coming from their chimneys. My Lyndon B. Johnson with his Welhausen School students, including Tomas Lozano, Ernie Ortiz’s grandfather. friends’ houses were as

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atpe news

Photo courtesy of the LBJ Presidential Library

ATPE member Ernie Ortiz teaches English at Houston ISD’s Waltrip High School.

Ortiz is a 30year education veteran and a two-year ATPE member.

I am looking at a picture of the 1928 fifth-, sixth-, and seventh-grade class of Welhausen School in Cotulla, Texas. In the middle of 29 Mexican-American students is their teacher, Lyndon B. Johnson. LBJ will leave the following year to begin his political odyssey that will culminate with the presidency of the United States. Tomas Lozano, the handsome 13-year-old in the back row on the right, will also leave the following year, but it is to drive his father’s trucks hauling workers to the fields and produce to the market. While he doesn’t do anything as spectacular as his teacher, he does become a great man: my hero.

My grandfather could not speak English well until he became a custodian at an elementary school in Northfield, Ill., when I was 17. In a 1966 speech, President Johnson said, “Work to the limit of your ability and ambition to get all the education you can absorb—all the education you can take.” It was the same message he had shared with my grandfather’s class. I guess my grandfather had known enough English at age 13 for this nugget to take root in his thoughts.

by Mandy Curtis, senior copy editor/writer

special services spotlight

Working for the future Meet the finalists for Special Services Educator of the Year Each year ATPE honors educators in five categories—Administrator, Associate, Elementary Teacher, Secondary Teacher and Special Services Educator—with the Educator of the Year Awards. The Special Services Educators category encompasses those education professionals who work outside of the typical classroom setting to help meet a student’s learning needs, and includes librarians, counselors, diagnosticians and special education teachers.

In their applications, the finalists for ATPE’s 2013-14 Special Services Educator of the Year Award described their education perspectives and how they best help their students thrive.

Jessica Bobo is an elementary math curriculum specialist in Fort Worth ISD. Because she does not teach on one specific campus, Bobo has the opportunity to connect with students at all of the district’s 83 elementary schools.

“I was always an advocate for play within my own classroom when I taught first grade,” she says. “A child’s natural instinct is to play, explore and engage themselves in their surroundings.” To take advantage of this natural curiosity, Bobo created a math framework called Playful Learning with Accountable Yields (PLAY).

“To incorporate PLAY into all first-grade classrooms in FWISD, I keep in mind the vast range of student development, and ethnic and diverse backgrounds, and allow the teacher enough flexibility to be their own shining star,” she says.

This framework works well for the students of FWISD. “[Because of ] my constructivist approach to curriculumwriting, the students internalize their learning,” she says. “They take the concepts learned and apply them in the real world, at home, and with their siblings and peers. I make learning their learning enjoyable. I make their learning addictive.”

Andrea Keller is an instructional technology specialist at Irving ISD’s Elliott Elementary School.

In the position, Keller provides both students and educators with lessons and information they can use to keep up with the fast-paced technological world. “I am constantly rewarded by believing in the students and teachers I work with and watching them grow as learners and digital citizens,” she says.

Through her position, Keller sees the many ways technology is changing education for the better. “I think one of the biggest educational trends that I have seen in the [past] few years is global collaboration projects,” she says.

“I have seen a breaking down of the four walls of the classroom and the offering of experiences to students and teachers that might not have happened previously.”

Keller’s true passion is for people, however, whether they’re students or educators. “I believe that my greatest contribution to education is that I believe in every person that I meet,” she says. “No matter what ability a person might have, I choose to find something exceptional in them and remind them of that quality.”

Darlene Kent is currently a seventhand eighth-grade counselor at Harpool Middle School in Denton ISD, but she has held many other positions in her education career. “I have served throughout my district in a variety of positions ranging from the elementary to the high school level,” she says. “I have worked as a special educator and a regular classroom teacher. Each of these positions has helped to build a strong foundation on which I currently stand.”

This varied experience has led Kent to believe that an all-inclusive education system is vitally important for students.

“Whether you are the janitor at a school, the librarian, a computer technician, a teacher or an administrator, our students must know that we care,” she says. “As educators, we work with students who are broken and hurting. It is our job to ensure that we are educating and caring for the whole child, and not focusing solely on academics.”

“Counselors can play a vital role on campuses if they are allowed,” she says.

“My goal is to show others how successful we can all be when we partner together for the good of our students.”

All ATPE Educator of the Year Award winners will be announced Thursday, July 10, during the 2014 ATPE Summit Awards Banquet.

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tech support

by Mandy Curtis, senior copy editor/writer

Books are dead! Long live books!

The what, why and how of e-readers

What are the options?

There are a variety of devices available on which students can read e-books.

Three of the most well-known options are listed below.

Kindle Retailer: Amazon.com Inc. Price: Ranges from $69 to $199 Versions: The Kindle, Kindle Paperwhite, Kindle Paperwhite 3G and Kindle DX Compare: www.bit.ly/compareKindle

Nook Retailer: Barnes and Noble Inc. Price: Ranges from $119 to $179 Versions: The Nook GlowLight is the company’s only “reader”; the Nook HD and Nook HD+ are considered tablets (see Tech Term below).

Compare: www.bit.ly/compareNook

iPad Retailer: Apple Inc. Price: Ranges from $299 to $929, depending on size and storage capacity.

Versions: The iPad, iPad Air and iPad Minis are tablets, rather than standard e-readers.

Compare: www.bit.ly/compareiPad

Tech Term

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Both Kindle and Nook also offer apps that enable users to read Kindle and Nook e-books on other devices, such as the iPad.

Why go digital?

In 2012, professors from Texas Wesleyan University in Fort Worth and Southern Methodist University in Dallas conducted a two-month study in two middle school reading improvement classes. The study involved offering 199 students, many of whom were reluctant readers, the use of Kindles during their silent reading time.

The study authors wrote: “We recognize that the novelty of a new gadget—especially a technology gadget—plays an important role in motivation. Certainly, the reluctant readers were motivated to read partly because their classrooms had been specifically chosen for the e-reader experiment. With such enthusiasm, we were not surprised that students easily learned to manage the e-reader and its features ... Their interest in the new technology motivated many students to explore first and then settle into reading.”

The authors found that the Kindles provided extra support for English language learners through reading “privacy.” The study states: “E-readers enable teachers to provide appropriate texts to struggling middle school readers privately. The teacher can upload and assign easier-to-read texts, perhaps supplemented with some freechoice texts. Classmates need not be aware of what others are reading.” Voice-to-text features also helped this population.

The e-readers also increased student confidence with technology, enhanced

student enjoyment of reading and led to more motivated readers. The study says: “It appears that struggling readers in middle school understand what they need for success in reading. They know that engagement is what it takes to become a better reader, and technology may hold the key to such engagement.”

(Read the full study at www.bit.ly/ Kindle_Study.)

How to use In “Top 8 Tips for Using Kindle Readers in the Classroom” (www.educationworld. com), EducationWorld writer Sarah W. Caron offers advice on using Kindles in the classroom, but the advice can work for any device. Her tips include: Adjust the text size. Do you have students with vision problems? Increasing the size of the text on the device could make reading easier for them.

Use smart Kindle management. Name your devices, and keep a log of which student is using which device.

Continued on page 44

A tablet computer, or tablet, is an all-in-one computing device in which the display, Bringing video game technology into the world of K–12 education. circuitry and battery are housed in a single unit. The tablet’s touchscreen enables finger Similarly, exergaming combines video game technology with exercise. or stylus gestures that remove the need for mouse or track pad use.

Edugaming: Tablet:

atpe news

ILLUSTRATION by erica fos

The idea of electronic books (e-books) is a contentious one. Some people see their rise in popularity as the downfall of literature. Others see them as a convenience that could make reading more popular.

Whichever side of the spectrum you stand on, the fact remains that they have become more prevalent—particularly in classrooms.

by Kate Kuhlmann, ATPE lobbyist

capitol comment

Your voice on Capitol Hill ATPE state officers and lobbyists advocate for education In June, a delegation of ATPE leaders and lobbyists will spend a few days in Washington, D.C., discussing important policy issues with key members of Congress and with U.S. Department of Education (DOE) officials. Here’s a preview of what’s been happening on the Hill, and what we’ll focus our discussions on this summer.

ATPE’s proactive approach positions us to better influence legislation when it is addressed.

Encourage action on NCLB Despite the fact that the Elementary and Secondary Education Act (ESEA), more commonly known as No Child Left Behind (NCLB), is now seven years overdue for a rewrite, Congress has yet to reauthorize the law. In absence of an updated and effective law, the DOE instead issues waivers to states that agree to meet certain standards set by the department. Texas submitted a waiver that was tentatively approved in September 2013, but the Texas Education Agency must finalize a new teacher evaluation structure (see page 17 to learn more) before final approval is granted.

A couple of states have recently pushed back on tying their teacher evaluation systems to student performance, a condition the DOE has required for waiver approval. It will be interesting to see how those states and the department handle those negotiations. ATPE continues to oppose tying test scores to teacher evaluations as a primary measure of a teacher’s effectiveness.

While the U.S. House and Senate have not been able to agree upon reauthorization language, both chambers have crafted separate legislation. The House Committee on Education and the Workforce— as well as the full U.S. House of Representatives— passed their version of an ESEA reauthorization bill, the Student Success Act. The Senate Committee on Health, Education, Labor, and Pensions passed the

Strengthening America’s Schools Act in June 2013, but the full Senate has yet to vote on it.

Members of Congress remain optimistic about the potential to pass this piece of legislation this session, but most insiders consider it improbable. These are two fairly partisan bills, elections are just around the corner, and there is a long list of other legislation pending that both parties will likely want to address first. We can expect for Texas to move forward under a waiver from the Obama administration, at least for a while.

This lack of movement does not lessen the importance of our visit to Capitol Hill and advocacy on this legislation. ATPE’s proactive approach positions us to better influence legislation when it is addressed.

Secure adequate education funding In January, President Barack Obama signed the omnibus appropriations bill for fiscal year 2014 into law. The bill, which provides funding levels for the various departments, agencies and programs of the federal government, affords the DOE $67.3 billion in total appropriations. The funding restores much of the automatic budget cuts that took effect in March 2013—when Congress and the president failed to agree on a deficit reduction package—but is a decrease in funding compared to 2012.

Congress is currently preparing a fiscal year 2015 appropriations bill for the DOE, among other departments and agencies. In March, President Obama submitted to Congress a proposal for consideration.

Obama’s 2015 budget proposal includes an overall request of $69 billion to fund the Department of Education. His education budget is focused on equity in K–12 and pre-K education; Obama plans to expand preschool to four-year-olds from low- and middle-income families and provide money for a Continued on page 44

Visit TeachtheVote.org for a post-trip recap, more information about the federal budget process and the latest education advocacy news.

summer 2014

atpe.org | 13

Renew your ATPE membership sooner rather than later Don’t risk your peace of mind and potentially expose your career to serious danger. Regret is no help if you can’t access professional liability and employment rights defense benefits because you didn’t renew your ATPE membership in a timely fashion.

So, ensure your peace of mind: Renew your ATPE membership before the current membership year ends July 31.

FAQs about ATPE’s protection benefits Q. Is there a deadline for renewing your membership?

A. You can renew your membership year-round, but if you renew after Sept. 29 using the online application or after Sept. 30 using a paper application, you will experience an interruption in your membership and access to important benefits. (Members who join or renew after Sept. 30 must wait 30 days before they can access employment rights defense coverage.)

Q. I’m moving to a new district. Will my membership follow me?

A. No. You must submit a new application and payroll deduction authorization for your new school district.

Q. I’m staying with my district. What do I need to do?

A. If you paid your ATPE membership dues for 2013-14 by payroll deduction—and your school district does not require a new payroll authorization each year—your dues should continue to be deducted for 2014-15. You’ll receive your ATPE membership card and certificate of insurance in the mail this summer.

Be sure to check your pay stubs when school starts to make sure dues are being deducted, and call ATPE Membership Services at (800) 777-2873 if you have any questions or concerns.

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Q. How can I request assistance?

A. It’s very simple—eligible members experiencing an employment concern must contact the ATPE Member Legal Services Department at (800) 777-2873 from 8 a.m.–5 p.m. Monday–Friday or online using the Member Legal Services Intake System at atpe.org. If necessary, referral to a private practice law firm approved by the insurance company may be arranged.

(Visit atpe.org to view the list of approved attorneys and the criteria used to select them. ATPE members may submit recommendations for attorneys to be considered for approval to: AIG, Jorge Godreau, Claims Director, 175 Water St., 8th Floor, New York, NY 10038.)

Although this doesn’t come up often, if eligible members need immediate representation by a criminal defense attorney in a matter that arises out of their professional capacity, they may contact any criminal defense attorney of their choice. As soon as practicable, the member must contact the ATPE Member Legal Services Department during regular business hours for claim instructions.

Q. What else should I know?

A. One thing you can count on is the stability of your superior benefits, which have a broad scope. As always, terms, conditions and exclusions apply, so please review the details of your protection benefits at atpe.org.

atpe news

by Paul Tapp, ATPE Member Legal Services managing attorney

legal opinions

What to expect from the revised ADA Employees benefit from the 2008 ADA amendments

An employer is only required to provide a reasonable accommodation.

Many factors including cost, disruption and effects on job performance play into what is considered reasonable.

The Americans with Disabilities Act (ADA) is both one of the most employee-friendly and most complex laws in the country. Usually referred to as the ADA—and sometimes the ADAAA, as it was significantly amended by Congress in 2008—this federal law requires employers to provide reasonable accommodations to employees who suffer from a disability. The 2008 amendments significantly broadened the reach of the ADA by addressing a number of U.S. Supreme Court opinions that, in an interpretation of the original law’s language, had greatly narrowed the duties and responsibilities placed on employers.

To put it simply, the law requires an employer to attempt to provide reasonable accommodations to a qualified individual with a disability so that the individual can do his job. The ADA is complex because the definitions of many of those significant pieces— disability, reasonable accommodation and qualified individual—hinge on and interact with one another.

What is a disability?

Not all limitations are considered disabilities under the ADA. To be defined as a disability, the condition or impairment must “substantially limit a major life activity.”

However, the 2008 amendments greatly broadened the definition of “disability.” For example, before the amendments, a broken bone normally was not considered a disability, so an employer would not have been required to consider accommodations. Now, a broken bone is typically considered a disability and so an employer does have a duty to consider accommodations.

Who is a qualified individual?

A disabled employee still must “be qualified” before an employer is required to consider accommodations. This term is tricky because there is significant interplay between it and the accommodation itself.

On a basic level, to be a “qualified individual with a disability” means that an employee must be able to perform the “essential functions” of his job, with or without reasonable accommodations. Some job

duties are so necessary for a position that eliminating them entirely is not a reasonable accommodation because it means the individual is no longer doing his job. For instance, it is virtually impossible for a teacher who could not read due to a brain injury to teach. Reading is simply too important to a teaching position to eliminate entirely. So, to be “qualified” as a teacher, an individual must be able to read or the employee and employer would have to work together to see if a reasonable accommodation could be found.

What is a reasonable accommodation?

An “accommodation” is a change in some expectation, duty or responsibility. An example of an accommodation is to allow an employee who is normally expected to walk from place to place to use a wheelchair or crutches. That employee might also be allowed extra time in order to get around in a wheelchair or on crutches. Following our scenario of the teacher who cannot read, an accommodation could be requiring a school district to employ an assistant to read to the disabled teacher.

As explained above, an employer is only required to provide a reasonable accommodation. Many factors including cost, disruption and effects on job performance play into what is considered reasonable. The employer is only obligated to provide a reasonable accommodation, not necessarily the best possible accommodation. For instance, if an educator can no longer perform a supplemental duty due to a disability, a district might be able to “accommodate” by relieving him of the duty (and discontinuing a related stipend) rather than providing an assistant.

Again, returning to our teacher who can’t read, it is unlikely that requiring the district to employ a reading assistant is considered reasonable. So, the district likely would not be required to accommodate the teacher. In contrast, the district likely is required to allow a teacher to use a wheelchair, even if it means rearranging the classroom or possibly moving his class to a larger room.

Continued on page 44

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Solid standards, controversial metrics

As a state-versus-federal showdown brews, Texas rushes to redefine teacher standards and pilot a new evaluation system

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ext school year, 72 school districts will pilot a new teacher evaluation system that Texas education officials intend to roll out statewide in 2015-16. If you’re wondering why you never heard about the bill requiring a new teacher evaluation system, it’s because the Texas Legislature never passed one. These sudden teacher appraisal changes were actually set in motion fifty years ago, and they highlight a growing power struggle between state and federal policymakers.

This year, Americans have been commemorating the presidency of Lyndon B. Johnson and the landmark civil rights legislation he signed into law in 1964. Next year marks the 50th anniversary of President Johnson’s Elementary and Secondary Education Act (ESEA), the country’s first attempt to equalize education through federal funds aimed at low-income children.

In 2001, another Texan occupying

summer 2014

By Jennifer M. Canaday, ATPE Governmental Relations Manager

the White House shook up education by pushing through Congress his own version of ESEA, also known as No Child Left Behind (NCLB). The premise of President George W. Bush’s signature education reform was that schools would test all students annually and be held accountable for their performance. NCLB called for students to be 100 percent proficient in reading and math by 2014, a target the majority of schools around the country have been unable to meet. The law requires schools to meet Adequate Yearly Progress (AYP) standards based on students’ reading and math scores, plus graduation or attendance rates. Schools that fail AYP for two consecutive years or more face progressive sanctions (or “interventions,” depending on whom you ask) ranging from alerting parents and paying for private tutors to replacing an entire school’s staff and converting to a charter format.

President Barack Obama entered

office in 2009 with his own education priorities, including expanding charter schools, promoting college and career readiness and encouraging technological innovation. Obama’s administration has been criticized for prioritizing competitive grants such as Race to the Top over formula funding and using the grants to implement controversial reforms such as Common Core.

Another reform target: Teacher evaluations. Under the leadership of Secretary Arne Duncan, the U.S. Department of Education (DOE) has aggressively pushed states to tie educator evaluations to student growth using standardized tests.

NCLB reauthorization is the obvious way to enact the president’s reform strategies, but Congress is unable to agree on how to fix NCLB’s outdated reform tactics. (Read more about the holdup on page 13.) So, the DOE found a workaround using NCLB waivers.

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State conflicts and federal waivers Most states have their own accountability systems that measure schools’ progress and subject them to harsh consequences if they fail.

Nationwide, school officials complain about the need to comply with two discreet systems, each with differing standards and repercussions. In 2011, Duncan announced waivers granting “ESEA flexibility” to states that met certain reform goals. The waivers enable states to substitute their own accountability measures for AYP and give districts leeway in how they spent federal funds.

Texas was one of the last states to apply for a waiver. Governor Rick Perry favored less federal intervention in education and was one of the few state leaders who did not apply for Race to the Top funds, despite the 2011 state fiscal crisis that resulted in massive education budget cuts. Last year, Texas Commissioner of Education Michael Williams, facing pressure from districts spiraling under AYP sanctions and desperate for federal fund spending flexibility (according to the Texas Education Agency), applied for a waiver.

In September, Duncan announced that Texas would receive a conditional NCLB waiver for the 2013-14 school

year; it could be extended if Williams agreed to adopt educator evaluation systems that meet Duncan’s expectations.

Duncan maintains that the Professional Development and Appraisal System (PDAS)—Texas’ recommended teacher appraisal model since 1997—does not treat student growth as a significant factor.

Williams was given a May 2 deadline to announce his intentions. Before unveiling the commissioner’s plans, the TEA held symposiums in Houston and Dallas to tout the need for a new teacher evaluation system.

Audiences, overwhelmingly made up of administrators, were encouraged to tweet about the events using the hashtag #ByeByePDAS; however, most educators remained largely unaware of the effort to jettison PDAS.

ATPE educators and teachers weigh in In 2013, TEA formed a steering committee composed of Texas teachers of the year and other distinguished teachers to provide input on a new evaluation system. Several ATPE members served on the committee, including: • Richard Wiggins—2013-14 ATPE state vice president, special education department chair, Boerne ISD. • Libby Payne—career and technical

education teacher, Corpus Christi ISD. • Stephanie Stoebe—2012 Texas Secondary Teacher of the Year, high school reading specialist, Round Rock ISD. • Carlos Diaz-Rivera Jr.—Spanish teacher and AVID Coordinator, Crowley ISD. • Jeremy Wagner—2013 Texas Secondary Teacher of the Year, eighth-grade math and science teacher, Frenship ISD. The committee and outside vendors hired by TEA drafted new teacher standards and an evaluation rubric aligned with the standards.

“The teaching standards were developed with everyone’s input and belief in what the teacher of the 21st century must look like,” says Diaz-Rivera.

Payne says the committee’s goal was to create a “system that would encourage all teachers, not just the beginning teacher, to grow professionally.”

Diaz-Rivera and Payne both say the role of the NCLB waiver in the redesign wasn’t discussed much by TEA officials overseeing their committee. “It was only superficially addressed as one or two committee members asked pointed questions about the waiver,” says Payne.

“Frankly, I am unaware of what the waiver includes and glad that our work was not represented as an alternative to NCLB requirements. We genuinely endeavored to build a model that would improve

Connecting the dots Soon after Congress passed NCLB, requiring annual testing of students, Sandy Kress, a presidential adviser credited as a key architect of the federal law, was hired as a lobbyist by the giant testing vendor Pearson and several other entities that support increasing testing and linking teacher evaluations to test scores. Historically, the same groups pushing the concept of value-added measurement (VAM) have supported nationalized teacher certification, tests and curriculum (e.g., Common Core). They’re often closely aligned with “venture philanthropists” who support charter expansion, vouchers and the privatization of failing public schools. Prominent backers of VAM include the Gates Foundation, which has funded much of the work to develop new teacher evaluations in Texas, and the Milken Family Foundation, which created the National Institute for Excellence in Teaching (NIET), a vendor TEA has hired to oversee the teacher evaluation pilot.

TeachtheVote.org: Read more about the history of Texas evaluation reform and ATPE’s advocacy efforts.

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atpe news

the quality of teaching and learning in Texas classrooms. It was only when we began to address the appraisal rubric and scoring matrix in some of our last meetings that I realized our ultimate goal was to develop a tool the DOE would accept. I think the facilitators purposefully excluded that information so that our work would be genuinely true to developing a sound and positive tool to facilitate teacher professional growth and improvement rather than supporting a compliance demand.”

Wagner says the NCLB waiver was merely a catalyst. “It is what it is. The stipulations for receiving the waiver were set and we had to agree to them or not follow through with the waiver,” he says. “Do I like every part of it? Not with the state assessments being as high stakes as they are.”

Wagner notes that addressing highstakes testing was outside the committee’s purview: “That was not part of what we were put together to discuss or change.”

The committee agreed on the need to replace PDAS. Payne says, “I see PDAS as somewhat punitive with little depth or substance for improving teaching practices.”

Diaz-Rivera adds, “PDAS did not provide opportunities for dialogue. The conversations that needed to happen weren’t happening.” Wagner believes PDAS became a “gotcha” tool and “got turned into something that accepts and even promotes compliance and checkliststyle evaluations with little to no feedback, and is generally not used as a growth tool.”

TEA hopes a new evaluation framework will produce a mindset shift, eliminate dog-and-pony show approaches to observation, remove the stigma of growth plans and encourage what Stoebe calls “constant professional growth” for all teachers. Stoebe also serves on an advisory board for one vendor that facilitated the committee. “The most important step that can be taken in making these new appraisals meaningful

summer 2014

Texas’ new teacher evaluation framework Twenty percent of the new evaluation is based on student growth, while the remaining rubric assesses teachers using indicators related to planning, instruction, learning environment and professionalism. For each indicator, teachers are assigned one of five performance levels.

Principals are encouraged to conduct pre- and post-conferences, formal observations and informal walkthroughs to inform their evaluations and provide feedback to teachers.

TeachtheVote.org: Find details about TEA’s proposed evaluation rubric, the upcoming pilot, additional VAM concerns as well as extended interviews with ATPE members who served on the evaluation steering committee.

and valuable is to get the message across that the tool is not to be a ‘gotcha’ or a ‘gold star,’” she says.

Are the new metrics reliable?

The most controversial aspect of the tool TEA will pilot next year is its use of value-added measurement (VAM) to evaluate teachers based on student growth. VAM methods collect student achievement data over multiple years rather than focusing on a snapshot of a student’s performance on a single test. While VAM has diagnostic value, prominent researchers question its reliability for high-stakes decisions about educator appraisals, compensation, educator preparation program accountability and teacher employment.

In April, the American Statistical Association (ASA) cautioned that, with the exception of test scores, VAM calculations “do not directly measure potential teacher contributions toward other student outcomes.” Positive gains in a student’s test scores may align timewise to a particular teacher, but do not necessarily mean that teacher caused the student’s scores to improve. “Effects— positive or negative—attributed to a teacher may actually be caused by other

factors that are not captured in the model,” warns ASA. “Ranking teachers by their VAM scores can have unintended consequences that reduce quality.”

Payne admits the steering committee also had concerns about VAM. “Initially, the overall response was negative and most committee members were resistant to considering student growth as part of the evaluation,” she says. “STAAR and EOC results are probably the easiest measurement to produce, but I believe they also have the most flaws and shortcomings.”

Those defects are why ATPE recommends any VAM calculations used for teacher evaluation be conducted at the campus level or higher. This diminishes reliability concerns, but more importantly, it promotes collaboration rather than competition. As Wiggins explains, “We need a system that recognizes everyone on the campus who contributes to student success.” TEA officials say Duncan has already rejected the campus-wide VAM approach and he would likely revoke Texas’ NCLB waiver if this approach was taken.

Proponents of classroom-level VAM are quick to point out that it’s only one of multiple measures that will be used to determine teacher effectiveness.

ATPE worries that even when combined

atpe.org | 19

with other measures, potentially faulty classroom-level VAM scores may carry enough weight to shift the outcome of an evaluation and compromise the integrity of the instrument. TEA officials concede that not all VAM methods are created equal, and there are concerns about how some districts already use VAM. The new Texas model will be superior, TEA insists, because it will group students statewide into statistically similar cohorts and then analyze past test performance and calculate expected annual growth for each cohort. State officials believe grouping students based on historical performance eliminates the need to consider external influences, such as socioeconomic status.

Higher stakes for math and reading teachers?

No matter how sophisticated the model, the other problem with VAM is its limited applicability to a small teacher population. It’s impossible to measure growth using test scores in grades or subjects that have no standardized state test, and an estimated 70 percent of teachers fall into that category. Under the new Texas plan, VAM is likely to be used only for fifth- through ninth-grade math and reading teachers. Wagner feels confident that VAM will work for those teachers, saying, “Let’s put it this way: I’d be comfortable being evaluated under this new rubric.” He hesitates to recommend VAM for others. “With the current infrastructure in education and high-stakes state testing, it’s probably the fairest way to measure student growth in math and reading,” Wagner says. “It’s entirely different for science, social studies and writing.”

That’s why the commissioner’s plan to recommend VAM-based appraisals for a relatively small group of teachers, while holding all other educators to a different standard, is troubling.

Whether you view VAM as a promising

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means of strategically rewarding teachers or a “black box” system that will make teachers feel antagonistic and disenfranchised, it’s impossible to ignore the potential harm of isolating teachers of certain tested subjects from the rest of their peers, especially when there is tremendous backlash over testing.

Knowing students’ test scores will play a significant role in determining whether math and reading teachers keep their jobs or receive bonuses will hardly alleviate the outcry—from educators and parents—against high-stakes testing.

In fact, linking evaluations to student test scores is antithetical to the Texas Legislature’s recent decision to decrease the number of required tests. There’s also a growing movement among parents to opt their children out of state tests; if that idea catches steam, there will be even less data upon which to calculate VAM and fewer teachers who can be held accountable for student growth using VAM. Payne suggests reexamining the model after the pilot: “Because there is limited data that demonstrates that student growth measures teacher effectiveness, we must consider this option tentatively,” she says. “We must leave it open to modification, alignment, refinement and potentially even dismissal.”

Wagner believes the pilot will help “ease tensions, answer questions and provide opportunities for more feedback.”

Will state legislators go along with VAM? Undoubtedly, Texas legislators will also want to weigh in on evaluation. With the legislative session occurring midway through the pilot, it’s unclear how much insight will be available by then. The best scenario for Texas might be petitioning Duncan for an extension of time for the pilot and the deadline for statewide implementation. TEA is wary of another possibility—that legislators might prefer to stand up to the federal government

and direct the commissioner to stand down on evaluation reforms.

So far, Washington is one of few states pushing back against Duncan over evaluations. Washington received a similar NCLB waiver conditioned on reforming its teacher evaluation system, and its Legislature enacted a law requiring evaluations to consider student growth where “relevant and appropriate.”

Duncan rejected Washington’s plan, complaining that it failed to require the use of test scores in teacher evaluations, and notified state officials in April that Washington’s waiver would be revoked.

Without a waiver, schools would again be subject to the AYP sanctions pipeline—regardless of how well they might fare under a state accountability system—and required to spend federal dollars in the manner originally prescribed. This means schools would lose the flexibility to use earmarked funds (e.g., for private tutoring) in broader ways. Now that Washington has lost its waiver, some schools in the state that are failing AYP might simply refuse to comply with the underlying sanctions of NCLB. If that happens, it’s unclear whether the DOE has any enforcement mechanism beyond funding restrictions. Many will be watching to see if schools in Washington or elsewhere decide that limited federal dollars are not worth giving in to Duncan’s demands, especially if they have supportive state legislatures willing to make up for any funding losses.

There is at least an argument to be made that waiver forfeiture could be the best thing to happen to schools. Waivers have alleviated pressure on Congress to pass a reauthorization and allowed Duncan to continue to circumvent legislative processes. Vociferous complaints from educators and parents impacted when a majority of schools miss AYP and lose spending flexibility might be harder for Congress to ignore. Only time will tell. A

atpe news

A PEP SQUAD FOR

PUBLIC SCHOOLS

Bexar County public schools are rallying the community behind their educators and students

BY ALEXANDRIA A. JOHNSON

Something big is happening in Bexar County. School districts are turning to social media, making appearances on the morning news and celebrating everyday successes to spread the positive message about the great things happening in San Antonio-area public schools.

This activity is part of Go Public, a three-year joint campaign involving all 15 Bexar County school districts.

summer 2014

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Representatives from the Go Public campaign promoted the initiative on the KABB show “Focus on South Texas.”

The Go Public campaign co-chairs as well as several Bexar County school board members and superintendents—including Alamo Heights Superintendent Kevin Brown and Northside Superintendent Bobby Blount—pose with a banner at the November 2013 press conference for Go Public.

Kevin Fowler, a Texas country music artist, shows off his Go Public magnet at a taping of KENS 5’s Great Day SA. The morning show featured a performance by Fowler and a segment on Go Public.

“

Touting tHE STATS To bring better awareness around metrics of school and student success, Go Public’s website, www.wegopublic.com, highlights statistics about each district and about the county as a whole. For example: • Bexar County’s 15 school districts collectively graduated 89 percent of students in 2012.

• More than 99 percent of public school teachers in Bexar County are certified as “highly qualified” in the subject area they teach.

• At least 80 percent of the county’s high school students participated in at least one extracurricular activity in 2012-13.

“We believe that public schools are the cornerstone of our democracy and that public schools, although not perfect, are doing the best job they’ve ever done,” says Brown.

Teachers do heroic things every day and we’ve got to make sure that people in our communities celebrate that.

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Brown references the annual PDK/ Gallup Poll of the Public’s Attitudes Toward the Public Schools that, year after year, finds that parents with children in school rate public schools much higher than community members with no children in school.

“The reason, I believe, is because [parents of public schoolchildren] are intimately familiar with what teachers are doing in the classroom, how engaged their kids are, how their principal is working,” says Brown. But those without children in public schools often only hear what’s in the news. “The media is going to report the bad news. And that’s disproportionate to what actually happens in the school.”

Big backing for public ed Soon after kick-starting the campaign, the districts reached out to the business community for corporate involvement and support.

“There’s a lot of energy and enthusiasm that comes from a collaborative effort,” says Brown. “You need to involve a lot of stakeholders.”

Corporate support has been critical, both funding-wise and publicity-wise, but Brown says it’s also been reaffirming for educators to see members of the business community acknowledging the work of educators and “the great products coming into their businesses.”

atpe news

photos courtesy of go public; teacher and students looking at globe/blend images/thinkstock

Go Public began in November 2013 after Bexar County superintendents and school board members decided to have a positive campaign to “make sure it’s understood that every student, teacher and auxiliary worker is doing great things,” says Bobby Blount, president of both the Northside ISD Board of Trustees and the Bexar County School Board Coalition.

The greater San Antonio area had seen an increase in general misinformation about public schools being perpetuated in the media, and a large charter school advertising push. Blount says the school board coalition was “active in trying to turn around some of the misinformation about public education and boost community involvement.”

Meanwhile, Alamo Heights Superindendent Kevin Brown says Bexar County superintendents “were lamenting that the general public doesn’t get to see what we see every day.

“There are so many good things that go on in classrooms that people don’t know about. Teachers do heroic things every day and we’ve got to make sure that people in our communities celebrate that,” says Brown.

Go Public launched initially with a web and social media campaign; by January 2014, the campaign had expanded with radio ads, TV commercials, banners and bumper stickers. Now, “every school, in addition to having the American and Texas flag, has a Go Public flag,” says Blount.

“

Launching GO PUBLIC

It’s about the kids According to Blount, “The bottom-line goal is probably similar to [ATPE’s mission]: To help all kids to perform better and reach their maximum potential.”

Blount believes the campaign can have a direct impact on student performance and opportunities available to students.

“If we give the kids and teachers more

“

I f we give the kids and teachers more positive feedback, that’s going to encourage them to perform better.

positive feedback, just like anybody else, that’s going to encourage them to perform better,” he says.

Plus, he hopes that students, educators and community members see the Go Public campaign as a positive example of teamwork and collaboration. “In Bexar County, our demographics and backgrounds are very diverse and our districts are facing different challenges,” Blount says. “By pulling together, you have a much bigger impact.”

Buy-in for the community Through these public relations and outreach measures, the campaign is working to re-involve the community in its schools.

“When we say Go Public, we don’t just mean have your children go to public schools,” says Brown. “We mean be engaged in your public schools. That means volunteering, talking about and participating in different activities.”

Supporters can even pledge to love their Bexar County public schools at www.wegopublic.com.

“

Go Public is co-chaired by Maj. Gen. Joe Robles, CEO of USAA; Chris Nielsen, former president of Toyota Motor Manufacturing Texas; and Kim Bowers, CEO of CST Brands. All three chairs—as well as their children—are products of public schools and hire many former public school students, according to Brown.

In a press statement, Bowers says: “Over the years, my children have had some amazing teachers who have helped inspire them, shape them and open their eyes to a larger world. With Go Public, we aim to give these teachers the love and respect they deserve.”

Go Public has produced several commercials featuring Bexar County educators. Brown says that when one teacher first saw her commercial, she cried.

“I think it has lifted the profession of teaching,” Brown says. “The best part for us is we’ve seen how much people do value public schools.”

Brown frequently encourages Alamo Heights educators to “be champions” for their school. In addition, he asks parents to offer feedback on what’s going well and areas for improvement.

Go Public is asking more of the Bexar County community, but the districts are also working to more actively communicate with the public.

“We’re trying to go to outlets that, typically, others don’t go to,” says Blount. “Our goal is to make this a grassroots effort.”

Why should the community be accountable to its schools? Brown shares a quote by President James Garfield that’s etched in stone above the doorway of the Briscoe Western Art Museum (which was originally the first San Antonio public library): “Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.”

“I think that is a big part of what we’re about,” says Brown.A

Sharing the message “I absolutely believe everybody should be doing something like this, whether they’re a part of [Go Public] or not,” says Brown.

Go Public’s next goal is to develop a toolkit with Go Public resources, so that school districts interested in launching similar initiatives can join the Go Public campaign. “I would like to see this go national,” says Brown. “Across the country great work is being done by teachers, principals, school boards and superintendents—all staff—to really serve our children well. And they ought to be celebrated.”

For more information about Go Public resources, email info@wegopublic.com.

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The Next

Level

join us at the 2o14 atpe summit july 9–11 in austin • atpesummit.org

the deadline to certify delegates for the 2014 atpe summit— june 9—will be here before you know it

Local unit presidents: All attendees must be certified by June 9 in order to vote in the annual House of Delegates (HOD) meeting. During HOD, certified delegates representing ATPE local units and regions will consider proposed bylaws amendments and resolutions, adopt the ATPE Legislative Program and elect a new slate of state officers.

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The following pages contain information about the event agenda, the 2014-15 slate of state officer candidates and the association business that will be considered by the HOD. If you will be attending the event as a delegate, this information can help you prepare; it also might be good to discuss this information with your local unit and those members who will be attending with you prior to the event.

atpe news

choose your adventure a look at the event’s game plan Tuesday, July 8

Thursday, July 10 • House of Delegates

2 p.m. . . . . . . . . . . . . . . . . . Registration opens

8 a.m.. . . . . . . . . . . . . . . . . . Registration opens

4–8 p.m.. . . . . . . . . . . . . . ATPE Lounge Learn more about ATPE member benefits, check out the new ATPE promo items and discover new services and discounts. A live auction benefiting the ATPE Political Action Committee will be held from 7-8 p.m. Plus: meet (and greet) the 2014-15 ATPE state officer candidates.

8–10:30 a.m. . . . . . . . . State officer elections

6–7 p.m.. . . . . . . . . . . . . . First-time attendee reception Is this your first time at the summit? Attend this reception to learn more about the event and network with your fellow educators from across the state.

Wednesday, July 9 • ATPE Leader Training

8:30 a.m. . . . . . . . . . . . . . Region caucuses begin 10:15 a.m.. . . . . . . . . . . . HOD continues—up to 2 hours of continuing professional education (CPE) credit Debate the pressing issues facing Texas educators and ATPE members, and hear from leaders in public education. (We’ve invited the candidates for governor and lieutenant governor to speak.)

4–5 p.m. . . . . . . . . . . . . . . Local unit planning time 7 p.m.. . . . . . . . . . . . . . . . . . Awards Banquet

8 a.m.. . . . . . . . . . . . . . . . . . Registration opens

Friday, July 11 • Professional Learning and Networking (PLAN)

8 a.m.–6:30 p.m. . . . ATPE Lounge

7 a.m.. . . . . . . . . . . . . . . . . . Registration opens

8:30 a.m.. . . . . . . . . . . . Opening General Session Be one of the first to learn about ATPE’s rebrand.

8:30 a.m. . . . . . . . . . . . . . Keynote address with Joel Zeff—1 hour of CPE

Learn how to fill your career with creativity, communication, work/life balance, teamwork, passion and fun during a hilarious and insightful keynote by workplace expert, speaker and author Joel Zeff.

10 a.m.. . . . . . . . . . . . . . Leader training sessions begin Pick and choose sessions that will help your local unit bring ATPE’s recharged brand to life, incorporate new marketing strategies into your local unit’s campaign and craft the 2014-15 recruitment plan that will work best in your community.

4:15 p.m. . . . . . . . . . . . . . HOD begins Hear from the 2014-15 candidates for ATPE state office.

9:45 a.m. . . . . . . . . . . . . . PLAN sessions begin Attend professional learning sessions on technology, wellness for students and educators, legal developments and more.

8 p.m.. . . . . . . . . . . . . . . . . . ’80s Flashback Dance

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2o14-15 atpe state officer candidates 2014-15 ATPE state officer candidates will deliver speeches outlining their skills, backgrounds, qualifications and philosophies beginning at 4:15 p.m. Wednesday, July 9, during the House of Delegates meeting.

Delegates will then cast their votes from 8–10:30 a.m. Thursday, July 10, at the official polling place at the Austin Convention Center. Only certified delegates may vote.

Get to know the candidates online All candidates had the opportunity to create short videos answering questions developed by the ATPE Nomination/ Election Committee.

Any submitted candidate videos will be posted at www.atpesummit.org/ candidates after the June 9 delegate certification deadline.

president

Vice president

Vice president

Richard Wiggins

CORY COLBY

MELBA POPPE

ATPE leadership experience: State vice president, secretary and treasurer; president and vice president of ATPE Foundation Board; chairman of the state Finance Committee; member of the ATPE BOD Executive Director Search and Governance committees; member of state Best Practices, Educators Professional Liability Insurance Review, Membership and Political Action committees; Region 20 director and treasurer; Boerne ATPE past president, president, campus rep

ATPE leadership experience: State secretary and treasurer; chairman of the state Finance Committee; member of state Bylaws, Educators Professional Liability Insurance Review, Leader Development, Membership and Political Action committees; Region 6 vice president and secretary; Willis ATPE secretary and campus rep

ATPE leadership experience: Member of the state Educator of the Year and Scholarship committees; Region 11 ATPE past president, president and vice president; Carroll ATPE charter member, president and campus rep; Crowley ATPE vice president and campus rep; White Settlement ATPE president, vice president and campus rep

ATPE recognition: Winner of the 2010-11 ATPE Newsletter Award; secretary of the 2010-11 Local Unit of the Year; secretary of the 2009-10 region and 200809 and 2009-10 local unit Davy Crockett Fundraising Challenge winners; Ben Shilcutt Plus Club; William B. Travis Honoree

ATPE recognition: Recipient of the 2006-07 Grant for Teaching Excellence; Ben Shilcutt Plus Club

ATPE recognition: William B. Travis and Stephen F. Austin honoree; Sam Houston Award for Political Involvement recipient; president of a Green Apple Membership Growth Award local unit; Ben Shilcutt Plus Club Current position: Special education department chair in Boerne ISD Other leadership experience: Member of the TEA Subcommittee for Teacher Standards and Evaluation; retired financial consultant; statistician for the San Antonio Spurs; fourterm alderman for the city of Fair Oaks Ranch; Boerne ISD Salary/ Budget Committee member Years in ATPE: 11 Years in education: 11

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Current position: Retired art and ESL teacher

Other leadership experience: Willis High Teacher of the Year finalist; LLMS Teacher of the Year nominee; district Education Improvement Committee chairman; campus Education Improvement Committee member

Other leadership experience: 2002 Crowley ISD Teacher of the Year; 2003 Crowley ATPE Educator of the Year; presenter at Texas Middle School conferences; chair of Crowley ISD and White Settlement Character committees; member of Crowley ISD and WSISD district-wide Educational Improvement committees; member of the WSISD Campus Plan Committee; member of the WSISD Principal’s Advisory Committee; member of Texas Art Education Association; member of Art Educators of North Central Texas; church youth leader

Years in ATPE: 7 Years in education: 7

Years in ATPE: 34 Years in education: 32

Current position: AP and DC government and U.S. history instructor at Willis High; adjunct instructor at Lone Star College; teacher mentor for Willis ISD and SHSU

atpe news

secretary

treasurer

treasurer

treasurer

julleen Bottoms

Byron“Skip”Hildebrand

SHANE WHITTEN

CARL GARNER

ATPE leadership experience: State treasurer; chairwoman of the state Finance Committee; member of the Local Unit of the Year and Educator of the Year committees; ATPE Foundation Board vice president and secretary; Region 12 director, past president, president, vice president and secretary; Corsicana ATPE president and campus rep; Kerens ATPE president, secretary and campus rep

ATPE leadership experience: Member of the state Bylaws, Minority and Diverse Population Recruitment and Resolutions committees; Region 20 past president, president, vice president and treasurer; San Antonio ATPE treasurer and campus rep

ATPE leadership experience: Member of the state Finance, Legislative, Membership committees; Region 16 director, past president, president, vice president, treasurer and secretary; Amarillo ATPE campus rep

ATPE leadership experience: Chairman of the Scholarship, Nomination/Election and Resolutions committees; member of the Grant for Teaching Excellence, Legislative, Public Information and Political Action committees; Region 10 president, vice president and secretary; Mesquite ATPE past president, president and campus rep; Leader U panelist

ATPE recognition: President of a Green Apple Membership Growth Award local unit; William B. Travis honoree Current position: K–5 technology applications teacher and campus technical specialist for Corsicana ISD Other leadership experience: Alpha Rho Chapter of Delta Kappa Gamma treasurer-elect and presenter; district and county in-service presenter/ speaker; member of campusand district site-based and technology committees; Navarro Elementary School Teacher of the Month Years in ATPE: 19 Years in education: 22

ATPE recognition: Stephen F. Austin and William B. Travis honoree; Ben Shilcutt Plus Club Current position: Retired math teacher Other leadership experience: San Antonio ISD basketball program athletic staff worker, dropout recovery program teacher and tutor; certified USA Track official Years in ATPE: 19 Years in education: 30

ATPE recognition: Stephen F. Austin and William B. Travis honoree Current position: Assistant principal at Amarillo ISD’s Mesa Verde Elementary School Other leadership experience: Member of Amarillo ISD committees; United Way Community Investment Committee member; church music minister and youth group leader Years in ATPE: 18 Years in education: 19

ATPE recognition: President of a 2010-11 Local Unit of the Year finalist; President of a 2010-11 Davy Crockett Award-winning local unit; Ben Shilcutt Plus Club; William B. Travis Honoree; recipient of Region 10 ATPE and Mesquite ATPE political fundraising awards Current position: ARD chair/ resource/inclusion teacher at Mesquite ISD’s Florence Elementary School Other leadership experience: Member of Mesquite ISD Baldridge Award, Benefits, Professional Consultation, Professional Dress, Professional Educator Standards Committee; various PTA offices; teacher mentor; student council sponsor; church youth/music director Years in ATPE: 14 Years in education:14

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2o14 house of delegates business ATPE members representing local units from across the state will convene as the ATPE House of Delegates (HOD) July 9–11, 2014, during the ATPE Summit. Delegates will vote on proposed bylaws amendments and resolutions as well as changes to the ATPE Legislative Program.

proposed bylaws amendments If approved by the HOD, these amendments will be made to the ATPE State Bylaws, the set of definitions, rules and procedures that guide ATPE operations.

Proposed Amendment No. 1 Article V: Board of Directors Section 3: Duties Amend to read: The Board of Directors shall have the power to: (a) Determine annually the number of members of, and appoint such members to, all standing committees.

To facilitate this, the Executive Committee shall recommend a committee list for consideration. The Board will take such action at its first regular meeting following its election.

From the committee members so appointed, the President shall have the authority to designate the chairman. (b) Appoint such special committees as considered necessary or desirable. (c) Determine the location of all offices of the corporation. (d) Subject to the confirmation of the House of Delegates as hereinafter provided, hire the Executive Director and establish all other employment positions. (e) Employ such legal, audit, consulting and specialized services as may be deemed necessary or desirable. (f ) Require each Association officer, the Executive Director, and all committees

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to submit periodic and annual reports to the Board of Directors.

Such reports shall be subject to such action as the Board of Directors may deem appropriate. Annual reports from standing committees shall be forwarded by the Board of Directors to the House of Delegates, and the Board shall have authority to present all others as appropriate. (g) Receive, review, and present to the House of Delegates the annual report of the Treasurer and the auditor’s annual report of financial matters of the Association. Following approval, the auditor’s report shall be printed and distributed to each member of the House of Delegates at its annual meeting. (h) Use final authority in setting the annual budget of the Association by taking into consideration the budget recommendations of the Executive Committee. (i) S et the time and place of the annual, as well as any special, meetings of the House of Delegates and to approve the minutes of such meetings. (j) Grant to the Executive Committee such authority as may be deemed appropriate to supervise Association matters between meetings of the Board of Directors, and such other authority as may be deemed necessary. (k) Set Association policy not inconsistent with the policies established by the House of Delegates. (l) C harter local units and regional organizations. (m) Address ethical issues and disputes

of regions and local units, including but not limited to instances of alleged financial malfeasance, when reported. (n) Develop and adopt, in collaboration with local units and regions, a set of standards and requirements for local units and regions intended to ensure that the funds and revenues of local units and regions are used only for, and the activities and operations of the local units and regions are consistent with, the purposes of ATPE as set forth in these Bylaws. (o) Take such action as the Board of Directors determines to be necessary or appropriate in connection with the failure of any local unit or region to comply with standards and requirements adopted by the Board of Directors or as set forth in any charter agreement, including, without limitation, (i) the suspension or termination (whether temporary or permanent) of the payment of any rebates otherwise payable to such local unit or region under these Bylaws, (ii) the removal and replacement of any one or more of the officers of such local unit or region, and/or (iii) the revocation of the charter of any noncomplying local unit. (p) Provide for a process by which local units and regions may petition the Board of Directors to seek redress with respect to any grievances relating to activities or performances of the Association.

Submitted by: ATPE Board of Directors Bylaws Committee recommendation: Adopt

atpe news

2o14 house of delegates business Rationale: Proposed Bylaws Amendment No. 1 would authorize the ATPE Board of Directors, working as fiduciaries and in collaboration with local units and regions, to establish and enforce standards by which ATPE’s local units and regions should operate. Such standards would involve the expenditure and authorization of member dues and rebate funds distributed to the local units and regions, as well as general standards of operations and activities.

With more than 470 active local units and 20 regions, the ATPE organization has expanded considerably over the years as ATPE has grown to be the largest public school educator association in Texas’ leading educators’ association.

Together, our local units and regions are responsible for allocating and accounting for more than $1 million in member dues dollars each year. As ATPE’s size and influence have grown, so too has the potential for oversight from state and federal regulatory entities, which means ATPE must be proactive in protecting its non-profit status and brand.

Being a chartered local unit or region of ATPE is a privilege, and as with most privileges, there is an expectation that our local units and regions will adhere to ATPE’s mission, vision and tenets while providing a high-level of service and commitment to ATPE members.

The ATPE Board of Directors consists of 25 representatives who are elected by ATPE members to serve on the Board.

Requiring the Board of Directors to seek and consider input from ATPE’s local units and regions when establishing standards of operations will ensure that ATPE continues its tradition of being a memberowned, member-governed association.

In addition, proposed section (p) would provide an avenue of due process redress if a local unit or region is alleged to be in

summer 2014

violation of an established standard.

Fiscal impact: If adopted, Proposed Bylaws Amendment No. 1 would have minimal cost impact on the association.

Proposed Amendment No. 2 Article VII: Local Units Section 3: Affiliation Requirements Amend to read: Once a local unit is chartered, it shall comply with such standards and requirements as are adopted, from time to time, by the Board of Directors and/or the House of Delegates in order to insure that the funds and revenues of the local unit are used only for the purposes of ATPE as set forth in these Bylaws and that the operation and activities of such local unit are consistent with such purposes.

Such standards and requirements may include the execution of a charter agreement between the Association and such local unit.

Submitted by: ATPE Board of Directors Bylaws Committee recommendation: Adopt Rationale: Proposed Bylaws Amendment No. 1 would authorize the ATPE Board of Directors to establish standards and expectations of local units that are consistent with the purposes and mission of ATPE. This Proposed Bylaws Amendment No. 2 would add an affiliation requirement that would stipulate that a local unit’s adherence to the standards promulgated by the Board of Directors and/or the House of Delegates would be a condition of affiliation for ATPE’s chartered local units.

If adopted, this new Article VII, Section 3, will be inserted into the proper section of the state bylaws and the sections that follow will be renumbered accordingly.

Fiscal impact: If adopted, Proposed Bylaws Amendment No. 2 would have minimal cost impact on the association.

proposed honorary resolution If approved by the 2014 House of Delegates (HOD), ATPE will issue an honorary resolution to immediate Past State President Deann Lee.

proposed action on standing resolutions Standing Resolution No. 1 SUBJECT: Resolution Process YEAR ADOPTED: 2006 RESOLVED, that the ATPE Board of Directors and officers administer the resolution process to facilitate timely consideration of resolutions and written notification of pre-filed resolutions prior to discussion on the floor of the House of Delegates.

RESOLVED, that the ATPE Board of Directors shall review the status of standing and current resolutions following each annual House of Delegates meeting and direct the appropriate action. Standing resolutions shall be limited to philosophical positions and/or procedures related to the ATPE House of Delegates business. Current resolutions or motions will be directed to the appropriate committee and/or placed in the ATPE Governance Guide as administrative procedures. In the event that the Board determines to place a current resolution in the ATPE Governance Guide, or to discontinue a resolution that has been placed in the ATPE Governance Guide, that action will be reviewed by the next year’s Resolutions Committee. Current resolutions adopted by the House of Delegates will be in effect and in force

atpe.org | 29

2o14 house of delegates business for a period of one year, after which time they will expire, unless renewed by a majority vote of the House of Delegates.

BE IT FURTHER RESOLVED, that the Resolutions Committee shall review progress and content of all resolutions and present its annual report to the House of Delegates.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 2 SUBJECT: ATPE Convention YEAR ADOPTED: 1991 RESOLVED, that ATPE will open the state convention with the Pledge of Allegiance to the Flag of the United States of America, the Pledge to the Texas Flag and a prayer, excusing those whose beliefs are in conflict with this act.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 3 SUBJECT: Business and Education YEAR ADOPTED: 1991 RESOLVED, that ATPE supports business and education communities collaborating to provide an innovative working together for an excellent education system that will prepare public school students to meet the needs of a highly technical, industrialized and global environment.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt as amended.

RATIONALE: The change is meant to update the language of the resolution to emphasize the word collaborate when referring to business and education.

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Standing Resolution No. 4 SUBJECT: Consultation Training YEAR ADOPTED: 1992 RESOLVED, that it be the official policy of ATPE to educate members of ATPE as to the pros and cons of consultation committees and communication committees at the district level.

Additional leadership may be provided to locals that may demonstrate a need for special assistance beyond the program of general education; and be it further RESOLVED, that it be the official policy of ATPE to provide include consultation committee member training. at its leadership workshops and state conventions.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt as amended.

RATIONALE: Expands models of training beyond the summit.

Standing Resolution No. 5 SUBJECT: Cooperation with Other Independent Educator Organizations YEAR ADOPTED: 1992 RESOLVED, that the experience and history of ATPE be shared with other independent educator organizations throughout the country in an effort to establish and continue nonunion influence in education policy-making in the United States.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 6 SUBJECT: Legislator Involvement in Public Schools and Classrooms YEAR ADOPTED: 1997 RESOLVED, that ATPE encourage and support regions and local units in developing ways to actively involve

legislators in local public schools and classrooms to keep them knowledgeable about current educational issues and conditions.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 7 SUBJECT: Political Participation YEAR ADOPTED: 1992 RESOLVED, that it be the official policy of ATPE to encourage members to be politically active individually; and be it further RESOLVED, that it be the official policy of ATPE to discourage local units from endorsing candidates in the name of the organization.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 8 SUBJECT: Professional Status YEAR ADOPTED: 1992 RESOLVED, that ATPE accept both the obligations and rights of professionals; and be it further RESOLVED, that future legislative action by the association seek to secure for Texas educators the rights, privileges, benefits and respect befitting a true professional.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 9 SUBJECT: Professional Rights YEAR ADOPTED: 2000 RESOLVED, that ATPE supports vigorous enforcement of due process laws.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

atpe news

2o14 house of delegates business Standing Resolution No. 10 SUBJECT: Right to Work YEAR ADOPTED: 1992 RESOLVED, that ATPE supports networking with other state and national nonunion groups that support the rightto-work philosophy.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

and work to prevent it in districts with an increased potential for exclusive consultation. Financial support can include political action committee (PAC) monies (where not prohibited by state and federal laws) for school board candidates aligned with ATPE’s belief on exclusive consultation.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 11 SUBJECT: Student Members YEAR ADOPTED: 1992 RESOLVED, that the local and regional units of ATPE work in conjunction with the state staff to continue efforts to support, educate and provide funds to help college students within their respective regions attend the region and state convention each year.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

proposed action on current resolutions

Standing Resolution No. 12

RESOLVED, that the ATPE Grant for Teaching Excellence award be discontinued as a program and the resolution authorizing the Grant for Teaching Excellence program be expired.

RATIONALE: This award program has been discontinued and now is a part of the ATPE Foundation Technology Grant program.

Resolutions Committee recommendation: Allow Current Resolution No. 1 to expire. Current resolutions expire after one year unless readopted by the HOD. These resolutions will not be voted on by the HOD unless a delegate moves to present the expiring current resolution as a new resolution.

Current Resolution No. 1 SUBJECT: Election Process YEAR ADOPTED: 2010 RESOLVED, that ATPE shall begin conducting runoff elections for state officer positions 15 minutes after the need for a runoff election is announced to the House of Delegates.

RESOLUTIONS COMMITTEE RECOMMENDATION: Readopt RATIONALE: Ongoing issue

Standing Resolution No. 13 SUBJECT: Overturning Exclusive Consultation YEAR ADOPTED: 2011 RESOLVED, that ATPE state staff work proactively and provide financial support to local units to overturn exclusive consultation in districts where it exists

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proposed new resolution Resolutions Committee recommendation: Adopt RESOLVED, that ATPE will work to ensure that all ATPE members who are eligible to vote are also registered to vote in every election and understand the effects of voting to public education and our profession;

RESOLVED, that ATPE will work to ensure that our members are informed voters who have the tools and information needed to choose candidates for public office who will support the ATPE legislative program and public education; BE IT FURTHER RESOLVED, that ATPE will strive to educate and motivate all Texas educators and the general public to vote for candidates who support the ATPE legislative program and public education.

RATIONALE: Recent voting statistics show that Texas citizens are not voting.

For example, only 1.5 million and 750,000 of the 13.5 million registered Texas voters voted in the most recent Republican and Democratic primaries, respectively.

Those same statistics showed that only about 20 percent of certified educators voted in that same election. The Texas educator community boasts more than 1 million individuals, if you count retired educators. Simply put, we are not using our voice through our votes. The effects of this nonparticipation, especially at the legislative leadership level, are dramatic and extremely consequential for Texas public education and our students.

proposed atpe Legislative program The HOD will also vote on amendments to the ATPE Legislative Program, a list of the association’s positions on education policies under the purview of the Texas Legislature, state agencies and the federal government. The program guides ATPE Governmental Relations in its work. Delegates and other members wishing to view the proposed changes should visit www.atpesummit.org/events/ house-of-delegates/hod-business/.

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your association

atpe news

Behind the new look The Supportive Star This star symbolizes every leader and member whose heart and soul is reflected in ATPE’s success. It represents the many strong friendships and relationships built through service to ATPE—as well as the connections made between an individual educator and a student.

Your Ally. Your Voice.

ATPE fills the supporting role that today’s educators desperately seek. We are working together, winning for Texas public schools.

Signature Red ATPE’s strong red sets us apart from the other education organizations that are represented by the color blue.

A New Typeface A refreshed typeface gives ATPE a more modern look.

All-capital letters convey ATPE’s strong foundation and enduring commitment to Texas public educators.

ATPE is the preeminent public educator association in Texas and makes

The ATPE Vision

a difference in the lives of educators and schoolchildren. In partnership with all stakeholders, we are committed to providing every child an equal opportunity to receive an exemplary public education.

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atpe news

your association

atpe news

▸ Which membership category should you join in 2014-15?

If your employment status will be changing during the 2014-15 school year, you need to make sure that you renew your ATPE membership in the correct category. you are:

you are:

you are:

A 2013-14 college student member

A 2013-14 teacher trainee member

Retiring at the end of 2013-14

Planning not to work in education in 2014-15

▸ If you are retiring at the end of 2013-14, continue your ATPE membership in 2014-15 by renewing in the retired category for only $10.

▸ If you will not be working in education in 2014-15, remain a part of the ATPE community by renewing in the public category for only $10. Public members receive ATPE publications and save using our services and discounts.

▸ I f you will be student teaching or doing classroom observations in 2014-15, renew in the teacher trainee category so that you have access to the insured benefits.* ▸ I f your 2014-15 coursework will not include classroom observations, renew in the college student category.

This is not an insured category.

▸ If you will be teaching in your own classroom in 2014-15, renew as a first-time professional member so that you have access to the insured benefits.* ▸ If you will be substitute teaching, renew in the associate category to have access to the insured benefits.*

▸ This is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to insured benefits.*

you are:

▸ This is not an insured category, so if you will be substituting, you need to renew in the associate category to have access to the insured benefits.*

Please contact ATPE Member Services at (800) 777-2873 or member_services@atpe.org if you have questions about which membership category you should join. *Terms and conditions apply. Visit atpe.org or see page 14 for further information.

Never vacation without your ATPE membership card!

© Family Walking on Beach/istock/Thinkstock

Don’t forget: As an ATPE member, you are also eligible for great travel discounts on: ▸ ▸ ▸ ▸

Rental cars.

Hotels.

Theme park and zoo admission.

New! Orlando vacation packages.

Jane Sm ith Member #123456 (800) 77

7-2873 |

atpe.org

Log in to www.atpe.org/services-discounts for more information, including necessary ID numbers, reservation links and telephone numbers.

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Cruise savings,

ahoy!

Introducing one of ATPE’s newest travel discounts ATPE members can save on cruises with CruisesOnly, America’s largest cruise agency. In addition, you will support ATPE while you vacation. Learn more at atpe.org/services-discounts.

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atpe news

atpe news

your association

Unlimited talk, text and web Save with T-Mobile

Moving this summer?

Save when buying, selling or refinancing a home The ATPE Home Savings Program can save you money! You can save hundreds or even thousands of dollars each time you buy, sell or refinance a home. Save on realtor commissions, closing costs, title insurance and moving companies. Log in to www.atpe.org/services-discounts for more information.

ATPE’s T-Mobile discount now offers unlimited talk, text and web. Plus:

▸ No annual contract and no activation fees.

▸ $25 reward card with

purchase of a device when you activate a new line of service, upgrade your device or add a line to your account.

▸ A risk-free, 30-day return policy.

ATPE News wins EXCEL Award ATPE was recently recognized by the Association Media & Publishing’s EXCEL Awards, “the largest and most prestigious awards program that exclusively recognizes excellence and leadership in nonprofit association media, publishing, and communications.”

“How Can We Keep Kids Safe?,” a feature article from the Spring 2013 ATPE News was awarded: •T he silver award in the magazine/feature article category. <© image and description/Collection/Thinkstock> © Father Son Moving/fuse/Thinkstock

•T he silver award in the magazine/feature story design category.

The article, which addresses school safety policies in the aftermath of the Sandy Hook shooting, was written and compiled by former ATPE Communications Director Kate Johanns and Communications Specialist Jennifer Tuten and designed by Senior Graphic Designer John Kilpper.

It also featured a sidebar by ATPE Member Legal Services Department Managing Attorney Paul Tapp as well as commentary submitted by ATPE members.

View the article at www.issuu.com/atpe/docs/13_news_spring-issuu/18.

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▸ Free shipping. ▸ Data and text in more than

100 countries included at no extra charge.

▸ A wide selection of the latest phones and tablets. Plus, phone upgrades whenever you want with the JUMP! program.

▸ Early termination fee

reimbursement to free you from your current service contracts for up to five lines when you trade in your device and port your wireless number. You will also receive up to an additional $300 when you trade in your current device.

Log in to the Services and Discounts page at www.atpe. org/services-discounts for more information.

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your association

foundation news

Foundation awards 2013-14 Beth Ann Rogers Literacy Initiative Grants

T

he ATPE Foundation presented $1,500 grants to seven school libraries this spring as part of the Beth Ann Rogers Literacy Initiative. Named for a late ATPE state president and school librarian, the initiative enables the foundation to help school libraries purchase literacy materials and modernize their resources.

Applications for 2014-15 grants will be available in July at atpefoundation.org.

The foundation congratulates the 2013-14 recipients: • Academy of West Birdville, Birdville ISD. • Bane Elementary, Cypress-Fairbanks ISD. • Barrick Elementary, Houston ISD. • Bayles Elementary, Dallas ISD. • Brookline Elementary, Houston ISD. • Carroll Elementary, Corsicana ISD. • I.M. Terrell Elementary, Fort Worth ISD.

ATPE Foundation Director Loree LeBoeuf presents a check to librarian Queneesa Alexander of Houston ISD’s Barrick Elementary School.

“Like” us on Facebook Check out the ATPE Foundation Facebook page at www.facebook.com/atpefoundation.

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atpe news

May madness Donation Month

You help students and educators succeed

▸ It’s never too late to donate The ATPE Foundation’s fourth annual May donation month is coming to a close. Thank you to those who have already donated, helping us move closer to our $10,000 donation goal! We are striving to reach a minimum of 50 percent membership participation. Those who donate will receive special recognition at the summit.

You can always make donations at atpefoundation.org using your Visa or MasterCard, or simply print off a donation form and mail it in with cash or check.

Donations of any size are appreciated and can be given in honor or in memory of family members, friends or colleagues. With your help, the ATPE Foundation can make a real impact in the lives of Texas students and educators.

▸ About your

© Little girl sitting on stack of books/istock/Thinkstock

donation

Since 2008, the ATPE Foundation has given $63,000 in literacy and technology grants to Texas public schools and $90,000 in scholarships to current and future educators. None of the foundation’s literacy initiatives, technology programs, or educator recruitment and retention efforts would be possible without the generous support of our donors.

The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code.

summer 2014

Join us for the Fifth annual ATPE Foundation Golf Classic What: A four-person scramble tournament benefiting the ATPE Foundation’s literacy, technology, and educator recruitment and retention programs in Texas public schools

When: Friday, Oct. 17 (1:30 p.m. shotgun start followed by 6 p.m. awards dinner)

Where: Teravista Golf Club, Round Rock More info: atpefoundation.org

ATPE

FOUNDATION

GOLF 2014 atpe.org | 37

your association

tenet focus

Exploring ATPE’s 10 tenets ATPE was founded in April 1980 with a distinct set of philosophies. In this ATPE News series, we’ll take an in-depth look at each of ATPE’s 10 tenets and explain how they act as the building blocks of the association.

10 ATPE tenets

Independent association ATPE members believe ATPE should maintain its autonomy while collaborating with other groups throughout Texas and the nation.

In 1975, Texas’ then-predominant educators’ organization, the Texas State Teachers Association (TSTA), united with the National Education Association (NEA). This change troubled many then-TSTA members who didn’t agree with union tactics such as strikes.

These members soon left TSTA to join either the Association of Texas Educators (ATE) or the Texas Professional Educators (TPE).

Consolidation talks began in 1977, just a year after each association was formed.

Three years later, on April 1, 1980, the two groups merged into one larger, more influential professional association—ATPE. The merger created an organization that believes strongly in the power of Texas public education, which is why one of our ten guiding tenets is the belief in autonomy.

Professionalism

Member-Owned/ Member-Governed

Right to Work/ Oppose Strikes

Superior Services to Members

All-Inclusive “When I produced the 20th anniversary ATPE video, I interviewed several lifetime ATPE members who were present at the TSTA assembly in the mid-’70s when the unification vote occurred. I spoke with several people who told me that they felt the vote was not above board. To this day, they are convinced that the unification with NEA was something the TSTA leadership had decided was going to happen come hell or high water.

I firmly believe that our fierce notion of independence is due in no small part to what happened as a result of that vote.”

—ATPE Public Relations Director Larry Comer

“Being an independent association is very Texan, and it’s helpful in distinguishing ourselves from a nationally based, centralized union. The founders of ATPE saw national control of issues and process as detrimental to Texas. They also wanted to write that we would never pay dues to another organization, nor would we be beholden to them in the ATPE State Bylaws.”

—ATPE Governmental Relations Director Brock Gregg

38 | atpe.org

Leadership

Collaborative

Issues-Oriented Advocacy

Independent Association

Local Control of Public Schools

atpe news

kudos

your association

Bravo, ATPE members

Congratulations to all of the ATPE members who go the extra mile to achieve great heights in their field.

Abilene Wendy Morgan, a second-grade teacher at Reagan Elementary School, was named the school’s 2014 TLC Teacher of the Year.

AUSTIN Adam Miller, a social studies teacher at David Crockett High School, was recognized as the school’s Teacher of the Year.

BALLINGER Crystal Clinton, a counselor at Ballinger Elementary School, was selected as the 2013-14 Three Rivers Counseling Association School Counselor of the Year in February.

DENTON Fourteen ATPE members were recognized as the 2014 Teacher of the Year at their respective campuses: • Jill Arnold, a dyslexia therapist/teacher at Ginnings Elementary School.

• Jeanetta Byrd, a second-grade teacher at Savannah Elementary School.

• Modesta Cevallos, a first-grade teacher at Evers Elementary School.

• Erin Findley, a third-grade teacher at Paloma Creek Elementary School.

• Whitney Gohlke, a reading recovery teacher at Nelson Elementary School.

• Pam Hurst, a fifth-grade math teacher at Hodge Elementary School.

• Amy Murray, a fifth-grade math teacher at McNair Elementary School.

• Sarah Overstreet, a first-grade teacher at Blanton Elementary School.

• Laurel Oyarce, a dual-language kindergarten teacher at Rivera Elementary School.

• Debbie Smith, a first-grade teacher at Borman Elementary School.

• Amy Taylor, a sixth-grade English teacher at Calhoun Middle School.

• Brenda Thomas, a kindergarten teacher at Lee Elementary School.

• Stephanie Young, a social adjustment class teacher at Crownover Middle School.

• Kevin Zahner, a social studies teacher at Denton High School.

Fort Worth

Worth ISD, was selected by the National Science Teachers Association (NSTA) as a fellow for the association’s 2013-14 New Science Teacher Academy.

LAMESA Jenny Woodell, a fourth-grade math teacher at North Elementary in Lamesa, was one of the three Mrs. Baird’s Bread’s “Teachers on the Rise” award winners in January.

ROUND ROCK Stephanie Stoebe, a reading specialist at Hernandez Middle School, received the 2013 Veterans of Foreign Wars (VFW) National Citizenship Education Teacher Award from Round Rock VFW Post 9078.

WAXAHACHIE Hilary Landrum, a sixth-grade reading teacher at Eddie Finley Sr. Junior High School, received a $1,000 grant from the local education foundation to purchase book sets for “Bookworm Warriors,” a book club for sixth graders.

Evette Mumford, a teacher at the Texas Academy of Biomedical Sciences in Fort

Be recognized for your efforts!

If you know an ATPE member who deserves recognition (it could even be you!), let us know. Kudos covers awards, scholarships and other education-related achievements only; promotions, retirements and non-education-related personal achievements will not be included.

Email Kudos to ATPE Communications at comm@atpe.org or send them to: ATPE News | 305 E. Huntland Dr., Ste. 300 | Austin, TX 78752-3792

summer 2014

atpe.org | 39

your association

family album

Paris

PHOTO courtesy of Janet Erlinger

PHOTO by glenda beasley

PHOTO courtesy of Deann lee

Educators had the chance to meet political candidates and elected officials during a candidate forum hosted by Paris ATPE in February. From left to right: Region 8 PAC Diplomat Annette Lewis, SBOE member Thomas Ratliff, District 1 State Rep.-elect Gary VanDeaver, Paris ATPE membership chair Jerrica Pruitt, Lamar County Judge Chuck Superville, ATPE Past State President Deann Lee and Paris ATPE President LaTasha Marshall.

Region 13 Birdville

ATPE Past State President (1982-83) Sally Wiedemann enjoys lunch at the Region 13 ATPE Convention in April.

Birdville ATPE campus rep Janet Erlinger passes out back-scratchers to educators at Shannon Learning Center. The note reads “Welcome BACK from spring break. Here’s a little something from Janet Erlinger and ATPE to help with that summer break itch.”

40 | atpe.org

atpe news

welcome back

Photo courtesy of Jerry Jarrell

SAM HOUSTON STATE UNIVERSITY ATPE reactivated in December 2013. President Trenton Hale, Vice President Kaitlyn McClelland and Secretary/Treasurer Amanda Beller lead the local unit, which has 419 members.

highlights Region 8 Region 8 ATPE officers and members pose for a photo during their April meeting in Mount Pleasant. From left to right: North Lamar ATPE Secretary Jerry Jarrell, Frankie Jarrell, Region 8 ATPE President Judy Johnson, Secretary Abby Rogers, Director Rita Long, Paris ATPE Secretary Yesica Munguia, North Lamar ATPE President Alison Hayter and Region 8 PAC Diplomat Annette Lewis.

YSLETA ATPE recognized its top three local unit recruiters in January.

Ysleta ATPE membership chair Angie Armendariz, Treasurer Cecy De La O and campus rep Rebecca Frias each received gift cards.

TEXAS WOMANâ&#x20AC;&#x2122;S UNIVERSITY ATPE partnered with Barnes and Noble and the TWU Community Service Committee to collect and deliver books to Fred Moore Day School.

PHOTO courtesy of Diane Pokluda

In January, KELLER ATPE President and Region 11 Director David Williams met with Keller ISD Superintendent Dr. Randy Reid to discuss member priorities, district initiatives and the state education funding lawsuit.

submissions Hurst-Euless-Bedford To honor the HEB ISD School Board for its service, HEB ATPE President Mark Buckner presents a check for the HEB PTA Clothes Closet and reads a poem of thanks written by member Dayla Beauchamp. From left to right: Buckner, Secretary Ronda Pippen, Brenda Jones, Kelly McFarland and Treasurer Barbara Wallace.

summer 2014

Send your stories and high-resolution photos to comm@atpe.org for possible publication. The more detail you include with your submission, the better!

atpe.org | 41

your association

atpe-pac honor roll

Thank you for your donation!

The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) between Dec. 1, 2013, and Feb. 28, 2014.

Beaumont Rhonda Schell

Jacksboro Elizabeth Reynolds

Odessa Olga Garza

Boerne Margie Hastings Teri Nail Richard Wiggins Jeri Willis

Killeen Eileen Walcik Melissa Walcik Ron Walcik

Pineywoods Ginger Franks

Corpus Christi Jackie Hannebaum Crowley Steve Pokluda Cypress-Fairbanks Stephanie Bailey Del Valle Mary Hopkins Denton Holli Rice Friend of public education Mark Emmons

P A C ’S PEAK

Lytle Leslie Pedrotti

Plano Lindsay Beattie Rebecca Bottin Jill Gipson Mary Long Dennise Schuler Rosalie Watkins

Medina Valley Diana Bush

Region 13 Beverly Albers

Mesquite Jerry Bonham Carol Davies Debbie Massey

San Antonio Tina Briones Annie Perez

Lackland JoAnne Moulder

Northside (20) Patti Garcia Evelyn Hardaman Bobbye Patton

Thank you to everyone who contributed to this year’s PAC’s Peak Challenge. ATPE-PAC raised $20,083 to help support Texas public education advocates.

Tyler Betty Berndt Weslaco Roger Gutierrez

Simplify your donations Set up recurring monthly or quarterly donations online at www.atpe.org/advocacy.

CHAL LENGE

42 | atpe.org

atpe news

Your thoughts and opinions help us serve you better Volunteer for ATPE state committee service

I signed up for state committee service because I want to give back to the organization that supports our state’s educators, and gain new experiences and perspective by serving in various roles outside of those I am usually affiliated with at my campus/district level. I am interested in knowing more about the inner workings of ATPE, and want to be aware of any future opportunities within the organization.”

—Jessica Skinner Richardson ATPE

ATPE is member-owned and member-governed, which means the thoughts of members on issues that shape the association are vital to our continued success. Visit www.atpe.org/committee-service to learn more about our state committees and to fill out the online application.

Applications for 2014-15 service are due July 11.

continued from page 10—Educators Exchange center in Chicago. The Tet Offensive had started in Vietnam and President Johnson wanted to keep the Southeast Asia dominoes from falling. I refused induction and became a draft resister. This did not go over well in my grandparents’ house. They were just as confused as I was about the necessity of going off to risk death; they wanted me to do the right thing, but not if it meant getting killed.

I agonized over my decision for three months. If I went into the Army, it would be certain death. If I continued on the resistance path, I would end up in jail. I was a young Mexican-American with only a high school diploma. Other resisters were college graduates, some with masters degrees and some Ph.Ds. I began to see that my life would be over if I went to prison. I would be a walking dead. I would be dead, regardless of my decision.

When my grandfather told me I had received a second notice from the draft board, I took it as a second chance to do the right thing. As I was packing clothes in my room, I heard my grandfather come in behind me. I was expecting to hear that he was disappointed in me.

I thought that he would admonish me for the embarrassment I had caused the family. Instead, he placed his hand on my shoulder. When I turned, I saw he had tears on his face. I was stunned. I had never seen my grandfather cry. The last time he hugged me was when I passed my driver’s test and received my license.

“If you want to go to Canada, I will help you. I have some money saved for emergencies,” he said.

Eighteen years of love poured over me with those words.

“It’s going to be OK. All of my friends are going, too. It’s the right thing to do.”

In August of that year, President Johnson was committed to a war that could not be won on the ground. Americans were beginning to protest, particularly on college campuses, the deaths in what they perceived to be a senseless war, and the interference, with great personal cost, in a part of the world that had nothing to do with America and her interests.

Looking at the picture, there are tears in my own eyes as I think about all of the tribulations Tomas endured in order to do the right thing. That year, both President Johnson and Tomas Lozano did what they thought was the right thing. Both were great men.A

continued from page 12—Tech Support Reinforce user rules. Create rules for each device such as “never leave a Kindle on the floor” and “don’t download books.”

Encourage dictionary use. While reading, students can use the builtin dictionary to research and define words they might not understand.

Take advantage of public domain texts. Many literature classics, including novels by Charles Dickens and Jane Austen, are available to download for free.

(Read the full article at bit.ly/Kindle_Tips.)A

44 | atpe.org

continued from page 13—Capitol Comment new program called Race to the Top–Equity and Opportunity.

Congress is not required to act on the President’s budget requests.

Monitor other federal bills and initiatives Both the House and Senate education committees held hearings in February and March on the teaching profession and highly qualified teachers. ATPE monitored these hearings and submitted comments to the committee (posted at TeachtheVote.org). The Obama administration is also addressing these issues with a teacher leadership initiative in partnership with the National Board for Professional Teaching Standards, called “Teach to Lead.” We expect to learn more about the initiative later this year.

The House education committee passed House Resolution (HR) 10, the Success and Opportunity through Quality Charter Schools Act, out of committee in early April. The bill, which would reauthorize federal charter school programs, received bipartisan support. A vote by the full house is expected sometime this summer.

HR 10 would authorize: • A program to support high-quality charter schools at the state and local level, including funding to create new charter schools and expand existing ones; • A facilities aid program; and • A program to support successful Charter Management Organizations.A

continued from page 15—Legal Opinions There are several more significant aspects of an employer’s duty to accommodate a disability under the ADA. First, each case must be considered individually. What duties are actually essential and what accommodations are actually reasonable must be determined on a case-by-case basis. Second, once an employer receives notice about the possible need for disability accommodation, the employer is required to work with the employee to try and find a reasonable accommodation. The law and regulations make it clear that this is to be a true dialogue. This means that both employee and employer have a duty to be cooperative in communicating about the employee’s needs and the employer’s resources.A The legal information provided in ATPE News is for general purposes only. It is not intended as a substitute for individual legal advice or the provision of legal services. Accessing this information does not create an attorney-client relationship. Individual legal situations vary greatly, and readers should consult directly with an attorney. ATPE members should call (800) 777-2873 or access the Member Legal Services Intake System at www.atpe.org/protection.

atpe news

2014-15 ATPE Membership Application 3 Ways You Can Join The Association of Texas Professional Educators:

1 Mail this completed application to the ATPE state office.

2 Give this completed application to a designated ATPE representative.

3 Join at atpe.org (and pay by credit card).

1 Provide your contact information.

2 Select your membership category.

This information helps us maintain your unique member record, a tool that allows us to provide member services more efficiently.

Last 4 digits of your Soc. Sec. #: XXX-XX-__ __ __ __

Female

Male

Yes, I have been an ATPE member in the past.

Member ID# _______________ (Optional—If you don’t know it, no problem.)

Name_________________________ _______________________ _________ Last

First

Middle initial

Job title _________________________________________________________ ISD ___________________________ Campus __________________________ Home address ____________________________________________________ City/State ____________________________________ ZIP _______________ Home ( ____ ) _____________________ Cell ( ____ ) _____________________ School email ____________________________________________________ Home email _____________________________________________________ Submit your email addresses to receive the latest news on member benefits.

Yes, send me information about volunteering for ATPE!

(MM)

Refer to the chart on the back of this application to find your appropriate category.

Insured* categories

*

See back for details.

Professional

$145.00

$ ______

First-time Professional

$80.00

$ ______

$70.00

$ ______

I have never been a Professional member.

Associate Paraprofessional and classified positions

FREE

Teacher Trainee Student teacher in Texas

Uninsured categories Retired

$10.00

$ ______

Retired former school employee

FREE

College Student Non-teaching college student

Public

$10.00

$ ______

Friend of public education

3 Invest in public education.

Local unit dues

$

ATPE Political Action Committee

$ ______

ATPE Foundation

$ ______

Support ATPE in your school district.

Support Texas candidates and officeholders who prioritize our profession and public education.

Suggested donation: $12.

Support literacy, technology, and educator recruitment and retention programs that benefit Texas educators and students.

4 Select a payment method.

305 E. Huntland Dr. • Ste. 300 Austin, TX 78752-3792 (512) 467-0071 • (800) 777-2873 atpe.org • atpe@atpe.org

Check enclosed Payroll deduction Complete the authorization below. Arrangements for payroll deduction are the responsibility of the applicant.

TOTAL

$ ______

Payroll Deduction Authorization Payroll authorizations for 2014-15 will not be accepted after Jan. 31, 2015.

I, ______________________________________________ , authorize the _____________________ ISD to deduct the total amount of $ _______________ over ______ payments in order to pay for ATPE state dues, local dues, and political action committee and foundation donations. I further authorize the Association to notify the ISD of changes in the annual dues amounts and the ISD to deduct the new amounts. If my employment with the district ends, I authorize any unpaid balance to be deducted from my final check. This authorization for the deductions referenced above will be effective until I give notice to the ISD that I want to revoke it.

____________________________________________________ __________________________________________________ _______________ Applicant’s signature

Applicant’s Social Security number or employee ID number

________ I wish to cancel deduction of membership dues for:

Initial Here

Texas AFT

TCTA

Date of signature

TSTA

UEA

Other 2014-15 AP8

Questions You Might Have About ATPE Membership What does the Liability and Employment Rights Defense Insurance cover?

When is my ATPE membership effective?

Insurance coverage applies to your activities as a Professional or Associate member in the course of your duties of employment with an educational institution, or to your activities as a Teacher Trainee member in the course of your duties as a student in a teacher education program in an accredited college or university. Coverage is underwritten by National Union Fire Insurance Company 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 STATE OFFICE. View a detailed summary at atpe.org. The policy applies only to activities that begin during the period when coverage is effective and does not apply to activities that predate the coverage period.

For paper applications, your membership date is established when your application is received in the state office, or when your application is received, signed and dated by a designated ATPE representative. For online applications, your membership date is established at 12:01 a.m. CST on the date following successful transmission of your online application and payment at atpe.org.

Are ATPE membership dues tax-deductible?

ATPE membership dues are not deductible as charitable contributions for income tax purposes but may be deductible as miscellaneous itemized deductions, subject to IRS restrictions. Approximately 95 percent of your dues dollar is considered deductible; 4.6 percent is used for lobbying activities and is therefore not deductible.

When is insurance coverage effective?

Insurance coverage begins on the later of 8/1/14 or your Membership Date and expires on 8/1/15 except for the following: COVERAGE IS EFFECTIVE ON 8/1/14 IF YOU RENEW MEMBERSHIP ANYTIME DURING AUGUST OR SEPTEMBER 2014, AND Employment Rights DEFENSE INSURANCE IS NOT EFFECTIVE UNTIL 30 DAYS AFTER YOUR MEMBERSHIP DATE IF YOU JOIN AFTER 9/30/14 AND WERE ELIGIBLE FOR MEMBERSHIP FROM AUGUST 2014 THROUGH SEPTEMBER 2014.

Eligibility for membership benefits is contingent upon receipt of the entire membership dues amount for your appropriate membership category. A disruption in payments to an authorized payment plan may result in discontinuation of such benefits, including cancellation of insurance coverage for the entire membership year, retroactive to Aug. 1 or your membership date. For further information, call (800) 777-2873.

How does ATPE spend my membership dues?

• $3.32 pays for a subscription to ATPE News (published four times per year) and includes all state and local sales taxes.

• Up to $26 of Professional and Associate member dues and up to $6 of Teacher Trainee member dues pays for the Educators Professional Liability Insurance Policy.*

What does ATPE-PAC do?

The ATPE Political Action Committee (ATPE-PAC) accepts voluntary donations from members to advocate for ATPE’s legislative priorities. ATPE-PAC does not endorse political candidates. Donations to ATPE-PAC are not a condition of employment or membership. A member may donate more or less than the suggested amount or may choose not to make a donation without it affecting his or her membership status, rights or benefits with ATPE. Donations are not deductible for federal income tax purposes.

What does the ATPE Foundation do?

The ATPE Foundation is dedicated to the advancement of public education and the success of Texas schoolchildren and relies on donations to support its literacy, technology, and educator recruitment and retention programs.

The foundation accepts donations from all friends of Texas public education; donations are not a condition of employment or membership. A member may choose to donate without it affecting his or her membership status, rights or benefits with ATPE. Donations are deductible for federal income tax purposes.

The ATPE Foundation is registered in Texas as a nonprofit corporation and is a public charity exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code.

ATPE Membership Categories You must join in the appropriate insured category in order to qualify for coverage. ATPE reserves the right to determine eligibility for the appropriate membership category. Commissioned peace officers are eligible for public membership only.

Professional and Associate 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 ($145)/First-time Professional Member ($80)

Associate Member ($70)

College Student Member (Free)

• Administrator/ Supervisor

• Department Head/ Chair

• Regional Service Center Staff

• Aide to position in Professional category

• Educational Aide/ Technician

• Athletic Director/ Coordinator

• Diagnostician

• School Psychologist/ Associate

• Alternative Center Aide

• Maintenance Worker

Retired Member ($10)

• Instructional Officer

• Bus Driver

• Nurse (LVN)

• Retired former school employee

• Athletic Trainer

• Intern Teacher

• Social Worker

• Cafeteria Worker

• At-Risk Coordinator

• Superintendent/Asst.

Supt.

• Clerk–General

• Regional Service Center Aide

• Audiologist

• IT Director/ Coordinator

• Band/Choral Director

• Librarian

• Teacher

• Computer Programmer/Entry

• Coach

• Nurse (RN)

• Custodial Worker

• Security Guard (Unarmed)

• Counselor

• Deaf Interpreter

• Substitute Teacher

• Curriculum Director

• Parent/Community Coordinator

• Therapist/ Pathologist

• Dean of Instruction

• Principal/Asst. Prin.

• University Professor • Visiting Teacher

• Secretary

Teacher Trainee Member (Free) • Student teacher in Texas

• Non-teaching college student

Public Member ($10) • Friend of public education

extra credit

Announcing two new member recruitment incentive programs

Each One Reach

One

t ecruit at leas Challenge: R ne between Ju one colleague . each year 1 and Feb. 28 0 Starbucks Reward: A $1 $10 Amazon gift card or imit one gift gift card. (L uiter.) card per recr

STAR (Success Recr uitment Throug h AT Challen ) Mem bership PE ge C

hallen ge: Re cruit t in a giv he mo en mo st new nth (J memb u ly thro Rewar ers ugh Fe d: The b m ruary) onth’s receiv . top re e a $1 cruite 00 gif r will Four r t card unner of the s-up e ir cho a $50 ach m ice. gift ca onth w rd of t il l r eceive heir c ATPE’s hoice.

Super S T A the 20 R: ATP 14-15 m E’s top recruit ember comp er for ship y liment e a r ary m will re cash p embe c e iv ea rship a rize at nd a $ the 20 1,000 15 ATP E Sum mit.

Read program criteria and guidelines at www.atpe.org/each-one-reach-one and www.atpe.org/star-challenge. summer 2014

atpe.org | 47

Association of Texas Professional Educators

305 E. Huntland Dr, Suite 300 Austin, TX 78752-3792

A new look and an even better experience at

atpe.org

Learn more about how ATPE stands behind Texas educators, our improved membership benefits and more at the new atpe.org.