Page 1

What duties are you required to take on? PAGE 12

Why recess matters

Summer reading lists for you and your students PAGE 22






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The official publication of the Association of Texas Professional Educators

State Officers Carl Garner. . . . . . . . . . . President, Mesquite (10) Byron Hildebrand. . . . Vice President, San Antonio (20) Tonja Gray. . . . . . . . . . . . . . Secretary, Abilene (14) Jimmy Lee. . . . . . . . . . . . . . . . . Treasurer, Paris (8) Julleen Bottoms. . . . . Past President, Corsicana (12)


Board of Directors Hector Cruz . . . . . . . . . . . . . . . . . . . . . . Weslaco (1) Cesarea Germain. . . . . . . . . . . . Corpus Christi (2) Cathy Stolle . . . . . . . . . . . . . . . . . . . Karnes City (3) Eli Rodriguez . . . . . . . . . . . Cypress-Fairbanks (4) Suellen Ener. . . . . . . . . . . . . . . . . . . . Beaumont (5) Charles Lindsey II. . . . . . . . . . . . . . . . Magnolia (6) Kim Dolese. . . . . . . . . . . . . . . . . . Nacogdoches (7) Frankie Jarrell. . . . . . . . . . . . . . . . . . . . . . . . Paris (8) Dale Lovett. . . . . . . . . . . . . . . . . . . . . . . . . Olney (9) Meredith Malloy. . . . . . . . . . . . . . . . . . . Ferris (10) Karen Hames. . . . . . . . . . . . . . . . . . . Lewisville (11) Jason Forbis. . . . . . . . . . . . . . . . . . . . . Midway (12) Christie Smith. . . . . . . . . . . . . . . . .Pflugerville (13) Desirie Ries. . . . . . . . . . . . . . . . . . . . . . Hawley (14) Jose Delgado. . . . . . . . . . . San Felipe-Del Rio (15) Dawn Riley. . . . . . . . . . . . . . . . . . . . . . Amarillo (16) Brenda Bryan. . . . . . . . . . . . . . . . . Hale Center (17) Bridget Loffler. . . . . . . . . . . . . . . . . . . . Odessa (18) Rudy Romero. . . . . . . . . . . . . . . . . . . . . . . Clint (19) Tina Briones. . . . . . . . . . . . . . . . . San Antonio (20)

ATPE News Staff Gary G. Godsey. . . . . . . . . . . . . . . Executive Editor Elaine Acker. . . . . . . . . . . . . . . . . . . . . . . . . . . Editor John Kilpper. . . . . . . . . . . . . . . . . . . . . . Art Director Leslie Trahan. . . . . . . . . . . . . . . . . Managing Editor Erica Fos. . . . . . . . . . . . . Senior Graphic Designer Sarah Gray . . . . . . . . . . . . . . . . . . Associate Editor Jean Schlitzkus. . . . . . . . . . . . . Contributing Editor Jesus Chavez. . . . . . . . . . . . . . . . Media Relations 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. 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 2017 in USA by the Association of Texas Professional Educators ISSN © ATPE 2013 0279-6260 USPS 578-050

t’s been my distinct honor and privilege to serve the approximately 100,000 members of the Association of Texas Professional Educators. The time has come for new leadership, new ideas, and new faces to lead this organization into the next phase. Having just celebrated 38 years of ATPE’s existence and feeling some of the growing pains of an institution reaching “middle age,” this is a good time to reflect on the strengths of ATPE as well as the opportunities for the future. Clearly, ATPE holds a prominent place in the Texas public education landscape. This is due in large part to the sheer numbers of public educators and employees who are members. ATPE has risen to prominence because of an active and engaged volunteer base and a world-class staff. Together, we have forged a partnership that truly has set us apart from other organizations like ours that serve the public education community in Texas. I depart ATPE hoping the next round of leaders will pay close attention to emerging trends and stay focused on how the future is unfolding around core issues like the changing face of the public education workforce and ATPE’s dwindling volunteer base. If these and other issues are not properly acknowledged and addressed, ATPE will not be as strong in the future. Every good organization adapts and reacts as their environment changes. I firmly believe that our leadership will see the need to address these core issues and put forward strategies that will enable ATPE to flourish in the future. We simply cannot live in the past and expect ATPE to be successful in the future. I am proud of the work we have done these last five years. Together, we have fought off vouchers, protected educators’ rights, raised ATPE’s profile across Texas, and continued to keep Texas’s 5.4 million schoolchildren at the center of our universe. It has been a privilege to serve alongside our members fighting the good fight for public education and taking up the cause across the great state of Texas.

Gary G. Godsey ATPE Executive Director

305 E. Huntland Dr., Ste. 300 Austin, TX 78752-3792 (800) 777-ATPE (2873) | ATPE NEWS 3

Contents ATPE NEWS | Summer 2018, Volume 38, Number 4



On the Cover

Hunger in the Classroom Many students across Texas receive only one well-balanced meal a day—the one they eat in the school cafeteria 4 ATPE NEWS


Turn the Pages into Summer  ummer reading lists for you S and your students


Preview the summit agenda, meet the 2018-19 state officer candidates, and learn more about what to expect at the 2018 House of Delegates.

35 Meet ATPE’s Regional Membership Specialists

 ATPE’s eight regional membership specialists support members in their regions. Learn who is in your region and how they can help.

EVERYTHING ELSE 6 Calendar 8 Regional Roundup 10 Spotlight

 Meet a young educator who is determined to make math more active

12 Your Ally

What duties can you be required to take on?

13 Your Voice

16 Members Speak

14 Texans on Education

36 Family Album

Teachers deserve more than a vacation Increasing civic engagement in Texas high schools

15 PAC Honor Roll

A first-grade teacher discusses the benefits of recess

38 ATPE News

What membership category should you join for 2018-19?

43 Brain Break ATPE NEWS 5


June 11


ATPE Summit delegate certification and preregistration deadline


State Board of Education meetings

TRS Board of Trustees meeting

July 4


State office closed for Independence Day


State office closed postATPE Summit

Summer ATPE State Committee Meetings: Educator of the Year and Leader of the Year

26–27 31 TRS Board of Trustees meeting

ATPE-PAC donation deadline to be recognized as a 2017-18 ATPE-PAC honoree 2017-18 ATPE membership year ends and professional liability insurance policy expires*

August 1

2018-19 ATPE membership year and professional liability insurance policy begins*



State Board for Educator Certification meeting

September 10–12 3 Back-toschool sales tax holiday

State office closed for Labor Day


ATPE Board of Directors meetings

11–14 20–21 State Board of Education meetings

TRS Board of Trustees meeting




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here are more than a thousand school districts in Texas and each one has success stories. Regional Roundup highlights some of the achievements happening in our public schools. When something special happens in your school district, let us know! Send news to







3 4





Gulf of Mexic

From Across the State 1 Make your creative space

  Creativity is essential to lifelong learning, which is why 10 high schools across El Paso ISD carved out a room in each of their libraries for students to explore technological innovation. Called Makerspace, these rooms provide students access to tools like 3-D printers, music recording equipment, and sewing machines. Students with a variety of interests can find the Makerspace rooms beneficial; for instance, a student interested in medicine can learn more about prosthetics through the 3-D printer.


4 Restoring more than photos  

Not all of the damage caused by Hurricane Harvey is easy to see. The loss of irreplaceable items such as beloved family photos may not be apparent to everyone, but it can be just as devastating. Thanks to students from Communications Arts High School, family photos damaged by Harvey are being restored—pixel by pixel. Many of the restored photos have already been returned, providing a new symbol of hope to affected families.

2 Tackling bullying with technology 5 Automation and life skills  

Photos courtesy of (1) El Paso ISD; (2) Pine Tree ISD; (3) Galena Park ISD; (4) Northside ISD; (5) Pampa ISD; (6) Pharr-San Juan-Alamo ISD




In an age where the internet has added another dimension to bullying, some schools are using that same technology to combat bullying. Pine Tree ISD created an anonymous anti-bullying app, Anonymous Alerts, in an effort to report bullying, as well as other safety concerns, student depression, and even substance abuse, to school administrators. Communication is two-way, and reports are confidential. Students, staff, and parents are able to use the app, and reports are investigated immediately upon receipt.

A Pampa ISD teacher puts student learning front and center in his Project Lead the Way—Automation and Design course. Sachio Petit encourages students to design, build, and present a final project wherein students must depend on each other throughout the process. These projects include anything from model elevators to drawbridges, and self-piloting cars to robot drag cars. Petit’s method allows students to retain accountability, improve communication, and hone creativity and problem-solving skills needed in the industry.

3 My Little Library

6 Elevating theater



Residents of Dayton have been treated to cheery red-and-white structures scattered across town thanks to Galena Park Elementary teacher Lynzi Montemayor and her mission to increase literacy. Dubbed “My Little Libraries,” these wooden structures house books for all ages and are paired with picnic tables, so citizens can share books and enjoy reading together. Five wee libraries are spread throughout Dayton, and the project even inspired Montemayor to write a book, Books in the Park.


Dedication to the arts paid off when a Rio Grande Valley theater department received a $10,000 NBC RISE America grant. Pharr-San JuanAlamo North Early College High School is one of 50 schools in the United States to receive this award. The school’s program includes about 150 high school students and 30 middle schoolers, and the funds will help bring additional professional opportunities to students and assist with the production of the school’s annual live children’s shows.








INTERVIEW BY SARAH GRAY ith a strong teaching gene that runs through her family and years of volleyball under her belt, it’s no surprise that student teacher Savanna Stutts is on a mission to make math classes more active for students. Audio elements, hands-on instruction, group work—none of it is off limits when it comes to reaching every student. While studying for her bachelor’s (and playing volleyball) at LeTourneau University, Savanna also student taught eighth-grade math at Spring Hill Junior High. After graduation, Savanna plans to complete her master’s while also taking on assistant volleyball coach duties, soaking in as much knowledge as possible.

What made you want to become a teacher and a coach?

It seems to run in my family. I have a grandfather who was an educator for 35 years, and he retired as a principal in Dallas ISD. I also have a great uncle who was an educator for 30-plus years, and he retired as an athletic director. I have a cousin who’s a high school teacher and basketball coach. My mom was also a teacher for about five years, and she has always had a heart for children. I feel that she has passed that love for children on to me.

Photo by John Kilpper

What are some of your goals for your teaching and coaching career?

Some goals include obtaining my master’s degree through LeTourneau University, where I am the assistant volleyball coach. Another goal of mine is to make math fun and to continue looking for new ways to reach every student. I plan to teach to each student’s unique learning style. Every student is different, so it is important to really get to know the students in your classes. I do this through communicating with my students about their hobbies as well as school-related information. When teaching, I work on incorporating hands-on, visual, and auditory activities. I really want to make sure that everyone understands each lesson before I move on. Ultimately, my goal is to learn as much as possible for both teaching and coaching.

Could you talk a little about your research project?

I’m still in the beginning process, but I will be collecting data regarding the effect of movement in an eighth-grade regular math class. My project pertains to whether a more active approach to math can improve student learning. I’m working on a trial that includes making math more active and group focused, and then I will collect data from the first semester and compare it to data from the second semester. The data includes test scores and semester grades, which will help me determine how an active approach affects student comprehension. Throughout my time as an education student, I thought that every student teacher had to complete a research project similar to the one that my classmates and I are working on. I’ve discovered that some universities don’t require student teachers to work on a research project and test a theory. LeTourneau University’s education program is serious about preparing student teachers for their future careers. Since LeTourneau is a smaller university, the professors are able to truly get to know their students and help them in any way possible. Our professors have taught and shown us the best methods for teaching to every student, differentiating instruction, and utilizing the T-TESS document when planning lessons. Plus, the research project instills the idea of always looking for new ways to improve on what you’re teaching and how to truly reach every student. As teachers, we must know how to adapt our lessons to each class because one group of students will not learn the same way as the next.

As a student teacher, what does a typical day look like for you?

It begins with me arriving to school early and preparing any materials that I will need that day. Before I began student teaching, I did not realize how much work goes into the planning and preparation process. Occasionally, students will come in for tutoring. Next, I begin teaching the lesson for that day. After the morning classes, I have a planning period that I utilize. My mentor teacher and I plan what the next days and weeks will look like so that we can start getting continued on page 40



What Duties Can You Be Required to Perform?



any educators take on different roles in addition to their primary duty. Some teachers coach. Others drive a bus. Still others participate in after-school or pre-STAAR Saturday tutoring sessions. Educators often wonder whether they can be required to perform a duty they do not want or be forced to give up a duty that they do want. The answer, for educators with employment contracts, lies in the interplay between the duty itself and the educator’s contract.

are also required? Are there specific personal reasons that prohibit the educator from taking on the duty, like significant family obligations that would be seriously affected?

Can I Quit Coaching? Meet the “Supplemental Duties” Clause

Supplemental duties take more time or require more responsibility than additional duties, and therefore the educator receives additional compensation for them. Each district decides locally Can I Be Required to Tutor after School? what duties deserve compensation and what the Meet the “Additional Duties” Clause compensation will be. Since there is no bright line Educator contracts universally state that the for when a job is big enough to warrant extra pay, a educator may be assigned “additional duties.” particular job, like the yearbook sponsor, might be These are duties, like tutoring or attending de- a compensated supplemental duty in one district partment meetings, that (1) don’t take too much but not in another. Usually a supplemental duty is time, (2) are the kinds of things that an educator not a part of the educator’s contract, so either the would generally expect educator or the district to have to do, and (3) may terminate the duty are not compensated for at any time—so long as separately. The duties there is not a separate do not always have to be contract that covers the discussed before the asduty. If the duty is terEDUCATORS OFTEN WONDER signment, as long as they minated, it will often WHETHER THEY CAN BE are the type of tasks edaffect the related comREQUIRED TO PERFORM A DUTY pensation, but there are ucators generally do or traditionally have done. rules, particularly when THEY DO NOT WANT OR BE What makes this parit is the district that terFORCED TO GIVE UP A DUTY ticularly complicated is minates the duty, that THAT THEY DO WANT. THE that the expectations in may limit a resulting pay the teaching profession ANSWER, FOR EDUCATORS WITH reduction. also change over time. EMPLOYMENT CONTRACTS, LIES Sometimes the extra A duty that was unheard responsibility is literally IN THE INTERPLAY BETWEEN of 10 years ago could be added into an educator’s THE DUTY ITSELF AND THE common tomorrow and employment contract, so EDUCATOR’S CONTRACT. so become a reasonable that the contract names additional duty. and governs both, creThere is a lot of uncerating a “dual contract.” tainty about when a duty becomes too big to be rea- This gives the educator more legal rights regardsonable. Considerations include: Does everyone ing the additional position and makes it more do it? Has it always been done? How closely con- difficult for both the district and the educator to nected is it to the primary job? How many hours terminate the separate duty without the other’s outside of normal working hours does it take? Is it agreement. The most common example of a dual on a non-workday? What other additional duties continued on page 40


Teachers Deserve More Than a Vacation


BY BRIA MOORE ATPE Governmental Relations Specialist

ummer break is a fabled time of rest and median salary of $52,525, Texas still fares poorrelaxation, three months of frolicking by ly in terms of total compensation. This is partly the pool and watching daytime television. because Texas is among the lowest ranked states But that notion is far from reality for educators. in non-salary compensation. In fact, the pension There may be some rest and relaxation involved, contribution rate for employees covered under but more often than not, summer serves as a time the Teacher Retirement System is only 8.3 perfor educators to shift gears, regroup, refocus, and cent (with 6.8 percent being contributed by the plan ahead for the next school year. state and a mandate that districts contribute Many teachers across our state will march right 1.5 percent). Other state employees (including back into the classroom after the final bell rings members of the legislature) covered by the state’s to teach summer school Employee Retirement and aid kids who need System pension plan reextra attention. Others ceive a 9.5 percent conwill invest time and enertribution from the state. gy into their profession Compared to states by attending seminars TEXAS EDUCATORS NEED A REAL that do not pay into and trainings to receive Social Security, Texas BREAK, NOT JUST A SUMMER the continuing educacontributes less than “VACATION” THAT’S MERELY tion credits necessary to half of the next lowest maintain their certificastate. At the state level, A BREAK FROM INSTRUCTION. tions. Regardless of how THEY NEED A BREAK FROM THE healthcare premiums educators spend their for active and retired CONSTANT FINANCIAL STRESS summers, there’s one teachers have increased THAT HAS PLAGUED DISTRICTS exponentially despite thing that persists the entire year and intensishort-term relief efforts AND THEIR STAFFS FOR YEARS. fies during the summer passed during last year’s months—the financial special session, and the stress inherent in the education profession. legislature continues to supply less than 40 perConduct a Google search for “teacher summer cent of the funds required to keep public schools jobs” and you’ll find job forums and websites afloat, forcing local districts to raise property taxabounding with ways educators can make extra es in order to keep doors open. cash during the summer. As the so-called “gig Texas educators need a real break, not just a economy” continues to have its cultural moment, summer “vacation” that’s merely a break from there have been tales of teachers moonlighting as instruction. They need a break from the constant Uber drivers to make ends meet. For para-educa- financial stress that has plagued districts and their tors, the challenge of making ends meet during the staffs for years. They need across-the-board salsummer months is even harder. While some edu- ary increases, not bonuses tied to standardized cators in our state are fortunate enough to work testing, a one-time unfunded pay raise of $1,000, in districts with 12-month pay options, others are or a busted $10,000 campaign promise. Teachers limited to a 10-month pay schedule. For those em- need competitive healthcare and retirement benployees, the end of the school year also means the efits so that the state can attract and retain gifted end of a paycheck. educators for this vital profession. Teachers need The fact that educators often struggle finan- schools that are properly funded so that they can cially is one of many things that doesn’t make create the learning experiences their students sense about school finance in Texas. Despite a continued on page 40 ATPE NEWS 13


Increasing Civic Engagement in Texas High Schools



ur country has a leadership disparity the policy issues that impact their lives. Girls problem. Women make up a little more meet with elected women and candidates from than half of the US population but hold their communities, who then become role modonly a quarter of state legislature seats and a mere els for success. Through this program of rigorous 10 percent of governorships. self and community exploration, girls ultimately The barriers to women’s civic and political lead- define their call to service and start on the path to ership start early. Research looking at the next becoming the next generation of civic and politigeneration of women, ages 18–25, has found that cal leaders. even when equalizing for demographic factors, We also host annual conferences for high political exposure, political activity, and personal school and college women. Conferences include aspirations, young women are significantly less skill-building workshops, meetings on current likely to be open to political leadership than are policy topics, roundtable lunch discussions with young men. elected women, and keynote In Texas, women face disaddresses from prominent feproportionate challenges male political leaders. In 2018 as compared with women IGNITE will host nine conferthroughout the United States. ences across the United States, GENDER PARITY IN Women make up only 20.4 including one in Dallas and anpercent of the Texas legisother in Houston. CIVIC AND POLITICAL lature, as compared to a naUltimately, we hope that a LEADERSHIP MATTERS. tional average of 25 percent. portion of our participants will IT IS MORE THAN AN While much of the rest of pursue political and civic leadISSUE OF EQUITY; IT IS the country has experienced ership in their careers. But, in a slow but steady incline the immediate future, we also A REFLECTION OF THE in female representation, hope to improve participants’ FUNDAMENTAL HEALTH Texas has declined from its civic knowledge, political amOF OUR DEMOCRACY. high of 23.8 percent in 2010. bition, and civic engagement/ This makes Texas 35th in the participation. country in female legislative representation.   Gender parity in civic and political leadership What if we could build a movement of young matters. It is more than an issue of equity; it is a women who are ready and eager to become the reflection of the fundamental health of our denext generation of political leaders? That’s what mocracy. Different people with diverse life expeIGNITE hopes to do. We develop and deliver pro- riences bring new perspectives to the priorities grams in high schools and colleges that provide we hold, the processes by which we engage, and civic education, exposure to women in political the policies we enact. Having more women in civic leadership, hands-on training opportunities, and and political leadership will create better policies a peer network of women who support and nur- to advance women’s security, which in turn helps ture each other’s political aspirations. all families rise. How? IGNITE’s 50-hour high school curriculum trains young women to understand how govern- For more information on IGNITE’s programs, see ment works, why it matters, and how to analyze


THANK YOU FOR YOUR INVESTMENT IN TEXAS PUBLIC EDUCATION! The following ATPE members donated $50 or more to ATPE’s Political Action Committee (ATPE-PAC) from Jan. 1 through March 31, 2018. Abilene Tonja Gray

Corsicana Julleen Bottoms

Hale Center Brenda Bryan

Lubbock Allyson Haveman

Alvin Ron Fitzwater

Crowley Steve Pokluda

Mansfield Jim Vaszauskas

Axtell Stacey Dieterich

Cypress-Fairbanks Stephanie Bailey Judy Hitchcock Ginger Picone

Humble Gayle Sampley Stacey Ward

Austin Elizabeth Abrahams Sydney Platis Ballinger Darlene Kelly Boerne Margie Hastings Cyndy Veselka

Dallas Deborah Pleasant Dickinson Lisa Cook Edinburg Benjamin Lozano

Bushland Dawn Riley

Ferris Betty McCoy

Carrollton-Farmers Branch Nichie Hoskins Stefani Johnson Keri Minier

Forney Wendy Smith

Coppell Maria Slette Corpus Christi Cesarea Germain

Granbury Kim Hare Grapevine-Colleyville Kelley Walker

Ingram Chris Moralez Irving Connie Kilday Killeen Alice Page Eileen Walcik Melissa Walcik Ron Walcik Lake Worth Peggy Jackson

McAllen Twila Figueroa Mesquite Carl Garner Cynthia Rowden Midway (12) Jason Forbis Kimberly Hightower ShaLynna Mosley Millsap Deann Lee

Lamar Janet Montgomery

North East Ygnacia Capetillo Olga Rubio

Lampasas Pam Spivey

North Lamar Shelia Slider

Leander Jayne Serna

Northside (20) David de la Garza

Lewisville Karen Hames

Odessa Olga Garza

Olney Dale Lovett Sam Spurlock Paris Frankie Jarrell Jimmy Lee Plano Jill Gipson Katy Matthews San Antonio Tina Briones Norma Cantu Nelly Rosales-Nino San Marcos Genie Rolfe Tyler Betty Berndt Willis Donna Ward ATPE Staff Ginger Franks Roger Gutierrez


It’s easy to set up recurring monthly or quarterly donations online at





lay is an often-underrated part of childhood. When I was a child, recess helped my friends and I form our imaginations. It provided our minds with a break from learning. The physical activity influenced our brains cognitively and socially. The American Academy of Pediatrics agrees that recess is critical to a child’s development. Today’s students have become accustomed to being glued to their seats for hours at a time. The only recess many students have daily is a 10- to 15-minute break after lunch, if they’re lucky. Today we also have more fidgety students who act up in the classroom, and parents often assume their child has ADHD. Physical activity and recess have been proven to assist students’ learning and 16 ATPE NEWS

help them function at their best level. Recently, Eagle Mountain Elementary in Fort Worth added 30 minutes of recess time daily—15 minutes in the morning and 15 minutes in the afternoon. Although teachers were worried about the loss of instructional time, results have shown major improvement in students’ behavior and learning. Parents also saw an improvement in their children, socially and creatively. Last year, I noticed the need for recess more than ever, and I too fell into the trap of taking away recess as a punishment. Its consequences were evident. My class of 14 boys and eight girls, along with the rest of the kindergarten class, had many days of no recess, due to inclement weather, not enough staff, or events like state testing. I witnessed

many of my students fidgeting and losing focus. The days were tiresome, and their inability to play caused their attention to fade. A few times, I awarded my students with outside play. On those days, they were always more prepared for listening. They were able to sit and learn without interruption. In the article “Recess in Elementary School: What Does the Research Say?” author Olga S. Jarrett found that recess had numerous cognitive, social-emotional, and physical benefits: • Recess helps students, particularly those with ADHD, stay on task. • Physical activity helps students develop brain connections. • Devoting time to nonacademic activities (art, music, and physical activity) improves attitudes and fitness and slightly increases test scores, even when students spend less time on academics. • The brain cannot maintain attention for long periods of time. Recess gives students necessary breaks to help their brains regroup. A change (such as a new location) will also help students regain focus. • When children play on the playground, they practice their leadership and negotiation skills and learn to resolve conflicts. • Recess helps improve children’s attitudes and fitness levels. Children only get one chance to be children. And they only get one chance to experience the brain development that can happen in that time, if we allow it. Active play helps students manage stress. Inhibiting play only hinders their minds from growing effectively. Teachers, administrators, and school staff, please know how crucial recess can be for a productive classroom. Let’s stop taking recess away as punishment. Surely, we can find other consequences for poor behavior. Christine Jasso is a first-grade teacher in Weslaco ISD.


NE MAJOR FACTOR AFFECTS EVERY CHILD’S ABILITY TO LEARN. It can’t be addressed through homework, tutors, or testing. But that doesn’t mean teachers and schools can’t do anything to help. Texas children are arriving to school with an empty stomach; many go home to empty cupboards. Simply, hunger makes it hard to learn. And, unfortunately, many students across Texas receive only one wellbalanced meal a day—the one they eat in the school cafeteria. Students in food-insecure homes struggle even more during the summer, when they lose access to their most reliable meal source. In this feature, we explore how hunger affects Texas students by speaking with a San Antonio school district to learn what they’re doing to combat this serious issue, as well as sharing an ATPE member’s personal experience helping the children of her community. To understand the full scope of this topic, check out the infographic on page 21.

HOW ONE SCHOOL DISTRICT ADDRESSES FOOD INSECURITY San Antonio Independent School District (SAISD) has 90 campuses district wide and services more than 50,000 students. Our district is the third largest school district in Bexar County—and has a 90 percent economically disadvantaged student population. There are issues with food insecurity in Bexar County, and many of the highest poverty rates fall within zip codes in SAISD boundaries. That’s where our Child Nutrition Department, and their responsibility to our students, comes in. Our Child Nutrition Department is constantly looking for ways to increase participation rates and extend student services. We offer breakfast, lunch, supper, snack, and the Seamless Summer Program at campuses across the district. More than 91,000 student meals are served daily, and the district maintains an 87 percent lunch participation rate and an 83 percent breakfast participation rate. There are many opportunities to provide nutritious meals on a daily basis and impact student lives in a positive way. Here are the programs we’ve found most successful for our communities. 18 ATPE NEWS


Food pantries are available to students during times when child nutrition programs are not available, like on weekends and holidays. The pantries not only support the needs of students but also help reduce waste for our programs. Food pantry items are donated by the campus. Cafeteria managers distribute surplus nonperishable food items to students via the pantry. Students visit their campus’s food pantry to select the items they need. They can take as many items as they’d like, and they can consume them at school or home. We kept the pantry registration process simple in order to make it easy for campuses to participate. Campus liaisons are required to attend training hosted by the Child Nutrition Department in order to maintain the integrity of the program and teach safe food practices. The campus liaisons are also required to obtain a food-handlers license. Additionally,

we involved the local health department to approve safe food-handling practices. Recent legislative action, such as the Student Fairness and Feeding Act, has allowed the implementation of food pantries in campuses across the district. SAISD implemented 10 active food pantries during the 2017-18 school year and hopes to implement more next school year.


SAISD also has a large percent of campuses offering Breakfast in the Classroom (BIC). BIC ensures all students start the day alert, well-fed, and ready to learn. The meal that many students receive during BIC may be the first meal they have had since the

previous school meal the day before. Through BIC, students receive a free complete breakfast, including milk, juice or fruit, whole-grain cereals and breads, and a healthy entrée. The food is delivered to classrooms, where teachers make sure each student gets each breakfast item. The district was recently noted by the Food Research and Action Center for meeting their goal of serving 70 low income children breakfast for every 100th child participating in lunch. Seventy-five districts were surveyed, and only 22 met the goal. We not only met the goal but ranked second behind Los Angeles Unified School District. The Children at Risk Organization also issued school food rankings, and SAISD ranked first in the state for large school districts with at least 50,000 students and with at least 60 percent of the students classified as economically disadvantaged.


The implementation of “sharing tables” in cafeterias and classrooms has helped reduce waste and provided additional servings to students in need. Students who have unwanted nonperishable food items place those items on a designated sharing table. Students who visit the sharing tables are able to select additional food items to supplement their meal or have the opportunity to save nonperishable items for later. Students can select as many items as they want. To start the program, we created a one-page flier to provide information to staff and students on how sharing tables work, what students are allowed to keep, and how many items can be selected. The concept also applies to campuses participating in BIC. Many campuses in SAISD, including the larger high school campuses, have active sharing tables in their cafeterias during

meal times. Efforts will continually be made to bring awareness to the sharing table concept and its many benefits.


SAISD is currently piloting a Supper in the Classroom model at five campuses across the district. Via this program, all students receive a meal before leaving at the end of the school day. We are also in the process of expanding our after-school supper program. During the 2017-18 school year, we added nine additional campuses to the program. The Child Nutrition Department also organized an awareness campaign district wide. Meetings have been conducted with principals to explain the benefits of the program and provide opportunities to students in the after-school setting. The department has seen a 46 percent increase in the number of supper meals served during the 2017-18 school year in comparison to the 2016-17 school year. Other serving models are being introduced across the district at different grade levels in order to increase student participation. Our goal: No student goes home hungry!


Currently, all of our programs take place during the course of the traditional school year. Unfortunately, student hunger exists outside of the parameters of the school year and over the summer months. SAISD participates in the Seamless Summer Program when school is not in session. The selected sites chosen for the program follow the academic programs put in place by the district during the summer months. All of the sites are designated as open sites and are available to children in the community— even those not attending an academic program. The Child Nutrition Department at SAISD is passionate when it comes to feeding students. Our number one priority is to support our students by providing healthy, nutritious meals through a variety of daily meal programs. We make the effort to keep up with the changing dynamics and the needs of the students and district. Jenny Arredondo is San Antonio ISD’s senior executive director for child nutrition services.

The mission of the SAISD Child Nutrition Services Department is to enhance the learning and health of children by nourishing their bodies and minds through healthy, nutritious meals.


SERVING DURING SUMMER Texas schools do all they can during the school year to ensure no child goes hungry. But what happens during the summer? As schools adapt their programming to close the gap, surrounding communities develop their own programs to supplement the need. ATPE member Karen Hames shares how her local church began their own program more than 25 years ago and still continues to this day. In 1991, First United Methodist Church of The Colony began feeding children who qualified for free lunches at their campuses during the school year, five days a week during the summer. The program, Kids Eat Free, has since expanded to any child, age three through 18, who comes to one of our two locations. We provide a healthy lunch for these children, as well as a place to touch base each day with friends and caring adults in a safe environment. My participation began as a teacher who saw children coming to school every day having had nothing for breakfast. It worried me that they might also not be getting anything for lunch, especially since so many of our students have parents who work during the day, and the children would be home alone. It was also a way to teach equity and 20 ATPE NEWS

compassion to my own children. Sunday through Thursday, groups of volunteers gather at the church to organize the following day’s meal. Usually that means preparing bags with nonperishable items to speed the delivery process, as well as making sandwiches ready to hand out. Donations come from church and community members. Anytime we’ve been low on anything, it only takes one all call and supplies magically appear. We’ve been blessed the past few years to have QuikTrip donate sandwiches, which really saves us time and provides the variety we are not always able to give. Monday through Friday, one group of volunteers mans a location at our church and another at the local Budget Suites where we have many children living. About 200 to 300 children are served

daily at our peak times of the summer. In addition to the food and company, we also provide free donated books to those who want them, as we want the children to continue to read, knowing that the downtime between school years is a period of lost skills for many. On Fridays, we provide weekend bags in the hopes that the food will carry them until Monday. It’s impossible to know exactly how we are affecting the children. To me, it’s more about helping each child see that there are caring adults who are available, who are giving freely of their own time, and who want them to feel valued. On serving day, I normally work at the Budget Suites location because it’s outside, and I like the heat. This last summer, on the first day at our normal setup spot, a young man we have been serving for several years was waiting for us with a smile on his face. It showed me we’re doing something right. Karen Hames is an eighth-grade humanities and English/language arts and reading teacher in Lewisville ISD and serves on the ATPE Board of Directors.














MORE THAN 500,000













Data from and Map the Meals Gap (2015).


Turn the Pages

Summer INTO

By Sarah Gray

From picture books to nonfiction biographies, historical fiction to young adult, literature is both a mirror for our own culture and a window into another’s. Reading allows us to explore others’ stories and learn more about the world that surrounds us. With summer here, we’ve compiled a wide-ranging reading list. Now is the perfect time for educators and students to grab a book, avoid “summer learning loss,” and open their eyes to someone or something new. HAPPY READING!


BOOKING ACROSS TEXAS ATPE asked public libraries across Texas to share their thoughts and recommendations on books that promote diversity of all kinds and that would keep students (and educators!) reading over the summer. For their full list of recommendations, check out the ATPE Blog at And make sure you visit your own public library!

SEGUIN SAYS For early readers, check out: •W  e Are Growing by Laurie Keller & Mo Willems, part of the Elephant & Piggie Like Reading! series •B  ad Guys series by Aaron Blabey • S ofia Martinez series by Jacqueline Jules • E erie Elementary, Owl Diaries, and other Branches books

For middle-grade readers, check out: •H  ello, Universe by Erin Entrada Kelly • F ish in a Tree by Lynda Mullaly Hunt •A  s Brave as You by Jason Reynolds •T  he Penderwicks by Jeanne Birdsall

“We want to encourage teachers to ask their students what interests them and what they enjoy doing, so they can promote books that are fun! Ask the children what their favorite topics are, what they do for fun, what are their favorite TV shows, games, sports, etc., so you can recommend books in those areas. The purpose is to engage them and keep them reading for fun, so it doesn’t become a dreaded activity.”

For young adult readers, check out: •B  one Gap by Laura Ruby • S ix of Crows and Crooked Kingdom by Leigh Bardugo • S trange the Dreamer by Laini Taylor •A  ll American Boys by Jason Reynolds


For public school employees, check out: “It is important that young readers are exposed to characters that reflect the world around them and that they see themselves reflected in fiction,” explains Hannah Farmer, youth services librarian for the Seguin Public Library.

•T  he Weight of Ink by Rachel Kadish • S mall Great Things by Jodi Picoult •T  he Great Alone by Kristin Hannah •T  he Power of Reading by Stephen Krashen

For more information on the Seguin Public Library, visit



For early readers, check out: •D  inosaurs Before Dark from the Magic Treehouse Series by Mary Pope Osborne •A  fter the Fall: How Humpty Dumpty Got Back Up Again by Dan Santat •M  y Friend Is Sad by Mo Willems, from the Elephant & Piggie Series

For middle-grade readers, check out: • The Mysterious Benedict Society by Trenton Lee Stewart •O  lympians graphic novel series by George O’Connor • E cho by Pam Munoz Ryan

For something different, Kathryn King, head of acquisitions at the Fort Worth Public Library, suggests nonfiction picture books, such as: • Michelle written by Deborah Hopkinson and illustrated by AG Ford • Mr. Williams written and illustrated by Karen Barbour • Diego Rivera: His World and Ours written and illustrated by Duncan Tonatiuh • Hiromi’s Hands written and illustrated by Lynne Barasch

For young adult readers, check out: • Scythe by Neal Shusterman • Grasshopper Jungle by Andrew Smith • The Sun Is Also a Star by Nicola Yoon • The Raven Boys by Maggie Stiefvater

For public school employees, check out: “As an adult, I often find these biographies just pique my interest in the subjects and I go in search of more in-depth titles. I hope that is what kids who hear or read these titles will do as well. It is our goal to provide both mirrors and windows to our patrons. Let these titles be stepping stones to discovering our personal heroes and role models,” says King.

• The Glass Town Game by Catherynne M. Valente • Inexplicable Logic of My Life by Benjamin Alire Saenz • March by John Lewis and Andrew Aydin • Edge of Everything by Jeff Giles

For more information on the Fort Worth Public Library, visit

ALL THREE LIBRARIES AGREE … Possibly one of the best young adult novels of the year, The Hate U Give kept popping up on every list we received. Described by the Austin library’s staff as “well written, timely, controversial, and highly thoughtprovoking,” this novel follows the story of protagonist Starr Carter after she witnesses the fatal shooting of an unarmed black teenager, her friend, by a police officer. Seguin library staff called the book an “honest, authentic portrayal of issues that many students have to confront at a young age.”



For early readers, check out: • Islandborn by Junot DÍaz •C  rown: An Ode to the Fresh Cut by Derrick Barnes • They Say Blue by Jillian Tamaki •R  escue and Jessica: A Life-Changing Friendship by Jessica Kensky

“It is critical for children to see themselves represented in literature, especially at developmental milestones and when they are learning to read. Otherwise, why bother? It is the saddest thing ever to see a child say, ‘Well, none of these books are about me, they aren’t for me, why should I read?’ After years of struggle and dedicated voices pushing for it, the industry is making strides at taking up the flag of representation, as well we should.”

For middle-age readers, check out:


•A  ru Shah and the End of Time by Roshani Chokshi •G  ranted by John David Anderson •T  he Girl Who Drew Butterflies by Joyce Sidman

•T  he Marrow Thieves by Cherie Dimaline •T  he Place Between Breaths by An Na •T  yler Johnson Was Here by Jay Coles • Stay Sweet by Siobhan Vivian

For public school employees, check out: •K  eeping It Real and Relevant: Building Authentic Relationships in Your Diverse Classroom by Ignacio Lopez

For more information on the Austin Public Library, visit

•H  urricane Child by Kheryn Callender

For young adult readers, check out:

•A  ssessing Multilingual Learners by Margo Gottlieb • Ugh!?! Not Another Diversity Book by Justin Brown



Number of books received at CCBC (approx.)

African/ AfricanAmericans

American Indians/First Nations

Asian Pacifics/ Asian-Pacific Americans










2017 3,700

122 340 38


274 310 116 216

2016 3,400


287 23


217 240 104 169

2015 3,400

108 270 19


176 113

2014 3,500

85 181 20 38 129 112 59 66

2013 3,200







60 49

85 58

Data from the Cooperative Children’s Book Center (CCBC). The CCBC receives the majority of new books published annually by US trade book publishers, some from educational and small presses, and other books from Canadian publishers distributing in the United States, or from or other countries outside the United States that are distributed by US publishers. The full report can be accessed at


The 2018 ATPE Summit is on the road to Dallas! Will you be joining us? July 11­–13 • Sheraton Dallas •

What can you expect at the 2018 ATPE Summit? House of Delegates

Delegates will elect the 2018-19 ATPE state officers, vote on bylaw amendments and resolutions, and shape ATPE’s legislative program for the upcoming year.


For more information and to see a full agenda, visit!

Volunteer Training Day

This year, we’re putting a lot of focus on the ins and outs of running a successful local unit. We’ll also have sessions specifically geared toward our college and student teacher members, built toward helping you take the next step in your teaching career.

Dance and Dice

It may have been silent, but we still heard you loud and clear: The Silent Dance Party was a hit, so we’re bringing it back for the second year in a row. Plus, the ever-popular Vegas Night is coming to Dallas! Roll the dice and see what you can do with the cards you’re dealt. You just might win!

School Packs for Kids

This year we’re giving back to the local community—and we’ll be having some fun while doing it! Attendees will compete as teams to earn school supplies to fill backpacks for Dallas area kids in need. This event is limited to 100 participants, so be on the lookout for more information.

Discover “Big D”!

The Sheraton is nestled within the heart of the Arts District, which means the Dallas Museum of Art and Klyde Warren Park are just footsteps away. The massive Perot Museum of Nature and Science is filled with exhibits from top to bottom. Amble through the Dallas World Aquarium. Visit Dealey Plaza and the Sixth Floor Museum to see a piece of history.

Don’t miss out on the biggest and best ATPE event of the year!

Your local unit president will handle your registration, so reach out to him or her about attending. Registration and housing close June11.



Your ATPE State Officer Candidates 2018-19 state officer candidates will deliver speeches outlining their skills, backgrounds, qualifications, and philosophies beginning at 8 a.m. on Thursday, July 12, during the House of Delegates meeting. Delegates will then cast their votes from 9:30 to 11:30 a.m. on that same day at the official polling place at the Sheraton Dallas. Only certified delegates may vote.

GET TO KNOW THE CANDIDATES ONLINE All candidates had the opportunity to create short videos responding to questions about their qualifications and vision. Any submitted candidate videos will be posted at candidates after May 30.


ATPE LEADERSHIP EXPERIENCE: ATPE state vice president, treasurer, and secretary; chair of the state Finance Committee; chair of the state Grant for Teaching Excellence Committee; 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 RECOGNITION: Stephen F. Austin and William B. Travis honoree, Ben Shilcutt Plus Club CURRENT POSITION: Retired math teacher/ coach, board member of North East ISD Education Foundation. OTHER LEADERSHIP EXPERIENCE: San Antonio ISD basketball program athletic staff worker, dropout recovery program teacher, and tutor; certified USA Track official; former varsity head soccer coach; head cross country coach; varsity assistant football, basketball, and track and field coach; lead teacher in the Interactive Mathematics Program for San Antonio ISD; IRS-certified tax preparer YEARS IN ATPE: 25 YEARS IN EDUCATION: 34


Your ATPE State Officer Candidates VICE President TONJA GRAY


ATPE LEADERSHIP EXPERIENCE: State treasurer and secretary; Region 14 secretary, vice president, president, past president, and director; member of the state Professional Rights and Responsibilities, Legislative, Membership, Finance, Governance, and Advocacy Committees; Hawley ATPE founding officer, president, and past president; Abilene ATPE membership chair, first vice president, and campus rep

ATPE LEADERSHIP EXPERIENCE: State treasurer; Region 8 director; member of the Best Practices, Bylaws, Legislative, Membership, Public Information, and Political Action Committees; chair of the Governance Committee; chair of the Finance Committee; treasurer of a Local Unit of the Year Award winner; campus representative; vice president of Paris local unit

ATPE RECOGNITION: Coeditor of Newsletter of the Year Award-winning newsletter, officer of Newsletter of the Year Award-winning local unit, officer of two Green Apple Award-winning local units, William B. Travis honoree, Stephen F. Austin honoree, ATPE-PAC Statesman

ATPE RECOGNITION: Ben Shilcutt Plus Club, William B. Travis honoree

CURRENT POSITION: K-5 Literacy Success teacher in Abilene ISD OTHER LEADERSHIP EXPERIENCE: Member of the TEA Teacher Standards Advisory Committee; Hawley ISD Support Person of the Year; member of campus Lighthouse Advisory team; member of board of directors for Abilene Community Theatre; secretary, founder, and chairman of board of directors for Center for Theatre Education at Abilene Community Theatre; member, community advisor, and alumni board member for Omicron Delta Chapter of APO Service Fraternity; lead teacher, former member, and director of Ballet Élevé at Turning Pointe Dance Academy; member of Alpha Chi Honor Society, Kappa Delta Pi Education Honor Society, and Golden Key International Honour Society; master’s degree in curriculum and instruction (triple literacy); certified literacy coach YEARS IN ATPE: 25 YEARS IN EDUCATION: 30


CURRENT POSITION: Food science teacher in Millsap ISD (retire rehire) OTHER LEADERSHIP EXPERIENCE: High school principal and assistant principal, junior high school principal and assistant principal, and elementary principal; football and basketball coach; mentor teacher; Region 8 Assistant Principal of the Year; member of the Instructional Leadership and District of Innovation Teams at Millsap ISD; Fellowship of Christian Athletes sponsor; Student Crime Stoppers sponsor; member of Soda Springs Baptist Church; campaign volunteer; former small business owner; politically active in numerous campaigns YEARS IN ATPE: 20 YEARS IN EDUCATION: 31


ATPE LEADERSHIP EXPERIENCE: Region 1 director; Pharr-San Juan-Alamo local unit president, newsletter publisher, and campus representative; chair of the state Services and Discounts Committee; member of the ATPE Foundation Committee; chair of the BOD Membership Committee ATPE RECOGNITION: Two-time Campus Representative of the Year Award winner, three-time Newsletter Award winner, William B. Travis honoree, Stephen F. Austin honoree CURRENT POSITION: Carman Elementary fifthgrade gifted and talented teacher OTHER LEADERSHIP EXPERIENCE: Executive board member, president, secretary, and social media coordinator of the Rio Grande Valley Science Association; executive secretary, social media coordinator, and treasurer of the Texas Council for Elementary Science; member of the Nomination and Elections Committee for the Science Teachers Association of Texas; grade-level chair, member of the Campus Planning Organizational Committee; member of the District Technology and Gifted and Talented Committees; robotics sponsor; chess sponsor; Destination Imagination sponsor; campus UIL coordinator; UIL Chess Puzzles coach; campus public relations representative; vice president of Magic Valley Riders Motorcycle Club Inc.; member of American Legion Post 408; secretary of the South Texas Bikers Roundup Board


ATPE LEADERSHIP EXPERIENCE: Region 11 director, president, vice president, and secretary; Lewisville ISD campus representative, secretary, vice president, president, and past president; chairperson of the Governance Committee; member of the Bylaws, Professional Rights and Responsibilities, and Region Ad Hoc Committees; member of the Texas Public Education Project Board ATPE RECOGNITION: President of Local Unit of the Year finalist, William B. Travis finalist, Ben Shilcutt Plus Club CURRENT POSITION: Eighth-grade humanities and English/language arts and reading teacher in Lewisville ISD, dance coach OTHER LEADERSHIP EXPERIENCE: Campus and district teacher of the year; superintendent’s council member, mentor teacher, student teacher supervisor, UIL coach, editor of The Griffin Express, trainer for the New Jersey Writing Project in Texas, and English department chairperson at Lewisville ISD; chairperson of the Planning and Zoning Commission, member of the Community Development Board, and member of the Special Events Board at the city of The Colony; chairperson of the Administrative Council, member of the Finance Committee, choir president, editor of Quarter Notes, contemporary worship leader, and lay leader at First United Methodist Church of The Colony YEARS IN ATPE: 21 YEARS IN EDUCATION: 40



HELP GUIDE THE FUTURE OF ATPE DID YOU KNOW THAT ATPE WAS FOUNDED BY MEMBERS, and that members set our priorities and determine our future path?


are certified as delegates by their presidents. These delegates vote on proposed changes to ATPE’s bylaws, resolutions, and legislative program. They also elect state officers during HOD.

At ATPE’s annual House of Delegates (HOD), our members make their voices heard! HOD delegates come together to elect state officers, make strategic decisions, and set our legislative agenda.

How does HOD


can submit bylaw amendments, as well as proposed resolutions and changes to ATPE’s legislative program, to be considered at HOD.


made up of members who are elected by their region, submit the HOD agenda and standing rules for approval to the HOD. They help conduct head count votes should one be called for on the HOD floor. In addition to being an individual delegate, they also serve as a resource to fellow region members that have questions regarding any of the HOD procedures or business. 32 ATPE NEWS


Want to get involved?


provide input and recommendations for the HOD and board of directors. Input received includes recommendations regarding membership, bylaws, resolutions, and ATPE’s legislative program.

Here’s how you can make your voice heard: BECOME A CAMPUS REP.

Campus reps serve as the voice of ATPE on their campus. You can support your fellow educators on your campus as a campus rep even if you don’t have a local unit in your area. Contact Anna Belle Burleson at for more info.



who are elected by members, are responsible for certifying delegates. Region presidents organize and run their region caucus meetings.


have a role in the HOD, but the state president is the chair. It is his or her job to keep order during the meeting and to ensure that all business is conducted fairly.

Attend ATPE events and volunteer in your area to get to know your fellow members. Go to your local unit and region meetings, and speak up when you have comments or questions! Delegates are certified by local unit and region presidents, so if you want to represent your colleagues at HOD, let them know you’re interested.


ATPE members serve on nine state committees that provide input to the board of directors and HOD. Committees make recommendations on ATPE’s bylaws, resolutions, and legislative program, as well as our membership materials, communication efforts, and political outreach. To apply for a state committee, see state-committee-form.


If you’re interested in taking your commitment to ATPE to the next level, consider running for office at the local unit, region, or state level.


2018 House of Delegates ATPE members representing local units from across the state will convene at the ATPE House of Delegates (HOD) on Thursday, July 12, 2018, during the ATPE Summit. Delegates will elect the 2018-19 ATPE state officers and vote on proposed bylaws amendments and resolutions as well as changes to the ATPE Legislative Program.

Are you an ATPE delegate? HERE’S WHAT YOU NEED TO KNOW! Being an ATPE delegate is an honor, but it’s also responsibility. As a delegate, your job is to read and consider the information that will be presented during the 2018 ATPE Summit. Your board of directors has invested months in preparation of these proposals, but you will have a short time to debate and vote on important bylaws amendments that could affect the future of your association. Take pride in being selected as a delegate. Learn what you need to know, speak up at HOD, and vote!


If you have questions, reach out to your region president or your region director. Find your region president’s info at and your director’s info at You can also contact ATPE directly at member_

Where can you find the information you need? PROPOSED BYLAWS AMENDMENTS You can read the specific bylaws amendments at They were also emailed to all members on or before May 24. (If you haven’t logged in to your account on and updated your email address, please do that today!) PROPOSED RESOLUTIONS The HOD will vote on several types of resolutions, including some existing resolutions that are recommended for readoption, amendment, or expiration, along with a few new resolutions. Read the resolutions in their entirety and the committee’s recommendations for each one at 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

We look forward to seeing you at

the 2018 ATPE Summit!


Meet ATPE’s

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





Regions 1 & 2

Regions 3 & 4

Regions 5–7

Regions 8 & 10





Regions 9 & 11

Regions 12, 14, & 15

Regions 16–19

Regions 13 & 20



OUR FAMILY ALBUM SHOWCASES ATPE MEMBERS WORKING, COLLABORATING, AND HAVING FUN ACROSS THE STATE. Are you or someone you know featured on these pages? If not, send us a photo for the next issue! You can send a high-quality photo to Don’t forget to include the names of the people in the photo and tell us what event was taking place.


University of Texas at Austin hosted a meet and greet where student teachers had the opportunity to meet with school districts and ATPE prior to the official job fair held a few weeks later.


Houston ATPE president Lotus Hoey receives congratulations from her principal after being named Teacher of the Year at her school.


Region 20 officers and presidents, including Richard Wiggins, David de la Garza, Kim Woerner, Yvette Milner, Jettie Whitlock, and Marcie Helmke, convened in San Antonio for their spring meeting.

REGION 11 Sarah Wynns, M’Lyn Pyfer, Katelyn Veteto, and Torey Crosswhite help out at Tarleton State University’s Hire A Texan job fair.



Yolanda Capetillo discusses a report during the Region 16 spring meeting.


ATPE Vice President Skip Hildebrand joined Region 15 members in Junction for their spring meeting.



Officers past and present commence for an executive

Leslie Juranek of Blessing Elementary showing off her contest winnings.

REGIONS 8 & 10

Jimmy Lee, Meredith Malloy, Frankie Jarrell, and Carl Garner at the spring board meeting.


Cortney Clark (left) and Kristina Miller (right) stopped by ATPE’s booth at the TCEA Convention in Austin.

REGION 1 It’s a fiesta! Region 1 held a fiestathemed convention in April, complete with a Mexican candy buffet and a luncheon featuring a variety of tacos, rice, and beans.




WHICH MEMBERSHIP CATEGORY SHOULD YOU JOIN IN 2018-19? Are you a 2017-18 college student member?  If you will be student teaching or doing classroom observations in 2018-19, renew in the student teacher category so that you have access to the insured benefits.*

If your employment status will be changing for the upcoming 2018-19 school year, you need to make sure that you renew your ATPE membership in the correct category. Not sure which category is right for you? Let us help!

Are you a 2017-18 student teacher member?  If you will be teaching in your own classroom in 2018-19, 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.*

 If your 2018-19 coursework will not include classroom observations, renew in the college student category. (This is not an insured category.)

Are you moving into an administrator role in 2018-19?  If you will be employed as a principal, assistant/deputy/area superintendent, or superintendent for 2018-19, and if your position requires certification by the State Board for Educator Certification, renew in the administrator category so that you have access to the insured benefits.*  If you will be a vice principal, renew in the professional category to have access to the insured benefits.

Are you retiring at the end of 2017-18?

Are you planning not to work in education in 2018-19?

 If you are retiring at the end of 2018-19, continue your ATPE membership in 2018-19 by renewing in the retired category for only $10.

 If you will not be working in education in 2018-19, remain a part of the ATPE community by renewing in the public category for only $35. Public members receive ATPE publications and save money using our exclusive services and discounts.

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

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

Please contact the ATPE Membership Department at (800) 777-2873 or if you have questions about which membership category you should join. *Terms and conditions apply. Visit for further information.


ATPE Retired Members! Did you know you could earn a $100 VISA gift card just for sharing the wisdom you’ve gained from years in the education field? Well, you can! Young educators could really use your help. As a retired ATPE leader and educator, your experience and enthusiasm are invaluable resources. We invite you to put those resources to use by spreading the word about ATPE at new teacher orientations during the month of August. Don’t worry; we’ll supply you with everything you need! As a thank you, you’ll receive a $100 VISA gift card if you attend three orientations (limit five gift cards per person). ATPE can’t cover every school district without your help! If you would like more information about how you can participate, please contact Chris Chodacki at or (800) 777-2873.


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materials ready and notifying students about assignments and tests. We also work with our partner teacher when planning our lessons. I love the community that these teachers have implemented here at Spring Hill Junior High, especially my mentor teacher, Holly Ford, who has 35 years of experience and is always sharing her experiences and knowledge with me. Next, we have an activity class that is mainly used for tutoring. The rest of the day includes some more teaching and reflecting on how the lessons went that day.

What do you think new teachers bring to the education field that is beneficial for students and veteran colleagues?

New teachers bring energy, new ideas, and open minds. We’re one of the first groups to start using the T-TESS rubric, and it has shaped the way we are teaching. We’re trying new things and focusing on student-led instruction. Plus, we are excited to implement our research ideas. Personally, I am excited to see how an active teaching approach affects student comprehension in my eighth-grade math classes. I like to think of it as “getting students out of their seats” because they sit for eight hours a day. Overall, new teachers are excited to learn from and collaborate with veteran teachers.

What difference do you hope to make in the education field?

I hope to make math more enjoyable because math does not always excite students. Plus, I want to make math a more active class, where students are asked to work together and try new things. I hope to create an environment that promotes fun and learning.

What do you want experienced teachers to know about you and other future teachers who will be entering the field soon?

My classmates and I hope that experienced teachers know that we are excited and willing to learn from them. We want them to know that we hope to borrow some of their ideas and add to them. We strive to make things our own, but we would not be able to do so without the wisdom that experienced teachers impart upon us. While student teaching, we were able to see how community and support from experienced teachers can help us grow and be successful. Wherever we end up teaching, we hope to join a close-knit community of experienced teachers.

Yes, cooperation and collaboration are big things.

Cooperation and collaboration are extremely important for


both teachers and students. When students enter the work force, they will almost certainly be asked to work with others. Teachers work together as partners or as an entire grade to plan lessons, create or obtain materials, or brainstorm new ideas. Learning how to effectively work with others is an important life skill, so why not start now?

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contract is the “teacher/coach” contract. Since the contract governs both duties, what the contract says is important. For instance, if only the general term “coach” is used in the contract, the educator can likely be reassigned to any coaching position at any time, though complicated rules govern what may happen to the coach’s pay. A more specific description, like “head football coach,” creates a right to that unique position. In any case, however, the contract protects only the pay for a position. The district may remove the actual duties at any time, as long as the educator continues to receive the proper compensation. The district must usually prove that it has good cause to terminate the coaching duty in a dual contract, and if it does, that commonly allows the district to terminate the entire contract, ending employment with the district completely. While uncommon, a district may enter into a separate contract for a supplemental duty. It is more common for districts to provide staff with a document that simply states what position and pay are planned. It is important to read any documents closely. There are many different ways that a secondary duty can be treated, and it can be complicated to determine what rules apply for educators with contracts. Educators should seek out legal advice if they have questions about their legal responsibilities.

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need to thrive without having to dip into their own paychecks to buy school supplies. Teachers need a legislature that doesn’t just offer up the same tired voucher legislation under the guise of “school choice” but instead properly funds school districts and delivers the property tax relief legislators say they want to provide. As we anticipate the November general election and the Texas legislature gears up for 2019, I hope that educators across our state will remember the shortcomings of the previous session and demand the relief they deserve.



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Escape the maze to summer break!



ou’ve made it through another school year! Congratulations! But can you make it through this maze? Once you’ve conquered this labyrinth, head to the ATPE Blog at to see the solution. If you’d like to be entered into a drawing for an ATPE-branded prize, take a photo of your answer and email by June 22. Good luck!


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Summer 2018 ATPE News  

Summer 2018 ATPE News  

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