Monthly Archives: May 2020

Guest Post: One parent’s questions about TEA’s optional assessments

Kristi Hassett

The Texas Education Agency (TEA) announced recently the implementation of optional standardized end of year (EOY) and beginning of year (BOY) assessments as part of its response to the COVID-19 pandemic. One concerned parent shares her concerns about the testing.


I am thankful the Texas Education Commissioner Mike Morath advocated in March to remove the state assessment requirements for our Texas students this school year. I also appreciate the information posted by TEA to districts and parents during this pandemic. I was surprised the TEA released a statement on May 7th that parents and schools could choose to give their students a version of STAAR. TEA suggested these End of Year (EOY) assessments would provide a better understanding of the progress their students have made this year.

My primary concern is how the TEA will use the data to research the statewide educational impact of the current crisis to prepare for the next school year. This leads me to multiple questions. How valid will this limited dataset be? How will this data be used? If only a small portion of students participate, how will it provide any insight into the statewide education impact on students? Drawing group or statewide decisions, conclusions, or recommendations on this limited data is problematic at best and potentially harmful at worst.

Another issue with using these optional tests is the TEA will continue to post-equate the EOY assessments. Post-equating is a statistical process, rather than an educational analysis, used to adjust scores after the students take the test so TEA can compare tests from year to year. How can TEA use such a limited student dataset to scale the scores to compare against previous tests?

Another concern I have is Texas Partnership campuses (Senate Bill 1882), which are controlled by charters and universities, may choose to administer the EOY assessments even if the district chooses not to administer these tests to its students.

My last concerns surround the TEA’s new, optional Beginning of Year (BOY) assessment for next school year. Districts are only allowed to benchmark the state’s assessment twice a year; thus, how is the TEA using all of these assessments – the EOY, BOY and Interim assessments? Also, the TEA has said these BOY assessments are diagnostic. Knowing STAAR questions have multiple embedded TEKS (Texas Essential Knowledge and Skills learning standards), how is the TEA going to provide results to teachers and schools to identify deficits in students? The results provided after STAAR are not diagnostic.

Everyone is working very hard during this pandemic to support students educationally and mentally. Rather than taking a very small, possibly invalid dataset of student assessment to prepare students for next school year, I think the TEA should broadcast known strategies schools have used in the past to create authentic, effective learning for students.


Kristi Hassett is a mother of two public school graduates and another current public school student in Texas. An elected school board trustee, Hassett also serves on the board of Texans Advocating for Meaningful Student Assessments (TAMSA), a group of Texas parents concerned about the overuse and potential abuse of Texas’ standardized testing regime.

Texas election roundup: Senate special election

Wednesday, May 13, 2020, marked the deadline for candidates to file for the legislative seat recently vacated by former state Sen. Kirk Watson (D-Austin).

The Democrats vying for the reliably blue Senate District (14) seat based in Austin include state Rep. Eddie Rodriguez (D-Austin) and former Travis County Judge Sarah Eckhardt. The two Republicans who have filed are activist and former Austin city council member Don Zimmerman and attorney Waller Burns II, who does not appear to have a campaign website or social media presence. Libertarian Pat Dixon and physician Jeff Ridgeway, running as an independent candidate, have also filed for the seat.

The special election for the SD 14 seat is scheduled for July 14, which is the same day as the primary runoff elections. Gov. Greg Abbott (R-Texas) announced this week that early voting in these elections will be extended to June 29 from July 6. Voters are normally given only one week to vote early in the runoffs, but Abbott’s order will extend that period to two weeks. The governor’s stated reasoning is to enable greater social distancing for in-person voting.

Whether to vote in person or by mail has become a politicized and polarizing issue, unfortunately, with numerous local and state officials along with President Donald Trump weighing in on different sides of the debate. Voters who go to the polls in person may still be exposed to the risk of communicating the deadly COVID-19 infection, the number of confirmed cases of which have continued to increase in Texas at ever higher rates. While several other states, including states such as Kentucky and Alabama with Republican leadership, have expanded voting by mail options in order to protect their voters’ safety, Gov. Abbott and state Attorney General Ken Paxton continue to resist efforts to expand voting by mail in Texas.

A state appeals court ruled Thursday that the state and counties must follow a district judge’s order allowing all Texas voters to vote by mail if they are concerned about contracting COVID-19. Paxton has fought the order and this week asked the Texas Supreme Court to consider the case. Meanwhile, Paxton faces a new criminal complaint alleging he committed election fraud by sending a letter in which he warned counties to ignore the judge’s order.

A coalition of voters and civil rights organizations filed another lawsuit in federal court this week seeking to loosen the restrictions on voting by mail. The League of United Latin American Citizens (LULAC) joined a separate federal lawsuit filed last month to expand voting by mail in Texas, arguing that the current laws discriminate against Hispanic voters.

While the political debate over voting by mail continues, polling suggests the overwhelming majority of citizens support expanding access to voting by mail. A Dallas Morning News/University of Texas poll last month found 58% of Texans support allowing any registered voter to mail in a ballot without need for an excuse, compared to 22% who opposed. A 56% majority support extending this ability to all future elections. According to a Wall Street Journal/NBC News poll, 67% of Americans support mail-in ballots for the November elections.

Teach the Vote’s Week in Review: May 8, 2020

Happy Teacher Appreciation Week! Hardworking educators have been in the spotlight this week, but soon the attention will shift to graduating seniors. Who is ready for virtual graduation ceremonies from home and honking parades of whooping high school seniors down the street? We are excited for the good news this week that teachers and students can celebrate their accomplishments (safely). Here is more of this week’s education news from the ATPE lobby team:


CORONAVIRUS UPDATE: For a comprehensive look at the intersection of COVID-19 and education, from the first major event cancellation to the road ahead, ATPE’s lobbyists have compiled a new summary this week of the legislative and regulatory developments since the crisis began. Read the coronavirus recap in this May 8 blog post.

On Tuesday, Gov. Greg Abbott expanded the types of businesses that can reopen in his phased plan to reopen Texas. Today, salons, barbershops, and pools will join malls, movie theaters, retail stores, restaurants, museums, and libraries as those that can reopen their doors to limited numbers of customers. This development is a change from Abbott’s previous declaration that the state would wait two weeks before expanding which businesses can open. It is still expected that gyms, office buildings, and non-essential manufacturing facilities will open (with occupancy limitations) on May 18. Abbott also modified his previous order by allowing weddings with social distancing guidelines.

Commissioner Morath speaks at Gov. Abbott’s press conference, May 5, 2020.

Education Commissioner Mike Morath joined Abbott at his press conference Tuesday to talk about graduation ceremonies. Under Abbott’s orders, graduation ceremonies and grade promotion ceremonies must be approved by the Texas Education Agency (TEA) and adhere to certain stipulations. Outdoor ceremonies are allowed in rural counties between May 15 and May 31, and only with social distancing protocols in place. On or after June 1, outdoor ceremonies will be allowed in any Texas county. TEA has also suggested other options such as hybrid ceremonies (where students are video-recorded receiving their diplomas one-by-one and these videos are stitched together for a virtual ceremony), all-virtual ceremonies, and vehicle-based parades and drive-in ceremonies. Perhaps you’ve heard (literally) of some districts already honoring their seniors through “honk lines” or seen yard signs popping up to celebrate graduating seniors. TEA has provided guidance on graduation ceremonies here.

Also this week, TEA updated its main coronavirus resource page on nearly every topic and added new superintendent debriefs. Among many other things, TEA has provided updates to the protocol for employees who are accessing school buildings, the FAQ on optional end-of-year assessments (which will NOT be used for accountability), and the educator certification and preparation FAQ (including answers to questions about probationary certificates, rescheduling cancelled tests, and continuing professional education requirements for educators), plus new guidance on school calendars and start dates for this fall. (Read more on this topic below.)

Yesterday, Commissioner Morath sent a response to ATPE’s April 2 letter asking for a statewide suspension of educator appraisals for the 2019-20 school year due to challenges associated with COVID-19. In his reply, Morath declined to issue a statewide order and stated that, ”The decision to pursue waivers of appraisal requirements is strictly a local decision.” ATPE has yet to receive a response to our joint letter with 17 other organizations regarding a moratorium on costly charter school expansion during the pandemic.

For more resources related to the pandemic, visit ATPE’s frequently updated Coronavirus FAQ and Resources page, and follow the ATPE lobby team via @TeachtheVote on Twitter.


Last week, we reported that U.S. Secretary of Education Betsy DeVos has allocated $180 million of the funding approved by Congress through the Coronavirus Aid, Relief, and Economic Security Act (CARES) Act for private school vouchers. In response, ATPE sent a letter in opposition of this development to every member of the Texas congressional delegation, including U.S. Senators John Cornyn (R) and Ted Cruz (R). In particular, ATPE asked for strong congressional oversight of this use of funds and for continued diligence regarding federal funding for vouchers in any future legislation passed by Congress.

At the state level, the Coalition for Public Schools, of which ATPE is a member, sent a letter this week to Texas Commissioner of Education Mike Morath to address recent suggestions made by Republican members of the Texas Senate Education Committee that the state should try to expand virtual school options in Texas, despite the data showing that virtual schools do not perform as well as their brick-and-mortar counterparts.


ELECTION UPDATE: With all the coronavirus news, it’s easy to forget that another election is slowly creeping up on us. On July 14, Texans in various parts of the state will be able to vote in primary runoff elections to choose which candidates will be on the general election ballot this November.

The runoff elections were originally scheduled for May 26, but were postponed by Gov. Abbott over concerns about the safety of voters during the COVID-19 pandemic. Because the election has been postponed, many of the deadlines leading up to it have also been shifted. For example, the deadline for registering to vote in time to participate in the runoff elections is now June 15, 2020. Check out this post by ATPE Lobbyist Mark Wiggins for a list of important deadlines as we get closer to voting time.


One of the biggest questions on educators’ minds right now is what the return to school in the fall will look like. The variety in plans being contemplated by school districts for the 2020-21 school year was the topic of a recent article from the Texas Tribune, which ATPE republished here on our our Teach the Vote blog this week. Also this week, the Texas Education Agency (TEA) provided updated guidance on start date and calendar changes to account for student learning loss and a potential resurgence in virus cases this fall.

In particular, the agency has suggested that districts can become Districts of Innovation (DOI) or add an amendment to their existing DOI plans to allow for an exemption from the law preventing schools from starting earlier than the fourth Monday in August. This exemption is already the most popular one among DOIs, as many districts prefer to start their school year earlier, insert more breaks throughout the year, and end the year later. TEA suggests that this format of an “intersessional” calendar could help to build in breaks that may be used for remediation of students who have fallen into a steep loss of learning on the “COVID slide.”

Other districts may choose to implement a year-round school calendar, which in many ways is easier than obtaining DOI approval. Under this route, districts need only obtain board approval for a new academic calendar and designation as a year-round system, and they must notify their Education Service Center PEIMS coordinator of their intent to operate through a year-round system.

TEA has also suggested using the flexibility in additional school days for elementary students as provided by House Bill (HB) 3 passed in 2019. HB 3 adds half-day formula funding for school systems that want to add up to 30 instructional days beyond the minimum of 180 days, but only for grades PK-5 and only after September 1, 2020.

Related: The COVID-19 pandemic has already dealt an enormous economic blow to our state, resulting in declining state revenue from oil and gas as well as sales taxes. This has many educators worrying about budget cuts next year. ATPE Senior Lobbyist Monty Exter discussed the financial uncertainty with KXAN this week in this news story about how school districts in Central Texas are preparing for the future.


When SXSW EDU was abruptly cancelled back in March 2020, many in the education community were disappointed to miss the week-long learning event in Austin, Texas. Since then, SXSW EDU has gone virtual. ATPE Lobbyist Andrea Chevalier attended this week’s virtual keynote address on growth mindset in education  The presentation, entitled “A Science of Human Motivation for the Next Decade,” is viewable here. Read Chevalier’s blog post about the session here.


ATPE member Morgan Castillo received an H-E-B Excellence in Education Teaching Leadership Award.

This week, ATPE member Morgan Castillo of Woodgate Intermediate School in Midway ISD received an H-E-B Excellence in Education Teaching Leadership Award. This award honors teachers with 10 to 20 years in the classroom. Castillo received a $10,000 award for herself and a $10,000 grant for her school. She was one of eight educator winners announced this week and chosen from a group of 40 finalists who received smaller cash awards earlier this year. Castillo and the other award recipients were recognized Tuesday during a virtual “Toast to Texas Teachers” organized by the #TeachersCan initiative as part of several Teacher Appreciation Week festivities.

ATPE has been featuring our “Work from Home Classroom Makeover Contest” during Teacher Appreciation Week. Visit ATPE’s Facebook page to view the entries and cast a vote for your favorite between now and May 13. Winners will be announced on May 15.

Recapping education changes due to the coronavirus

Two months have passed since Austin’s cancellation of the popular South by Southwest (SXSW) Festival became national news as one of the first major events in the country called off because of the COVID-19 pandemic. It was also one of the first developments that made many of us wonder how serious the novel coronavirus was. As school districts embarked on their spring breaks, the Texas Education Agency (TEA) began to send out notices advising deep cleaning of school facilities, heightened hygiene practices, and protocols for students and families who might be traveling on vacation. In an interview with the Texas Tribune on March 6, 2020, Texas Education Commissioner Mike Morath jokingly advised students not to go around licking doorknobs.

Since this preliminary incubation phase (to borrow a term from the virus world), we’ve witnessed a barrage of press conferences, executive orders closing school facilities through the end of the school year, and a triage-like approach to maintaining educational services. New information surfaces daily amid an ever-developing curve of cases, while educators work speedily to learn and implement effective distance learning methods. To help you navigate everything that has happened, the ATPE lobby team offers a recap of the coronavirus-related education developments so far in this blog post, broken down into these categories:


State action in response to the pandemic

On March 13, 2020, Gov. Greg Abbott declared a state of public disaster in Texas — the same day President Donald Trump declared a national state of emergency. At the time, Texas Education Commissioner Mike Morath erred on the side of local control in letting school districts decide whether or not they wanted to extend their spring breaks or temporarily close down their facilities. Among many worries, school administrators struggled with how they would feed students who relied on school meals.

At a time when over half of Texas school districts had closed and under pressure from both Democratic and Republican legislators, Gov. Abbott agreed on March 16 to cancel this year’s administration of the State of Texas Assessments of Academic Readiness (STAAR) tests. The College Board also cancelled March and May test administrations and has since announced plans to offer the SAT test starting in August. The College Board also is offering online Advanced Placement (AP) exams.

Around the time of these events, TEA launched a new section of its website containing FAQs and guidance aiming to provide some degree of certainty to educators. This site has grown to include links to other web pages that offer meal locations for students and home learning resources. ATPE also launched its own Coronavirus FAQ and Resources web page for educators in early March.

Gov. Abbott explained a new coronavirus executive order during a press conference with other state leaders, March 31, 2020.

On March 19, Gov. Abbott announced the physical closure of schools, gyms, bars, and restaurants through April 3, which included all Texas public and private K-12 and higher education institutions. This order was extended by another month on March 31, when Abbott issued a more restrictive executive order that closed school buildings across Texas until May 4. The order also followed federal guidelines for “essential workers.” Included within the federal definition of essential workers were “Educators supporting public and private K-12 schools, colleges, and universities for purposes of facilitating distance learning or performing other essential functions.” TEA reminded school officials that continued funding during closure of their campuses would be dependent on students receiving instructional support even when they are unable to physically attend school.

On April 17, the governor extended school facility closures through the end of the academic year and announced preliminary plans for reopening Texas in gradual phases. While sharing designs for reopening various businesses, Abbott stated that schools would remain physically closed through the remainder of the 2019-20 school year, although teachers could still access school buildings in order to carry out their duties (including facilitating distance learning). TEA quickly issued its guidance on entering school buildings for more information.

On April 27, Gov. Greg Abbott announced a phased plan to reopen Texas businesses, starting May 1 with limited capacity at malls, movie theaters, retail stores, restaurants, museums, and libraries. Establishments are currently limited to 25% occupancy, although those in counties with five or fewer confirmed COVID-19 cases are allowed up to 50% occupancy. Abbott stated that after two weeks, if there has not been a resurgence in COVID-19 cases, the state will move into its next phase, loosening restrictions and opening hair salons, barbershops, gyms, and bars. However, Abbott on May 5 announced that wedding venues, salons, barbershops, and pools may reopen on May 8, with gyms being allowed to open with reduced occupancy on May 18. The state has yet to allow bars to reopen.

State regulatory entities such as the State Board for Educator Certification (SBEC), State Board of Education (SBOE), and Teacher Retirement System (TRS) have moved to online meeting platforms to continue fulfilling their duties. The SBOE met via video-conference in mid-April to take up an abbreviated agenda, which included a discussion of funding concerns related to the pandemic. The TRS Board of Trustees also met in mid-April for a truncated online meeting that included a discussion of delaying office space changes until the real estate market stabilizes. TRS was one of the first state bodies to change its practices at the beginning of the pandemic by restricting in-person visits and moving its staff to a tele-working environment. The SBEC board met May 1 to discuss a variety of issues, including the impact of COVID-19 on current and future educators.

Elections have also been affected by the pandemic. Most local elections, including a number of school board races around the state, originally slated for May 2, 2020, were postponed to November. The runoff elections for the Texas primaries have also been postponed from May to July 14, 2020.


Federal action in response to the pandemic

On March 13, President Trump declared a national state of emergency. Five days later, he signed into law the Families First Coronavirus Response Act (FFCRA), which was the second coronavirus-related aid bill passed by Congress. (The first coronavirus bill signed by the president was a supplemental appropriations package that sent $8.3 billion to federal agencies to promote their work in combating the developing coronavirus crisis in America.) The higher profile FFCRA included, among other provisions, expanded paid sick/family leave and authorized the Secretary of Agriculture to waive federal provisions regarding the National School Lunch Program, allowing schools to continue providing food service to qualifying students while they are not on campus. Read ATPE’s information about the FFCRA here.

On March 27, Congress passed and the president signed a third coronavirus aid package. The $2 trillion Coronavirus Aid, Relief, and Economic Security (CARES) Act contains $13.5 billion in funding for K-12 education, plus additional amounts for child nutrition and child care. The bill also included temporary deferment on payments and interest for federal student loans and  a cash assistance program, which has begun to deliver one-time direct payments to qualifying individuals and families. Read ATPE’s information about the CARES Act relief for individuals here.

U.S. Secretary of Education Betsy DeVos spoke at a White House press conference in March 2020.

The CARES Act also authorized the U.S. Secretary of Education to provide flexibility to states in the form of waivers of various federal laws, such as student testing and accountability requirements. CARES also provides $3 billion in relief through the Governor’s Emergency Education Relief (GEER) Fund. Read more about the new funding available to Texas under this provision in this blog post by ATPE Lobbyist Andrea Chevalier. The additional $13.5 billion in dedicated education funding under the CARES Act has yet to be distributed.

On April 27, the U.S. Department of Education (ED) announced that it will use some of the funding approved by Congress through the CARES Act for competitive grants to states that may use the money for private school vouchers. The $180 million “Rethink K-12 Education Models” or “REM” grant would be available for implementation of voucher programs, statewide virtual learning, or other models of remote learning. Education Secretary Betsy DeVos, a vocal proponent of vouchers, had previously said her department would urge Congress to approve a form of voucher termed a “microgrant,” but many lawmakers were surprised by her decision to preemptively use the CARES Act funding, intended to provide coronavirus relief, in this manner. Read more about the voucher proposal in this blog post from the ATPE lobby team. Working with our federal lobby team in Washington, D.C., ATPE continues to address this issue with Texas’ Congressional delegation.

A fourth coronavirus aid package was approved by Congress and signed by the president on April 24. Known as the “Paycheck Protection Program and Health Care Enhancement Act,” this $484 billion dollar package is focused on loans for small businesses, with other much smaller pots of money for hospitals and increased virus testing. More federal legislation is anticipated in the coming months, which ATPE hopes will include additional funding related to public education.


Waivers are everywhere

At both the state and federal level, waivers have been the preferred method of responding to the challenges facing education during the novel coronavirus pandemic. Waivers are quick, easy, and in some cases can provide automatic relief from mandates that may make an already tough situation tougher. For instance, thanks to a waiver granted to Texas by the U.S. Department of Agriculture, parents can pick up meals from ISDs for their children without the children being present. Gov. Abbott also issued several waivers related to educator preparation that will assist candidates in moving forward with their careers while testing centers are closed. More long-term fixes such as funding take longer to roll out, and remedies that require state legislation will have to wait until Texas’ next legislative session in 2021, absent a special session being called by the governor.

TEA has compiled a list of all state and federal waivers. Some waivers don’t require any action by school districts or individuals, as they apply automatically. Others require documentation. For instance, in order to avoid being penalized financially for missed school days, districts must attest that they are providing off-campus instruction to the best of their ability and submit supporting documentation. Additionally, districts must proactively request to waive educator, principal, and administrator appraisals. ATPE Executive Director Shannon Holmes wrote a letter to Commissioner Morath asking for statewide action to suspend appraisals this year for all districts. (See ATPE’s press release here.)

Among the most popular statewide waivers is the assessment and accountability waiver, provided first by the U.S. Department of Education (ED) and subsequently (in a streamlined fashion) as part of the CARES Act. Texas received approval from ED that freed our state from student assessment and accountability requirements under federal law. As a result, all districts will officially receive a rating of “Not Rated: Declared State of Disaster” for the 2019-20 school year, and the list of schools previously identified for improvement will essentially freeze in place.

The federal government is also offering a spending flexibility waiver that allows states to move money around as they anticipate new expenditures and potential shortfalls. For instance, under this waiver, school districts could carry over as much Title I money from this school year to the next as necessary, spend more Title IV money on technology infrastructure, spend federal funds over a longer period of time, and take advantage of a broader definition of professional development that allows funds to be used on remote instruction training. On April 10, Texas received approval from ED for these waivers and two other waivers that will allow districts to spend federal funds more readily.

Secretary DeVos announced on April 27 that ED would not seek additional waiver authority from Congress for the Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) provisions of the Individuals with Disabilities Education Act (IDEA). Additionally, the Department is not requesting further waiver authority from the Elementary and Secondary Education Act (ESEA), but it is requesting various waivers under other federal education statutes such as the Perkins Career and Technical Education Act, the IDEA, and the Adult Education and Family Literacy Act that mostly pertain to flexibility in using federal funds. The CARES Act required DeVos to notify Congress 30 days after its passage on any additional requests for waiver authority.


Changes to educators’ work

COVID-19 continues to impact educators’ work lives. ATPE’s lobbyists previously reported on uncertainty around educator preparation and certification procedures during the pandemic since certification tests were suspended through April 30, 2020. TEA has posted information about certification testing and announced that out-of-state educators who are on a one-year certificate will receive an automatic one-year extension. Solving this issue for those in other situations will likely require rulemaking by SBEC and potential legislation during the next legislative session.

TEA’s educator support page features guidance for individuals pursuing educator certification, including details on a waiver from Gov. Abbott that allows certain educator certification candidates to apply for a one-year probationary certificate. If they haven’t already, these candidates will have to complete the fingerprinting process, which — while safer for students — will also create some hiccups as many fingerprinting locations are closed or offering limited appointments. Certification candidates will also have to pay the probationary certificate fee now, plus the standard certificate fee later on when they pass the required examinations. Additionally, candidates must meet all requirements for initial certification, which are outlined in the Texas Administrative Code (TAC) Chapter 230, Subchapter B, General Requirements (230.11), with the exception of passing the certification exam. These requirements include having a bachelor’s degree and submitting to a criminal history review. Out-of-state educators who are on a one-year certificate will receive an automatic one-year extension.

On April 2, ATPE sent a letter to Commissioner Morath asking for a statewide suspension of educator appraisals for the 2019-20 school year in light of the closure of school facilities and resulting disruptions to normal classroom instructional practices. Citing the inability to conduct classroom observations, fears of adverse employment actions, and the high stakes attached to teacher evaluations, ATPE urged the commissioner to issue a statewide moratorium rather than allowing evaluations to be conducted in an inconsistent manner at each district’s discretion.

Commissioner Morath wrote a response to our letter on April 23, which was not transmitted to ATPE until May 7. In his reply, Morath declined to issue a statewide order, noting that TEA has offered schools districts opportunities to apply for waivers of certain requirements pertaining to evaluations. TEA posted guidance documents in late April advising that school districts may apply for waivers of educator evaluation requirements found in Sections 21.351, 21.352, 21.354 and 21.3541 of the Texas Education Code, plus related commissioner’s rules in Title 19, Chapter 150 of the Texas Administrative Code, if the districts find that they are unable to complete aspects of the appraisal process.”The decision to pursue waivers of appraisal requirements is strictly a local decision,” the commissioner wrote in his letter to ATPE.

School districts around the state have taken varying approaches to the issue of evaluating their staff during this crisis, and ATPE maintains that educator appraisals conducted in an incomplete or truncated manner are unlikely to yield fair and valid results under current conditions.


The Texas budget

On April 7, 2020, Texas Comptroller Glenn Hegar sat down (virtually) with Texas Tribune Executive Editor Ross Ramsey, to confirm that Texas is in a recession. Hegar said that Texas will be able to meet current budget obligations through August 31, 2021, despite the recession.

State Comptroller Glenn Hegar was interviewed by the Texas Tribune, April 7, 2020.

On May 1, Hegar announced that state sales tax revenue totaled $2.58 billion in April, which is 9.3 percent less than the $2.8 billion brought in by the state in April 2019, the steepest decline since January 2010. In the summer, Hegar will release an updated revenue estimate that will likely be several billion dollars less. Because the state pumped billions into education during the last legislative session, educators worry that the continued funding commitment might be hard to maintain.

In light of these budget concerns, ATPE joined 17 other organizations calling on Commissioner Morath to place a moratorium on charter school expansion during the novel coronavirus pandemic. Because charters cannot levy taxes, the state picks up the tab in order to fully fund every charter school while reducing the amount of funding available to local school districts. ATPE believes the expansion of charter enrollment during a pandemic with extremely uncertain financial outcomes would be fiscally irresponsible. In fact, the 94 charter expansion amendments currently on file with TEA could cost the state an additional $90 million per year if approved, money that may be sorely needed to shore up budgets of existing public schools across the state.


The road ahead

What lies ahead for Texas education is murky. Many graduation ceremonies this spring will be virtual, socially distanced, and involve a lot of honking car processionals. We still don’t know what a return to school in the fall will look like, or even if there will be a physical return at all should the virus rebound. Will students start back to school earlier in the summer? Will social distancing guidelines still be in place? Will schools implement extended school days or staggered instruction?

With each new piece of guidance or set of rules and policies that agencies and bodies such as TEA, SBEC, SBOE, and TRS develop, we get a little bit more clarity. Rest assured, the ATPE lobby team is involved in this process to make sure the voices of public educators are heard. As developments occur, check ATPE’s Coronavirus FAQ and Resources and watch for updates here on Teach the Vote and via our @TeachtheVote Twitter account.

One thing we know for sure is that educators are resilient and abundantly caring individuals, which is why each Friday we are featuring a positive educator story in our “Week in Review” blog post. here on Teach the Vote. Thank you to all educators who are still brightening their students’ days, all while taking care of their own needs and the needs of their families. #TeachersCan

Share how you are adapting to a new educational environment during the coronavirus pandemic. Click here to email us your stories, best practices for distance learning, or strategies you’re using to stay upbeat during the crisis.

UPDATE: Texas election roundup: Runoff registration

*This post has been updated to reflect the governor’s decision to extend early voting in the July 14 primary runoffs by one week in an attempt to accommodate greater social distancing. Early voting will begin Monday, June 29, as opposed to July 6.

With the endless daily news updates on the coronavirus, it’s easy to forget that there’s still an election creeping up on us. The primary runoff elections that were originally scheduled to be held this month are now set for July 14, although a fierce battle is being waged over the best way to conduct this election in order to ensure the safety of Texas voters. We’ll provide an update on that important battle in a separate post. Instead, today’s post will brush up on who can vote in the runoffs.

In Texas, you don’t have to declare a political party. The primary elections are open, which means that anyone can vote in any primary they choose — but only one! If a single candidate doesn’t win at least 50% of the vote in a primary election with three or more candidates, the top two finishers head to a primary runoff election.

Anyone can vote in the runoffs — even if they didn’t vote in the the primaries! If you didn’t vote in the primary elections, you can vote in whichever party’s runoff you choose. It’s as simple as that.

Now here’s where the rules for runoffs get slightly more complicated. If you voted in the March 3 primary elections, you can only vote in the same party’s primary runoff election. So for example, if you voted in the Republican primary on March 3, then you can only vote in the Republican party’s runoff on July 14. You can’t switch.

So, how do I know if I’m eligible to vote? You have to be registered to vote in the county in which you live. If you’re not sure whether you’re registered — maybe you recently moved — you can check your registration status by clicking here. If you’re an eligible citizen 18 years or older and are not registered, the deadline to register to vote in the runoff elections is Monday, June 15, 2020. If you need to register, click here.

Here is a list of key dates leading up to the election:

  • Monday, June 15: Last day to register to vote in the July 14 elections.
  • Thursday, July 2: Last day to apply for a mail ballot. Applications must be received by the  election administrator on this date.
  • Monday, Jun 29: First day to vote early in person.
  • Friday, July 10: Last day to vote early in person before Election Day.
  • Tuesday, July 14: Primary Runoff Election Day.

Polls will be open from 7:00 a.m. to 7:00 p.m. on Election Day. Mail ballots must be received by the county election administrator by 7:00 p.m. on Election Day, with some exceptions, in order to count.

If you’re unsure of whether there is a runoff election in your district, just check the Candidates tab here at TeachtheVote.org and enter your address. You can also find the full list of runoff races in this blog post by ATPE Lobbyist Mark Wiggins.

As we’ve previously reported, the low turnout typical of runoff elections means your vote in these races could be the single most influential vote you cast this election season! Consider this: Just 23.8% of registered voters participated in the March 3 primaries this year. That’s fewer than one in four! A little under 9% of voters cast ballots in the 2018 primary runoffs, which included a runoff for a statewide race. That means your vote in a runoff election is more than twice as likely to influence the outcome of an election as it is in a primary. And with the unprecedented level of uncertainty around this election in particular, each vote will represent even more.

Speaking of uncertainty, one of the biggest questions remains whether Texas leaders will provide a safe process for voting while the deadly coronavirus is still in circulation. Many voters have expressed a desire for mail-in voting eligibility to be expanded during the pandemic, but state officials are pushing back against the idea. We are monitoring this topic closely and will post new information here on ATPE’s Teach the Vote blog as developments occur.

From SXSW EDU: Growth mindset holds promise in education

When SXSW EDU was cancelled back in March 2020, those in the education community were disappointed to miss out on a week-long learning adventure in Austin, Texas. The annual event brings together masses of educators for a huge education conference that often brings about innovative and forward-thinking ideas. On May 5, by special invitation, ATPE Lobbyist Andrea Chevalier attended the rescheduled and now-virtual SXSW EDU 2020 keynote address on growth mindset in education entitled “A Science of Human Motivation for the Next Decade.” Here are some takeaways from the event:

Keynote speaker Dr. Carol Dweck is a psychologist and professor at Stanford University. She is a pioneer in mindset research, who explains that growth vs. fixed mindset is about the differing beliefs that our talents and abilities are either static or can be developed. Having a growth mindset impacts peoples’ ability to accept challenges and learn, which is crucial for students and for our future workforce. Data show that students with a growth mindset have better academic outcomes, including in reading. Interventions with students to foster a growth mindset can lead to these results, but such interventions can be costly and labor-intensive. Furthermore, teachers must also have a growth mindset in order for growth mindset interventions to work.

Dr. Mary Murphy is a professor of psychological and brain sciences at Indiana University. She explained in her SXSW EDU remarks that those in power, such as teachers and professors, are “culture-creators” and the “setters” of mindsets. Students who believe their professors or teachers ascribe to certain stereotypes (e.g. “Asians are good at math,” or “women are bad at science”) become subject to “stereotype threat,” which causes under-performance of the negatively stereotyped group. For instance, a study of STEM college courses revealed that professors with a fixed mindset doubled the achievement gap between their white and black students.

Murphy explained that mindsets can be communicated through language and other cues. A teacher with a fixed mindset might say to a student, “It’s okay. You’re just not a math person.” On the other hand, a teacher with a growth mindset might say, “Mistakes are opportunities to learn.” True growth mindset classrooms involve growth of the teacher as well as of the student, and they are not any less rigorous than other types of classrooms as they involve plenty of critical feedback and opportunities for improvement.

Dr. David Yeager, a professor in the Department of Psychology at the University of Texas at Austin, talked about growing growth mindset teachers. He built upon Murphy’s explanation of the importance of teacher language and shared about a study that involved providing growth-mindset language to students. Students who had a note on their assignment that said, “I’m giving you these comments because I have high standards and know you can meet them,” demonstrated reduced racialized gaps in performance. Yeager warned against using false growth mindset language, such as simply encouraging students to “try harder” without showing them a path or providing help.

Learning about growth mindset and implementing practices related to growth mindset are possible for adults as well as students. In fact, as we have seen from the research, a student learning to adopt a growth mindset could be zapped of the benefits if adults in the room have a fixed mindset. During the coronavirus pandemic, many teachers have found new ways to implement growth mindset techniques, such as virtual office hours and increased opportunities to give students ownership over their work and the content (e.g. recorded video lessons that students can pause and rewind and repeat).

As an association supporting the state’s largest community of educators who are dedicated to elevating public education in Texas, ATPE has long advocated for laws and policies that will position our members to inspire student success. A major piece of our work involves developing Texas’ future education workforce. ATPE strongly supports educator preparation that requires comprehensive pedagogical training and includes research-based strategies, one example of which would be fostering growth mindsets. For those already in the profession, ATPE supports quality professional development to continue the growth and learning of all personnel.

Learn more about SXSW EDU Online here.

From The Texas Tribune: “Between 0 and 100%”: Texas schools weigh the odds of students returning this fall

It’s way too early to know how COVID-19 cases will trend over the next few months, but school leaders are trying to draw up preliminary plans for bringing students back to classrooms.

A student walks down the hallway at Cactus Elementary School. Photo credit: Miguel Gutierrez Jr./The Texas Tribune

“Between 0 and 100%”: Texas schools weigh the odds of students returning this fall” was first published by The Texas Tribune, a nonprofit, nonpartisan media organization that informs Texans — and engages with them — about public policy, politics, government and statewide issues.

Texas schools might start bringing students back to classrooms on staggered schedules in the fall. Or they might have some students show up at school while others continue their coursework online.

Or they might stay completely virtual until 2021.

While it’s much too early to pin down all the permutations of how and where COVID-19 might remain a health risk come August, Texas superintendents are starting to game out how public education will look in the fall.

Since Gov. Greg Abbott closed all schools in late March, school districts have cobbled together combinations of online learning and old-school written worksheets handed out to students without reliable internet. The evolving, makeshift system has raised concerns about students without computers being left out and overwhelmed parents struggling with their new roles as home school teachers.

Some superintendents worry that students will fall ever further behind the longer school buildings are closed. And they know they must improve remote teaching in case the return date ends up being even further off than projected.

They’re watching the number of cases rise and fall in their regions as the state slowly begins allowing some businesses to reopen and some public health experts warn against sudden moves. They’re stocking up on Chromebooks and hard-to-find Wi-Fi hotspots.

And they’re cautiously rolling out information to staff and parents as they weigh the health risks of bringing kids back too early.

Texas Education Commissioner Mike Morath has been holding biweekly phone calls with superintendents across the state to discuss plans, but no official decisions have been made.

“The bigger question is: How can you plan to be nimble so that if the situation changes quickly, you can adjust to the change either way, either toward bringing kids into buildings, or perhaps once you bring kids into building, having to put them back into distance learning environments?” said Brian Woods, superintendent of Northside Independent School District in San Antonio.

“If you ask me today, what’s the percentage chance we come back in August? I have no idea. Somewhere between 0 and 100%.”

About half the students in the 100,000-student school district are economically disadvantaged, and 12% are receiving special education services. Woods and his staff are considering bringing back those students least likely to be served virtually in the fall while keeping the other half in distance learning as a way to reduce exposure.

But that method of splitting students up is less possible for districts like small Hearne ISD, outside of College Station, where 96% of students are economically disadvantaged, meaning pretty much all are hurting while school buildings are closed.

Superintendent Adrain Johnson is stocking up on Chromebooks and Wi-Fi hotspots to prepare to start virtual schooling more smoothly in August than it began in March. And he’s asking the regional education service center to train teachers to better educate students across a screen.

Most teachers and even some students in Hearne ISD commute into town from elsewhere in the Brazos Valley, making the decision to return to school even more complex.

If the local health authorities permit schools to open their buildings, Johnson is considering spreading individual classes out across multiple classrooms and using technology to broadcast lessons.

“We just don’t know, so it’s hard to plan definitively,” he said.

Even details for graduation and summer school are up in the air for some districts, though the end of the school year is quickly approaching.

Worried about staff and students burning out, Johnson said Hearne ISD is probably going to take June off and return for summer school after July 4 to “hit it hard with any kid that we know needs help, either those kids struggling before this ever happened or the ones that have struggled since.”

Free meal distribution, however, will not be paused, he said.

Sunnyvale ISD, in suburban Dallas, is planning to reopen Aug. 19, but Superintendent Doug Williams knows COVID-19 cases might resurge in the summer. His administrative team is considering staggering students in the morning and afternoon, or even on different days of the week, so that all students can get direct contact with their teachers.

“I don’t know if you can continue in an online format and have the same rigor, the same depth of instruction that we believe is necessary,” he said.

This article originally appeared in The Texas Tribune at https://www.texastribune.org/2020/05/04/texas-schools-reopening-coronavirus/.

Teach the Vote’s Week in Review: May 1, 2020

If we’ve learned anything from COVID-19, it is that teaching is more than content; it is relationships. It is important to keep your friends and family relationships strong too. For more on what has happened this week, check out the latest installment of education news from the ATPE Governmental Relations team.


CORONAVIRUS UPDATE: On Monday, Gov. Greg Abbott announced a phased plan to re-open Texas businesses, starting today with limited capacity at malls, movie theaters, retail stores, restaurants, museums, and libraries. Establishments are limited to 25% occupancy, although those in counties with five or fewer confirmed COVID-19 cases are allowed up to 50% occupancy. After two weeks, if there has not been a resurgence in COVID-19 cases, the state will move into the next phase, loosening restrictions and opening hair salons, barbershops, gyms, and bars. Phase two could go into effect as early as May 18. One concern expressed by some Texans is that workers heading back to work in phase one are not considered “essential” and may not have access to child care, especially since Abbott has ordered schools to remain physically closed through the end of the school year.

The Texas Education Agency (TEA) this week updated its main coronavirus resource page on educator support, academics, student assessment, special populations and waivers, finance, and grants. TEA’s guidance on educator certification and preparation answers questions mainly oriented to last week’s announcement that certain educator certification candidates will be able to apply for a one-year probationary certificate. In particular, candidates will pay the probationary certificate fee now, plus the standard certificate fee later, once they pass the required examinations. Candidates must also meet all requirements for initial certification, which are outlined in the Texas Administrative Code (TAC) Chapter 230, Subchapter B, General Requirements (230.11), with the exception of passing an examination. These requirements include having a bachelor’s degree and submitting to a criminal history review, though candidates who have already been fingerprinted will not have to repeat that process.

Educators in some districts may be confused and even alarmed by renewed talk of end-of-year student testing. Even though this year’s STAAR tests were waived due to the difficulty of administration, and despite the reality that any test results gathered in the current environment would be unreliable, TEA is still encouraging districts to conduct voluntary end-of-year assessments. In addition, the agency will ask districts for another round of voluntary assessments at the beginning of the 2020-21 school year. The agency wants these assessments for the purposes of gathering classroom data.

For more resources related to the pandemic, visit ATPE’s frequently updated Coronavirus FAQ and Resources page, and follow the ATPE lobby team via @TeachtheVote on Twitter.


FEDERAL UPDATE: The U.S. Department of Education (ED) announced this week that it will use some of the funding approved by Congress through the Coronavirus Aid, Relief, and Economic Security Act (CARES) Act for competitive grants to states that may used the money for private school vouchers. The $180 million “Rethink K-12 Education Models” or “REM” grant would be available for implementation of  voucher programs, statewide virtual learning, or other models of remote learning. Education Secretary Betsy DeVos, a vocal proponent of vouchers, has previously said her department would urge Congress to approve a form of voucher termed a “microgrant,” but many lawmakers were surprised by her decision to use the CARES Act funding, intended to provide coronavirus relief, in this manner. Read more about the development in this blog post here on Teach the Vote.

U.S. Secretary of Education Betsy DeVos

DeVos also announced this week that ED would not seek additional waiver authority from Congress on the Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) provisions of the Individuals with Disabilities in Education Act (IDEA). Additionally, the Department is not requesting further waiver authority from the Elementary and Secondary Education Act (ESEA), but it is requesting various waivers under other federal education statutes such as the Perkins Career and Technical Education Act, the IDEA, and the Adult Education and Family Literacy Act that mostly pertain to flexibility in using federal funds. The CARES Act required DeVos to notify Congress 30 days after its passage on any additional requests for waiver authority.


ELECTION UPDATE: We reported last week on a Texas district court’s ruling that effectively allowed all Texans to vote by mail during the COVID-19 pandemic. Texas Attorney General Ken Paxton has now appealed that decision, notifying county officials in a letter today that his appeal prevents the district judge’s ruling from taking effect in the meantime.

By state law, mail-in ballots in Texas have generally been restricted for use only by individuals who are over the age of 65, absent from the county during the election, or suffering from an illness or disability. Travis County District Judge Tim Sulak issued injunctive relief last month to expand opportunities for mail-in voting, treating fear of contracting COVID-19 under the disability portion of the statute and noting in his order, “Time is of the essence.” Representing the state, the attorney general has taken the position that a healthy person’s fear of contracting the coronavirus does not constitute a disability and therefore does not entitle such person to vote by mail. Paxton also used his letter today to warn that anyone advising voters that they can apply for a ballot by mail because of a fear of contracting the virus through in-person voting may be subject to criminal penalties.

In other news, a new poll by Public Policy Polling shows Joe Biden (D) with a narrow 47% – 46% lead over Donald Trump (R) in Texas if the November presidential election were held today. The same poll shows a slim majority of Texans disapprove of the president’s job performance, with 49% expressing disapproval compared to 46% approval. Gov. Greg Abbott’s approval was higher at 58%.

Asked about their feelings regarding the coronavirus pandemic, 45% of Texans said they are “very concerned” about being around others. Another 33% said they are “somewhat concerned,” while 21% said they are either “not very concerned” or have “no concerns.”

A 53% majority of Texans said they are in favor of allowing all registered voters to vote by mail due to health safety concerns, compared to 38% who oppose the idea. Sixty-three percent of Texans said they are either “very” or “somewhat” concerned about voting during the outbreak, yet 88% answered they still plan to vote in person in the November election if voting by mail is not an option.

Most local elections originally slated to take place tomorrow were postponed to November. The runoff election for the Texas primaries, which also would have occurred this month, has been rescheduled for July 14. Check out ATPE’s election resources and candidate profiles here on Teach the Vote to learn about candidates running for office in your area.


The State Board for Educator Certification (SBEC) held its first-ever virtual board meeting today, May 1, 2020. ATPE Lobbyist Andrea Chevalier testified live during the video-conferenced meeting, conveying our support for options to address unintended consequences of last year’s House Bill (HB) 3 for Master Teacher certificate holders.

ATPE Lobbyist Andrea Chevalier

HB 3 eliminated the Master Teacher certificates and barred them from being renewed, which means that without action by SBEC, some Master Teachers may not be able to keep their teaching assignments once their certificates expire. SBEC expressed agreement today with ATPE’s position.

The board also voted to approve several proposals to implement the Science of Teaching Reading requirements of HB 3 and discussed effects of the coronavirus on educators. Read a comprehensive summary of today’s SBEC meeting in this blog post today from Chevalier.



May is National Foster Care Month. Did you know there are nearly 17,000 Texas public school students and over 437,000 children and youth in foster care across the nation?

Students in foster care are subject to higher mobility, more absences from school, greater rates of trauma, and are 2.5 to 3.5 times more likely to be identified for special education services. The adverse childhood experiences that children in foster care experience can make learning difficult, which is why it is more important than ever to promote awareness this month as children are separated from some of the only constants and love they may know: their school and teachers.

To learn more about foster care in Texas, view the Texas Education Agency’s foster care student success resources here, information from Texas CASA here, and resources from the Child Welfare Information Gateway including an outreach toolkit with shareable graphics and messaging tools here.


Social distancing is kind of the antithesis of teaching, so teachers are finding creative ways to stay close to their students. From reading to students at a safe distance in the driveway, to special signs in students’ yards and art lessons on the lawn, teachers know their students need love as much as they need content. ATPE member Victoria Norris of Aubrey ISD in northeast Texas shared on social media this week that she made mini cutouts of her Bitmoji to send to students, along with a fun and sweet note. Special actions like these remind students how much their teachers care and lay the foundation for engagement and learning. Thank you, Victoria!

ATPE sends our thanks to all educators who are transitioning to meet the unique needs of students during this time! #TeachersCan

Do you have a story to tell? ATPE wants to hear how you are adapting to a new educational environment during the coronavirus pandemic. Click here to email us your stories, best practices for distance learning, or strategies you’re using to stay upbeat during the crisis.

Highlights of the May 2020 SBEC meeting

In its first meeting conducted via Zoom, the certification board discussed educators and coronavirus, Master Teachers, and more.

On Friday, May 1, 2020, the State Board for Educator Certification (SBEC) met for the first time in a virtual setting, due to COVID-19 meeting restrictions. Here are the highlights from the board’s agenda:

  • Carlos Villagrana of Teaching Excellence will no longer be a member of the SBEC board.
  • The Texas Education Agency (TEA) says beginning teacher support is a “huge priority” in light of COVID-19 and that the state is looking to federal CARES Act funding to implement programs and resources in this area.
  • SBEC gave the nod to rule changes to implement the Science of Teaching Reading requirements in last year’s House Bill 3 for all EC-6 teachers.
  • The board rejected an alternative certification program’s petition for several rule changes that would have lessened the responsibility of educator preparation programs (EPPs) to prepare high-quality teachers.
  • In a discussion of tying EPP accountability to STAAR-based student growth, EPPs and board members alike expressed concerns about clarity of the methodology and determining cut scores.
  • In a discussion-only item, SBEC members overwhelmingly agreed with ATPE in support of removing the expiration date from Legacy Master Teacher certificates. TEA will move forward with rule-making on this issue.

“Legacy” Master Teachers

On Friday, SBEC took up a discussion-only agenda item to move forward with potential solutions for Master Teachers (MT), whose certificates were eliminated under House Bill (HB) 3 passed by last year’s legislature. Though the process for gaining a MT certificate was arduous and often costly, MTs will not be able to renew these certificates and, upon their expiration, may find themselves ineligible to continue in their current teaching assignment.

In a letter requested by ATPE and delivered to the board at its Feb. 2020 meeting, HB 3 author Rep. Dan Huberty (R-Kingwood) explained that the intent of his bill was never to abandon MTs’ expertise, but simply to avoid naming confusion with the “master” teacher merit designation also included in the bill as part of the Teacher Incentive Allotment. This is why MTs now see the qualifier “legacy” attached to their certificate. Huberty’s letter urged the board to allow legacy MT certificate holders to “maintain their existing teaching assignments without interruption, additional cost, or the need to seek additional certifications,” which prompted today’s discussion on the SBEC agenda.

ATPE Lobbyist Andrea Chevalier testified virtually before SBEC on May 1, 2020.

ATPE Lobbyist Andrea Chevalier provided written and oral testimony today in support of solutions to allow MTs to retain their teaching assignments. In particular, ATPE supported a TEA-suggested option to remove the expiration date from Legacy MT certificates, and the board overwhelmingly agreed. ATPE looks forward to continuing to work on this issue as rules are proposed. For background on ATPE’s previous work regarding MTs, see this blog post by Chevalier.

Coronavirus and educators:

In the first discussion of the day, the board received an overview of the COVID-19 pandemic’s impact on educators. TEA staff explained that the first round of governor-issued waivers changed the time and physical setting requirements for clinical teaching, internships, and field-experience. The second round of waivers provided flexibility for certain candidates who have not been able to meet testing requirements for a one-year probationary certificate, which is typically reserved for candidates in alternative certification programs. This waiver gives candidates a year to meet the testing requirements as testing centers slowly reopen.

SBEC member Laurie Turner asked if waivers would still apply in the event of a second viral surge. TEA Associate Commissioner Ryan Franklin replied that his team is developing a plan for a next phase of admission and entrance requirements for candidates entering programs this fall. Franklin said all things will be on the table and a lot will depend on the emergency declaration from the governor’s office that enables TEA to address these issues.

SBEC heard testimony from representatives of the University of Texas at Austin, who said new teachers will need extra support next year due to decreased preparation experiences and the additional needs of students who have lost learning due to the pandemic. Testifiers argued that federal funding could be used for statewide targeted induction support, including activities such as close mentoring, summer professional learning, micro-credentialing, a hotline, and virtual planning sessions over the summer. Kelvey Oeser of TEA said this is a huge priority for the agency and that they are looking at the CARES Act as a potential funding source.

Implementation of the Science of Teaching Reading requirements:

Last year’s HB 3 requires  candidates who plan to teach students in grades EC-6 to complete a Science of Teaching Reading (STR) exam. To reflect this requirement, the board approved proposed amendments today across several chapters in Title 19 of the Texas Administrative Code (TAC) to implement the replacement certificate names, as well as other changes that might have been proposed in each particular chapter. These proposed changes by chapter will be posted in the Texas Register for public comment beginning May 29, 2020 and ending June 29, 2020. See below for more detail:

Chapter 227: Changes include updates to the PACT to implement the STR exam and removal of the one-year expiration date on passing PACT. This would reduce the burden on candidates, who may have taken a PACT exam more than a year before they try to gain admission to an EPP.

Chapter 228: This chapter houses requirements for EPPs. Eight revisions were approved, five of which were discussed at the February SBEC meeting. These would simplify a table of requirements in the chapter; implement portions of HB 18 passed by the legislature in 2019; authorize teaching sites outside of Texas in situations such as military assignment; provide admittance policy guidance to EPPs that are closing or consolidating; restrict a summer-only practicum unless it is part of a year-round school or extended year program; provide a dismissal policy for candidates who violate the code of ethics; supply concise reasons that an EPP would no longer support a candidate in an internship; and clarify the number (three) and spacing of formal observations conducted during a practicum. Three new changes to EPP requirements were made since the February meeting so that EPPs can offer the replacement certificates for the STR exam.

Chapter 230: The revisions update the testing figure in 230.21(e) to implement the STR requirements, including the insertion of replacement certificate names and a content pedagogy exam transition. This transition is necessary because the exams are based on standards that are changing with implementation of the STR and changes to English Language Arts and Reading (ELAR) curriculum standards in the TEKS. The changes also include technical edits to phase out a retired test and update test numbering conventions.

Chapter 233: This adds the replacement STR certificates to the categories of classroom teaching certificates and language requiring educators who teacher pre-K-6 to demonstrate proficiency of STR. New rule language also implements transition deadlines.

Chapter 235: These changes update the organization of the STR standards to comply with HB 3, including a split certification for special education with separate certificates for grades EC-6 and 6-12. Changes also include two sets of supplemental certificate standards: one for bilingual Spanish, grades EC-12, focusing on bilingualism, biliteracy, and biculturalism; and another for “DeafBlind” grades EC-12.

In a discussion-only item, the board also considered a communication timeline for the Science of Teaching Read exam transition, including test development.

Other action items:

SBEC approved the adoption of revisions to 19 TAC Chapter 232 to implement technical updates to renewal and fingerprinting procedures and several bills passed by the 86th Legislature in 2019. The new legislative requirements include continuing professional education regarding mental health and substance abuse training under HB 18 and Senate Bill (SB) 11); training requirements for superintendents on sexual abuse and human trafficking per HB 403; and the removal of student loan default as grounds to deny the a certificate renewal under SB 37. The fingerprinting updates include process and technology changes that match current practice. The simplification and reorganization of the chapter was presented as suggested by ATPE and other stakeholders.

The board voted to deny a rulemaking petition that included four requests related to EPPs. State law in the Texas Government Code allows any interested person to petition a rulemaking agency, such as SBEC, for regulatory action. The petition by an individual representing an alternative certification program (ACP) included requests for SBEC to make four rule changes as follows: 1) revert back to requiring that candidates take a certification exam for admission purposes into an EPP; 2) allow ACPs and post-baccalaureate programs to prepare candidates for pre-admission content tests; 3) change the EPP accountability system to give EPPs credit for any candidate who passes within the first five attempts, as opposed to current rule that is limited to the first two attempts; and 4) change the intern certificate to two-years rather than one-year. This last change would extend the amount of time that intern teachers are teaching students without having met certain proficiency requirements required at the end on an intern year. After mixed testimony, the board overwhelmingly agreed on the importance of keeping educator preparation as rigorous as possible and voted to deny the request

Discussion-only agenda items (no action taken):

The board also discussed potential changes to 19 TAC Chapter 229, covering the Accountability System for Educator Preparation (ASEP). Because of COVID-19, TEA proposed an EPP accreditation status of “Not Rated: State of Disaster,” since candidates cannot take certification tests due to test center closures and teacher and principal surveys were waived. An EPPs status from the prior year will remain its current status, which effectively makes the Not Rated status a pause in the accountability system. The agency also proposed a summative ASEP index, which brings all of the accountability indicators together through a weighting system. TEA presented a student growth indicator that would be integrated into the system, based on student scores on the State of Texas Assessment of Academic Readiness (STAAR) test. In this indicator, a beginning teacher’s growth scores would be determined by comparing STAAR student achievement to expected growth. This growth score would then be compared to a statewide cut score. Mark Olofson of TEA noted that the agency will provide more information about that manner in which candidates who are on probationary certificates under the governor’s waiver would fit into the ASEP model. Testimony on the changes included concerns from EPPs that the ASEP manual should be very explicit about which teachers will be included in the student growth indicator and what the cut scores will be, with which the board seemed to agree.

Lastly, the board discussed the voluntary closure of the Training via E-Learning Alternative Certification Program (TEACH) ACP. During a January 2020 status check of EPPs operating under agreed orders, TEA found that the TEACH program violated the agreed operating conditions by admitting students when the program was not allowed to do so. Upon notification of the violation, TEACH opted to voluntarily close in lieu of revocation.

Other housekeeping matters:

SBEC member Carlos Villagrana notified the board today that he is transitioning away from his role with Teaching Excellence, which is Yes Prep charter school’s alternative certification program. Because of this, he will not be able to remain a member of SBEC. Another EPP-oriented position on the board that is meant for a dean of a college of education has been vacant for a year. Both positions must be filled by governor’s appointments.

The board did not take up any further discussion of changes to contract abandonment rules, a topic that had bounced around since last fall through several meetings. The previously proposed changes to contract abandonment rules were meant to mitigate situations in which teachers relied on reasonable beliefs that their resignations had been accepted by someone in their districts with authority to do so. However, some teachers were mistaken and subsequently faced contract abandonment consequences. Administrators opposed the changes and the board ultimately reached a near-consensus at its February meeting that no action should be taken.

TEA postponed an update on the EdTPA performance assessment pilot until the July SBEC meeting.

Future meetings:

The upcoming SBEC meeting dates for 2020 are:

  • July 24, 2020
  • Oct. 9, 2020
  • Dec. 11, 2020