Author Archives: Andrea Chevalier

Teach the Vote’s Week in Review: June 12, 2020

You have until Monday, June 15, to register to vote in the July 14 primary runoff election (and a special election if you happen to live in Texas Senate District 14). While you are making your voting plan for the July election, check out this week’s education news from ATPE Governmental Relations.


CORONAVIRUS UPDATE: Phase three to reopen Texas is well underway, with restaurants allowed to expand capacity to 75% starting today. By next Friday, amusement parks and carnivals in counties with more than 1,000 confirmed positive cases of COVID-19 may open at 50% capacity. Gov. Greg Abbott spoke with CBS Austin this week and noted that, with cases on the rise, his contingency plan should there be a resurgence will be to first roll back non-essential surgeries and other medical procedures.

The Texas Education Agency (TEA) updated quite a few coronavirus-related web resources this week. TEA’s closure support and guidance page includes updates on personal protective equipment and other safety guidance for summer school, graduation, and UIL. Information on residential programs has been updated on the special education page. TEA also provided an updated COVID-19 waivers document.

Changes were also announced this week that will impact educator certification candidates who are beginning internship requirements but have not taken their test and candidates who are required to complete otherwise face-to-face educator preparation program (EPP) requirements in the 2020-21 school year. Specifically, eligible candidates who are beginning internships will be able to obtain an intern certificate upon recommendation of their EPP, without having to meet testing requirements first. (Fingerprinting requirements remain in place.) This is similar to a previous waiver that allowed certification candidates who had completed all EPP requirements except their test to obtain a probationary certificate. Candidates who would otherwise be expected to complete face-to-face requirements such as clinical teaching will be able to meet these in a virtual setting. Read more here and find more information below about similar developments at the State Board for Educator Certification this week.

As always, ATPE’s Coronavirus FAQ and Resources page is being frequently updated with the latest information on COVID-19 issues for educators.


ELECTION UPDATE: It’s almost election time again! The deadline to register to vote in the July 14 runoff election (and a Texas Senate District 14 special election happening the same day) is Monday, June 15, 2020. For more on registration and why this election is important, check out this week’s blog post by ATPE Lobbyist Mark Wiggins.

Make sure you’re registered and learn what’s on your ballot here. View candidate profiles, including their ATPE survey responses and voting records, on Teach the Vote here. If you feel you meet the eligibility criteria to vote by mail, your application for a mail-in ballot must be received by your local election administration (not postmarked) no later than July 2. Find additional information about voter registration from the League of Women Voters here, plus get election reminders and other resources from the Texas Educators Vote coalition here. Early voting begins June 29!


FEDERAL UPDATE: Facing the unprecedented threat of the deadly novel coronavirus, Congress entered the spring of 2020 with what has become an extremely rare sense of bipartisan purpose, passing four large legislative packages to provide funding for hospitals and health care workers fighting the virus, as well as for businesses and individuals affected by the closures and stay-at-home orders implemented to prevent the spread of COVID-19. The federal CARES Act provided $30 billion for the U.S. Department of Education, including $13.5 billion for elementary and secondary education formula funding to be provided directly to states.

David Pore

ATPE has been tirelessly lobbying Congress to enact laws and policies that protect your ability to effectively educate students and retire with financial security. That includes fighting to repeal the arbitrary Social Security offsets that unfairly reduce the retirement benefits of educators. Read more about how ATPE is advocating for you in Washington, D.C. in this update from ATPE’s federal lobbyist, David Pore, as published in the ATPE News Summer 2020 edition.

 


The State Board for Educator Certification (SBEC) held a special meeting this week to consider a new rule that will allow more flexibility for educator certification candidates undergoing face-to-face requirements such as internships, field experiences, clinical experiences, practicums, and observations. The changes will be limited to the 2020-21 school year and will allow for at least partial completion of these requirements in a virtual setting. Read more about yesterday’s SBEC meeting and the proposed rule language in this blog post by ATPE Lobbyist Andrea Chevalier.


A recent study by researchers at Princeton and Tufts Universities finds that “teachers are people too,” when it comes to racial biases. In the peer-reviewed study published in the prestigious journal Educational Researcher in April 2020, the authors found that teachers, while surely well-intentioned, are no different in their levels of implicit and explicit biases from non-teachers of the same race, level of education, age, gender, and political affiliation. This finding highlights the need for training and supports to help teachers work toward recognizing and combating biases that may negatively impact students. The study authors also point out that due to the progress we must make with respect to teacher racial bias, schools are not likely to be the great societal equalizers that so many conclude they are. Read more about the study here.

SBEC meets to discuss COVID-19 considerations for certification candidates

SBEC holds a special virtual meeting, June 11, 2020.

The State Board for Educator Certification (SBEC) met off their normal schedule today to discuss a new coronavirus-inspired rule regarding face-to-face requirements for certification candidates in educator preparation programs. View the agenda from today’s SBEC meeting here.

Candidates in educator preparation programs complete experiences such as internships, clinical teaching, practicums, and field-based experiences that involve face-to-face interactions with teachers, students, and observers. These experiences are crucial for candidates to practice pedagogical skills and get real exposure to what school environments are like, including the many unexpected aspects of daily life as an educator. The COVID-19 pandemic made these in-person experiences unsafe and impractical, which prompted the issuance of waivers from the governor’s office this spring.

Current waivers for educator candidate experiences during the pandemic only impact candidates who are completing experiences in 2019-20 and for candidates who are beginning such experiences in 2020-21. The waivers will stay in effect only as long as Gov. Greg Abbott’s disaster declaration is in place. For this reason, SBEC board members met today to consider a new rule today that would effectively allow for virtual practices with regard to certification candidate experiences. This unique provision would be limited to the 2020-21 academic year and would expire with no additional action by the board.

The rule discussed by the board today specifically states that “for the 2020-2021 academic year, actual school settings and authentic school settings may include campuses with a traditional, in-person setting that are temporarily functioning in a virtual setting and face-to-face settings for observations may include synchronous virtual settings.” With this change, internships, clinical teaching experiences, field-based experiences, teacher observations, and practicums could take place in a virtual setting during the upcoming academic year. Referring to synchronous virtual settings, the rule allows for observations to take place in which the candidate and observer are both in a virtual classroom setting at the same time, rather than the observer being able to watch a video of the educator after the fact (asynchronous).

Two representatives from the University of Texas at Austin, Dr. Jill Marshall and Dr. Michael Marder, testified today about how the changes would impact their educator preparation programs. Dr. Marshall expressed support for the proposal, but she also voiced concerns with synchronous observations and related issues such as school district permissions, student privacy, and inequitable candidate access to technology. Dr. Marder echoed Dr. Marshall’s concerns, expressing that both asynchronous and synchronous video would better serve students and suggesting alternative rule language for the board to consider. Staff of the Texas Education Agency (TEA) indicated that the inclusion of the word “synchronous” was meant to mirror the current face-to-face requirements of teacher observation, and the board did not make any changes to the proposed rule text.

SBEC voted to approve the proposed rule amendment today, which will now be posted in the Texas Register and available for public comment from June 26 to July 27, 2020. On July 31, the board will meet again to review the rule and, if finally approved, the rule will take effect Oct. 15, 2020.

During today’s virtual meeting, the board also introduced its two new members recently appointed by Gov. Abbott, Julia Dvorak (formerly Julia Moore) and Jean Streepey. As we previously reported here on Teach the Vote, Streepey is a middle school math teacher in Highland Park ISD (Dallas). Dvorak of Pflugerville is a consultant who works for a lobby and public relations firm that has represented organizations and candidates advocating for private school vouchers.

The next regularly scheduled SBEC meeting is set for July 24, 2020. For more information on the coronavirus pandemic, be sure to check out ATPE’s Coronavirus FAQ and Resources page.

Virtual charter school students experienced learning loss, study shows

Virtual schooling is in the spotlight right now, especially with many parents considering how to approach returning to school this fall in the wake of the coronavirus pandemic. For this reason, we took note of a recent study published in the prestigious, peer-reviewed journal Educational Researcher, which found a significant decline in achievement for Indiana students who switched to a virtual charter school. The virtual setting’s impact on the students’ achievement in math and English language arts (ELA), compared to that of their traditional public school peers, was “uniformly and profoundly negative,” according to the study’s authors.

The Indiana study showed that students in grades 3-8 who switched from a traditional setting to a full-time virtual setting experienced an 11 percentile point loss in ELA and 16 percentile point loss in math on annual assessments when compared to their peers who stayed in the in-person setting, even controlling for factors such as race, sex, poverty, achievement, and teacher and classroom characteristics. Other studies outside of Indiana have found similar results. The study authors conclusion suggests that parents who choose this type of virtual option may be putting their children at a severe disadvantage when it comes to learning.

Why might this learning loss occur in students attending virtual schools? The researchers note that the virtual schools in the Indiana study had an average class size of 100 students, which is about four to five times greater than the acceptable class-size limits fought for by education advocates such as ATPE. Additionally, virtual schools often use for-profit vendors, aiming to capitalize on the need for children to learn, to deliver the school’s educational content. Unfortunately, profit-oriented behaviors never seem to play out well in the public education field because it is difficult to cut corners in an industry that thrives on human relationships. In fact, the integral nature of relationships to teaching and learning has become even more apparent during the pandemic, as both teachers and students have resorted to parades, sidewalk chats, yard signs, driveway lessons, personal mail, and other methods of interacting when virtual classrooms just won’t cut it.

In a recent blog post, the authors of the study wrote that virtual charter schools are “ill-equipped” to expand their presence and enrollment during the COVID-19 pandemic. They recommend that policymakers focus on greater accountability and oversight for these schools. ATPE has also long fought for greater accountability and oversight in numerous debates over full-time virtual programs, whether such a program enrolls students through a charter school or a school district.

Here in Texas, after the pandemic began, Republican members of the Senate Education Committee asked the Texas Education Agency to consider expanding virtual school options in Texas, despite the negative data showing virtual schools do not perform as well as their brick-and-mortar counterparts. The Coalition for Public Schools, of which ATPE is a member, responded by sending a letter in early May to Texas Commissioner of Education Mike Morath to explain why such an expansion would not benefit Texas families. ATPE will be weighing in as developments unfold with regard to virtual schooling amid the pandemic, such as potential efforts to expand virtual or private schooling options using federal emergency dollars as touted by U.S. Secretary of Education Betsy DeVos. Stay tuned to the Teach the Vote blog and Twitter for updates.

Texas election roundup: Voter safety and a court ruling

The on-again, off-again saga of whether or not all Texas voters can vote by mail continued this week with a ruling from the Texas Supreme Court yesterday. The state’s highest court agreed with Texas Attorney General Ken Paxton that a lack of immunity to the novel coronavirus does not constitute a disability that would enable a voter to be eligible to vote by mail.

The issue remains clear as mud, though, as the court left much to voter discretion, saying, “…a voter can take into consideration aspects of his health and his health history that are physical conditions in deciding whether, under the circumstances, to apply to vote by mail because of disability.” Furthermore, in a rejection of Paxton’s request, the court ruled that local officials can’t reject voters who cite an unspecified disability on their application for a ballot by mail.

As we have been reporting here on Teach the Vote, the debate over mail-in voting is also being heard in the federal court system. Through an administrative stay, a three-judge panel of the U.S. Fifth Circuit Court of Appeals has temporarily blocked a lower court’s ruling to expand vote-by-mail options last week. The fight is likely headed to the U.S. Supreme Court.

Also this week, Texas Secretary of State Ruth Hughes issued a new, recommended minimum health protocol for voters and election workers. Formatted as a checklist, the protocol instructs voters heading to the polls to consider maintaining six feet of separation, self-screening, bringing their own stylus or pencil with eraser, bringing hand sanitizer, and wearing a mask. For those experiencing COVID-19 symptoms, voters are encouraged to consider utilizing curbside voting, if they meet the eligibility requirements. Curbside voting is typically reserved for voters with disabilities who are not able physically able to enter polling locations without assistance or who may be likely to injure their health by doing so. The checklist also includes training and safety measures for poll workers and poll watchers, as well as overall sanitation guidelines for the polling place.

As a reminder, be sure to find what’s on your ballot here and mark the following election dates on your calendar:

  • June 15: Last day to register to vote in July 14 elections
  • June 29 – July 10: Early voting for July 14 elections
  • July 2: Last day to apply for a ballot by mail for the July 14 election. Applications must be received by the election administrator by this date (not merely postmarked).
  • July 14: Election day – Primary runoff elections and special election for Texas Senate District 14 (formerly held by Senator Kirk Watson, D-Austin). Last day for county election administrators to receive ballots by mail.

Find additional nonpartisan election information and reminders at the websites of Texas Educators Vote and the Texas League of Women Voters. Lastly, be sure to check out the candidate profiles here on Teach the Vote to see how your candidates answered the ATPE Candidate Survey and view voting records of incumbent legislators.

Surveys illuminate parent and teacher worries in light of COVID-19

With numerous unknowns amid the COVID-19 pandemic, it is important to be able to gauge how parents, families, and educators feel about the current state of emergency learning and potential paths forward. A few recent surveys shed a little light on views of the general public, teachers, and parents about education in light of the pandemic.

Families and educators alike are adjusting to new realities, and perceived needs for improvement, in areas such as communication, are rising to the surface. There appears to be widespread worry about students and opposition to an extended year calendar. The coming school year is set to look quite different, potentially with fewer students and teachers in the classroom as some sit out the return to school awaiting the development of a vaccine.

Here’s a closer look at findings of the recent surveys:

Learning Heroes Parent 2020 Survey

Learning Heroes conducted their nationwide annual public school parent survey this spring and gathered important information about how parents are dealing with the pandemic. The research entity partners with multiple national organization such as PTA and the National Urban League “to inform and equip parents to best support their children’s educational and developmental success.” The Parents 2020 survey was conducted in English and Spanish and with a focus on low-income parents and parents of color. The survey found that while parents are mostly hopeful and grateful, 65% are also anxious/worried. Parents are most worried that their kids are missing important social interaction at school or with friends. They are more concerned with too much screen time for their child than being able to pay their bills and having enough food. The survey found that 56% of a child’s awake time involved a screen.

There is a disconnect between parents and teachers that shows the importance of effective communication channels. Parents feel more appreciation for teachers, but only 33% of parents say they have regular access to the teachers, unfortunately. Furthermore, 47% of parents feel that personal guidance for how to best support their child is extremely helpful, but only 15% have received this resource. Eighty percent of parents find texts and phone calls to be the most effective, but the main communication channel seems to be email. Even though parents feel more connected to their child’s education than ever before, they still have an overinflated view of their child’s abilities, with 92% believing that their child is learning at or above grade level. (NAEP Scores for 2019 suggest the actual percentage of students performing at or above grade level is closer to 37%.)

The way remote learning meets or doesn’t meet parents’ expectations likely translates into parents’ feelings about the coming school year. Parents with higher income and reliable internet who feel prepared to support learning consider the remote learning environment to be better than expected. Parents of elementary school children, those missing technology, and the ones with annual incomes below $37,000 feel remote learning is harder than expected. Only 23% of parents say they are using resources they find on their own, mostly from general websites such as YouTube. Parents are looking forward to being more engaged in their child’s learning into the next school year, hoping to get a better understanding of what they are expected to learn and finding more time to talk to their children about their assignments. Perhaps longing for a sense of normalcy, parents favor making summer school courses available so students can catch up rather than starting the school year early. Even more parents don’t want the 2020-21 school year to extend into the 2021 summer.

USA Today/Ipsos Public Polls of Parents and Teachers

USA Today and Ipsos conducted two public polls, one surveying the general public and parents of K-12 students and another one targeting K-12 teachers.

Both surveys found that less than half of the respondents are in favor of resuming school resuming before there is a vaccine. A broken line of communication also surfaced in these two polls, with both parents and teachers expressing that the other has struggled to support their child’s online learning. Similar to the overinflated view of mastery found in the Learning Heroes survey, parents conveyed that their kids have adapted well to online learning. In contrast, teachers said online and distance learning have caused their students to fall behind.

The general public, parents, and teachers mostly support a return either to five days of in-person schooling per week, or returning to school in-person two to three days per week with distance learning on other days. As in the Learning Heroes survey, there is less support for starting school earlier in the summer and continuing into the following summer. When school does resume, 59% of respondents said they would likely pursue at-home learning options.

In general, the majority of both parents and teachers are worried about their students. Parents and teachers agree that social distancing won’t be easy for kids. Just as 68% of parents said their child would find it difficult to follow social distancing guidelines, 87% of teachers said its likely they will have difficulty enforcing social distancing. The majority of teachers plan to wear masks and the majority of parents plan to have their kids wear masks.

We may see a wave of retirement in the coming months, the surveys suggest, as teachers report working longer hours than they did before. Even fewer teachers believe they are paid fairly compared to the time before COVID-19. One in five teachers say they would leave their job if schools reopen, including 25% of teachers over the age of 55.

Related: ATPE wants to hear from you! Educators are invited to take our COVID-19 Educator Impact Survey between now and June 3, 2020. Find out more here.

Dispute over CARES Act funding for private schools intensifies

Secretary DeVos testifies before U.S. House Appropriations subcommittee, Feb. 27, 2020.

U.S. Secretary of Education Betsy DeVos issued guidance in late April that directed public school districts to use their federal emergency funds under the CARES Act to provide “equitable services” to all non-profit private school students in their bounds. After building strife among education stakeholders and leaders, DeVos has now announced that her department will be “issuing a rule on the topic in the next few weeks and inviting public comments.”

There are two main differences between DeVos’s new interpretation of equitable services under the CARES Act and its strict interpretation under federal education law. Under various titles of federal education law (Title I, Part A; Title II, Part A; Title III, etc.), a school district’s duty to provide equitable services is based on students residing in a public school’s attendance area and the proportion of children who meet the criteria of that title, such as students who are from low-income families, migrants, or English language learners. The provision of services, such as tutoring or teacher professional development, is meant to make the private school option commensurate with the public school option for those students. DeVos’s novel interpretation argues that these eligibility criteria don’t apply for CARES Act funds, even though 90% of the funds are distributed by Title I formulas.

As reported last week by Politico, U.S. Senator Lamar Alexander (R-TN), who chairs the U.S. Senate Health, Education, Labor, and Pensions Committee, agrees with many others that DeVos’s interpretation differs from what Congress intended. “My sense was that the money should have been distributed in the same way we distribute Title I money,” said Alexander, adding, “I think that’s what most of Congress was expecting.”

DeVos has received negative feedback on this issue from members of Congress, state education leaders, and other groups. Among them is the Council of Chief State School Officers (CCSSO), which has argued that the department’s new interpretation is inequitable. Some states, including Maine and Pennsylvania, for instance, have decided to ignore the secretary’s guidance. Others such as Tennessee and Texas plan to require their school districts to heed the secretary’s recommendations, as we have reported here on Teach the Vote. The threat of rulemaking to formally codify DeVos’s interpretation is clearly meant to bring in line those jurisdictions that have objected to expanding the CARES Act funding eligibility.

In a May 22 letter (written in the form of a reprimand), DeVos responded to the opposition from CCSSO, using it as an opportunity to announce her intent to initiate the rulemaking process. The announcement marks a shift in tone and intensity, as the department’s move to a formal rule instead of guidance is much more binding. In the letter, DeVos argues that for purposes of the CARES Act, an interpretation of equitable services that only acknowledges students traditionally served by the provision under federal education law would discriminate against all other private school students, including those who are wealthy or otherwise advantaged. The secretary notes that 90% of the emergency funds appropriated by Congress through the CARES Act are directed toward public school students. While seemingly acknowledging that the CARES Act funds were based on the enrollment of students in public schools and flow through a Title I-based formula, DeVos insists in her letter that all students have been impacted by the pandemic. “The virus affects everyone,” writes the secretary.

As many educators know, equity is not equality. Equity makes up for inequalities in society by directing more resources and supports to those who need them the most. Providing “equitable services” to advantaged students on the grounds that these students are otherwise being discriminated against effectively nullifies the entire intention of equity. The federal government’s new approach to equitable services is actually more likely to widen the opportunity gap between our nation’s students.

ATPE has already communicated with our state’s congressional delegation about this issue will continue follow the rule-making process closely as it develops. Check back on Teach the Vote for updates and follow Teach the Vote on Twitter.

Teach the Vote’s Week in Review: May 22, 2020

As the 2019-20 school year winds down, state leaders continue to open Texas back up. While parents, students, and teachers focus on end-of-year tasks and COVID-modified celebrations, many education leaders are already focused on summer learning and how school will roll out next fall. This Memorial Day weekend, we hope our readers will get to take a much deserved break before starting the next chapter.


Gov. Abbott’s May 18th press conference

CORONAVIRUS UPDATE: On Monday, May 18, Gov. Greg Abbott held a press conference to announce the further reopening of Texas. Child care centers and youth clubs were allowed to reopen that day, and businesses were allowed to have a limited number of employees back in the office. Today, restaurants may increase their capacity to 50% and bars can open at 25% capacity. On May 31, day camps and certain professional sports (without in-person spectators) can resume activity.

On June 1, schools can reopen to students, according to the governor, but with enhanced safety measures and physical distancing requirements in place. As noted in this article from the Texas Tribune republished on our site this week, Texas schools cannot require students to attend in the summer. Districts can make summer school attendance a condition for grade promotion, but only if they offer a distance learning option.

In conjunction with the governor’s announcement about summer school, the Texas Education Agency (TEA) outlined health and safety considerations for reopening schools next month, such as taking students’ temperatures daily and having students eat lunch at their desks. These overlap with the more comprehensive CDC school considerations, which also emphasize using masks and direct school systems to train their staff, have a back-up staffing plan, and strengthen paid/sick leave policies.

For more coronavirus-related resources from TEA, click here. Visit ATPE’s frequently updated Coronavirus FAQ and Resources page and follow the ATPE lobby team via @TeachtheVote on Twitter for developments on the response to COVID-19. Also, check out our recent recap of legislative and regulatory developments impacting Texas and education since the pandemic began.


The Texas Education Agency (TEA) is attempting to respond to numerous questions about what next year’s school calendars will look like. Commissioner of Education Mike Morath has spoken several times recently about flexible school years, urging schools to consider starting the 2020-21 school year earlier, ending it later, and building in flexible “breaks” to accommodate pandemic-related issues.

TEA’s new school calendar FAQ stresses that calendar changes are local school board decisions, but that the calendar is a “key lever” in addressing student learning loss, even if this causes financial strain on the district. Teacher pay and contracts are also briefly addressed in the new FAQ, which states that, “in most cases, a district can require its teachers to work the extra days if the district: 1) provides additional compensation under existing contracts that permit extended calendar/number of days worked flexibility to the teachers for the extra time required to complete the adjusted school year; and 2) extends by agreement the existing teacher contracts to address the extra time and any associated compensation.”

ATPE member and former Texas Teacher of the Year Stephanie Stoebe told CBS Austin news this week, “I could support us having longer breaks. I could support year-round school, but I definitely believe we need to be in the classroom.” Also featured in the story, ATPE Governmental Relations Director Jennifer Mitchell noted that difficult school calendar decisions involve considerations such as childcare arrangements and the potential need for more funding that some districts may not have. Read ATPE’s recent press statement about school calendar concerns here.


TEA released new guidance yesterday on CARES Act funding for school districts, which includes information about using federal stimulus funds to provide services to private school students and the ability of districts to use the emergency funds to supplant, not supplement, obligations in their current budgets.

Commissioner Mike Morath

As expected, Texas Education Commissioner Mike Morath sided this week with U.S. Secretary of Education Betsy DeVos’s interpretation of “equitable services” under the CARES Act. DeVos asked states to instruct their public school districts to use Title-I-based federal emergency education funds to provide services (such as teacher professional development and technology) to all non-profit, private school students in their bounds, regardless of income or student residence location. This interpretation differs from the long-established intent behind the equitable services provision in Title I of federal education law, which requires equitable services only for students who reside within a public school’s attendance zone located in a low-income area and are failing or at risk of failing to meet achievement standards.

Read more about the development in this Teach the Vote blog post.


ELECTION UPDATE: The on-again/off-again saga of mail-in voting in Texas continues, but appears to be off again for now. The Texas Supreme Court heard arguments this week on whether to expand mail-in voting in light of concerns about the spread of COVID-19. A state district court and appellate court both ruled in favor of expanding mail-in voting, but Texas Attorney General Ken Paxton (R) appealed the rulings.

Also this week, a federal judge ruled that the state’s current restrictions on voting by mail violate the Equal Protection Clause of the U.S. Constitution and that all registered voters in Texas could apply to vote by mail. Again, at the request of Paxton, the U.S. Fifth Circuit Court of Appeals agreed one day later to temporarily stay the expanded vote-by-mail ruling while it decides whether to substantively overturn the decision.

Read more on the dispute in this week’s Texas election roundup blog post from ATPE Lobbyist Mark Wiggins.


Gov. Greg Abbott, Lt. Gov. Dan Patrick, and Speaker of the House Dennis Bonnen (R-Angleton) sent a letter this week to state agencies and institutions of higher education asking them to submit a plan to reduce their budgets by 5% for the current biennium.

State leaders suggest cutting administrative costs that are not “mission critical.” The Foundation School Program, school safety, and employer contributions to the Teacher Retirement System, among other essential government functions, are excluded from the call for a reduction.

Looking ahead to the next two-year state budget that lawmakers will adopt in 2021, the letter from “the big three” leaders also warns of additional belt-tightening in the months ahead.

“Every state agency and institution should prepare to submit reduced budget requests as well as strategies to achieve further savings. Furthermore, when the state revenue picture becomes clearer in the coming months, it may become necessary to make additional budget adjustments.”


ATPE wants to hear from you regarding your concerns about returning to campus for the 2020-21 school year. We invite educators to take our short, confidential survey to share your feedback. Your input will help us develop resources and provide support for Texas educators and students during this uncertain time.

This survey is open to any Texas educator, so please share it with your colleagues. The survey may be taken only once from an IP address and will remain open through June 3.

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 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.


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.

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.

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