Tag Archives: compensation

Exploring legislators’ 2019 voting records on education: Part I

Last week on TeachtheVote.org, ATPE published a series of voting records for all Texas state lawmakers, analyzing their actions taken on significant education-related legislation. This blog post is Part I of a two-part feature on the record votes. Here, we’re taking a closer look at how the ATPE lobby team analyzed and chose the record votes that are featured on the legislators’ profiles.

Which bills are featured in the 2019 legislative voting records on Teach the Vote, and why were they chosen?

Without question, the most significant bill debated and ultimately passed by the 86th Texas Legislature this year was House Bill (HB) 3 by Rep. Dan Huberty (R-Kingwood). This major school finance and public education reform bill, deemed the top priority of the session, resulted in $6.5 billion in increased funding for public education and $5 billion for property tax relief. ATPE’s lobbyists have written extensively about the omnibus bill here on our Teach the Vote blog, and the Texas Education Agency (TEA) has also dedicated a set of online resources to helping Texans understand the many components of the bill. With its high profile, HB 3 figures prominently in the 2019 record votes compiled by ATPE. We’ve selected both the House’s and Senate’s votes on HB 3 on “third reading” as the first record vote featured in this year’s list for Teach the Vote.

There are also a few votes on floor amendments to HB 3 that made our list this year. On the House side, we’ve provided representatives’ votes on House Floor Amendment #15 to HB 3, which dealt with charter school transparency and efficiency. The amendment by Rep. Ernest Bailes (R-Shepherd), which passed and was incorporated into the House’s version of HB 3 but later stripped out by the Senate, requires charter schools to undergo an audit of their fiscal management. The Bailes amendment would have required such an audit to be conducted before a charter could expand or open new campuses, and it also called for charter schools to share the results of those audits publicly on their websites.

For senators, we similarly tracked their votes on three amendments to HB 3:

  • Senate Floor Amendment #8 by Sen. Jose Menendez (D-San Antonio) attempted to remove from the Senate’s version of HB 3 a controversial merit pay program that ATPE and most of the education community opposed.
  • Senate Floor Amendment #30 by Sen. Judith Zaffirini (D-Laredo) also failed to pass but aimed to provide a guaranteed pay raise for all professional public school employees. While teacher pay was another high-profile issue debated throughout the 2019 legislative session, most discussions about pay raises at that point in the session had been limited to classroom teachers and librarians.
  • Also, Senate Floor Amendment #66 by Sen. Jose Menendez (D-San Antonio) was an unsuccessful attempt to add language to the Senate’s version of HB 3 to ensure that state standardized tests were written at the appropriate grade level. Testing was also a subject of great importance to the education community during the legislative session, particularly after studies found that certain test questions on the STAAR test had been written at reading levels well above the grade level being tested. Although the Menendez floor amendment did not get approved by the Senate, another bill passed during the 2019 legislative session (HB 3906) requires a study of STAAR readability, and results of that study should be released beginning in December.

HB 3 ultimately included some additional funding for increasing educator compensation, but it was not the only bill pertaining to teacher pay that lawmakers debated in 2019. Early in the session, the Senate rallied behind Senate Bill (SB) 3 by Sen. Jane Nelson (R-Flower Mound), which Lt. Gov. Dan Patrick (R) pledged would be one of the first bills passed by the full Senate in 2019. Although SB 3 was later rejected in favor of the alternative compensation-related language in HB 3, we’ve included the Senate’s third reading vote on SB 3 in our list of record votes due to its early significance.

ATPE also supported a stand-alone bill in 2019 that was designed to fund and strengthen mentoring programs for teachers. The House’s third reading vote on HB 102 by Rep. Diego Bernal (D-San Antonio) made our list of record votes this year. HB 102 did not get heard in the Senate, but its language was later incorporated into HB 3.

Another piece of legislation related to educator quality produced one of the record votes published on Teach the Vote this year. The House voted to approve HB 1276 by Rep. Jon Rosenthal (D-Houston) on third reading. HB 1276 was designed to prevent elementary grade students from being assigned for two consecutive school years to teachers who had less than one year of teaching experience or teachers who were not certified in the subject being taught as part of the foundation curriculum. Exceptions would have been provided under HB 1276 for new transfer students and for students whose parent or guardian consents to the non-compliant placement. Also, the bill would not have applied to school districts serving fewer than 5,000 students, those exempted under the District of Innovation (DOI) law, or those districts that received a hardship waiver from the commissioner of education. Unfortunately, this ATPE-supported bill did not get heard in the Senate.

School safety was another high priority issue debated during the 2019 legislative session. The key piece of legislation on keeping schools safe was SB 11 by Sen. Larry Taylor (R-Friendswood), aimed at driving funding to implement school safety improvements and provide mental health resources. We’ve featured on our website the third reading vote taken on this bill in both the House and Senate chambers. Also on our list is the House’s treatment of House Floor Amendment #8 by Rep. Steve Allison (R-San Antonio) to SB 11, aimed at improving mental health support by requiring the state to identify regional resources that schools could use to address their students’ mental health needs. Legislators were considering a number of different measures pertaining to mental health resources in the context of the debate about school safety. Particularly in the House, some lawmakers were openly skeptical of efforts to link students with outside mental health professionals, worried about privacy concerns, and generally opposed to perceived government overreach. The controversy surrounding those issues had seemingly killed another high-priority bill aimed at addressing mental health earlier on the same evening that SB 11 was being debated. House leaders used Rep. Allison’s floor amendment as a vehicle for resurrecting the lost bill. Thus, Allison’s original amendment to SB 11 passed, was reconsidered, got amended to include language from the other mental health bill that had already been voted down, and then Floor Amendment #8 passed again. We provided data on both votes approving Floor Amendment #8 since there were some representatives who opted to change their position on the Allison amendment after it was expanded.

The Teacher Retirement System (TRS) also garnered attention during the 2019 session and was an ATPE legislative priority. Lawmakers approved Senate Bill 12 by Sen. Joan Huffman (R-Houston), which increased the contribution rates for the TRS pension fund. ATPE included the third reading votes on this bill taken by both the House and Senate among our record votes compilation. The legislature’s passage of SB 12 resulted in immediate actuarial solvency for the fund, which made it possible for TRS to issue a one-time 13th check to retirees in Sept. 2019. Read more about the TRS bill here.

Another ATPE legislative priority for 2019 was opposing vouchers and stopping the privatization of public schools in any form. Few voucher bills were considered this session, but the full Senate did take a vote on Sen. Taylor’s SB 1455, which we included on our list of record votes. The bill would have expanded full-time virtual schools and created a “virtual voucher.” Despite passing the Senate, SB 1455 did not make it out of a committee on the House side.

The House also took a record vote on HB 1133 by Rep. Jonathan Stickland (R-Bedford), which is included on our list. That bill produced one of the most dramatic debates but did not garner enough votes to pass the House. HB 1133 would have weakened the existing 22:1 cap on elementary school class sizes by moving to a campus-wide, grade-level average. Many ATPE members reached out to their legislators in opposition to this bill, which would have allowed class sizes in the lower grades to dramatically expand.

Finally, there are a few record votes on our list this year that pertain to efforts to restrict legislative advocacy by school districts or dissuade educators from being politically active. One such bill was SB 1569 by Sen. Pat Fallon (R-Prosper), which the Senate voted to approve on third reading but the House left pending in committee. ATPE staunchly opposed SB 1569, which would have restricted educators’ First Amendment rights to engage in political speech, limited their ability to teach students about elections, and unreasonably subjected educators to criminal penalties. Another troubling bill was SB 29 by Sen. Bob Hall (R-Edgewood), which tried to prohibit school districts and other local governmental entities from funding legislative advocacy efforts or paying membership dues to organizations that engage in legislative advocacy. SB 29 made our record votes list in two places. First, the Senate voted to approve the bill on third reading. Later, the House voted the bill down. Interestingly, the vote to defeat SB 29 on the House floor became even more significant after the legislative session ended, when certain Republican lawmakers who opposed the bill were seemingly targeted for retribution by their own party leadership in a taped discussion between House Speaker Dennis Bonnen and the head of the controversial dark money group, Empower Texans. The scandal resulted in Bonnen’s announcing that he would not seek re-election, opening the door for election of a new speaker when the 2021 legislative session convenes.

In any legislative session, there are limited votes taken on the record, offering relatively few options for us to showcase how individual legislators voted on education-related bills. However, we believe the votes listed above offer an informative glimpse into the treatment of public education by the 86th Texas Legislature, and we invite you to check out how your legislators voted by looking them up on our search page here on Teach the Vote. Stay tuned to Teach the Vote for Part II of this blog feature where the ATPE lobbyists will explain more about the usefulness and limitations of record votes in general.

Senate interim charges include investigating educators’ political activity

Lt. Gov. Dan Patrick (R-Texas) released interim charges for state senators late Wednesday. The Senate interim charges for the 86th Texas Legislature include language mirroring that used to justify a pair of bills this past session that were aimed at discouraging educators from being politically active.

After every legislative session, the Senate and House each release their own set of interim charges. Individual charges are assigned to each legislative committee and represent those legislators’ “homework” before returning to Austin for the next session. The idea is that members of each committee will study those charges, conduct hearings during the interim, and return the following legislative session prepared to file bills on those topics. The charges also typically include directions to monitor the implementation of bills recently passed into law and recommend any adjustments that may need to be made during the next legislative session.

The 2019 Senate interim charges include studying educator recruitment, preparation, and retention; a review of disciplinary alternative education programs (DAEP); studying the Texas Education Agency’s (TEA) corrective action plan for special education; a review of how investments are made by the Teacher Retirement System (TRS) and the Permanent School Fund (PSF); monitoring school districts’ implementation of the increases to teacher compensation ordered under House Bill (HB) 3; and investigating advocacy by local communities and public schools misleadingly characterized as “taxpayer lobbying.”

Of particular note is a charge directing the Senate State Affairs Committee to “ensure compliance with laws that prohibit school trustees and employees from improperly using public funds to advocate for or against any candidate, measure, or political party.” While ATPE fully agrees that public funds should not be used for electioneering, unfounded accusations targeting educators were used during the 2019 legislative session to justify a pair of bills aimed at chilling educators’ political speech. It is particularly worth noting that these accusations were leveled by officials who have taken positions opposed to public education in the past and were made following a 2018 election cycle in which the public education community was acknowledged to have played a major role in electing pro-public education candidates.

Senate Bill (SB) 1569 by Sen. Pat Fallon (R-Prosper) would have dramatically expanded the legal definition of electioneering solely as it applies to educators. It would have subjected educators to criminal penalties for violating “political advertising” laws if they engage in the act of discussing anything of a political nature on school property, regardless of whether that conversation occurred in private, between friends, or off the clock. A similar bill, SB 904 by state Sen. Bryan Hughes (R-Mineola) would have imposed cumbersome restrictions on e-mail signups and public WiFi systems. You can read more about those bills here and here. Notably, Sen. Hughes has recently been appointed by Lt. Gov. Patrick as the new chairman of the State Affairs Committee that will conduct this investigation during the interim and would likely hear any such bills filed next session.

The following list includes excerpts from the 2019 Senate interim charges that may be of interest to educators. The charges are broken up by committee, each of which is listed in bold. You can read the full list of all interim charges released on Wednesday here.

Senate Committee on Criminal Justice

Crimes Against Students with Disabilities: Examine whether current laws are effectively protecting students with disabilities. Make recommendations to improve student safety, while also protecting educators’ abilities to maintain order and safety for everyone in the classroom.

Senate Education Committee

Teacher Workforce: Examine best practice models to recruit, prepare, and retain highly effective teachers. Review teacher professional development, continuing education, and training for teachers, and recommend improved training methods to improve student academic outcomes.

Alternative Education Students: Study current local, state, and national policies and programs for alternative education student populations. Make recommendations to strengthen existing programs and encourage the development of new innovative models.

Adult Education: Identify and evaluate current innovative programs that assist non-traditional students (first-time adult learners, re-enrolling students, working adults, and educationally disadvantaged students) in completing a high school diploma, GED, post-secondary degree, or workforce credential, including a review of adult education charter schools and their performance framework. Make recommendations to help successful expansion with partnered business and education entities.

Disciplinary Alternative Education Programs: Review disciplinary alternative education programs, including lengths of placement, quality of instruction, and the physical conditions of these facilities. Make recommendations to support and promote the academic success of these programs and enhance the ability of public schools to meet the needs of these students through innovative school models.

Digital Learning: Assess the Texas Virtual School Network and recommend model legislation that improves digital learning for students, families, and educators in a 21st Century classroom.

Special Education Services: Evaluate ongoing strategies to continuously improve special education services for students in public schools including, but not limited, to the Texas Education Agency’s corrective action plan.

Monitoring: Monitor the implementation of legislation addressed by the Senate Committee on Education passed by the 86th Legislature, as well as relevant agencies and programs under the committee’s jurisdiction. Specifically, make recommendations for any legislation needed to improve, enhance, or complete implementation of the following: Senate Bill 11, relating to policies, procedures, and measures for school safety and mental health promotion in public schools and the creation of the Texas Child Mental Health Care Consortium; House Bill 3, relating to public school finance and public education; and House Bill 3906, relating to the assessment of public school students, including the development and administration of assessment instruments, and technology permitted for use by students.

Senate Finance Committee

Investment of State Funds: Review the investment strategies and performance of funds invested through the Teacher Retirement System, the Permanent School Fund, and university funds. Make recommendations to better coordinate and leverage Texas’ purchasing power to maximize investment income to the state.

Monitoring: Monitor the implementation of legislation addressed by the Senate Committee on Finance passed by the 86th Legislature, as well as relevant agencies and programs under the committee’s jurisdiction. Specifically, make recommendations for any legislation needed to improve, enhance, or complete implementation of the following: Senate Bill 12, relating to the contributions to and benefits under the Teacher Retirement System; …House Bill 4388, relating to the management of the permanent school fund by the School Land Board and the State Board of Education and a study regarding distributions from the permanent school fund to the available school fund; House Bill 4611, relating to certain distributions to the available school fund; …District implementation of increases in teacher compensation provided by the 86th Legislature; and Efficiencies in state-funded health care programs that reduce or contain costs and improve quality of care. Assess the quality and performance of health plans that contract with the state, including contract compliance, financial performance and stability, quality metrics, and consumer surveys, among other indicators. Monitor the implementation of Health and Human Services Commission Rider 19 and Article IX, Section 10.06.

Senate State Affairs Committee

Elections: Study the integrity and security of voter registration rolls, voting machines, and voter qualification procedures to reduce election fraud in Texas. Specifically, study and make recommendations to: 1) ensure counties are accurately verifying voter eligibility after voter registration; 2) improve training requirements for mail-in ballot signature verification committees; 3) ensure every voter has access to a polling station, particularly in counties that have adopted countywide polling; 4) allow the voter registrar, county clerk, and Secretary of State to suspend an unqualified voter’s registration or remove an ineligible voter from a list of registered voters; and 5) ensure compliance with laws that prohibit school trustees and employees from improperly using public funds to advocate for or against any candidate, measure, or political party.

Taxpayer Lobbying: Study how governmental entities use public funds for political lobbying purposes. Examine what types of governmental entities use public funds for lobbying purposes. Make recommendations to protect taxpayers from paying for lobbyists who may not represent the taxpayers’ interests.

Teach the Vote’s Week in Review: Oct. 25, 2019

Here’s your weekly wrap-up of education news from ATPE Governmental Relations:


ELECTION UPDATE: Early voting began this week for the Nov. 5 constitutional election. Voters statewide will be deciding whether or not to approve 10 proposed amendments to the Texas Constitution, as well as other local ballot measures. Voters in three House districts will also be electing a new state representative in a special election on the same day.

Early voting continues through Nov. 1. We at ATPE encourage all educators to vote in every election and take advantage of the convenience of early voting at any polling place in your area. Make a voting plan! Use the weekend to learn about what’s on your ballot, and then build and print a sample ballot to take with you to the polls. (Remember that cell phones aren’t allowed to be used in the voting booth!) For additional voting resources, visit TexasEducatorsVote.com.

In other election news, Texas House Speaker Dennis Bonnen (R-Angleton) announced this week that he will not seek re-election in 2020, paving the way for the election of a new speaker in 2021. ATPE Lobbyist Mark Wiggins reported on the announcement, which comes on the heels of a scandal involving a secret recording and allegations of bribery. Read more in this week’s election roundup post on Teach the Vote.


This week we wrapped up our blog series, “New School Year, New Laws,” in which ATPE Lobbyist Andrea Chevalier shared weekly highlights of many education bills passed by the Texas Legislature earlier this year. In the final installment this week, we’re looking at how school districts around the state are implementing the requirements under House Bill (HB) 3 to increase teacher compensation. Check out the compensation-related post here.

Next week, the House Public Education Committee will hold an interim hearing to examine the implementation of HB 3. The meeting on Monday, Oct. 28, 2019, will feature invited testimony only. Stay tuned to Teach the Vote next week and follow us on Twitter for dispatches from the hearing.


 

 

New School Year, New Laws: Compensation Update

Welcome to our final blog post in ATPE’s “New School Year, New Laws” blog series for Teach the Vote. In last week’s post, we summarized new laws that will impact charter schools. This week, we will investigate how the changes to funding and compensation in House Bill (HB) 3 are being implemented in several school districts across the state.

HB 3 by Rep. Dan Huberty (R-Kingwood), the major school finance bill passed earlier this year, included some important provisions aimed at increasing compensation for many educators. More specifically, lawmakers required that school districts use 30% of their increase in funding under the bill to increase compensation for full-time district employees, excluding administrators. Of that dollar amount, 75% must be spent on compensation for full-time, certified teachers, librarians, nurses, and counselors. The other 25% can be used to improve compensation for other full-time employees. HB 3 also specifies that there should be a prioritization for teachers, librarians, nurses, and counselors with more than five years of experience, but the bill largely leaves this open for interpretation at the local level.

The combination of differences in how much additional funding each district gets and the flexibility districts have to create unique compensation packages makes it very important for us to gain a “lay of the land” in our current post-HB 3 environment. In this post we have summarized what some districts are doing by gathering news articles and information from district websites. The charts below break down some of dollar figures and percentages by which the districts shown are increasing educator compensation as a result of HB 3.


Lubbock-Cooper ISD, Region 17:

Up to 5 yrs. of exp. (teachers) 5.68%, avg.
6-25 yrs. of exp. (teachers) 8.71%, avg.
All other employees 3%
Beginning teacher salary Increased to $40,000

With a 2018-19 average teaching salary of just over $45,000, we estimate that the LCISD’s average pay raise of 8.08% is about $3,640.


Klein ISD, Region 4:

Up to 5 yrs. of exp. (teachers, counselors, librarians, and nurses) 5.25% ($4,950)
6+ yrs. of exp. (teachers, counselors, librarians, and nurses) 5.5% ($5,050)
All other employees 4%
Beginning teacher salary Increased from $52,600 to $55,500
Healthcare $300 one-time payment for eligible, full-time employees who are returning

Klein ISD will also provide a retention incentive to teachers, counselors, librarians, and nurses who were employed in the district on May 31 of the previous year and are returning. This incentive is in the form of a one-time payment of $1,500. All other previously employed full-time employees who are returning to the district will receive $1,000. The district has built in similar retention and healthcare payments at reduced rates for those who work less than full-time.


Clear Creek ISD, Region 4:

Up to 4 yrs. of exp. (teachers, counselors, librarians, and nurses) 4%
5+ yrs. of exp. (teachers, counselors, librarians and nurses) 4.25%
All other employees 3.50%
Beginning teacher salary Increased from $53,600 to $55,750
Healthcare (TRS-Active) Increase district contribution by $10/month
Bus drivers Increase wage from $16.83/hr to $19/hr

Clear Creek is also implementing an “honors teacher experience” program, in which teachers who reach milestones such as 5, 10, 15, etc. years of experience can receive additional compensation of up to $2,800. This could result in a total pay raise of 9.49% for some teachers. The district is also adding staff, especially in special education and is implementing safety and security upgrades.


San Marcos CISD, Region 13:

Up to 5 yrs. of exp. (teachers, counselors, librarians and nurses) 3% ($1,562)
6+ yrs. of exp. (teachers, counselors, librarians and nurses) 4% ($2,113)
All other employees 6%
Administrators 3% ($2,113)
Beginning teacher salary Increased to $49,662

Fort Worth ISD, Region 11: 

Up to 5 yrs. of exp. (teachers) 5.8%, avg.
6-15 yrs. of exp. (teachers) 6.9%, avg.
15+ yrs. of exp. (teachers) 6.1%, avg
Counselors, nurses, librarians 5%
All other full-time 3%
Administrators Greater of 3% or 3% of midpoint
Beginning teacher salary Increased from $53,000 to $54,000

What does it all mean?

There are over 1,000 school districts in Texas, each with varied funding under HB 3. In some cases, the bill may have even provided districts with the same or less funding if not for a hold harmless provision in the bill (which expires after the 2023-24 school year). Considering this and the fact that each district also has different needs and economic factors affecting compensation, the implementation of raises is going to be varied all over Texas. Among the districts we read about, teacher salaries were raised from 3% to 9.5%. To keep up with inflation, basic yearly pay raises in other professions typically hover around 3%. We know from district salary schedules, such as this one from Leander ISD, that typical step increases are closer to 1%. With this in mind, the impact of HB 3 in some districts may have been that teachers simply got the standard raise necessary to keep up with the cost of living.

What’s next? Stay engaged!

It is important to note that there have been reports of districts that have under-calculated what they would receive in HB 3 funding, which impacts the amount they are required to spend on compensation. Additionally, some districts have relied almost exclusively on one-time stipends, which are less stable and do not necessarily count toward compensation for purposes of TRS or the amount an educator will receive for their retirement pension. ATPE is working with state officials to solve these issues so that districts comply with HB 3’s efforts to increase educator compensation.

Across the sources we gathered, it seems that district leaders are happy to have the raise but still think that there are further improvements to be made. Clear Creek ISD Deputy Superintendent Paul McLarty wants to see more from the state, like getting closer to a 50-50 split between local and state funding. Klein ISD Superintendent Dr. Jenny McGown remarks that the state is still ranked 41st in the nation in spending. Lubbock-Cooper ISD Superintendent Keith Bryant says that he would like to eventually be able to provide teachers with a competitive wage.

ATPE agrees with these sentiments and urges educators to return to the polls during the 2020 primary and general elections when voters will have a chance to decide who will represent them in the next legislative session. The raises for educators and public education funding increases that resulted from the 2019 legislative session are a direct result of educators’ votes in the 2018 elections. Stay connected and engaged by following Teach the Vote, ATPE, and ATPE lobbyists on Twitter using the handles @OfficialATPE, @TeachTheVote, @ATPE_JenniferM, @ATPE_AndreaC, @MarkWigginsTX, and @ATPE_MontyE.


Thank you for joining us on Teach the Vote to learn about how new laws enacted in the 86th Texas legislative session will impact you. ATPE created this series because we believe it is vitally important for educators to make sure they know and understand the laws that govern their profession and affect their classrooms. For more information on new laws impacting public education in Texas, be sure to check out ATPE’s comprehensive report, “Know the Law: An Educator’s Guide to Changes Enacted by the 86th Texas Legislature,” created by the experienced staff of ATPE’s Member Legal Services department.

Teach the Vote’s Week in Review: Oct. 18, 2019

Here’s your weekly wrap-up of education news from the ATPE Governmental Relations team:


ELECTION UPDATE: Early voting is set to begin on Monday, Oct. 21, for the upcoming constitutional amendment election on Nov. 5, 2019. Are you ready to vote? ATPE encourages educators to vote in every election, and we’ve got the info you need to make informed choices at the polls. Check out our new blog post aimed at helping you understand what’s on the ballot in this year’s election. ATPE Political Involvement Coordinator Edwin Ortiz and Senior Lobbyist Monty Exter have broken down the proposed constitutional amendments related to public education and the other items you may see on your ballot. Learn how to print out a sample ballot ahead of time and find other election resources. Every vote counts!

As we gear up for the 2019 election to get underway next week, ATPE Lobbyist Mark Wiggins has also written about the 2020 elections for our blog this week. In his latest election roundup post, Mark shares insights from recent campaign finance reports for various congressional elections that will take place next year. Check it out here.


In case you missed it, check out this week’s installment of our “New School Year, New Laws” blog series here on Teach the Vote. This week, ATPE Lobbyist Andrea Chevalier gave an overview of 2019 bills that were passed dealing with charter schools. Read it here. Next week we’ll be wrapping up our series with a final post about educator compensation changes that have come about as a result of House Bill (HB) 3.

As a reminder, you still have a few more days to share your feedback with the commissioner of education on his proposed rules to implement the new “Do Not Hire Registry” required under HB 3. The deadline for public comments is Monday, Oct. 21. Learn more and submit your comments here.


The Texas Education Agency (TEA) released a new “HB 3 in 30” video and PDF presentation this week on designing and funding an extended school year. The extended school year provision put into law by House Bill (HB) 3, while less heralded than some of the bill’s other provisions, is seen as a potential game changer by TEA.

In this latest video, TEA details the impact of the “summer slide” and the burnout experienced by many Texas teachers due to the extremely high levels of time that teachers work directly with students. For children of poverty, summer slide can create a cumulative academic gap of as much as three years as compared to their wealthier peers. Additionally, many Texas teachers work up to 12 hours a day because they are not given time during the school day to do integrated planning and preparation, unlike many of their peers globally. This results in a system where teacher planning is done mostly in isolation, as compared to the more optimal situation of team planning. In the video, TEA lays out three scenarios for how districts might use the new extended year funding to begin to address both of these issues. The video also highlights additional “planning grant” funding available to districts that want to implement this new program.

TEA’s ongoing video series is intended to make this year’s omnibus school finance bill, HB 3, more digestible by breaking out key provisions and explaining them in 30 minutes or less. Visit TEA’s HB 3 in 30 video website to watch the newest video and access others in the series.


New School Year, New Laws: Curriculum and Instruction

When the 86th Texas Legislature convened for its 2019 regular session, members of the state Senate and House of Representatives focused much of their attention on school finance and school safety. Issues that once held center-stage in a legislative session, like accountability, vouchers, and payroll deduction took a backseat (or weren’t even in the car). However, there were several bills passed this year that will impact teachers’ bread and butter – teaching and learning. In this week’s “New School Year, New Laws” post, we will fill you in on legislative changes impacting curriculum and instruction.

House Bill (HB) 391 by Rep. César Blanco (D-El Paso): Printed instructional materials

By law, parents are entitled to request that their child be allowed to take home instructional materials. Districts and charter schools must honor this request. However, in some cases, those instructional materials are online and the parents do not have the appropriate technology at home to access them. In this event, HB 391 dictates that the district or charter school provide the materials in print, which could be printouts of the relevant electronic materials. This law became effective immediately upon its passage.

HB 2984 by Rep. Steve Allison (R-San Antonio): Technology applications TEKS

Technology applications is part of the “enrichment curriculum” offered by school districts. HB 2984 directs the State Board of Education (SBOE) to revise the grades K-8 Texas essential knowledge and skills (TEKS) for technology applications, specifically by adding in curriculum standards for coding, computer programming, computational thinking, and cybersecurity. The SBOE must complete this task by Dec. 31, 2020, so be on the lookout for information from ATPE about opportunities to participate in the process and provide public comment.

HB 3012 by Rep. James Talarico (D-Round Rock): Providing instruction to students who are suspended

Most teachers have probably experienced what happens when a student is placed in either in-school or out-of-school suspension (ISS/OSS). The student often comes back to the classroom having missed days or weeks of instruction that can be hard to make up. HB 3012 requires districts to provide suspended students with an alternative means of accessing all “foundation curriculum” or core coursework (math, science, English language arts, and social studies). The district must also provide at least one option for receiving the coursework that doesn’t require access to the Internet. Whether or not this requirement for providing coursework will trickle down to the individual teacher level is still unclear. This bill became effective immediately.

HB 4310 by Rep. Harold Dutton (D- Houston): Time for scope and sequence

HB 4310 applies to the scope and sequence created by districts for foundation curricula. Under the new law, a district must ensure sufficient time for teachers to teach and students to learn the TEKS in a given scope and sequence. Additionally, a district cannot penalize a teacher who determines that their students need more or less time and thus doesn’t follow the scope and sequence. However, the law does say that a district can take action with respect to teachers who don’t follow the scope and sequence if there is documented evidence of a deficiency in their classroom instruction. This law became effective immediately.

HB 3 by Rep. Dan Huberty (R-Kingwood): G/T programming and funding

The gifted and talented (G/T) allotment was eliminated in this year’s big school finance bill, HB 3, but the requirement that school districts provide G/T programming did not go away. When HB 3 was heard by the House Public Education and Senate Education committees, many parents and students testified on the importance of keeping gifted and talented programming and urged lawmakers to maintain the allotment. In response, Chairman Huberty and other lawmakers explained that funding for G/T through the allotment has been capped at 5% of average daily attendance, even though a district may actually enroll more than 5% of its students in G/T programs. As a result, every district essentially received the maximum amount possible. HB 3 rolls this amount into the new basic allotment as the mechanism for funding G/T, rather than having a stand-alone allotment.

To quell fears that G/T programs might disappear along with the allotment, HB 3 states that districts must provide a G/T program consistent with the state plan for G/T and must annually certify to the commissioner of education their compliance with the law. If a district does not comply, the state will revoke its funding in an amount calculated using the same formula for the old G/T allotment. The bill also requires districts to comply with the use of G/T funds as outlined in State Board of Education (SBOE) rule.

These changes to how G/T programs are funded took effect immediately upon the passage of HB 3. Learn more about the new G/T requirements and funding expectations in this “HB 3 in 30” video provided by the Texas Education Agency (TEA).

HB 4205 by Rep. Tom Craddick (R-Midland): Teacher effectiveness and value-added modeling in turnaround schools

HB 4205 was originally introduced as a bill to allow a campus in Midland ISD to be repurposed by a nonprofit entity while maintaining the same student population. As the bill made its way through the legislative process, it was expanded beyond Midland ISD and amended to include language from Senate Bill (SB) 1412 by Sen. Charles Perry (R-Lubbock) regarding accelerated campus excellence (ACE) plans. ACE is a campus turnaround option that prescribes personnel, compensation, and programming decisions meant to improve student performance. A last-stage amendment also added a requirement that personnel decisions under a school’s ACE turnaround plan must be made using a value-added model (VAM) for determining instructional effectiveness. After this change was made, which ATPE opposed, the House unfortunately voted to concur in the Senate amendments and the bill was signed by the Governor.

Under the final version of HB 4205 as passed, at least 60 percent of teachers assigned to the campus must have demonstrated instructional effectiveness during the previous school year. For teachers who taught in the same district in the prior year, this effectiveness standard is to be determined by classroom observation and assessing the teacher’s impact on student growth using VAM based on at least one student assessment instrument selected by the district. For teachers who did not teach in the district the previous year, instructional effectiveness will be determined by data and other evidence indicating that if the teacher had taught in the district, they would have been ranked among the top half of teachers there. Teacher pay under this type of plan must include a three-year commitment to provide “significant incentives” to compensate high-performing principals and teachers.

In the 2019-20 school year, the ACE provisions in HB 4205 will only apply to one district that received an unacceptable rating for 2017-18, as chosen by the commissioner of education. In 2020-21, the ACE option under HB 4205 will open up to all districts that have been required to complete a campus turnaround plan.

There are many aspects of this new law that ATPE opposes, which we expressed to lawmakers through oral testimony and written input on SB 1412 and HB 4205 as they were moving through the legislative process earlier this year. Our opposition was based on the following formal positions that have been adopted by ATPE members:

  • ATPE opposes the use of student performance, including test scores, as the primary measure of a teacher’s effectiveness, as the determining factor for a teacher’s compensation, or as the primary rationale for an adverse employment action.
  • ATPE believes students’ state-level standardized test scores should not be a component of teacher evaluations until such time as they can be validated through a consensus of independent research and peer review for that purpose.
  • ATPE opposes the use of value-added modeling or measurement (VAM) at the individual teacher level for teacher evaluation purposes or decisions about continued employment of teachers. (Learn more about our VAM concerns here.)
  • ATPE supports incorporating measures of student growth at the campus level or higher into evaluations of educators as long as the measures are developed with educator input, piloted, and deemed statistically reliable.
  • ATPE opposes incentive or performance pay programs unless they are designed in an equitable and fair manner as determined by educators on a campus basis.

Your ATPE Governmental Relations team will be monitoring these pieces of legislation as they are implemented.


Next Monday, we will continue ATPE’s “New School Year, New Laws” series here on Teach the Vote with a post on assessment-related bills passed during the 2019 legislative session.

TEA begins deep dives on HB 3 topics

The Texas Education Agency held an information session Monday, July 8, 2019, in which Commissioner of Education Mike Morath briefed education stakeholders, including ATPE’s lobbyists, on various components of House Bill (HB) 3 that will be rolling out over the next several months.

As the session’s major tax compression and school finance bill, HB 3 orders the state and school districts to implement several programmatic changes over the coming months and years. In order to make the process more transparent, TEA has created an HB 3 resource website, which you can view here.

DEEP DIVES

TEA’s website is intended to host a number of “deep dive” updates on various components of HB 3, with a new deep dive posted every week. One of the first is an update on master teacher certifications, which are being phased out as a result of HB 3. The ATPE Governmental Relations team has received several questions about what will happen to teachers who are currently certified as reading masters. The long and short of it is that all master certificates will be converted to “legacy” master certificates and remain valid until their expiration date. Current master teachers should consider whether their underlying certifications are aligned to their current teaching assignments and may reach out to ATPE or TEA with any questions. The official TEA guidance on the subject can be viewed here. The agency’s next deep dive will address compensatory education and is scheduled for release this Thursday, July 11, on the TEA’s HB 3 website. A list of scheduled deep dives can be found here.

SCHOOL FINANCE

The school finance bill should provide additional funding for most districts, worth an average of $635 more per average daily attendance (ADA). Along with the new funding, HB 3 orders school districts to do several things and suggests they do several more. Commissioner Morath conceded to stakeholders Monday that the state has not calculated whether the additional funding schools receive will be enough to do all of what they are being asked, and he indicated that it is likely that roughly 15 school districts will not receive sufficient funding to cover the increase in the educator minimum salary schedule (MSS) mandated under HB 3.

TEACHER PAY

Under HB 3, districts will have the option of accessing a “teacher incentive allotment” if they develop a local program to offer differentiated pay based on teacher quality. This allotment may provide participating districts from $3,000 to $32,000 in additional funding per teacher who qualifies under an approved local program, but it is important to note that this funding will not go directly to the teacher. Instead, that money will go to the district with the requirement that 90 percent of it be spent on compensation for teachers at the participating campus. Schools with existing programs will likely see additional funding in September 2020 for programs in effect during the upcoming school year, and new programs will likely be eligible to receive funding by 2021.

OTHER RULES IMPACTING EDUCATORS

The school finance bill also expanded the “do not hire registry” of public school educators who have been convicted of an inappropriate relationship to non-certified employees. This change is effective immediately, and a deep dive on this topic is scheduled to be released by TEA before the start of the fall semester.

Every teacher in kindergarten through grade 3 must attend a reading academy within the next three years at the school district’s expense. Each academy is expected to include a five-day summer institute, two days of pull-outs, and 12 coaching sessions during the year, plus three days the following summer. Educators will not receive a state stipend for attendance, but the agency indicated there is an expectation that districts will provide them with a stipend. All future K-3 educators will be required to cover the reading academy’s curriculum before placement, which means reading academy instruction will transfer to educator preparation programs (EPPs) going into the future.

New teachers certified for pre-K through grade 6 will also be required to demonstrate proficiency in the science of teaching reading (STR) by January 1, 2021. The agency is currently working on a test for STR proficiency.

OUTCOMES FUNDING

Districts may receive additional outcomes-based funding under HB 3 for each annual graduate above a certain threshold percentage who checks a box indicating they are college, career, or military ready (CCMR). Districts are expected to receive money this year for Class of 2018 graduates.

ADDITIONAL INSTRUCTIONAL DAYS

HB 3 allows schools to add instructional days beyond the current minimum of 180 days up to 210 days. These days will not be subject to compulsory attendance and will be optional at each district’s discretion. The funding will not cover the full cost of operating schools on those days, and the agency acknowledged that many districts may simply use this program to subsidize their existing summer school programs.

You can view the complete slide deck TEA presented to stakeholders on Monday by clicking here. This slide deck includes graphical presentations on many of HB 3’s main components. The agency will continue to produce informational content each week, with compensatory education scheduled for this week and pre-K scheduled for next week. You can see what the agency has already published by clicking on the HB 3 resource page.

TEA rolls out resource website for HB 3, school finance changes

The Texas Education Agency (TEA) is rolling out a new website and video series to try and explain the various components of House Bill (HB) 3, the major school finance bill passed by the 86th Texas Legislature this year.

At more than 300 pages in length, HB 3 sets in motion a significant number of policy changes that will have marked effects on schools and classrooms. Among these changes is language in the bill that directs school districts that see a substantial increase in school funding as a result of HB 3 to dedicate some of that new funding to increasing compensation for school employees, with priority given to classroom teachers with more than five years of experience.

In the month that passed since HB 3 became law, some districts have awarded raises for school employees, although it’s unclear whether HB 3 was the catalyst. Many districts will await further guidance from TEA before implementing the compensation sections of HB 3 in order to know exactly how they are expected to distribute any new funding and what form the additional compensation may take — i.e. salary, healthcare and retirement contributions, or other benefits that carry a dollar value.

To answer questions like these for the general public, TEA has set up an HB 3 information website that can be found here. The website currently hosts an introductory video by Texas Commissioner of Education Mike Morath. The agency plans to release a series of 30-minute videos entitled “HB3 in 30,” each of which is intended to explain specific components of HB 3. According to a press release from the agency:

“Videos will be released every Thursday and will be accompanied by supporting documents available for download. A full schedule of weekly release dates, a summary of HB3, frequently asked questions, and implementation guidance for school districts can be found on the TEA House Bill 3 information site.

The first video in the series, an overview of Budget Planning for Teacher Compensation, is scheduled for release on Thursday, June 26.”

Districts will continue to receive formal guidance documents from TEA, the first round of which was released earlier this month. Links to these documents are also provided at the bottom of the HB 3 information site.

For more on the anticipated impact of HB 3, be sure to check out the ATPE Governmental Relations team’s comprehensive analysis of the bill here on Teach the Vote.

Teach the Vote’s Week in Review: June 14, 2019

Here’s a look at this week’s education news from ATPE Governmental Relations:


This week, Gov. Greg Abbott signed the school finance and property tax reform bill, House Bill (HB) 3, into law. This bill modifies how public schools are funded and attempts to shift some of the burden of paying for public education that has fallen heavily on the shoulders of local property taxpayers closer toward a balance point with the portion financed by the state. The bill also affects teacher compensation. Read a recap of the governor’s signing ceremony, as well as links to our analysis of what HB 3 does, in this blog post by ATPE Lobbyist Andrea Chevalier.

Gov. Abbott also signed Senate Bill (SB) 12 into law on the same day. The bill improves funding for the state’s pension system for educators. As a result of the bill’s signing this week, the Teacher Retirement System (TRS) expects a 13th check to be sent to retirees this fall, with a more specific date to be discussed at the TRS board’s next meeting in July.

Stay tuned to Teach the Vote for updates as this legislation is implemented, and don’t forget to check out ATPE’s full recap of all the education legislation that passed this session.


ATPE Executive Director Shannon Holmes discussed HB 3 with CBS Austin.

Speaking of HB 3, your ATPE lobbyists have been busy taking to the airwaves over the last two weeks to talk about the bill and its consequences for school finance and teacher pay.

ATPE Executive Director Shannon Holmes joined state Rep. James Talarico (D-Round Rock) and Austin education leaders on CBS Austin to take part in an hour-long panel on school finance last week. You can watch the entire panel’s discussion here on the CBS Austin website.

Also discussing HB 3 on TV and radio programs this week was ATPE Lobbyist Mark Wiggins. He joined the statewide politics program Capital Tonight on Spectrum News this week to discuss how teacher compensation is affected by the bill. You can watch the segment here on the Spectrum News website.


The State Board of Education (SBOE) met this week in Austin, where a handful of applications for new charter schools came under scrutiny. On Thursday, a board committee voted to exercise the board’s statutory authority to veto four of the five proposed new charters. Members expressed concerns over the fiscal impact, qualifications of the applicants, and accuracy of the applications. On Friday, the full board reversed course and voted to approve the new applications with one notable exception. Members voted 8-5 to reject the application for a new charter by the founder of Harmony Public Schools. Read ATPE Lobbyist Mark Wiggins’s recap of Friday’s SBOE meeting here.

Commissioner of Education Mike Morath also updated the board this week on legislation passed by the 86th Texas Legislature that will affect public education, including HB 3 and changes to the STAAR assessment. Several of the education bills that passed this session will also require rulemaking by the commissioner before they can be fully implemented. Read a recap of the commissioner’s comments here.



A group of ATPE state officers and lobbyists were in Washington, DC this week to discuss federal education issues with elected officials and their staffs. ATPE State President Byron Hildebrand and Vice President Tonja Gray were accompanied by ATPE Executive Director Shannon Holmes and Senior Lobbyist Monty Exter on the fly-in, which was organized by ATPE’s longtime Washington-based lobbyist David Pore.

Issues discussed included education funding and the repeal of Social Security offsets like the Windfall Elimination Provision (WEP) that negatively impact educators and other public servants throughout the country. Stay tuned to our Teach the Vote blog next week for a complete report on these ATPE meetings in the nation’s capital.

If you are an ATPE member who’ll be attending the ATPE Summit in July, make plans to attend our legislative update session where the lobby team will brief members on these federal issues and the results of the recent Texas legislative session.

Commissioner updates SBOE on HB 3 and other education bills

Texas Commissioner of Education Mike Morath updated the State Board of Education (SBOE) today, June 12, 2019, on recent bills passed by the 86th Texas Legislature affecting public education. His remarks included comments on the major school finance and reform bill, House Bill (HB) 3.

Commissioner Morath began with a review of HB 3906, which makes several changes to how state assessments are delivered. Intended do reduce test anxiety, the bill bthis blog post from the ATPE lobby team.

Under HB 3, TEA is required to enter into a memorandum of understanding (MOU) with a public institution to study the STAAR and ensure that the assessment meets certain criteria: It is to be written at the appropriate reading level; should only include content aligned with the Texas Essential Knowledge and Skills (TEKS) for that grade level or earlier grades; and should only include passages written at or below the reading level of the grade level for the assessment. This report is due to the legislature by December 1, 2019.

Commissioner Mike Morath addressing SBOE members on June 12, 2019.

The commissioner provided the board with a high-level review of the main components of HB 3, which the agency estimates will provide an average increase of $635 per student in average daily attendance (ADA). You can read the full analysis of HB 3 by ATPE’s lobbyists here.

Aside from new legislation, Commissioner Morath indicated that the agency has found the financial resources to follow through with the SBOE’s request to create a charter school transparency website, which will provide easy access to more information on charter schools. A beta version of the website will be available by spring 2020. This segued into a discussion on TEA’s process of reviewing applications for new charters, and the commissioner walked the board through the five applications he has recommended for approval, which were announced late last week. SBOE member Ruben Cortez (D-Brownsville) pointed out the short notice and requested that the agency provide its charter recommendations further ahead of time.

SBOE member Barbara Cargill (R-The Woodlands) asked the commissioner to review the incentive pay program created under HB 3. Morath noted that local school districts will be able to develop programs based upon the current T-TESS evaluation system, with Texas Tech University tasked with reviewing districts’ programs for quality control. The commissioner added that while “master” teacher designations were envisioned as roughly the top five percent of teachers based on performance, the bill requires that the system enable all teachers to be mathematically able to qualify for the designation. Commissioner Morath pointed out that HB 3 requires that 90 percent of a district’s incentive pay funding must be used to increase the salary of teachers working on the campus at which the incentive pay program is in place, though not necessarily each teacher. With that in mind, Morath suggested that districts could “craftily invest in a teacher group.”

After the commissioner spoke, TEA’s governmental relations team updated the board on how the SBOE’s legislative recommendations fared during the 2019 legislative session. Hunter Thompson walked members through changes the legislature made to governance of the Permanent School Fund (PSF), which the board oversees, as well as incentives to hire and retain teachers, which Thompson suggested were included in the provisions of HB 3. Thompson also credited HB 3 with accomplishing a number of objectives laid out in the board’s Long-Range Plan (LRP) for Public Education. SBOE chair Donna Bahorich (R-Houston) and member Keven Ellis (R-Lufkin) suggested in the future that the board may consider drafting legislative recommendations earlier in order to spend more time educating legislators about those issues in the run-up to a legislative session.