Tag Archives: Mike Morath

Governor removes STAAR requirements for grade promotion, but state leaders show no intent to waive testing in 2020-21

On Monday, July 27, Gov. Greg Abbott and the Texas Education Agency (TEA) announced that STAAR scores would not be required factors in determining fifth and eighth grade promotion next year. Additionally, students in fifth and eighth grades will only take their STAAR assessments one time, as re-takes will not be necessary. This is a welcome development for the upcoming school year, providing some relief of both educators’ and parents’ anxiety knowing that student scores will not be accurate indicators of learning due to the pandemic.

The sentiments provided by state leadership in Abbott’s announcement indicate that the state has no intention at this time to fully waive standardized testing, even as calls from stakeholders and state legislators have increased over the past month to suspend this year’s testing cycle. While districts are set to be rated “Not Rated: Declared State of Disaster” for the 2019-20 school year, Abbott said in his press release, “The traditional A-F rating system will remain in place, albeit with certain adjustments due to COVID-19.” It is unclear what these adjustments will be.

Other states, such as Georgia and South Carolina, have already taken steps toward requesting a waiver from the U.S. Department of Education (ED) from federal standardized testing requirements. Based on the statements of Texas state leaders, who want to maintain testing for diagnostic and accountability purposes, Texas does not seem likely to make such a request from the federal government unless the legislature takes action on the matter in the 2021 session. Furthermore, Jim Blew, an assistant secretary at ED, told reporters last week that assessments provide transparency on school performance and that the department’s “instinct” would be to decline testing waivers.

As previously reported here on our blog, Texas Commissioner of Education Mike Morath has touted diagnostic benefits of STAAR when asked by other elected officials about seeking another waiver of federal testing requirements. Morath also highlights the fact that TEA has already extended the online assessment windows for STAAR and STAAR Alternate 2, allowing anywhere from two- to six-week testing windows for the 2020-21 school year. These optional extensions only apply to online test administrations and have not yet been announced for the TELPAS tests. TEA has also stood up optional beginning-of-year assessments that use released STAAR questions to test prior year content.

In accordance with a resolution adopted by our 2020 House of Delegates during the recent ATPE Summit, ATPE has been urging state leaders to suspend 2020-21 STAAR and TELPAS testing requirements. Because it may be left up to state legislators to take action on this issue, it is important that they hear from their constituents who care about this issue. Visit ATPE’s Advocacy Central (member login required) to share your voice with your elected officials on testing or any other education issues.

BREAKING: TEA issues new reopening guidance; ATPE deems it insufficient to ensure safety

Today the Texas Education Agency (TEA) announced it would allow school districts to begin their school year with a four-week transition period of virtual instruction (up from three weeks permitted under prior TEA guidance). The new public health guidance and attendance and enrollment FAQ also allow districts, with school board approval, to apply for an extension to add four more weeks to the transition period based upon local health conditions. ATPE issued a statement today saying the revised guidance is insufficient to address the serious safety concerns of educators and parents and that the state must take stronger, more decisive action to protect Texans’ lives.

TEA’s updated guidance attempts to offer school districts additional flexibility around moving to a full-time, in-person instructional environment. But the updated guidance continues to miss the mark by imposing arbitrary time limits that are not tied to any statewide, medically determined standard that would calculate and reflect the actual risk of viral spread in a particular community. ATPE has urged the state to gate reopening decisions by objective epidemiological metrics to give parents and educators confidence that reopening decisions are based on sound public health science that is applied consistently throughout the state.

TEA previously issued guidelines allowing districts to avail themselves of a three-week transition period at the beginning of the school year during which students could attend school virtually. After three weeks, the school district would be required to provide full-time in-person instruction in order to continue receiving state funding. On Friday, TEA extended that transition period to four weeks and is allowing districts, with the approval of their school boards, to request an additional four weeks of transition based upon local health factors.

While this additional opportunity to extend the transition period between remote and in-person instruction is appreciated, it remains arbitrarily time-limited and not tied to any quantitative, health-based metrics. A four- or eight-week delay might be appropriate in some parts of the state, but not others. ATPE has consistently argued that school reopening decisions should be guided by local health conditions as measured by a statewide framework.

The extension of the transition period also seems to be available only at the subjective discretion of school boards and the commissioner, although the new guidance around this is vague. TEA states, “All waivers are approved upon receipt,” but at the same time stipulates that districts must provide additional documentation along with their request, including information regarding local health conditions relating to the safety of returning to campus. Weekly case counts and positive tests are cited as examples. If the commissioner intends to grant all waiver requests upon receipt, it is not clear why districts are being forced to collect local health data and provide additional paperwork to TEA. It is also puzzling why the state cannot identify a state-level source for such COVID-19 data and use that to guide reopening decisions, as ATPE has recommended.

The agency does state in its new guidance that a district seeking an extension of the transition period must consult teachers, staff, and parents, which is something ATPE has advocated for a long time at both the local and state level. We are pleased to see this nod to the importance of involving school staff and parents in decisions about safely reopening schools, but we urge the state and school districts to solicit the feedback of these critical stakeholders immediately. Educators and parents must be involved in the reopening process from the beginning; they should be meaningfully involved and consulted before the school year begins and as changes become necessary. Clear communication is also essential.

One of the more troubling aspects of the state’s new guidance issued today is the continuing requirement that schools must offer in-person instruction to any student who needs and requests it on any day of the school year, even during the initial transition period. The guidance states, “On-campus instruction must be offered for all students who want to attend on campus in order to be eligible to receive funding for remote instruction.” There are exceptions for a few limited circumstances, such as a district’s being subject to a government closure order or campuses that are part of the Texas Virtual School Network. But it is clear that the state’s directive will require a minimal number of staff to be on campus from the beginning, even during the transition period since there will be students who are unable to participate in virtual instruction and must be allowed an on-campus option. This could easily allow for an unsafe number of students – and the higher-risk adult teachers and other staff whose presence is required to serve those students’ needs – physically on the campus.

We believe TEA is relying on assumptions that the risk of COVID-19 infection and spread among children is low, even though much remains unknown about this new virus, but underestimating the risk to the numerous adults who will be forced to interact with each other and those students in order to provide on-campus instruction as required by the state. Many ATPE members have told us they are considering retirement or leaving the profession due to fears they will be forced back to campus too early and face an unreasonably high risk of exposure to COVID-19, compromising their own health or that of their families. Those adults at higher risk than children, according to the state’s approach, deserve more assurances that their return to campus will be reasonably safe. For this reason, ATPE insists the state must take stronger, more decisive action to protect Texans’ lives.

“If Texas is not willing to provide objective metrics to guide local reopening decisions, as ATPE has recommended to them, then school districts and local health authorities must be empowered to make their own reopening decisions without the threat of losing funding,” said ATPE Executive Director Shannon Holmes. “Otherwise, we are simply playing politics with the lives of all Texans—our more than 5.4 million students, approximately 750,000 public school employees, and their families at home.”

ATPE has proposed its own plan and recommendations for the safe reopening of schools, which can be found here. ATPE will continue to advocate for educators and urge state and local leaders to include school employees and parents in the decision-making process for when and how to return to school.

ATPE releases plan with new recommendations for reopening schools

The Association of Texas Professional Educators (ATPE) released new recommendations Tuesday including a statewide plan to facilitate a safer start to the 2020-21 school year. ATPE submitted the plan to state officials with oversight of the public education system, including Gov. Greg Abbott, Lt. Gov. Dan Patrick, House Speaker Dennis Bonnen, Senate Education Committee Chairman Larry Taylor, House Education Committee Chairman Dan Huberty, and Texas Education Commissioner Mike Morath.

The ATPE proposal urges the state to postpone in-person instruction until objective measures show local COVID-19 cases have declined to levels judged by public health officials to be safe for reopening. The plan focuses on three overarching principles informed by input we have received from ATPE members in recent months:

  1. Safety should be a foremost concern driving decisions on reopening schools.
  2. State and local school officials must involve educators and parents meaningfully in the development of COVID-19 policies.
  3. Flexibility is needed.

The decision on reopening schools for in-person instruction should ultimately be based on conditions indicating the impact of the virus in each school district, and ATPE is urging the state to adopt a framework comprising such conditions. Educators and parents must be involved in the development of plans to address COVID-19 in the 2020-21 school year, which is why ATPE has been recommending that each district assemble a local COVID-19 advisory committee that includes non-administrative campus-level staff, as well as parents and local health experts. Districts should also have the flexibility to offer a variety of remote and hybrid instructional models based on local needs and conditions. ATPE has also been meeting frequently with state and federal officials, reminding them that school districts also need additional financial support from the state and federal government to address the enormous challenges created by this pandemic.

As school districts mull plans for reopening their campuses, ATPE believes districts should be empowered to fine-tune those plans in consultation with their local COVID-19 advisory committee and only upon meeting objective criteria established by the state. ATPE has recommended to state officials, for illustrative purposes only, the following criteria that could be measured at the local level and used as a threshold for reopening schools:

  1. The local COVID-19 positivity rate, defined as the percentage of positive cases to viral tests conducted over seven days, is below a minimum threshold established by the state as informed by state health officials;
  2. Newly identified COVID-19 cases are on a downward trajectory (or near-zero incidence) over a 14-day period; and
  3. Hospitalizations for COVID-19 are on a downward trajectory (or near-zero incidence) over a 14-day period.

The recommendations submitted by ATPE on Tuesday include a call to waive the administration of the STAAR and TELPAS for the 2020-21 school year. This was one of two resolutions related to COVID-19 that the ATPE House of Delegates wrote and adopted last week during the 2020 ATPE Summit. Both resolutions were referenced in ATPE’s updated recommendations shared today.

  • Read ATPE’s full plan and updated recommendations on school reopening here.
  • Read ATPE’s July 14 letter from Executive Director Shannon Holmes to state leaders here.
  • View ATPE’s July 14 press release about our new recommendations here.

Teach the Vote’s Week in Review: July 3, 2020

This week, we celebrated the anniversary of the 26th Amendment to the United States Constitution, which was ratified July 1, 1971. Since the 26th Amendment lowered the voting age from 21 to 18, now is the perfect time to celebrate with all the young people in your life as you make plans to early vote in the primary runoffs. Here is our wrap-up of this week’s education news from the ATPE Governmental Relations team. We wish you a safe and relaxing Independence Day weekend!


CORONAVIRUS UPDATE: On Thursday, Gov. Greg Abbott made headlines with an executive order requiring that Texans wear masks in public spaces in counties with 20 or more positive COVID-19 cases. There are a few exceptions to the mask order, including for children under 10 years old, those with a medical condition that prevents wearing a mask, and in some specified circumstances such as driving. Violating the order is punishable by fine, but jail time for violations is prohibited. See the full executive order with a list of exceptions and exempted counties here. Abbott also reduced the limits of most allowed gatherings from 100 to 10 people. Both changes take effect at 12:01 p.m. Friday, July 3, 2020.

According to an article by the Texas Tribune republished here on our blog, Gov. Abbott gave an interview on Thursday afternoon in which he speculated about restarting schools this fall. ““If COVID is so serious, it may mean that students are having to learn from home through a distance learning program,” the governor is reported as saying, despite giving earlier assurances that it would be safe for schools to reopen soon. Meanwhile, we continue to wait for the Texas Education Agency (TEA) to provide school districts with health and safety guidance needed to begin the new school year. The agency posted a public health document last week only briefly before quickly pulling it down and calling it a working draft.

ATPE has shared its own Recommended Health and Safety Guidelines to the state and districts, urging them to address the safety concerns of school staff, students, and parents well ahead of a return to in-person classes, especially with the current spike in Texas coronavirus cases. Our recommendations urge TEA to release COVID-19 reopening guidelines and require that prior to the start of the 2020-21 school year, each school district disseminate a local policy describing health and safety measures it will take to mitigate and respond to the threat of COVID-19. ATPE believes TEA should require districts to involve non-administrative, campus-level staff and parents as they develop such policies. Districts should promptly notify employees and parents of their policy, and they must also be ready to adjust their policy should pandemic conditions change. We also provided a list of other considerations for districts to consider as they develop their policy, which include accommodating varying levels of risk factors among their student and staff populations, minimizing person-to-person contact, planning for special populations, adjusting staff  leave policies as necessary, and addressing child care needs of their staff, especially since many districts are now contemplating staggered student schedules or mandatory remote instructional days.

Please visit ATPE’s COVID-19 FAQ and Resources page for news and answers to educators’ commonly asked questions amid the rapid developments during this pandemic. Many of the categories of resources on the TEA Coronavirus Support Page were also updated this week, including an Operation Connectivity Survey, English learner guidance, waivers, finance, and grants (information on synchronous and asynchronous instruction), crisis code reporting results, July 4 public health resources, and child nutrition. Gov. Abbott also extended the P-EBT application deadline to July 31.


ELECTION UPDATE: Early voting for the primary runoffs and the Texas Senate District 14 special election started this Monday. Polls are closed today for the holiday, but early voting will continue through July 10. Election day is July 14, but we highly recommend you early vote in order to avoid crowds and lines. This week, ATPE Lobbyist Andrea Chevalier voted early and documented her experience here on our blog with tips to prepare for a safe trip to the polls.

The education-focused nonprofit organization Raise Your Hand Texas is holding two virtual forums for runoff candidates next week (see below). If you’re not attending the ATPE Summit next week, find more information and submit questions for the candidate forums here.

  • Texas Senate District 19 (San Antonio to Big Bend area) – Tuesday, July 7 at 1:00 p.m. (CDT)
  • Texas House District 26 (Houston/Sugar Land area) – Thursday, July 9, from 11:30 a.m. to 1:30 p.m. (CDT)

We know that the COVID-19 pandemic is creating many challenges for our public education system that will be long-lasting and require a commitment of support from our elected officials. Voting is the best way to influence laws and policies in Texas that will affect your profession, your schools, and your students. Find a list of polling places where you can vote here. Generate a personalized sample ballot here. Review candidate profiles here on Teach the Vote. Stay safe, Texas voters!


FEDERAL UPDATE: On Wednesday, July 1, the U.S. Department of Education officially published a final interim rule that states how public school districts must spend their CARES Act federal emergency funds for equitable services offered to private schools. The rule became effective immediately upon being published, but it is open for public comment through July 31, 2020. TEA held an update training session on Thursday in light of the changes; expect to find the training recording on TEA’s Grant Compliance and Administration YouTube playlist here. The new rule gives districts two options – spend CARES Act funds only on Title I schools and follow the longstanding interpretation of equitable services under federal law, or spend CARES Act funds on all schools and be held to the questionable interpretation of the equitable services law advanced by U.S. Department of Education Secretary Betsy DeVos. Read ATPE Lobbyist Andrea Chevalier’s post on the rule from last week for more information.

DeVos also announced final rules that impact the Teacher Education Assistance for College and Higher Education (TEACH) Grant program, which provides up to $4,000 a year to college students who are taking certain courses in preparation to teach, so long as they continually certify that they meet certain requirements when they become teachers, such as teaching in a low-income school. If recipients do not continue to meet the requirements, the grant is converted to a loan. As reported by the Government Accountability Office (GAO) in 2015, many TEACH Grant recipients had their grants converted to loans due to confusion over the requirements. The new rules change the department’s practices to expand how recipients can fulfill their service obligation, simplify the employment certification requirements, and allow recipients whose grants have been converted to loans to request a reconversion, among other provisions. Read a fact sheet on the rules here.


This week, ATPE Senior Lobbyist Monty Exter set the record straight on erroneous claims that teachers can temporarily retire due to the pandemic. The “temporary retirement” myth was mentioned in a news story following a conference call national teacher union affiliates held with Texas reporters last week. The Teacher Retirement System (TRS) has made it clear that there is no such option for “temporary” retirement, explaining that any teacher who retires and then returns to employment will be held to a fixed annuity amount as of their retirement date. There are a number of restrictions on early retirement that educators should consider. Read retirement facts in this blog post by Exter.


New data show student engagement declined when the pandemic forced schools to close this spring. The Texas Education Agency (TEA) released crisis code reporting data this week, which includes crisis code reporting on student “engagement” and indicates that more than 600,000 students (about 11% of the student population) had inconsistent or no contact with their teachers or administrators. ATPE’s 2020 Membership Survey provided even more concerning data related to engagement, as just over 65% of our survey respondents reported that their students were less engaged during virtual learning. Moving forward, TEA and school districts will need to prioritize data collection and planning that works towards eliminating barriers students faced when attempting remote learning this spring, which goes far beyond access to Internet and devices. Read more in this blog post by ATPE Lobbyist Andrea Chevalier.


The State Board of Education (SBOE) met this week to address several agenda items, including revision of physical education and health TEKS, which garnered over 12 hours of virtual testimony on Monday. Votes on proposed revisions to the curriculum standards will not occur until a future meeting of the board.

On Tuesday morning, Commissioner of Education Mike Morath appeared before the board during its virtual meeting and fielded questions from SBOE members on topics such as testing and how teachers would be protected against COVID-19 risks when schools reopen. The commissioner said no decision has been made yet as to whether Texas will seek a federal waiver of testing and accountability requirements like it did during the spring when schools were forced to close. Read a summary of Morath’s comments to the board in this blog post by ATPE Lobbyist Andrea Chevalier.

The SBOE committees’ work on Wednesday was largely uneventful, although the Committee on Instruction did amend an agenda item to keep computer science as a required high school course. On Thursday, the full board had a lengthy discussion about increasing the capacity of the charter school bond guarantee program by 20%. Upon a motion by Member Ruben Cortez (D-Brownsville), the board voted 5-9 in favor of maintaining the increase. The board moved forward with ease on their other agenda items.


An accurate count for Texas in the 2020 U.S. Census is essential for adequate funding of public schools and other services that will be sorely needed in the aftermath of the coronavirus pandemic. The Census Bureau has launched a self-response rates map, showing Texas currently ranks 40th and is tied with Arkansas. Rankings by county and city are also available, creating the perfect opportunity for some friendly competition! Congratulations to Mountain City, Texas and Fort Bend County for the highest census completion rates in Texas!

Find a Census response rate competition toolkit here, and keep spreading the word on social media and in other communications with family, friends, and the community about the importance of filling out the census questionnaire.

Commissioner discusses COVID-19 issues at the June SBOE meeting

The Texas State Board of Education (SBOE) is holding its June meeting this week. On Monday, the board heard over 12 hours of testimony from more than 250 people on the review of the Texas Essential Knowledge and Skills (TEKS) for physical education and health TEKS. The board’s discussion of these TEKS was pushed to Tuesday’s meeting.

On Tuesday, the board began with an appearance by Texas Education Commissioner Mike Morath, whose comments were primarily related to education issues stemming from the current coronavirus pandemic. Because Texas lacks end-of-year student learning data, Morath pointed to an outside study on the blended learning tool “Zearn,” which showed disparate outcomes in learning between students with different wealth measures. Morath did note that data will likely be released today on Texas public school student engagement, which was gathered by teachers in the spring. Morath stressed that we cannot allow the public health crisis to become an educational crisis and discussed transitioning from crisis-mode instructional support to instruction, in order to minimize learning loss.

As we previously reported here on Teach the Vote, Morath explained that the Texas Education Agency (TEA) has used its waiver authority to set up two new school finance mechanisms, which will allow districts to receive funding for either a synchronous or asynchronous remote instructional model next school year. In a later answer to a question by board member Marisa Perez-Diaz (D-Converse), Morath explained that attendance (tied to schools’ ability to receive funding) in the asynchronous method of remote learning will be specifically determined through a district’s definition of progress and engagement, which must abide by an already established framework defined by TEA. Morath stressed that it is essential to get as many children back in school as possible and as quickly as possible, but the commissioner said he understands that it may not be safe for some children to return to school.

Morath stated that the risk of COVID-19 infection, transmission, and complications in children is much lower than for adults and expressed confidence that districts can implement enough strategies and protocols so that parents feel safe sending their kids to school. This appeared to leave some board members wondering, “What about the teachers?”

Board member Ruben Cortez (D-Brownsville) later asked the commissioner to address how the agency is prepared to protect educators and deal with infected school employees who have to miss school or quarantine. Morath pointed to the agency’s provision of personal protective equipment (PPE) such as face shields, plus guidance the agency has provided to districts suggesting screening protocols and considerations for higher levels of distancing. Similarly, member Aicha Davis (D-Dallas) later asked Morath if there was going to be any state support for teachers who are pregnant or have asthma, to which Morath responded that it will be left up to school districts to address this issue, and TEA has provided them guidance regarding staff who fall into a high-risk category. Morath suggested that there would not be any additional state financial support for districts in dealing with this issue of accommodating staff around such COVID-19 concerns.

During his presentation, the commissioner commented on the financial situation facing Texas public schools. He stated that while negative downturns in the economy will impact tax revenue, Texas has not announced cuts to public education funding and does not plan to cut funding in the coming years. Morath explained that the Elementary and Secondary School Emergency Relief (ESSER) fund created as part of the federal CARES Act will be used to execute the “hold harmless” provision for Average Daily Attendance (ADA) that the agency recently announced. This means that cuts to funding in the coming year will not be necessary, according to the commissioner. In addition to the ESSER funds, half a billion dollars will be allocated through the Coronavirus Relief Fund (CRF), also part of the CARES Act, which will fund 75% of schools’ coronavirus-related expenses incurred during the 2019-20 school year. Morath said the state also plans to provide PPE to every school district, fund access to broadband and digital devices through Operation Connectivity, and offer the free, optional Texas Home Learning platform and resources for districts that do not already have a learning management system (LMS) in place. The commissioner added that 24% of Texas students needed paper learning resources this spring, which is likely why connectivity and access to devices are a large focus of how the state plans to spend its emergency funds provided by Congress.

When board member Davis asked the commissioner how racial equity would be addressed in his agency’s efforts, Morath referenced the increases in funding that resulted from the legislature’s passage of House Bill 3, Operation Connectivity, and the Texas Home Learning network. Similar to his previous positions, the commissioner suggested that each district is responsible for closing the gaps and that TEA can only provide robust resources within the limits of the agency’s own funding. Member Barbara Cargill (R-Conroe) asked Morath how the Texas Home Learning network was being vetted and what was being done to ensure that it will not become the next CSCOPE. Morath responded that the new home learning resources were meant to be extremely transparent and available to the public, but the commissioner added that he would like those resources eventually to be vetted by the SBOE .

Before taking questions, Morath also commented on the reading academy requirements included in House Bill 3, stating that all requirements are still on schedule. Reading academies will be offered mostly in a blended learning form. Providers may begin offering cohorts in July. More information on reading academies can be found here.

Board member Tom Maynard (R-Florence) asked about TEA’s future plans for administering the STAAR test. Morath answered with a long-winded explanation of why assessments are important for measuring learning for diagnostic purposes and emphasizing the correlation between STAAR test scores and future outcomes for students. To provide districts some flexibility, the commissioner stated that the agency has extended the testing window for the coming school year and that there will likely be future adjustments to the A-F accountability system to compensate for not being able to calculate growth. In response to a question by board member Georgina Pérez (D-El Paso), Morath said he isn’t sure if Texas will be requesting another testing waiver from the federal government in the upcoming academic year.

Lastly, Pérez asked the commissioner to comment on charter school expansion requests and if TEA could improve its process for notifying SBOE members of charter school expansion amendment requests. (ATPE was among a coalition of education groups that asked the commissioner to impose a moratorium on granting charter school expansion requests during the COVID-19 pandemic in order to save the state money.) Morath replied that expansion requests are being processed as normal. With regard to notice requirement, Morath did not have an answer.

The SBOE will continue to meet through Thursday of this week. Find the full agenda here.

For all information and guidance that TEA has provided to districts during the pandemic, visit the TEA COVID-19 Support page. Be sure also to check out ATPE’s Coronavirus FAQ and Resources for frequently updated information for educators about issues related to COVID-19.

TEA shares remote learning guidance for fall 2020

Despite announcements last week that schools wound be able to safely open in the fall, Texas policy makers have been quietly saying for months that as many as 20% (or maybe even more) of Texas’ 5.4 million students may not return to their neighborhood school when it reopens for the 2020-21 school year due to continued concerns regarding the coronavirus pandemic. With this in mind, the Texas Education Agency (TEA) has been working on a funding framework that encompasses distance learning options within existing law, as opposed to simply waiving requirements as the state did out of necessity at the end of the 2019-20 school year.

The agency’s Remote Instruction Guidance and accompanying 2020-21 Attendance and Enrollment FAQ released yesterday, June 23, include two remote learning options for school districts, along with funding assurances and methods for gathering attendance. These changes will only be in effect for the 2020-21 school year and are only possible under TEA’s waiver authority.

Several aspects of the provided options are promising, while others are concerning. The agency’s focus on tying student-to-teacher contact to funding will help ensure that students interact with schools and teachers on a daily basis. On the other hand, the agency does not provide guidelines for ensuring student-to-student interaction, which could hinder important social and emotional development. TEA does take a step in the right direction by refraining from simply expanding full-time virtual programs, as some legislators have recommended, under the Texas Virtual School Network, which has not proven to be an effective learning model for students in the past.

There remain some gaps in TEA’s guidance with regard to funding and resources. As many have said throughout this pandemic, districts are being asked to build a plane while flying it, and without any new resources to boot. TEA’s proposed “hold harmless” approach to calculating Average Daily Attendance (ADA) for the first 12 weeks of the new school year will help districts that experience a significant enrollment drop, but many believe this accommodation should be extended to cover the entire fall semester or the full year. School attendance may not stabilize until well after a vaccine has been widely distributed, which Director of the National Institute of Allergy and Infectious Diseases Dr. Anthony Fauci told lawmakers Tuesday could be at the end of 2020 or early in 2021.

Here is a summary of the remote learning options outlined by TEA in its most recent guidance:

Synchronous Instruction

In the remote synchronous learning model, students “sit” in virtual classes with their teachers and teachers take attendance much like they would in the physical school setting. This method generates funding based on a minimum number of daily minutes, which do not have to be consecutive. A defining feature is that PK-2 students are not eligible for funding through this model, as many agree that this type of real-time virtual classroom environment is not developmentally appropriate for young students who may have difficulty sitting in front of a computer screen for long periods of time. In order to offer this remote synchronous instruction method, districts must submit an attestation, complete a checklist of preparation items, and post the attestation on their website.

Asynchronous Instruction

In the asynchronous model, students will be expected to complete instruction and school work  independently, with intermittent teacher interaction. According to TEA, even the youngest grades can participate in this self-paced method, and attendance will be determined based on student “engagement.” Engagement will be specifically defined by each district, but TEA notes that it can be shown through progress in the Learning Management System (LMS), student/teacher interactions in the LMS, or turning in an assignment. Engagement must happen any day a student is marked present, which would then generate full-day funding.

The asynchronous model requires more work on the district’s end than the synchronous model. Districts will have to apply to TEA and submit a plan that details expectations for scheduling, curriculum, student progress, and educator support. For this reason, the agency is providing an attendance grace period or “hold harmless” through the end of the third six-week period while districts go through the approval process.

The Texas Virtual School Network (a not-so-new method)

TEA also reminds districts in its guidance that the Texas Virtual School Network (VSN) is available. Funding for this method is based on course completion, and districts can choose to enroll students in up to three VSN courses. As we have previously reported here on our blog, some state lawmakers have been advocating an expansion of the VSN. However, ATPE supports the limitations in statute that prevent the expansion of virtual schooling, as data have repeatedly shown that student performance in Texas virtual schools falls well below that of students in brick-and-mortar settings.

Funding with “Grace”

TEA will implement an ADA grace period or “hold harmless” provision for the first two six-week periods of the school year so that if a district experiences more than a 1% loss in enrollment compared to the first two six-week periods of the 2019-20 school year, those weeks won’t be counted in the overall ADA calculations that determine funding. As mentioned above, an additional grace period for the third six-week period will be applied for districts adopting the asynchronous model. This grace period does not apply to charter schools opening in 2020-21, as they do not have comparative ADA data from a previous year of operation. Additionally, district ADA numbers will be capped at the attendance rate of the 2018-19 school year, with some exceptions.

Rights to On-Campus Instruction

TEA’s plans reflect Commissioner of Education Mike Morath’s desire to make instruction in the 2020-21 school year similar to what instruction looked like before COVID-19, while keeping district offerings subject to parent wishes. In other words, whether parents request remote or on-campus instruction for their child, the district must meet the request. TEA’s guidance confirms limitations on schools converting to a virtual format. The agency’s FAQ document advises that schools will only be allowed to close for up to five days at a time if someone at the school is found to have been infected. The 90/10 attendance rule for students and truancy laws will remain in effect, and the agency does not plan to offer attendance waivers, instead directing districts to alter their calendars to build in flexibility.

ATPE is actively monitoring and analyzing all of TEA’s guidance, including the latest recommendations on remote instruction and urges educators to share their voices with district leaders and campus administrators as plans for remote learning are made locally. Educators can find more information on COVID-19 by visiting ATPE’s frequently-updated Coronavirus FAQ and Resources page.

NOTE: TEA has been frequently updating its guidance on the website. We advise educators to check for the latest versions on TEA’s COVID-19 Support and Guidance Page.

ATPE responds to plans for in-person instruction this fall

The Association of Texas Professional Educators (ATPE) responded Thursday to news that Gov. Greg Abbott plans for Texas schools to resume in-person instruction when the 2020-21 school year begins this fall. The Texas Education Agency (TEA) confirmed the plans and is expected to provide more detail next Tuesday. The news comes as a new ATPE poll shows health and safety for students and staff are the top concerns of educators when it comes to the upcoming school year.

According to the Texas Tribune, Gov. Abbott informed state legislators on a conference call Thursday morning, June 18, of the plans for in-person instruction this fall, even as hospitalizations for COVID-19 in Texas hit record highs for a week straight. TEA confirmed the plans for in-person instruction with a brief statement from the commissioner claiming that “it will be safe” to return to campus this fall and that “flexibility” will be provided to those with health concerns.

In response to the news, ATPE released a press statement today, noting the association’s support for keeping school environments safe and empowering school districts to make decisions about the return to school that reflect the leadership of their elected school boards and local community input. The association also hopes local officials will consider the impact of the pandemic in their area and the recommendations of medical experts in crafting their return-to-school plans, but additional guidance from the state will be necessary.

State officials have indicated that they will not require school districts to mandate that students wear masks or be screened for COVID-19 symptoms, but districts are likely to adopt their own protocols that may vary locally. TEA has allocated funding to districts for personal protective equipment (PPE), posting a spreadsheet to show the allocation planned for each district.

In ATPE’s recent survey of more than 4,200 Texas educators about their views on returning to campus during the pandemic, more than 63% of respondents named the health and safety of students as their top concern. Sixty percent of respondents listed their personal health and safety, and more than 45% reported concern about student learning gaps and learning loss. Read more about ATPE’s survey here. Following the news of the governor’s intentions today, numerous ATPE members reached out to us sharing similar concerns about health and safety.

The commissioner is expected to offer more details on the agency’s guidance for districts on reopening and school funding on Tuesday. ATPE is also awaiting more detail on allowances for students and staff who may not be able to return to school in person due to health considerations and associated funding concerns. As additional guidance is released by the state, ATPE will report on any new developments here on Teach the Vote and will continue to update our Coronavirus FAQ and Resources page for educators.

From The Texas Tribune: Texas students will return to school campuses this fall, Gov. Greg Abbott tells lawmakers

Cactus Elementary School in Cactus on Jan. 28, 2020. Photo credit: Miguel Gutierrez Jr./The Texas Tribune

Texas students will be returning to public schools in person this fall, Gov. Greg Abbott told state lawmakers Thursday morning.

The state’s top education officials confirmed the plans in a statement to The Texas Tribune.

“It will be safe for Texas public school students, teachers, and staff to return to school campuses for in-person instruction this fall. But there will also be flexibility for families with health concerns so that their children can be educated remotely, if the parent so chooses,” said Texas Education Commissioner Mike Morath.

When students return, school districts will not be required to mandate students wear masks or test them for COVID-19 symptoms, said Frank Ward, a spokesperson for the Texas Education Agency.

The TEA is expected to release additional guidance for school districts next Tuesday. Abbott has long said his intention is for students to return in-person this fall, saying this week that there will “definitely be higher safety standards in place than when they opened last year.”

“I will tell you that my goal is to see students back in classrooms in seats interacting personally with teachers as well as other students,” he told KLBK TV in Lubbock on Monday. “This is a very important environmental setting for both the students, for the teachers and for the parents.”

Abbott has pressed forward with reopening businesses and other public spaces for weeks, even as the number of new cases and people hospitalized with the virus has continued to rise. Democrats and officials in some of the state’s biggest cities have raised alarm about the pace, saying it’s putting people’s health at risk.

“Abbott’s failed leadership has cost lives and has led to Texas becoming one of the most dangerous states to live in during this pandemic,” said Texas Democratic Party Communications Director Abhi Rahman in a statement Thursday.

According to state lawmakers on the 11 a.m. call, school districts will be able to also offer instructional alternatives for students. The decision comes as COVID-19 cases and hospitalizations continue to rise statewide, and local officials begin to put firmer restrictions in place to tamp down the spread in their cities and counties.

National surveys have shown many parents do not feel safe sending their students back to the classrooms, with one poll showing two-thirds in support of keeping schools closed until the pandemic’s health risk has passed.

School districts’ surveys of parents are showing that many students will stay home, even when the classrooms are open. That could pose a financial risk to districts, which receive state funding based on student attendance. Already, many districts are planning for hybrid programs, with some students learning virtually and some learning in person, allowing them to keep class sizes small.

This year, Texas used federal stimulus dollars to fund school districts through this year’s mandated school closures, as long as they offered some type of remote education. But state officials have not yet said whether they will continue to fund them for students who do not show up in person in the fall.

With budget deadlines approaching at the end of the month, some districts are making tentative plans without clear state guidance. Fort Bend Independent School District announced earlier this week that its elementary and middle school students will return to their classrooms with adjusted schedules in the fall.

District officials are working to develop a plan for older students that combines virtual classes and classroom instruction. Online instruction will be an option for any student who doesn’t feel safe returning to the classroom in mid-August.

Cassandra Pollock and Patrick Svitek contributed to this report.

This article originally appeared in The Texas Tribune at https://www.texastribune.org/2020/06/18/texas-schools-reopening-fall/.

Teach the Vote’s Week in Review: June 5, 2020

It’s been a difficult week of unrest around the country, falling on the heels of what was already a stressful spring semester for students and educators. As Texas enters phase three of reopening, many districts are contemplating the 2020-21 school calendar and a safe return to school that will meet the needs of staff and students. See our headlines below and read a recap of education developments this week from the ATPE Governmental Relations team. And don’t forget to register to vote by June 15 for the July 14 elections. Your vote is your voice!


CORONAVIRUS UPDATE: On Wednesday, Gov. Greg Abbott announced “phase three” of the reopening of Texas. In phase three, all businesses may operate at 50% capacity, with limited exceptions, and restaurants can seat bigger parties and expand their occupancy limits. Large outdoor events, such as Fourth of July celebrations, were made permissible but determinations on such events will be up to local officials. No changes for schools were announced in phase three. Find full details here.

Visit ATPE’s continually-updated Coronavirus FAQ and Resources page for the latest information on COVID-19 issues. The Texas Education Agency (TEA) updated its coronavirus-related web resources this week as well, including updates on special education (continuity of learning), academics (Texas College Bridge and graduation), crisis code reporting guidance, reading diagnostics instruments guidance, and funding (CARES Act updates and FEMA guidance regarding a hurricane amid COVID-19).


ELECTION UPDATE: On Thursday, the U.S. Fifth Circuit Court of Appeals issued a permanent stay against a lower federal court’s ruling that ballot by mail could be expanded to all Texans. Further appeals are possible. This development follows last week’s Texas Supreme Court ruling that lack of immunity to the coronavirus does not constitute a disability that would make one eligible to vote by mail, but also explaining that it is up to voters to decide whether to claim a disability and local election officials need not verify such claims. Read more in yesterday’s blog post by ATPE Senior Lobbyist Monty Exter.

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 only 10 days from now on Monday, June 15. Make sure you’re registered and learn what’s on your ballot here. View candidate profiles, including their education survey responses and voting records, on Teach the Vote here. If you feel you meet the eligibility criteria to vote by mail, your application to receive 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 Texas Educators Vote coalition here,


As parents consider their children’s return to school this fall, they might wonder about virtual schooling options. However, a recent peer-reviewed study showed students who switched from brick-and-mortar schools to virtual charter schools experienced substantial learning loss compared to their traditional public school peers, even controlling for other demographic, teacher, and classroom factors. Perhaps it is virtual class sizes of 100 students or the profit-oriented nature of many virtual schools that leads to less learning. Educators would likely agree it is the lack of face-to-face, authentic interaction and relationship-building, which are essential to teaching and learning. Learn more about the study in this blog post by ATPE Lobbyist Andrea Chevalier.


School calendars and the return to school facilities remain hot topics this week. As we previously reported on Teach the Vote, school districts were allowed to reopen their facilities on June 1 for summer school. Some districts, such as Houston ISD and others, will only offer virtual summer school options as they cite challenges to implementing the health and safety protocols outlined by the Centers for Disease Control and the TEA. Texas Public Radio reported this week that at least two school districts in San Antonio will open for limited summer school programming with both in-person and virtual options. District plans include having students eat lunch at their desks, keeping students six feet apart, taking temperatures daily, and limiting group sizes.

ATPE GR Director Jennifer Mitchell

School districts are also fervently deciding on their 2020-21 school calendars and related budgeting matters. In an opinion piece published June 1 by the Dallas Morning News, ATPE Governmental Relations Director Jennifer Mitchell wrote about the challenges surrounding school calendar decisions in light of the coronavirus pandemic. In addition to health and safety considerations, many other factors need to be taken into consideration. As the Texas Education Agency (TEA) urges schools to consider longer, more flexible calendars, the extra costs of building in additional instructional days cannot be ignored at a time when many are worried about the impact of the pandemic on the next state budget. Calendar changes also impact businesses and working parents, too. “Few parents have the luxury of taking six weeks of additional leave from their jobs if students are sent home from school for extended breaks,” says Mitchell. ATPE has urged TEA to provide comprehensive guidance to help school boards navigate these decisions, and as noted in Mitchell’s op-ed, we also urge the community to support the school districts and educators who are taking on these challenges.

School start dates are a particular concern for many educators now that summer is here. Austin ISD still expects to start the school year August 18, the same date previously approved by its board earlier this year, but several other districts are heeding TEA’s advice to move up the start of the next school year. Alief ISD‘s 2020-21 calendar, posted this week as an example on the TEA website, includes an earlier start date in August, two extra instructional days, and extra week-long flexible breaks in October and February that could be used for instruction if needed. It is important for educators to pay close attention to calendar deliberations in their districts, especially since the school start date directly affects the deadline for educators to resign without penalty.

Educators can find resources and answers to frequently asked questions about returning to school on ATPE’s Coronavirus FAQ and Resources page. As calendar decisions are being contemplated, we also encourage educators to take advantage of any opportunities to share their voices at school board meetings or whenever staff or community input is sought by the district.


ATPE joined 20 other organizations writing a letter to Texas Education Commissioner Mike Morath urging support for prioritizing students’ mental health and social-emotional needs, especially as those needs have been magnified by the coronavirus pandemic. As stress and reports of family violence and trauma have increased across the state, the letter calls for the Texas Education Agency (TEA) to use available resources to infuse mental and social-emotional health strategies and practices into the state’s education priorities for the benefit of students and school staff alike. The letter was spearheaded by Texans Care for Children, a non-profit focusing on the well-being of Texas families and children.


U.S. Rep. Kevin Brady

With more educators thinking about retiring from the profession in the wake of the coronavirus pandemic, many are concerned about their Social Security benefits. Spearheaded by our Washington-based lobbyist David Pore, ATPE continues to urge Congress to repeal the Windfall Elimination Provision (WEP) that reduces many educators’ Social Security benefits. One of those leading a bipartisan effort to replace the WEP with a more equitable solution is U.S. Rep. Kevin Brady (R-The Woodlands, Texas), former chairman and now ranking member of the U.S. House Committee on Ways and Means. Texas Retired Teacher Association (TRTA) Executive Director, Tim Lee, sat down with Rep. Brady this week for a Facebook Live conversion about the congressman’s efforts to reform the WEP. As noted by Lee (on the video at 13:15), ATPE has worked with TRTA and Rep. Brady for many years on pursuing WEP relief both for educators already retired and those who will retire in the future.

To learn more about the WEP and how it might affect you, read this Teach the Vote blog post or the Social Security information on the main ATPE website.

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.