Tag Archives: remote learning

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.

ATPE survey, TEA data show pandemic-related decline in student engagement

This spring, when the COVID-19 pandemic sent our educational system into triage mode, Texas educators were asked by the Texas Education Agency (TEA) to document “student engagement” using crisis codes in the state’s Public Education Information Management System (PEIMS). The data collected by the agency was released yesterday, but take it with a big grain of salt. The term “engagement” might be a misnomer based on TEA’s definitions, and ATPE’s own survey of Texas educators indicates we have a lot of work to do on re-engaging students.

Student engagement as we familiarly know it typically refers to factors such as attendance, participation in lessons, timely completion of assignments, and students’ attitudes toward learning. For reporting purposes during the crisis, TEA defined an engaged student as one who was responsive and completing assignments, which is rather vague. For example, secondary students in multiple classes were considered engaged if they were completing assignments in any core content area. Therefore, an “engaged” middle school student could have completed some assignments in an ELA course but in no other courses. An “unengaged” student was defined as responsive but not completing assignments, regardless of the underlying reason for the student’s lack of engagement. An “uncontactable” student was defined as not responsive at all.

As defined, the TEA crisis codes seemed to measure whether students were present as opposed to their true engagement. Additionally, these definitions leave out students who may not regularly complete assignments as part of their schooling, such as those who receive special education services.

The student engagement data newly released by TEA, which is still being updated by districts through July 16, showed that 88.72% of students were “engaged.” The agency reported that approximately 11% of students either were not engaged for some time or their school districts lost or had no contact with them. For context, this amounts to approximately 609,000 Texas students who severely lacked the emotional, academic, and social stability traditionally afforded by schools and educators this spring. That’s a disturbing number, even under TEA’s rudimentary definitions of engagement, but input we’ve solicited from ATPE members suggests a much larger number of students became less engaged once schools were forced to shut down because of the coronavirus pandemic.

The recent ATPE Membership Survey conducted June 5-19, 2020, included a question on student engagement that we believe provides much more insight about how students were participating and learning during remote instruction this spring. When asked how engaged their students were during remote instruction, just over 65% of ATPE members surveyed said their students were “slightly less engaged” or “much less engaged” on average as compared to their level of engagement during previous in-person instruction. This information was provided by 3,250 survey respondents.

ATPE 2020 Membership Survey results on student engagement during the pandemic-related school shutdown

The misnomer of “engagement” as loosely defined by TEA is even more problematic when applied to the agency’s disaggregated PEIMS data, which are presented in such a way that suggests students of color, low-income students, and students in younger grades were not as “fully engaged” in school this spring as other students. Whether or not these subpopulations of students were engaged is more accurately framed, we believe, by the barriers students may have faced both in accessing school materials and having the necessary instructional support at home. (Having a stable home setting and parents or caregivers who are present make a difference.) Through TEA’s “Strong Start” resources, districts are being encouraged to collect some survey data from families and educators related to barriers as they plan for the upcoming school year.

Where do we go from here? Evidence is mounting that the “COVID slide” will be steep and likely even steeper for students of color, low-income students, and younger students who may not be developmentally ready for remote instruction. With an upcoming school year that will include an even greater emphasis on remote instruction and no plans as of yet from TEA to halt state testing and accountability mandates, it is more important than ever to gather information on the barriers students face and make concrete plans to address them. TEA has said the state intends to use federal emergency dollars to improve connectivity and access to digital devices for students, but these will be of little use if a child has inadequate instructional support at home or no place to call home at all.

Including teacher voices to gather their experiences with students during remote learning and their take on how to improve access to education during a crisis is crucial. ATPE has urged the state and school districts to solicit feedback from educators, including classroom teachers, as they develop plans for the next school year.

An ATPE member told a story of sitting with their student (virtually) to talk through their parents’ loss of income, their fears about the pandemic, and adjusted assignment expectations since the student was now working at a job, too. This is not necessarily “completing an assignment,” but it is engagement and it is at the core of the work that educators do. If you can’t engage a student and have a meaningful relationship, their basic needs will not be met (remember Maslow’s Hierarchy of Needs?), and they will never get to a place of learning .

Read this reporting by the Texas Tribune to learn more about the “COVID slide” and the engagement data recently released by TEA.

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.

Teach the Vote’s Week in Review: June 19, 2020

Today is Juneteenth, the day that notice of the Emancipation Proclamation freeing slaves finally reached Texas (two and a half years later). Celebrations like Juneteenth help educate future generation about our shared past and are a perfect way to continue conversations and action about the current issues facing our nation. For what happened in education this week, read the update below from the ATPE Governmental Relations team.


CORONAVIRUS UPDATE: Yesterday, Gov. Greg Abbott made a surprise announcement during a call to lawmakers that he intends for Texas schools to reopen for in-person classes in the fall, with flexibility offered for those who have health concerns. The Texas Education Agency (TEA) confirmed the plan in a brief statement, promising that more information will be forthcoming next week.

As reported by the Texas Tribune, TEA has said that the state will not require districts to mandate that students wear masks or be tested for COVID-19 symptoms. However, TEA has also said that the state plans to distribute personal protective equipment (PPE) to districts. Overall, the ambiguity in both the governor’s and TEA’s messaging and the delay in providing additional guidance to school districts have spurred confusion and anxiety among educators, who fear for the health and safety of students in addition to their own personal safety, as shown by a recent ATPE survey.

In response to the state officials’ remarks yesterday, ATPE released a statement that highlights our commitment to fighting for safe learning environments and our members’ respect for local control, allowing decision-making by locally elected school boards with the input of their local educators and community. We know that school districts around the state are working to make informed decisions about when and how to start the new school year, including deciding on necessary safety precautions to prevent the spread of COVID-19. Even without state-level orders on wearing masks, for example, some districts have already indicated that they will require their students and staff to wear masks when school resumes. Other safety measures being implemented by some districts include temperature checks, limiting classroom occupancy, staggering the days that students and staff are on the campus, and providing for distance learning options. To make these difficult decisions at the local level, school districts need additional support and comprehensive guidance from the state, and ATPE is urging TEA to provide this information as soon as possible.

In the meantime, ATPE has updated our Coronavirus FAQ and Resources page to address new questions about the developments this week. We will provide updated information as soon as TEA shares additional guidance to school districts next week.


Here’s more on the recent ATPE survey of educators about COVID-19. More than 4,200 educators and other school employees answered our poll on how COVID-19 has impacted education. No surprises here, educators responding to the survey cited student health and safety as their top concern, even more so than their own health and safety. Read this week’s blog post from ATPE Lobbyist Mark Wiggins for a full rundown.


The U.S. Department of Education has shared information about Texas’ plans for using federal COVID-19 relief funds for education. The newly posted certification and agreement documents are part of the state’s applications for the Governor’s Emergency Education Relief (GEER) and Elementary and Secondary School Emergency Relief (ESSER) funds included in the CARES Act.

According to the application, the K-12 portion of the $29.2 million in Texas GEER funds will be used as follows:

  • to support remote learning for all students, including ensuring connectivity (Operation Connectivity);
  • to create a comprehensive set of online instructional materials, which we presume will be hosted on the existing TexasHomeLearning.com website operated by the Texas Education Agency (TEA); and
  • to provide a virtual dyslexia intervention service.

Of the $1.28 billion in ESSER funds going to Texas, TEA plans to reserve 9.5%, the maximum amount allowed under the law, to use for discretionary projects, which are mostly focused on supporting remote and online learning. The agency plans to implement the following:

  • an online summer bridge program to assist graduating seniors;
  • a support and monitoring program for districts that are adapting to remote learning settings;
  • a “turnkey” remote instructional support and content delivery service (likely what TexasHomeLearning.com will become);
  • a program in which select districts redesign their models for online learning;
  • mental and behavioral supports; and
  • a remote dyslexia instruction platform.

The Texas Education Agency (TEA) updated its coronavirus-related web resources this week. TEA’s closure support and guidance page includes updates on allotments for personal protective equipment. The general support page features new FAQs for school boards and charter schools. The Texas Home Learning resources have been updated on the instructional continuity page, which also includes new information about changing school start dates. New federal funding and CARES Act reimbursement information is on the waivers, finance, and grants page. Lastly, the agency has posted new information on its assessment page related to the optional extended online testing windows for the 2020-21 school year.

Check out ATPE’s Coronavirus FAQ and Resources page for the latest information on COVID-19 issues facing educators.

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

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

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

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

Learning Heroes Parent 2020 Survey

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

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

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

USA Today/Ipsos Public Polls of Parents and Teachers

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

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

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

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

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

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