Tag Archives: stephanie stoebe

House Public Education Committee hears hours of testimony on school finance plan, HB 3

On Tuesday, March 12, 2019, the House Public Education Committee heard over 12 hours of testimony from 116 individuals on the House school finance plan, House Bill (HB) 3. Testifiers ranged from elementary school students to superintendents and teacher associations. There were 187 individuals registered, with 131 for the bill, 46 neutral (including ATPE), and 10 against. Public comment was largely positive, with concerns bubbling to the surface on the teacher merit-based-pay portion of the bill, increased inequity between property wealthy and property poor districts, and the integration of the current gifted and talented allotment into base funding.

Every testimonial began with gratitude for the many aspects of the bill that improve school funding. These include reimbursements for real costs associated with administration of SAT/ACT and certifications for career and technical education (CTE) students, a substantial increase to the basic allotment from $5,140/student to $6,030/student, new dual language and dyslexia weights, the extension of CTE funding to middle school students, increases to early childhood through the early reading allotment, and efforts to target funds to schools serving students in concentrated poverty.

The majority of testimony, including that from parents and children, focused on the bill’s proposal to roll the gifted and talented (G/T) allotment into the basic allotment instead. Currently, G/T students are funded at a 0.12 weight, but district enrollment is capped at 5%. Most, if not all, districts enroll the maximum of 5% of students. Therefore, districts receive the maximum funding for G/T students. By rolling G/T funding into the basic allotment, the base level of funding is raised and all districts still get the money and are still statutorily required to provide the G/T program. Testifiers advocating for G/T expressed concern that districts would no longer implement G/T programs to fidelity without the allotment, even with the ability under HB 3 for G/T funding to be 100% stripped should a district opt not to certify that it is providing a G/T program.

The concern with the merit-based teacher pay portion of the bill was mainly voiced by teacher groups such as ATPE, the Texas- American Federation of Teachers, the Texas State Teachers Association, and the Texas Classroom Teachers Association, along with a number of teachers who took time to come to Austin to personally express similar disapproval of the inclusion of merit pay in the bill. Testifiers stated that the bill gives the Commissioner of Education (who is un-elected) too much power, assumes that data exists to evaluate all teachers in every subject area, allows for very subjective and potentially biased student surveys to be used for evaluating and ranking teachers, and does not include factors for teachers’ years of experience. Several witnesses told the committee that teachers deserve an across-the-board pay raise before legislators discuss a state framework for differentiated pay, which is similar to but far more acceptable than traditional notions of merit pay. Another area of concern in HB 3, which ATPE noted in our testimony yesterday, is that the bill complicates state laws regarding the minimum salary schedule – creating a new, separate salary schedule for most teachers while keeping counselors, nurses, and librarians on the minimum salary schedule currently found in law – and would allow any school district to simply opt out of using the state’s minimum salary schedule.

The concern over linking teacher pay to student performance metrics, which most see as little more than paying for STAAR scores, is especially concerning amidst ongoing reporting that STAAR has been shown to be unreliable. This spurred discussion from Rep. Ken King (R-Canadian), who repeatedly argued that the bill does not mandate the use of the STAAR test for the teacher designations and merit-pay outlined in the bill. However, a reading of the bill clearly outlines the criteria for the tests that can be used, as well as the requirement for the commissioner to use comparative state data to create forced rankings of teachers.

ATPE Senior Lobbyist Monty Exter testifying before the House Public Education Committee on March 12, 2019

ATPE Senior Lobbyist Monty Exter testified neutrally on HB 3, echoing many of the same concerns and was able to tease out many of the push-backs from committee members. Exter expressed that although the bill has some very positive qualities in that it manages to provide at least some level of funding increase for almost all districts while also increasing funding for special populations, a nearly herculean task, aspects of HB 3 that promote merit pay tied to testing are not appropriate for stimulating educational improvement. Exter noted for the committee that ATPE members through the member written and adopted legislative program, “oppose the use of student performance, including test scores as the primary measure of a teacher’s effectiveness, as the determining factor for a teacher’s compensation or as the primary rationale for an adverse employment action.” As with other witnesses testifying on behalf of teachers yesterday, ATPE’s testimony included the fact that we are aware of no other common metric shared by districts across the state that the commissioner could use to rank teachers for purposes of the proposed merit pay program other than STAAR test results.

In the end, Exter implored the committee not to let the perfect be the enemy of the good, noting that the few parts of the bill educators oppose, including merit pay, are not integral to the functioning of the larger bill; if those parts of the bill were removed, Exter tstified, Texas educators could very likely enthusiastically support HB 3. Watch Exter’s full exchange with the committee here beginning at the 5 hour and 24 minute mark. Exter’s testimony was preceded by ATPE member and former Texas Secondary Teacher of the Year Stephanie Stoebe. ATPE State Vice president Tonja Gray also testified later in the hearing. View ATPE’s written testimony on HB 3 here.

Other education stakeholders focused their testimony in yesterday’s hearing more on concerns surrounding financial equity. While we won’t get into the weeds about tax effort and the guaranteed yield of different tax rates (and thus, golden and copper pennies), the general sentiment expressed was that HB 3 would increase inequity between property wealthy and property poor districts over time. For much more detailed information on this issue, please see testimony provided by the Equity Center and the Center for Public Policy Priorities on HB 3.

In addition to the tax inequity aspect, small and midsize districts and their representatives argued against moving the small and midsize adjustment, which adjusts the basic allotment to a higher amount to account for diseconomies of scale, to an allotment under HB 3. In current law, the adjustment is applied to the basic allotment before additional  funding weights (compensatory education, bilingual education, special education) are applied for various types of students, adding more money. Under HB 3, the adjustment would be applied to the basic allotment just like any other student weight, which advocates argue would reduce overall funding for specific student populations.

Yesterday’s hearing was likely to be the only opportunity for public comment on this version of HB 3 in the House. Once HB 3 is brought up in the House Public Education Committee again, which we expect to happen next week, it will likely be in the form of a committee substitute (a changed version) and the committee is not required to take additional testimony before voting on the bill. Follow ATPE Lobbyists on Twitter @ATPE_AndreaC, @ATPE_MontyE, @ATPE_JenniferM, and @MarkWigginsTX to get up-to-date news on HB 3 as it moves through the legislative process.

Teach the Vote’s Week in Review: June 8, 2018

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


School finance commission working group on expenditures meeting June 6, 2018.

The Texas Commission on Public School Finance met this week both as a whole and in smaller working groups. ATPE Lobbyist Mark Wiggins followed the conversation and provided updates for TeachTheVote.org. His first post details Tuesday’s meeting of the full commission, in which members heard from a number of invited witness who talked about teacher supports, such as merit pay programs.

The working group on revenues, led by state Sen. Paul Bettencourt (R-Houston), held a last-minute meeting afterward that resulted in most of the public not being able to attend, but reports from those inside provided an idea of what the group has planned. State Rep. Dan Huberty’s (R-Houston) working group on expenditures met Wednesday morning, and engaged in a lively discussion about textbooks and classroom technology.

The commission is scheduled to meet again on July 10, followed by an expenditures meeting on July 11 in which the working group will vote on recommendations to submit to the full body.


The Senate Select Committee on Violence in Schools and School Security is set to hold two hearings next week in response to the tragic school shooting in Santa Fe, Texas. Lt. Gov. Dan Patrick assigned Senate Education Committee Chair Larry Taylor (R-Friendswood) to chair the select committee, which is composed of six Republicans and three Democrats.

Monday’s agenda includes invited and public testimony on the following: “Improve the infrastructure and design of Texas schools to reduce security threats, and discuss various proposals to harden school facilities, including limiting access points, improving screening and detecting of weapons, retrofitting school facilities with improved locks, emergency alarm systems, and monitoring cameras.”

Tuesday’s agenda includes invited and public testimony on the following: “Study school security options and resources, including, but not limited to, the school marshal program, school police officers, armed school personnel, the Texas School Safety Center, and other training programs to determine what improvements can be made to provide school districts and charter schools with more robust security options.”

Texas Speaker Joe Straus (R-San Antonio) asked the House Committee on Criminal Jurisprudence to study a “red flag” law that would provide a legal process for temporarily removing guns from someone considered potentially dangerous by family members or law enforcement. Straus also announced nine new interim charges for House committees:

Committee on Appropriations

“Examine the availability of federal funding and Governor’s Criminal Justice grants that may directly or indirectly improve school safety. Evaluate the potential costs of proposals identified by the Governor and House Committees related to improving access to mental health services for children, improved school safety, and enhanced firearm safety.”

Committee on Public Education

“Review the effectiveness of schools’ current multi-hazard emergency operation plans. Determine any areas of deficiency and make recommendations to ensure student safety. Research violence prevention strategies, such as threat assessment, that are available for school personnel to identify students who might pose a threat to themselves or others. Identify resources and training available to schools to help them develop intervention plans that address the underlying problems that caused the threatening behavior.”

“Examine current school facilities and grounds. Consider any research-based ‘best practices’ when designing a school to provide a more secure environment. Review the effectiveness of installing metal detectors, cameras, safety locks, streaming video of school security cameras, and other measures designed to improve school safety.”

Committee on Criminal Jurisprudence

“Examine current statutes designed to protect minors from accessing firearms without proper supervision and make recommendations to ensure responsible and safe firearm storage, including enhancing the penalty to a felony when unauthorized access results in death or bodily injury.”

Committee on Homeland Security and Public Safety

“Evaluate options to increase the number of school marshals available, and identify current statutory requirements that limit utilization of the program.”

“Examine best practices and measures adopted in other states regarding reporting lost or stolen firearms. Gather information on reporting strategies, fines, and/or penalties for noncompliance, and receive testimony from law enforcement related to mishandling of firearms.”

Committees on Public Education and Committee on Public Health (Joint Charge)

“Consider testimony provided at the May 17 House Public Health Committee hearing regarding improving mental health services for children. Identify specific strategies that would enhance overall school safety. Study ways to help parents, youth and primary care providers support school personnel in their efforts to identify and intervene early when mental health problems arise. In addition to school-based trauma-informed programs and those that treat early psychosis, consider the benefits of universal screening tools and expanding the Child Psychiatry Access Program (CPAP). Make recommendations to enhance collaboration among the Health and Human Services Commission, the Texas Education Agency, local mental health authorities, and education service centers.”

Committee on Homeland Security & Public Safety and Committee on Judiciary and Civil Jurisprudence (Joint Charge)

“Examine current judicial procedures and practices and make recommendations to assist all courts and jurisdictions in reporting judgments and verdicts which make up the information sent to the National Instant Background Check System (NICS). Review and make recommendations regarding the list of convictions, judgments, and judicial orders which disqualify a person from possessing a firearm.”

Committee on Defense & Veterans Affairs and Committee on Homeland Security & Public Safety (Joint Charge)

“Examine the experience of other states in prioritizing retired peace officers and military veterans for school security. Determine the minimum standards necessary to implement such a program.”

ATPE will be attending these hearings will post updates at TeachTheVote.org. The House and Senate actions come after Gov. Greg Abbott released his outline of ideas to prevent further school shootings last week. Many of those ideas would require legislative action, which is among the things the committees will consider.

 


State Rep. Larry Gonzales (R-Round Rock) announced his resignation this week, saying it’s time to move on. The Texas Tribune reported on his announcement, which we’ve been expecting since he announced last year he wouldn’t be running for reelection. Rep. Gonzales chaired the House Appropriations Subcommittee on Articles VI, VII and VIII of the state budget, which includes funding for big state agencies such as the Texas Department of Transportation (TxDOT). As a member of the Texas Legislature, he was well known for being a friendly guy and a straight shooter who worked with both parties to get things done. Gonzales was a good friend of public education, and his presence in the legislature will be dearly missed.

The race to follow Rep. Gonzales in representing House District (HD) 52 is between Republican Cynthia Flores and Democrat James Talarico. You can click on each of their names to view their candidate information and survey responses they provided to TeachTheVote.org. This is expected to be a close race, which underscores the importance of every vote.

The November 6 General Election will be the last opportunity for education supporters to make sure pro-public education candidates are elected into office. Whomever voters choose will decide what direction to take the Texas Legislature when it meets in January. Will we see a resurrection of vouchers and bills attacking teachers? Or will we see a comprehensive school finance reform bill that puts more resources into classrooms and gives local taxpayers a break? It all depends on who you elect!

 


 

Education Commissioner Mike Morath announced Wednesday the criteria for schools affected by Hurricane Harvey to receive waivers from the state accountability ratings. Campuses, districts, and open enrollment charter schools are eligible to be evaluated under the Hurricane Harvey Provision if 10% or more of students or teachers were reported as homeless after the storm, if the campus was closed for ten or more instructional days, or if the campus was reported as being displaced due to the geographic relocation of students or the sharing of instructional facilities. Campuses or districts that meet at least one of these criteria AND are labeled Improvement Required or receive a B, C, D, or F rating will have their accountability rating changed to Not Rated. You can read the full announcement here.

 


ATPE educator and Round Rock ISD fourth grade teacher Stephanie Stoebe testifying at the Texas Capitol June 7, 2018.

Lawmakers on the House Committee on Public Education Subcommittee on Educator Quality and the House Committee on Higher Education combined forces on Thursday to discuss educator preparation programs (EPPs). The differences between alternative certification or “alt-cert” programs and traditional EPPs was examined during the hearing. The combined committees also heard from ATPE member Stephanie Stoebe, who spoke about her efforts to identify what marks a quality EPP. Stoebe’s recommendations for the committees included creating a dashboard to share EPP information and setting high standards relevant to student achievement. Teacher pay and attrition were also among the topics discussed at the hearing. The combined committees also heard from Stephen F. Austin University, College of Education Dean, Dr. Judy Abbott about partnerships between colleges, universities, and local districts. A detailed breakdown of the hearing can be found in this post by ATPE Lobbyist Mark Wiggins.

 


On Wednesday, June 6, the Texas Education Agency (TEA) released guidelines to all administrators relating to services for students with dyslexia and other disorders. The provisions come after a final monitoring report from the U.S. Department of Education Office of Special Education Programs (OSEP) disclosed that TEA failed to comply requirements in the Individuals with Disabilities Education Act (IDEA). The provision of services outlines the appropriate responses educators should have if a student is showing early signs of dyslexia, the need for special education, or other services. Read the full correspondence here.

ATPE educator talks ed prep with state lawmakers

The House Committee on Public Education Subcommittee on Educator Quality and the House Committee on Higher Education met Thursday morning for a joint hearing on educator preparation programs (EPPs), which is among the interim charges assigned by Texas Speaker Joe Straus (R-San Antonio) before the next legislative session.

ATPE educator and Round Rock ISD fourth grade teacher Stephanie Stoebe testifying at the Texas Capitol June 7, 2018.

The first panel focused on data and accountability, and Texas Education Agency (TEA) associate commissioner Ryan Franklin began testimony with a summary of new teacher demographics. Only a third of new teachers come from traditional four-year undergraduate programs, while half come from alternative certification, or “alt-cert” programs. A+ Texas Teachers, which is an alt-cert program, certifies about a quarter of all new teachers in the state.

All programs require 300 hours of training, but the timing and nature of the training can vary greatly. For example, traditional programs require 14 weeks of training with a teacher of record before allow candidates to take over the classroom themselves, while alt-certs allow candidates to enter the classroom alone as the teacher of record without the benefit of that training.

ATPE member and Round Rock ISD fourth grade teacher Stephanie Stoebe testified about the importance of robust educator preparation programs. Poor preparation leads to higher dropout rates for new teachers. Stoebe testified a campus where she previously worked saw a nearly 50 percent turnover rate for four years because of teachers unprepared to teach students in high levels of poverty, which resulted in neediest kids getting abandoned.

Stoebe conducted research over the past year into indicators of quality EPPs. A survey of 225 classroom teachers found that teacher candidates rely primarily on reputation and flexibility in choosing an educator preparation program. When it comes to the type of preparation, Stoebe emphasized the value of classroom experience, noting that she was taught in the Army to “train as you fight.” Stoebe offered several recommendations, including setting a high bar relevant to student achievement and creating a dashboard to share EPP information. Stoebe also pointed out, “What gets measured gets done.” Stoebe testified teachers are calling for transparency of data, and urged leaders to use data to hold EPPs accountable.

Members of each committee discussed teacher pay and working conditions, noting that both are contributing factors to teacher turnover and retention. State Rep. Travis Clardy (R-Nacogdoches) raised concern about the increasing reliance on alt-certs, which see higher attrition rates. “This is something that we really need to delve into next session,” said state Rep. Donna Howard (D-Austin). State Rep. Ken King (R-Canadian), who chairs the Educator Quality Subcommittee, emphasized the importance of “grow your own” programs in closing the equity gap between rural and urban districts with regard to teacher quality.

Dr. Judy Abbott, the Dean of the College of Education at Stephen F. Austin State University, suggested lawmakers pass legislation to better support partnerships between local districts and institutes of higher education by assigning a dollar value to the time educator candidates spend in classrooms while pursuing their certification. Dr. Abbott estimated this benefit to be around $12,000 per teacher.