During a recent meeting held by the Tennessee Department of Education, significant updates were shared regarding the implementation of alternative growth measures for educators, particularly focusing on the Universal Reading Screener. This initiative is crucial for non-tested teachers across the state, as it aims to enhance educational outcomes for students in pre-kindergarten through third grade.

One of the key announcements was the introduction of a new policy prohibiting the use of AI tools, such as Otter, in state meetings. This decision underscores the department's commitment to maintaining the integrity of discussions and ensuring that all interactions are conducted in a secure environment.

The meeting also welcomed a new team member, Candace Robinson, who will be contributing as a contractor. The team expressed gratitude to Martha Moore, the former senior director, who recently retired after 30 years of service, highlighting her significant contributions to Tennessee's educational landscape.

Tracy Riddle, the director of educator effectiveness, led the discussion on the Universal Reading Screener as an alternative growth measure. Riddle emphasized that all districts and charter schools must implement at least one individual growth measure for non-tested teacher groups, with the Universal Reading Screener being a primary option. This measure is particularly important for those receiving Voluntary Pre-K (VPK) funding, as it is mandated for use in kindergarten and pre-kindergarten settings.

The meeting clarified that while districts must choose either the portfolio or the Universal Reading Screener for these grades, they are not required to use the same measure for both. This flexibility allows schools to tailor their approach based on specific needs.

Additionally, the Literacy Success Act mandates the use of the Universal Reading Screener for students in kindergarten through third grade, with the option to extend its use to pre-kindergarten through second grade. This initiative aims to ensure that educators have reliable tools to assess and support student literacy development effectively.

As the meeting concluded, participants were encouraged to engage through a chat feature for any questions, ensuring that all concerns regarding district-specific implementations could be addressed. The department's focus on clear communication and support reflects its ongoing commitment to improving educational outcomes for Tennessee's students.

These developments signal a proactive approach by the Tennessee Department of Education to enhance teaching effectiveness and student learning, aligning with broader educational goals for the community.