[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6506774,"mediaKeyId","5551594-89fc620320a507b6b0529ebbccb89b72","parentId",5551594,"title","Board debate focuses on literacy implementation, possible third-grade retention and community outreach pilots","audioSeconds",1415,"startMs",8674000,"endMs",10089000,"viewUrl","/Search/View?dp=1&key=5551594-89fc620320a507b6b0529ebbccb89b72&start=8674&end=10089","thumbnailUrl","https://assets.pipeline.soar.com/5551594-89fc620320a507b6b0529ebbccb89b72/thumbnail_8674000.jpg","articleUrl","/articles/6506774/Alabama/Board-debate-focuses-on-literacy-implementation-possible-third-grade-retention-and-community-outreach-pilots","mediaUrl","https://secure.pipeline.soar.com/6506774-7d530af82a89a031b592d914157f8223/orig.mp4?Expires=1770506290&Signature=lwitbMmkF7Et~nVm4rE9jGlSDMejlHOUV9GWUatj4JaDMGBnvLOF9kSNfzElngKcscZM6IE9MYPbRZkMVnfCJFrO1gfKQgQdaEYsc7DhxyJrhnu5KReExosLEUpUyGxSz-Lc7pRkBgoFQPqmq2KCJest-P--AnYSzulR-RcGpbwZ5MaljUbf7CFh3EQGZ4wTxAIjQ4aY55YsFeNvZJuh1M3SmkUf3QkDuVxIESv3qst3ukNdTf9ZI-mrqPJzgngDqVkUbyz2LFroDo14X7BBct0kbWqxUKVWZxFgT6iGIEyKPpqTkoqhQT8bY0Qt~1UZcH-wtna7eXmplXNqUWUZDw__&Key-Pair-Id=KUT5TJCACFTXG","author","Alabama State Department of Education","date","2025-08-07T06:16:48.303Z","article","Board members pressed department staff for details about how the Alabama Literacy Act and related retention rules would apply to the most recent test results and what outreach and support would be available for affected students and families.

Department staff said that, based only on the year's assessment scores and without accounting for summer interventions or portfolio reviews, about 12,843 third-grade students scored below grade level on the initial assessment this year and 11,663 second graders were below grade level. Staff explained those totals represent initial test outcomes; many students attend summer reading camps or take alternate assessments, and local portfolio review processes and Individualized Education Program (IEP) decisions can change promotion outcomes.

\"Based on prior experience and comparable state data, if roughly half of students who attend summer supports pass the alternate assessment, the number actually retained would be lower than the initial tally,\" department staff said. The department estimated that worst-case retention might approximate the 12,843 figure, but an expected range after summer and portfolio processes could be in the several-thousand range rather than tens of thousands.

Board members asked about communications to parents and school boards. Assessment and early-literacy staff said individual student reports and sample parent letters are provided to districts after assessments; districts are expected to notify families and to offer summer camp and intervention opportunities. Staff noted the department can provide model letters and that local school principals are often the most effective communicators for an individual family.

Several board members described community-driven pilots. One superintendent reported a countywide effort in Wilcox County that trained community facilitators (through churches and local organizations) on ARI-developed resources so facilitators can help parents support children at home. The county planned facilitator training through the fall and intended to track progress, with community facilitators organizing parent education sessions, distributing materials and using simple QR-code resources to connect families with ARI guidance.

Board members asked the department to coordinate with the Alabama Association of School Boards (AASB) and other associations to ensure superintendents and school boards receive consistent information and action steps. Staff said they would work with association partners and with school boards on training and communications.

Ending
Department staff will provide requested district-level annotated data and sample communication materials, and will coordinate with association partners to scale outreach and training pilots. Several board members urged rapid, intentional parent engagement ahead of the fall term to reduce the need for formal retention decisions.","mediaType","Video","parentTitle","Alabama Board of Education Work Session","oneSentenceSummary","Board members and department staff discussed how the Alabama Literacy Act would have affected student retention if implemented this year, district-level outreach efforts to support parents, and local community pilots to train facilitators to help families support early reading.","taxTitle","Alabama State Department of Education, State Agencies, Executive, Alabama","taxId",80275,"location","Alabama","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6506779,"State releases preliminary assessment snapshots; embargoed school-level data due to board July 27, public release July 31",1521,7090000,8611000,"/Search/View?dp=1&key=5551594-89fc620320a507b6b0529ebbccb89b72&start=7090&end=8611","https://assets.pipeline.soar.com/5551594-89fc620320a507b6b0529ebbccb89b72/thumbnail_7090000.jpg","/articles/6506779/Alabama/State-releases-preliminary-assessment-snapshots-embargoed-school-level-data-due-to-board-July-27-public-release-July-31","https://secure.pipeline.soar.com/6506779-e238d1acb1ad9d6b3de5aad2bf67e704/orig.mp4?Expires=1770506290&Signature=HAerphJjROLKqEhv9TH09Mdrf1M81rEENS-nuiAfnnO391E962qV43RuH6kM9w7szcN0ZwjC7of7J-oVpY7tAmr3hn8phTo~GCdmHIUpZSPtPtKt4q5JESDSl-9mJRlCvD7PT4w3iLQN0PJs4yUyKyYxabyhPVOjMElKk0~suEWDIntvSan3F1-kD9r5CCibffy9Pk-D98vR8lBobd4ZXhUL2~TvFA54mVPD7IdjzcXqhXWAEwcB4OgIlEgmG91WnrXOy0yocxC034FcaQ-q7C4tC30E7YOf18X12PmNpfCAu~zei4BxJm-Cl-~IHMBEqhtCMmDS7aPt8aqzYXEyiA__&Key-Pair-Id=KUT5TJCACFTXG","State assessment staff gave the board a preliminary overview of the year's student assessment results and the schedule for district- and school-level releases.

Dr. Maggie (assessment lead) said statewide participation rates were high across assessments (around 93% for the ACT with writing and roughly 95% or higher for summative exams and alternate assessments). Preliminary proficiency results showed modest gains in some areas: the ACT composite rose by 0.1 to 17.4; English language arts (ELA) proficiency showed grade-by-grade variation with increases in several grades (for example, second-grade ELA rose from 49% to 54% proficient), while math also showed incremental gains in multiple grades.

Dr. Maggie cautioned that the data is preliminary and districts are still validating records. She said districts had a two-week validation window, the department anticipated providing embargoed school- and district-level datasets to board members on July 27 and a public release on July 31, contingent on any data issues that might arise during validation.

Assessment staff reviewed results for alternate-assessment populations, noting gains and declines in particular grades and reminding the board that alternate results measure performance for students with significant cognitive disabilities on alternate standards. The department also previewed plans for NAEP and international assessment pilots in 2024, including district and school notifications and piloting device compatibility.

Board members asked for annotated explanations of some level-4 proficiency values and requested written analysis following final validation. Staff committed to deliver embargoed district and statewide numbers to board members on July 27 and to supply accompanying analytic notes and annotations requested by board members once validation concluded.

Ending
Department staff will provide embargoed district and statewide assessment files to board members on July 27, publish validated results on July 31 (subject to vendor and validation checks), and return with requested annotations and school-level analysis after final validation.","Department staff presented preliminary statewide assessment participation and proficiency snapshots for ACT with writing, summative ELA and math, alternate assessments and NAEP planning; district-level embargoed results will be made available to board members on July 27 with public release planned July 31.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6506784,"Board hears overview of 2025 education legislation: raises, new funds and new laws to implement",1163,2614000,3777000,"/Search/View?dp=1&key=5551594-89fc620320a507b6b0529ebbccb89b72&start=2614&end=3777","https://assets.pipeline.soar.com/5551594-89fc620320a507b6b0529ebbccb89b72/thumbnail_2614000.jpg","/articles/6506784/Alabama/Board-hears-overview-of-2025-education-legislation-raises-new-funds-and-new-laws-to-implement","https://secure.pipeline.soar.com/6506784-43333757807a1123e6eb6f23e5d9f3fd/orig.mp4?Expires=1770506290&Signature=dmFh095uTcFHi1mBD2DEt-FkR1vAo709Yhvw79BMngL4NS1uRLh-8Pp22R1S6-Oi9im-V2SAYPXruD3iQG~UFpBFFSkJQR8mIEveXuKm2Xw8XPDX7~4LZd9SvUCriBkTiKKvDDBtqw6uSZYOtWmwwQCJfn25l8J5UFfZhduhAuFzLz5EdF11eTX8rJCo92KedcVMjhLKjjeh7eIFVDq8jWrbRGM~wU-LAHDw9-vEwklVVNOZkPAtj-Kl2rEwoITFutfyy0~8eLGl6sqP9juAopriu1vlcDextjJu00KZK9YlFDB4cNk0UQRVWu2tCrrry5mExRPhnJ3J46dqUVFm0g__&Key-Pair-Id=KUT5TJCACFTXG","Tina Hammonds, who leads legislative work for the Alabama State Department of Education, briefed the State Board of Education on the major education-related enactments from the most recent legislative session and their immediate implications for department operations and local districts.

Hammonds said the session included a 2% pay increase for all public education employees, a new minimum hourly rate of $15 for school employees, and a new salary matrix for LPNs and school nurses with an intent in the legislation to fund one LPN or nurse per school in fiscal year 2029. The legislature also increased targeted funding for coaches, adding $25 million for math coaches this year and adding allocations for career coaches and reading coaches in K\u00013 schools.

Hammonds described a supplemental appropriation that created \"A&T Plus\" (Advancement and Technology Plus) to cover technology and instructional needs, and noted a pre-funding allocation of approximately $20.4 million for student classroom materials so districts receive some textbook and materials dollars earlier than the October fiscal schedule.

On school safety and student supports, the legislature appropriated $40 million for school safety grants, $24 million for summer math camps and $20 million for \"fleet renewal high needs.\" Hammonds also summarized changes to procurement thresholds, the Education Trust Fund roll and the creation of an Educational Opportunities Reserve Fund with specified minimum and cap amounts.

Hammonds listed several new or amended laws the department must implement: an interstate teacher mobility compact (no immediate implementation steps while national rules are developed), the Principal Mentorship Act (which will create a principal mentoring program and a leadership academy, with a design team solicited), a financial literacy law that requires a statewide exam aligned to the approved financial-literacy course, and amendments to the Alabama Literacy Act including transparency requirements and membership changes to the literacy task force.

Hammonds said the department is working on memos, rules and guidance to match department procedures to the new statutes. She cautioned that some laws are effective immediately and require rapid departmental action (for example, some Charter School Act changes took effect on enactment). The department will present rule-change proposals to the board where the law requires board rules, and will release memoranda for other items.

Board members asked for follow-up guidance and for timelines for rule changes. Hammonds said the department will prepare a list of rule changes and supporting memos and will work with board members to schedule any rule-change actions, acknowledging statutory timelines for administrative-code updates.

Ending
The board received the legislative summary; department staff committed to provide detailed guidance, rule-change drafts where required and implementation memos over the coming weeks so districts and the board can comply with and act on the new laws.","Department legislative staff summarized major bills from the recent legislative session including teacher pay increases, a $15 minimum hourly rate for school employees, A&T Plus funding and new laws such as the Principal Mentorship Act and a financial literacy requirement for students.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6506787,"Six Alabama universities brief State Board on UTeach rollout to boost STEM teacher production",2154,282000,2436000,"/Search/View?dp=1&key=5551594-89fc620320a507b6b0529ebbccb89b72&start=282&end=2436","https://assets.pipeline.soar.com/5551594-89fc620320a507b6b0529ebbccb89b72/thumbnail_282000.jpg","/articles/6506787/Alabama/Six-Alabama-universities-brief-State-Board-on-UTeach-rollout-to-boost-STEM-teacher-production","https://secure.pipeline.soar.com/6506787-e6968d7c5b0305f9df40d250546683bd/orig.mp4?Expires=1770506290&Signature=k0~9CRZalgW0MmEn3xVlU5DXmlI2HdPbo9-S4vIDD4NU-e8y8JAWjC3Z6v~2NLS4MGniP7ZTYaeouFVhw69Ia~ueMG1g0YsY2o9iQFVmJ6Nw3fCIQXnKlSVGA92Jo49bvKw3aIsRUDC2B6XBQeF38feJM4E76ytG~cbZ17Is~3~dNCG3CZlqNW~0Ahjij9iZtUMPka-qwxLq2XaQCpPrPMH4sywH7XMsOwqColSr3IzDmX8PRY2TCCbtnAeOBnQSi6uS1MYHsXnyp5G~hNZyQlA2IECEUy1-YBHw2OxEiYWVD2gi6Ht1eqTOl0hJoZYpQD2Q5s5lESP8Ku2tpkOEug__&Key-Pair-Id=KUT5TJCACFTXG","Representatives from Alabama A&M University, Athens State University, Auburn University, Auburn University at Montgomery (AUM), the University of South Alabama and the University of West Alabama told the State Board of Education during a work session that each campus is preparing to implement the UTeach curriculum to recruit and prepare more K\u00012 teachers in science, technology, engineering and mathematics (STEM).

The presentations described a common curriculum model, local adaptations, timelines and production targets. Lena Walton, dean of the College of Education, Humanities and Behavioral Sciences at Alabama A&M University, said Alabama A&M will call its program AAMUTeach and expects to begin the curriculum in the fall, with a planning period earlier in the year. Walton said the program will not add credits to graduation requirements and that the university has budgeted to cover 75% of tuition for the UTeach 1-credit orientation course to encourage student enrollment.

The UTeach model at Alabama A&M and other campuses pairs a content degree in a STEM field with a concentrated teaching pathway rather than a separate added certification. \"We are recruiting from every area and encouraging students to stay in Alabama,\" Walton said, adding that the program emphasizes educating \"the most vulnerable students\" the university serves.

Athens State interim dean Katie Hall said Athens State will deliver UTeach in an upper-division model tied to community college partners through memoranda of understanding. The university set an enrollment goal of about 50 new students. Auburn University presenters said AUTeach will operate as a double-major model so candidates receive a full major in their STEM field and a parallel pedagogical program; Auburn aims to recruit roughly 50 students per year in the science majors and projects about 200 candidates by the end of four years in exploratory courses.

AUM, South Alabama and West Alabama described similar plans: AUM expects to produce more than 100 graduates in five years and is partnering with Montgomery public schools and STEM labs for field experiences; South Alabama reported 16 students already enrolled in step-1 exploratory coursework and set a four-year goal to graduate 30 certified STEM teachers beginning in 2025'1; West Alabama described efforts to adapt UTeach for online students and to offer weekend in-person sessions for hands-on work.

Dr. Alethia Hampton of the State Department of Education's Division of Teaching and Leading said the six institutions share the same UTeach curriculum and are seeking permission to begin program development under the department's innovative-status pathway. Dr. Meadows (department staff supporting UTeach rollout) confirmed the presentations were requests to start program development, not final approvals of innovative status.

Board members asked about timelines and production goals. Alabama A&M and several campuses said they hope to have possible graduates within two years for some upper-division recruits and to operate a full four-year build-out for freshmen-to-senior sequencing; several campuses also discussed \"quick start\" options for upperclassmen. Presenters emphasized on-campus advising, master teachers and campus-level support structures that UTeach sites typically provide.

Speakers noted statewide scale if all sites proceed: department staff said the combined, fully implemented network of UTeach sites in Alabama could produce roughly 215 new science and math teachers per year after implementation, a number that includes UAB's existing program.

Board members and department staff closed the item by confirming the presentations were preliminary requests to begin building programs and that each program will return for formal department approval of innovative status and for any necessary university and board-level actions.

Ending
The Board received the presentations for information and the universities will proceed with program development pending the department's innovative-status review and formal approvals. Department staff said they will follow up on board members' questions and will return with any required recommendations when the programs seek final approval.","Representatives from six Alabama universities told the State Board of Education they are preparing UTeach programs aimed at increasing the number of graduating STEM teachers; universities requested permission to begin building programs under the department's innovative-status process and gave timelines and production targets.","actionData","errors"]

Article not found

Board debate focuses on literacy implementation, possible third-grade retention and community outreach pilots

State releases preliminary assessment snapshots; embargoed school-level data due to board July 27, public release July 31

Board hears overview of 2025 education legislation: raises, new funds and new laws to implement

Six Alabama universities brief State Board on UTeach rollout to boost STEM teacher production