[{"_1":2,"_111":-5,"_112":-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",6455226,"mediaKeyId","5851430-fead6c692c1f78027314c7ec084f3ccb","parentId",5851430,"title","State education office outlines RFP‑backed plan to expand special education supports and coaching","audioSeconds",1653,"startMs",17627000,"endMs",19280000,"viewUrl","/Search/View?dp=1&key=5851430-fead6c692c1f78027314c7ec084f3ccb&start=17627&end=19280","thumbnailUrl","https://assets.pipeline.soar.com/5851430-fead6c692c1f78027314c7ec084f3ccb/thumbnail_17627000.jpg","articleUrl","/articles/6455226/Alabama/State-education-office-outlines-RFPbacked-plan-to-expand-special-education-supports-and-coaching","mediaUrl","https://secure.pipeline.soar.com/6455226-435673596aa15feb97a6422dbc98b501/orig.mp4?Expires=1770414270&Signature=d9JxSNNp57t0UKaeq3kzGGzx19OAXPtPw0Q0cMcF3yiqKAAHZ2FwyKaU8zLdmlJ5H5kbIHZuNUHSvhcLA6Z8WxCtktzdAah4510-yC8Sa3-vvq4ZH6pjbfsn8~OET9BToHwHHiPiVIdSs~g~nWaHsIBPkDy7Y~aBrtwocMrAWrsAaT6U09wMADyGo9WLygp1diQJ7CgoK-CTyPKtuNUUKug7C0prUWOHXAWJS4TMzAxkRz6pErGV8A-hCEmpMR7MG4rV42L~s2lo7uUxXnHy7P60egH0MB8azjNdVkgfolfKIJtlxlCNPX9jiP2RVgmflayN3o~qMyHldd6wO0xyhw__&Key-Pair-Id=KUT5TJCACFTXG","author","Alabama State Department of Education","date","2025-09-29T15:14:21.83Z","article","Department special education leaders summarized a multi‑piece plan to expand supports for students with disabilities statewide. The department said it reorganized teams to improve monitoring and technical assistance and then used a competitive RFP process to select external partners to deliver training, coaching, and parent‑engagement supports.

Key components:
- Professional development modules (math and ELA) and a coach‑and‑playbook model that pairs online modules with on‑the‑ground coaching, district playbooks, and measurable implementation steps.
- Transition‑focused supports and a “transition playbook” to help students and coaches use interest inventories and work‑readiness inventories tied to college/career pathways.
- Contracts with vendors and partners for dispute‑resolution help, an RFP‑based practice test replacement (after Sunsetting of a vendor platform), and capacity building for novice special‑education directors and paraeducators.

Doctor Chambers (special education services lead) and staff emphasized the program is evidence‑driven: the contracts will include data collection and measurable outcomes so the department can report how the work changes student results. Chambers said the department will track outcomes, run a data‑driven validation and provide periodic reports to the board.

The presentation noted continuing fiscal complexity: districts must still meet federal maintenance‑of‑effort requirements if they accept supplemental state funding for high‑needs students, and the department said it will publish guidance and an application process for supplemental state grants for high‑cost students.

Why it matters: the plan focuses on high‑leverage classroom practices and regional coaching as levers to narrow the longstanding proficiency gap between students with disabilities and the general student population. The department framed the approach as a multi‑year capacity‑building investment rather than a one‑off program.

Next steps: selected contractors will begin delivering modules and coaching as contracts are finalized; department staff will publish reporting metrics and an online hub for modules, and the board asked for periodic updates about measurable student outcomes and program scale.","mediaType","Video","parentTitle","Alabama Board of Education Work Session","oneSentenceSummary","Special education leaders told the board of a multi‑contract plan — funded through state and federal sources and run through competitive RFPs — to expand professional development, coaching, and transition services for students with disabilities.","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},6455231,"Board discusses new rules for alternative teacher preparation after legislature authorized outside pathways",2151,1029000,3180000,"/Search/View?dp=1&key=5851430-fead6c692c1f78027314c7ec084f3ccb&start=1029&end=3180","https://assets.pipeline.soar.com/5851430-fead6c692c1f78027314c7ec084f3ccb/thumbnail_1029000.jpg","/articles/6455231/Alabama/Board-discusses-new-rules-for-alternative-teacher-preparation-after-legislature-authorized-outside-pathways","https://secure.pipeline.soar.com/6455231-55763c3dec5b605309778104ed94810e/orig.mp4?Expires=1770414270&Signature=m-sNRNGUuSveiLVkVnG9lHVGLyptcmaG--0AU3izKo2ImqSs~OJGnx2q8exXgs~mgHJsmdW2KHmwT9wbetu0cFSgiXa6MpyA3vc5hNgfeZj8hraVYk4JhAXj0OkpACammDr8~By-jI6yF4yJpOiZGEm2GffSK~u-~byohvF6FcY~HMATOTkqQhSuzTGTcQ3nO9pdazZlvq-vVsyV~sZFbnAWtm346-SfAg0xcxCppkkaXd7RaHHWG10MKn2hQAgt0Ocf06FpfYsyLpirBPm4fA7qSfBhVb0zHYaDVBI-ZW2J7gmFxnL1rDgPMCT2R-MouxhaGgMM2z36-cbgXGhysw__&Key-Pair-Id=KUT5TJCACFTXG","Board members and department staff discussed draft administrative rules to implement recent legislation that authorizes alternative teacher preparation organizations to offer pathways to state certification for individuals who already hold a bachelor’s degree.

Miss Martin (Alabama State Department of Education staff) and other presenters told the board the legislature directed the department to allow outside organizations to prepare candidates for certification, while permitting the State Board to set additional requirements. Staff summarized feedback gathered during an earlier public comment period — most substantive feedback came from university deans — and described proposed edits that clarify the rules do not establish degree programs, but rather a certification pathway for people who already hold a baccalaureate.

Key technical points discussed:
- If an alternative organization chooses to prepare teachers for early childhood or elementary reading, the rule as drafted would require those organizations to meet the same CAEP/CAEP‑type accreditation expectations that apply to traditional educator preparation programs for reading preparation because of provisions in the Literacy Act. Several deans pushed back, noting most alternate providers target subject‑specific high‑school teaching rather than elementary reading. Department staff said they will clarify language and point to the department’s pathway review process (currently called CHIP) while consulting CAEP and other reviewers about possible streamlined reviews for alternate providers.
- The department stressed the proposed rules require alternate providers to ensure candidates meet the same certification assessments (pedagogy assessment; subject assessment; foundations of reading when required) as traditional candidates. Presenters said the implementation will use the State’s existing Alabama Educator Certification Assessment Program assessments (including the pedagogy assessment and reading foundations when required).

After questions from several board members, Dr. Mackey proposed extending the public‑comment period and delaying any final board vote to allow additional deans, district leaders and community partners to provide input. The board agreed to treat the draft as a revision and to extend the comment period; staff said they will return with revised rule language for additional review before the board votes, targeting a vote after the extended comment window (the department proposed bringing a modified proposal back in November). No formal vote to adopt rules was taken at the work session.

Why it matters: the new law opens the door to outside organizations to certify candidates, broadening the state’s routes to licensure while creating technical questions about quality assurance, accreditation expectations, and whether alternate providers will compete with or complement traditional educator preparation programs. Board and staff agreed the implementation details and the pathway review process must be clear for districts and institutions.

What’s next: department staff will extend the comment period, refine the draft rule language to reflect the board’s direction, and return with modified language for further board review in November. Board members asked staff to show how pathway review requirements will align with existing accreditation and the state’s CHIP process while protecting quality standards for certification.","Members of the State Board reviewed draft rules to implement a new law authorizing alternative teacher preparation organizations; the department will extend the public‑comment period and return revised language in November after further input from deans and districts.",{"_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},6455235,"State board hears detailed assessment results; reading cut score set below panel recommendation to reduce false flags",8523,7167000,15690000,"/Search/View?dp=1&key=5851430-fead6c692c1f78027314c7ec084f3ccb&start=7167&end=15690","https://assets.pipeline.soar.com/5851430-fead6c692c1f78027314c7ec084f3ccb/thumbnail_7167000.jpg","/articles/6455235/Alabama/State-board-hears-detailed-assessment-results-reading-cut-score-set-below-panel-recommendation-to-reduce-false-flags","https://secure.pipeline.soar.com/6455235-792094cf5931f1bd470e0732f0ea6cc2/orig.mp4?Expires=1770414270&Signature=WoODHTgnUuwMSPuV~VUROSjaonJg7sWUa1Fi-C6uPu~SDAlfB3lfTBceW-8LB7Q5R08fY-s2PGmu~ndYU8IruP9gK5m~nEg~~iXJ8lTM3G~U7dkk4KKLrlcrdjp5jfP8Jby7R-7x89KRI456h4JSsQZ5PyfTJarOcAdQfL8x0dHPhDmi94cvWFPxenRSWv~9UOLJ7wPTTJiGArPctHhgjchx0qSgeRnJLkVW6VLggfSFx8fh5Tz-gGc~s6MSy506iBHo9WDvpiNWSNjikYEp3d39h41fh67AC1q9nRoKCvPvKvJFF117VvU0aZx7t6GScI3IEZ4x9ZLgfGxzVIMslw__&Key-Pair-Id=KUT5TJCACFTXG","The Alabama State Board of Education received a detailed briefing on statewide assessment results and the technical work that produced the reading cut scores the board implemented this spring.

Maggie Hicks, coordinator of student assessment, told the board that participation rose this year across most assessments: summative participation approached the high 90s, alternate assessment participation increased to the low‑to‑mid 90s, and state reporting showed high participation on ACT‑based measures. Hicks said districts should treat the results as part of an ongoing data cycle: “data should be viewed all throughout the year to ensure that we can see the progress that students are making.”

The presentation included district and subgroup breakdowns and a review of how the grade‑by‑grade results will feed into accountability. Paul Bonner, coordinator of accountability, described planned dual reporting under federal and state rules because recent legislation changed which English‑learner (EL) students are counted in the state academic‑achievement indicator.

The session returned repeatedly to third‑grade reading. A 12‑member panel convened last year to recommend performance standards; that group recommended a median cut score of 486 on the grade‑3 reading scale. Board staff and technical advisors then applied a statistical adjustment: the implemented operational cut score was set two conditional standard errors of measurement below the panel median (reported during the presentation as 452). According to the department’s technical staff, the two‑standard‑error adjustment was chosen to reduce the risk of incorrectly classifying students as below the reading sufficiency threshold. As one technical advisor explained during the meeting, applying the two‑standard‑error adjustment provides “at least a 95% confidence” that a student who falls below the operational cut truly performs below the State’s reading sufficiency standard.

Rick McArdle, a test vendor technical lead, described the standard‑setting process and why the panel’s median recommendation — not the mean — was used as the anchor for subsequent discussion and adjustment. He explained that the conditional standard error of measurement comes from item statistics and therefore does not materially change if the committee’s median or mean recommendation had been used.

Assessment staff also described summer remediation and retest opportunities tied to the reading subtest. The department reported that of the students who scored below the initial reading threshold and were eligible for summer retesting, roughly half of those who took the supplemental reading test showed scores at or above the operational threshold after summer supports; department staff said the figure reflected summer program participation and urged districts to broaden invitations to students whose scores fall near the cut score.

Presenters told the board the reading subtest and the statewide ELA assessment will be revised to reflect the Alabama Literacy Act implementation over the next year and that a pre‑standard‑setting and technical review are scheduled ahead of any final changes. Staff said district and school interactive reports and a parent guide will be posted before public release of the annual report card.

The department emphasized the difference between (a) overall ELA proficiency on the statewide ELA battery and (b) the reading sufficiency question used for third‑grade reading policy. The latter is narrower (reading subtest only) and was the focus of the special standard‑setting discussion.

Board members asked for additional materials for public and district communications: (1) a short explainer on the median vs. mean decision and the two‑standard‑error adjustment; (2) a simple chart showing the cohort movement from grade 2 to grade 3 so receiving fourth‑grade teachers can see incoming students’ trajectories; and (3) a list of summer‑program participation and local outreach practices that increased retest uptake. Department staff said they will produce those materials and make them available to the board and to districts before the public report is posted.

The department also previewed upcoming national and international assessments (NAEP and TIMSS), internal timelines for posting interactive reports, and vendor supports (ACT, DRC) that will remain available to districts.

Why it matters: the board’s interpretation of reading data affects school practice and policy. The technical adjustment the department applied reduces the number of students who will be flagged as below the reading threshold on the basis of a single test score, but it also drew questions about communication and the practical consequences for students and families.

What’s next: the department will publish district‑level interactive reports and parent guides, run a pre‑standard‑setting next month and a full standard‑setting when the revised reading instrument is fielded, and provide the board with the requested explainer materials.","At a work session of the Alabama State Board of Education, the department presented statewide assessment participation and proficiency results, explained the standard‑setting process for reading cut scores and the decision to apply a two‑standard‑error adjustment, and announced next steps for reporting and teacher supports.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6455222,"Board reviews major budget requests and new governor‑led ‘turnaround’ school initiative",0,20480000,"/Search/View?dp=1&key=5851430-fead6c692c1f78027314c7ec084f3ccb&start=20480&end=20480","https://assets.pipeline.soar.com/5851430-fead6c692c1f78027314c7ec084f3ccb/thumbnail_20480000.jpg","/articles/6455222/Alabama/Board-reviews-major-budget-requests-and-new-governorled-turnaround-school-initiative","https://secure.pipeline.soar.com/6455222-9534db488e2165da246e34f6e0e9f3cf/orig.mp4?Expires=1770414270&Signature=Gv63THHvrcVRm6Oz8wZMySoHysHuLiTF~Q0sC4nDTbiFl7KGSAEcFXYNSVIHaGkv-eFCjB2kU3-mXZpUcM~EX0Mm0lRp1~ORY-JiHpKEFgj0m2dDIFlqrI4kXxnl85gMjDctU0OrgxEme0yd2NwPBobfeBnCbwu5ddc7kGYBhlAaNuRjLkKKDOnPlCBg~WseVBXD3KSLOz-iWsa42grEVRDMHsIMTRuSrd1vwS2g7-9uPqIpHLvfdj3w-7i8CkMdiwfqu9wv0sfG9nXzHrGbLll41UpIwIQa6tklSwWViMbmMlHFj9Fs9imysP7~eMKZOu581McSAsUZ3KBl417rbQ__&Key-Pair-Id=KUT5TJCACFTXG","Department budget staff presented the board with the fiscal priorities the department will pursue in the next state budget cycle. The biggest single request is for adjustments to the foundation program that would increase the staffing units available to districts (teachers, assistant principals, counselors) and to expand targeted line items for special education, school safety, and other initiatives.

Highlights presented:
- Foundation staffing and divisors: staff described a model that would re‑set the divisors used to generate teacher units for grades 4–6 (districts have told the department that class sizes in those grades frequently exceed other grade bands) and proposals to add roughly 4,063 teacher units under a fully funded scenario. Department presenters cautioned the board that the full ask substantially exceeds likely appropriations and that hiring that many certified staff next year would be operationally difficult.
- Assistant principals and counseling: the package would provide funding so that any school with 250 or more students earns at least one assistant principal; the department said the change would create several hundred additional administrative units. Staff also proposed increasing guidance counselor staffing and changing the ADM factor for counselors to generate more units.
- Special education stipends and supplemental funding: staff reiterated a large request for a statewide special‑education teacher incentive (a stipend program) and described a separate supplemental grant process to reimburse districts for high‑cost individual placements; the department said supplemental requests must comply with federal maintenance‑of‑effort rules.
- Transportation and other operational supplements: staff sought near‑full funding of transportation, noting an historical funding percentage (the briefing used prior‑year funding as a baseline) and floated approaches for increased mileage funding and other operational offsets.

The presentation included an update on a governor‑announced “turnaround” initiative that earlier in the day had been described as $10 million in one‑time state funds targeted to 15 persistently low‑performing elementary schools. Department staff said the governor’s office and the department selected those schools by matrix (persistence, low performance) and will work with each school to develop place‑based plans. The turnarounds will include extra personnel, wraparound family services and targeted supports; some portion of the funds ($5 million) was earmarked for auxiliary teachers for classroom support. The department described the initiative as a pilot and said it will report back to the board about specific uses and outcomes.

Board members asked for more detail on how the department would phase staffing increases and noted tradeoffs between asking for large increases and the state’s ability to hire qualified personnel quickly.

Why it matters: the department’s requested changes would affect class sizes, counselor availability, school leadership capacity and targeted supports for low‑performing schools. The board will review the request during its budget cycle and decide which items to prioritize for the legislative appropriation process.

What’s next: department staff will refine the line‑item language (board members asked that the school‑safety request be presented as a distinct line item) and return draft appropriation language for board action in the coming month.","The department outlined a multi‑hundred‑million dollar budget request covering teacher units, counselors and assistant principals, transportation funding, special‑education stipends, and a new governor‑sponsored targeted turnaround initiative for 15 persistently low‑performing elementary schools.","actionData","errors"]

Article not found

State education office outlines RFP‑backed plan to expand special education supports and coaching

Board discusses new rules for alternative teacher preparation after legislature authorized outside pathways

State board hears detailed assessment results; reading cut score set below panel recommendation to reduce false flags

Board reviews major budget requests and new governor‑led ‘turnaround’ school initiative